Sheltered Unit Plan
Title: Weather/Seasons/Clothes
Background:
My half-day a.m. and p.m. Kindergarten classes are 80% second language learners.
Many of these students began the school year in the “Pre-Production stage” and most have
progressed to ”Early Production” and “Speech Emergence.”
Our school focus is literacy, using Lucy Calkin’s Literacy writing “Unit of Study.” and have
been working most of the year on personal narratives including characters, setting, and a
beginning, middle, and end.
We have been writing about ourselves, our families, and animals since this age is
interested in themselves and their world around them. My unit follows the Colorado Model
Standards and APS science requirement “weather.” This will incorporate literacy writing,
reading, and math.
My students need consistency; therefore most of the science lessons are either daily
routines, or when a new idea is introduced, it will become a small group/independent math
station or literacy center.
Key Concepts:
Weather
Weather tells us what it is like outside.
Our daily lives are affected by the weather.
Describe the weather conditions using your senses.
Identify an outdoor activity that is appropriate for a given weather condition.
There are different kinds of weather.
Weather can change.
Identify different forms of precipitation.
Seasons
There are four seasons.
Seasons change.
Seasons go in an order.
Cycles are patterns.
Clothes
Describe what to wear for specific weather.
We wear clothes to cover our bodies.
Clothes keep us warm or cold.
Content Objectives:
These are the large-scale content objectives of the unit.
Students will understand that the sun, air, and water cycle work together to give weather.
Seasons are predictable patterns.
Clothes protect us from weather.
Weather effect our lives.
Language Objectives:
o Speaking:
Describe the weather.
Explain what to wear.
Key Vocabulary:
Sunny
Windy
Cloudy
Snowy
Rainy
Foggy
Hot
warm
cold
condensation, precipitation, evaporation
Language objective:
*Students will be immersed in proper English language structure throughout the
day.
*Students will approximate proper written English in daily draft books.
*Students are expected to respond to teacher/peers in groups discussion.
*Students will approximate oral questioning techniques to peers after published
books are read to whole class.
Students will ask questions related to the world around them.
Language structure:
What is the weather like today?
What can I do today?
What should I wear?
Today it is (sunny).
It is (sunny) outside.
Today’s weather is…
I can _______ in the summer, fall, winter, spring.
Spring – flowers blossom, leaves grow and turn green, grass is green, rain,
warmer outside, and days are longer.
Summer – it is hot, long days, short nights.
Autumn/fall – leaves turn color and fall down, cooler outside, rains, days are
shorter.
Winter – trees have no leaves, snows, cold, short days, long nights.
Language structure: It (snows) in the (winter.)
It is (winter.)
 Connect to weather
Clothes: Language structure: When it’s _____ I wear ___________.
I am wearing a (shirt.)
I have a (shirt.)
Listening:
Watch and listen to teacher demonstrations.
Listen to books read aloud.
Reading:
Read content books in small guided reading groups
Read own published books from drafted stories with given content prompts.
Writing:
Daily writing in draft books (from content prompt)
Daily writing in draft books relating to content following teacher’s demonstration.
Whole class/small group shared writing books.
Learning Strategies:
KWL charts
Venn Diagrams
Concept mapping
Picture graphs for math information
Cooperative learning groups
Assessment:
Oral language, draft books, observation during group discussions, observation within
small groups, math stations, and literacy centers.
Daily Lessons:
UNIT: Weather (INTRODUCTION TO UNIT)
Lesson:
Time Frame
Sharing what we know and want to
1- 20 minute lesson
know about the weather.
Key Concept:
Weather tells us what it is like outside.
Content Objective:
KWL chart –
Students will make statements about
what they know about weather.
Students will ask inquiring questions
about what they want to know about the
weather.
Language Objective:
Speaking and listening:
Students will share with partner, and volunteer in whole class questions they have.
Students will learn how to make statement and how to form a question.
Language Structure:
Type of Grouping:
I know that _______________.
Whole class
I wonder _________________.
Assigned pairs for sharing
Key Vocabulary:
What
When
Where
How
Why
This vocabulary will be posted on wall with icons to be used daily as prompts for
questioning.
Activate Prior Knowledge
What do you know about weather?
Differentiation:
Lau A will share with proficient English
speaker, English speaker will share whole
class.
Materials:
Chart paper, Markers of different colors for each student’s response.
Daily draft books
Box of weather (science) books
Description of Lesson
Whole class: I will ask all what they know about the weather. I want them to share
something they know with an (assigned) partner. Quiet thumbs up when the pair
has a response.
I will record all the responses in different colors on chart paper so students will
recognize which comment is theirs.
Then, they need to share with their partner a question they have about weather.
This will be framed within the language structure using the key vocabulary words
for questioning.
Independent work:
They may choose to “read” picture books about weather;
They may choose to write about this subject in their draft books.
Review/Assessment:
We re-read the chart paper. Students will recognize which comments are theirs.
During literacy centers, one box of weather (science) books will be available for
inquiry. I will monitor who uses these and if they are looking at pictures to get some of
their answers.
I will be monitoring daily writing in draft books to see who is showing interest and
writes about this subject.
Home-School Connection:
Letter going home explaining our new weather unit and asking families to talk with
their child about weather conditions.
UNIT: Your (4) senses
Lesson:
How your (4) senses may describe the
weather – making you aware of your
environment
Key Concept:
Weather conditions may be determined
using your senses.
Time Frame
1 lesson – 30 minutes
Content Objective:
(Review) five senses.
Describe the weather using:
Sight, hearing, smell, and touch
(leave taste out)
Language Objective:
Seeing:
Bright, light, sky blue, white clouds, blowing trees, plants waving
Hearing:
Birds, wind, breeze blowing
Smelling:
Air, rain, plants
Touching:
Feel wind, trees, leaves, feel the heat and cold.
Language Structure:
Type of Grouping:
Today I feel _________.
Whole class sit in circle. Half will step
Today I smell _______.
forward to form an inner circle and the rest
Today I see _________.
will stay in an outer circle.
Today I hear ________.
Inner circle will turn around to face a
partner.
Whole class
Key Vocabulary:
See, hear, feel, smell
Activate Prior Knowledge:
If it is (snowing, sunny, rainy, etc.)
outside…
what can you smell?
what do you see?
what do you hear?
what can you touch?
Differentiation:
The outer circle are Intermediate to
Advanced English fluency, and native
English speakers.
The inner circle are Silent and Receptive
Stages – Early Production,-Speech
emergence.
Some pairs may draw more than one of the
senses they saw, heard, felt, smelled
outside.
Materials:
Large chart with 4 Senses icons.
Clip board, paper, pencils
Paper for each pair of inner circle and outer circle.
Crayons
Description of Lesson
We will walk outside our classroom with pencil, clip board and paper. (whole class)
Come back in classroom.
All sit in circle – I call names of (Silent and Receptive and Early Production)
students.
They will take one step in circle and sit down facing the outer circle (Students of
Speech Emergence, Intermediate Fluency, Advanced Fluency – all English
speakers.)
This will form a partnership of pairs at different English speaking levels.
The pairs will choose one of the 4 senses and draw a picture with another paper and
crayons of what they saw, heard, felt, and smelled when we were outside.
All come together in whole class and post the paired paper drawings on a big chart
under appropriate sense.
Review/Assessment:
We re-visit the chart daily to help determine how and why our senses help us
describe the daily weather.
Home-School Connection:
Letter home to families explaining how our senses help us describe changes in
weather. Have their child chart weather by using their senses before coming to
school.
UNIT: Weather graph
Lesson:
Record daily weather using weather
symbols.
Key Concept:
Compare
Weather can change – weather tells us
what it is like outside.
Time Frame
Daily – 10 minutes
Content Objective:
Students observe and record today’s
weather.
Students organize information on class
graph – pocket chart with picture icons
labeling “sunny, cloudy, rainy, snowy,
windy, cold, hot.”
Language Objective:
Sunny, cloudy, rainy, snowy, windy, hot, cold.
Language Structure:
Type of Grouping:
______ is the most days.
One student is chosen to be weather person
each day.
______ is the least days.
______ are the same or equal.
More than, less than, same or equal.
Pair student on floor to think-pair-share
which weather has the most, least, same or
equal.
This on-going language structure will be
posted on wall and used in other
comparing situations.
Key Vocabulary:
Sunny
Cloudy
Rainy
Snowy
Windy
Hot
Cold
Activate Prior Knowledge:
Differentiation:
How was the weather when you came to
school today? Did you wear a coat, hat,
mittens, boots, etc. Was the sun
shinning?
Turn to your partner and tell them what
you think the weather is like today. (May
look out the window.)
Materials:
Large pocket-weather graph chart with icon symbols on bottom row of graph.
Individual icon pictures with matching pictures/words to be placed from bottom-up daily
in appropriate spaces on pocket chart.
Description of Lesson
I choose a weather person by picking a stick with their name on it every day. This is
a fair choice – they all know the will get a turn another day. We sing “What’s the
weather like today, like today, like today, What’s the weather like today, in 2007?”
The weather person record with a weather symbol on the chart. We they discuss as
whole class which weather has been the most, least, or same/equal.
Review/Assessment:
We re-visit the weather chart every day and count how many of certain weather
days we have had. Periodically I will individually ask students to point out the
“Most, least, or same.”
Students usually come into classroom excited to tell me about the weather they see
on the way to school. I require a full sentence.
Home-School Connection:
Have student discuss daily how the weather is with family so they will be prepared
to be the accurate weather person.
UNIT: Seasons
Lesson:
Introduce four seasons
Key Concept:
Recognize the differences between the
seasons.
Time Frame
On-going
Content Objective:
Name seasons and their characteristics
Language Objective:
Asking questions about weather in different seasons
Language Structure:
Type of Grouping:
What to we do when it (snows) in the
Whole class, small groups
(winter)?
Key Vocabulary:
Winter
Spring
Summer
Autumn (fall)
Swim, sled, make snowman, make snowballs, fly a kite, ride a bike, etc.
Activate Prior Knowledge:
Differentiation:
What do you play/see outside in the
winter/summer?
Individuals work on paper plate activity
Materials:
Paper plate per student, crayons
Description of Lesson
I will demonstrate whole class how the earth circles the sun once each year. The sun
is the source of light and energy. We will do a shared writing about symbols and our
favorite things about each season on chart paper. They will make the four seasons
on a paper plate drawn with lines to divide it into quarters. They will label each
quarter and illustrate each season (what ever symbol they like about the season.)
Review/Assessment:
Share with whole class finished paper plates.
Home-School Connection:
One day each season, whole class stand outside (dressed for weather) by a tree on
school grounds. Teacher will take a picture and will send home to each student
these four pictures made into a season book (showing what we wear and how the
tree changes.)
Send home letter to families to discuss with their child different activities they have
done as a family in summer and winter. (Including holiday celebrations.)
UNIT: Activities/clothes appropriate for seasons
Lesson:
Time Frame
Charting on Venn Diagram activities
1 20 minute lesson and
and clothes appropriate for seasons.
made into a daily choice center
Key Concept:
Content Objective:
Recognize how our daily activities are
affected by the weather.
Describe what to wear for specific
weather. Identify an outdoor activity
that is appropriate for given weather
condition.
Language Objective:
Speaking and listening: Students will question what activity/clothing is appropriate.
Language Structure:
Type of Grouping:
I wear a (jacket) in the (winter.)
Whole class
I like to (sled) in the (winter.)
Small groups
Key Vocabulary:
Jacket
Mittens/gloves
hat
boots
swim suit
t-shirt
shorts
sled
ski
snowboard
swim
bike
Activate Prior Knowledge:
Differentiation:
What do you like to do in the
winter/summer with your family?
What do you need to wear to do this?
Whole class “concept map” will promote
interest and language of clothes and
favorite activities for all students before
small group work.
May have some students come to school
with an illustrated list from home with
family activities or celebrations they do
during certain seasons.
Others may approximate writing and
illustrating what they like to do.
Materials:
Easel/chart paper/marker
Yarn
Clothes from Goodwill
Pictures of activities and sports
Description of Lesson
Whole class: make a shared concept map of seasons/weather and clothes/favorite
activities appropriate for conditions
In small groups, yarn will form two overlapping circles on the floor to represent hot
(summer) and cold (winter.) They will place clothing and/or pictures of activities in
correct circle. Some may overlap and be placed in the center. We will come
together and each group will present their Venn Diagram.
Whole class shared writing about their discoveries in a list form (t-graph)
Review/Assessment:
We re-read the t-graph and review why certain clothes and activities are
appropriate for certain seasons.
Home-School Connection:
Take picture of groups standing by Venn Diagram and pictures will go home to
promote conversation.
UNIT: The Water Cycle
Lesson:
Show where precipitation comes from
Key Concept:
Where water comes from.
All water is part of water cycle.
Time Frame
1- 30 minute lesson
Content Objective:
The sun warms water from lakes, oceans, etc.
which makes some evaporate into a cloud. The
cloud becomes saturated, preciptation falls and
cycle repeats.
Language Objective:
Asking questions about where rain/snow comes from. Asking questions about where clouds come
from.
Language Structure:
Type of Grouping:
Rain/snow is precipitation.
Whole class, small groups, independent
Some rain/snow falls into oceans, rivers, lakes and
some soak into the ground.
Sun warms water into evaporation.
Key Vocabulary:
Evaporation
Condensation
Precipitation
Activate Prior Knowledge:
Differentiation:
Where does the water come from that you drink?
Where do you think it comes from before your
sink? Have you ever looked up in the sky and
watched clouds?
Think, pair, share with assigned partners.
Materials:
Chart paper on easel, marker
Sponge, water
Water cycle color sheet:
Water cycle game (kinetic game activity)
Computer water cycle game
Description of Lesson
I will ask questions about what they know where water comes from. Read a book about rain, water,
animals, and plants. (all need water.)
Whole class: draw a large water cycle on chart paper.
We all stand up - recite and do hand and arm motions to
“condensation” “precipitation” “evaporation.”
I show them a sponge, tell them it is like a puffy cloud, then I “saturate” the sponge until it can’t hold
anymore water. I sprinkle water on whole class. Explain what happened – lake water evaporated
into a cloud, the cloud became very heavy, and then it rained. By the time I finish explaining –
I ask who is still wet?– they have dried (evaporation.) inquiry – what happened to the water?
They will label and color the water cycle on “Water Cycle” game work sheet.
Play game with small group of 3-4. Use giant die. All start in river. Roll die, move that many
squares up to cloud, then down to ground and river – put on water droplet necklace. The first
player to circle the water cycle three times (has on three water droplet necklaces) wins.
Independent activity during literacy activities:
www.southeastwater.com/au/games/education_kidsroom_wcactivity.asp
Review/Assessment:
Next day, ask where rain comes from.
Water cycle game becomes math station.
Home-School Connection:
They take home their water cycle sheet they colored – they are to tell families what this is using the
new vocabulary.
UNIT: Clouds
Lesson:
Observe clouds
Classify Stratus, cumulus, and cirrus
Key
Content
Concept: Objective:
Clouds Three
are
types of
collectionsclouds:
of water Stratus,
droplets. cumulus,
There are and
three
cirrus.
main
types of
clouds.
La
ng
ua
ge
Ob
jec
tiv
e:
As
kin
g
qu
esti
ons
ab
out
wh
Time Frame
2- 20 minute lessons (two days)
ere
rai
n/s
no
w
co
me
s
fro
m.
As
kin
g
qu
esti
ons
ab
out
wh
ere
clo
ud
s
co
me
fro
m.
Language Structure:
Today the clouds are _______ and are called
_____________.
Type of Grouping:
Whole class, small groups
Key
Vocabulary:
Stratus
Cumulus
Cirrus
Activate Prior Knowledge:
Differentiation:
Have you ever looked up in the sky and
watched clouds?
What shapes have you seen?
Materials:
Copy of
cloud
classification
chart
Set of 9
cloud
photographs
for each
group
The number
on the back
of each
pictures
identifies the
cloud
classification.
Photos
number 2, 6
and 9 are
stratus; 3, 4,
and 7 are
cumulus; 1,
5, and 8 are
cirrus clouds.
Large blue
construction
paper for
each group
folded in
thirds.
Cotton balls
Each member
of group will
glue cotton
balls on top
of third to
resemble
cloud (some
may be
Think, pair, share with assigned
partners.
stretched)
Description of Lesson
Class divided into groups of 3
Each member colors his/her own cloud classification chart with labeled clouds.
Group folds their blue construction paper into thirds; each member decorates 1/3
into their cloud classification.
Group members help each other to place cloud photographs onto correct cloud
formation third of blue paper.
They will glue photos down and present to class.
This will be displayed in classroom.
Review/Assessment:
Write in draft book what weather may be like and what activity they may do by
observing certain clouds in sky.
Home-School Connection:
Send home letter to families about what we have learned about clouds.
Send home blank chart so student and family may chart daily clouds for one week.
UNIT: Revisit KWL chart (Conclusion)
Lesson:
List facts we have learned within this unit.
Have we answered our questions?
Time Frame
1- 20 minute lesson
Content
Key
Concept:Objective:
Review Realizing
our
amount of new
questions information we
– what have learned
have we about
learned? weather/seasons.
La
ng
ua
ge
Ob
jec
tiv
e:
Sta
te
me
nts
are
ans
we
rs
fro
m
qu
esti
ons
.
Language Structure:
Statements are facts – not questions.
Type of Grouping:
Whole class
Key Vocabulary:
Now is know that
_____________
because
_________________.
Activate Prior Knowledge:
Differentiation:
Re-read KWL chart
Think, pair, share with assigned partners.
Materials:
KWL
chart
Easel
Marker
Description of Lesson
Whole class comes together – we re-read facts we thought we knew about
weather/seasons – may correct some wrong statements through our new knowledge.
Re-read questions we had.
Chart and answer questions under the “L” column through shared writing new
information we have learned.
Review/Assessment:
Re-read the whole chart.
In pairs – talk about another other questions they may have
New chart – Where can we find information for newly developed questions?
Home-School Connection:
Take digital picture of both charts. Make copy for each student to take home. Send
home letter explaining that even though we have learned so much about
weather/seasons, there are still more unanswered question. Please take your child to
the public library and look for appropriate books that may answer new questions.