How Weather Impacts Farms

Lesson Plan

How Weather Impacts Farms

Grade Level

3 - 5

Purpose

Students explore different types of weather and discover how weather conditions can impact farms. Grades 3-5

Estimated Time

2 hours

Materials Needed

Engage:

Thunderstorm by Arthur Geisert

Activity 1: Meteorology

Kindergarten Weather Report
Meteorology Slideshow
Weather Words and What They Mean by Gail Gibbons

Activity 2: Weather Station

NOAA Weather Station Instruction Sheets
Materials for weather station instruments from instruction sheets
Weather Journal

Activity 3: How Weather Impacts Farms

Vocabulary

atmosphere: a layer of gas or layers of gases that surround the Earth or another planet

climate: the prevailing weather conditions in a specific area over a long period of time

forecast: a prediction or estimate of future events

meteorologist: scientist who studies weather patterns and forecasts the weather

weather: the state of the atmosphere at a given place and time in regards to heat, dryness, sunshine, wind, rain, etc.

Did You Know?

The largest hailstone ever measured in the United States was 8 inches in diameter and was found in Vivian, South Dakota on July 23, 2010. It was also the nation's heaviest at 1.94 pounds.¹
The highest temperature ever registered on earth is 134.1°F, recorded on July 10, 1913 at Furnace Creek Ranch in Death Valley, California.²
On May 11, 1894 in Borina, Mississippi, an 8-inch gopher turtle was found encased in a hailstone. Scientists believe the winds and whirls carried heavy objects from the earth's surface up to the clouds, where they were encased in successive layers of snow and ice.³

Background Agricultural Connections

Weather describes the state of the atmosphere, the thick blanket of air surrounding the Earth, at a certain place and time.⁴ Weather is caused by heat, water, and air. Temperature, the amount and type of moisture in the air, and the strength of the wind are different components of the weather. The average weather pattern in a location over several decades is called climate. Climates differ depending on the region of the world.

Severe weather events such as floods, extreme cold or heat, intense winds, hail, or tornadoes can negatively impact farms and ranches. The USDA estimates that 90% of crop losses are related to extreme weather.⁵Weather forecasts predict what the weather will be on a particular day and can help farmers and ranchers know what to expect and plan for extreme weather. Severe weather warnings can help farmers prevent damage to crops, animals, and properties.

Meteorologists are scientists who study weather patterns and forecast the weather by observing air temperature, wind direction, humidity, wind speeds, clouds, precipitation, visibility, and atmospheric pressure. Weather instruments, such as thermometers, weather vanes, wind socks, rain gauges, barometers, hygrometers, radars, satellites, and weather balloons, are used to record the weather.

Engage

Show the class the pages of Thunderstorm by Arthur Geisert. Because this book does not have text, have the students discuss their observations and interpretations of the illustrations.
Ask the students, "How did weather affect the farming community in the book?"
Explain to the students that they will be exploring different types of weather and how weather conditions can affect farms.

Explore and Explain

Activity 1: Meteorology

Show the Kindergarten Weather Report video.
Ask the students if they have ever watched a real weather report. Ask, "What information is needed to forecast the weather? How do we get that information?"
Use the Meteorology Slideshow to explain the jobs of meteorologists and weather reporters and explore the tools used to record the weather.
Ask the students, "Why is it important to forecast weather?" (It helps people to be prepared and know what to expect.)
Have the students create a class list of different types of weather (rain, snow, thunder, lightning, etc.). Write their ideas on chart paper.
Read the book Weather Words and What They Mean by Gail Gibbons. Add additional types of weather to the class list.

Activity 2: Weather Station

Explain to the students that they will create a school weather station and document the daily weather conditions.
Organize the students into six groups. Assign each group a weather instrument and provide them with the NOAA Weather Station Instruction Sheet and materials needed to make their instrument:
- Anemometer: An anemometer measures wind speed.
- Weather vane: A weather vane determines wind direction
- Barometer: A barometer measures atmospheric pressure.
- Thermometer: A thermometer measures air temperature.
- Hygrometer: A hygrometer measures humidity.
- Rain Gauge: A rain gauge measures rainfall.
After setting up the weather station, have the students make daily weather observations in their Weather Journal.

Activity 3: How Weather Impacts Farms

Using the weather list from Activity 1, ask the students, "Which are examples of severe weather?"
Have the students consider how weather conditions can affect farms.
Organize the students into six groups. Assign each group a type of severe weather and provide them with a Severe Weather Information Sheet that correlates with their assigned type of weather. Have the groups go through the reading, watch the weather video, and create a weather report to warn farmers and ranchers about the weather event.
- Flooding: Farmers Wait for Dry Weather
- Extreme Cold: How Farmers Protect Crops Against Winter Weather
- Hot and Dry: Hot, Dry Weather Takes Toll on Farm Animals
- Wind: Iowa Farmers Face Aftermath of Powerful Derecho Windstorm
- Hail: Area Farm Crops Damaged by Severe Weather
- Tornado: Tornado Smacks Iowa Farm
Weather reports can be performed live for the class or recorded. The report should describe the weather event, what to expect, and how farmers can prepare.
Allow time for the groups to share their weather reports with the class.
Discuss the impacts of weather to farms and how detailed forecasting can help farmers know what to expect and prepare for severe weather.

Elaborate

Compare the weather at your school to weather in different regions of the country or world.
Have the students research severe weather safety tips and make posters to hang up around the school to address severe weather events that could occur in their area. Refer to the following websites for information:

Evaluate

After conducting these activities, review and summarize the following key concepts:

Weather conditions can impact farms.
A meteorologist is a scientist who studies weather patterns and forecasts the weather.
Meteorologists use different tools to forecast the weather.
Weather forecasts help farmers know what to expect and prepare for severe weather.

Sources

Recommended Companion Resources

Author

Lynn Wallin

Organization

National Center for Agricultural Literacy

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State Standards for Texas

ELA: 4.110.6.b.1

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking- oral language. The students develops oral language through listening, speaking, and discussion.

ELA: 4.110.6.b.1.D - work collaboratively with others to develop a plan of shared responsibilities

ELA: 5.110.7.b.13

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

ELA: 5.110.7.b.13.B - develop and follow a research plan with adult assistance
ELA: 5.110.7.b.13.C - identify and gather relevant information from a variety of sources
ELA: 5.110.7.b.13.E - demonstrate understanding of information gathered
ELA: 5.110.7.b.13.H - use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

Social Studies: 3.113.14.c.4

Geography. The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to:

Social Studies: 3.113.14.c.14.D - interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps

Social Studies: 3.113.14.c.14

Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:

Social Studies: 3.113.14.c.14.C - interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, comparing, and contrasting

Social Studies: 3.113.14.c.15

Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

Social Studies: 3.113.14.c.15.D - express ideas orally based on knowledge and experiences

Social Studies: 4.113.15.c.19

Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:

Social Studies: 4.113.15.c.19.C - analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

Social Studies: 4.113.15.c.21

Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

Social Studies: 4.113.15.c.21.C - express ideas orally based on research and experiences
Social Studies: 4.113.15.c.21.D - create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies

Social Studies: 5.113.16.c.23

Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:

Social Studies: 5.113.16.c.23.C - analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
Social Studies: 5.113.16.c.23.D - organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

Science: 3.112.5.b.1

Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:

Science: 3.112.5.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
Science: 3.112.5.b.1.D - use tools, including hand lenses; metric rulers; Celsius thermometers; wind vanes; rain gauges; graduated cylinders; beakers; digital scales; hot plates; meter sticks; magnets; notebooks; Sun, Earth, Moon system models; timing devices; materials to support observation of habitats of organisms such as terrariums, aquariums, and collecting nets; and materials to support digital data collection such as computers, tablets, and cameras, to observe, measure, test, and analyze information

Science: 3.112.5.b.3

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

Science: 3.112.5.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats
Science: 3.112.5.b.3.C - listen actively to others’ explanations to identify relevant evidence and engage respectfully in scientific discussion

Science: 3.112.5.b.5

Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

Science: 3.112.5.b.5.A - identify and use patterns to explain scientific phenomena or to design solutions
Science: 3.112.5.b.5.G - explain how factors or conditions impact stability and change in objects, organisms, and systems

Science: 3.112.5.b.12

Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:

Science: 3.112.5.b.12.C - describe how natural changes to the environment such as floods and droughts cause some organisms to thrive and others to perish or move to new locations

Science: 4.112.6.b.1

Science: 4.112.6.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
Science: 4.112.6.b.1.D - use tools, including hand lenses; metric rulers; Celsius thermometers; calculators; laser pointers; mirrors; digital scales; balances; graduated cylinders; beakers; hot plates; meter sticks; magnets; notebooks; timing devices; sieves; materials for building circuits; materials to support observation of habitats of organisms such as terrariums, aquariums, and collecting nets; and materials to support digital data collection such as computers, tablets, and cameras, to observe, measure, test, and analyze information

Science: 4.112.6.b.3

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

Science: 4.112.6.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats
Science: 4.112.6.b.3.C - listen actively to others’ explanations to identify relevant evidence and engage respectfully in scientific discussion

Science: 4.112.6.b.5

Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

Science: 4.112.6.b.5.A - identify and use patterns to explain scientific phenomena or to design solutions
Science: 4.112.6.b.5.G - explain how factors or conditions impact stability and change in objects, organisms, and systems

Science: 4.112.6.b.10

Earth and space. The student knows that there are processes on Earth that create patterns of change. The student is expected to:

Science: 4.112.6.b.10.A - describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process
Science: 4.112.6.b.10.B - model and describe slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice
Science: 4.112.6.b.10.C - differentiate between weather and climate

Science: 4.112.6.b.11

Earth and space. The student understands how natural resources are important and can be managed. The student is expected to:

Science: 4.112.6.b.11.A - identify and explain advantages and disadvantages of using Earth's renewable and nonrenewable natural resources such as wind, water, sunlight, plants, animals, coal, oil, and natural gas
Science: 4.112.6.b.11.B - explain the critical role of energy resources and how conservation, disposal, and recycling of natural resources impact the environment and modern life

Science: 5.112.7.b.1

Science: 5.112.7.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
Science: 5.112.7.b.1.D - use tools, including calculators, microscopes, hand lenses, metric rulers, Celsius thermometers, prisms, concave and convex lenses, laser pointers, mirrors, digital scales, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, notebooks, timing devices, materials for building circuits, materials to support observations of habitats or organisms such as terrariums and aquariums, and materials to support digital data collection such as computers, tablets, and cameras to observe, measure, test, and analyze information

Science: 5.112.7.b.3

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

Science: 5.112.7.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats
Science: 5.112.7.b.3.C - listen actively to others’ explanations to identify relevant evidence and engage respectfully in scientific discussion

Science: 5.112.7.b.5

Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

Science: 5.112.7.b.5.A - identify and use patterns to explain scientific phenomena or to design solutions
Science: 5.112.7.b.5.G - explain how factors or conditions impact stability and change in objects, organisms, and systems

Science: 5.112.7.b.10

Earth and space. The student knows that there are recognizable patterns and processes on Earth. The student is expected to:

Science: 5.112.7.b.10.A - explain how the Sun and the ocean interact in the water cycle and affect weather
Science: 5.112.7.b.10.C - model and identify how changes to Earth's surface by wind, water, or ice result in the formation of landforms, including deltas, canyons, and sand dunes

Science: 5.112.7.b.11

Earth and space. The student understands how natural resources are important and can be managed. The student is expected to design and explain solutions such as conservation, recycling, or proper disposal to minimize environmental impact of the use of natural resources.

Science: 5.112.7.b.11 - Earth and space. The student understands how natural resources are important and can be managed. The student is expected to design and explain solutions such as conservation, recycling, or proper disposal to minimize environmental impact of the use of natural resources.

Science: 5.112.7.b.12

Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:

Science: 5.112.7.b.12.A - observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem
Science: 5.112.7.b.12.C - describe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem

ELA: 3.110.5.b.1

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

ELA: 3.110.5.b.1.C - speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively
ELA: 3.110.5.b.1.D - work collaboratively with others by following agreed-upon rules, norms, and protocols

ELA: 3.110.5.b.13

ELA: 3.110.5.b.13.B - develop and follow a research plan with adult assistance
ELA: 3.110.5.b.13.C - identify and gather relevant information from a variety of sources
ELA: 3.110.5.b.13.E - demonstrate understanding of information gathered
ELA: 3.110.5.b.13.H - use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

ELA: 4.110.6.b.13

ELA: 4.110.6.b.13.B - develop and follow a research plan with adult assistance
ELA: 4.110.6.b.13.C - identify and gather relevant information from a variety of sources
ELA: 4.110.6.b.13.E - demonstrate understanding of information gathered
ELA: 4.110.6.b.13.H - use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

ELA: 5.110.7.b.1

ELA: 5.110.7.b.1.C - give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively
ELA: 5.110.7.b.1.D - work collaboratively with others to develop a plan of shared responsibilities

Technology Applications: 126.8.c.1

Computational thinking--foundations. The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms. The student is expected to:

Technology Applications: 126.8.c.1.C - develop a plan collaboratively and document a plan that outlines specific steps taken to complete a project

Technology Applications: 126.8.c.5

Data literacy, management, and representation--collect data. The student uses digital strategies to collect and identify data. The student is expected to:

Technology Applications: 126.8.c.5.A - identify and collect numerical data such as the price of goods or temperature
Technology Applications: 126.8.c.5.B - use various search strategies with adult assistance

Technology Applications: 126.8.c.6

Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to analyze data in graphs to identify and discuss trends and inferences.

Technology Applications: 126.8.c.6 - Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to analyze data in graphs to identify and discuss trends and inferences

Technology Applications: 126.9.c.1

Technology Applications: 126.9.c.1.C - communicate design plans and solutions using a variety of options

Technology Applications: 126.9.c.6

Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to use digital tools to transform and make inferences about data to answer a question.

Technology Applications: 126.9.c.6 - Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to use digital tools to transform and make inferences about data to answer a question

Technology Applications: 126.10.c.1

Technology Applications: 126.10.c.1.A - decompose a real-world problem into smaller, manageable subproblems using graphic organizers such as learning maps, concept maps, or other representations of data

Technology Applications: 126.10.c.6

Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to use digital tools to analyze and transform data and make inferences to answer questions.

Technology Applications: 126.10.c.6 - Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to use digital tools to analyze and transform data and make inferences to answer questions

Common Core Connections

Anchor Standards: Reading

CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

Anchor Standards: Speaking and Listening

CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-LITERACY.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Practice Standards: Mathematics

CCSS.MATH.PRACTICE.MP4 Model with mathematics. Students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. Students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions.

CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically. Students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understandings of concepts.

Agricultural Literacy Curriculum Matrix

Lesson Plan

Grade Levels

Type of Companion Resource

Content Area Standards

Agricultural Literacy Outcomes

Common Core

How Weather Impacts Farms

Grade Level

Purpose

Estimated Time

Materials Needed

Vocabulary

Did You Know?

Background Agricultural Connections

Engage

Explore and Explain

Elaborate

Evaluate

Sources

Recommended Companion Resources

Author

Organization

State Standards for Texas

ELA: 4.110.6.b.1

ELA: 5.110.7.b.13

Social Studies: 3.113.14.c.4

Social Studies: 3.113.14.c.14

Social Studies: 3.113.14.c.15

Social Studies: 4.113.15.c.19

Social Studies: 4.113.15.c.21

Social Studies: 5.113.16.c.23

Science: 3.112.5.b.1

Science: 3.112.5.b.3

Science: 3.112.5.b.5

Science: 3.112.5.b.12

Science: 4.112.6.b.1

Science: 4.112.6.b.3

Science: 4.112.6.b.5

Science: 4.112.6.b.10

Science: 4.112.6.b.11

Science: 5.112.7.b.1

Science: 5.112.7.b.3

Science: 5.112.7.b.5

Science: 5.112.7.b.10

Science: 5.112.7.b.11

Science: 5.112.7.b.12

ELA: 3.110.5.b.1

ELA: 3.110.5.b.13

ELA: 4.110.6.b.13

ELA: 5.110.7.b.1

Technology Applications: 126.8.c.1

Technology Applications: 126.8.c.5

Technology Applications: 126.8.c.6

Technology Applications: 126.9.c.1

Technology Applications: 126.9.c.6

Technology Applications: 126.10.c.1

Technology Applications: 126.10.c.6

Agricultural Literacy Outcomes

Agriculture and the Environment

Science, Technology, Engineering & Math

Education Content Standards

Science (SCIENCE)

Common Core Connections

Anchor Standards: Reading

Anchor Standards: Speaking and Listening

Practice Standards: Mathematics