Google science lesson plans grade four.

First, I would recommend doing a web search for lesson plans. I teach fourth grade science and love weather! You should have no trouble coming up with tons of lessons including hands on things for your kids to do. The water cycle is a great place to start. You could have the kids build terrariums in 2 liter bottles. I’ve done that and it’s a great example of the water cycle.

You can do a unit on devastating weather happenings like tornadoes, hurricanes, and earthquakes. I was just talking to my students about hurricanes. We talked about different categories of hurricanes, where they form, the damage they can do. You can do so many cross curricular things with weather. Geography can be taught while showing the kids where tornado alley is, in discussing the oceans and which ones create the hurricanes. You can discuss history by talking about pass devastating hurricanes or earth quakes.

I know that right now 15 sounds like a whole lot. Trust me. In weather at that grade level, you should have no trouble at all developing these lesson plans.

Here is an example: These are Illinois state standards.

The Water Cycle

With Aquarium

Goal:12.E.2a Identify and explain natural cycles of the Earth’s land, water and atmospheric systems (e.g., rock cycle, water cycle, weather patterns).

Objective: TSW:

1)Predict what will happen in aquarium and record these predictions in weather journal

2)Observe what is happening in the aquarium and record these observations in weather journal

Materials:

Soil

Water

Small bowl

Old aquarium

Plastic wrap

Tape or large elastic band

Optional items:

plastic trees

animals

boats

Hot plate

Pan

Wooden spoon

Water

Weather journal

Introduction: The students will be asked about the water on the earth. Where is water gathered (i.e. lakes, streams, rivers, oceans)? I will have pictures of each of these different water sources. What happens to this water? Where does rain water come from? What about snow and hail?

Body: We will have a discussion about what the students predict are the answers. I will ask them what happens to water when it’s heated. We will discuss what happens if you place an object above boiling water. The students will predict what will happen. The hot plate will be heated and I will boil some water. As the steam rises from the water, I will place a wooden spoon in the steam. The students will see how the water gathers on the spoon. What happens when a lot of water droplets gather on the spoon? I will ask them what they think happens to the water as it rises from the earth. During this discussion, I need to pay close attention to who is participating because participation is part of the rubric. What are clouds made of? What happens to the water in the clouds when there is too much there for the cloud to hold? We will then set up the aquarium. The soil should be arranged so that there are mountains, hills, plateaus, and a lake basin. The small bowl will be in the lake basin filled with water. Any plastic toys can be added. The container should be covered tightly with plastic wrap and secured by tape or the elastic band. The students will then predict what they think will happen in the aquarium. Do they think that this will be similar to the earth’s water cycle? The students will break into small groups to discuss their predictions. They will write their answers to the following questions in their weather journal: What do you think clouds are made of? What happens to the water on the earth’s surface as it is heated by the sun? Why do you think sometimes it snows and other times it rains? What do you think will happen in the aquarium over the next few days?

Closure: We will discuss what is happening in the aquarium over the next couple weeks. Any changes they observe will be recorded in their journals. The condensation will gather on the “sky” of the container and fall to the ground when enough moisture collects. The students will compare what they thought would happen to what actually did happen in a classroom discussion. They will do so by breaking into groups and discussing their predictions recorded in their journals. They will then record in the weather journal whether they were correct in their predictions or not.

Assessment: This lesson will be assessed by a rubric.

OK, if you’re going to have a discussion about the weather, water and climate. The best lesson that you should do is to describe how water is vital for the weather and climate. You should present how weather and climate differs with one another, best way to teach them is to start making them interested at global warming (teach them what it is), how water is vital for life, introduce them what ozone layer is and what most people r doing to destroy our ozone layer resulting what happened this winter (scientist said it was because of the warm air in north America, i don’t believe it, i believe it’s because of global warming). I know that these concepts are probably hard, but it will be interesting for them and they will learn a lot, first thing thing you introduce them is the basics and then you give them hard stuff. But make it interesting for them, make them curious at their surroundings. It’s better if we teach them these things, to educate them better and to make them care.