Stephanie Nalepa

Grade: Kindergarten
Subject: Science
Unit: Weather
Lesson Seven: Concluding Lesson

I. Standard
Next Generation Science Standards
K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time.

K-ESS2-1.1.1: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.

K-ESS2.1.4.1: Use observations (firsthand or from media) to describe patterns in the natural world in order to answer
scientific questions.

KESS2.D: Weather is a combination of sunlight, wind, snow or rain, and temperature in a particular region at a
particular time. People measure these conditions to describe and record the weather and to notice patterns over
time.

K-ESS3-2: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond
to, severe weather.

K-ESS3-2.ETS1.A.1: Asking questions, making observations, and gathering information are helpful in thinking about
problems.

Common Core State Standards

K.CC.C.6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of
objects in another group, e.g., by using matching and counting strategies.

K.MD.B.3: Classify objects into given categories; count the numbers of objects in each category and sort the
categories by count.

II. Objective/Target and I Can Statements

The learner will be able to use their weather observations to graph their data.
I can graph my weather observations data.

The learner will be able to identify the most common and least common types of weather.
I can name the type of weather that happened the most times and the least times.

The learner will be able to discuss their findings from their data.
I can discuss my data.

III. Lesson Management: Focus and Organization

Instructional Methods:
Video
Whole group discussion
Work on the graph of the data
Whole group worksheet completed with the teacher

Engagement Strategies:
Whole group discussion
Calling on students with a listening body and/or on random students by pulling sticks
Turn and talk
Moving from sitting at the front of the room in a group, to sitting at their desks, to outside, to back inside at
their seats
Observing the weather through the weather watchers
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 Individual/group work on the data graph

Materials Needed and Prepared:

Computer
Projector
Screen
ELMO Projector
Seasons Song Video: https://www.youtube.com/watch?v=8ZjpI6fgYSY
1 Graph of Data per student
1 weather watcher per student
1 weather observation chart per student and teacher (+several extra copies)
Pencils and erasers for students
Crayons for students
1 Weather Observations Data Reflection Sheet for the teacher (to complete with students)

IV. Introduction
The teacher will activate prior knowledge, will review something that the students already know, and will
generate interest by having the students come to sit at the front of the room to watch the Seasons Song
Video.
The review, activating prior knowledge, and generation of interest will continue after the video the teacher
will tell students that today is the last day that they will be learning about weather.

V. Input
A. Task Analysis:
TTW begin by reviewing the different types of weather and the seasons by calling on students to answer the
following questions:
o Check for Understanding: Name the seasons?
o Check for Understanding: Identify the type of weather you might typically see in Spring?
o Check for Understanding: Compare the type of weather that occurs in the Winter and in the
Spring? How are they similar? How are they different?
o Check for Understanding: Defend why spring can be cold and warm.
o Check for Understanding: Evaluate if the beginning of spring, so right after winter ends, like
this week- the first week of spring, would probably be colder or warmer? Support your
thoughts with reasons.
The students will now have time to use their weather watchers through the class windows (there are 3 large
windows) to observe the weather.
Once students complete observing the weather with their weather watchers (this should take no more than 1
minute and the teacher may need to guide students during this in order to keep them on task and focused)
they may return to their seat and open their weather book to their weather observations calendar.
After all of the students have had the chance to observe the weather (or once time is up) TTW prompt all
students that it is time to return to their seats and to open their weather book to their weather observations
calendar.
TTW guide the students in completing their weather observation for the day.
Check for Understanding: Choose which weather symbol would be best to use for todays weather
observation.
TTW point out to students that they have one new sheet already stapled to their weather book, which they
can find on the last page. TTW ask students if they might have any idea as to what they may be doing with
this sheet of paper.
o TTW call on students to discuss their thoughts and will answer appropriately.
TTW tell students that they will be graphing all of their weather observations data on this page.
TTW call on students to name the weather symbols listed at the bottom of the weather observations
data page.
TTW model the process to complete one section of their weather data observations sheet:

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 o TTW think aloud and name what the first weather symbol is on their weather observations data
sheet, and will note that now she is going to look at her calendar to count how many days
have that symbol on it.
o TTW display the March weather observations sheet on the ELMO projector for students to
see.
o TTW start at March 9th and will think aloud about how that day has the rainy and windy
symbols, so she is not going to count that day.
o TTW continue onto March 10th, and will then continue to March 11th, making sure to stop and
think aloud about how that day has a sun on it, which is the symbol for sunny, so she can
count that.
o TTW move onto March 12th, making sure to think aloud and note that march 12th does have a
sun on it, but it also has a cloud on it
Check for Understanding: Can one day have different types of weather? Explain?
Check for Understanding: Think to yourself and decide if different types of weather
happen at the same time? Think of an example or time when this might happen to
support your thinking.
o TTW continue pointing to each day that has recorded weather data on the weather
observations page, while counting aloud the days that have the sunny symbol. Once the
teacher is done, the teacher will repeat the number that she got (4 sunny days).
o TTW then display the weather observations data sheet on the ELMO projector and will prompt
students to think about what they might think they should do now. TTW call on a student to say
the answer (color in 4 boxes above the sunny symbol).
o TTW show students how to color in their graph properly, making sure to think aloud about how
neat she is coloring in so that it is easy to read.
o The students will color in 4 boxes above the sunny symbol.
TTW work with students (WE DO) to complete the remaining weather symbols: partly cloudy, cloudy,
rainy, stormy, snowy, windy, foggy. TTW make sure to prompt students at appropriate times with the
following questions:
o Check for Understanding: Differentiate between rainy and stormy, how are they different? How
are they the same?
o Check for Understanding: Compare and contrast cloudy and partly cloudy.
Once the teacher and the students have all completed coloring in their weather observations data graph
the teacher will prompt students to look at and think about their data and their graph.
TTW think aloud about how she wants to easily see how many days each type of weather was recorded
in March.
TTW model counting how many boxes are colored in for the sunny symbol and will model writing the
number 4 right underneath the symbol.
The students and teacher will work together to count the following symbols: partly cloudy, cloudy, rainy,
stormy (WE DO).
The students will count aloud how many boxes are colored in for the following symbols: snowy, windy,
foggy (WE DO), with the teacher following along, but not counting along with the students, on the
ELMO projector.
TTW model using a black crayon to outline the rainy column and number, making sure to think aloud
and reiterate the fact that the students observed rainy weather more than any other type of weather,
which is why they are outlining its column in black and staring the top of the column.
o Once students have completed this they may close their books and return to the front of the
room to sit on the carpet.
TTW display her own weather observations data reflection sheet on the ELMO projector for students to
see.
TTW read the first question aloud to the students:
o Check for Understanding: What type of weather happened the most?
o Students will turn and talk with a partner about what they think the answer is to question one
as the teacher places her own weather observations calendar on the ELMO projector for
students to see and remember.
o TTW discuss students thoughts as a class and will place the weather observations data
reflection sheet on the ELMO projector for students to see and to write the correct answer on.
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 TTW read the second part of question one to the students:
o Check for Understanding: How many times?
o Students will turn and talk with a partner about what they think the answer is to question one
as the teacher places her own weather observations calendar on the ELMO projector for
students to see and remember.
o TTW discuss students thoughts as a class and will check their answer by counting the number
of boxes on their graph for Rainy with students.
o TTW place the weather observations data reflection sheet on the ELMO projector for students
to see and will introduce the idea of writing the word for the number five. TTW sound out the
word five with students and will write each letter as students spell out the word with the
teacher.
TTW repeat the above steps (appropriately) for part one and two of the second question:
o Check for Understanding: What type of weather happened the least?
o Check for Understanding: How many times?
TTW place their weather observations data sheet on the ELMO projector for students to see and will
then move to sit in front of the class at the front of the room, instead of by the desk next to the ELMO
projector.
Check for Understanding: What seasons were we in when we observed the weather in March?
Check for Understanding: Decide if our weather observations match the type of weather the occurs in
winter and spring?
Check for Understanding: Assess why it did not snow when it was Winter in our weather observations?
Check for Understanding: Justify why it might snow tomorrow if it is Spring?

B. Thinking Levels: Revised Blooms Taxonomy Questions To Engage Students Thinking

Remember:
o Name the seasons?
o What seasons were we in when we observed the weather in March?

Understand:
o Identify the type of weather you might typically see in Spring?

Apply:
o Use the chart on the board to help you illustrate your prediction of what you might see through your
weather watchers in the next few weeks.
o What if we notice several different types of weather in one day? Explain how we could show this?
o Choose which weather symbol would be best to use for todays weather observation.

Analyze:
o Compare the type of weather that occurs in the Winter and in the Spring? How are they similar?
How are they different?
o Can one day have different types of weather? Explain?
o Differentiate between rainy and stormy, how are they different? How are they the same?
o Compare and contrast cloudy and partly cloudy
o What type of weather happened the most?

Evaluate:
o Defend why spring and fall can be cold and warm.
o Evaluate if the beginning of spring, so right after winter ends, like this week- the first week of spring,
would probably be colder or warmer? Support your thoughts with reasons.
o How many times?
o Decide if our weather observations match the type of weather the occurs in winter and spring?
o Assess why it did not snow when it was Winter in our weather observations?
o Justify why it might snow tomorrow if it is Spring?

Create:

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 o Think to yourself and decide if different types of weather happen at the same time? Think of an
example or time when this might happen to support your thinking.

C. Accommodations- Differentiating To Meet Student Needs

Remediation/Intervention: Students who may need additional assistance in understanding and discussing
the topics will benefit from working with partners to discuss questions asked, may benefit from whole group
discussion, and will benefit from the teacher also writing the weather words and events, as well as the
symbols/illustrations that represent each weather type/event. Miss Piccard will also be circulating the room
as the students work on their prediction page and on their first observation recording to gain a better sense
of who is grasping the content and procedures, and who is not.

Extension/Enrichment: Students who show considerable comprehension will benefit from working with
partners to discuss questions and prompts asked, as they can then share their understanding with their
partner. These students may also choose to not use the visual support from the teacher as they complete
their prediction page.

Learning Styles: Students will benefit from a variety of teaching styles used:
o Linguistic: discussion throughout the lesson, recording weather observations
o Interpersonal: Turn and talk with partners
o Spatial & Musical: Seasons Video
o Intrapersonal: Thinking to self, working on the last column of the graph independently.
o Logical/Mathematical: Thinking about questions asked, graphing and recording weather.

D. Methods, Materials, and Integrated Technology

Instructional Techniques: Video, whole group discussion, individual and whole group work on weather
observation data page, whole group participation in completing the weather observation data reflection
page.

Engagement Strategies: Whole group discussion, calling on students with a listening body and/or on
random students by pulling sticks, turn and talk, moving from sitting at the front of the room in a group, to
sitting at their desks, to outside, to back inside at their seats, observing the weather through the weather
watchers, individual/group work on the data graph.

Materials and Integrated Technology List: Computer, projector, screen, ELMO Projector, Seasons Song
Video: https://www.youtube.com/watch?v=8ZjpI6fgYSY, 1 Graph of Data per student, 1 weather watcher
per student, 1 weather observation chart per student and teacher (+several extra copies), Pencils and
erasers for students, Crayons for students, 1 Weather Observations Data Reflection Sheet for the teacher
(to complete with students).

VI. Modeling: I DO
TTW model the process to complete one section of their weather data observations sheet:
o TTW think aloud and name what the first weather symbol is on their weather observations data
sheet, and will note that now she is going to look at her calendar to count how many days have
that symbol on it.
o TTW display the March weather observations sheet on the ELMO projector for students to see.
o TTW start at March 9th and will think aloud about how that day has the rainy and windy symbols,
so she is not going to count that day.
o TTW continue onto March 10th, and will then continue to March 11th, making sure to stop and think
aloud about how that day has a sun on it, which is the symbol for sunny, so she can count that.
o TTW move onto March 12th, making sure to think aloud and note that march 12th does have a sun
on it, but it also has a cloud on it
o TTW continue pointing to each day that has recorded weather data on the weather observations
page, while counting aloud the days that have the sunny symbol. Once the teacher is done, the
teacher will repeat the number that she got (4 sunny days).
TTW show students how to color in their graph properly, making sure to think aloud about how neat she is
coloring in so that it is easy to read.
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 TTW think aloud about how she wants to easily see how many days each type of weather was recorded in
March.
TTW model counting how many boxes are colored in for the sunny symbol and will model writing the
number 4 right underneath the symbol.
TTW model using a black crayon to outline the rainy column and number, making sure to think aloud and
reiterate the fact that the students observed rainy weather more than any other type of weather, which is
why they are outlining its column in black and staring the top of the column.

VII. Checking for Understanding

Formative Assessment Questions:
Name the seasons?
Identify the type of weather you might typically see in Spring?
Compare the type of weather that occurs in the Winter and in the Spring? How are they similar? How are
they different?
Defend why spring can be cold and warm.
Evaluate if the beginning of spring, so right after winter ends, like this week- the first week of spring, would
probably be colder or warmer? Support your thoughts with reasons.
Choose which weather symbol would be best to use for todays weather observation.
Can one day have different types of weather? Explain?
Think to yourself and decide if different types of weather happen at the same time? Think of an example or
time when this might happen to support your thinking.
Compare and contrast cloudy and partly cloudy
What type of weather happened the most?
How many times?
What seasons were we in when we observed the weather in March?
Decide if our weather observations match the type of weather the occurs in winter and spring?
Assess why it did not snow when it was Winter in our weather observations?
Justify why it might snow tomorrow if it is Spring?

VIII. Guided Practice: WE DO

TTW guide the students in completing their weather observation for the day.
TTW point out to students that they have one new sheet already stapled to their weather book, which they can
find on the last page. TTW ask students if they might have any idea as to what they may be doing with this sheet
of paper.
TTW work with students (WE DO) to complete the remaining weather symbols: partly cloudy, cloudy, rainy,
stormy, snowy, windy, foggy. TTW make sure to prompt students at appropriate times with the following
questions:
The students and teacher will work together to count the following symbols: partly cloudy, cloudy, rainy, stormy.
The students will count aloud how many boxes are colored in for the following symbols: snowy, windy, foggy,
with the teacher following along, but not counting along with the students, on the ELMO projector.
TTW place the weather observations data reflection sheet on the ELMO projector for students to see and will
introduce the idea of writing the word for the number five. TTW sound out the word five with students and will
write each letter as students spell out the word with the teacher.

The teacher and students will discuss the following questions and answers together:
o Can one day have different types of weather? Explain?
o Think to yourself and decide if different types of weather happen at the same time? Think of an
example or time when this might happen to support your thinking.
o Differentiate between rainy and stormy, how are they different? How are they the same?
o Compare and contrast cloudy and partly cloudy.
o What seasons were we in when we observed the weather in March?
o Decide if our weather observations match the type of weather the occurs in winter and spring?
o Assess why it did not snow when it was Winter in our weather observations?
o Justify why it might snow tomorrow if it is Spring?

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IX. Collaborative (YOU DO TOGETHER) and/or Independent Practice (YOU DO)
TTW call on students to name the weather symbols listed at the bottom of the weather observations data page.
TTW repeat the above steps (appropriately) for part one and two of the second question:
o Check for Understanding: What type of weather happened the least?
o Check for Understanding: How many times?
Turn and Talk:
o What type of weather happened the most?
o How many times?
o What type of weather happened the least?
o How many times?

X. Closure:
The teacher will elicit student input and feedback by asking students if they learned about a new kind of weather
today, if they enjoyed learning about weather for the past few weeks.
The teacher will connect todays activities to future learning experiences by reminding students why it is
important to understand the weather- so that you can prepare for the weather, especially severe weather and/or
unexpected weather.

XI. Assessment
The teacher will know if the objectives/learning targets were met by observing students throughout the
discussion. If students are not participating throughout the discussion, then it may be wise to be sure to provide
this student with extra support in the following lessons, which are aimed to really teach new concepts to the
students.
The teacher should also record any misconceptions that students may have, so that they can be addressed at
the appropriate time in future lessons.
The students answers to formative assessment questions asked throughout discussion, and students completed
activity pages should be used to drive further discussion and instruction, if needed.

Sources
Butler, L. (2015, August 28). 2015-2016 Weather Journal [Web log post]. Retrieved from
http://www.onebeautifulhomeblog.com/2015/08/2015-2016-weather-journal/

Discovery education. (2012). Sky and weather: Session 6, 7, and 8. Retrieved from:
https://app.discoveryeducation.com/techbook/concept/conceptGuid/2BBB6B60-C746-4FFC-BFFB-
E93DB4A673DC/unitGuid/CBE211C1-E9A0-4E19-AD2E-341EBCEEC572#/tab=model-lesson-
tab&page=1&subTab=sessions67and8

Have fun teaching. (2015, May 18). Seasons song video. [Video file]. Retrieved from:
https://www.youtube.com/watch?v=8ZjpI6fgYSY

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 Reflection
Lesson Seven: Concluding Lesson

Refer to your objective(s)/target(s): how do you know that the objective(s)/target(s) was met? What is your
evidence?
The students did meet the following objectives: The learner will be able to know the different types of weather and
weather events. I can name different types of weather. & The learner will be able to use their understanding of different
types of weather to make predictions. I can make weather predictions. I can draw and write my weather predictions. I
know that the students did meet the following objectives based on their work and based on our class discussions. Only
several students did not fully complete the weather prediction worksheet, which consisted of drawing their prediction of
the weather and writing 2-3 words that describe their picture and prediction. On the other hand, several students went
above my expectations and wrote a sentence or two about their drawing and their prediction.

Using your assessment data how will you change the lesson or instruction for the next time?
After looking at my assessment data and observations I plan on moving on throughout the unit to now focus on seasons.
However, because these types of weather and weather terms are now new to the students, I am going to make sure to
review weather throughout the remaining lessons. I also hung up the anchor charts in the room where all students could
see them, so that I can always refer to them when needed and so that students can refer to them, as well.

How well did the students perform/respond? Were all my students engaged?
For the whole first half of the lesson consisting of a discussion, the students did very well at being engaged. They
responded very well to all of my questions and participated in the discussion. The students also seemed to enjoy drawing
their weather predictions. They were able to remain engaged and focused as they drew their predictions. I think that
knowing that they were going to be able to use the weather watchers after the lesson was over helped to keep them
going.

How was my timing?

Despite the fact that the students remained engaged throughout the entire lesson, we got a late start, which did not allow
for enough time for the students to use their weather watchers. The students and I were disappointed by this, so I am
planning on meeting them outside tomorrow morning when I pick them up from drop-off with their weather watchers to
observe the weather with them!

What did everyone know? What did no one know? Were there any surprises?
I saw a lot of improvement in students understanding of weather in todays lesson, compared to yesterdays. The students
were able to identify various weather terms and were also able to describe the terms and different types of weather.

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