Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
Unit 1: Introduction to Weather
Kindergarten Science
Unit Overview
This is an introductory unit to the different types of weather phenomenon. The indicators for standard K.E.3, Weather, have been intentionally
spiraled throughout the school year to ensure that students have repeated opportunities to gradually construct a conceptual understanding of the
seasonal patterns of weather. This unit will serve as a foundation and reference point for the students’ future units of study in this school year.
Students have experienced different types of weather in their daily lives. However, they may not have prior experience with the terminology used
to define or describe weather.
The focus of instruction for this introductory unit is for students to gain a basic understanding that weather is the natural daily conditions on Earth
outside. Students in kindergarten are merely required to recognize that the weather changes daily, and that there are many different types of
weather including sunny, rainy, stormy, snowy, cloudy, windy, hot, wet, or cold. While students have had many personal experiences with
weather conditions, this may be their first experience studying weather in a structured manner. This unit will serve to introduce the specific types
of weather conditions and terminology for describing those conditions. Students should be actively engaged in observing weather conditions,
reading about weather conditions, and writing or drawing about weather conditions on a daily basis. Teachers should encourage students to ask
and answer questions related to daily weather conditions. This foundational unit provides an opportunity for teachers to establish daily
procedures that include collecting and recording weather data using pictorial symbols for wind, precipitation, cloud coverage, and temperature. It
is not essential, nor appropriate, for kindergarten students to practice measuring weather. However, modeling or discussing how weather is
measured would provide students extended understanding.
The year-end learning goal for kindergarten students is to understand the seasonal patterns of weather. Therefore, students will need
opportunities to study weather over extended periods of time. The spiraling of indicators in the kindergarten science pacing guide is intended to
provide opportunities for students to experience and study each season as it occurs throughout the school year. At this point in the year it is not
essential for students to identify all of the seasons, or the specific weather conditions brought on by each season. However, the timing of this unit
lends itself to instruction about summer weather conditions including high temperatures and thunderstorms. Using data collected during daily
procedures to create a picture graph as a class will assist students with noticing weather patterns. Storing these graphs to be used as a resource
during subsequent weather units this school year will increase students’ ability to compare the conditions of each season.
As with instruction of all science content, students should be provided with opportunities to act like scientists. This includes encouraging students
to extend their learning by asking and answering their own questions, developing and using models, conducting structured investigations,
analyzing and interpreting data, using mathematics and computational thinking, engaging in argument from evidence, obtaining, evaluating, and
communicating information, constructing explanations, and designing solutions.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
2014 SC Academic Standards
K.E.3: The student will demonstrate an understanding of daily and seasonal weather patterns.
Targeted Learning Indicators
K.E.3A.1: Analyze and interpret local weather condition data (including precipitation, wind, temperature, and cloud cover) to describe weather
patterns that occur from day to day, using simple graphs and pictorial weather symbols.
Recurring Learning Indicators
This is an introductory unit. Recurring indicators begin in unit 5.
What students must know, understand, and do
Know
Understand
Do
 Weather changes on a daily
basis.
 Domain specific vocabulary.
 Weather is the conditions on Earth outside.
 There are many different types of weather
conditions, for example, sunny, rainy,
stormy, snowy, cloudy, windy, hot, wet, or
cold.




Recognize different types of weather conditions
Discuss daily weather conditions
Use pictorial symbols to represent daily weather conditions
Create models (drawings or dramatizations) of daily weather
conditions
 Ask and answer questions about weather conditions
 Make observations about weather conditions
 Read about daily weather conditions
Additionally, students should have opportunities to experience
the following Science and Engineering Practices through
teacher modeling, guided instruction, and/or active
participation.
 Use, analyze, and interpret data
o Make predictions
o Make observations
 Construct explanations using evidence
* oral or written communications or models depending on
student ability
 Obtain and communicate information
o Read about, write about, and discuss science content
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
Enduring Understanding
Weather is a combination of sunlight, wind, snow or rain, and
temperature in a particular region at a particular time.
weather
hot
cloudy
sunny
conditions
cold
cloud
Overarching Essential Questions
The overarching questions are based on the targeted learning indicators for
this unit. Students should be able to answer these questions by the end of this
instructional unit.
Overarching Questions:
What is weather?
Domain - Specific Vocabulary
rain
snowy
wind
sun
rainy
windy
Cross Cutting Concepts (CCCs)
Cross Cutting Concepts (CCCs) are reoccurring themes that are evident in all domains of science and engineering. They transcend the
boundaries of disciplines and serve to help students create a framework for connecting knowledge across disciplines. Instruction of CCCs
should not be isolated, but rather teachers must plan to include intentional references to the CCCs within their science instruction.
The following Cross Cutting Concepts and a description of their relevance to this unit of study have been identified:
Patterns: Daily weather conditions occur in patterns overtime that make up seasons.
Cause and Effect: Weather conditions can cause problems for human activities.
* Other CCCs are intentionally omitted from this unit.
Resources
Content Resources:
Trade Books:
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
Career Connections
Atmospheric Scientist
Atmospheric science is the study of the physics and chemistry of gases, clouds, and aerosols that surround the planetary bodies of the solar
system. An atmospheric scientist may study the atmosphere of different planets or may focus on Earth’s atmosphere. Atmospheric scientists may
work in the following areas: field research, laboratory studies and/or computer analysis and modeling. Good communication skills (oral and
written) are necessary as they are involved in carrying out research and reporting it out. Most atmospheric scientists in the United States work for
the Federal Government and branches of the National Oceanic and Atmospheric Administration or may work for private weather services.
Meteorologist
Meteorologist forecast weather. They compare temperature readings, winds, atmospheric pressure, precipitation patterns, and other variable to
form an accurate picture of climate. They are able to draw conclusions to make predictions, develop computer models and carry out basic
research to help understand how the atmosphere works so they can predict how it behaves.
Storm Chasers
Storm chasers are scientists who follow tornadoes to study them. They try to drop weather instruments into the paths of tornadoes to measure
the air temperature, air pressure, wind speed, and wind direction inside a tornado. This can be a difficult and dangerous career. Storm chasers
rely heavily on meteorologists who predict the storms and then guide them to the most promising systems.
Climatologist
Climatologists study climate change, climate variability, and the effects of climate on the biosphere. They use computers to predict the effect of
weather or climate on the growth and development of grain, vegetables, fruit, and other crops. Climatologists work for state and federal
governments as weather station network supervisors, computer programmers, and supervisors of climate data publications.
Ecologist
Ecologist study the relationship between living things and the environment. They conduct research outdoors and in the laboratory. They apply
ecological knowledge to solve environmental problems and help manage natural resources.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.