Unit Overview

Introduction
This unit is designed to teach kindergartners about weather. Throughout the course of seven lessons, the kindergarten
students at Alpine Elementary School will learn about weather and different types of weather, they will learn about the
characteristics of each season, weather patterns, severe weather and how to prepare for it, and forecasting. The students will
have the opportunity every day to observe the weather using their weather watchers and will record their observations on a
calendar. At the end of the unit, students will graph their findings and will use their findings to then predict the weather using
their knowledge about seasons, types of weather, and weather patterns to help them. A pre assessment will be completed by
students prior to the start of the unit to help the teacher determine which topics need to be focused on more than others.
Formative assessments will be completed by students in various ways throughout each lesson, ranging from check for
understanding questions, to exit slips, and to drawing and writing activities. A summative assessment will be completed after
the unit is complete, and will aid in the teachers ability to see students comprehension and ability and to apply the concepts
taught to real life.

Standards
Common Core State Standards
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they are writing
about and supply some information about the topic.

RI.K.1: With prompting and support, ask and answer questions about key details in a text.

K.CC.C.6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in
another group, e.g., by using matching and counting strategies.

K.MD.B.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by
count.

Next Generation Science Standards

K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time.

K-ESS2-1.1.1: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.

K-ESS2.1.4.1: Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific
questions.

KESS2.D: Weather is a combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time.
People measure these conditions to describe and record the weather and to notice patterns over time.

K-ESS3-2: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to,
severe weather.

K-ESS3-2.ESS3.B.1: Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast
severe weather so that the communities can prepare for and respond to these events.

K-ESS3-2.ETS1.A.1: Asking questions, making observations, and gathering information are helpful in thinking about
problems.

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Goals
The learner will be able to define and describe weather and different types of weather.

The learner will be able to identify and describe the four seasons in the local area in which they live.

The learner will be able to understand the importance of weather forecasting.

The learner will know how to prepare for different types of severe weather.

The learner will be able to observe and record weather observations, and will be able to use these observations and their
knowledge of weather patterns to predict the weather.

Objectives/Targets
I can name and describe weather and different types of weather.

I can name and describe the four seasons where I live.

I can explain why weather forecasting is important.

I can tell someone how to prepare for severe weather.

I can observe and record weather.

I can use my weather observations and what I know about weather patterns to predict weather.

Calendar/Timeline
This unit will be taught in seven days, with an extra eighth day for summative assessment. The unit will begin on a Tuesday
(due to the Fire Up Conference), which means that the summative assessment will take place on the Thursday of the second
week; thus leaving Friday of the second week open in case an extra day is needed to complete the unit. Each lesson will take
between twenty to thirty minutes. The time each lesson takes may vary according to what the teacher believes is appropriate
and necessary for optimal student comprehension and application of material taught.

March 2016

Monday Tuesday Wednesday Thursday Friday

7. 8. Lesson One 9. Lesson Two 10. Lesson Two 11. Lesson Three

14. (Assembly) 15. Lesson Four 16. (Half Day) 17. Lesson Four 18. Lesson Five

21. Lesson Five 22. Lesson Six 23. Lesson Six 24. Catch Up 25. Lesson Seven
Day/Lesson Seven

28. Post
Assessments &
Summative
Assessments

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Blooms Chart/Higher Level Thinking
Each lesson included in this unit contains formative assessment questions based on Blooms Revised Taxonomy. The chart
below demonstrates the number of questions that can be found from each level in each lesson.

Remember Understand Apply Analyze Evaluate Create

Lesson One XX X X

Lesson Two XXXX XXX XX

Lesson Three XXXXX XX XXX X XX

Lesson Four XXXXX X X XXX XXX

Lesson Seven XX X XXX XXXXX XXXXXX X

Accommodations, Learning Style Adaptions, Differentiation Strategies

Throughout the course of the unit I have done my best to include as many learning styles and teaching strategies as possible,
in order to ensure that I reach all students in my classroom. For example, the students complete hands-on sorting activities,
the students will be read to, the students will read, write, and draw, they will also observe, graph, and find logically, participate
in discussions, and will watch/sing along/move along with musical videos in several lessons.

I also plan to use proximity control throughout the course of every lesson, as I have found it to be an effective way to keep my
students engaged and focused throughout the day and throughout lessons/activities. Along with proximity control, I plan on
keeping my students moving around, as well! My students have a difficult time sitting still or in one spot for long amounts of
time (as most Kindergartners do), so I plan on having the students move from spot to spot around the room to complete
various activities throughout each lesson. In addition, the students will complete hands-on activities, and will be moving every
lesson to observe the weather. During very nice days and days that we have extra time, the students may even be able to
bring their weather watchers outside to observe the weather!

Hands-On Learning
There are numerous hands-on activities throughout this science weather unit. To begin, in every lesson students will observe
the weather using their weather watchers (homemade binoculars) and will record and graph their observations. In addition to
observing and recording the weather, the students will also participate in the additional hands-on activities in the following
lessons:

Lesson One: Students will color the cover of their weather book.

Lesson Two: Students will begin working on their weather watchers and on their weather observation recordings.

Lesson Three: The students will color the seasons assessment activity page, which consists of four blank trees that they will
have to color/decorate to represent each season.

Lesson Four: The students will participate in a seasons sort, where they will be given pictures representing typical weather of
each season, dress for each season, activities that can be done in each season, etc. and will have to find the proper bin
(placed in varies areas around the room) to put the pictures into. Students will also draw a picture of their favorite season and
will explain why it is their favorite.

Lesson Five: Students will participate in a severe weather experiment that will demonstrate what a tornado and cloud looks
like. Students will enact what they should do to best prepare for different types of severe weather.

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Lesson Six: The students will either participate in a discussion/presentation with a meteorologist or will participate in
discussions and presentations about thermometers, temperatures, and forecasts.

Lesson Seven: The students and teacher will look over all recorded weather observations that the students have done since
the beginning of the unit. The students will chart their data and the teacher will connect their observations and recorded data
to weather patterns, seasons, and forecasting.

Subject Integration
Throughout the unit writing, reading, and mathematics will be integrated at various points. Mathematics will be integrated daily,
as the children record their weather observations. Reading and writing will also occur in many lessons, as trade books will be
used and as children write about the seasons and about their observations.

Global/Multicultural
To connect the learning to something greater than the students own lives they will be looking at weather and seasons in
different areas of the world. This will show the students that seasons are different in various areas around the world, and that
people from these different areas of the world live their daily lives differently in certain seasons as the children do. For
example, people who live in usually very warm areas may find 50 degrees very cold, while people who live in colder areas find
50 degrees slightly warm (or maybe even very warm!).

Technology
Technology will be implemented in every single lesson throughout the course of the unit. Videos about weather and the
seasons will be used for the students to sing along to and watch, a board on Discovery Education will be made to help keep all
of the lessons materials in one place, the ELMO projector and a computer will be used to assist students better while working
on activities, and reading passages and short informational videos will be accessed through Discovery Education throughout
the course of the unit, as well.

Affective Domain
The teacher will actively and consciously create and sustain a safe, comfortable, and engaging learning environment for the
students. The teacher will be sure to make every lesson engaging as possible, in order to better ensure that the students will
enjoy the lessons and unit as a whole. The teacher will also encourage feedback from students to gain a better understanding
of students feelings of the lessons activities and projects. The teacher will also allow plenty of opportunities for students to
create work and to then share it with the class, which will give them a sense a purpose and pride. The teacher will use
formative assessment questions to guide students thinking, to find out where the students are at in their understanding, and to
provide constructive feedback.

Classroom Setup
The classroom is set up with six tables, all labeled by color. Each table has 3-4 students at it. The students will move around
the room for each lesson; from the carpet at the front of the room, to their seats at their tables, and to other areas of the rooms
for groups and/or partner work. The teacher will also work on weather crafts with the students during any extra time
throughout the week and/or theme/BEST time, to promote weather and to increase students attention and understanding it.

Formative/Summative Assessment
Pre Assessment
Prior to the beginning of the unit, the teacher will individually pull out students at appropriate times throughout a day to give
the students the pre assessment. The first part of the pre assessment focuses on seasons. The students will have to match
the name of each season to the picture that represents the season. Part two of the pre assessment focuses on preparing for
severe weather. The students need to circle the best way to prepare for a thunderstorm and for a tornado, out of two options.
The two parts of the pre assessment will be scored (1 point per question) and will be added together to equal a total out of 6
points. The pre assessment will be used by the teacher to gain a better understanding at what should be focused on more and
less throughout the unit.

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Formative Assessment
Formative assessment will occur in every single lesson throughout the unit, and will be done so in different ways. Formative
assessment strategies include check for understanding questions, graphic organizers, activity pages, the seasons sorting
activity, the students weather observations and recordings, any teacher observations and/or anecdotal notes, as well as any
questions and/or activities that the teacher may feel is appropriate and/or necessary as the lessons and unit progress. The
formative assessments will be used to gain a better understanding of where students are at in their understanding and
application of concepts taught, and will thus be used to guide further instruction.

Summative Assessment
The summative assessment consists of two parts. The first part is the weather forecasting activity completed in lesson seven:
the students and teacher will look over all recorded weather observations that the students have done since the beginning of
the unit. The students will chart their data and the teacher will connect their observations and recorded data to weather
patterns, and seasons. The students will become meteorologists and will have their picture taken in front of a bulletin board
about the weather. The students pictures will be printed and will then be cut and pasted onto a cut-out of a TV and will have a
speech bubble with the students weather forecast and predictions to display in the hallway! (Completing the craft will need to
be completed in two days, one day for pictures, and one day [during morning time or BEST time] to glue everything together to
then display.

Post Assessment
The post assessment consists of two parts, just as the pre-assessment does. The first part of the post assessment consists of
a sort of pictures related to the different seasons that the students will sort into a box designated for each season. In part two
of the post assessment the students will complete the same severe weather assessment that was completed by students in
the pre assessment.