As we wrap up our enlightening journey through the whimsical world of weather, I’ve got the perfect concoction of review activities for your 5th graders. I’ve dedicated years to understanding the intricacies of weather and crafting teaching methods that not only inspire curiosity but also guarantee understanding. Here’s a week-long breakdown that’ll make your student meteorologists ready for their grand assessment!
This is the fifth and final set of activities in the weather unit. Check out the first lesson on types of precipitation here. The second lesson on weather tools can be found here and the third lesson on climate zones can be found here. The last major lesson of the weather unit is about all of the types of clouds. Below, in the chart, you’ll find an estimated timeline and each of the lessons that will be covered throughout the weather unit.
| Weather Unit Lessons | Estimated Timeline |
| Types of Precipitation | Days 1 – 2 |
| Weather Tools | Day 3 – 6 |
| Climate Zones | Days 7 – 8 |
| Types of Clouds | Days 9 – 10 |
| Review Weather Unit & Assessment | Days 11 – 15 |
Days 11-15 of the Weather Unit
You’l want to pick and choose from these activities to finish up the last week of this weather unit. What did your students struggle with the most? That will help you decide which activities to do during the review week. Save the last day for the weather assessment, which focuses heavily on the vocabulary terms learned throughout this week.
| Essential Que | – What are the main types of clouds and how are the different? – How do clouds determine the weather in a particular place and time? |
| Learning Goal & Objective | – Students will be able to identify clouds and how they determine the weather in a particular place and time. |
| Florida Standard | SC.5.E.7.3 Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time. |
Start each by reviewing the hands gestures that students created on Day 1 of the weather unit. Try to do this every day of the weather unit so that you keep it fresh in the students’ minds.
You’ll also want to save a few minutes to do the Weather Data Collection: Compare Locations activity from this lesson.
Activity #1: Discussion Cards
Directions:
- Divide the students into small groups.
- Give each group a baggie with the discussion question cards.
- Allow each group 3-4 minutes to discuss each question.
- Encourage students to involve everyone in their group. If a student is dominating, ask them to check in with their classmates and find their opinions, too.
Questions You Can Ask During This Review Activity:
-Were there perspectives from your peers that you hadn’t considered?
-What did you learn from your classmates during this discussion activity?
Activity #2: Weather Choice Board Project
Directions:
- Start by introducing the different types of projects that are available to choose from, emphasizing that they cater to different learning styles.
- Allow students to decide what project they would like to focus on for the next 2(ish) days.
- At the end of the project tie, allow students to share their projects with other classmates. This can be a simple partner share or a small group share. This will allow students to show off their hard work, without taking away from too much class time.
Questions You Can Ask During the Activity:
-Why did you choose this project to work on?
-If you had to do this project again, what would you do differently?
-What did you learn by doing this review project?
Activity #3: Don’t Say It Game
We did a similar activity to this one earlier in our unit when learning about the different forms of precipitation. It’s called, “Don’t Say It”. The student will get a card with a vocabulary word at the top. The student’s job is to make their teammates guess the word. Here’s the catch: they can’t say any of the listed keywords. This requires students to get creative and think outside of the box.
Using the above picture as an example card, the student’s goal is to make his/her classmates guess the word “snow”. However, the student can’t say precipitation, cold, or blizzard when giving cues about the word. They can use words or motions for this game.
Questions to ask during the game:
– Which vocabulary term was the most challenging to describe without using the forbidden words?
– Which terms do you need to study before the assessment?
Activity #4: Cloud Matching Vocabulary Game
It’s time to play a matching game! There are 36 (one for each vocabulary word and one for each definition). Soo many ways to play this game! Here are a few variations below:
–Traditional Matching: Students will spread out the cards face up. Then, students will match the vocabulary word cards to the appropriate definition.
–Memory Game: Students will place all 36 cards face down in a grid. Students will take turns flipping over two cards at a time, trying to match a vocabulary word with its correct definition. If they find a match, the student will keep the cards and get another turn. If not, they flip the cards back over. The goal is to remember where each card is for successful matching.
–Timed Challenge: Mix up the vocabulary cards and their definitions. Set a timer and challenge students to match them correctly as quickly as they can. This can be played individually or in teams.
–Relay Match: Divide students into teams. Place the vocabulary cards at one end of the room and the definitions at the other. On “Go!”, the first student from each team races to match one tool with its definition, then runs back to tag the next teammate. The team that matches all cards correctly first wins.
–Charades-Inspired Match: One student randomly picks a vocabulary word card without showing anyone. They act out or mime the word’s definition (without using words) while others guess which vocabulary word it is. Once the vocabulary is guessed, the group selects the corresponding definition.
–Interactive Scavenger Hunt: Hide the vocabulary cards around the classroom or outdoor space. Provide students with the definitions and have them search for the corresponding vocabulary word cards.
Questions to ask during the game:
– Which vocabulary term was the most challenging to find the definition for? Why?
– Which terms do you need to study before the assessment?
Activity #5: Weather Board Game
Directions for playing the science weather board game:
- Read the directions to the students and model how to play.
- Be prepared with dice/spinner and game pieces for each player (paperclips, pencil top erasers, pieces from another game, etc.)
- Every student should solve every problem – not just the person who rolls.
- Create groups of 2-4 students. The lower number of students means the more focused students are while playing.
- Remind students that the focus is not playing the game but thatâs just an added bonus! The focus should be on practicing science skills.
- Show students how to compare and discuss answers. Did you both get the same answer? If students get different answers, ask them to use textbooks, notes, anchor charts, etc. to help prove their answer.
- Each student gets a recording sheet so everyone is held accountable!
Final Weather Unit Assessment
It’s time for students to put their knowledge to the test! Distribute the assessments and monitor their progress. When students are finished with their test, they can flip it over and draw a picture of the climate zones or represent what they’ve learned about weather.
Love this unit?
Get everything for all of the weather activities done for you here!
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Pin these ideas to your favorite classroom Pinterest board. Then you can come back whenever you need ideas or inspiration!
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