Kagan Cooperative

Learning Structures
for Weather
To be used in conjunction with Cooperative Learning, by Spencer
Kagan and ASD Weather Teachers Guide

Lesson Designers:
Joanna Hubbard &
Trisha Herminghaus
2009-2010
This product is produced by the Anchorage School District
Earth Systems Elementary Science Program

Cooperative Learning Structures for Weather

Science Lesson Title: Exploration 1 Thinking About Air

Page Number in Guide: 40-42
Name of Cooperative Learning Structure:

A. Round Robin
B. Numbered Heads Together

Page No. from Cooperative Learning (1994) by Spencer Kagan:

A. 8:3
B. 10:2
At what point in the lesson was this structure used?
A. Step #3, Round Robin. After the students individually brainstorm
what they know about air, they use the Round Robin structure to share
their ideas with their group of four.
B. Step #7. Students release air from balloons and observe. Groups of
four use Numbered Heads Together to decide as a team what gives the
balloon its shape when inflated.
Materials Needed:
kit materials , spinner to randomly choose between numbers 1-4 (optional)
Domains Addressed:
Classbuilding
Teambuilding
Thinking Skills
Communication Skills

Mastery
Information Sharing

Lesson Format:
1. Lead Statement or Question
A. Round Robin: What do you know about air? students individually
record in their science notebooks. Give 3-4 minutes. Then students
take turns sharing their ideas out loud, making sure that each student
has a chance to share.

B. Numbered Heads Together: In groups of 4, students number off 1-4.

What gives the balloons the shape they have now? Students then
investigate with their balloons, inflating and letting air out. Students
should record their observations. Together, students decide as a team
what gives the balloon its shape when inflated. A number chosen at
random identifies which student shares the team answer from each table.
2. Basic Steps
Round Robin
A. Teacher announces the topic..
B. The students take turns talking.
Numbered Heads Together
A. Students number off in teams.
B. The teacher poses a question.
C. Heads together to discuss.
D. The teacher calls a number to share from each team.
3. Helpful Hints

The Round Robin can be expanded into a team list building discussion to
gather together what the class knows about air, such as for a KWL chart.

Prompt students to think of multiple possibilities when observing their

inflated balloon deflate. Make sure students are taking time to record their
ideas and observations for good discussion during the cooperative structure.

Cooperative Learning Structures for Weather

Science Lesson Title: Exploration 2 Beginning Our Work As Meteorologists

B. Think Pair - Share

Page No. from Cooperative Learning (1994) by Spencer Kagan:
A. 10:2
B. 11:2
At what point in the lesson was this structure used?
A. Steps #2-4, Numbered Heads Together. Use the structure to help
students build working definitions of weather and climate.
B. During the Wrap-Up, Think-Pair-Share. Students release air from
balloons and observe. Groups of four use Numbered Heads Together to
decide as a team what gives the balloon its shape when inflated.
Materials Needed:
kit materials , spinner to randomly choose between numbers 1-4 (optional)
Domains Addressed:
Classbuilding
Teambuilding
Thinking Skills
Communication Skills

Mastery
Information Sharing

Lesson Format:
1. Lead Statement or Question
A. Numbered Heads Together: In groups of 4, students number off 1-4.
What do you mean when you talk about WEATHER? Students each
respond to the question in their team. Students together decide on a
team answer. A number chosen at random identifies which student
shares the team answer from each table. This process is repeated for
the word CLIMATE.

B. Think Pair Share: Based on our new class definitions, have you ever
talked about Weather Climate but really meant the other one? Think
about a situation when you thought one of these words meant something
different than what we have learned today. Then, with a partner,
students share their experiences. As a whole class, check to see if any new
details have come to light about the students understanding of these
terms. Listen carefully for resilient misconceptions.
2. Basic Steps
Numbered Heads Together
A. Students number off in teams.
B. The teacher poses a question.
C. Heads together to discuss.
D. The teacher calls a number to share from each team
Think Pair - Share
A. Teacher poses a problem.
B. The students think about it alone, then form pairs to discuss the
question.
C. Students are then called upon to share the answer with the class as a
whole.
3. Helpful Hints

Make sure that different numbers are picked for each of the share outs on the
Numbered Heads Together, a spinner is useful for true randomization.

After students share ideas about the meanings of these terms, make sure the
class definition is completely accurate.

Think time can be unstructured or you can ask students to write or draw
about their ideas to help them focus on the question.

Cooperative Learning Structures for Weather

Science Lesson Title: Exploration 3 Does Air Take Up Space?

Page Number in Guide: 47-50
Name of Cooperative Learning Structure:

A. Think Pair - Share

Page No. from Cooperative Learning (1994) by Spencer Kagan:

A. 11:2
At what point in the lesson was this structure used?
A. Step #7, Think Pair - Share. After the students individually
brainstorm what they know about air, they share their ideas with a
partner, then the whole class.
Materials Needed:
kit materials
Domains Addressed:
Classbuilding
Teambuilding
Thinking Skills
Communication Skills

Mastery
Information Sharing

Lesson Format:
1. Lead Statement or Question
A. Think Pair Share: Why do you think the water did not go into the
flask? Think, then, with a partner, students share their ideas. As a whole
class, discuss why the water will not go into the flask.
2. Basic Steps
Think Pair - Share
A. Teacher poses a problem.
B. The students think about it alone, then form pairs to discuss the
question.

C. Students are then called upon to share the answer with the class as a
whole.
3. Helpful Hints

This is the beginning of the unit and building slowly to the understanding
that air takes up space will take time but be most effective.

Cooperative Learning Structures for Weather

Science Lesson Title: Exploration 4 Keeping It Dry

Page Number in Guide: 51-54
Name of Cooperative Learning Structure:

A. Team Statements

Page No. from Cooperative Learning (1994) by Spencer Kagan:

A. 11:5
At what point in the lesson was this structure used?
A. Wrap-Up, Team Statements. After they experiment with trying to
keep a piece of tissue dry, student teams come up with synthesis
statements that explain how they know that air takes up space.
Materials Needed:
kit materials
Domains Addressed:
Classbuilding
Teambuilding
Thinking Skills
Communication Skills

Mastery
Information Sharing

Lesson Format:
1. Lead Statement or Question
A. Team Statements: How do you know that air takes up space? Use the
evidence that you have collected during the last two explorations to write
a statement that answers this question. Students synthesize statements
from individual, to pairs, to a team of 4.
2. Basic Steps
Team Statement
A. The teacher presents a topic.
B. Think time is given for the students to write.
C. Pair and Share with a partner.

D. Synthesis of ideas with partner.

E. Pairs compare their statements looking for underlying similarities.
F. Synthesis of ideas with team.
G. Record single team statement.
3. Helpful Hints

Large sheets of chart paper or sentence strips can be used for teams to write
out their statement. These can then be posted around the room.

Overhead transparencies can be cut into strips for recording team statements.
This is another way that many teams statements can be seen at once.

Cooperative Learning Structures for Weather

Science Lesson Title: Exploration 5 Construct A Barometer

Page Number in Guide: 55-64
Name of Cooperative Learning Structure:

A. Rally Coach

Page No. from Cooperative Learning (2009) by Spencer Kagan:

A. 6:32
At what point in the lesson was this structure used?
A. Step #3, Rally Coach. While student pairs build the Barometer, they
take turns in the roles of coach and builder to follow teacher demonstrated
instruction.
Materials Needed:
kit materials
Domains Addressed:
Classbuilding
Teambuilding
Thinking Skills
Communication Skills

Mastery
Information Sharing

Lesson Format:
1. Lead Statement or Question
A. Rally Coach: In pairs, students build a barometer. Alternate roles of
builder and coach at each step of construction.
2. Basic Steps
Rally Coach
A. Students pair up and number off.
B. The teacher identifies which student will start as coach and which will
start as Builder.
C. Teacher demonstrates task or gives problem.

D. The Builder builds with Coachs support and encouragement (watch,

listen, check, coach, and praise).
E. Switch roles and repeat.
3. Helpful Hints

Practice brainstorming some respectful, helpful comments that the

Coaches might use to help their partners and some clear, respectful
comments that the Builders could use to let their Coaches know what
they need from them.

Cooperative Learning Structures for Weather

Science Lesson Title: Exploration 6 Does Air Have Weight

Page Number in Guide: 65-68
Name of Cooperative Learning Structure:

A. Round Robin

Page No. from Cooperative Learning (1994) by Spencer Kagan:

A. 8:3
At what point in the lesson was this structure used?
A. Step #4, Round Robin. Used for student discussion after
balloon/inflated glove on meter stick demonstration and after
examination of barometer data.
Materials Needed:
kit materials
Domains Addressed:
Classbuilding
Teambuilding
Thinking Skills
Communication Skills

Mastery
Information Sharing

Lesson Format:
1. Lead Statement or Question
A. Round Robin: What happened when one balloon popped? Why do
you think that happened? students individually record in their
science notebooks. Give 3-4 minutes. Then students take turns sharing
their ideas out loud, making sure that each student has a chance to
share.
After students examine barometer data, synthesize and record in their
science notebooks individually, ask students to share in small groups
the patterns and their ideas about what the patterns in the data mean.
Questions for discussion might include, What changes have you
observed in your barometer models? What evidence do you have that
the straws have moved? What do you think caused the changes in
your barometers? And What patterns did you see when you compared
the barometer readings with the weather?

2. Basic Steps
Round Robin
A. Teacher announces the topic..
B. The students take turns talking in their groups.
3. Helpful Hints

The second Round Robin can be modified into a Think-Pair-Share discussion

format as well.

Cooperative Learning Structures for Weather

Science Lesson Title: Exploration 7 Construct A Thermometer

Page Number in Guide: 69-76
Name of Cooperative Learning Structure:

A. Rally Coach

Page No. from Cooperative Learning (2009) by Spencer Kagan:

A. 6:32
At what point in the lesson was this structure used?
A. Step #2-4, Rally Coach. While student pairs build the Thermometer,
they take turns in the roles of coach and builder to follow teacher
demonstrated instruction.
Materials Needed:
kit materials
Domains Addressed:
Classbuilding
Teambuilding
Thinking Skills
Communication Skills

Mastery
Information Sharing

Lesson Format:
1. Lead Statement or Question
A. Rally Coach: In pairs, students build a thermometer. Alternate roles of
builder and coach at each step of construction.
2. Basic Steps
Rally Coach
A. Students pair up and number off.
B. The teacher identifies which student will start as coach and which will
start as Builder.
C. Teacher demonstrates task or gives problem.
D. The Builder builds with Coachs support and encouragement (watch,
listen, check, coach, and praise).
E. Switch roles and repeat.

3. Helpful Hints

Practice brainstorming some respectful, helpful comments that the

Coaches might use to help their partners and some clear, respectful
comments that the Builders could use to let their Coaches know what
they need from them.

Cooperative Learning Structures for Weather

Science Lesson Title: Exploration 8 Reading A Thermometer

Page Number in Guide: 77-85
Name of Cooperative Learning Structure:

A. Numbered Heads Together

Page No. from Cooperative Learning (1994) by Spencer Kagan:

A. 10:2
At what point in the lesson was this structure used?
A. Step #2-3. Small groups of four use Numbered Heads Together to
decide as a team what the thermometer temperature reading is.
Materials Needed:
kit materials , spinner to randomly choose between numbers 1-4 (optional)
Domains Addressed:
Classbuilding
Teambuilding
Thinking Skills
Communication Skills

Mastery
Information Sharing

Lesson Format:
1. Lead Statement or Question
A. Numbered Heads Together: In groups of 4, students number off 1-4.
As each overhead practice thermometer is shown they must decide as a
team, What is the temperature shown on the thermometer?. A number
chosen at random identifies which student shares the team answer from
each table.
Continue using this structure as student teams discuss the following
questions: What differences do you see between the thermometers?,
What do you notice between the letters and scales on the thermometers?,
What does the 32/0 mark mean and why is it important? Refer to kit
teachers guide for complete notes on this portion of the structure.
2. Basic Steps
Numbered Heads Together

A. Students number off in teams.

B. The teacher poses a question.
C. Heads together to discuss.
D. The teacher calls a number to share from each team.
3. Helpful Hints

KEY: Make sure all students are successful at accurately reading a

thermometer temperature by the end of the lesson.

Cooperative Learning Structures for Weather

Science Lesson Title: Exploration 9 Warm Air

Page Number in Guide: 86-90
Name of Cooperative Learning Structure:

A. Timed Pair Share

Page No. from Cooperative Learning (2009) by Spencer Kagan:

A. 6:38
At what point in the lesson was this structure used?
A. Step #7. After the students experiment with their propeller and candle
system, taking thermometer readings, they share their observations using
the Timed Pair Share structure.
Materials Needed:
kit materials
Domains Addressed:
Classbuilding
Teambuilding
Thinking Skills
Communication Skills

Mastery
Information Sharing

Lesson Format:
1. Lead Statement or Question
A. Timed Pair Share: What did you observe during this exploration?
Students take turns sharing their ideas out loud for a set amount of time
each.
2. Basic Steps
Timed Pair Share
A. Teacher poses a question.
B. Students pair up.
C. Teacher identified student A shares first (ie The student with the
longest hair will go first).
D. The teacher calls out the time to change after the first timed increment
is over and student B shares for the same length of time.

3. Helpful Hints

Students can be paired with students from other teams to share with someone
whom they have not performed the exploration with.

Cooperative Learning Structures for Weather

Science Lesson Title: Exploration 10 Cold Air

Page Number in Guide: 92-100
Name of Cooperative Learning Structure:

A. Rally Coach
B. Round Robin

Page No. from Cooperative Learning by Spencer Kagan:

A. 6:32 (2009)
B. 8:3 (1994)
At what point in the lesson was this structure used?
A. Session 1, Step #5, Rally Coach. While student pairs build the Paper
Propeller, they take turns in the roles of coach and builder to follow
teacher demonstrated instruction.
B. Session 2, Step #1, Round Robin. Used for student discussion after
propeller investigations.
Materials Needed:
kit materials
Domains Addressed:
Classbuilding
Teambuilding
Thinking Skills
Communication Skills

Mastery
Information Sharing

Lesson Format:
1. Lead Statement or Question
A. Rally Coach: In pairs, students build a propeller. Alternate roles of
builder and coach at each step of construction.
B. Round Robin: Which direction was the air from the freezer moving?,
What evidence do you have that the air was moving?, Which direction
was the air from the window moving?, What evidence do you have?, Is
the Moving air warm or cold? How does cool air behave compared to

warm air? using information already recorded in their science

notebooks students take turns sharing their ideas out loud in response to
each question from the teacher, making sure that each student in the
group has a chance to share before the teacher announces the next
question.
2. Basic Steps
Rally Coach
A. Students pair up and number off.
B. The teacher identifies which student will start as coach and which will
start as Builder.
C. Teacher demonstrates task or gives problem.
D. The Builder builds with Coachs support and encouragement (watch,
listen, check, coach, and praise).
E. Switch roles and repeat.
Round Robin
A. Teacher announces the topic..
B. The students take turns talking.
3. Helpful Hints

Practice brainstorming some respectful, helpful comments that the

Coaches might use to help their partners and some clear, respectful
comments that the Builders could use to let their Coaches know what they
need from them.

It is important to model the behavior of the speakers and listeners to make

sure everyone is getting the most out of the structure.

Cooperative Learning Structures for Weather

Science Lesson Title: Exploration 11 Air In Motion

Page Number in Guide: 101-106
Name of Cooperative Learning Structure:

A. Timed Pair Share

B. Pairs Check

Page No. from Cooperative Learning by Spencer Kagan:

A. 6:38 (2009)
B. 10:5 (1994)
At what point in the lesson was this structure used?
A. Step #2. Students share their ideas about what causes the wind using
the Timed Pair Share structure.
B. Step #10. Students explain to partners the movement of air between
land and water checking their own and their partners understanding.
Materials Needed:
kit materials
Domains Addressed:
Classbuilding
Teambuilding
Thinking Skills
Communication Skills

Mastery
Information Sharing

Lesson Format:
1. Lead Statement or Question
A. Timed Pair Share: What do you think are some of the causes of
wind? Students take turns sharing their ideas out loud for a total of 1
minute each.
B. Pairs Check: Students explain the steps of the wind cycle using their
diagram to show the movement of air between land and water. Their
partner checks each step and, if there is agreement, moves to the next step.

2. Basic Steps
Timed Pair Share
A. Teacher poses a question.
B. Students pair up.
C. Teacher identified student A shares first (ie The student with the
longest hair will go first).
D. The teacher calls out the time to change after the first timed increment
is over and student B shares for the same length of time.
Pairs Check
A. Students work individually on a problem or question.
B. Students check each others work in pairs, taking turns as coach.
C. Sets of pairs check each others work for agreement.
3. Helpful Hints

In their teams, students can pair up with their shoulder or face partners. To
create a fast change to a new set of partners have one set of partners at each
table switch places with the same set at another table, then everyone has new
shoulder partners.

Teams will finish at different rates in Pairs Check, so a content related

sponge activity is good to have ready or built into the activity.

Cooperative Learning Structures for Weather

Science Lesson Title: Exploration 12 Measuring Wind Direction

Page Number in Guide: 107-113
Name of Cooperative Learning Structure:

A. Rally Robin

Page No. from Cooperative Learning (1994) by Spencer Kagan:

A. 12:1
At what point in the lesson was this structure used?
A. Step #1, Rally Robin. To kick off the lesson, pairs generate ideas about
ways to observe the direction of moving air.
Materials Needed:
kit materials
Domains Addressed:
Classbuilding
Teambuilding
Thinking Skills
Communication Skills

Mastery
Information Sharing

Lesson Format:
1. Lead Statement or Question
A. Rally Robin: What are some observations a person could make to
measure the direction of moving air? students take turns responding to
the question to brainstorm a list of ideas.
2. Basic Steps
Rally Robin
A. Students form pairs.
B. The teacher announces the topic.
C. The students take turns sharing ideas back and forth.
3. Helpful Hints

Afterwards, both pairs within the team of four can discuss which ideas came
up in both pairs and which ideas were unique to one of the pairs. This
comparison can be extended to the entire class.

Cooperative Learning Structures for Weather

Science Lesson Title: Exploration 13 Measuring Wind Speed

Page Number in Guide: 115-120
Name of Cooperative Learning Structure:

A. Rally Robin
B. Rally Coach

Page No. from Cooperative Learning by Spencer Kagan:

A. 12:1 (1994)
B. 6:32 (2009)
At what point in the lesson was this structure used?
A. Step #1, Rally Robin. To kick off the lesson, pairs generate ideas about
ways to measure the speed of moving air.
B. Step #2-7, Rally Coach. While student pairs build the Anemometer,
they take turns in the roles of coach and builder to follow teacher led
instruction.
Materials Needed:
kit materials , spinner to randomly choose between numbers 1-4 (optional)
Domains Addressed:
Classbuilding
Teambuilding
Thinking Skills
Communication Skills

Mastery
Information Sharing

Lesson Format:
1. Lead Statement or Question
A. Rally Robin: What are some observations a person could make to
measure the speed of moving air? students take turns responding to the
question to brainstorm a list of ideas.
B. Rally Coach: In pairs, students build an anemometer. Alternate roles of
builder and coach at each step of construction.

2. Basic Steps
Rally Robin
A. Students form pairs.
B. The teacher announces the topic.
C. The students take turns sharing ideas back and forth.
Rally Coach
A. Students pair up and number off.
B. The teacher identifies which student will start as coach and which will
start as Builder.
C. Teacher demonstrates task or gives problem.
D. The Builder builds with Coachs support and encouragement (watch,
listen, check, coach, and praise).
E. Switch roles and repeat.
3. Helpful Hints

Afterwards, both pairs within the team of four can discuss which ideas came
up in both pairs and which ideas were unique to one of the pairs. This
comparison can be extended to the entire class.

Practice brainstorming some respectful, helpful comments that the Coaches

might use to help their partners and some clear, respectful comments that the
Builders could use to let their Coaches know what they need from them.

Cooperative Learning Structures for Weather

Science Lesson Title: Exploration 14 The Water Cycle In A Bag

Page Number in Guide: 121-124
Name of Cooperative Learning Structure:

A. Round Robin
B. Think Pair Share

Page No. from Cooperative Learning (1994) by Spencer Kagan:

A. 8:3
B. 11:2
At what point in the lesson was this structure used?
A. Step #1, Round Robin. After students look at the demonstration and
make observations, they use the Round Robin structure to share their
ideas with their group of four.
B. Step #4, Think Pair - Share. Pairs develop a prediction.
Materials Needed:
kit materials
Domains Addressed:
Classbuilding
Teambuilding
Thinking Skills
Communication Skills

Mastery
Information Sharing

Lesson Format:
1. Lead Statement or Question
A. Round Robin: What did the demonstration show? students
individually record in their science notebooks. Give 3-4 minutes. Then
students take turns sharing their ideas out loud, making sure that each
student has a chance to share.
B. Think Pair - Share: What do you think will happen to the 12
septillion water molecules when they are exposed to warm air? Students
think on their own, then share their prediction with a partner. As a whole
class, discuss what some of the predictions are.

2. Basic Steps
Round Robin
A. Teacher announces the topic..
B. The students take turns talking.
Think Pair - Share
A. Teacher poses a problem.
B. The students think about it alone, then form pairs to discuss the
question.
C. Students are then called upon to share the answer with the class as a
whole.
3. Helpful Hints

The Round Robin can be expanded into a class review of what they know
about the changes of state of water from the Changes unit.

Prompt students to think of multiple predictions. Invite them to think about

the types of information the might need to observe and record to confirm or
rule out some of the predictions.

Cooperative Learning Structures for Weather

Science Lesson Title: Exploration 15 What Is The Water Cycle

Page Number in Guide: 125-128
Name of Cooperative Learning Structure:

A. Round Robin

Page No. from Cooperative Learning (1994) by Spencer Kagan:

A. 8:3
At what point in the lesson was this structure used?
A. Step #2-3, Round Robin. Students discuss their ideas and evidence
about where water goes when it evaporates including their sealed bag
investigation results.
Materials Needed:
kit materials
Domains Addressed:
Classbuilding
Teambuilding
Thinking Skills
Communication Skills

Mastery
Information Sharing

Lesson Format:
1. Lead Statement or Question
A. Round Robin: Where does water go when it evaporates? & What did
you observe during your sealed bag and paper towel investigation?
students first individually record in their science notebooks. Give 3-4
minutes. Then students take turns sharing their ideas out loud, making
sure that each student in the team of 4 has a chance to share.
2. Basic Steps
Round Robin
A. Teacher announces the topic..
B. The students take turns talking.

3. Helpful Hints

You may want to provide the right to pass on responding until the end if a
student is not ready to speak as his/her turn comes around.

Cooperative Learning Structures for Weather

Science Lesson Title: Exploration 16 Observing Clouds

Page Number in Guide: 129-134
Name of Cooperative Learning Structure:

A. Inside - Outside Circle

Page No. from Cooperative Learning (1994) by Spencer Kagan:

A. 9:6, 10:11, 12:7
At what point in the lesson was this structure used?
A. Wrap Up, Inside-Outside Circle. After the students have recorded
cloud observations throughout the year, they share their data and ideas
about clouds using their science notebook records.
Materials Needed:
kit materials, science notebook
Domains Addressed:
Classbuilding
Teambuilding
Thinking Skills
Communication Skills

Mastery
Information Sharing

Lesson Format:
1. Lead Statement or Question
A. Inside-Outside Circle: What have you noticed about clouds? How did
you tell the difference between the three types of clouds? Did you see
some clouds more than others? Were there any patterns in cloud types
and weather that you noticed in your records? For each new question,
rotate to a new partner, make sure both have a chance to share each time.
2. Basic Steps
Inside-Outside Circle
A. Students face each other in two concentric circles.
B. The students share with partners.
C. Roles are reversed (listener, talker).
D. One circle rotates to meet new partners.

E. Repeat sharing, etc.

3. Helpful Hints

When using Inside-Outside circle for the first time, practice rotating just one
of the two circles by having everyone in that circle make a quarter turn to
their left so they are now lined up one behind the other in that circle, and then
take two or three steps forward, then turn to their right to meet their new
partner. Students can even place a hand on the shoulder of the student in
front of them when rotating to keep the moving circle from losing its shape.