Weather Unit
Kindergarten
By Amanda Kern,
Sorosh Hesham,
and
Katie Mitchell
Five Day Unit
Unit Introduction:
During the five-day unit on weather the students will focus on repeating
patterns in their every day lives including weather patterns and plant growth.
Students will gain knowledge of weather patterns by engaging in activities that
incorporate visual, kinesthetic, and auditory learners. The goal is for learn the
different types of weather, when they occur based on the seasons and how we
can predict the weather based on the clouds we observe. Students will also
learn how the weather can affect plant growth in the plant cycle. Students will
complete hands on activities to enhance their knowledge of the plants growth
and the life cycle of a plant. Students will gain a better understanding of key
topics within the subjects of math, language arts, physical education, technology,
science, and fine arts.
Objectives:
1. Students will be able to predict weather patterns and how they change
from one season to the next.
2. Students will be able to identify the five main types of weather (sunny,
windy, cloudy, rainy, snowy) and relative temperatures (hot, cold, warm,
cool) based on the seasons.
3. Students will learn the importance of weather in the plant cycle as well as
the parts of a flower.
Specific Objectives:

The students will be able to identify types of weather and characteristics of
the four seasons (winter, spring, summer, and autumn) by sorting picture
cards on the Smart Board (ie. snowman/ snowfall, flowering trees/raining,
sunny/hot, leaves falling/apple picking) with 90% accuracy.

Using colored Lego blocks the students will be able to make an object graph
using the classroom weather calendar from the past seven days (cloudy,
partly cloudy, rainy, snowy, sunny, and windy) with 90% accuracy.

The students will be able to label the parts of a flower when given the “Parts
of a Flower” worksheet with 90% accuracy.

The students will be able to identify the stages of the lifecycle of a plant by
placing the boxes in the correct places in the lifecycle activity on the Smart
Board with 90% accuracy.

Using the cloud observer tool, students will be able to identify the type of
cloud (cirrus, altostratus, altocumulus, cirrostratus, cirrocumulus,
cumulonimbus, cumulus, nimbostratus and stratus) they see in the sky with
90% accuracy.

The students will be able sort picture cards on the Smart Board and name the
colors that make a rainbow (red, orange, yellow, green, blue, indigo, and
violet) with 90% accuracy.
Standards of Learning:
Science K.9: The student will investigate and understand that there are simple
repeating patterns in his/her daily life. Key concepts include a) weather
observations; b) the shapes and forms of many common natural objects including
seeds, cones, and leaves; and c) animal and plant growth.
English/ Oral Language K.2 The student will expand understanding and use of
word meanings. a) Increase listening and speaking vocabularies. b) Use number
words. c) Use words to describe/name people, places, and things. d) Use words
to describe/name location, size, color, and shape. e) Use words to
describe/name actions. f) Ask about words not understood. g) Use vocabulary
from other content areas of growth.
Language Art- K.5: The student will understand how print is organized and read.
(A) Hold print materials in the correct position (B) Identify the front cover, back
cover, and title page of a book (C) Distinguish between print and pictures (D)
Follow words from left to right and from top to bottom on a printed page.
Math/ Statistics K.14 The student will display gathered data in object graphs,
picture graphs, and tables, and will answer questions related to the data.
Math- K.4- 15/16: The student will sort and classify objects according to
attributes. The student will identify, describe, and extend repeating patterns.
Technology K.2.1 Demonstrate an operational knowledge of various
technologies. A. Use various types of technology devices to perform learning
tasks. • Use a keyboard, mouse, touch screen, touchpad, and other input devices
to interact with a computer.
Technology K2.2 Identify and use available technologies to complete
specific tasks. Use content-specific tools, software, and simulations to
complete projects.
Fine Arts/ Music- K.5: The student will perform rhythmic patterns that include
sounds and silences, using instruments, body percussion, and voice.
Fine Arts/ Visual Arts- K.7: The student will identify and use the following in
works of art: 1. Color—red, blue, yellow, green, orange, violet, brown, black,
white 2. Line—straight/curved, thick/thin, long/short, up/down/across 3. Shape—
circle, square, triangle, rectangle, oval 4. Texture—visual, tactile 5. Pattern—
occurring naturally, made by people
Physical Education K.1: The student will demonstrate progress toward the
mature form of selected locomotor, nonlocomotor, and manipulative skills. a)
Demonstrate the locomotor skills of walking, running, hopping, and jumping and
landing. b) Demonstrate the non-locomotor movements of bending, pushing,
pulling, stretching, turning, twisting, swinging, swaying, rocking, and balancing. c)
Demonstrate a minimum of two critical elements (small, isolated parts of the
whole skill or movement) used in stationary manipulative skills d) Demonstrate a
minimum of two critical elements used in manipulative skills while moving. e)
Demonstrate moving to a beat, using basic locomotor and nonlocomotor rhythmic
patterns
Theme: Weather Patterns
SOL: Science K.9,
Phys Ed K.1
Technology K 2.1
Day one of five
Weather Pattern and Seasons
Purpose:
The purpose of this lesson is to recognize and identify different types of
weather and discuss patterns throughout the seasons. Students will gain the
knowledge of patterns in weather while studying seasons, and types of weather.
This is the introduction lesson to our weeklong learning of weather patterns.
Science K.9: The student will investigate and understand that there are simple
repeating patterns in his/her daily life. Key concepts include a) weather
observations; b) the shapes and forms of many common natural objects including
seeds, cones, and leaves; and c) animal and plant growth.
Physical Ed. K.1: The student will demonstrate progress toward the mature form
of selected locomotor, nonlocomotor, and manipulative skills. a) Demonstrate the
locomotor skills of walking, running, hopping, and jumping and landing. b)
Demonstrate the non-locomotor movements of bending, pushing, pulling,
stretching, turning, twisting, swinging, swaying, rocking, and balancing.
Technology K.2.1 Demonstrate an operational knowledge of various
technologies. A. Use various types of technology devices to perform learning
tasks. • Use a keyboard, mouse, touch screen, touchpad, and other input devices
to interact with a computer.
Objective:
The students will be able to identify types of weather and characteristics of
the four seasons (winter, spring, summer, and autumn) by sorting picture cards
on the Smart Board (ie. snowman/ snowfall, flowering trees/raining, sunny/hot,
leaves falling/apple picking) with 90% accuracy.
Procedure:
Introduction:

During the introduction students will learn the four seasons and the
weather in each season through auditory, kinesthetic and visual
learning.

Ask students what they know about the weather and the four seasons
(ie. What is the weather today and yesterday. What do you think the
weather will be tomorrow?)

Students will watch the Magic School Bus video, Kicks up a Storm
(Auditory/Visual) (https://www.youtube.com/watch?v=vcyleZnBGMA)
Development:

The teacher will read the book Find Out About Weather by Robin
Kerrod, which identifies different weather patterns. (Auditory/ Visual)

The teacher will take students outside and observe the weather by
playing the game “four seasons”. The teacher will assign a season to
each corner of the play area and will give students clues to describe
the season. Students will run/skip/walk/hop/jump etc. to the corner they
think the teacher is describing. The teacher will monitor and check for
understanding during the “four seasons” game by observing the
students on the season corners they choose. (Auditory/
Visual/Kinesthetic)
o
“Its cold outside, I need a coat and mittens, I think its going to
snow” (Winter)
o
“Its raining! I need my rain boots and umbrella! The tulips are
growing! (Spring)
o
“Its hot outside, I think I may go swimming!”
o
“The leaves are falling and I am going to make a pile and jump
in them!” (Fall)

The class will return inside and discuss how weather changes
throughout the seasons by singing along to the four seasons song
(Auditory/Visual)
o
(https://www.youtube.com/watch?v=_0zKV6j1MDg)
o
The teacher will ask questions about the seasons (ie. What
season are we in? What clothes to we wear during this season?
What does nature look like during this season?)

Students will complete the “My Favorite Season” worksheet by
choosing their favorite season, their favorite activity in the season and
drawing a picture. The teacher will monitor and check for
understanding during the “My Favorite Season” worksheet by
observing if the season the student chooses matches the picture they
draw. (Kinesthetic/Visual)
o
Struggling students will receive writing support by the teacher
writing the word in highlighter so the student can trace over the
letters.
o
Advanced students will be able to write sentences about their
favorite activity during the season.

Students will cut, sort, glue, and color the “Clothes Sorting by Season”
worksheet. The teacher will monitor and check for understanding
during the “Clothes Sorting by Season” worksheet by checking to see if
the clothes are glued in the correct season columns.
(Kinesthetic/Visual)
o
Struggling students will have pre-cut pictures.
o
Advanced students can write a sentence about their favorite
season on the back of the “Clothes Sorting by Season”
worksheet.
Summary:
The teacher will close the lesson by inviting students to take turns one at a
time coming to the Smart Board to sort picture cards of different types of seasons
and weather learned today.
(http://exchange.smarttech.com/details.html?id=31b0b33b-3089-411c-83a4b5a4ad7b4567)
As a large group, the teacher will ask students what the four seasons are and to
name a type of weather associated with each season (ie. Winter-snow, springrain, summer-hot and sunny, autumn-cool and leaves falling off of trees).
Materials:

Find Out About Weather by Robin Kerrod

Magic School Bus video, Kicks up a Storm
(https://www.youtube.com/watch?v=vcyleZnBGMA)

Smart Board

“Four Seasons” song video
(https://www.youtube.com/watch?v=_0zKV6j1MDg)

“My Favorite Season” worksheet

Pencils

Colored pencils

“Clothes Sorting by Season” worksheet

Scissors

Glue sticks

Weather/seasons sorting cards
(http://exchange.smarttech.com/details.html?id=31b0b33b-3089-411c83a4-b5a4ad7b4567)
Evaluation part A:
After learning about the four seasons and the weather associated with
each, students will be asked to take turns sorting the four seasons and weather
picture cards on the Smart Board during the lessons conclusion. The teacher
should expect students to be able to sort the picture cards correctly on the Smart
Board with 90% accuracy.
Evaluation part B:
Were students able to identify the four seasons and different types of weather?
Were students able to correctly sort pictures to the specific seasons/weather?
What went well?
What did I do well?
What could I change?
Theme: Weather Patterns
SOL: Science K.9
Math K.8, K.13, K.14
Day two of five
Graphing Weather Patterns
Purpose:
The purpose of this lesson is for students to gain knowledge about how to
apply data and graph the weather (cloudy, partly cloudy, rainy, snowy, sunny,
and windy) with object and picture graphs. Students will answer questions related
to the data. This lesson will review the different types of weather discussed the
previous day.
Science K.9: The student will investigate and understand that there are simple
repeating patterns in his/her daily life. Key concepts include a) weather
observations; b) the shapes and forms of many common natural objects including
seeds, cones, and leaves; and c) animal and plant growth.
Math/ Statistics K.14 The student will display gathered data in object graphs,
picture graphs, and tables and will answer questions related to the data.
Objective:
Using colored Lego blocks the students will be able to make an object
graph using the classroom weather calendar from the past seven days (cloudy,
partly cloudy, rainy, snowy, sunny, and windy) with 90% accuracy.
Procedure:
Introduction:

During the introduction students will learn to graph the weather through
kinesthetic, auditory and visual learning.

Ask students what they know about graphs and why we use them. (ie.
What are graphs? What do graphs look like? Why do we use graphs?

Watch and act out the weather during the “Check out the Weather”
song. (Kinesthetic/Visual/Auditory)
(https://www.youtube.com/watch?v=RmSKsyJ15yg)
Development:

The teacher will read the book, The Great Graph Contest by Loreen
Leedy. (Auditory/Visual)

Students will cut out and attach the arrow to the weather wheel to use
for completing the weather picture graph. Students will spin the wheel
and graph how many times it lands on each weather. Students will
draw the weather in each block to represent how many times the arrow
landed on that weather. The teacher will monitor and check for
understanding during the picture graphing activity by observing the
student’s graphing based on the data they collected. (Visual/
Kinesthetic)
o
Struggling students can use a weather picture stamp instead of
drawing the weather.
o
Advanced students can interview other students on their favorite
weather and picture graph their collected data instead of using
the spin wheel.

Students will watch the video, “What’s a Graph” introducing object
graphs. (Auditory/Visual) (https://www.youtube.com/watch?v=cSm_D7MrRI)

As a whole group, the students and teacher will make an object graph
using Lego blocks to graph student’s favorite weather.
Summary:
The teacher close the lesson by giving colored Lego blocks to each
student and the students will be asked to make an object graph using the
classroom weather calendar from the past seven days (cloudy,
partly cloudy, rainy, snowy, sunny, and windy).
Materials:

“Check out the Weather” song video
(https://www.youtube.com/watch?v=RmSKsyJ15yg)

The book The Great Graph Contest by Loreen Leedy

Scissors

Brads

Picture graph worksheet

Colored pencils

Stamps

Stamp ink pad

“What’s a Graph” video
(https://www.youtube.com/watch?v=-cSm_D7MrRI)

Colored Lego blocks

Classroom weather calendar

Smart Board
Evaluation Part A:
After learning about picture and object graphs, students will build an object
graph to represent the past seven days of weather from the information on the
classroom weather calendar. The teacher should expect students to be able to
correctly build an object graph that represents the weather from the past seven
days on the classroom weather calendar with 90% accuracy.
Evaluation Part B:
Were students able to correctly build an object graph that represents the weather
information form the classroom weather calendar?
Were students able to correctly make a picture graph?
Do students understand the differences between object and picture graphs?
What did students struggle with?
What could I change for next time?
Theme: Weather Patterns
SOL: Science K.9
English K.2
Day three of five
Plant Life Cycle
Purpose:
The purpose of this lesson is to identify the different elements of nature
that are required for a plant to grow. The student will learn the parts of a plant
and how it grows from seed to pollination. This lesson will incorporate the
different elements of weather discussed the previous day and students will also
learn that their plants need daily care.
Science K.9 The student will investigate and understand that there are simple
repeating patterns in his/her daily life. Key concepts include (1) Weather
observations (2) Shapes and forms of many common natural objects including
seeds, cones and leaves (3) Plant and animal growth.
English/ Oral Language K.2 The student will expand understanding and use of
word meanings. a) Increase listening and speaking vocabularies. b) Use number
words. c) Use words to describe/name people, places, and things. d) Use words
to describe/name location, size, color, and shape. e) Use words to
describe/name actions. f) Ask about words not understood. g) Use vocabulary
from other content areas.
Objective:
The students will be able to label the parts of a flower when given the
“Parts of a Flower” worksheet with 90% accuracy.
The students will be able to identify the stages of the lifecycle of a plant by
placing the boxes in the correct places in the lifecycle activity on the Smart Board
with 90% accuracy.
Procedure:
Introduction:

The teacher will ask students what they know about the life cycle of a
plant. (ie. How do you think a plant grows? What are some names of
the parts of a plant? What do plants need to survive?) (Auditory)

Students will watch the Brain Pop Jr. video called “The Plant Lifecycle”
(Auditory/Visual) (https://jr.brainpop.com/science/plants/plantlifecycle/)
Development:

The teacher will discuss the lifecycle of a plant stages and the weather
plants need to grow. (Auditory) (seed, seed with root, seed with leaves,
young plant, adult plant, sun, rain, wind)

Students will label the parts of a flower on the Smart Board by placing the
labels on the correct part of the flower. (Kinesthetic/Visual) The teacher
will monitor and check for understanding during the labeling the parts of a
flower Smart Board activity based on the correct labeling.
(http://exchange.smarttech.com/search.html?q=&subject=Science&grade=
Kindergarten&grade=Grade+1&region=en_US)

The students will cut, color, and trace the letters to make the “Lifecycle of
a Plant” book. (Visual/Kinesthetic)
o
The teacher will pre-cut the book for struggling students.
o
Advanced students will draw the lifecycle of a plant on a piece of
paper after they finish making their book.
o
The teacher will monitor and check for understanding during the
making a “Lifecycle of a Plant” book by checking the accuracy of
the lifecycle stages placement in the book.
Summary:
The teacher closes the lesson by giving instructions to the students as
they work with partners to plant bean seeds. Students will each plant bean seeds
by filing a clear cup with soil, adding four bean seeds spacing the beans evenly
on the edge of the cup so students can observe its growth, adding water and
placing the cups in a sunny window. (Visual, Auditory, Kinesthetic)
Materials:

Brain Pop Jr. video called “The Plant Lifecycle”
(https://jr.brainpop.com/science/plants/plantlifecycle/)

Parts of a flower Smart Board activity
(http://exchange.smarttech.com/search.html?q=&subject=Science&grade=
Kindergarten&grade=Grade+1&region=en_US)

The “Lifecycle of a Plant” workbook

Scissors

Colored pencils

Pencils

“Parts of a Flower” worksheet

Glue sticks

Clear plastic cups

Soil

Bean seeds

Watering can

Water

Smart Board
Evaluation A:
After learning about the lifecycle of a plant and the parts of a flower,
students will complete the “Parts of a Flower” worksheet by cutting, gluing and
labeling the flower. The teacher should expect the students to be able to correctly
label the flower with 90% accuracy.
Evaluation B:
Did the students learn the parts of the flower?
Do the students know the different elements of nature a plant needs to survive?
Do the students know the process of the life cycle?
What did students struggle with?
What could I change to make it go better next time?
Theme: Weather Patterns
SOL Focus: Science K.9
Math K.15/16
English K.2
Music K.5
Technology K 2.2
Day four of five
Clouds
Purpose:
The purpose of this lesson is for students to recognize and identify the
types of clouds (cirrus, altostratus, altocumulus, cirrostratus, cirrocumulus,
cumulonimbus, cumulus, nimbostratus and stratus), and the patterns of weather
associated with them. The students will review the patterns of weather from the
previous day.
Science K.9: The student will investigate and understand that there are simple
repeating patterns in his/her daily life. Key concepts include a) weather
observations; b) the shapes and forms of many common natural objects including
seeds, cones, and leaves; and c) animal and plant growth.
Math- K.4- 15/16: The student will sort and classify objects according to
attributes. The student will identify, describe, and extend repeating patterns.
English/ Oral Language K.2 The student will expand understanding and use of
word meanings. a) Increase listening and speaking vocabularies. b) Use number
words. c) Use words to describe/name people, places, and things. d) Use words
to describe/name location, size, color, and shape. e) Use words to
describe/name actions. f) Ask about words not understood. g) Use vocabulary
from other content areas.
Fine Arts/ Music- K.5: The student will perform rhythmic patterns that include
sounds and silences, using instruments, body percussion, and voice.
Technology K 2.2: Identify and use available technologies to complete
specific tasks. A) Identify the specific uses for various types of technology
and digital resources.• Identify the difference between hardware and
software. • Create a text document.• Open and read an electronic book.
• Create a digital image.B) Use content-specific tools, software, and
simulations to complete projects. • Use tools in various content areas as
appropriate.
Objective:
Using the cloud observer tool, students will be able to identify the type of
cloud (cirrus, altostratus, altocumulus, cirrostratus, cirrocumulus, cumulonimbus,
cumulus, nimbostratus and stratus) they see in the sky with 90% accuracy.
Procedure:
Introduction:

During the introduction students will learn that clouds play an important
role in predicting the weather.

Ask students what they know about clouds. (ie. Have you ever seen a
picture in the clouds? Have you ever noticed any patterns in clouds?
Do you know the names of any clouds? Did you know you can predict
the weather by looking at clouds? What colors are clouds?)

The teacher will lead students in making the “How Clouds Make Rain”
experiment that demonstrates how rain falls when the water droplets
get to heavy in clouds. (Kinesthetic/Visual)
Development:

The teacher will read the book, Crazy Clouds, Crazy Weather by
Amanda Kidney during large group. (Auditory/Visual)

The students will create a reference book on the cloud types (cirrus,
altostratus, altocumulus, cirrostratus, cirrocumulus, cumulonimbus,
cumulus, nimbostratus and stratus) by cutting the pages out and
stapling the book together. (Visual/Kinesthetic)
o
The teacher will pre-cut the pages for struggling students.
o
Advanced students can assist struggling students by helping cut
and staple pages for the book.

The teacher will read the book, It Looked Like Spilt Milk by Charles
Shaw during large group. (Visual/Auditory)

Students will create their own “spilt milk” artwork using cotton balls,
blue construction paper and white paint. Students will then identify
which type of cloud is shaped closest to their artwork by labeling and
identifying the weather that their clouds produce.(cirrus, altostratus,
altocumulus, cirrostratus, cirrocumulus, cumulonimbus, cumulus,
nimbostratus and stratus). (Visual/Kinesthetic)
o
The teacher can label the cloud type of the “spilt milk” artwork
for struggling students.
o
Advanced students can write about what type of weather is
associated with the cloud they created.
o
The teacher will monitor and check for understanding during the
art activity by asking students why they think their artwork cloud
is the type of cloud they used to label it.

The teacher will lead students in the “Make a Storm” rhythm by leading
students when to snap, clap, rub hands, pat legs and stomp
(Auditory/Visual/Kinesthetic)
o
Students begin rubbing their hands together one at a time in a
rippling effect, then snap, then pat legs quietly, then louder, stomp.
The pattern then reverses until the last student is rubbing their
hands together.
(https://www.youtube.com/watch?v=VOU5gAFV9v8)
Summary:
The teacher will close the lesson by having students make cloud
observers. Students will cut out the edges and middle of cloud observer
and tape a popsicle stick to the bottom as a handle. The teacher will then
take students outside to observe the types of clouds they see.
Materials:

Mason jar

Foam shaving cream

Water

Food coloring

Book Crazy Clouds, Crazy Weather by Amanda Kidney

Reference book for types of clouds pages

Scissors

Stapler

Book, It Looked Like Spilt Milk by Charles Shaw

Blue construction paper

Cotton balls

White paint

White paint pen

“Make a Storm” video
(https://www.youtube.com/watch?v=VOU5gAFV9v8)

Cloud observer sheets

Popsicle sticks

Tape
Evaluation Part A:
After learning about the clouds and the weather associated with them,
students will be asked to make cloud observers. Students will cut the edges and
middle out of their cloud observer and tape a popsicle stick to the bottom as a
handle. The teacher will invite the students outside to observe the days weather
and the days clouds. The teacher should expect students to identify the type of
clouds using their cloud observer with 90% accuracy.
Evaluation Part B:
Were students able to identify the type of clouds they observed outside?
Were students able to connect the cloud types to the associated weather?
What went well?
What did students struggle with?
What could I change?
Theme: Weather Patterns
SOL: Science K.9
Language Arts K.5
Fine Arts K.7
Phys Ed K.1
Day five of five
Rainbows
Purpose:
The purpose of this lesson is to introduce rainbows, the colors that make a
rainbow (ROY G. BIV) and the elements of weather that must interact to form a
rainbow. Students will make a book of their own to give examples of each color
of the rainbow. The students will read a book as a class with the teacher and
discuss the different parts of a book: front/ back covers, title, author/ illustrator,
and page numbers.
Science K.9: The student will investigate and understand that there are simple
repeating patterns in his/her daily life. Key concepts include a) weather
observations; b) the shapes and forms of many common natural objects including
seeds, cones, and leaves; and c) animal and plant growth.
Language Art- K.5: The student will understand how print is organized and read.
(A) Hold print materials in the correct position (B) Identify the front cover, back
cover, and title page of a book (C) Distinguish between print and pictures (D)
Follow words from left to right and from top to bottom on a printed page.
Fine Arts/ Visual Arts- K.7: The student will identify and use the following in
works of art: 1. Color—red, blue, yellow, green, orange, violet, brown, black,
white 2. Line—straight/curved, thick/thin, long/short, up/down/across 3. Shape—
circle, square, triangle, rectangle, oval 4. Texture—visual, tactile 5. Pattern—
occurring naturally, made by people
Physical Education K.1: The student will demonstrate progress toward the
mature form of selected locomotor, nonlocomotor, and manipulative skills. a)
Demonstrate the locomotor skills of walking, running, hopping, and jumping and
landing. b) Demonstrate the non-locomotor movements of bending, pushing,
pulling, stretching, turning, twisting, swinging, swaying, rocking, and balancing. c)
Demonstrate a minimum of two critical elements (small, isolated parts of the
whole skill or movement) used in stationary manipulative skills d) Demonstrate a
minimum of two critical elements used in manipulative skills while moving. e)
Demonstrate moving to a beat, using basic locomotor and non- locomotor
rhythmic patterns
Objective:
The students will be able sort picture cards on the Smart Board and name
the colors that make a rainbow (red, orange, yellow, green, blue, indigo, and
violet) with 90% accuracy.
Procedure
Introduction:

Invite the students to the carpet based on the colors of their shirts.

The teacher will lead students in making the “Rainbow in a Jar
Experiment.” Students will take turns coming up to the table to pour
ingredients into the jar to make the colors purple, blue, green, yellow and
red. (Kinesthetic/Visual)
Development:

The teacher will read All The Colors of the Rainbow by Allan Fowler and
discuss parts of the book such as the title, cover, page numbers, author
and illustrator (Auditory/Visual)

Students will Watch Rainbow Color Song and sing along (Auditory/Visual)
(https://www.youtube.com/watch?v=Pt2DCGYzSsc)

Review colors of the rainbow and find examples within the classroom of
each rainbow color (red, orange, yellow, green, blue, indigo, violet)
(Auditory)
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Students will be given an outline of a rainbow R.O.Y. G. B.I.V worksheet
and will color in the different sections in order along with drawing the two
elements that are needed to form a rainbow (sun and rain).
(Visual/Kinesthetic)
o The teacher will give struggling students support by coloring over
the names of the colors for visual support.
o Advanced students will be asked to write a sentence about what
makes a rainbow.
o The teacher will monitor and check for understanding by checking
o the order of the colors on the students rainbow worksheet.
Summary:
The teacher will close the lesson by leading the students in a rain
dance with the rain, thunder, lightning, wind, and sunshine represented as
claps, snaps, rubbing hands together, whoosh.
(Kinesthetic/Auditory/Visual)
Materials:
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Clear mason jar
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Isopropyl Alcohol
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Light corn syrup
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Extra virgin olive oil
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Dawn dish detergent
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Food coloring
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Spoon
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Measuring cup
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The book, All The Colors of the Rainbow by Allan Fowler
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Rainbow color song (https://www.youtube.com/watch?v=Pt2DCGYzSsc)
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Computer
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Smart Board
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Rainbow R.O.Y. G. B.I.V worksheet
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Markers
Evaluation A:
After learning about the colors and the weather that make a rainbow, the
students will take turns matching pictures and colors of the rainbow on the Smart
Board. The teacher should expect students to be able to correctly match and
name the pictures to the rainbow colors with 90% accuracy.
(http://exchange.smarttech.com/search.html?q=rainbow)
Evaluation B:
Were the students able to put the colors in order?
Were the students able to identify the weather that makes a rainbow?
What went well?
What could be changed for next time?
What did students struggle with?
Unit Evaluation:
1) Circle the pictures that represent the seasons
2) Draw a characteristic of Spring.
3) In the summer it is very cold outside.
a. True
b. False
4) In the autumn or fall the leaves change color.
a. True
b. False
5) Draw a rainbow with the colors in order.
6) Draw 3 things a plant needs to grow.
7) Number the seasons in order starting with Spring (1-4)
________ FALL
________ SUMMER
________ SPRING
________ WINTER
Resources:
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Find Out About Weather by Robin Kerrod
Magic School Bus video, Kicks up a Storm
(https://www.youtube.com/watch?v=vcyleZnBGMA)
 Smart Board
 “Four Seasons” song video
(https://www.youtube.com/watch?v=_0zKV6j1MDg)
 “My Favorite Season” worksheet
 Pencils
 Colored pencils
 “Clothes Sorting by Season” worksheet
 Scissors
 Glue sticks
 Weather/seasons sorting cards
(http://exchange.smarttech.com/details.html?id=31b0b33b-3089-411c83a4-b5a4ad7b4567)
 “Check out the Weather” song video
(https://www.youtube.com/watch?v=RmSKsyJ15yg)
 The book The Great Graph Contest by Loreen Leedy
 Scissors
 Brads
 Picture graph worksheet
 Colored pencils
 Stamps
 Stamp ink pad
 “What’s a Graph” video
(https://www.youtube.com/watch?v=-cSm_D7MrRI)
 Colored Lego blocks
 Classroom weather calendar
 Smart Board
 Brain Pop Jr. video called “The Plant Lifecycle”
(https://jr.brainpop.com/science/plants/plantlifecycle/)
Parts of a flower Smart Board activity
(http://exchange.smarttech.com/search.html?q=&subject=Science&grade=
Kindergarten&grade=Grade+1&region=en_US)
The “Lifecycle of a Plant” workbook
Scissors
Colored pencils
Pencils
“Parts of a Flower” worksheet
Glue sticks
Clear plastic cups
Soil
Bean seeds
Watering can
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Water
Smart Board
Mason jar
Foam shaving cream
Water
Food coloring
Book Crazy Clouds, Crazy Weather by Amanda Kidney
Reference book for types of clouds pages
Scissors
Stapler
Book, It Looked Like Spilt Milk by Charles Shaw
Blue construction paper
Cotton balls
White paint
White paint pen
“Make a Storm” video
(https://www.youtube.com/watch?v=VOU5gAFV9v8)
Cloud observer sheets
Popsicle sticks
Tape
Clear mason jar
Isopropyl Alcohol
Light corn syrup
Extra virgin olive oil
Dawn dish detergent
Food coloring
Spoon
Measuring cup
The book, All The Colors of the Rainbow by Allan Fowler
Rainbow color song (https://www.youtube.com/watch?v=Pt2DCGYzSsc)
Computer
Smart Board
Rainbow R.O.Y. G. B.I.V worksheet
Markers