Subject: Science Unit Title: Weather Patterns

Lesson Topic: Daily Weather Patterns

Lesson time: 30-45 minutes

Standard(s): K.E.3 The student will demonstrate an understanding of daily and seasonal weather patterns.
Indicator(s)/Objective(s)/Content:

Numbered Step-by-Step Procedures:

Introduction:

Indicator(s)/Cluster(s):

K.E.3A.2 Develop and use models to predict

seasonal weather patterns and changes.
K.E.3A.4 Define problems caused by the
effects of weather on human activities and
design solutions or devices to solve the
problem.

Overview: Students will learn about the daily weather patterns (Sunny, Cloudy, Foggy,
Rainy, Stormy, Windy and Snowy). They will learn to identify models to go along with
each weather pattern and understand that we must dress according to the weather and
are only allowed to do certain activities during a particular type of weather.

Activation of Prior Knowledge/Follow-up Instruction: What was the weather like

when you arrived to school today? (Hot, cold, warm, wet etc.) Did you have to wear
any additional clothing? (Hat, coat, raincoat etc.) [Ask for students responses]

Purpose: Understanding daily weather changes is important so we will be prepared

when they occur.

Relevance: Learning about the different weather changes will help us determine what
clothing we should wear and what activities we are able to do.

Expectations: Students are expected to remain quiet so everyone can listen. Also they
should only respond when being asked so everyone will have a chance to participate in
the lesson.

Attention Getter: (Show picture of Disneys character Olaf) Who is this? What is
Olaf? In what kind of weather can you build a snowman like Olaf? Why? [Ask for
students responses] The weather affects what clothes we wear and what activities we
can do. There are many changes in the weather.

Objective(s):

Students will be able to recognize daily

weather patterns by developing and using
models for the weather changes.
Students will be able to define problems
caused by the weather on human activities and
design solutions to solve the problem by
identifying appropriate clothing and activities
for the weather changes

Key vocabulary and concepts to be

addressed in this lesson:

Weather- the state of the atmosphere.

Pattern- a repeated design.
Model- representation of a thing.

Lesson Development:

Content Presentation: [Shows PowerPoint presentation while discussing each slide

Clothing- clothes you wear.

asking questions] (Ex. When its Sunny outside, it is hot as there is lots of sunshine.
You can play outside, go swimming and wear sunglasses, T-shirts, shorts etc.)

Activity- a thing that a person or group does.

Assessment Presentation: Today we will complete a few activities relating to the

weather. First, we will practice our weather symbols followed by clothing then
activities.

Modeling: [I will use SMART Board to demonstrate how to complete the assessment
activities] (Ex. For this activity we will draw symbols to represent the weather patterns.
What symbol can you draw to represent Rainy weather? [Asks student] Yes, a raindrop.
Lets draw it.)

Guided Practice: Turn to the person next to you and share your favorite activity that
you like to do outside. In what type of weather can you do this activity? [Walk around
and monitor discussions]

Independent Practice: [Distributes worksheets] 1. Draw a symbol or model that best

illustrates each weather change. 2. Draw a line to match each clothing to its appropriate
weather. 3. Circle the activities that you can do outside according to the weather.

Lesson Assessment(s):
1. Weather Symbols
2. Weather Clothing
3. Weather Activities

Assessment details:
1. Students will complete an activity in
which they are to draw a symbol that
illustrates each weather change.
2. Students will complete a worksheet in
which they are to draw a line to match
the appropriate clothing for each
weather change.
3. Students will complete a worksheet in
which they are to circle the appropriate
activity for each weather change.

Criteria for mastery:

1. To master the learning objective by
accuracy drawing a model for the
weather changes.
2. To master the learning objective by
accuracy matching the appropriate
clothing for each weather change.
3. To master the learning objective by
accuracy matching the appropriate

Closure:

Summary of lesson (with student involvement): Today we learned about many weather
changes, lets review what we now know about the weather. [Ask a series of questions
and allow the students to answer together]

1. When the sun is shining bright, it is? Sunny.

2. When the clouds are above in the sky, it is? Cloudy.
3. When the clouds are below on the ground, it is? Foggy.
4. When there is rain, it is? Rainy.
5. When there is rain, thunder and lighting, it is? Stormy.

activities for each weather change.

6. When there is snow, it is? Snowy.

Now lets watch a video about the weather. [Show video that illustrates the weather]
https://www.youtube.com/watch?v=RmSKsyJ15yg

Connections to future lessons/subjects: During our next unit we will learn about the
different weather seasons (Fall, Spring, Summer, Winter) and discuss the different
characteristics they have as well as the weather pattern for each.

Special accommodations (ALL are required and/or fully explained):

Accommodations planned for:

o Rate of Learning (tasks for early finishers AND provisions for those who struggle or need more time): Students
who finish early will be able to choose an activity from the early finishers box. (ex. Coloring page) Students who
struggle or need more time will be able to finish the activity at home or during independent reading time.
o Ability Levels (advanced AND struggling): Students who are advanced will be asked to assist those who are
struggling. I will also give assistance to those who may be struggling.
o Learning Styles (visual, auditory, AND tactile/kinesthetic): Visual learners will be accommodated through the use of
a PowerPoint presentation and video. Auditory learners will be accommodated through verbal instructions and group
discussions. Kinesthetic learners will be accommodated through hands-on activities. (Ex. Students will design a symbol
that illustrates each weather change.)
o Special Needs (per IEP or 504 plan): There are no IEPs or 504 plans for kindergarten.
o Varied Perspectives (Intellectual, cultural, AND social): Intellectual perspectives are addressed through weather
models. Social perspectives are addressed by talking with a partner. Cultural perspectives are addressed by informing
how SC weather is different from other places. (Ex. In SC, it does not snow as much in winter as some places so winter
activities may be different for SC.)

Materials:

Student: Pencil, paper, worksheets

Teacher: SMARTBoard, Computer with internet access

List Required Attachments (Daily and Unit Assessments, handouts, PowerPoints, etc.):
1. Daily Weather Patterns PPT