Saint Francis University

Education Department

Tess Williams
Weather Unit Plan
11/05/2022

Dates Lesson will be taught:

November 10, 2022-November 11th,

2022; November 14-November 16, 2022

Unit Plan

Standards-Aligned Unit Planning Process-Domain I

1. Unit Overview
1a. Brief description of the unit of study
Content Area: Science-Weather
Grade Level: Kindergarten
In this unit, students will have the opportunity to learn about different weather instruments and
terminology, how to dress and prepare for various types of weather, observe and discuss weather-
related science experiments, record daily weather over a period of five days, participate in science,
math and language-related weather- related learning experiences and learn about the water cycle.
They will also listen to and participate in activities related to weather-related stories, such as
Cloudy with a Chance of Meatballs.

1b. Grade level standard(s) to be addressed in Standard - CC.1.1.K.C

this unit of study
Count, pronounce, blend, and segment syllables in spoken words.
 Standard - 3.3.K.A4
Identify sources of water for human consumption and use.

Standard - 3.3.K.A5
Record daily weather conditions using simple charts and graphs Identify seasonal changes in the
environment.

Standard - 3.3.K.A7
*Plan and conduct a simple investigation and understand that different questions require different
kinds of investigations.
* Ask questions about objects, organisms, and events.
* Use simple equipment (tools and other technologies) to gather data and understand that this
allows scientists to collect more information than relying only on their senses to gather
information. •

Big Ideas/Essential Questions:

Big Idea: Emerging reading involves the use of pictures, symbols, and text to gain information and
derive meaning.
Essential Question: How do I acquire and practice pre-reading skills?
Big Idea: The earth, which is part of a larger solar system, consists of structures, processes, and
cycles which affect its inhabitants.
Essential Question: What structures, processes, and cycles make up the earth?

2. Learning Targets - Domain I/III

2a. Concepts and Competencies for all students
 2a.Concepts and competencies for all students

Concepts:

1. Weather is the 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-ESS2-1)

2. 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)

Competencies:

K-ESS2-1 Use and share observations of local weather conditions to describe 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.

2b. Key vocabulary for all students: 2b. Prioritized key vocabulary and ideas for all exceptional learners

Observe- to watch and listen carefully

Graph
Predict Predict- to make a guess about what will happen
Observe
Weathervane Graph- drawings that show information using lines, shapes and colors
Rain Gauge
Partly cloudy Extreme Weather-any weather different than normal(heavy winds, thunderstorms, floods, heat
Sunny waves, tornados, hurricanes, hail, and blizzards).
Windy
Rainy
Snowy
Severe Weather
Lightning
Snowstorm
Thunderstorm
Tornado
Flood

3. Instructional Process - Domain III

Universal Design for Learning Principles:
Multiple Means of Representation, Expression and Engagement
Differentiation
Instructional Accommodations and
Components Modifications
Instructional Materials, Resources Assessment
Practices and Tools Barriers to Access
*Use audio-visual
Teach and offer Weather-related *Formative *Learning content that
*Follow-up versions of weather-
examples of weather- books assessments based on uses vocabulary that is
comprehension related stories as
related vocabulary to student responses to unfamiliar to students
/review needed to
increase student’s *Cloudy with a teacher-presented
questions gain/increase student
foundational Chance of Meatballs comprehension *Limited attention interest.
knowledge questions connected to spans creating
*Interactive by Judi Barrett learning
challenges related to
Slides/ materials/stories. *Provide educational
*Use Power Point learning newly
Educational *Big Snow-Jonathan movement experiences
Slides to create presented information.
Activities Bean that allow students to
interactive, whole-
learn while also being
group weather-related *Student responses *Following multi-step active between
learning experiences. *Vocabulary *Drop: An provided during directions during lessons/learning
Flashcards Adventure through various technology- teacher-guided/whole- experiences. This will
*Use stories to help the Water Cycle- based learning group learning increase the number of
students connect to Emily Kate Moon experiences experiences
*Weather- students that can sit
weather-related themed sensory and listen to presented
knowledge in fun and science Kite Day: A Bear information when it is
*Completing
engaging ways experiments and Mole Story-Will *Successful student worksheet-based necessary.
Hillenbrand responses when activities with
*Provide opportunities *Weather- engaging in confidence *Use visual cues to
for students to related charts/ I Love the Rain!- technology-based help students
observe, predict and diagrams Margaret Parks learning activities. understand directions
experiment during Bridges as needed.
various weather-based
learning experiences *Weather- (extra book, if needed) *Informal
as a way to create related activity observations of *Complete worksheets
hands-on, memorable worksheets -Audio/visual versions students when they as a whole group(if
learning experiences. of stories/ books(as participate in learning needed) or have
*Teacher- needed) activities/ students work with the
guided experiences involving student sitting beside
instruction multi-step directions. them in order to insure
Movement Songs: they can both
(with prompts
successfully complete
and examples
1. Do the their worksheets.
provided as *Successful
Weather
needed) Dance! participation in
weather-related
science experiments
*Engaging 2. Seasonal
technology- Songs in
based learning Motion-
experiences
The Learning
*Enhancing student Station
understanding and
interest with weather- 3. Learn Seasons
related stories for Kids(Cover
/information Song)

4. The Weather
Song(Science
for Kids)

5. The Water
Cycle-Jack
Hartmann

6. Winter Dance
and Brain
Breaks

(Alternate Song
Choice)

*Weather Vocabulary
Cards
**Worksheets/Activi
ty Pages**

*Cloudy with a
Chance of Meatballs
Syllable Sort*

*“I don’t want it to

rain meatballs, but…”
worksheet

*Raincloud
experiment student
recording sheets*

Materials for cloud

experiment

-Plastic container

-Water

-Shaving Cream

-Blue Food Coloring

Power Point
Activities/Learning
Materials

*Daily Weather
Math/Weather
Tracking

*What will the wind

blow? Activity
(Predict/observe)

*Class Favorite Foods

Tally Chart and Graph
(connected to

Cloudy with a
Chance of Meatballs)

*Weather: Fact or
Opinion? Match

*Raindrop Experiment
Class Prediction Slide

*Label the Water

Cycle Slide

*Labeled severe
weather images

*Let’s Put Together an

Emergency Weather
Kit (interactive slide)

*Additional
Supplemental
Worksheets/
Activities (if needed)

*“Vacation Packing”
worksheet*

*Clouds in the Sky

color-coded direction
activity sheet
 *Create a sun pattern

*Draw a picture of
your favorite weather

*Weather Word
Tracing

*Lightning Storm
(Count the Lightning
Flashes)

How is the Weather

Today? (beginning
letter sounds)

4. Individualized Student Planning

Student Standards-Aligned IEP Goals Student-Specific IEP Goals Individualized Student Supports
Aligned to prioritized learning
targets
A N/A N/A N/A N/A
B N/A N/A N/A N/A
C N/A N/A N/A N/A
*-