Weather & Seasons
First Grade
Unit Plan
Danny Crawford
Liz Palusevic
April 27, 2011
NY State Science Learning Standards:
The following list of standards included the original New York State Learning Standards
as well as a break down of each standard. The lessons and activities and centers that follow
align with the broken down standards
o Observe and describe weather conditions that occur during each season – PS 1.1a
o PS 1.1 A – Observe weather conditions that occur during each season
o PS 1.1 B – Describe in writing the weather conditions that occur during each
season
o Observe, measure, record and compare weather data throughout the year (e.g., cloud
cover, cloud types, wind speed and direction, precipitation) by using thermometers,
anemometers, wind vanes and rain gauges – PS 2.1a,b
o PS 2.1 A – Observe information about weather throughout the year
o PS 2.1 B – Measure weather data using instruments
o PS 2.1 C – Record current and seasonal weather data
o PS 2.1 D – Compare weather data between the seasons
o PS 2.1 E – Demonstrate ability to hold, use and read thermometers, anemometers,
wind vanes and rain gauges
o PS 2.1 F– Study clouds (cover and types)
o PS 2.1 G – Understand wind speeds and direction
o PS 2.1 H – Know the stages of the water cycle (precipitation)
o Compare temperatures in different locations (e.g., inside, outside, in the sun, in the shade)
– PS 1.1a
o PS 1.1 BA – Compare temperatures in a variety of locations around the school
(classroom, outside the classroom, hallways, nearby outdoor locations)
o Compare day and night temperatures - PS 3.1g
o PS 3.1 A – record day temperatures for a period of time
o PS 3.1 B – record night temperatures for a period of time
o PS 3.1 C – compare orally, in writing and visually the day and night temperatures
o Illustrate and describe how the sun appears to move during the day – PS 1.1a
o PS 1.1 CA – illustrate how the sun appears to move during the day
o PS 1.1 CB – describe, in writing, how the sun appears to move during the day
o Illustrate and describe how the moon changes appearance over time (phases of the moon)
– unidentified standard number
o PS A – Illustrate and/or model how the phases of the moon
o Describe the 24 hour day/night cycle (time) – PS 1.1b
o PS 1.1 DA – describe the 24-hour day/night cycle
o Observe and record the changes in the sun’s and other stars’ position, and the moon’s
appearance relative to time of day and month, and note the pattern of this change – PS
1.1c
o PS 1.1 EA – observe the changes in the sun and other stars’ positions, and the
moon’s appearance to relative time of day and month for the duration of the unit
o PS 1.1 EB – record the changes in the sun and other stars’ positions, and the
moon’s appearance to relative time of day and month for the duration of the unit
o PS 1.1 EC – note the patterns in change of the sun and other stars’ positions, and
the moon’s appearance to relative time of day and month for the duration of the
unit
o Recognize that the sun’s energy warms the air – PS 4.2a
o PS 4.2 A – explain that the sun’s energy warms the air
o PS 4.2 B – illustrate the sun’s warmth in relation to the seasons
o PS 4.2 C – illustrate the sun’s warmth in relation to the calendar year
o PS 4.2 D – illustrate the sun’s warmth in relation to the school year
Morning Meeting:
The Morning Meeting takes place daily, after the announcements made by the principal at
the start of the day. Calendar lasts for 20 minutes, as it is designed to introduce the children to
the day and warm up their focus and their attention. Additionally, any other daily announcements
made by the classroom teacher can occur during this period. Morning Meeting focuses on the
days of school, the calendar and the weather. It incorporates ELA, math and science instruction.
The steps to the morning meeting are as follows:
1. Gather children to the rug at the back of the room, known as the Morning Meeting
Area.
2. Add the current date to the calendar (premade dates and calendar exist)
3. Have the children read the date (Today is day of the week, Month, Date, Year)
4. Have the children recite the song Days of the Week (tune: The Addams Family)
5. Have the children use the premade cut-outs to fill in the sentences and read aloud
(Yesterday was: Day, Today is: Day, Tomorrow will be: Day.)
6. Ask children to share their thoughts on what weather they have today. Have the
children vote on a consensus and add a tally to the premade chart. The possibilities
for weather are Sunny, Cloudy, Partly-Cloudy, Rainy, Snowing, Foggy, Windy
7. The children will continue their tally chart on the weather, which started the first day
of school.
8. The students will volunteer and switch off recording the different jobs at the Morning
Meeting throughout the year.
Standards Used during Morning Meeting:
PS 2.1 A, PS 2.1 C, PS 2.1 D
Activities:
Activity: Seasons of the Year Song
Standards: PS 1.1 A, B
Using Meish Goldish’s song “Seasons of the Year” students will learn about the seasons
through a musical song. Using the tune of "Here We Go Round the Mulberry Bush" students will
learn the lyrics to “Seasons of the Year”.
For one week, each day student will learn a different verse of the song. Using white chart
paper the teacher will write each verse in big letters for the students to read. They will sit in a
circle on the carpet around the easel while learning the song.
After learning about each verse the class will talk about the season that the verse related
too. After reading the verse and talking about it, the teacher will have students copy each stanza,
on big lined paper from the chart paper. This will be collected for their season’s book. At the end
of the unit the students will sing this song to other classes in the 1st grade. Students will have
memorized just the chorus by this point. The teacher will sing the other verses and the first
graders will sing the chorus at the appropriate places.
Seasons of the Year by Meish Goldish
CHORUS: Here we go round the year again,
The year again, the year again.
Here we go round the year again,
To greet the different seasons.
CHORUS
In the springtime, days grow warm.
On the plants, the new buds form.
Bees and bugs come out to swarm
Because it is the spring.
Wintertime is time for snow.
To the south, the birds will go.
It's too cold for plants to grow
Because it is the winter.
CHORUS
In summertime, the days are hot.
Ice cold drinks I drink a lot!
At the beach, I've got a spot
Because it is the summer.
CHORUS
CHORUS
In the springtime, days grow warm.
On the plants, the new buds form.
Bees and bugs come out to swarm
Because it is the spring.
Fall is here, the air is cool.
Days are short, it's back to school.
Raking leaves is now the rule
Because it is autumn.
CHORUS
CHORUS
Activity: Weather Forecast
Standards: PS 1.1 A, B
This activity will be a daily reinforcement of weather vocabulary as well as an exercise in
identifying weather. It will be done during the morning meeting.
Students will sing “What’s the weather like today” to the tune of “London Bridge is falling
down”, stating the days weather at the end of the verse. (What’s the weather like today, like
today, like today? What’s the weather like today? Today is _______)
The teacher will have a recorder each day (a job to be rotated between students) write the
day’s weather on the whiteboard, to be left up for the students to view for the remainder of that
day. By doing this, students will have the constant visual of various weather conditions
throughout the unit.
Activity: Temperature Scavenger Hunt
Standards: PS 1.1 BA
This activity allows students to investigate the differences in temperature throughout the
school building.
The students will give each student a list of places throughout the school building
(playground in the sun and shade, bathroom, sink water, classroom, by the window, hallway) and
the students, in teams of four or five, will travel throughout the building recording the
temperatures in each area with a thermometer. The class will move as a whole from location to
location with the teacher. The students will record their findings and rank them from coolest to
warmest on the board when the class returns back to the room. As a follow up activity, the
students will have to subtract the difference between each location they visited.
Activity: Day and Night Temperatures
Standards: PS 3.1 A, B, C
This lesson is for students to understand and recognize the difference in temperatures
between the day and the night. Depending on the length of recording both temperatures, students
can track the inclination or declination of temperatures throughout a month or season.
For a selected period of time, students will log onto the computer daily to research the
average temperature of the previous day and the past night. On a chart located in the weather
section of the Morning Meeting wall, the Temperature Recorder of the day will write and label
both temperatures on a bar graph, showing the difference in different colors used for the
recording, as well as comparing the day and night temperatures to the previous days.
At the end of the unit, students will write sentences indicating the difference between day
and night temperatures, explain why there is a difference, as well as indicate whether the
temperatures inclined, declined or stayed the same during the unit of study.
Activity: Investigating Instruments
Standards: PS 2.1 B, E, F
This activity is designed to introduce children to different instruments used to measure
and record weather. Since most weather instruments are complex at the elementary school level,
this activity will deal with instruments that students will learn more about throughout their
schooling.
The teacher will place a thermometer, anemometer, wind vane and rain gauge on four
different tables. The students will be given a blank worksheet with a picture of each instrument.
Table by table students will observe, interact, touch and hold the instruments and record what
they find. They will write a few sentences about each instrument explaining how they believe the
instruments are used. At the end of the activity the students will share with each other and then
with the rest of the class what they found and why the believe the instruments are used in the
ways they selected.
Activity: 24 Hours Play
Standards: PS 1.1 DA
This activity will show the students what the 24 hour time cycle looks like, as well as
describe the time of day for each hour.
The teacher will show the students a video that shows the 24 hours of a day in just one
minute. The students will write down their reactions. The teacher will replay the video, pausing
to indicate when the moon and sun rise and set, as well as it’s position in the sky.
The students will act out a play that is a few minutes long, that covers their daily routine
for the 24 hours of the day. In the play, the students will act out roles according to the hour. For
example, students will pretend to sleep from midnight to getting up when the sun is rising. They
will portray the roles of themselves, their teacher, a parent/guardian and other common people
they encounter daily.
Activity: In The Stars
Standards: PS 1.1 EA, EB, EC, ED
This activity will allow students to focus on star placements throughout the year, looking
at the zodiac signs and constellations.
The teacher will hand out pictures of the current time/month/season’s night sky,
connecting the constellations to reveal their figure and shape. The teacher will explain how these
are the stars seen during the nights sky now because month/season/time.
The students will go home and look at the night sky to see if they can see any of these
stars. The following day students will receive the rest of the three seasons/months… and will
look at the night sky again to see if anything looks similar or different. The students will record
their observations, as well as draw a picture of the sky they see that night. They will present their
information to their groups the following day in class, and the teacher will assess based on the
students explanations and accuracy.
Activity: Sun’s Energy
Standards: PS 4.2 A, B, C, D
This activity allows students to learn more about the star closest to the Earth: the sun.
Students will gather around a large light, brought in by the teacher. The students will take their
science notebooks and will record on a scale of 1 to 10 (1 being the lowest and 10 the highest)
how hot it is near the light. When the teacher turns the light on, the students will rate the hotness
again. The students will back further and further away until they can no longer feel the warmth
of the large light.
Once back at their seats, the teacher will explain that the light represents the sun, and the
students were Earth and the planets. The teacher will make a square broken up into four parts,
and label each part with a season. The students will go up to the board and write words that can
be related to each season in terms of heat. The teacher will ask students to share how they think
the sun affects them during the school year, and they will write their reasoning down in their
science notebooks.
Centers:
These centers are to be completed throughout a two-day period.
1 – Sun Movement (PS 1.1 CA, CB)
At this center students will break up into pairs. Each pair will have a yellow volleyball.
The volleyball represents the sun. The students will take turns while one person puts their eyes at
table level and another moves the ball from one side of the table to another. This represents the
sun rising and setting. The students will write down how their demonstration represents the
rising and setting of the sun on a daily basis.
2 – Moon Phases (PS A)
At this center eight students will be given one Oreo each, and a picture of each phase of
the moon. Their goal is to break off parts of the Oreo and put each “moon phase” (Oreo’s after
parts are broken off) in order from New Moon back to New Moon. The children must draw these
stages listing 1 through 8 in their science notebooks.
3 – Sun, Stars & Moon (PS EA, EB, EC, ED)
The center will gather around the computer. On the computer, the students will watch
videos on different star placements throughout the year. The students will observe and write
down what they see. They will discuss and write down what they think happens with the sun and
the moon based on what they saw with the starts.
Unit Project – Season Timeline
Assignment: Your assignment in groups is two make a timeline
of the seasons. Each group will be given a different season
(Group 1 – Summer, Group 2 – Fall, Group 3 – Winter, Group 4 –
Spring). On your timeline you must include:
 Pictures of the weather
 Pictures of activities
 A sentence for every picture
 The months of your season
 The dates of your season
 Important holidays and dates
Pictures can come from magazines, online or hand drawn.
Each group will present their timeline to the class, and
everyone must present on at least one part of the timeline.
Neatness
4
My timeline
is very neat
Pictures
My pictures
apply to my
season
Writing
I have
complete
sentences
3
My timeline
has some
glue and
ripped
pictures
My pictures
mostly apply
to my season
2
My timeline
is messy but
can be read
1
My timeline
is too messy
to
understand
I have a few
pictures
that apply to
my season
Most of my
My
sentences
sentences
are complete are not
complete
My pictures
do not apply
to my season
I do not
have
sentences
for every
picture
Calendar of the Unit – Duration: 20 Days, 4 weeks:
Monday
Lesson #1:
Seasons in
Pictures
Tuesday
Lesson #2:
Leaves &
Seasons
Wednesday Thursday
Friday
Activity:
Activity: Review of the
Seasons of
Weather
Seasons &
the Year
Forecast
Weather
Song
Types
Activity:
Activity:
Lesson #3: Lesson #4: Film: Cloudy
Temperature Day & Night
Clouds
Cloudy
With A
Scavenger Temperatures
With A
Chance of
Hunt
Chance of
Meatballs
Meatballs
Lesson #5:
Activity:
Activity:
Activity:
Activity:
The Water
Instrument
24 Hours
The Sun’s
In The Stars
Cycle
Investigation
Play
Energy
Centers
(Day 1)
Centers
(Day 2)
Work on
Timeline
Work on
Timeline
Timeline
Presentations
**Please note: The morning meeting activity occurs daily, from the start of the
school year to the end of the school year (September to June)**
Seasons in Pictures – Stage 1: Indentifying Desired Results
Established Goals




PS 1.1 a – Observe weather conditions that occur during each seasons
PS 1.1 a – Describe weather conditions that occur during each season
PS 2.1 a,b – Observe information about weather throughout the year
PS 2.1 a,b – Compare weather data between the seasons
Enduring Understandings
Students will understand that…
 Different activities occur during
different seasons in the Northeast
 People dress differently during the
four seasons in the Northeast
 The four seasons have distinct
characteristics that make them
different in the Northeast
 The Northeast experiences all four of
seasons
Essential Questions




What are the four seasons?
How do the four seasons affect
activity?
What does it look like outside during
each season in the Northeast?
How does the weather differ during
each season in the Northeast?
Students will be able to…




Visually display the differences between the four seasons
Orally describe how the seasons differ
Visually depict how each season affects the outdoors and humans
Orally share why the season affects life in the Northeast
What’s in the Season? – Stage 2: Determine Evidence…
Performance Tasks:
 The teacher will read The Four
Seasons by Mevlin Berger to the
students
 The teacher will facilitate comparative
analysis and cooperative learning
through a group think-aloud
throughout the reading of the book
 The teacher will assess the student’s
ability to make clear distinctions
between the four seasons by their
ability to accurately display an outdoor
scene of their assigned season in the
Northeast
Other Evidence:
 Students will be given a template for
their “masterpieces” to reinforce their
creativity and to keep their work on
task
 After the “masterpieces” are complete
the students will have the opportunity
to share their work
 A rubric will be used and handed out to
measure the “masterpieces” of each
student
What’s in the Season? – Stage 3: Build Learning Plan
Learning Activities:



Students will understand that the relationship between weather and the seasons
Teachers will activate prior and current knowledge on the four seasons from what the
students know from their past experiences in the four seasons in the Northeast
The students will relate this lesson to themselves, to hook and hold their interests





The students will explore the key ideas of the seasons and their appropriate weather
The rubric and teacher lead discussions and questions will lead the children to explore
and understand the issues of weather and the seasons
The rubric will allow students to evaluate their own work
The lesson reaches intrapersonal, interpersonal, visual learners as well as
group/cooperative learning and individual learning and assessments
The layout of the lesson will keep the class and individuals organized throughout the
lesson, as well as the timer used to keep the class on task during their individual work
Seasons in Pictures
Purpose: The purpose of this lesson is for students to recognize the differences in weather
between the seasons in the Northeast.
Essential Questions:
1. How do the four seasons differ in the Northeast?
2. Why do the seasons and weather impact live in the Northeast?
Duration: 20 minutes, during the assigned Science Period of the afternoon
Vocabulary & Key Terms:

Seasons – a part of the year, determined by the weather changes

Spring – the season between winter and summer

Summer – the warmest of the seasons

Fall – the season between summer and winter

Winter – the coldest of the seasons

The Northeast – the area of the USA both the northern and eastern parts of the country
Skills: Students will understand that…

Different activities occur during different seasons in the Northeast

People dress differently during the four seasons in the Northeast

The four seasons have distinct characteristics that make them different in the Northeast

The Northeast experiences all four of seasons
Objectives: Students will be able to…

Visually display the differences between the four seasons

Orally describe how the seasons differ

Visually depict how each season affects the outdoors and humans

Orally explain why the season affects life in the Northeast
NY State Science Learning Standards:

PS 1.1 a – Observe weather conditions that occur during each seasons

PS 1.1 a – Describe weather conditions that occur during each season

PS 2.1 a,b – Observe information about weather throughout the year

PS 2.1 a,b – Compare weather data between the seasons
Pre-Assessments:
Students have been introduced to the current unit of study on Weather and the Four
Seasons for a few days. So far they have gone over the four temperate seasons and what makes
each one distinct from the others.
Lesson Presentation:
Set Induction: The teacher will call the students to the rug based on the season their
birthday is in (winter, spring, summer, fall). Once students are on the rug the teacher will review
the four seasons, and introduce The Four Seasons by Melvin Berger. The teacher will read the
book to the students and facilitate a comparative analysis and cooperative learning through a
group think-aloud throughout the reading of the book. Once completed, the teacher will
introduce the activity.
Procedure:
1. The teacher will asked the students to describe the seasons, season by season, and will
record key descriptions on the board.
2. The teacher will say, “Now we are going to create masterpieces depicting the season you
were born in.” The teacher will share his/her masterpiece, explaining the main
components (weather, person, activity).
3. The teacher will send the winter-born group to the down-left, the spring-born to the left
corner, the summer-born to the right corner and the fall-born to the down-right.
4. The student helpers will pass out construction paper, glue, markers, crayons and scissors
to the group.
5. The teacher will set and start the timer for 10 minutes.
6. After the 10 minutes is up the teacher will invite someone from each season to share their
masterpiece. The teacher will ask, “What season does your masterpiece depict? What
activity is being done? What is he/she wearing? Why?”
Closure: After the students have shared the teacher will ask, “How do your pictures show
the seasons in the Northeast?” After the students share the teacher will say, “Final question, do
you think these four seasons you’ve shown in your masterpieces can apply to everywhere in the
country outside of the Northeast?”
Materials & Resources:

Expo markers

White board

The Four Seasons by Melvin Berger

Construction paper

Markers

Crayons

Glue

Scissors
Follow-Up Assignment:
For homework, the students will complete a worksheet that explains why they created
their masterpieces.
Accommodations:

Students with disabilities that prevent them from physically writing or coloring can have
the teacher outline words and a picture for them to color, if needed.

Visual learners will benefit from the pictures of the book and their artwork

Learners with reading disabilities will benefit from the book being read to the students
Evaluation:
The students will be evaluated on how well they visually show their assigned season,
how well they can explain why they choose to depict what they did in their masterpieces.
For homework, the students will complete a worksheet that explains why they created
their masterpieces.
Rubric for the Season Masterpieces
Weather
Activity
Clothing
4
3
2
1
My picture My picture My picture My picture
shows the
shows
has
doesn’t
most
weather
weather
show any
common
that could
that
weather.
weather
happen
probably
for the
during the
doesn’t
season.
season.
happen
during the
season.
My
My
My activity My picture
activity
activity
probably
doesn’t
occurs
may occur
doesn’t
show an
during the during the
occur
activity.
season.
season.
during the
season.
My person My person My person My person
is wearing is wearing is wearing
is not
clothes fit
clothes
clothes
wearing
for the
season.
that may
be worn
during the
season.
that aren’t
usually
worn
during the
season.
clothes fit
for the
season.
Liz Palusevic & Danny Crawford: UbD Trees and Seasons Lesson
Stage 1 – Desired Results
Established Goals:
 PS 2.1 A,B: Compare weather data between the seasons
 PS 2.1 A,B: Observe information about weather throughout the year
Enduring Understandings:
Essential Questions:
Students will understand that…
 What are the four seasons?
 Each season has different weather
 Explain one difference between each
 The seasons determines the
season
appearance of the surrounding
 What do trees look like in each season?
environment
 Examine the two pictures. How has the
 Predictable Misunderstandings:
environment changed from the first
students may find it hard to
picture (winter) to the second picture
differentiate between spring and fall,
(spring)?
whose typical weather patterns are
 Draw a picture of a tree during autumn,
not as dramatic and distinguishable as
winter, summer, and spring
winter and summer
 John puts a scarf, a bucket and pail, and a
leaf into a box marked “Spring”. Do these
items belong in the “Spring” box? Give
details to explain your answer
Students will be able to:
 Identify the four different seasons and
their respective weather
 Understand how the seasons effect the
weather and the appearance of the
environment
 Draw “window” pictures of trees
during the four seasons
Stage 2 – Determine Evidence for Assessing Learning
Performance Tasks:
Other Evidence:
 After having read a short story on the
 Students will be given a worksheet for
seasons, student will be given tracing
homework where they will cut out
paper to draw what trees look like
pictures of objects relevant to a chosen
during each season. They will then
season and paste them under the name
attach the tracing paper to precut
of the relevant season
frame templates, so that it looks like a
 After lesson is completed, students will
window frame.
have the opportunity to share their
findings through teacher-led discussion
 Teacher will judge student
performance through classroom
as a class as well as journal reflections
circulation, assessment of the pictures
after task completion, and group
discussion post-activity
Stage 3 - Learning Plan
Learning Activities:
 Students will understand that the seasons affect the appearance of the environment
 Teacher will add to students’ comprehension of the physical changes that come with the
seasons
 The lesson activity will assess student understanding of these concepts
 This lesson accommodates many learning styles: visual, kinesthetic, interpersonal,
intrapersonal, auditory
 Students will explore the relationship between the environment and the seasons through the
changes a tree undergoes during each season
Trees and Seasons
Purpose: The purpose of this lesson is for students to understand what types of physical changes
occur in the environment as a result of the changing seasons
Essential Questions:
1. What kinds of changes do you see outside during each season?
2. More specifically, what happens to the trees outside during each season?
3. How can the environment tell us what season we are in?
Duration: One science period (30-35 minutes)
Vocabulary & Key Terms:

Environment: the surrounding conditions that a person, animal, or plant live in
Skills: Students will understand that…

The seasons have an effect on the physical appearance of the environment

Trees change with the seasons

The appearance of the environment can tell us what season we are in
Set Induction:

The teacher will lead discussion, recalling students prior knowledge of the day’s weather
and the four seasons
Procedure:

The teacher will read excerpts from the book “Reasons for the Seasons” by Gail Gibbons
o Invite up the page turner for that activity (ADD/ADHD child)

Students will be instructed to use their “silent thumbs” when mention is made of how
trees look during a specific season

Teacher will lead discussion questions about the book
o What did the story say trees looked like during the summer? Winter? Spring?
Autumn?
o What is the difference between the trees during these seasons?
o Why do you think that the trees are so different during the different seasons?

Teacher will explain the “windows” project and ask 2 students to reiterate directions for
reinforcement
o Tracing paper (already divided) will be handed out to each student (volunteer will
distribute)
o Students will draw what a tree looks like during each season in the boxes
o After students will attach the precut frames with glue to complete the “window”
effect and label each picture

Teacher will circulate during the activity to monitor and assess student progress as well
as continue questioning during the work progress
o Why did you draw your trees the way that you did?
o What do the trees look like outside right now? Why?
o If a tree looked ____, what season would it be?

Students who finish early will be allowed to visit the literacy center and read through
several more books relating to the seasons and weather. There will also be another
worksheet for the students to complete if they finish the window project early.
Closure:

Students will reflect on the activity in their science journals, listing or drawing three
things that they learned

Teacher will have several students volunteer to present their work

Student work will be hung on the classroom windows for the remainder of the unit
Assessment:
o In addition to student performance during in-class activity and journal reflections,
students will complete a worksheet where they must cut out images and sort them
based on what season they belong in
Differentiation:

Students with special needs will be accommodated according to IEP’s during the lesson

Extra attention will be paid to typically lower performing students during the activity to
ensure concept retention

Students will be asked individually if they have any questions in case students felt
uncomfortable asking in front of classmates

Students with ADD/ADHD will benefit from the transitions of the lesson and will be
redirected when needed to remain on task

The book will be left in the front of the classroom for students to reference during the
activity
o This will be especially helpful for visual learners or students who have a hard
time retaining information learned during read alouds
Material:

“Reasons for the Seasons” book

Frame templates

Tracing paper

Crayons/colored pencils

Homework Worksheet

Extra worksheet (in case students finish early)
Making A Picture Window : Trees and Seasons
Student Name:
CATEGORY
________________________________________
Excellent
Satisfactory
Needs Improvement
Accuracy
All four trees are drawn At least three trees are Two or less trees are drawn
accurately, according to drawn accurately,
accurately according to the
the season
according to the season season
Labels
All four seasons are
labeled correctly by
drawing
At least three seasons Two or less seasons are
are labeled correctly by labeled correctly by drawing
drawing
Knowledge
Gained
Student portrays a
complete and full
understanding of the
lesson through the
project
Student understands
the vast majority of what
was taught as seen
through the project
Student exemplifies minimal
understanding of what was
taught as seen through the
project
Water Cycle – Stage 1: Indentifying Desired Results
Established Goals
o PS 2.1 H – Know the stages of the water cycle (precipitation)
Enduring Understandings
Student will understand that…
 The water cycle affects daily life.

The process of the water cycle is
repetitive.

The four stages of the water cycle
relate to each other.
Essential Questions




How do the four stages of the water
cycle relate to each other?
How does the water cycle repeat itself?
How does the water cycle affect daily
life?
How do we see the water cycle in
action?
Students will be able to…




Orally describe the four stages of the water cycle
Physically act out each stage in a cyclical presentation
Recognize how the water cycle affects daily life in writing
Describe how the water cycle is seen
Stage 2: Determine Evidence for Assessing Learning
Performance Tasks:



Other Evidence
The teacher will show the animations
of the website, with the sound off and
invited the students to share what they
saw.
The students will physically
demonstrate the four stages by acting
out each stage in a cyclical motion
The students will assess the student’s
ability to make connections between
the water cycle and daily life by a
rubric used to grade their writing
piece.



Students will be given a rubric to guide
their writing pieces that explain the
goals to describe how the water cycle
relates to daily life
Students will be given the opportunity
to share their work where the teacher
will question the student on their
content knowledge and presentation
The teacher will model the motions of
each stage of the cycle to the students
before the students act it out
themselves
Stage 3: Build Learning Plan
Learning Activities:




The acting out of each water cycle stage will allow each child to physically move
through the cycle.
The connections between the “read world” and the cycle will allow children to identify
how the four stages are present in their lives, the lives of others, society and the
environment.
The writing piece will help students display their knowledge about the water cycle
The video will show the students how water moves throughout the cycle in a rural
setting.
The Water Cycle
Purpose: The purpose of this lesson is for students to recognized the four parts of the water
cycle and how the relate to each other.
Essential Questions:
1. How do each stage of the water cycle relate to each other?
2. How do we see the stages of the water cycle?
Duration: 45 minutes, during the science block
Vocabulary:

Cycle – a series of events that repeat themselves in order

Rain – the liquid that falls from clouds when too much water is built up

Vapor – the gas stage of water when the sun heats the water

Clouds – the stage of water when vapor cools down

Water Storage – when the Earth stores water after rainfall
Skills: Students will understand that

The water cycle affects daily life.

The process of the water cycle is repetitive.

The four stages of the water cycle relate to each other.
Objectives: Students will be able to…

Orally describe the four stages of the water cycle

Physically act out each stage in a cyclical presentation

Recognize how the water cycle affects daily life in writing

Describe how the water cycle is seen
NY State Science Standards:

PS 2.1 H – Know the stages of the water cycle (precipitation)
Pre-Assessment:
Students have been working daily on the current science unit on weather and the seasons.
The children have studied the basic weather types. They are written about the seasons they see in
New York and what they look like.
Lesson Presentation:
Set Induction: The teacher will gather the students at the rug based on their favorite season. Once
the students are on the rug the teacher will ask the students to describe the characteristics of a
rainy day. The teacher will record the responses on the whiteboard. The teacher will invite
students to reread the board to the students.
Procedure:
1. The teacher will redirect the students toward the video screen where the teacher will play
the Water Cycle video from the online source. The teacher will tell the students to play
close attention to the images they see.
2. The teacher will replay the video and will explain the water cycle process as the video
plays, with the sound off. The teacher will pause accordingly to point out different parts
of the cycle.
3. The teacher will draw a circle with four circles attached to it, and the teacher will invite
students to share the four stages: Rain, Clouds, Vapor & Water Storage.
4. The teacher will invited four volunteers to stand up and act out each stage, part by part.
The rest of the class will follow along.
5. The teacher will ask the class why each representative did what they did to show their
part of the water cycle.
6. The teacher will have the students return to their seats by their favorite season.
7. The paper monitor will pass out construction paper to every student (blue, green, brown,
white and gray).
8. The teacher will model for the students that they are to make a picture of one of the four
stages affecting daily life. The students will do this.
9. After the students create their representations they will write a paragraph explain what
their picture shows.
Closure
After the students finish their artwork the teacher will invite students to share. While
sharing, the teacher will ask the students questions on how the water cycle affects their picture,
how their representation is accurate and why their picture would be different if another stage was
taking place.
Materials & Resources:

White board

http://www.epa.gov/safewater/kids/flash/flash_watercycle.html

Expo markers

Video screen

Computer

Construction paper
Follow-Up Assignment:
For homework students will make a list of activities they can do in different seasons
depending on the four stages. They will write the list down and draw one picture to go with each
season.
Accommodations:

Visual learners are assisted by the video on the computer as well as the students acting
out the cycle

Kinesthetic learners can use the physical movements to act out the cycle

ADHD/ADD learners can use the constant movement in the lesson to help control or
release energy

Handicapped children can easy view all aspects of the lesson and participate if physical
impairments allow for legs or arms to move.
Evaluation: Students will be assessed on how well their writing pieces turn out. They will be
graded (1 to 4) bases on writing ability, proper sentence structure and punctuation, details that
support their idea and reasoning as well as how well they depict the water cycle based on what
they saw visually in class.
Clouds - Stage 1: Indentifying Desired Results
Established Goals
o PS 2.1 F– Study clouds (cover and types)
Enduring Understandings
Student will understand that…
 Different clouds mean different
weather patterns
 Not all the clouds are the same
 Clouds appear at different heights,
color and size
Essential Questions



What is a cloud?
Why are there clouds?
How high are clouds?
Students will be able to…



Identify different cloud heights when they see clouds in the sky
Recognized the basic differences in clouds
Understand that clouds hold rain and water
Stage 2: Determine Evidence for Assessing Learning
Performance Tasks:




Other Evidence:
The teacher will read Tomie dePaolo’s
The Cloud Book aloud to the students
The class will discuss clouds and what
they know already
The students will go or look outside
(weather depending) and record what
they see about clouds
The students will write creative poems
about clouds



Students will be given a template for
their poem, if needed
The teacher will ask questions as the
students look at the clouds, such as
what do you see, where are the clouds
that shape/size/color
The class will provide feedback on
their peer’s poems
Stage 3: Build Learning Plan
Learning Activities:




Students will understand the relationship between clouds and rain
Students will be able to identify the properties of clouds on any given day
Students will recognize the different properties in clouds
Students will use creative writing and language to describe what they observe about
clouds, cloud types and their properties.

Students will make inferences based on there prior knowledge and what they have
learned through the lesson to conclude why clouds exist
Clouds
Purpose: The purpose of this lesson is to introduce clouds to the students as they study weather
and weather patterns.
Skills: Student will understand that…



Different clouds mean different weather patterns
Not all the clouds are the same
Clouds appear at different heights, color and size
Objectives: Students will be able to…



Identify different cloud heights when they see clouds in the sky
Recognized the basic differences in clouds
Understand that clouds hold rain and water
NY State Learning Standards:

PS 2.1 F– Study clouds (cover and types)
Pre-Assessment: Prior to this lesson the students have observed that clouds do exist in their
daily lives and in weather. Students have been tracking the weather daily since September and
they have been graphing the weather as well, including cloudy and partly cloudy.
Lesson Presentation:
Set Induction: The teacher will gather the students at the rug at read The Cloud Book to
the students. The teacher will point out how the clouds represent what the author is discussing.
The teacher will call on students to describe the pictures they see, as well as the characteristics of
the clouds in the picture. The teacher will make a list on the whiteboard of what they students
observe from the story (both the text and the pictures).
Procedure:
1. The teacher will ask the students what they already know about clouds. The teacher will
record this with the information from the set induction.
2. The teacher will ask the students, “Why do we have clouds?” The teacher will take
answers and repeat them and rewrite them on the board.
3. The students will turn to each other to discuss what they think the properties of clouds are
like.
4. As a class, the teacher will lead the students outside with their notebooks to observe the
clouds. If it is raining, the students will watch from the windows. The students can write
words or draw pictures.
5. The students will share their notes to each other when they return to their seats.
6. The teacher will explain that the students are to write a poem using their characteristics
they just observed from the clouds outside. The students will be given 10 minutes to
complete this.
7. After 10 minutes the students will share their poems with their groups. During these
presentations the other group member will give feedback based on their own observations
they encountered to assure the accuracy of each student’s poem.
Closure: After each student presents to their group the students will elect the “best” poem
to be read by the teacher or by the student to the class. The student writer will be asked why they
wrote what they did, why they think the clouds looked the way it did and how the clouds affect
their day today.
Materials & Resources:

Pencils and/or crayons

Science Notebooks

The Cloud Book by Tomie dePaolo

Whiteboard

Whiteboard markers
Follow-Up Assignment: For homework the students must identify other facts about other clouds
other than the ones they saw today. They have to write and draw at least three characteristics and
they need to be prepared to share their homework on the next day.
Accommodations:

Visual learners will use the book and their observations to enhance their knowledge on
clouds

Students with writing or reading problems can draw pictures to display their observations

ADD/ADHD students will work with the teacher or a peer while collecting their
observations
Evaluation:
Facts
4
My writing
matches my
observations
3
My writing
matches some
observations
2
My writing
matches a little
observations
1
My writing does
not match my
observations
Liz Palusevic and Danny Crawford: UbD Cloudy With a Chance Lesson
Stage 1 – Desired Results
Established Goals:
 PS 1.1 A: Observe and describe the weather that occurs during each season
 PS 2.1 A, B: Observe information about weather throughout the year
Enduring Understandings:
Essential Questions:
Students will understand that…
 What are the four seasons?
 Weather can be an indicator of which
 Explain one difference between each
season they are in
season
 Weather determines what people
 How should someone dress during rainy
wear and do
weather?
 Predictable Misunderstandings: some
 Examine the two pictures. What type of
students may find it difficult to come
weather is the author using soda pop to
up with creative substitutes for
represent?
weather conditions (imaginative
 Choose objects from the pile that could
weather) as modeled in the book
represent different types of weather
“Cloudy with a Chance of Meatballs”
 Mary is wearing shorts, a t-shirt, hat, and
sunglasses. It is December and snowing.
Is Mary dressed appropriately? What
season is it, and how do you know?
Explain why Mary is dressed wrong and
what she should be wearing.
Students will be able to:
 Identify the four different seasons
based upon weather indicators
 Understand how the seasons effect the
weather and what people choose to
wear and do
 List a variety of imaginative weather to
represent actual weather conditions
Stage 2 – Determine Evidence for Assessing Learning
Performance Tasks:
Other Evidence:
 Teacher will read “Cloudy with a
 Students will be given a worksheet for
Chance of Meatballs” to the students
homework where an imaginative
and facilitate a class think-aloud at
weather scene is already created for
pre-designated points to enforce the
them. Based on this scene, students will
concept of imaginative weather
have to determine what weather is
being depicted, what season the scene
 Students will be asked to write brief
is taking place in, and give evidence to
story scenes of their own after
support their claims
reading “Cloudy with a Chance of
Meatballs”. They will create
 After lesson is completed, students will
imaginative weather scenes that will
have the opportunity to share their
be illustrated and described on a story
findings through teacher-led discussion

scene worksheet
Teacher will judge student
performance through classroom
circulation, assessment of the
worksheets, and group discussion
post-activity
as a class
Stage 3 - Learning Plan
Learning Activities:
 Students will understand the various weather conditions related to each season
 Teacher will enhance students’ understanding of various weather conditions in a fun and
engaging way using the book “Cloudy with a Chance of Meatballs”
 Students will explore key concepts of the weather and seasons unit through this lesson and
activity
 The weather scenes worksheets and homework assignment will allow students to explore
and understand the relationships between weather and seasons
 The lesson reaches many types of learners: interpersonal, intrapersonal, visual, kinesthetic,
verbal/linguistic
 The premise of the lesson will keep students engaged with the material and allow them to
absorb it at a deeper level because of the personal connection made through the imagined
weather activity
Lesson Plan – Cloudy with a Chance
Purpose: The purpose of this lesson is for students to understand the association between certain
weather conditions and their respective seasons.
Essential Questions:
4. What types of weather occur during each season?
5. How can we use weather to tell us what season we are in?
6. What’s another way that we can represent weather?
Duration: 30 minutes, during Science period, extending into an elective period if necessary
Vocabulary & Key Terms:

Seasons: a part of the year, determined by the weather changes

Spring: the season between winter and summer

Summer: the warmest of the seasons

Fall: the season between summer and winter

Winter: the coldest of the seasons

Imagined weather: other objects that could be used to represent weather (i.e. cotton candy
for snow, soda for rain, gumballs for leaves)
Skills: Students will understand that…

Weather can serve as an indicator for what season you are in

Certain weather conditions occur mainly during specific seasons

Imagined weather is another fun way to express actual weather conditions
Set Induction:

Teacher will call students to the carpet by season they are born in and read the morning
message (aided with a drawing)
o Good Morning Class! Today is (date). We will have (art) class today. Look
outside, the weather is different today! There are orange juice drops coming out of
the sky! There is cotton candy in the sky too! What kind of weather is this!?

Teacher will ask students guiding questions:
o What kind of weather do you think the picture is really representing?
o What season would you see a lot of rain clouds during?
o What if it had been different colored gum balls falling off of trees, what season
would that be?

Teacher will review the definitions of the seasons and introduce the term “imagined
weather” with examples
Procedure:

Teacher will read the story “Cloudy with a Chance of Meatballs”, stopping at predesignated pages to enforce the idea of “imagined weather” and have students consider
which season they’d occur in

After book is completed, teacher will facilitate a group discussion of the book, enforcing
the concept of weather in relation to the seasons
o Could someone tell us some examples of imagined weather that we saw in the
book?
o What type of weather do you think soup falling from the sky represents?
o What season do we see lots of rain during?

Teacher will explain steps of the activity:
o Students will come up with their own imagined weather scenes, similar to those
seen in the book
o Students will be responsible for identifying what type of weather each image
represents, as well as what season the scene would occur in, and why
o Students will draw their scenes on the top half of the story paper and write their
explanations on the lined bottom portion

Teacher will circulate during the activity to monitor and assess student progress as well
as continue questioning during the work progress
o Why did you choose this type of scene?
o What are showing by using ___?
o What season is this happening during?
Closure:

Teacher will have several volunteers present their work and explain their choices in
imagined weather as well as season

Teacher will call on students to share with the class what was learned as a review at the
close of the lesson
Assessment:

In addition to student performance during in-class activity, students will complete a
worksheet with several imagined weather scenes depicted
o Students will be responsible for determining what season the scene may be
occurring in and give evidence for their choice
Differentiation:

Students with special needs will be assisted throughout the lesson and special attention
will be paid to them during the activity portion of the lesson

Students will be asked individually if they have any questions in case students felt
uncomfortable asking in front of classmates

Students with ADD/ADHD will benefit from the transitions of the lesson and will be
redirected when needed to remain on task

The book will be left in the front of the classroom for students to reference during the
activity
o This will be especially helpful for visual learners or students who have a hard
time retaining information learned during read alouds
Material:

“Cloudy with a Chance of Meatballs” book

Story map paper

Crayons/colored pencils

Homework Worksheet
Scientific Drawings : Imagined Weather Scenes
Student Name:
________________________________________
Excellent
Satisfactory
Needs Improvement
Use of Imagined
Weather
Student uses
accurate/relevant
objects to represent
weather
Most objects used to
represent weather are
accurate/relevant
Student does not use objects
that would accurately represent
weather
Season
Student identifies proper Student identifies a
season that weather is
season that may be
characteristic of
mistaken easily (eg
Spring and Autumn)
Student does not identify a
reasonable season with their
weather scene
Explanation
Student provides a
completely valid
explanation of their
imagined weather scene
Student does not
respond/Student response is
irrelevant
CATEGORY
Student explanation is
reasonable, but may
show error in some
facets