Teacher:
School:
Essential
Question(s)
NGSS
Grade/Subject:
K/ Science
Week of:
What are examples of qualitative observations of local weather?
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)
Lesson
Objective
Opening/
Do Now
Description of Each
Instructional Component
I can
describe sky
condition
patterns by
making
observations in
a daily journal
with 80%
accuracy
Circle Time
(5 minutes)
Brainpop Video
https://jr.brainp
op.com/science
/weather/water
cycle/
*What happens
to water vapor
in the
atmosphere?
(1:50-2:40)
Or
1.Mini- Lesson (I Do)Teacher introduces
“Clouds” “Observing Sky
Conditions” by use of a
Power point. (59-69 and
87-89)
http://www.trento
n.k12.nj.us/files/_7
PBtr_/c916010c75
6cd4fa3745a49013
852ec4/Unit_5__Weather__Climat
e__Presentation_Slid
es.pdf
The teacher will read over
slides, thinking aloud,
“What are sky conditions?
“Introducing key words
weather, clouds, sunny,
partly sunny, cloudy,
snowy, rainy.
Circle Time
Youtube Video
What’s in the
sky?
https://www.yo
Teacher will introduce and
read passage “Four
Seasons”
http://www.readworks.org
/passages/four-seasons
SWBAT
Use and share
observations of
local weather
conditions to
describe patterns
over time.
Have students
draw a picture
of what the sky
looked like
during recess.
Share with
class.
Formative
Assessments:
Checks for
Understanding
1. PowerPoint
Questions (Clouds
67-68)
2. Four Seasons
Question Sheet
3.Lab Observations
and Daily Journals
Differentiation/
Modifications
Possible
Centers/Activities
Labs
Closing/
Reflection/
Assessment
Water Vapor Lab:
Students will create
droplets from water
vapor. (Slide 61-62)
Weather Journal
Post
Observation:
Water Vapor
Lab:
*What did you
feel once you
completed task?
Clouds Lab:
Students will try to
create their own
cloud. (Slide 64-66)
Clouds Lab:
*What
happended with
task?
Special Education
and or ELL*Pacing(provide
ample time for lab
task and
observation
recordings)
*Simple Language
*Create Vocabulary
cards with vocab
terms and pictures
*Teacher can create
a large font anchor
chart for Sky
Sky Conditions
Daily journal:
Materials/
Resources
Used
Computer
Youtube
BrainPop
Weather and
Climate
Powerpoint
Four Seasons
Reading
Materials
Jar
Ice Cubes
*What sky
condition was it
the most over
the past week?
The least?
Warm Water
Black Paper
Plastic BAG
*What are
possible reasons
for the sky
conditions?
(weather,
Match
Tin Can
utube.com/watc
h?v=bNsXGB3Sp
94
Have students
draw a picture
of what the sky
looked like
during recess.
Share with
class.
2.We Do- See formative
assessment 1
3.Weather Journal/Labs
(You Do)
Unit 5-Weather and
Climate (Weather Journal
Page 2-4)
Students will record data in
a weather journal. The
focus will be on sky
conditions. Students will
interpret the data at the
end of the unit and discuss
any patterns that they
observe.
http://www.trenton.k12.nj.
us/files/_7PBtu_/73dd3595
2ff34da43745a49013852ec
4/Unit_5__Weather__Climate__Weather_Journal.pdf
Water Vapor Lab: Students
will create droplets from
water vapor. (Slide 61-62)
Clouds Lab: Students will
try to create their own
cloud. (Slide 64-66)
Conditions
language including
pictures and key
terms
*Anchor chart for
tools used during
lab
*Deliver minilesson in small
groups
*Group students
with partners to
complete lab
observations
*Modify
assessment
questions from lab
observations
*Create a semantic
map of sky
conditions (sunny,
snowy, partly
sunny, etc)
*Model lab
observation
task/recordings
*Allow oral
responses to lab
assessment or
drawn responses
Visual- Use pictures
to record sky
conditions;Create
vocabulary
flashcard with
words and pictures
that depict each
word
season, etc)
*What sky
condition was it
the most over
the month? The
least?
*What are some
possible reasons
for the sky
conditions?
Bodily KinestheticHands-on
investigations
during labs and
observations
Musical- Listen to
Youtube weather
song)
InterpersonalGroup students
together with a
partner to perform
labs/recording task
encouraging
students to discuss
their observations
through prompted
questions and turn
and talk
discussions.
IntrapersonalAllow student to
perform lab
independently with
moderate
prompting and
discussion. Give
students journal
starts to privately
record observations
from lab.
Linguistic-Have
students perform
task announcing
vocabulary terms as
they spot them.
Logical- prompt
students to explain
reasons for sky
conditions in
regards to the
pattern, season, etc