Description
Weather Unit for Third Grade. Students will learn about weather patterns, make weather graphs, and weather charts. They will learn about forecasting the weather based on patterns. Students will design a solution to protect against a natural hazard like a flood or a mudslide. This resource is designed to meet the NGSS for 3rd Grade Weather and Climate. See more on Weather for Third Grade here.
This resource is aligned with the NGSS Disciplinary Core Ideas of Weather and Climate and Natural Hazards and Earth’s Systems. This NGSS unit is completely integrated with science, math, and English language arts.
All the Earth Science Standards for third grade NGSS are covered in this unit.
This resource is intended to be used face to face and is a printable resource. If you are looking for an online resource for distance learning on the same topic see Weather Distance Learning Third Grade
NGSS 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
NGSS 3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.
NGSS 3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
This resource also addresses the third-grade science standards for Utah SEEd.
Utah SEEd Standard 3.1.1 Analyze and interpret data to reveal patterns that indicate typical weather conditions expected during a particular season. Emphasize students gathering data in a variety of ways and representing data in tables and graphs. Examples of data could include temperature, precipitation, or wind speed. (ESS2.D)
Standard 3.1.2 Obtain and communicate information to describe climate patterns in different regions of the world. Emphasize how climate patterns can be used to predict typical weather conditions. Examples of climate patterns could be average seasonal temperature and average seasonal precipitation. (ESS2.D)
Standard 3.1.3 Design a solution that reduces the effects of a weather-related hazard. Define the problem, identify criteria and constraints, develop possible solutions, analyze data from testing solutions, and propose modifications for optimizing a solution. Examples could include barriers to prevent flooding or wind-resistant roofs. (ESS3.B, ETS1.A, ETS1.B, ETS1.C)
This weather unit includes 5-E inquiry-based lessons, graphing and recording data, QR code research, nonfiction articles, response pages, interactive notebook flaps and hands-on labs. Includes reading passages and comprehension questions for informational text. Students will be encouraged to read back into the text to answer the text-dependent questions. This resource also has two labs. One of the labs is on the water cycle and one lab is on using design solutions to combat a weather hazard. This resource also includes a quiz.
In this weather unit, students will use graphs and charts to obtain and display data on weather and climate. Students will read theinformational text in a CLOSE reading strategy to gather more information about the topics. They will respond to text-dependent questions in the response pages and interactive notebook flaps. Students will participate in two hands-on inquiry-based labs One of these labs students will be developing an engineering design solution to solve the problem of heavy rain and mudslides.
