Wild About Weather
UNIT: Sky and Weather TIME FRAME: 2-3 Weeks GRADE: First Grade
Unit Summary and Rationale:
This unit is designed to give students a better understanding of weather. They will be learning
about the different characteristics and tools to measure weather. Students will be engaging in
hands-on activities as well as experiments through ought the unit.
COMMON CORE STATE STANDARDS:
E.ES.E.2 Weather- Weather changes from day to day and over the seasons.
E.ES.01.21 Compare daily changes in the weather related to temperature (cold, hot, warm, cool);
cloud cover (cloudy, partly cloudy, foggy); precipitation (rain, snow, hail, freezing rain); wind
(breezy, windy, calm).
E.ES.01.22 Describe and compare weather related to the four seasons in terms of temperature,
cloud cover, precipitation, and wind.
E.ES.01.23 Describe severe weather characteristics. *
E.ES.01.24 Describe precautions that should be taken for human safety during severe weather
conditions (thunder and lightning, tornadoes, strong winds, heavy precipitation). *
E.ES.E.3 Weather Measurement- Scientists use tools for observing, recording, and
predicting weather changes.
E.ES.01.31 Identify the tools that might be used to measure temperature, precipitation, cloud
cover, and wind.
E.ES.01.32 Observe and collect data of weather conditions over a period of time.
Unit Connection College and Career Ready Descriptions:
 Students will build strong content knowledge.
 Students will critique as well as comprehend.
Essential Questions:
Big Ideas:
-What are some different types of severe
weather?
-How can people prepare for dangerous
weather?
-How is the weather similar and different in the
seasons?
-What tools do meteorologists use to measure
-Precautions to take during severe weather
-How the water cycle works
-The different types of clouds & what they tell
us
-The characteristics of the four seasons
-Comparing/Contrasting weather
-Tools used to measure weather
weather?
Learning Tasks:
Skills:
Writing Tasks:
-Leaf writing
-Seasons writing
-Rain observation
-Precaution writing
-Cloudy with a chance writing
-Spilt milk writing
-Measurement tools writing
-Identifying the water cycle
-Using scientific vocabulary
-Identifying the different clouds
-Identifying tools to measure weather
-Graphing
-Describe the four seasons
-Compare daily changes in the weather
-Precautions to take during severe weather
conditions
Language/Vocabulary Tasks:
-Cloud people
(Cumulous, Cirrus, Stratus)
-Measurement tools
(Thermometer, Anemometer, Wind Vane, Rain
Gauge)
-Water/Rain Cycle
(Condensation, Precipitation, Evaporation)
-Seasons
(Fall, Spring, Summer, Winter)
Reading Tasks:
-All activities (their own work)
-Cloudy With a Chance of Meatballs
-It Looked Like Spilt Milk
-The Cloud Book
Discussion Tasks:
-All activities (whole group & small group)
Key Terms / Vocabulary:
-Thermometer -Anemometer
-Wind Vane
-Rain Gauge
-Water Cycle
-Condensation
-Precipitation
-Evaporation
-Cumulus clouds -Cirrus clouds
-Stratus clouds -Tornado
-Blizzard
-Thunderstorm
-Flood
-Hurricane
-Precaution
-Meteorologist
-Fall
-Spring
-Summer
-Winter
-Seasons
Assessments:
Formative:
Summative:
-Discussion
-Observation
-Question
-Projects
-Activity sheets
-Pre Assessment
-Post Assessment
Learning Activities:
Resources / Text Selections:
All activities were discussed and agreed upon
before given
-GLECS
-CT unit activities
-First Grade Wow Blog
-Teachers Pay Teachers
-Brain Pop Jr.
-It Looked Like Spilt Milk
-The Cloud Book
-Cloudy With a Chance of Meatballs
Additional Notes:
Activities are differentiated