Stephanie Nalepa

Grade: Kindergarten
Subject: Science
Unit: Weather
Lesson Two: Types of Weather and Making Predictions

I. Standard
Next Generation Science Standards
K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time.

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

K- ESS2.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.ETS1.A.1: Asking questions, making observations, and gathering information are helpful in thinking about
problems.

Common Core State Standards

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.

II. Objective/Target and I Can Statements

The learner will be able to know the different types of weather and weather events.
I can name different types of weather.

The learner will be able to use their understanding of different types of weather to make predictions.
I can make weather predictions.
I can draw and write my weather predictions.

III. Lesson Management: Focus and Organization

Instructional Methods:
Video
Whole group discussion
Individual work on prediction page and on weather observation page

Engagement Strategies:
Whole group discussion
Calling on students with a listening body and/or on random students by pulling sticks
Turn and talk
Predicting the weather through drawings and coloring
Moving from sitting at the front of the room in a group, to sitting at their desks, to outside, to back inside at
their seats
Observing the weather through the weather watchers

Materials Needed and Prepared:

Anchor chart paper and markers
Computer
Projector
Screen
ELMO Projector
Check Out The Weather! Video: https://www.youtube.com/watch?v=RmSKsyJ15yg
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 1 prediction page per student and teacher (+ several extra copies)
1 weather watcher per student
1 weather observation chart per student and teacher (+several extra copies)
Pencils and erasers for students
Crayons for students

IV. Introduction
The teacher will activate prior knowledge and review something that the students already know by reviewing
what weather is: (what it is like outside).
The teacher will generate interest by gathering students to sit down at the front of the room and playing the
video, Check Out the Weather!

V. Input
A. Task Analysis:
TTW write the word Weather on the anchor chart and will draw a circle around it.
TTW ask students to think about different kinds of weather that they know of.
o TTW model thinking by explaining to students that the teacher remembers it being very windy the
other day, so she is going to write windy as stem off of weather and will draw a picture to represent
the term.
TTW continue to facilitate the discussion, record students thinking on the anchor chart for students to see,
and discuss students answers as appropriate.
o The teacher may need to guide students towards thinking about certain types of weather events, as
well, such as tornados, hurricanes, thunderstorms, etc.
Once the chart is complete, TTW review the types of weather and weather associated terms with the
students:
o Check for Understanding: Point/name to the type of weather that typically occurs during winter.
TTW call on a student to come up to the board to point to their answers and to have them
explain their answers (how do you know?)
o Check for Understanding: Discuss with the person next to you what types of weather you might see
in the spring, when it starts to become a little bit warmer out.
Students will turn and talk with a neighbor their thoughts about this question.
TTW call on a pair of students to point to the types of weather that they see in the spring.
TTW remind students that it is important for them to understand types of weather, because it is something
that we experience everyday.
TTW explain to students that they are going to begin observing the weather everyday, just like scientists, to
learn more about the weather and seasons.
o TTW show students the weather watchers and the weather chart, and will explain to students that
everyday during science they will use their weather watchers to observe the weather outside and to
record their findings, just like real scientists!
o TTW also point out that the students can see the weather from their seats in the classroom, so if the
students are not following directions or procedures on a given day, they will have to observe the
weather from inside the classroom, through the window, without using their weather watchers.
TTW tell the students that before they can get their weather watchers today, they have one more quick
activity to do- they have to predict the weather.
TTW show the class the prediction paper on the ELMO projector and will explain that the paper is supposed
to show what you will see through their weather watchers.
TTW model their thinking as they bring up the wind example from before:
o Remember when I said earlier that I remember it being very windy the other day? Well, I notice that
in the winter and spring it is usually pretty windy, so I am thinking that through my weather watchers,
I might be able to observe wind.
o TTW draw some wind on their paper, which is projected onto the screen using the ELMO.
Check for Understanding: Use the chart on the board to help you illustrate your prediction of what you might
see through your weather watchers in the next few weeks.

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 o Students will independently think silently about the types of weather that they see on the chart, that
they believe they might also see themselves through their weather watchers.
o TTW call on several students using popsicle sticks to state and explain their answers/thoughts.
Students will complete their predictions independently for several minutes.
Students will turn in their predictions and will return to the carpet.
TTW explain the weather chart:
o Everyday the students will go outside during science to use their weather watchers to record what
the weather is like.
o The students will put their weather watchers away after coming inside and will have a seat at their
desk.
o The students will get their weather calendar and will record what the weather was, using words and
symbol drawings.
Check for Understanding: Describe a symbol or picture that you could use to show that it is
partly sunny?
Check for Understanding: What if we notice several different types of weather in one day?
Explain how we could show this?
TTW review procedures and expectations for the weather watchers before passing them out to students.
o TTW model the correct and incorrect way to handle weather watchers and observations.
TTW call tables to go get their hats, gloves, etc. and to then meet the teacher to get their weather watcher,
and to then line up at the door.
Once all of the students are prepared to go outside and are lined up quietly by the door the teacher will lead
them outside, where they must stay near the door.
o Because it is the first day of the kids using their weather watcher, the teacher should allow the
students extra time to observe the weather and explore with their watchers.
o After 5 minutes, the teacher will gather the students back into a line to go back inside.
After arriving back inside the classroom the students will return their watchers to the designated area, will
put their coats away, and will return to their seats.
The students and teacher will complete todays first weather observation together:
o Check for Understanding: Explain what type of weather you observed through your weather
watchers today.
TTW call on two students who are following directions to explain and discuss what they saw.
o Check for Understanding: Name the symbol that we can use to represent this type of weather.
The students will complete their observation notes and will turn in their paper to the silver basket in the
designated area.

B. Thinking Levels: Revised Blooms Taxonomy Questions To Engage Students Thinking

Remember:
o What are some different types of weather that you know of?
o Point/name to the type of weather that typically occurs during winter.
o Describe a symbol or picture that you could use to show that it is partly sunny?
o Name the symbol that we can use to represent this type of weather.

Understand:
o Discuss with the person next to you what types of weather you might see in the summer.
o Predict what the weather might look like through your weather watchers now that it is almost
Springtime.
o Explain what type of weather you observed through your weather watchers today.
Apply:
o Use the chart on the board to help you illustrate your prediction of what you might see through your
weather watchers in the next few weeks.
o What if we notice several different types of weather in one day? Explain how we could show this?

C. Accommodations- Differentiating To Meet Student Needs

Remediation/Intervention: Students who may need additional assistance in understanding and discussing
the topics will benefit from working with partners to discuss questions asked, may benefit from whole group
discussion, and will benefit from the teacher also writing the weather words and events, as well as the
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 symbols/illustrations that represent each weather type/event. Miss Piccard will also be circulating the room
as the students work on their prediction page and on their first observation recording to gain a better sense
of who is grasping the content and procedures, and who is not.

Extension/Enrichment: Students who show considerable comprehension will benefit from working with
partners to discuss questions and prompts asked, as they can then share their understanding with their
partner. These students may also choose to not use the visual support from the teacher as they complete
their prediction page.

Learning Styles: Students will benefit from a variety of teaching styles used:
o Linguistic: discussion throughout the lesson, completing the prediction page and the weather
observation calendar.
o Interpersonal: Turn and talk with partners
o Spatial & Musical: Check Out the Weather! Video
o Intrapersonal: Thinking to self, working on prediction page independently
o Logical/Mathematical: Thinking about questions asked, asking questions, and answering questions
about weather, and making predictions.

D. Methods, Materials, and Integrated Technology

Instructional Techniques: Video, whole group discussion, individual work on prediction page and on
weather observation page

Engagement Strategies: Whole group discussion, calling on students with a listening body and/or on
random students by pulling sticks, turn and talk, predicting the weather through drawings and coloring,
moving from sitting at the front of the room in a group, to sitting at their desks, to outside, to back inside at
their seats, observing the weather through the weather watchers.

Materials and Integrated Technology List: Anchor chart paper and markers, computer, projector, screen ,
ELMO Projector, Check Out The Weather! Video, 1 prediction page per student and teacher (+ several extra
copies), 1 weather watcher per student , 1 weather observation chart per student and teacher (+several
extra copies), Pencils and erasers for students, Crayons for students

VI. Modeling: I DO
TTW model thinking by explaining to students that the teacher remembers it being very windy the other day, so
she is going to write windy as stem off of weather and will draw a picture to represent the term.
TTW model their thinking as they bring up the wind example from before:
o Remember when I said earlier that I remember it being very windy the other day? Well, I notice that in
the winter and spring it is usually pretty windy, so I am thinking that through my weather watchers, I
might be able to observe wind.
o TTW draw some wind on their paper, which is projected onto the screen using the ELMO.
TTW model the correct and incorrect way to handle weather watchers and observations.

VII. Checking for Understanding

Formative Assessment Questions:
o Describe a symbol or picture that you could use to show that it is partly sunny?
o Name the symbol that we can use to represent this type of weather.
o Explain what type of weather you observed through your weather watchers today
o Use the chart on the board to help you illustrate your prediction of what you might see through your
weather watchers in the next few weeks.
o What if we notice several different types of weather in one day? Explain how we could show this?

Possible questions to ask students throughout the course of the lesson:

o What comes to mind when you see the word, weather?
o Point/name to the type of weather that typically occurs during winter.
o Discuss with the person next to you what types of weather you might see in the summer.
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 o Predict what the weather might look like through your weather watchers now that it is almost
Springtime.

VIII. Guided Practice: WE DO

The teacher and students will discuss the following questions and answers together:
o What are some different types of weather that you know of?
TTW continue to facilitate the discussion, record students thinking on the anchor chart for
students to see, and discuss students answers as appropriate.
o Point/name to the type of weather that typically occurs during winter.
Describe a symbol or picture that you could use to show that it is partly sunny?
What if we notice several different types of weather in one day? Explain how we could show this?
Explain what type of weather you observed through your weather watchers today.
Name the symbol that we can use to represent this type of weather.

IX. Collaborative (YOU DO TOGETHER) and/or Independent Practice (YOU DO)

Turn and Talk: Discuss with the person next to you what types of weather you might see in the spring, when it
starts to become a little bit warmer out.
Use the chart on the board to help you illustrate your prediction of what you might see through your weather
watchers in the next few weeks.

X. Closure:
The teacher will elicit student input and feedback by asking students if they learned about a new kind of weather
today, if so, which one? The teacher will also ask students if they are excited about recording their weather
observations.
The teacher will connect todays activities to future learning experiences by asking students what types of weather
they think they might observe in the next few weeks. Remind students that the more they learn and remember
about the weather, the better their observations will be. And maybe. If they become experts on weather, they
might even be able to predict what the weather will be like in the future, just like the news does!

XI. Assessment
The teacher will know if the objectives/learning targets were met by observing students throughout the discussion.
If students are not participating throughout the discussion, then it may be wise to be sure to provide this student
with extra support in the following lessons, which are aimed to really teach new concepts to the students.
The teacher should also record any misconceptions that students may have, so that they can be addressed at the
appropriate time in future lessons.
The teacher should also look at the students prediction pages to make sure that they are applying the concepts
taught correctly (for example, nobody is drawing a tree with orange leafs as their weather prediction).Students
who may not have completed the sentence correctly should work with one of the teachers independently, or the
teacher may have to explicitly teach each specific type of weather (this may be done during the seasons portion
of the unit, though, as well).
The students answers to formative assessment questions asked throughout discussion, and students completed
prediction page and weather observation calendar should be used to drive further discussion and instruction

Sources
A. (2014, January 17). Weather Five for Friday (January 17) [Web log post]. Retrieved from http://k-
3connection.blogspot.com/2014/01/weather-five-for-friday-january-17.html

Butler, L. (2015, August 28). 2015-2016 Weather Journal [Web log post]. Retrieved from
http://www.onebeautifulhomeblog.com/2015/08/2015-2016-weather-journal/

C. (2015, July 12). Buggy and Buddy [Web log post]. Retrieved from http://buggyandbuddy.com/toilet-paper-roll-
binoculars-craft-for-cloud-observation/

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Discovery education. (2012). Sky and weather: Session 1. Retrieved from:
https://app.discoveryeducation.com/techbook/concept/conceptGuid/2BBB6B60-C746-4FFC-BFFB-
E93DB4A673DC/unitGuid/CBE211C1-E9A0-4E19-AD2E-341EBCEEC572#/tab=model-lesson-
tab&page=1&subTab=session1

Discovery education. (2012). Sky and weather: Session 2, 3, and 4. Retrieved from:
https://app.discoveryeducation.com/techbook/concept/conceptGuid/2BBB6B60-C746-4FFC-BFFB-
E93DB4A673DC/unitGuid/CBE211C1-E9A0-4E19-AD2E-341EBCEEC572#/tab=model-lesson-
tab&page=1&subTab=sessions23and4

Harry Kindergarten Music. (2015, January 26). Check out the weather! (A weather song for kids). [Video File].
Retrieved from https://www.youtube.com/watch?v=RmSKsyJ15yg

K. (2012, September 4). Wacky Weather Fun [Web log post]. Retrieved from
http://teacherkimbo.blogspot.com/2012/09/wacky-weather-fun.html

T. (2013, September 17). These Aren't For Decoration [Web log post]. Retrieved from
http://onefabteacher.blogspot.com/2013/09/these-arent-for-decoration.html

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 Reflection
Lesson Two: Types of Weather and Making Predictions

Refer to your objective(s)/target(s): how do you know that the objective(s)/target(s) was met? What is your
evidence?
The students did meet the following objectives: The learner will be able to know the different types of weather and
weather events. I can name different types of weather. & The learner will be able to use their understanding of different
types of weather to make predictions. I can make weather predictions. I can draw and write my weather predictions. I
know that the students did meet the following objectives based on their work and based on our class discussions. Only
several students did not fully complete the weather prediction worksheet, which consisted of drawing their prediction of
the weather and writing 2-3 words that describe their picture and prediction. On the other hand, several students went
above my expectations and wrote a sentence or two about their drawing and their prediction.

Using your assessment data how will you change the lesson or instruction for the next time?
After looking at my assessment data and observations I plan on moving on throughout the unit to now focus on seasons.
However, because these types of weather and weather terms are now new to the students, I am going to make sure to
review weather throughout the remaining lessons. I also hung up the anchor charts in the room where all students could
see them, so that I can always refer to them when needed and so that students can refer to them, as well.

How well did the students perform/respond? Were all my students engaged?
For the whole first half of the lesson consisting of a discussion, the students did very well at being engaged. They
responded very well to all of my questions and participated in the discussion. The students also seemed to enjoy drawing
their weather predictions. They were able to remain engaged and focused as they drew their predictions. I think that
knowing that they were going to be able to use the weather watchers after the lesson was over helped to keep them
going.

How was my timing?

Despite the fact that the students remained engaged throughout the entire lesson, we got a late start, which did not allow
for enough time for the students to use their weather watchers. The students and I were disappointed by this, so I am
planning on meeting them outside tomorrow morning when I pick them up from drop-off with their weather watchers to
observe the weather with them!

What did everyone know? What did no one know? Were there any surprises?
I saw a lot of improvement in students understanding of weather in todays lesson, compared to yesterdays. The students
were able to identify various weather terms and were also able to describe the terms and different types of weather.

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