Weather

West Haven Public Schools

Unit Planning Organizer

Subject:       Science                                                     

Grade:       Kindergarten   

Unit:            K.3 Weather                                            

Pacing:   November - Throughout the year

Essential Question(s):

(Priority Standard 1)

  • What is the weather like today?
  • How is winter weather different from spring weather?

(Priority Standard 5)

  • How do you know what type of clothing to wear when you get up in the morning?

Big Idea(s):

(Priority Standard 1)

  • Weather changes throughout the year.

(Priority Standard 5)

  • Weather determines the type of clothing we wear.

CT State Standards (includes West Haven’s “Priority” GLES’s in BOLD and “Supporting” Standards)

1. Use the senses to observe daily weather conditions and record data systematically using organizers such as tables, charts, picture graphs or calendars.

 

5. Make judgments about appropriate clothing and activities based on weather conditions.

 

Supporting Standards

 

2. Analyze weather data collected over time (during the day, from day to day, and from season to season) to identify patterns and make comparisons and make predictions.

 

3. Observe, compare and contrast cloud shapes, sizes and colors, and relate the appearance of the clouds to fair weather or precipitation.

 

4. Write, speak or draw ways that weather influences humans, other animals and plants.

 

“Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(Need to Know)

Skills(Able to Do)

BL

 

(Priority Standard 1)

  • Weather data
  • Tables
  • Charts
  • Picture graphs
  • Calendars

 

 

(Priority Standard 5)

  • Appropriate clothing
  • Weather conditions

 

 

 

(Priority Standard 1)

  • Collect, record & analyze weather data to make predictions
  • Compare and contrast cloud shapes
  • Predict weather conditions

 

 

 

 

(Priority Standard 5)

  • Identify ways weather influences humans, animals & plants  through pictures /written or spoken word
  • Identify appropriate clothing based on weather conditions

 

 

 

 

 

 

 

 

 

 

 

 

 

2

 

 

2

 

2

 

 

 

 

 

 

 

 

 

 

2

 

 

 

 

1

“Dipsticks” (Informal Progress Monitoring Checks):

 (Priority Standard 1)

Use the senses to observe daily weather conditions and record data systematically using organizers such as tables, charts, picture graphs, or calendars.

Monthly Weather Graphs

 

(Priority Standard 5)

Make judgments about appropriate clothing and activities based on weather conditions.

 

Prepare a small basket of a child’s seasonal clothing, i.e.: a one piece bathing suit, hat, mittens or a scarf, a child’s umbrella.  Ask students one of the following questions and have them select the appropriate article of clothing from the basket.

What would you wear on a snowy day?   What would you use on a rainy day?  What would you wear on a very hot day?

Instructional Planning

November - Throughout the year:

Students will observe and describe weather and record findings on monthly charts.

(Priority Standard 5)

Make judgments about appropriate clothing and activities based on weather conditions.

 

Fabric  Investigation 2: Fabric Interactions Part 1 - Water and Fabrics

Fabric Investigation 2: Part 4 - Graphing Fabric Uses

 

Provide students with a variety of materials to use in the above experiments.  Students will examine the materials during the investigations and determine which materials would be best used for different weather conditions:  cold, hot, rainy.

(Supporting Standard 2)

 Analyze weather data collected over time (during the day, from day to day, and from season to season) to identify patterns and make comparisons and make predictions.

 

(Supporting Standard 3)

3. Observe, compare and contrast cloud shapes, sizes and colors, and relate the appearance of the clouds to fair weather or precipitation.

 

Monthly Weather Graphs

CLOUDS - Find the Relationship Activity in K.3 Energy in the Earth’s System folder

Suggested Resources/Materials:

(Priority Standard 5)

Make judgments about appropriate clothing and activities based on weather conditions.

Fabric Investigation 2: Fabric Interactions Part 1 - Water and Fabrics

Fabric Investigation 2: Part 4 - Graphing Fabric Uses

A varied collection of small pieces of material

 

Suggested Research-based Effective Instructional Strategies:

Whole Group

Small Group and/or partner experimentation

One-on-one Strategies with Para

Centers

Pocket Charts

Review: i.e. picture and/or word cards

 

 

Vocabulary/Word Wall

Enrichment/Extension

Interdisciplinary Connections

weather, sky, clouds, air, temperature, precipitation, thermometer, wind, rain, snow, cold, hot, warm, fair, freeze, icy, puddles, sprinkle, shower, pour, dusting, blizzard, appropriate clothing, coats, sweaters, hats, gloves, mittens, scarves, boots, umbrellas, summer, fall, winter, spring, absorb, repel, seasons: winter, spring, summer, autumn, fall

 

Books:

Sky - Delta Science First Readers

Weather - Delta Science First Readers

Maisy’s Wonderful Weather Book by Lucy Cousins

Walkabout Weather by Henry Pluckrose

Weather by Pamela Chanko, Daniel Moreton

What Will The Weather Be Like Today? By Paul Rogers

The Best Book of Weather by Simon Adams

Clouds (Let’s-Read-and-Find-Out Science 1) by Anne Rockwell

Little Cloud by Eric Carle

It Looked Like Spilt Milk by Charles G. Shaw

The Rain Came Down by David Shannon

Check the web for more ideas and activities.

Math:

Students will discuss and record data and create graphs/charts.

Language Arts:

Students will observe weather conditions, draw a picture and dictate or write a sentence describing the weather.

Art

After reading Little Cloud and/or It Looke Like Spilt Milk, the students will create cloud pictures.

 

Check the web for more ideas and activities.