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Weather Unit
Grade Level: K – 1st Grade
Day 1:
TOPIC: Introduction to Weather
OBJECTIVES:
1. Students will be able to draw and color pictures of two types of weather
given a worksheet, pencil, and crayons with 100% accuracy.
2. Students will be able to act out at least three different kinds of weather
following a weather discussion with 100% accuracy.
3. Students will be able to construct “My Little Weather Book” given
worksheets, construction paper, scissors, crayons, and a stapler with 100%
accuracy.
MATERIALS:
 Paper (1 for each student)
 Pencil
 Desk
 Crayons
 “I Call it Sky” book by Will C. Howell
 “Weather Start: Storms” video
 Chart paper (For Classroom Weather Logbook)
 Black marker
 Weather cards (8 cards showing pictures of different kinds of weather that
already have been copied onto cardstock and cut out and prepared from
pages 9-12 of Learning about Weather: Science Works for Kids Series)
 Scissors (1 for the teacher and 1 for each student)
 “Kinds of Weather” worksheet (pg. 13 of Learning about Weather: Science
Works for Kids Series) One for each student *For Individual Weather
Logbooks
 Copies of the pictures on pages 9-12 of Learning about Weather: Science
Works for Kids Series (1 set for each student)
 An example “My Little Weather Book” to show the class
 Stapler
 Construction Paper
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SUMMARY OF CONTENT:
 The lesson will be introduced by reading “I Call it Sky” by Will C.
Howell
 Explain what weather is. Weather describes the condition of the air
at certain times and places. It tells how the air moves and depicts
anything it might be carrying such as hail, snow, rain, or clouds.
Thunder, lightning, rainbows, fog, and other outside incidents are all
part of weather.
 Ask the children to explain today’s type of weather.
 Next, ask students to brainstorm and name other different types of
weather they know about. The teacher may need to ask questions to
help stimulate their thinking. A chart should be set up in the front of
the room to write down the different types of weather the students
share. This will be the first page of the classroom weather logbook.
Throughout the unit, this logbook will be used to add more information
as students gain more knowledge of the weather.
 Show “Weather Start: Storms” video
 Show each of the eight weather cards to the students. As each one is
shown, ask the students what type of weather is represented by the
picture on the card.
CONNECTIONS:
 By this age level, all students are well aware of different sorts of
weather they have come in contact with throughout their lives. On
the other hand, some kinds of destructive weather may be something
they have never seen or experienced, while normal weather such as
rain, snow, wind, fog, and hot and cold weather are all sorts of
weather that the students are aware of before beginning this lesson.
 Maybe some of the students have experienced some forms of
destructive weather or are aware of a weather-related catastrophe
that happened which they heard about in the news and would like to
share their encounter with the class. This could be tornadoes,
hurricanes, earthquakes, mudslides, tsunamis, and so forth.
 This lesson not only includes Science, but also involves Physical
Activity as they act out the types of weather. It also includes Art as
they creatively construct different pictures of weather. It could also
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include Social Studies if the students share some sort of historical
catastrophic weather-related event that they are familiar with.
LEARNING ACTIVITIES:
 Have the students act out some of the different types of weather
they came up with such as wind blowing, falling snow, and rain.
 Pass out “Kinds of Weather” worksheet. Have students draw and
color two different kinds of weather in the boxes. *This worksheet
will be the first page of each of the students’ own weather logbooks.
These should be collected and kept until the weather unit is
completed.
 Have students make their own weather book to take home. An example
should already be made and explained to the class so they know what
they will be making. Pass out the weather card pages to each student
that has already been copied from pages 9-12 in the “Learning about
Weather” book as well as a piece of construction paper to every
student. Instruct students to cut out and color each card. Also they
should construct to covers, back and front, for their weather book.
The front should be labeled, “My Little Weather Book” along with
their name. The book should be stapled together and taken home at
the end of the day.
ASSESSMENT/EVALUATIONS:
The students will draw and color pictures of two different types of weather
given a worksheet, pencil, and crayons with 100% accuracy. The students will also
act out different kinds of weather following a weather discussion with 100%
accuracy. Additionally, the students will construct “My Little Weather Book” given
worksheets, construction paper, scissors, crayons, and a stapler with 100%
accuracy. If the students receive 100% on all the activities, then the topic of
instruction will be considered successful. If the majority of students did not
receive 100% accuracy on all the activities, then the lesson should be re-taught
with different activities that would help the students understand the concept
proficiently. More activities where the students are engaged in the learning
process would be helpful for understanding and comprehension of the topic.
Assessments and evaluations should once again take place to assure improvement.
The teacher could spend extra time re-teaching the lesson to the few students
who failed to receive 100%, or give permission to gifted students to provide
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assistance to these students to help them gain an understanding of the topic of
instruction in this lesson.
Day 2:
TOPIC: Dressing for the Weather
OBJECTIVES:
1. The students will be able to identify and place the correct clothing on the
flannel person given a type of weather, flannel person and clothes, and flannel
board with 100% accuracy.
2. The students will be able to select the appropriate clothing given a type
of weather and a container of clothing with 100% accuracy.
3. The students will be able to write a specific type of weather and then
draw and color a picture of their own self doing something that is appropriate for
that type of weather given a worksheet, pencil, and crayons with 100% accuracy.
MATERIALS:
 Warm Clothes book by Gail Saunders-Smith
 Flannel (Enough to make all the patterns on pgs. 14-16 of “Learning about
Weather”)
 Flannel board
 “What I do on a _____________ day.” Worksheet from pg. 17 of “Learning
about Weather” (1 for each student) *For Individual Weather Logbooks
 Crayons
 Desk
 Pencil
 Container such as a box or large plastic container
 A variety of clothing that fits into all the weather categories – Cold, Hot,
Rainy, Sunny, Windy, Snowy, and so forth
 Variety of pictures where activities are accomplished outside during
different types of weather (used to show children so they can tell what type
of weather is taking place)
SUMMARY OF CONTENT:
 Read “Warm Clothes” by Gail Saunders-Smith as an introduction to this
lesson
 Ask questions about the book. Especially ask why the girls dressed the way
they did. Explain to the students that we dress certain ways for a reason.
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We may dress to stay warm with heavier clothes because it is cold outside;
we may wear a winter coat to help keep us warmer because it is freezing
outside; we may choose clothes that are not so heavy because it is warm
outside; we may choose to wear a jacket because it is not warm out, but yet
it is not freezing cold, so a jacket helps keep our bodies comfortable; or we
may choose clothes that will help keep us dry because it is raining outside.
We may wear sunglasses on a very sunny day to keep the sun out of our eyes.
A hat may be worn to protect our heads from the cold or rain. Boots may be
worn to keep our feet warm in the snow or to keep them from getting wet in
the snow or rain. Mittens or gloves may be worn on our hands to keep them
warm and dry.
 The clothes we wear help us to stay comfortable depending on the weather
that is taking place outside.
 Discuss some things that can be done during different kinds of weather.
For example, sleds are used on snowy days for sledding; kites are used on
windy days to fly up in the air; puddles are fun to play in on rainy days; walks
are fun to take on warm days, and so on. Show various pictures of activities
that are done outside, and ask the students what sort of day they think it
was when those activities were taking place.
CONNECTIONS:
 Connections could be made to Health as students make appropriate clothing
choices to protect them from getting illnesses due to the weather.
 Students are using their Language Arts skills to write weather words.
 Students are using Art to draw creative pictures in their activities.
 Children should already be familiar with the different types of weather
which was taught in the previous lesson.
 Children will already realize and be familiar with what types of clothing are
worn during types of weather from their own experiences in daily living.
LEARNING ACTIVITIES:
 Use the flannel board, flannel people, and flannel clothes that have been
prepared to play an activity. After stating a type of weather, have students
choose the proper type of clothing to be worn in that type of weather. First
model this activity, and then allow students to practice this activity by
coming up and placing the correct clothing on the flannel people. Follow this
with an opportunity for students to work individually for assessment. The
teacher will provide a type of weather and the student will dress the person
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up in the correct clothing. This can be done while other students are
working on the worksheet.
 Pass out the worksheet from page 17 in “Learning about Weather” to the
students. Have them complete the sentence at the top by filling in a type of
weather. Then have them draw a picture of themselves doing some type of
activity that would be appropriate for the type of weather they choose.
*This should be picked up and saved for the students’ individual logbooks.
During this time, the teacher can call each student up individually to dress
the flannel person appropriately.
 Provide a container of various clothing items appropriate for different sorts
of weather. Tell the student a type of weather and have them select the
appropriate clothing for that type of weather.
ASSESSMENT/EVALUATIONS:
The student will identify and place the correct clothing on the flannel person
given a type of weather, flannel person and clothes, and flannel board with 100%
accuracy. The students will also select the appropriate clothing given a type of
weather and a container of clothing with 100% accuracy. Additionally, the students
will write a specific type of weather and then draw and color a picture of their own
self doing something that is appropriate for that type of weather given a
worksheet, pencil, and crayons with 100% accuracy. If the majority of students
receive 100% on all the activities, then the topic will be considered successful.
However, if the majority of students do not receive 100% on the activities, then
the lesson must be re-taught with more activities that are modeled and practiced
for better learning to take place. Students will then be re-evaluated for
improvement in their understanding of the lesson. When the majority of students
receive 100%, the few who did not may require extra assistance from either the
teacher or gifted students to re-teach the lesson to help them gain a better
understanding of the concept taught in this lesson.
Day 3:
TOPIC: Rain
OBJECTIVES:
1. Students will be able to demonstrate the different forces of rain by
patting their laps with a slow, medium, or fast tempo with 100% accuracy.
2. Students will be able to color and assemble a rain mini-book given
worksheets, crayons, and a stapler with 100% accuracy.
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MATERIALS:
 Chart (Classroom Weather Logbook)
 Marker
 “Listen to the Rain” book by Bill Martin, Jr. and John Archambault
 Gas burner/microwave (To boil water)
 Hot water (Boiling)
 Ice Cubes
 Pie Pan
 Transparent glass jar with wide mouth opening
 Pot Holders
 “Rain” worksheet from pg. 18 of “Learning about Weather” (1 for each
student)
 Crayons
 Pencil
 Desk
 Pencil
 “We Need Rain” mini-book pages 19-20 of “Learning about Weather” (1 for
each student)
 Stapler
SUMMARY OF CONTENT:
 Begin this lesson by having the students share what they know about rain.
Write down the students’ comments under a page titled, “Rain.”
 Read “Listen to the Rain” by Bill Martin, Jr. and John Archambault
 Demonstrate what rain sounds like by patting the lap at different tempos.
Light rainfall equals slow pats; medium rainfall equals medium paced pats;
hard pouring rain equals fast paced pats. Have students then follow the
teacher’s example as she announces the different types of rainfall. Then,
have the students do the patting on their own as the teacher announces the
rainfall pace
 Read the book again, and have the students demonstrate the rain by patting
their laps to the appropriate tempo according to the type of rain occurring
in the book
 Explain how rain is formed. It is water droplets that are made from warm
air. The warm air goes up in the sky and gets cooler. Invisible water in the
air, otherwise known as water vapor, is in the air all of the time. Warm air
holds quite a lot of water. When enough of these water droplets collect
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together, they form clouds that you can see up in the sky. If the clouds are
big enough, and have enough water droplets, the droplets hit against each
other and make even bigger drops. When the drops get heavy, they fall to
the earth and that is when you see and feel rain.
 Do a “Make it Rain” experiment
 Use Scientific Process:
o Research: How is rain formed?
o Hypothesis: Ask the students how they think the rain will form?
Write the students’ hypothesis statement on a new chart paper page
entitled “Rain Experiment”
Start the statement with, “We think that …”
o Have the materials ready: Boiling hot water (Boiled in microwave or a
gas burner), ice cubes, pie pan, pot holders, transparent glass jar with
wide mouth opening
o Follow through the correct procedure as the class watches:
 Pour boiling water into the transparent glass jar with wide
mouth opening to about half way
 Place the ice cubes in the pie pan
 Place the pie pan with the ice cubes on top of the wide mouth
transparent glass jar
 Watch and observe what happens inside of the glass jar
o Discuss the results of the experiment. What happened inside the
jar? It rained!
o Analyze what happened inside of the glass jar. Explain that the cold
pie pan caused the moisture in the warm air, or those little water
droplets that we can’t see, to collect together and make bigger water
drops until it is heavy and falls down.
o Conclude what happened inside the jar. The same thing that happened
in the jar happens in the air as we already talked about earlier, when
warm, wet air goes up and meets with colder air. The invisible water
in the air collects together into clouds, and becomes very heavy until
it falls to the Earth as rain.
 Discuss why rain is important to plants, animals, and people. Add the
responses to the “Weather” class logbook. Pass out copies of pages 19-20 of
“Learning about Weather” to the students. Read and discuss these pages to
help students understand the importance of rain to living things. Have
students save their papers for further use.
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CONNECTIONS:
 Students have experienced rain prior to this lesson.
 Students understand that rain is part of weather from the previous lessons.
 Students are learning a form of Music instruction as they learn tempo from
patting their laps to the different forces of rain.
 Students are using Art to complete their activities.
 Students are using Language Arts to read their mini-books.
LEARNING ACTIVITIES:
 Have students do the following activity a few times:
Say: One day I was sitting in my house. It was very quiet. All of a sudden, I heard some light
raindrops on my roof. They sounded like this (Pat laps very lightly and slowly, have children
join in). After a while the rain got a little heavier (Pat laps a bit louder and faster) and then a
little heavier and then it turned into a rainstorm! (Pat laps very fast for a while) And then it
stopped (Silent – no patting). ( (Retrieved from:
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=496)
 Have students do the “Rain” worksheet from page 18. Instruct students to
draw raindrops falling from the clouds onto something below with their
pencil and then color their picture. *Include this worksheet in the students’
logbook. Collect the papers and save when it is assembled.
 Students should complete the mini-book worksheets (pg. 19-20) from
“Learning about Weather.” Have them color the pictures and assemble their
mini-book.
ASSESSMENT/EVALUATIONS:
The student will demonstrate the different forces of rain by patting their
laps with a slow, medium, or fast tempo with 100% accuracy. The students will also
color and assemble a rain mini-book given worksheets, crayons, and a stapler with
100% accuracy. When the majority of students have received 100% on these
activities, the teacher will consider the topic mastered. If the majority of
students do not receive 100% on the activities, then the topic should be re-taught
with modeled, guided practice, and individualized activities. The students should
then be reassessed for improvement. If a minority of students receives less than
100%, the teacher or a gifted student should spend extra time by re-teaching and
guiding these students into understanding of the subject.
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Day 4: TOPIC: Wind
Science Methods Lesson Plan 2
Name: Sharonda L. Baker
Date: March 19, 2012
Grade: Kindergarten – 1st grade
Subject: Earth Science/Weather
Topic: Wind
Target ability level: Intended for students who have the ability to use basic
coloring and drawing skills and who understand what the word “weather” means.
MATERIALS:
Teacher:
The Wind Blew by Pat Hutchins
Box fan
Electrical outlet
Piece of any paper
Styrofoam cups
Leaf
Balloons
Cotton ball
Rock
Dry erase board
Dry erase markers
Paper
Feather
Kleenex/tissue
Scarf
Set of keys
Big eraser
Coffee mug
Flower petal
Balloon
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Empty brown lunch bag
Bean bag
Orange
Apple
Chart Paper
Marker
Easel
Student:
Desk
Paper
Pencil
Worksheet (One for each student)
Crayons
OBJECTIVES:
1. The students will be able to draw pictures of six items that does or does
not move in the wind given a box fan, various heavy and light objects, worksheet,
pencil, and crayons with 100% accuracy.
2. The students will be able to draw and color pictures of three things they
observed outside that were moving due to the wind given an opportunity to look out
the classroom window, paper, pencil, and crayons with 100% accuracy.
INTRODUCTION:
We have already learned about different types of weather. We have talked
about the type of clothing we may need during these types of weather and how it
feels outside during these times. We have learned about the word “weather” and
what it means. Now, let’s read a book called, “The Wind Blew” to find out what kind
of weather was going on in this story.
TRANSITION: Wind is a very important part of our weather. Today we are
going to learn about wind and its movement.
SEQUENCE OF ACTIVITIES:
As we read in our book, “The Wind Blew,” wind can be very strong; strong
enough to blow an umbrella up, up, up high and even blow a funny wig off of
somebody’s head! What is wind anyway? We cannot see it, can we? No! Can we
feel it? Yes, of course! Can we touch it? Not really! Can we smell it? No! Can we
hear it? Yes, especially if it is blowing hard. So, what is wind? It is simply air
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that is moving. It is all around us even though we cannot see it. Even though we
cannot see it, we know that wind can move things just like in our story today. Has
the wind ever blown a hat off of your head or blown a paper out of your hand? It
probably has if you spend very much time outdoors. Sometimes it is just a little bit
windy outside and other times it is windier. Once in a while, it is very, very windy.
Storms may develop during this time, and things can get blown far away depending
on how the things are and where they were at during the wind. Although we may
not be able to see wind, we can see things moving from the wind moving and pushing
on them. Today we are going to learn more about wind by doing some experiments.
Activity #1: Experiencing the wind
Modeling the Behavior:
(Have a box fan plugged in and ready to be turned on.) I brought a box fan
with me to class. When the fan is on and you are standing in front of it, it seems
very windy just as if we were outside on a windy day. (Turn on fan and grab a piece
of paper.) I want each of you to come forward and stand in the “wind” in a little
bit just as I am doing right now. Ahhhh …. This “wind” feels so good, but it is
causing things to move. My shirt is moving from the force of the wind. This piece
of paper is moving and rattling in the “wind.” My eyes are feeling dry. Now it is
your turn to stand in front of the wind to find out what happens to you when it is
windy.
Guided Practice:
(Allow limited groups of children to come forward and stand in front of the
box fan. Ask them what they are discovering from their experience.)
____________ (name of student), what moved when you stood in front of the
fan? (Wait for answers.) Yes, your hair moved and your clothes moved. Did your
eyes get watery or dry? (Wait for answer.) Ask another student, “What moved
when you stood in front of the fan?” (Wait for answers.) Did your body move?
(Wait for answer.) No, of course it did not move. Why do you think your body did
not move? (Wait for answer.) Yes, your body did not move because it is too heavy.
Great job! Ask another student about their experience in front of the fan. “What
moved when you stood in front of the fan?” (Wait for answer.) Did your nose fly
off? No, of course it did not fly off. Why? (Wait for answer.) Right, because it
is attached to our body. Ask another student, “What moved when you stood in
front of the fan?” (Wait for answer.) I see you have strings hanging from your
hood. Did the strings move? (Wait for answer.) Yes. Why did the strings move?
Because they are light and were moved by the blowing air. Very good!
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Activity #2: Examining the Wind
Modeling the Behavior:
(Have chart paper and a marker set up on easel ready for use.) Let’s make
some observations regarding the wind by looking outside. (Have everyone gather in
front of the windows to see outside.) I am going to draw a picture of the things
that I see moving from the force of the wind. You will be doing this after a while
too. Can we tell if it is windy by simply looking outside? Yes we can. Do we see
anything moving out there? Yes, we do! What do we see moving? There are some
leaves moving on that tree over there (draw leaves). I see some trash that
someone must have left behind (draw trash). Look over there by the playground. I
see the ball moving on the tetherball stand (draw tetherball). Someone is walking
out on the sidewalk, and I see their hair blowing around (draw person with hair
blowing). This is more evidence that it is windy outside. Now, let’s take a walk out
the door and see if what we have observed is correct. Grab your jackets because
if what we observed is right, you may find yourself a tad bit chilly on this spring
day. (Have students go outside following the rules and procedures that have
already been introduced to them at the beginning of the year.) (Take the students
to just outside the door so they can feel the wind blowing.) Let’s stop here and
hold very still and notice what is going on around us.
Guided Practice:
(Take the chart paper, easel, and marker outside.) Do you see anything that
is moving as a result of the wind blowing? (Call on someone.) Yes, you are correct.
The wind is blowing the grass since we see it moving back and forth. Come up here
a draw a picture of the grass you just saw moving. Does someone else see
something that is moving from the wind? (Call on someone.) Certainly; the school
flag is moving all around as the moving air hits it. Come up here and draw the
school flag you just saw moving in the wind. Is there anything else that you can see
moving from the wind? (Call on someone.) Right; the flowers planted up near the
sidewalk are bending back and forth as a result of the windy conditions today.
Come on up and draw the flowers you saw blowing in the wind. Can anyone point out
something else that you see that is moving from the wind? (Call on someone.)
Exactly; the stop sign is moving back and forth from the pressure of the wind.
Come on up and draw the stop sign you saw moving in the wind. Very good! There
are a lot of things we could find that is moving around because the wind is causing
it to move. Let’s go back inside now and return to your seats. (Return to the
classroom.)
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Independent Practice:
I am going to pass out a piece of paper to everyone (Pass it out). Get out
your pencil and crayons. You are going to draw and color some things you see
moving outside due to the wind blowing. I want you to come up with at least three
things that you see moving due to the wind. I will call on one table at a time to go
and look out the window to observe. You may then return to your seats and draw
what you saw. When you are finished, you may leave the paper on the top corner of
your desk and I’ll come around and collect them.
Activity #3: Experimenting with Wind
Modeling the Behavior:
(Draw the same boxes that are on the worksheet with the words, “yes” and
“no” printed above them on the dry erase board.) Next, we are going to do a little
experiment with the wind. I am going to place a few things in front of the fan on
the palm of my hand to see which things move and which things do not move. We
must have the object lying by itself in the middle of my hand, like this (show
students). If we are holding it, the object may not be able to move from the force
of the wind. I have a Styrofoam cup, a rock, a book, a cotton ball, a pair of
scissors, and a leaf. You will be able to do this same experiment with other
objects in a little while, so pay close attention. You will get a worksheet to
complete. It will have the same picture on it that I’ve drawn on the board. One
column/box of the paper says “yes” while the other column/box says “no.” If the
wind from the fan causes the object to move, we will draw a picture of it in the
“yes” column. If the wind from the fan does not cause the object to move, then we
will draw a picture of it in the “no” column. So, let’s turn the fan on and put the
first object, a Styrofoam cup on the palm of my hand in front of it. Does it move?
Definitely! It flies! I will draw a picture of the Styrofoam cup in the box under
the “yes” column. Next, I will put the rock on the palm of my hand in front of the
fan. Does it move? No. Why? It is too heavy. So, I will draw a picture of the
rock in the box in the “no” column. Now, I will put the book on the palm of my hand
in front of the fan. Does it move? No. It is too heavy too. I will draw a picture
of the book in another box in the “no” column. I will put a cotton ball in the palm of
my hand in front of the fan next. Does it move? For sure! Why? It is not heavy,
but is very light. I will draw a picture of a cotton ball in a box in the “yes” column.
Now I will put the pair of scissors in the palm of my hand in front of the fan. Does
it move? No, it does not. It is too heavy. I will draw a picture of scissors in a box
in the “no” column. Next, I will put a leaf in the palm of my hand in front of the
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fan. Does it move? Certainly! It is light! I will draw a picture of a leaf in another
box in the “yes” column.
Guided Practice:
Let’s try this together as a class. (Erase the marker board, and make a new
“picture” like the worksheet with a “yes” and “no” column. – Have the following
objects ready for use: Feather, Kleenex, scarf, set of keys, a coffee mug, and a
big eraser – turn the fan on.) I would like for _________ (call on someone) to
come up and hold the feather on the palm of your hand in front of the fan. Does
the feather move from the force of the “wind?” (Wait for answer.) Yes, it does!
Now you need to come over to the board and draw a picture of a feather in which
box: The “Yes” or “No” box? Yes, the “yes” box is correct. (Have them draw
picture.) Great job! I need someone else to come up. ______________ (name of
someone), hold the tissue in the palm of your hand in front of the fan. Does it
move from the force of the “wind?” Yes, of course it does! Go over to the board
and draw a picture of a tissue in which box? Right, the “yes” box once again.
_________________, (name of someone), come on up and grab the coffee mug
and hold it in the palm of your hand and hold it in front of the fan. Does it move
from the force of the “wind?” Right; no, it does not. Go ahead and draw a picture
of a coffee mug in which box? Very good! The “no” box is correct!
_____________________ (name of someone), grab the set of keys in the palm of
your hand and hold it in front of the fan. Does it move from the force of the
“wind?” Correct! It does not move; it is too heavy! Go and draw and picture of a
set of keys in which box? Absolutely! The “no” box is correct!
_____________________ (call on someone), come up and grab the scarf and hold
it in the palm of your hand in front of the fan. Does it move from the force of the
fan? Of course it does; right! Go to the board and draw a picture of the scarf in
what box? Correct! The “yes” box is right! _________________________
(name of someone), grab the big eraser and hold it in the palm of your hand in
front of the fan. Does it move from the force of the “wind?” Right; no it does not.
Go to the board and draw and picture of the eraser in which box? Yes, the “no”
box is correct! Great job! Now you are going to do this on your own.
Independent Practice:
(Have some things ready for the students to experiment with in front of the
fan. These should include: Balloon, empty lunch bag, apple, bean bag, flower petal,
orange.) I am going to pass out a worksheet to each of you. The worksheet has a
“yes” and a “no” column/box just like we had on the board. I am going to call each
16
table up one at a time to do your experiment. Bring your paper and only your pencil
with you. You need hold each item in front of the fan in the palm of your hand to
find out if it moves or not due to the “wind” from the fan. If it does move, then
you draw a picture of it in the “yes” column/box. If it does not move when you put
it in front of the fan, then you draw a picture of it in the “no” column/box. After
you experiment with all six objects, take your paper and pencil back to your desk
and color the pictures you just drew. When you are finished, put the paper at the
top of your desk, and I will come around and pick them up.
Application and Biblical Integration:
This lesson reminds me of a story in Matthew 4:35-41 in the Bible. Jesus
and His disciples were in a boat out in the water. Jesus was very tired from a busy
day, and had lain down on a pillow in the back part of the boat to rest and sleep.
While He was asleep, a big wind storm came making the waves beat against the side
of the boat. The wind was so powerful that the waves started pushing over the
side of the boat into the inside of the boat. Water started filling up the boat and
Jesus was still sleeping! The disciples woke Jesus up and asked Him if He was
worried that all of them might die in this awful wind storm. Jesus got up and
talked to the wind! He told the wind to be still or to calm down. Guess what
happened? The wind obeyed Him and immediately stopped blowing. There was no
longer a scary storm going on. Jesus had made the wind stop! God controls the
weather. He controls it if it is windy and how windy He wants it to be. We have no
control over how windy it is. Next time you are outside, remember that God is
making the air blow all around, making it windy.
John 3:8 tells us, “The wind bloweth where it listeth, and thou hearest the sound
thereof, but canst not tell whence it cometh, and whither it goeth …” This verse
tells us that the wind is going to blow where it wants to go. We can hear it blowing
all around us, but we don’t know where it is going or coming from. God only knows
where it is going, since He is in control of it.
CONCLUSION:
The wind is part of what makes up weather. It can blow just a little, some
more, or very strongly. God chooses how hard the wind will blow. Things move
around from the pressure of the wind blowing on them depending on how heavy
they are as we have learned in our lesson today. If a cotton ball is thrown into the
air on a windy day, what do you think will happen to it? Will it move or not? (Call
on someone.) Yes, it will most likely move because it is very light. What if I throw
17
a bean bag outside on a windy day? Do you think it will move from the force of the
wind? (Call on someone.) No, it will not move because it is heavy. Wind is very
powerful and can move a lot of things depending on how heavy it is.
ASSESSMENT:
The students will draw and color pictures of six items that does or does not
move in the wind given a box fan, various heavy and light objects, worksheet, pencil
and crayons with 100% accuracy. The students will also draw and color pictures of
three things they observed outside that were moving due to the wind given an
opportunity to look out the classroom window, paper, pencil, and crayons with 100%
accuracy. If the majority of students receive 100% on both activities, then the
teacher should consider mastery on this subject. If the majority of the students
do not receive 100% on the two activities, then the lesson should be re-taught
using different methods and ideas while teaching the same concept. The teacher
should teach the lesson again, model the expected behavior, guide practice, and
once again provide opportunities for independent practice. If the majority of
students receive 100%, then the teacher should spend extra time re-teaching the
lesson to those who did not receive the 100% to assist them in their understanding
of the concept. They should then be re-assessed to see if any progress was made
the second time around.
RESOURCES
http://www.pbs.org/parents/curiousgeorge/activities/pdf/CGDG_04_science.pdf
Used for ideas for wind experiments
The Holy Bible
This was used for reference of the Application and Biblical Integration part of the
lesson.
The Wind Blew by Pat Hutchins
This was used to introduce students to the lesson.
18
Name: ___________________________________
WHICH OBJECTS DID THE WIND BLOW?
Directions: Draw the objects that moved when the wind was
blowing under the column titled “Yes.” Draw the objects that did not move when
the wind was blowing under the column titled “No.”
YES
NO
19
Day 5:
TOPIC: Daily Weather Changes
OBJECTIVES:
1. The students will be able to recall changes they have observed in
different types of weather given the opportunity to participate in the classroom.
2. The students will be able to record the current weather they see in a
weather diary given an opportunity to go outside with paper, pencil, and crayons,
and with 100% accuracy.
MATERIALS:
 “Weather Everywhere” book by Denise Casey
 “Look out the Window” worksheet from “Learning about Weather” on pg. 26
(1 for each student)
 Pencil
 Desk
 Crayons
 Weather symbol worksheet from pg. 27 (cut out to use for pinning the
pictures on the calendar)
 Weather calendar for each month
 Straight pins
 Bulletin board
 Pockets constructed to hold small weather pictures to post on each day of
the calendar (hung next to calendar)
 Stapler
 “When Weather Changes” worksheets for mini-book from pgs. 29-32 (1 set
for each student)
 Computer
 Classroom “Weather” Logbook (chart paper)
 Easel
 Sheets of plain paper cut into halves or quarters for their weather diary (4
for each student)
SUMMARY OF CONTENT:
 Review the words that have been used to describe weather such as rain,
windy, sunny, foggy, snowy, hot, cold, and so forth. Have students look out
the classroom window to describe the type of weather they see on this day.
20







Ask questions such as, “Is the weather the same or different from what it
was yesterday?” “How is the weather different/same today?”
Read the suitable parts of “Weather Everywhere” by Denise Casey
Discuss different weather changes – Some days are rainy and cold, while
others are sunny and warm. Some days are snowy and others are windy. We
have foggy days and days when it hails. Many days are different from the
one before.
Show students various weather patterns throughout the United States on
Weather.com (Explain different patterns and symbols)
I am going to set up a weather calendar in our classroom. Every day someone
(take turns) is going to pin a weather symbol on the calendar depending on
what type of weather is going on outside. Today it is rainy, so I am going to
take a rainy symbol paper out of the pocket and pin it on today’s date.
Tomorrow someone can do the same thing as I did today. We will take turns
doing this throughout the rest of the year.
Discuss with the students that changes in the weather from day to day can
have an effect upon outside plants. Ask students to tell about some changes
they have noticed in plants, including trees. (Students may answer with
changes such as leaves turning yellow or red; flowers or leaves drooping when
it is hot, and so forth.) Write the students’ responses on a new page of the
Classroom Weather Logbook titled, “Daily Changes.”
Pass out and read the “When Weather Changes” mini-book together. Ask
students to share what happened to the different plants when the weather
changed in the mini-book they just read.
Add the students’ responses to the “Daily Changes” page of the Classroom
Weather Logbook.
CONNECTIONS:
 Students have prior knowledge of different types of weather.
 Students have prior knowledge of different vocabulary words that describe
weather.
 Students have previous knowledge of the some of the changes they have
observed in nature from day to day and can connect it with this lesson.
 Students use Language Art skills to read the mini-book.
 Students use Art skills to draw weather pictures.
 Students use Math skills to know where to place the weather symbol on the
correct calendar date.
21
LEARNING ACTIVITIES:
 Have students complete the “Look out the Window” worksheet from page 26
of “Learning about Weather” Instruct them to draw a picture of what kind
of weather they see outside today. *This page should be collected and kept
for the students’ individual weather logbooks.
 Students should complete the “When Weather Changes” mini-book by
coloring the pages and stapling it together to take home.
 Have students begin a weather diary today and continue for the next three
days. Pass out four sheets of paper, one for each day, that are stapled
together. Take the students outside every day at the same time, and record
the weather in their diary. Have them draw a picture of the weather (what
they see), and then write a word that goes along with the picture as well as
the date. For example, when the students walk outside it may be sunny.
Have the students draw a picture of the sun, and write “sunny” along with
today’s date.
ASSESSMENT/EVALUATIONS:
Students will recall changes they have observed in different types of
weather given the opportunity to participate in the classroom. The teacher will
carefully assess the students on the basis of whether or not they participate
during this discussion. Students must be attentive, quiet, and listening as well as
willing to share information with the class when called upon. The teacher will
evaluate this portion of the lesson based solely upon attention skills. The students
also will record the current weather they see in a weather diary given an
opportunity to go outside with paper, pencil, and crayons, and with 100% accuracy.
If the majority of students receive 100%, this part of the lesson will be
considered successful. For those students who failed to complete this assignment
correctly; they will be given another opportunity to complete it again at home that
evening with their parents and brought back the following day to evaluate for
improvement.
Day 6:
TOPIC: Seasonal Weather Changes
OBJECTIVES:
1. The students will be able to identify the correct seasons given pictures
of the four seasons with 100% accuracy.
22
2. The students will be able to collect four items from home that represent
each season with 100% accuracy.
3. The students will be able to arrange the seasons in order given four
pictures, glue sticks, crayons, scissors, and construction paper with 100% accuracy.
MATERIALS:
 Pictures that represent each of the seasons
 “Scamper’s Year” book by Jeff Kindley
 Chart (Class Weather Logbook)
 Easel
 Marker
 Weather Calendar
 Four season pictures from pgs. 35-37 of “Learning about Weather” [*only
use pictures 2-“summer” (pg. 35); 4-“winter” (pg.36); 3-“autumn” (pg. 36);
and 5-“spring” (pg. 37).] 1 set for each student
 Construction paper *12 x 18 size (1 for each student)
 Glue sticks
 Scissors
 Desk
 “The Seasons” worksheets from pgs. 38-39 of “Learning about Weather” (1
for each student)
 Items from home that represent each season (every student)
 Note to parents
 Words to song from *http://www.brighthub.com/education/earlychildhood/articles/113513.aspx
 Students’ Weather Diaries
SUMMARY OF CONTENT:
 Start the lesson off by asking a student to look outside and choose one of
the weather symbol papers to pin on today’s date on the classroom weather
calendar
 Discuss changes in the weather students have observed at different times
of the year.
 Talk about the current season and what the weather is like during this time
of year. For example, “This time of year is known as spring. It is one of the
four seasons.” During the spring season, we see new things growing. Leaves
grow on the trees. New plants come out of the ground. The weather gets a
little warmer. (Show spring pictures that demonstrate such changes.)
23
 Discuss the other three seasons in the same manner; fall, winter, and
summer and show corresponding pictures. *Title four pages of the chart
“fall,” “spring,” “summer,” and “winter.” Under each heading, write down the
various descriptions that were discussed
 Read “Scamper’s Year” by Jeff Kindley
 Talk about what it is like during each season of the year from the
information that was gathered in the book. Add to the pages in the chart
with any new information.
 Explain and talk about different things to do that are associated with each
season. Example: summer – Play outside under a sprinkler since it is so hot;
winter – Build snowman, sledding; fall – Rake leaves; spring – smell flowers,
fly kites. Discuss favorite holidays that are associated with each of the
seasons: winter – Christmas; spring – Easter, Mother’s Day; summer –
Father’s Day, July 4th; fall - Thanksgiving
Explain to the students that each season is always at the same time every year.
There is an order to the seasons. It is important to know the order so we can be
prepared and know what to expect in the forthcoming months. Teach the children
the correct order by teaching them the following song sung to the tune of “This
Old Man”:
Winter, Spring, Summer, Fall
(To the tune of "This Old Man")
Winter, Spring, Summer, Fall
There are seasons, four in all
Weather changes, sun and rain and snow
Leaves fall down and flowers grow
Winter, Spring, Summer, Fall
There are seasons, four in all
Look outside and you will see
Just what season it will be!
-Judy Hall
24
*http://www.brighthub.com/education/early-childhood/articles/113513.aspx
 After singing the song several times, discuss the correct order while
showing them the corresponding picture cards used earlier in the lesson.
Order: Winter, spring, summer, fall
CONNECTIONS:
 Students have prior knowledge of seasonal weather changes they have
experienced through observation.
 Students have prior knowledge and are familiar with the different holidays
and what type of weather there is during those holidays.
 Discuss and review from a previous lesson what the proper clothes would be
to wear during each of the different seasons.
 Students are able to connect their home lives to a school experience by
bringing in seasonal items to share with the class.
 Students have the opportunity to practice oral skills for speech
development.
 Students use Art to complete activities.
 Students are involved in a Music activity to learn the order of seasons.
LEARNING ACTIVITIES:
 Take the students outside at the same time as yesterday, and record the
weather in their weather diary by drawing a picture of today’s weather and
writing one word that describes the picture.
 Give each of the students the four season pictures from pages 35-37 in
“Learning about Weather” that have already been copied and prepared as
well as a piece of long construction paper (12 x 18). Have them cut out,
color, and glue the pictures onto the construction paper in the proper
seasonal order. *Winter, spring, summer, fall
 Have students’ complete “The Seasons” worksheets from “Learning about
Weather” (pgs. 38-39) to keep for their individual Weather Logbooks.
Instruct them to cut out, color, and glue the pictures from page 39 to the
correctly labeled box on page 38.
 Send a note home with students to the parents that the students are to find
something around home that corresponds with each season of the year to
bring in to class tomorrow. Each student will have an opportunity to present
their items to the class and share what season each item belongs in.
ASSESSMENT/EVALUATIONS:
25
The students will identify the correct seasons given pictures of the four
seasons with 100% accuracy. The students will also collect four items from home
that represent each season with 100% accuracy. Additionally, the students will
arrange the seasons in order given four pictures, glue sticks, crayons, scissors, and
construction paper with 100% accuracy. The teacher will assess each activity for
mastery of the topic. If the majority of students receive 100%, then the lesson
will be considered successful. However, if the majority of students do not receive
100% on all activities, the lesson must be re-taught in a different way with the
intention of assisting students with their lack of understanding from the first
lesson. This could include different ways to teach the lesson including more
opportunities for student engagement and more modeling of the concepts being
taught. Re-assessment should take place following the lesson that is re-taught. If
only a few students fail to achieve 100%, then the teacher or gifted students who
have a good understanding of the topic should take additional time to teach and reassess the lesson until improvement is noted.
Day 7:
TOPIC: Measuring Temperature in Weather
OBJECTIVES:
1. The students will be able to mark the correct temperature given a
thermometer, worksheet, and crayons with 100% accuracy.
2. The students will be able to demonstrate their understanding of
temperature by moving the ribbon up or down to the correct outside temperature
given a homemade and actual thermometer with 100% accuracy.
MATERIALS:
 Measuring spoons
 Measuring cup
 Clock
 Timer
 Scale
 Ruler
 Yardstick
 Watch
 “What Will the Weather Be?” book by Lynda DeWitt
 Large outdoor thermometer
26
 “Temperature” worksheet from pg. 50 of “Learning about Weather” (1 for
each student)
 Washable black marking pen
 Crayons
 Desk
 Weather calendar
 Weather diaries
 Pencil
 Chart (Class Weather Logbook)
 Easel
 Marker
 Homemade thermometer (Pattern on pg. 49 of “Learning about Weather”)
 6” x 18” tag board
 18” red ribbon
 18” white ribbon
 Safety pin
 Needle and thread
 Exacto knife
SUMMARY OF CONTENT:
 Start the lesson off by asking a student to look outside and choose one of
the weather symbol papers to pin on today’s date on the classroom weather
calendar
 Introduce the students to temperature by asking them if they have ever
been measured to see how tall they are or if they have measured something
themselves. (Allow time for responses.) Show the students an assortment
of measuring tools such as measuring spoons, measuring cup, clock, watch,
timer, scale, ruler, yardstick, and so forth. Explain what each measuring
device is used for. Sort the measuring tools by what they measure such as
time, length, weight, and so forth. The students can participate by helping
the teacher demonstrate how each tool is used.
 Read parts of “What Will the Weather Be?” by Lynda DeWitt that are
applicable to this lesson. This explains how scientists measure weather. Tell
students that they are going to be using some measuring tools to measure
weather.
 Ask students if they have heard the weather forecast or report on the
radio? What did they learn from this? What does the forecast tell people?
27
 Show the class what an outdoor thermometer looks like. Explain that they
will be using the thermometer to measure temperature. Temperature is how
warm or cold it is outside. Talk about instances when their mom or dad has
taken their temperature when they’re not feeling well to see if they have a
fever. Checking the temperature outside is a little like this. We check to
see how cold or hot it is outside. This will tell us if we need to wear a coat, a
jacket, or neither of these. Maybe we need to wear something light because
it is going to be hot outside. The temperature is an important part of
learning about weather.
 Explain that the temperature is shown by a red liquid that stops or ends at
whatever the current temperature is. It fills up from the bottom and
travels up until it reaches the temperature (how hot or cold it is) it is in the
room or outside or wherever the thermometer is placed. The coldest
temperatures are at the bottom and the red liquid goes up in the little tube
to reach the current temperature.
 After completing the thermometer worksheet, discuss how the students
measured the weather. Ask questions about how it was accomplished. Write
their answers on the Chart, the Classroom Weather Logbook titled,
“Measuring Temperature.”
 Create a homemade thermometer as shown on page 49 of “Learning about
Weather.” Demonstrate how to move the ribbon to the actual outside
temperature. (Look at the thermometer outside, and move the ribbon on the
homemade thermometer to the same number as what is on the outside
thermometer.) Each day, a student should be chosen to read the
temperature outside and move the ribbon up or down to the top of the red
line marking the actual temperature outside. Discuss whether the
temperature is hotter or colder than the day before.
CONNECTIONS:
 Students have heard weather reports on the radio. Have students share
what they have heard or saw about weather.
 Connect children’s understanding of the thermometer with times when their
mom or dad have taken their temperature when they were sick to see if they
have a fever, meaning their body is hotter than normal.
 Students will be using their Math skills to measure the temperature on the
gauge.
 Students have prior knowledge of daily changes as well as seasonal changes
in the weather.
28
 Students are already familiar with the obvious changes between indoor and
outdoor temperatures.
LEARNING ACTIVITIES:
 Take the students outside at the same time as yesterday, and record the
weather in their weather diaries by drawing a picture of today’s weather and
writing one word that describes the picture.
 Put the thermometer where all the students can see it and place a mark on
the thermometer to show what the current temperature is inside the
classroom. Have the students mark the first thermometer on their
“Temperature” worksheet (pg. 50 from “Learning about Weather) by coloring
up to the number that was marked by the teacher on the thermometer.
(The teacher may need to mark the spot for the students who cannot read
numbers as yet.) Ask the students what changes they think will be made on
the thermometer when it is taken outside.
 Take the thermometer and students outside. Wait for about ten minutes
and mark the thermometer once again with the washable black marking pen.
Have the students mark the second thermometer on their worksheet with
their crayons. Discuss what has happened; the difference between the inside
and outside temperatures. Ask questions like, “Did the line go up or down?
Does that mean it is warmer or colder outside?” *The worksheet should be
collected to put in their individual weather logbooks.
ASSESSMENT/EVALUATIONS:
The students will mark the correct temperature given a thermometer,
worksheet, and crayons with 100% accuracy. The students will also demonstrate
their understanding of temperature by moving the ribbon up or down to the
correct outside temperature given a homemade thermometer and actual
thermometer with 100% accuracy. If the majority of students receive 100%
accuracy on these activities, the topic will be considered successful. On the other
hand, if the majority of students do not receive 100%, then the lesson will need to
be re-taught with modeling, guided practice, and independent practice. The
students then should be re-assessed for improvement. If only a few students fail
to receive 100% then the teacher or gifted student should take extra time to
assist and re-teach the lesson for understanding to see if improvement can be
achieved.
Day 8:
29
TOPIC: Evaluating the Weather: A Weather Unit Review
OBJECTIVES:
1. The students will be able to recall knowledge they have acquired from
previous weather lessons given questions with 100% accuracy.
2. The students will be able to create a weather mobile dependent upon
current weather conditions given cardstock, scissors, glue, yarn, sticks, and
crayons with 100% accuracy.
MATERIALS:
 Classroom Weather calendar
 Individual Logbook papers
 Stapler
 Desk
 Weather diaries
 Homemade thermometer
 Thermometer
 “Oh Say Can You Say What’s the Weather Today?” book by Tish Rabe
 Two sticks (for each student)
 Yarn
 Scissors
 Hole punch
 Cardstock
 Glue
 Crayons
 Cotton balls (in case it is cloudy)
SUMMARY OF CONTENT:
 Introduce the lesson by reading “Oh Say Can You Say What’s the Weather
Today” by Tish Rabe
 A local Meteorologist will be invited to the classroom to talk about weather
and to basically sum up all that the students have learned this week.
 Students will be prepared to ask questions (they have made up before the
visitor arrives).
Questions could include:
How does Meteorologists predict the weather?
How do they know if it is going to be rainy, windy, sunny, or cloudy?
How do Meteorologists know what the temperature is?
30
How can they predict the temperature for other days?
How do they know when a storm is coming?
What is a Meteorologist’s job like?
Does a Meteorologist have to carry a truck full of weather tools to figure
out what the weather is going to be?
 A student will be chosen to pick a weather symbol paper to pin to the
weather calendar.
 A student will be selected to go and check the outside thermometer and
move the ribbon to the correct temperature on the homemade thermometer
to match the outside temperature for today. Provide the students with the
necessary material to design a mobile.
 Explain to the students that they will be Meteorologists for a while today
and will have to create something that shows the current weather conditions
(windy, snowy, cold, hot, foggy, etc.), current temperature, type of clothing
worn for the day, and the correct season of the year. Review different
types of weather; seasons and what weather usually occur in each one; what
types of clothes are worn during different seasons; and how to figure out
the current temperature. Students will be creating a weather mobile which
will indicate what they have learned from the unit.
CONNECTIONS:
 Students have prior knowledge of different types of weather.
 Students have heard weather forecasts and know somebody finds that
information out so it can be announced.
 Students have prior knowledge of the seasons.
 Students have prior knowledge of how to read temperatures.
 Students have prior knowledge of the type of clothing that should be worn
during certain types of weather.
 Students will be using Art to create their mobile.
 Students will be using Math to read the current temperature.
LEARNING ACTIVITIES:
 The papers for the individual weather logbooks will be passed back to the
students so they can assemble them and make their final book to take home.
 Take the students outside at the same time as yesterday, and record the
weather in their weather diaries by drawing a picture of today’s weather and
writing one word that describes the picture. Students may take their
diaries home today.
31
 Have students be Meteorologists for a while and create a mobile that
describes the weather for the day. This should include the season of the
year; the type of weather taking place such as rainy, cloudy, windy, snowy, or
sunny; the current temperature during the time of the activity; and the type
of clothes that should be worn on this type of day. An example of how to
create a mobile is shown on this webpage:
http://www.education.com/activity/article/weather-mobile-kindergarten/
It should be designed the same way, but have the required pictures hanging
on it, instead of those described on the webpage.
ASSESSMENT/EVALUATIONS:
The students will recall knowledge they have acquired from previous weather
lessons given questions with 100% accuracy. The students will also create a
weather mobile dependent upon current weather conditions given cardstock,
scissors, glue, yarn, sticks, and crayons with 100% accuracy. If the majority of
students receive 100% on these activities, the teacher may consider the unit as a
success. However, if the majority of students do not receive 100% on these
activities, it will be necessary to find out where the main problems are in regard to
the different lessons that were taught. Is the problem with seasons, type of
weather, clothing choices, or temperature? Once the problem is known, then the
teacher should re-teach those lessons to assist the students with the difficult
areas by modeling, providing guided activities, and individual activities. Reassessment should take place in whatever area the problem lies. If only a few
students fail to receive 100%, than the teacher or a gifted student should spend
some extra time re-teaching and re-assessing the lesson for improvement in the
areas that were not understood.
32
Pictures to be used for Four Seasons Lesson (Lesson 6)
WINTER
SPRING
SUMMER
FALL
33
Pictures of Activities to do in Different Weather (Lesson 2)
Winter/Sledding
Swimming/Summer
Building snowman/Winter
Flying Kite/Spring
Raking Leaves/Fall
Gardening/Summer
34
References
Casey, D. (1995). Weather everywhere. New York, NY: Macmillan.
DeWitt, L. (1993). What will the weather be? New York, NY: HarperTrophy.
Howell, W. C. (1999). I call it sky. New York, NY: Walker & Company.
Hutchins, P. (1974). The wind blew. New York, NY: Simon & Schuster.
Kindley, J. (1997). Scamper’s year. New York, NY: Bantam Books.
Martin, B. & Archambault, J. (1988). Listen to the rain. New York, NY: Henry Holt
Publishers.
Moore, J. E. (2000). Learning about weather: Science works for kids. Monterey,
CA: Evan-Moor Corporation.
National and local weather forecast, hurricane, radar and report. (n.d.). Retrieved
April 4, 2012, from http://weather.com
Rabe, T. (2004). Oh say can you say what’s the weather today? New York, NY:
Random House Publishers.
Sealls, A. (n.d.). Weather videos for teachers. Weatherthings.com. Retrieved
April 3, 2012, from http://weatherthings.com/TeacherVideos.html
Smith, G. S. (1997). Warm clothes. Mankato, MN: Pebble Books Publishing.