Kindergarten Weather Unit

ALL ABOUT WEATHER 2
TABLE OF CONTENTS
Dear Parents/ Guardians__________________________________________________________________3
The Standards______________________________________________________________________________4
Lesson 1 What’s The Weather?___________________________________________________________5
Lesson 2 Which Is Your Favourite Season? _____________________________________________7
Lesson 3:Estimating Wind Speed ________________________________________________________9
Lesson 4: Reading a Thermometer______________________________________________________11
Lesson 5 Experimenting With Color and Temperature _______________________________13
Lesson 6:The Water Cycle_______________________________________________________________15
Lesson 7: Service Learning Project: Water Conservation ____________________________17
Lesson 8 Testing Rainy Day Fabrics ____________________________________________________18
Lesson 9 Stormy Vs. Fluffy Clouds______________________________________________________20
Lesson 10: WebQuest: Help Flat Stanley Take a Trip _________________________________22
Final Assessment: PBL Newscast Video_______________________________________________23

ALL ABOUT WEATHER 3
Dear parents and legal guardians,
I am excited to announce our upcoming unit on Weather! Within this unit students
will observe weather around them, making estimations and calculations. Students
will become familiar with reading a thermometer, make connections between
weather and clothing, become experts on the water cycle, and make global weather
connections.
At the end of our unit, students will have created a script and acted as news anchors
to report the weather to their classmates. This will be filmed and shared with you
and your family! The final assessment is an example of project based learning and
will be worked on throughout the unit.
This weather unit is part of our STEM curriculum in the classroom. As you many
know, STEM includes four specific disciplines, science, technology, engineering and
mathematics. STEM is an interdisciplinary and applied approach that values real-
world application and the inclusion of all subjects by cross cutting relationships.
This unit on weather incorporates multiple subjects to educate your children on a
variety of skills and curriculum.
I cannot wait to share with you the student’s progress and their final creation.
Thank you for your continued support. If you have any comments, questions or
concerns, do not hesitate to email me or set up a meeting! I am happy to hear your
feedback.
Lets teach your kindergarteners all about weather!
Paige Dubreville
paigedubreville@sandiego.edu
ALL ABOUT WEATHER 4
NEXT GENERATION SCIENCE STANDARDS
K-PS3-1. Make observations to determine the effect of sunlight on Earth’s

surface. [Clarification Statement: Examples of Earth’s surface could
include sand, soil, rocks, and water.] [Assessment Boundary: Assessment of
temperature is limited to relative measures such as warmer/cooler.]
K-PS3-2. Use tools and materials to design and build a structure that will
reduce the warming effect of sunlight on an area.*[Clarification
Statement: Examples of structures could include umbrellas, canopies, and
tents that minimize the warming effect of the sun.]
K-ESS2-1. Use and share observations of local weather conditions to describe
patterns over time. [Clarification Statement: Examples of qualitative
observations could include descriptions of the weather (such as sunny,
cloudy, rainy, and warm); examples of quantitative observations could
include numbers of sunny, windy, and rainy days in a month. Examples of
patterns could include that it is usually cooler in the morning than in the
afternoon and the number of sunny days versus cloudy days in different
months.] [Assessment Boundary: Assessment of quantitative observations
limited to whole numbers and relative measures such as warmer/cooler.]
K-ESS3-2. Ask questions to obtain information about the purpose of weather
forecasting to prepare for, and respond to, severe
weather.* [Clarification Statement: Emphasis is on local forms of severe
weather.]
http://www.nextgenscience.org/topic-arrangement/kweather-and-climate
ALL ABOUT WEATHER 5
Lesson 1: What’s the Weather?

Subject: Science
Grade Level: Kindergarten
Standards NGSS: K-ESS2-1

Objectives:
Students will observe and describe today’s weather and share their favorite type of
weather by identifying it on a sheet and adding to a classroom graph.
Vocabulary:
 Sunny
 Cloudy
 Warm
 Cool
 Wind
 Rain
 Snow
 Rainbow
 Clear
 Thunderstorm
Assessment:
Informal: Asking students questions about today’s weather
Formal: Each student must add his or her favorite weather to the class graph
Anticipatory Set
Motivation:
 Read book to class “Oh Say, Can You Say What’s the Weather Today?”
Activate prior knowledge:
 Have students look out the window
 What do they see?
 What color is the sky?
 Can they see the sun?
Instructions and Modeling

 Introduce vocabulary
 Show how these conditions would look through photographs of different
weather conditions
Guided Practice
 Have students return to their desks
 Provide students with a sheet of illustrations of different weather conditions
 Have students color in their favorite type of weather
ALL ABOUT WEATHER 6
Closure
 Students will add a tally under their favorite type of weather on the class
graph on the white board.
 Gather on the rug for students to share their favorite type of weather with
the class
Independent Practice
 Students will illustrate their least favorite weather and bring to class
Differentiation Strategies
 Support: Students who need extra support will complete their activity with
me or another classroom helper
Instructional Resources and Materials

https://s-media-cache-
ak0.pinimg.com/236x/4d/63/88/4d63889eac78bcc5b7b8b8d2ca3d7df3.jpg
Oh Say, Can you Say What’s the Weather Today- by Tish Rabe
ALL ABOUT WEATHER 7
Lesson 2: Which Is Your Favorite Season?

Subject: Science, Math
Standards NGSS: K-ESS2-1
Objectives: Students will become familiar with the four seasons and the weather
they contain by describing them and choosing clothes that correspond with the
weather conditions.
Assessment
Informal: Watch students fill out worksheets and ask them their reasoning behind
their choices.
Formal: Season Sleuths Worksheet
Vocabulary
 Seasons
 Summer
 Spring
 Winter
 Fall
Anticipatory Set
Motivation:
 Ask your students if they know what the four seasons are
 List the names of the seasons on the board.
 Ask students the name of the current season
 Ask students to describe the current season
 Have them elaborate on what the weather is like, what people wear, and
what people do during the season.

 Draw 4 columns on the board and title them summer, fall, winter, and spring.
 Ask students to come up with words that describe them, such as hot, muggy,
or cool. Write the words in the columns.
Guided Practice
 Instruct students to complete the Spring, Summer, Fall, and Winter
worksheets with a partner.
 Go over the worksheets as a class.
 When going over the worksheets, ask students informal questions about the
items worn in each season. For example: Why do we wear a jacket in the
ALL ABOUT WEATHER 8
winter? Why do we wear shorts in the summer? Why do we wear dresses in

the spring?
Closure
 Pass out 3 sheets of stapled paper to each student.
 Instruct students to title the first page Seasons. Write the word seasons on the
board.
 Ask students to title the second page Fall, the back of the second page Spring,
the third page Winter, and the back of the third page Summer.
 Instruct students to create pictures for each season on the season's page.
 Direct them to write at least 3 words that describe the season on the season's
page.
 Have students complete the What Should I Wear worksheet and Season
Sleuths worksheet
Differentiation Strategies:
Enrichment: Instruct students to complete the Silly Sciences worksheet. After they
finish the worksheet, ask them to write 2 sentences about each holiday on notebook
paper. This worksheet will enable students to make the connection between seasons
and their respective holidays.
Support: Ask students to complete The Four Seasons worksheet. Ask students
informal questions about what they see in each picture. For example: What activities
are the children doing in this picture of this season? This worksheet will enable
students to visualize each season in their minds.
Instructional Resources and Materials:

https://www.education.com/download/lesson-plan/which-is-your-favorite-
season/attachments/fall.pdf
season/attachments/season-sleuths.pdf
season/attachments/spring.pdf
season/attachments/silly-science.pdf
season/attachments/summer.pdf
season/attachments/the-four-seasons.pdf
season/attachments/what-should-i-wear.pdf
ALL ABOUT WEATHER 9
season/attachments/winter.pdf
Lesson 3: Estimating Wind Speed

Subject: Science
Standards: NGSS K-ESS2-1, K-ESS3-2
Objectives: Students will discover about wind speed by acting it out with their
bodies and observing a wind flag to see wind in action and utilize a simple wind
scale
Assessment
Informal: Observe students ability to act out different wind speeds with their
bodies
Formal: Check students recording of wind speed through observation
Anticipatory Set
Motivation:
 Show video of high winds
 Ask students the following
 Have you ever been outside on a windy day?
 Did your umbrella ever get blown inside out?
 How does it feel when wind hits you?
 Have you felt soft winds? What about hard winds?

 The addition of wind speed will be added to the daily calendar.
 Students will gather different things to show wind speed including a big flag,
windmill and chimes and we will set them up outside the classroom.
 Observe how they react to wind
Guided Practice
 Have students work in groups to discuss if the speed of the wind is high or
low.
 How do you know?
 Have volunteers share.
Closure
 Ask students what would happen to the flag if the speed of the wind were
really high? What about really low?
 Have students spread out within the room and act out with their bodies as
flags what would happen.
ALL ABOUT WEATHER 10
 Play audio of wind while doing this activity.
 Students will draw high and low wind speeds and what that would look like
on a tree.
Students who need extra support will complete their activity with me or another
classroom helper.
 Flag
 Windmill
 Chimes
https://www.youtube.com/watch?v=OdzMorsUB3c
https://www.youtube.com/watch?v=1wWrdwZpzvk
https://www.youtube.com/watch?v=3eILoQChD_A
Lesson 4: Reading a Thermometer

Standards: NGSS: K-ESS2-1, K-PS3-2,

Math CC: K.CC, K, MD
Objectives: Students will explore temperature by learning to use a thermometer
Vocabulary:
 Thermometer
 Mercury
 Boiling point
 Room temperature
 Freezing point
 Meteorologist
Assessment:
Informal: Observe students while they work, have students share their conclusion
with the class
Formal: Students will mark on a paper thermometer in red and blue to indicate how
numbers correspond to warmer/cooler weather
Anticipatory Set
Motivation:
 Thermometer song
 https://www.youtube.com/watch?v=Vk6rP_4wpvk
 Ask students what they know about thermometers
 Have they ever seen one?
 Have they used one?
 What is a thermometer they used for?

 Show class a thermometer and describe the contents and how it works
 Place a thermometer outside and one inside for students to use to compare
 Introduce students to the vocabulary
 Demonstrate how to read a thermometer
Guided Practice
 Have students record the temperature they read on the inside/outside
thermometers on their own paper thermometer
 Use red or blue shades to color thermometer
Closure
 Compare results
 Which measurement in degrees indicates warmer temperature? The smaller
or larger number?
 Record temperature at night outside on the paper thermometer.
Support: Students who need extra support will complete their activity with me or
another classroom helper.
Enrichment: Students should mark boiling and freezing points on their
thermometer as well as room temperature

http://www.helpingwithmath.com/printables/others/6ns5Thermometers01.htm
https://www.youtube.com/watch?v=Vk6rP_4wpvk
Lesson 5: Experimenting with Color and Temperature

Standards NGSS: K-PS3-2, K-PS3-1

CC Math: K.MD, K.CC
Objectives: Students will explore the effects color has on thermometer reading by
conducting an experiment.
Assessment
Informal: Ask students questions during the experiment
Formal: Students will be given a handout to fill in during the experiment
Anticipatory Set
Motivation:
 On a sunny day, leave a black cloth or material outside in the sun
 Bring this in to start the lesson
 Have students quickly feel it. The shirt will be very warm and toasty.
 Ask students the following
 Have you ever worn a black t-shirt on a hot day?
 Did you notice you got very hot when you were outside?
 Why do you think that is?

 Students set up a simple experiment with thermometers
 Thermometers will be placed in black and white covering outside on a sunny
day
 Students will be given a paper thermometer to record data
Guided Practice
 Students will work in partners to read the thermometer and record the data
 They will discuss their interpretations of the results
 How does this affect the color of clothes we wear?
Closure
 Students will gather at the rug and discuss their findings and interpretations
of their data
Independent Practice:
 Have students come ready to share about the color of their clothes the next
day. And their predictions of how these colors will affect temperature.
Students who need extra support will complete their activity with me or another
classroom helper.

 Thermometers
 Black and White Coverings
 Recording sheet of temperature
http://www.helpingwithmath.com/printables/others/6ns5Thermometers01.htm
Lesson 6: The Water Cycle

Subject: Science
Standards: NGSS K-ESS2-1, K-PS3-1
Objectives: Students will learn about the water cycle by be exposed to vocabulary
and media and explaining the cycle in their own words.
Vocabulary:
 Evaporation
 Precipitation
 Condensation
 Water
 Sun
 Cloud
 Rain
 Collection
Assessment
Informal: Look for students who point to the correct picture on the diagram
Formal: Students should be able to describe the water cycle verbally as they point
to the pictures on their diagram
Anticipatory Set
Motivation:
 Tell students that you are sad because a glass of water fell on your favorite
shirt.
 Pull the wet shirt out of your bag and show it to them.
 Pretend to be upset about the shirt being ruined.
 Tell students that you will have to throw it away.
 Give your students time to object, hopefully someone will suggest that the
shirt will dry
Activate prior knowledge
 Ask students what it means for something to dry.
 Ask your students where the water goes when something is drying.
 Tell your students that they will be learning about where water goes in the
water cycle.

 Ask your students what a wheel does on a bike.

 Explain to students that water goes in a cycle just like a wheel goes around
and around.
 Instruct your students to watch The Water Cycle.
 Read the text as it appears in the video.
 Pause where necessary to elaborate or discuss what is meant by the text.
 Use a glass of ice water as an example for condensation and collection and a
glass of boiling water for evaporation
 Watch Water Cycle Song and have students sing along.
Guided Practice
 Hand out the Water Cycle Diagram worksheet.
 Tell students to sit in a circle with the diagram on the floor in front of them.
 Tell your students to put their finger on the picture in the diagram that
matches the words you call out.
 Call out the following words: water, sun, evaporation, condensation, cloud,
rain, precipitation, water, collection, condensation, rain, cloud.
 Repeat these words until confident that students know their vocabulary
 Hand out the second page of the worksheet.
 Explain and model how to cut out the labels and glue them to the diagram.
 Instruct your students to raise their hand as them finish the assignment.
Closure
 Invite your students to sing the Water Cycle Song again as you play the song.
 Ask your students to describe evaporation, condensation, and precipitation.
 Ask your students to think of ways they will tell their parents about the
water cycle.
 Go to each student as they finish and ask them to point to and describe the
parts of the water cycle on their diagram.
Enrichment: Advanced students may label their diagram by writing the words
instead of cutting and pasting them on. Students may also use the First Grade Water
Cycle Diagram worksheet.
Support: Some students may need extra time to complete the assignment as well as
visual and verbal clues to help them finish the diagram.

https://www.education.com/download/lesson-plan/the-water-
cycle/attachments/label-the-water-cycle.pdf
https://www.education.com/download/lesson-plan/the-water-
cycle/attachments/label-the-water-cycle-first.pdf
https://www.youtube.com/watch?v=XAWrjscRy_o&feature=youtu.be
https://www.youtube.com/watch?v=TWb4KlM2vts
Lesson 7: Service Learning Project: Water Conservation

Subject: Science
Standards: NGSS K-ESS3-2
http://www.learningtogive.org/units/water-makes-our-world-go-round/save-
water
After learning about the water cycle, students will become more familiar with
conservation and global impact through this service-learning project. Learners will
discover why water is such a valuable resource and brainstorm ways in which we
can better conserve water. They will then create a visual on their ideas with a
caption.
Lesson 8: Testing Rainy Day Fabrics

Standards: NGSS K-ESS2-1, K-ESS3-2
CC ENGLISH LANGUAGE ARTS: CCSS.ELA-LITERACY.RI.K.1, CCSS.ELA-
LITERACY.RI.K.2
Objectives: Students will discover about rainy day fabrics by testing fabrics
response to water.
Assessment
Informal: Students conduct the experiment while working together with their
peers.
Formal: Students have filled out the worksheet to determine which fabric is most
water repellant and make the connection to clothing choice on a rainy day.
Anticipatory Set
Motivation:
 Teacher will put on a raincoat and asks students if they know what it is and
when do people wear them.
 Ask students what they wear on rainy days
 Have you ever gone outside and your shirt got soaked in the rain?
 Talk about this experience
 What material were you wearing?

 Read informational text to students about the invention of raincoats and
their material.
 Demonstrate the fabric experiment.
 Four fabrics will be tested: cotton, cotton-polyester, nylon, and wool
 These fabrics are placed over plastic cups
 Use water dropper to place water on the fabrics then observe reaction
 Do this with the class to demonstrate testing one of the fabrics.
Guided Practice
 Students break off into small groups to test rainy day fabrics
 Observe the results
 Fill out worksheet to determine “Which fabric would you wear in the rain,
Why?”
Closure
 Return to the rug to share results

 What do you wear on a rainy day? Why?
 Rainy day clothes worksheet
https://www.education.com/download/worksheet/112119/rainy-
weather.pdf
Support: Students work with teacher or other helpers to conduct experiment and
write their conclusions.
Enrichment Students can read informational text on their own

 Cups
 Fabrics
 Water
 Water dropper
http://www.newhavenscience.org/01STCWeatherLesson12.pdf
https://www.education.com/download/worksheet/112119/rainy-weather.pdf
Lesson 9: Stormy vs. Fluffy Clouds

Subject: Science, art
Standards NGSS: K-ESS2-1, K-ESS3-2
Objectives: Students will be able to distinguish between a stormy cloud and a fluffy
cloud by comparing and contrasting observations and creating their own clouds
through art.
Vocabulary
 Stormy cloud
 Fluffy cloud
Assessment
Informal: Students participate in comparing clouds in class chart
Formal: Students have created a cloud and are able to explain whether it is stormy
or fluffy.
Anticipatory Set
Motivation:
 Take students outside to look at the clouds
 Ask learners to look at the clouds and make observations about them (shape,
color, size, etc.)

 Read “It Looks Like Spilt Milk” by Gerald G. Shaw
 Make a T-chart about stormy and fluffy clouds- compare and contrast these
types of clouds
Guided Practice
 Ask Students “Is a cloud that is going to rain white”, “What does a stormy
cloud look like” “What is the difference in size between stormy and white
clouds?”
 Have students discuss in groups before sharing.
 Have student’s craft at tables to make clouds
Closure
 Have students return to the rug to discuss what kind of cloud they made and
why they chose that type
 Draw the clouds you see tomorrow and bring to class.
Enrichment: Students can write down their type of cloud and explanation on a
separate sheet of paper.
Support: Students can work with me to create their clouds and talk about which
cloud they will make and why.

Crafting supplies
 Paper
 Cotton balls
 Glue
 Pencils
 Crayons.
“It Looks Like Spilt Milk” by Gerald G. Shaw
Lesson 10: WebQuest Help Flat Stanley Take a Trip

Subject: Science
Standards: NGSS K-PS3-1, K-ESS2-1
WebQuest: http://questgarden.com/98/29/3/100311221227/t-index.htm
Student’s will chose a city to mail Flat Stanley, research the weather forecast, and
dress him appropriately. They will also label a thermometer with the temperature in
their chosen location.
Final Summative Assessment

Performance Assessment
In order for students to demonstrate their understanding of the weather unit they
will each participate in writing and performing a weather segment for a newscast.
Students will be placed in groups of four. They will act as news anchors and report
the weather. They are to include vocabulary terms from the unit, recording of
temperature as shown on their paper thermometer, as well as coverage on the
clouds in the sky- are they fluffy or stormy? Students will be given the forecast and
allowed to choose a day to report on.
Their report will be filmed and uploaded on our classroom website.

This project will take place at the end of the unit. Students will be given several 30-
minute sections of class time to prepare and complete the assignment.
Rubric
Beginning Developing Excelling

Cooperation with
group
Productive during
preparation time
Spoke clearly
Correct
information
present
Mentions clouds
Uses vocabulary
Shows
thermometer

Kindergarten Weather Unit

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ALL ABOUT WEATHER 2

Dear Parents/ Guardians__________________________________________________________________3

Lesson 1 What’s The Weather?___________________________________________________________5

Lesson 2 Which Is Your Favourite Season? _____________________________________________7

Lesson 3:Estimating Wind Speed ________________________________________________________9

Lesson 4: Reading a Thermometer______________________________________________________11

Lesson 5 Experimenting With Color and Temperature _______________________________13

Lesson 6:The Water Cycle_______________________________________________________________15

Lesson 7: Service Learning Project: Water Conservation ____________________________17

Lesson 8 Testing Rainy Day Fabrics ____________________________________________________18

Lesson 9 Stormy Vs. Fluffy Clouds______________________________________________________20

Lesson 10: WebQuest: Help Flat Stanley Take a Trip _________________________________22

Final Assessment: PBL Newscast Video_______________________________________________23

Dear parents and legal guardians,

Lets teach your kindergarteners all about weather!

NEXT GENERATION SCIENCE STANDARDS

K-PS3-1. Make observations to determine the effect of sunlight on Earth’s

Lesson 1: What’s the Weather?

Standards NGSS: K-ESS2-1

Instructions and Modeling

Instructional Resources and Materials

Lesson 2: Which Is Your Favorite Season?

Standards NGSS: K-ESS2-1

Instructions and Modeling

winter? Why do we wear shorts in the summer? Why do we wear dresses in

Instructional Resources and Materials:

Lesson 3: Estimating Wind Speed

Standards: NGSS K-ESS2-1, K-ESS3-2

Instructions and Modeling

 Play audio of wind while doing this activity.

Lesson 4: Reading a Thermometer

Standards: NGSS: K-ESS2-1, K-PS3-2,

Objectives: Students will explore temperature by learning to use a thermometer

Instructions and Modeling

 Use red or blue shades to color thermometer

Instructional Resources and Materials

Lesson 5: Experimenting with Color and Temperature

Subject: Science, Math

Standards NGSS: K-PS3-2, K-PS3-1

Instructions and Modeling

Instructional Resources and Materials:

Lesson 6: The Water Cycle

Standards: NGSS K-ESS2-1, K-PS3-1

Instructions and Modeling

 Ask your students what a wheel does on a bike.

Instructional Resources and Materials:

Lesson 7: Service Learning Project: Water Conservation

Lesson 8: Testing Rainy Day Fabrics

Instructions and Modeling

 Return to the rug to share results

Instructional Resources and Materials

Lesson 9: Stormy vs. Fluffy Clouds

Instructions and Modeling

Instructional Resources and Materials

Lesson 10: WebQuest Help Flat Stanley Take a Trip

Final Summative Assessment

Their report will be filmed and uploaded on our classroom website.

Beginning Developing Excelling

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