Weather and Me
Common Core State Standards:
K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish
writing, including in collaboration with peers.
K.W.8 With guidance and support from adults, recall information from experiences or gather information
from provided sources to answer a question.
K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to
texts.
K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.
What essential questions will be considered?
Students will understand that…

How does weather affect your daily life?
•
•
•
Students will know…
• how to use weather vocabulary terms
•
•
correctly: meteorologist, forecast,
temperature, sunny, rainy, cloudy, windy,
snowy
how to describe the typical weather in
each season
what a meteorologist is, what he/she
does, and what tools he/she uses
Weather is constantly changing
Weather affects daily lives in many ways: clothing,
activities, equipment/accessories, transportation
Temperatures are related to seasonal weather
A weather forecast/report helps people prepare
for daily life
Students will be able to…






identify different types of weather
observe and record weather conditions
identify the four seasons
evaluate weather conditions to determine
appropriate clothing
read a thermometer
create a weather forecast
Performance Tasks:
Students will observe and record daily weather via a Smart Notebook graph, class calendar, and individual
calendar binder weather graphs.
Students will read, within 10 degrees, the temperature on a thermometer.
Students will choose a location using Weather Underground and create and produce a weather report,
using student-made props and multi-media, to include the weather type shown, clothing and activities
associated with that weather.
Other Evidence:

Individual weather graph in student calendar binder.

Completion of activity for seasons, clothing and thermometer reading at http://www.elearningforkids.org/science/lesson/weather with printed certificate.

Student evaluation of weather report and collaborative work rubric.

Teacher evaluation of weather report and collaborative work rubric.

Student PBL reflection chart
Sequence of teaching and learning experiences (engage, develop and demonstrate the desired
understandings)
Prior Knowledge: Students will need a good understanding of how to navigate the internet and use a variety of
software programs and apps. They will also need a good understanding of seasons.
Session 1. Whole class introduction to weather. Complete class K-W-L Chart. Introduce weather song by Harry
Kindergarten. Review 4 seasons.
Session 2. In small groups, students will brainstorm, using Popplet, weather types and descriptors based on
using 5 senses for each (i.e.: sunny – hot, sun, bright; snowy – white, snow, ice, bright, cold). Save these for
later use.
Session 3. Class goes outside to observe local weather conditions. Introduce weather graphs and model using
Smart Board. Students complete individual graphs in binder.
Session 4. Class observes weather conditions and using Color, Draw, Paint , students will paint a picture
depicting the day’s weather.
Session 5. In small groups, revisit Popplet activity. Each group will select one type of weather and add to
Popplet how that weather affects their daily activities, including what they wear and do. Each group will also
complete the following sentence frame: “When it is (type of weather), we wear (type of clothing) and can
(type of activity). View Elmo’s World Weather.
Session 6. Introduce meteorologist via video at https://www.youtube.com/watch?v=b97Y5J5uOlc. Class
brainstorm, using Smart Board, duties and tools of a meteorologist.
Session 7. Students will produce a talking meteorologist, using a photo or clipart and Chatterpix, who will
discuss his/her job and/or a tool that is used.
Session 8. Students will learn more in depth about using a thermometer. Students view Reading a
Thermometer. Then they will make a paper thermometer to practice reading temperatures.
Session 9. Students will take assessment for seasons/weather, appropriate clothing for weather, and
thermometer reading at http://www.e-learningforkids.org/science/lesson/weather/
Session 10. Go to Intellicast Radar Maps. Students will observe the animated radar maps and discuss their
observations. Highlight that most weather moves left to right (west to east); students will make predictions
about tomorrow’s weather.
Session 11. Visit from meteorologist and discussion. (If not available to come to school, then possible Skype
interview.)
Session 12. Students will begin weather reports in small groups. Teacher will share components needed (on
rubric).
Session 13. Each group will go to Weather Underground and choose a location. They will determine what
weather type is depicted in the photo. They will need discuss what will be needed for the weather and what
activities can be done. Then each group will select technology tool/app to create their report. (i.e.: Prezi,
Google Slides, Chatterpix).
Session 14 – 15 Project work days
Session 17. Completion of student weather report rubric and begin sharing projects.
Session 18. Share projects with class and completion of student PBL reflection chart.
Other resources to be used for differentiation/intervention/reteaching:
Franklin and Friends: Franklin’s Weather Fun https://itunes.apple.com/us/app/franklin-friendsfranklins/id577192783?mt=8
Franklin’s Forecast http://learn.fi.edu/weather
Seasons and Weather https://itunes.apple.com/us/app/seasons-weather-!-science/id420472804?mt=8
Sid the Science Kid videos http://www.pbslearningmedia.org/collection/sid-the-sciene-kid/?topic_id=371
Sid the Science Kid Weather Wheel (dress Gerald for the weather) http://pbskids.org/sid/weatherwheel.html
Weather https://www.youtube.com/watch?v=17fRwvJWMz0
Weathercaster http://www.weathercasterapp.com/
Weather Wiz Kids http://www.weathrewizkids.com/
Weather for Kids http://www.sciencekids.co.nz/weather.html