Unit Plan:

First Grade Weather

1
 Table of Contents

Introduction and Overview Page 4

Outcomes, Goals, and Page 6

Objectives

Concept Map Page 8

Unit Grid Page 10

Lesson #1 Page 12-15

Lesson #2 Page 16-20

Lesson #3 Page 21-23

Lesson #4 Page 24-26

Lesson #5 Page 27-30

Lesson #6 Page 31-33

Additional Lessons Page 35-36

Comprehensive Resource List Page 38

Learning Centers Page 40

Family Involvement Page 42

Unit Plan Assessment Page 44

2
Introduction and Overview

3
 Introduction and Overview

Our unit plan is for first graders. We chose this grade because we are all early
childhood majors and that is a grade we would all want to teach. The topic we chose is
weather, which we will focus on for ten days. We chose weather because it is a topic
that students can understand and relate to well. We are constantly surrounded by
changing weather and it’s important to build a foundation of understanding of weather
because it is always changing. We will focus on many different areas of weather. One
will be learning about the value of temperatures and learning how to compare them.
Comparing numbers and learning about their place value is a critical skill that needs to
be taught in the primary grades. We will also teach about the different regions and the
types of weather they experience. Every part of the country has different types of
weather. Some students may not have family in other states and may never be exposed
to those types of weather and/or natural disasters. Along with natural disasters, we will
also talk about different types of landforms that can be seen in different regions. Some
children will never have the opportunity to see a mountain up close in real life, but it is
important to teach about them so that they are aware that there is more to the world
than just the town they live in. This will help our students learn tolerance and
acceptance from a young age. It will help open their eyes and raise awareness about
other places in the country.

4
Outcomes, Goals, and
Objectives

5
 Outcomes, Goals, and Objectives

Some of the big ideas that we want to cover are types of natural disasters,
different regions within the United States and how they experience different weather
and have different types of landforms they may have, and the idea of temperature and
how it changes. One goal that we have is for our students to learn place value and how
to compare two digit numbers. We decided to connect this lesson to the idea of
temperatures because that is something that students will use in their everyday lives.
Another goal we have is for our students to be able to write descriptively. We want them
to be able to write in detail about a topic and we feel that weather is something that is
concrete and easy to describe.

We also have social emotional goals. We want students to be able to learn rules of the
classroom and behaviors that are acceptable. As a first grader, students are still
learning rules of society and how to recognize and control their own feelings and
behaviors. We want students to collaborate and learn how to work with others, but also
how to work individually. Learning social cues and how to appropriately behave in social
settings are crucial to being able to thrive in society, so we want to teach them those
things from a young age.

6
Concept Web

7
8
Unit Plan Grid

9
 Unit Plan Grid

Mon Tues Wed Thurs Fri Mon Tues Wed Thurs Fri

Lesson
#1

Reading
X X X
& Social
Studies

Lesson
#2

Math
X X X X X X X X X X
Lesson
#3

Science
X
Lesson
#4

Reading
X
&
Writing

Lesson
#5

Fine
X
Arts

Lesson
#6

Writing
X X

10
Six Lesson Plans

11
 Lesson Plan One:
Reading and Social Studies

Content area & lesson title:

Reading and Social Studies
Focus: Skills and/or concepts:
Different types of weather, regions in the U.S.
Grade level:
First Grade
Lesson duration:
Two Days, One hour session both days, about 20 minutes on a third day to share our
postcards.

Standards:
CC.RI.1.7. Use illustrations and details in a story to describe its main ideas.
17.A.1a Identify physical characteristics of places, both local and global (e.g.,
locations, roads, regions, bodies of water).
2C.1b. Demonstrate appropriate social and classroom behavior.
Objectives:
After reading The Best Book of Weather, students will be able to describe different
types of weather around the country.
Students will be able to describe different physical characteristics of different regions
in the United States.

Rationale/purpose:
It is important that students know about different types of natural disasters and
weather because it will affect their everyday lives. It is also important to know about
the different regions because they may not know that different parts of the country
experience different types of weather.

Materials: The Best Book of Weather by Simon Adams, postcards, weather puzzles,
collection of weather books, picture and word cards, mini weather books.

Commentary:

12
For this lesson, no pre-teaching is necessary. As for visuals in the classroom, I would
want to have various weather posters up on the walls so that the students will have
visual aids throughout the entire unit. For added materials, I would have additional
weather books in the classroom for if the students want more reading material on
weather. Also, I would have printouts of the weather mini books with the pictures
already printed on them. I’d have these just in case I have students who can’t draw
them by themselves and need a little extra guidance. Most of the work will be done in
groups which I think is beneficial because it encourages collaboration, which at a
young age, is crucial because I want my students to improve their social skills.

Procedures: Differentiation:

Introduction:
One the first day, we will start by introducing
the topic of weather. I will ask the students to
brainstorm what they know about weather,
and I will write down any ideas that they
have. We will keep a list on a large piece of
butcher paper. As we learn more, we will add
to our list.

Body/steps:

(Day One Cont.) Each student will tell me a feature for

I will then introduce the book, The Best Book a region and then I will write it on the
of Weather by Simon Adams. This book is sticky note. They will come up and
great because it talks about all types of place it in the correct region on the
weather as well as why they occur. After the map. The point of this is for the
book, we will discuss what types of weather students to pick out key ideas and
we experience where we live. We will then topics from the book we read.
bring up a map and divide it into its
respective regions. I will ask the class if they
know anything about the weather or
landforms in these different regions. We will
brainstorm different ideas that the students
have and write them on sticky notes to put on
the map. Once they are out of ideas, I will
start discussing common physical features
and weather that each region experiences.

(Day Two)
Today we will be participating in different
weather centers around the classroom. Here

13
is a brief overview of what the centers will
include:
1. A station with different weather and
geography puzzles and matching
games.

2. A station with different weather books.

Here they can listen to the story on
tape, read individually, or with a
partner or small group.

3. A station for writing. Here they can

journal about the weather today, make
mini weather books, or make
sentences using picture and word
cards.

Closure:
(Day Two Cont.)
To close this activity, we will have a group
discussion about where our families live. I will
give the example of Texas and talk about the
weather that we learned in the book that they
experience there. We will all go around and
share one place that a family member lives
and what kind of weather they experience.
We will then take that information and the
information we learned in the book and
create a chart where we write each region
and the weather they experience. This is a
good way to organize information because
the students can clearly see the different
types of weather that each region
experiences.
After our discussion, I will introduce the
project that will be due on the last week of the
unit. We will be asking family member to
send us postcards from the city or state that
they live in. We want them to write a
description of what kind of weather they
experience throughout the year and where
they are located region-wise. On the last day
of the unit, we will spend about 20 minutes
sharing the postcards we received or wrote
about.

14
Assessment:
The assessment for this will be the mini
weather book that they create. This is a good
way to assess them because they will either
know the information and put it in their book,
or they won’t. If they can draw a picture of the
weather and write an accurate description of
it, they will get a check mark.

Supporting resources:
The Best Book of Weather by Simon Adams

15
 Lesson Plan Two:
Mathematics

Content area & lesson title:

Math, Place Value with Temperatures

Focus: Skills and/or concepts:

Place Value, reading a thermometer, comparing two digit numbers

Grade level:
First Grade

Lesson duration:
10 days total, 30 min for day one and two, 15 minutes days 3-10

Standards:

CCSS.MATH.CONTENT.1.NBT.B.2
Understand that the two digits of a two-digit number represent amounts of tens and
ones.
CCSS.MATH.CONTENT.1.NBT.B.2.A
10 can be thought of as a bundle of ten ones — called a "ten."
CCSS.MATH.CONTENT.1.NBT.B.2.B
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six,
seven, eight, or nine ones.
CCSS.MATH.CONTENT.1.NBT.B.2.C
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six,
seven, eight, or nine tens (and 0 ones).
CCSS.MATH.CONTENT.1.NBT.B.3
Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.
2C.1b. Demonstrate appropriate social and classroom behavior.

Objectives:

Students will be able to recognize two digit numbers and determine what their place
values are.

16
Students will be able to use manipulatives to represent two digit numbers and their
place values
Students will be able to compare two digit numbers using the correct comparison
symbols.

Rationale/purpose:
This lesson is important because students need to be able to look at two digit
numbers and using the numbers in the place values, compare numbers to each other
to determine which is greater or less.
Materials:
Smart board, notebook to keep a temperature log, block manipulatives

Commentary:
This will be done as a whole class and individually. Each day, I will pull up a
thermometer on the smartboard and the students will log the temperature for that
day. In the classroom, I would have a poster that shows the difference between the
comparison symbols so that students have something to reference during class. I will
also have the students be using block manipulatives every day so that they have a
physical model of the numbers and place value.

Procedures: Differentiation:

Introduction: Explain what we use a thermometer

On the first day, the activity will be
introduced. This will go over the span of
several days. On the first day, we will go
over how to read the thermometer (It will be
a digital one). I will explain that over the next
several days, we will be keeping track of the
temperatures and will be learning about what
each number means, as well as learning how
to compare then.
for before we discuss how to use it.
Make the connection of how we use a
thermometer to take our temperature
when we’re sick and if it’s too high or
low, that can be bad and the same
goes for the weather.

Body/steps:
Day One: Manipulatives will help students
1. We will take the temperature on the visually see what the place values
first day and record that in our temperature actually mean. I will use drawings and
logs. manipulatives to make sure students
2. Since this is the first day, we will really understand the concept of place
dissect this number and do a lesson on place value.

17
value. Before we start looking at large
numbers (temperature), we will practice with
a smaller number like 15.
a. Using the block manipulatives, we will
count out loud, 1-9. I will ask what comes
after 9 and the students will respond with 10.
I will then tell the students that 10 is a two
digit number and on the board write two
columns (tens and ones) and write 1 in the
tens column and 0 in the ones column. I will
then explain that 10 ones is equal to one ten.
b. Next, we will use a number like 15. I
will ask them how many tens and ones there
are and have them show me with their
manipulatives. They should have one stick of
10 blocks to represent the tens place, and 5
individual blocks to represent the ones place.
3. We will continue to practice these with
the blocks and then I will have each student
come up and draw out different numbers on
the board using the tens and ones column I
drew.
Once again, using manipulatives to
Day 2 visually show place value and
numbers are crucial to use for all
1. At the beginning of class, I will pull up students.
a thermometer on the smart board and have
one student tell me what the temperature is.
We will all record it in our temperature logs.
Afterwards, I will have that student record in
on a tens and ones column, place the
numbers in the correct place value column.
a. We will discuss which each place
value means. For example, if the number is
65, we will discuss that we have 6 groups of
10, and 5 groups of ones.
2. On the smart board, I will write the
temperature from day one and day two. I will
ask the students which one they think is
bigger and why.
a. On the board, I will ask the students to
look at the tens place and have them tell me
which number is bigger. Whichever one is
larger, is the larger number. If the numbers
are the same, I will have them look at the
ones place and tell me which one is larger.

18
Which ever one is larger, is the larger
number. If they are the same, then the
numbers are equal.
3. Next, we will discuss what the terms In the classroom, I would have a
greater than, less than, and equal to mean poster that shows the difference
using the example from above. On the smart between the comparison symbols so
board, we will make a greater than, less that students have something to
than, and equal to column. In each column, I reference during class.
will put the appropriate symbols (<,>,=).
a. I will give them a worksheet with some
practice problems on it and they have to
write in the correct symbol for each problem.

Day 4-10

1. Every morning when school starts,

and at the end of each day before packing
up to leave, I will pull up a thermometer on
the smart board. Each day, it will be a
student’s “job” to tell us what the temperature
is so that we can record it in our logs.
2. We will take the morning and
afternoon number and compare them in our
logs using our comparison symbols. They
will then write a sentence telling what
comparison they found.
a. The students will repeat this process
for both the morning and afternoon
temperature of that day and the day before.

Closure:

On the last day, I will have the students

guide the morning and afternoon routine on
their own. They will have to read the
thermometer and do the place value
comparisons on their own. We will then all
come together and talk about why it’s
important to know which temperature is
higher or lower and how we know that
temperatures that are in the 80’s are hot, and
temperatures that are in the 30’s are cold.
We can use our knowledge of place value to

19
determine if the weather is hot or cold out
that day.

Assessment:

The main assessment for this will be the

temperature logs that the students kept. I am
not just looking for correct answers, but also
for progress. If the students did not get the
correct answers on the first few days, but did
for the rest of the days, that shows me that
they were making progress and learning
each day. I will also give them a short formal
assessment in the form of a test. It will have
a set of numbers that they have to dissect
into tens and ones places and a section
where they compare numbers using the
comparison symbols.

Supporting resources:
Smart board, notebook to keep a temperature log, block manipulatives

20
 Lesson Plan Three:
Science

Content area & lesson title:

Make a Tornado (Science)
Focus: Skills and/or concepts:
How tornadoes are formed, fine motor skills
Grade level:
First grade
Lesson duration:
1 hour

Standards:
11.B.1c Build the device using the materials and tools provided
12.C.1a Identify and compare sources of energy (batteries, the sun, air, etc.)
Objectives:
Students will be able to demonstrate how a tornado is formed using their project.
Students will be able to explain what forms a tornado.

Rationale/purpose:
This science project will enable students to understand how tornadoes are formed
and what effects they can cause by using representation. Understanding how
tornadoes work and are formed are important concepts of weather.
Materials:
Plastic bottle with cap
Water
Salt
Dish soap
Food coloring
Small plastic beads

21
Commentary:
The Make a Tornado lesson will take about an hour to complete. It will take place
after the book on tornadoes has been read as a class. Prior to starting the project
students will have learned what a tornado is and what it is capable of doing. This
project will show a physical representation of the information they have been learning.
The project will be discussed and demonstrated to the entire class, but done by each
individual student. ELN students may need assistance in completing the experiment.
While demonstrating the experiment to the class it is important to show them each
step and hold up the pieces when naming them in order for ELL students to know
what the teacher is referring to. As the students are working on their individual
experiments the teacher will have time to monitor the classroom or provide assistance
to other students.

Procedures: Differentiation:

Introduction: It may be helpful to put the

Begin by asking the class what they know about instructions on the board or a
tornadoes (how they are formed, what they look projector so that students who are
like, what they can do, etc.). Before moving on, unable to hear it or process them
students will need to know that mixing air quickly are able to read them at
currents are the underlying cause for a tornado. their own pace.
After asking and answering the questions the
class will be shown an example of the
experiment they will be doing. It is important to
tell them step by step what they will be doing so
that they can do the project individually.

Body/steps: While the experiment is being

1. Instruct them to fill their plastic bottles with done, be sure to monitor all
water, leaving one inch of space from the top. students and physically show them
2. Add one teaspoon of salt. all steps while saying them in order
3. Replace the cap and shake the bottle until the to address the needs of ELL
salt is dissolved in the water. students.
4. Add one drop of dish soap.
5. Add one drop of food coloring.
6. Add desired number of beads.
7. Replace the cap tightly before shaking.

Closure:
After the tornadoes have been completed ask
the students to explain what each part
represents (the water, the beads, the shaking

22
movement, etc.). Discuss as a class the
damages and impacts tornadoes have when
they occur.

Assessment: For students who may not finish

Students will be assessed by the completed
project and their ability to explain what each part
of the experiment represents. They will be
assessed on participation in the activity as well
as class discussion.
the project in the allotted time,
allow for time outside of class to
finish (recess, center time, after
school, etc.).

Supporting resources:
Children’s book on tornadoes, YouTube video showing actual tornadoes and damage,
completed Tornado Bottle experiment

23
 Lesson Plan Four:
Reading and Writing

Content area & lesson title:

Weather Book and Writing Activity (Reading and Writing Integrated Lesson)
Focus: Skills and/or concepts:
Identifying weather by its common picture, writing skills
Grade level:
First grade
Lesson duration:
One hour of one day

Standards:
CC.1.R.I.1 Key Ideas and Details: Ask and answer questions about key details in
text.
CC.1.R.I.6 Craft and Structure: Distinguish between information provided by
pictures or other illustrations and information provided by the words in a text.

Objectives:
Students will be able to answer basic questions asked about the book.
Students will be able to identify weather by picture.
Students will be able to write words provided for them in the appropriate place.

Rationale/purpose:
This lesson is important because students are exposed to the common symbols
and pictorials of weather. This lesson focuses on many different types of weather
and what is experienced when those weather types occur.

24
Materials:
The Kids’ Book of Weather Forecasting by Mark Breen and Kathleen Friestad
Printed worksheets from busyteacher.org
Pencils
Crayons

Commentary:
This lesson is an integrated lesson of reading and writing that will be completed in
an hour. The reading activity will take place first in order to expose children to the
various types of weather as well as what occurs during the different types of
weather. After reading the book the class will answer and ask questions before
completing the writing portion of the activity. The book will be read as a class and
the writing activity will be completed individually. In order to address any ELN
students, it is important to place the hearing impaired and visually impaired closer
to the front of the classroom while reading and presenting the book. Students who
are unable to participate in the writing portion of the activity will be assessed by
doing the activity with the teacher.

Procedures: Differentiation:

Introduction:
Begin by asking the students to name the types
of weather that they know (sunny, cloudy, rainy,
windy, stormy, etc.). Ask them questions about
what they would experience on a windy day or
rainy day, etc. After the questions have been
asked direct the students to the reading circle
area for story time.

Body/steps: Remember to place hearing or

First the teacher will read the book about
weather to the students. While reading be sure
to ask students what they see in the pictures
and what they can predict by what they see.
When the book is completed direct students
back to their desks. Next, they will be instructed
to write the correct weather term on each blank
line (the terms are provided in the word bank).
visual impaired students at the
front of the room while reading
the book aloud and presenting
the instructions for the
worksheet.
Students who are not able to
participate in the writing activity
will do the activity orally with the
teacher or an assistant.

25
Closure:
After finishing the writing portion of the
worksheet students will be able to color them.
The finished worksheets will be checked and
sent home for students to reference throughout
the unit.

Assessment: Students who cannot write will

Students will be assessed by how accurately
they complete the worksheet. They will be
assessed on matching the correct weather word
to the picture as well as writing each word
correctly.
be assessed on the oral
explanation of which word
represents which picture.

Supporting resources:
What’s the Weather? Worksheet from busyteacher.org, The Kids’ Book of
Forecasting Weather

26
 Lesson Plan Five:
Writing

Content area & lesson title:

Writing: “Weather Journaling”

Focus: Skills and/or concepts:

Basic writing skills, weather vocabulary and recording observations

Grade level:
First grade

Lesson duration:
2 days, 1 hour and 30 minutes each day

Standards:
CC.W.1.2 Write informative/explanatory texts in which they name a topic, supply
some facts about the topic and provide some sense of closure
CC.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to
clarify ideas, thoughts and feelings.
CC.L.1.6 Use words and phrases acquired through conversations, reading and being
read to, and responding to texts, including using frequently occurring conjunctions to
signal simple relationships (e.g. because)

Objectives:
- Student’s will be able to demonstrate understanding of vocabulary words by using
them correctly in their writing.
- Student’s will be able to identify and explain different types of weather by writing
about them with accuracy and detail.
- Student’s will be able to convey their thoughts and ideas by writing in a
comprehensive manner.

27
Rationale/purpose:
To develop writing skills, learn the art of observation, build vocabulary and reinforce
comprehension. This lesson is important because it will hopefully allow the students
to integrate weather related concepts into their everyday life. If they know what to look
for, how to identify what they’re seeing and are able to express those ideas verbally
and in writing they can build on that knowledge base as they encounter new
conditions.
Materials:
Projector
Picture of nature from the internet
Wide rule notebooks
weather vocabulary list
pencils

Commentary:
Prior to conducting this lesson it will be necessary to check the weather to ensure that
the conditions are appropriate for outside activities. Each student needs to have their
own wide rule notebook and the vocabulary list needs to be written ahead of time.
Before the students go outside, rules need to be established about where the
students can and can not go to observe the weather. While the students are outside
observing they can discuss their findings with their peers. Once inside the classroom
the writing activity will take place individually. If ELL students do not recognize or
understand the vocabulary words there will be translations provided. If a student is not
able to successfully convey their thoughts or ideas in writing, they will be encouraged
to draw pictures and discuss them with the teacher.

Procedures: Differentiation:

Introduction: -If there are students who do

To entice the students, I will display a picture on the
projector of natural scenery that illustrates a season
and different types of weather. I will then ask them
to guess the season and as a class we will discuss
why and justify the answer by pointing out the
specific characteristics. By modelling observational
not retain auditory information
well I can provide a written list
of common seasonal and
weather related characteristics.

28
behaviors the students should feel more prepared
and comfortable to approach the upcoming activity.

Body/steps:
1. Review the weather vocabulary list (read
words out loud, go over definitions and clarify
any questions)
2. Instruct the students to line up in order to go
outside
3. As a group we will survey our surroundings.
The students will state their observations for
me to record.
4. Once in the classroom, the students will
gather their wide-rule notebooks and pencils.
5. Students will sit down at their desks
6. As a class, we will review our log (notes) and
briefly discuss what we saw outside
7. Students will then proceed to translate the
verbal discussions and their personal
accounts into written form. -If a student has trouble
8. I will remind them that they need to remembering what they saw
incorporate 3 or 4 of the weather vocabulary outside I will let them reference
terms in their writing. the class observation notes
9. As the students are writing, I will walk around
the room and check their progress.
10. Repeat for Day 2 (I will try to coordinate the
days to have differences in weather so they -If multiple students display
have contrastive experiences and different difficulties in conjuring
vocabulary words to use) sentences, I will model a
sentence on the board.

Closure:
At the end of the 2nd day, after the students -If the child is not able to write a
complete their journaling we will review all the sentence they will need to draw
vocabulary words on the list together. I will then a picture.
randomly choose and write a vocabulary word on
the board. In response, the students will construct
an original sentence using that word.

Assessment: -If I student significant struggles

The students will not receive a letter grade for their in their writing and
work. However, they will be assessed on whether or understanding of the
not they appropriately used the vocabulary words in vocabulary words I will take
their sentences. I will also be checking to see if their

29
sentences are comprehensible, words are spelled them aside and provide them
correctly and that they apply some basic grammar with additional assistance.
and punctuation rules (Capital letters, periods, etc.)
I will discuss and work on any major discrepancies
or errors with students on an individual basis.

Supplemental Resources: The Internet and nature

30
 Lesson Plan Six:
Fine Arts

Content Area & Lesson title:

Fine Arts: “Constructing the Seasons”

Focus: Skills and/or concepts:

Identifying and illustrating the seasons and related weather

Grade level:
First grade

Lesson duration:
1 day for 1 hour

Standards:
ISBE-
26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art
using manipulation, eye-hand coordination, building and imagination.

Objectives:
-Students will be able to identify the seasons and their representative characteristics.
-Students will be able to display knowledge of seasons by explaining their artistic
creations.
-Students will be able demonstrate comprehension of the seasons by accurately
illustrating their characteristics.

Rationale/Purpose:
Promote learning through creativity and self-expression. This lesson is important
because it allows students to display their knowledge of weather and seasons through
artistic articulation. It also serves as an enjoyable form of repetition.

31
Materials:
Objects from nature that are realistically attainable (leaves, flowers, sticks,etc)
Crayons
Markers
Construction paper
Scissors
Cotton balls
Winter clothes (jacket, hat, gloves, scarf)

Commentary:
Prior to beginning this lesson, I will need to write the names of the 4 seasons on the
board to serve as a reference. I will also need to have my winter clothes ready for the
anticipatory set. Determine if the weather is suitable for the students to collect objects.
If it’s winter time, the students will not go outside for they can not collect snow. If it is
spring, summer or fall they will go outside to collect a few objects. Proper collecting
etiquette will be discussed prior to going outside. The students can collaborate in
groups but each student must complete an individual project. If students don’t
understand the terms used translations will be provided.

Procedures: Differentiation:

Introduction:
To grab the attention of the class I will start by putting on a
jacket, gloves, hat and scarf. After I’m obnoxiously dressed, I
will ask them if they can guess what season I’m dressing for.
Giving them something silly to associate with a word with will
serve as a great cue when they need to recall information. I
will then walk through the expectations of their art project.

Body/Steps: -If students have difficulty

1. The students will be given construction paper as well thinking of things to draw for
as other crafting materials. certain seasons I can model
2. They will fold their paper into 4 sections for each of pictures and words on the
the seasons board
3. Identify what season it is currently
4. Write on the board what types of objects are
acceptable to pick up outside -If students have significant
5. Line up to go outside problems with fine and gross
6. Help students gather objects motor skills they can discuss

32
 7. Come back into classroom and instruct students to sit and explain the seasons
in their seats instead
8. Have students glue or attach objects for current
season
9. The students will then decorate or illustrate the rest of -If the student has allergies or
the seasons as they desire any legitimate reason not to
10. I will walk around the room and check their progress. go outside, they can draw or
construct objects with paper
instead.

Closure: -If ELL students need to say

When the students have completed their projects they will some words in their native
stand up and present their creation to the class. I will ask language to express ideas I
them to say each season, what they drew and the items they will help them translate into
collected outside. English.

Assessment: -If the student’s drawing or

The students will be evaluated based upon participation and illustrating skills aren’t clear,
the accuracy of their illustrated characteristics to the they will be asked to explain in
corresponding season. further detail.

Supplemental Resources: Nature, the internet

33
Additional Lessons

34
 Additional Lessons

1. Content Area and Title:

Temperatures around the United States (Math and Science)
Grade Level:
First grade
Standards:
MP.4 Model with mathematics. (3-LS2-1)
MP.5 Use appropriate tools strategically. (3-PS2-1)
W.1.7 Participate in shared research and writing projects (e.g., explore a number of
“how-to” books on a given topic and use them to write a sequence of instructions). (1-
ESS1-1),(1-ESS1-2)
1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and
answer questions about the total number of data points, how many in each category,
and how many more or less are in one category than in another. (1-ESS1-2)

Best Practice:
One strategy of best practice in science that can be seen in this lesson plan is the idea
of integrating science with other content areas. This can be connected to both math and
social studies, as well as science. This makes it easier for the students to make real
world connections to what they’re learning. Making connections to the real world is also
a best practice strategy that should be used in mathematics.
Assessment Criteria:
Students will be assessed on the completion of their data collection sheet and the
overall graph representation created using the specific data. Another portion of the
assessment will be determined by the student’s collaboration with group members.

2. Content Area and Title:

Experiencing a Natural Disaster (Writing)
Grade Level:
First grade
Standards:
CC.1.W.8 Research to Build and Present Knowledge: With guidance and support from
adults, recall information from experiences or gather information from provided sources
to answer a question.
CC.1.L.1.d Conventions of Standard English: Use personal, possessive, and indefinite
pronouns (e.g., I, me, my; they, them, their, anyone, everything)
CC.1.L.2.b Conventions of Standard English: Use end punctuation for sentences.

35
Best Practice:
One strategy of best practice that will be used is the idea of holding students
responsible for their own work. One way to do that is by having students pick their own
weather topic to write about. The student will then have a conference with the teacher to
go over their work before writing their final draft. This holds the student responsible for
producing their best work.
Assessment Criteria:
The learning in this lesson will be assessed with a read aloud conference between the
teacher and student. Students’ writing will be assessed based on first grade standards
such as using pronouns, using correct punctuation, and capitalization of appropriate
letters. The student will then share their writing assignment with the teacher so that the
teacher can assess the student’s thought process and writing approach.

3. Content Area and Title:

Weather Words (Spelling)
Grade Level:
First grade
Standards:
CCSS.ELA-LITERACY.L.1.2.E: Spell untaught words phonetically, drawing on
phonemic awareness and spelling conventions.
CCSS.ELA-LITERACY.L.1.5.A: Sort words into categories (e.g., colors, clothing) to gain
a sense of the concepts the categories represent.

Best Practice:
One best practice strategy for writing is to teach students to reflect on their own
progress. To do this, we will have students grade their own spelling tests. Whatever
words they get incorrect will be added to the next week’s spelling test. After both tests,
the students will see if they improved their spelling and reflect on their progress of the
words they got wrong the week before.
Assessment Criteria:
After focusing on weather words throughout the two weeks of the unit, students will be
assessed by a spelling test. The spelling test will focus on words learned and used in
everyday dialogue regarding weather (rain, sun, tornado, storm, lightning, etc.).
Students will be graded on how many words they spelled correctly on the test.

36
Comprehensive Resource
List

37
 Comprehensive Resource List
 Tornado Youtube Video
 The Kids’ Book of Weather Forecasting
 “What’s the Weather?” worksheet from busyteachers.org
 World Map in the classroom
 Weather Museum in the community
 Plastic bottle with cap
 Water
 Salt
 Dish soap
 Food coloring
 Small plastic beads
 The Kids’ Book of Weather Forecasting by Mark Breen and Kathleen
Friestad
 busyteacher.org printable activities
 Pencils
 Crayons
 Manipulative blocks
 The Best Book of Weather by Simon Adams
 Notebook for temperature log
 postcards
 weather puzzles
 collection of weather books
 picture and word cards
 mini weather books
 Projector
 Picture of nature from the internet
 Wide rule notebooks
 weather vocabulary list
 Objects from nature (leaves, rocks, etc.)
 Markers
 Construction paper
 Scissors
 Cotton balls
 Winter clothes (jacket, hat, gloves, scarf)

38
Learning Centers

39
 Learning Centers
1. Puzzles and Games
a. At this station, there will be different puzzles and matching games. They
will all be related to weather, the regions, and the map of the United
States. They will have to use their memory and remember the topic in
order to successfully complete the puzzles and games.
b. These are fun ways to help students refresh their memory and visually see
the different types of weather. Puzzles are a great way to challenge your
brain and use problem solving skills, while still focusing on the big picture
and topic as a whole.

2. Reading Station
a. At this station, there are a few different things that students can do. They
can listen to different fiction and nonfiction books about weather on a cd.
They can also read books individually. They can read books with a partner
or small group. Afterwards, I want them to talk to a partner or small group
about what their book was about and what they learned.

3. Writing Station
a. At this station, the students can journal about what the weather is like
today, make mini weather books, or make sentences using picture and
word cards. If they need reference, they can go over to the reading station
and use a book to help refresh their memory.

40
Family Involvement Plan

41
 Family Involvement Plan

For one of our integrated lessons, we ask that students have family members
from around the country send them postcards. In these postcards, we want the family
members to write about the state and region that they live in. This will include talking
about the seasons they may experience, the temperatures they experience, any natural
disasters that they may have to prepare for, and overall landscape of the area they live
in. To make sure there is a large variety of postcards, the teacher will also have some
family members write some. We ask that every child bring in at least one postcard, even
if it is for the state that we currently live in. This way, every child and their family is
involved somehow.

42
Unit Assessment
Commentary

43
 Unit Assessment Commentary

All of the lesson plans in our unit incorporate some kind of project or assignment.
As an assessment, we will have the students take all of their projects and make a
weather portfolio of all of their work. That is a way that we can assess them on the
theme as a whole, and not on each individual content area or lesson plan. We would
write a rubric to score them on the overall project, not giving them a grade on each
specific content area. The portfolio should include at least one piece of work from every
content area. If there are more than one projects or papers to include, we ask that the
students submit the one they are most proud of. The point of this portfolio is to
showcase their best work, and something they are proud of.

44