Part B: Plans for Learning Segment

Learning Experience 1
Title: Introduction to Weather
Applicable Learning Standards:

K-ESS2-1. Use and share observations of local weather conditions to describe

patterns over time.
CCSS.ELA-LITERACY.SL.K.2 Confirm understanding of a text read aloud or
information presented orally or through other media by asking and answering
questions about key details and requesting clarification if something is not
understood.
CCSS.ELA-LITERACY.RI.K.10 Actively engage in group-reading activities with
purpose and understanding.

Targeted Age Group: Kindergarten

Content Area: Science
Rationale/ Purpose for the lesson: The purpose of the lesson is to introduce students to
the topic of weather and words that relate to the weather such as sunny, rainy, snowy,
windy, and cloudy.
Learning Objectives:
Students will engage with a video about weather and listen for weather
vocabulary words
Students will think and share what they know about the weather
Students will listen and identify weather words found in a book read aloud
Students will use their new knowledge of the weather to predict what tomorrows
weather will be
Instructional Resources and Materials:
1. Smart Board
2. Computer
3. Video-Sesame Street - Grover reports the weather,
https://www.youtube.com/watch?v=ZkRLPwmLZNo
4. Large pad of white paper
5. Markers
6. Book- Oh Say Can You Say Whats the Weather Today? Rabe, T. (2004). Oh san
can you saw whats the weather today?: All about weather. New York: Random
House
7. Poster Board
8. Cut outs of the sun, snow, rain, clouds, and wind
9. Cut outs of each students name
10. Weather labeling worksheet
Time: 30 minutes

Preparation: Before performing this lesson, make sure the video is pulled up on the
Smart Board and test it to make sure it plays. Cut out the sun, snow, rain, clouds, and
wind for the prediction chart, and have the students names also cut out and ready to be
adhered to the chart. The chart should be hanging on the wall at eye-level for the
students so that they can place their name under the weather category that they predict.
Instructional Strategies and Learning Activities:
1. Begin the lesson with having the students sit in their assigned color square on
the carpeting
2. Explain to the students that today they will be learning about the weather
3. Explain that they will be watching a short video on the weather and to make sure
they use their listening ears to listen for weather words
4. Play the Sesame Street video once they are all sitting quietly, facing the Smart
Board
5. Once the video is over, have the children rotate their bodies so that they are
facing the large white pad of paper
6. Draw a mind map layout on the white pad of paper
7. Write the word weather in the main circle
8. Ask the students to think about the weather words that they heard in the video or
if they an think of any other words that relate to weather
9. Have them raise their hands when they think of a weather word
10. Begin to call on the students who have their hands raised
11. Once a student shares their word, write the word connected to the main bubble
that has the word weather in it and draw a small picture next to the word
depicting it, ex- if they say the word rain, the teacher would write rain and then
draw a couple of rain drops next to it so that the students have a visual to help
understand the word
12. Keep adding words around the word weather until the students can not think of
any new ones
13. If they are missing any important weather words, give them some clues to help
them think of the missing ones
14. Once the weather mind map is completed, have the students stand up and act
out different weather patterns with their bodies ex- When the teacher says windy,
the students will move their arms back and forth
15. Have the students sit down and face the rocking chair
16. Announce to the class that you will read a story about the weather
17. Explain to them that when they hear a weather word they should clap
18. Remind them only to clap when they hear a weather word
19. Begin reading the book and listen to hear if the children are clapping at the
weather words
20. If the students forget to clap at a word, pause and point out the weather word
they forgot to clap at
21. Once the book is over, have the students look over at the weather mind map
22. Read the words aloud, and have the children raise their hands if they heard the
specific weather word in the book
23. Next, have the students walk over to the window to look outside at the current
weather
24. Call on a student who has their hand raised to share what the weather look likes
today

25. Next, explain to the children that they are all going to predict what the weather
will be like tomorrow
26. Explain the definition of prediction to the students
27. Show the students the prediction area, which is the section of the wall that has
the cutouts of the sun, rain, snow, clouds, and wind on it
28. Show them how each student has a strip of paper with their name on it
29. Explain how they will place their name under the picture of the specific weather
that they predict will be the weather condition tomorrow
30. Explain how tomorrow during science they will check the weather and see whose
prediction was correct
31. After the students make their predictions and place their names on weather
chart, have them go back to their tables
32. Pass out a weather worksheet to each student
33. Stand where all the students can see, and explain the worksheet
34. Show how they will cut out the weather words at the bottom of the worksheet and
then glue them next to the weather picture that matches the word
35. Remind them to put their names on the worksheet
36. When they have completed the worksheet they will turn it in in the homework
basket
Informal and/or Formal Assessment: Observe the students while reading the book to see
if they are raising their hands when hearing the weather words that are read aloud.
Teacher will write notes on a sheet of paper about the children who are engaged with the
lesson and students who are not engaged. Observe if students are able to provide words
that describe and support the word weather during the weather bubble map activity.
Observe if the students are able to place their names under the weather category that
they have predicted for tomorrow. Once the students have completed their worksheets,
check to see if they labeled the weather pictures with the correct weather words.
Learning Experience 2
Title: Dress for the Weather
Applicable Learning Standards:

K-ESS2-1. Use and share observations of local weather conditions to describe

patterns over time.

CCSS.ELA-LITERACY.L.K.5.A Sort common objects into categories (e.g.,

shapes, foods) to gain a sense of the concepts the categories represent.

CCSS.ELA-LITERACY.W.K.8 With guidance and support from adults, recall

information from experiences or gather information from provided sources to
answer a question.

Targeted Age Group: Kindergarten

Content Area: Science
Rationale/ Purpose for the lesson: The purpose of the lesson is to allow students to
relate the weather and categorize it correctly to what they wear and what activities they
are involved with.

Learning Objectives:
Students will talk about and share what they wear and do in certain weather
conditions
Students will sort out and categorize specific clothing and activities to the correct
weather
Students will choose the correct clothing to physically wear in the given weather
condition
Instructional Resources and Materials:
1. Book- Weather Wear Teddy BearRutten, N. (2000). Weather wear teddy bear:
Boston. Houghton Mifflin Harcourt.
2. Yellow chart
3. Large pad of white paper
4. Markers
5. Cut outs of the words sunny, snowy, rainy, windy, and cloudy
6. Small cut outs of items for each weather category7. Clothing items8. Weather die
Time: 30 minutes
Preparation: Before performing this lesson, cut out and laminate the items that will be
sorted into the correct weather categories. Also, collect and bring in the clothing that will
be used for them to dress-up in.
Instructional Strategies and Learning Activities:
1. Begin the lesson with having the students sit on the their assigned color squares
on the carpeting
2. Explain that todays lesson will be about what to wear and do in certain weather
conditions
3. Begin with reading a book about a bear and what he wears in different types of
weather
4. After the book is finished, ask the students about what they wear in different
types of weather
5. Write their answers down on a large piece of white paper
6. Next, ask them what they like to do in the different types of weather
7. Once again write down their answers on a large piece of white paper
8. Next, show them the chart with all the weather words labeled at the top and the
laminated pictures with different clothing and activities on them
9. Explain how they will match the specific clothing item or activity to the correct
weather category by putting it in the correct category
10. Call on students who are sitting criss cross apple sauce on the rug with a bubble
in their mouth
11. Choose a picture and then call on a student
12. Once a student is called on, he/she will come up and place the picture of the item
of clothing or activity in the correct category

13. Once all the items have been placed in the correct weather category, explain to
the students that some of the clothing can be worn in a couple of the categories,
not just one
14. Next, explain to the students that they will be participating in a fun activity that will
allow them to physically pick and put on the correct clothing for a specific type of
weather
15. Display the clothing items in front of the class and describe what each type of
clothing is
16. Call on a student by using the popsicle sticks that have their names on it
17. The student will roll a die that has a picture and the weather word of all the
different types of weather on it
18. After the student rolls the die, they will look at what weather word they landed on
19. After reading aloud the word, they will walk to the front of the class and pick out
the correct clothing items to wear ex- if the die said rainy, they would pick out a
pair of rain boots, rain jacket, and umbrella
20. They will put on the clothing items and then think of something they would do
while wearing the clothing in the specific type of weather they rolled
21. They will then share with the class what they decided to do
22. The student will then take off the clothing and the teacher will pick another
student to come up, roll the die, and choose the clothing to wear in the specific
type of weather
23. The lesson will be completed after a good number of students have had a
chance to dress up
Informal and/or Formal Assessment: Observe the students to see if they can correctly
match and sort out the clothing and activities into the correct weather categories. Next,
observe if they can pick out the correct clothing that is appropriate for the weather word
that was rolled. See if they can think of and share an experience or activity in which they
would be wearing the clothing that they put on.
Learning Experience 3
Title: Weather Opinion Writing
Applicable Learning Standards:

K-ESS2-1. Use and share observations of local weather conditions to describe

patterns over time.

CCSS.ELA-LITERACY.W.K.1 Use a combination of drawing,

dictating, and writing to compose opinion pieces in which they
tell a reader the topic or the name of the book they are writing
about and state an opinion or preference about the topic or book
(e.g., My favorite book is...).

CCSS.ELA-LITERACY.L.K.2.D Spell simple words phonetically, drawing on

knowledge of sound-letter relationships.
CCSS.ELA-LITERACY.W.K.8
With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.

CCSS.ELA-LITERACY.L.K.2

Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.
Targeted Age Group: Kindergarten
Content Area: Writing
Rationale/ Purpose for the lesson: The purpose of the lesson is for students to write
about a specific type of weather and what they like to do on a day when that weather
occurs.
Learning Objectives:
Students will use local weather conditions to describe what they like to do
Students will write about a type of weather, and describe what they like to do in
the specific type of weather
Students will draw a picture that depicts what they like to do in their chosen type
of weather
Students will spell words using their previous knowledge of sound- letter
relationships
Students will reflect on past experiences to help choose an activity they like to do
in a specific type of weather.
Instructional Resources and Materials:
1. White paper with half the page for writing and the other half for drawing
2. Pencil
3. Writing Prompt
4. Camera
5. Crayons
6. Markers
Time: 20 minutes
Preparation: Before performing this lesson, make the appropriate number of copies of
the sheet of paper that the students will be writing and drawing on, Also, have the
prompt already written so that the students will be able to look up at the board and see it
already written.
Instructional Strategies and Learning Activities:
1. Begin the lesson with reviewing what the students have learned about over the
past week
2. The students will be sitting at their tables and will have their pencil boxes with
them
3. Ask them questions about what they do in different types of weather to refresh
their minds
4. Next, explain the writing the assignment that the students will be completing
5. Use the overhead to show the writing prompt that the students will be using
6. Read aloud the reading prompt- When it is______ I like to ________

7. Keep the overhead on so that the students can look up at it to see how to spell
the words
8. Next, pass out to each student a piece of paper that has a box for the students to
draw a picture in and lines for them to write on
9. Explain to the students that they need to think of their favorite type of weather
and what they like to do in it.
10. Have them write out their favorite weather and their reason why by using the
writing prompt
11. Then have them draw a picture that relates to their reason of why they choose a
specific type of weather as their favorite
12. Tell them that their picture should support their writing and relate to it
13. Allow them 20 minutes to complete this activity
14. They may use a pencil to write and crayons and markers to make their picture
15. If they do not finish in the time allotted, allow them to work on it the following day
during morning seat work
Informal and/or Formal Assessment: Observe the students while they are writing. See if
they can correctly write out their letters and words following along with the prompt. Next,
observe how they spell out their other words that are not in the prompt. See if they can
sound out the sounds of the words to write it out. Observe if they need assistance and
how much of assistance when spelling out their words. Check to see if they capitalized
the first letter of their sentence and ended their sentence with punctuation. Check to see
if their picture correlates to their writing.