Introductory Activity : Label a blank cassette tape "Weather Noises" and store it with the rest of the materials for this unit. Throughout the year(s) periodically append a sound byte (or sample) to the end of the tape. Try to get a good sample of weather conditions, seasons, and locations on your tape. For some sound bytes, the weather conditions should be obvious from the sounds on the tape (thunder, cars splashing puddles, etc.). Make others not so obvious so that they require some creative thinking to acquire clues as to the weather conditions at the time of the recording. For example, the sound of road construction might indicate to a student that it is a summer day with no rain.
Some day, we may be able to easily share these sound bytes across the network. For now, don't forget to post a message to the unit comment board describing a sound byte you found to stimulate your student's imaginations. We will periodically update this list to include other sound byte ideas:
* thunderstorm
* Salvation Army bell ringer
* walk through a pile of freshly fallen leaves
* road construction work (tractors, jackhammers, etc.)
* car traffic on wet pavement and puddles
* birds chirping at dawn
* pedestrian on a wet sidewalk
* windy day in the trees
* rooster crowing at dawn
* gentle waves on a shore
* waves crashing on a rocky shore
At the start of the lesson, ask the students if they can help you make a list of all the different sounds you can hear from the weather. Keep this list because you are going to add to it throughout the lesson.
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Body : Play one sound byte at a time for the students. (Note: This lesson can be spread over several days.) Repeat it as often as you think necessary. Ask the students to think about what they are hearing and try to find clues as to what the weather is like on the day you recorded it. Remind them to listen to everything they hear on the tape for clues to what's happening at the time the tape was made, what time of year it is, etc. Have the students number a blank piece of paper and write and illustrate what they think the weather conditions are on the day the recording was made. They should also write and illustrate the reasons they used to come up with their answers. After each one, ask for volunteers or pick students to read their answers and explanations. As more weather sounds are found, add them to the original list the students made using a different color pen or chalk.
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