Grade: Kindergarten

Curriculum Areas: Science and Language Arts

Science:
Utah core objectives and Standards: Standard 2: Earth and Space Science.
Students will gain an understanding of Earth and Space Science through the
study of earth materials, celestial movement, and weather.
Already learned seasons, spring, summer, fall, and winter.
Objectives:
Objective 3: Compare changes in weather over time.
Language Arts:
Reading: Literature Standard 10
Language Standard 4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on kindergarten reading and content.
Materials:
Book: In Like a Lion, Out Like a Lamb by Marion Dane Bauer, Emily
Arnold McCully, white and colored paper, tape, pencils, scissors, crayons,
white board, dry erase markers, hand-out to graph weather, hand-out for
writing practice
Personal Objective: Have students have a better understanding of spring
weather seasons. Learn new vocab to describe the weather and different types
of weather and conditions that go along with different seasons. Learn the saying
in like a lion out like a lamb and what it means.
Essential Questions: Start by saying, March comes in like a lion and goes out
like a lamb.
Ask your class to describe lions (fierce, strong, roar) and lambs (gentle, friendly,
baa) and what type of weather each might represent.
Does understanding figurative language enhance literacy development in first
grade?
Vocabulary:
Unpredictable, (raindrops, blizzard, flurry, warm, cool, cold, windy,
sunshine, cloudy, hot, cool, stormy, hail, winter, spring, rainbows, foggy,
thunder, lightning, beautiful, pretty, calm, clear)- going over if needed
already have learned types of weather conditions.
DAP: Begins with an assessment of prior knowledge, hands on, real world
problem solving
Adaptations for EL: accommodate accordingly for students in the class: Visuals
area provided.
Adaptions for SPED: Accommodate accordingly for students in the class:
Visuals area provided.

Before lesson: Gather students at the rug for a read aloud and class discussion
Assess prior knowledge on seasons and weather. Talk about what
unpredictable means and how is a big part of the seasons and how
unpredictable spring are.
All of you are going to learn today that spring weather can be very unpredictable.
Does anyone know what unpredictable means? (It means we do not know what
the weather will be like from day to day or even hour-to-hour.) Sometimes in the
spring it rains and sometimes it gets really warm. Other times it gets windy, cold
and snows
Have you ever heard that spring can come in like a lion and go out like a lamb?
What could that mean?

March comes in with many windy and raining days and at the end of March, it
seems to get cool and nice weather outside.
IF SPRING COMES IN LIKE A LION AND GOES OUT LIKE A LAMB, WHAT
WOULD THE WEATHER BE LIKE?

Read book in like a Lamb out Like a Lamb.

Phase I:
1. Introduce the book In Like a Lion out Like a Lamb and go through a book
walk with the class (look at cover, author, illustrations, etc.)
2. Ask if any students have read the book and get any predictions about the
book.
3. While reading the book ask the class questions to make sure they are
understanding. Make sure they notice the difference between lion and
lamb weather.
4. Explain why people use the saying in like a lion out like a lamb look out
the window and vote on the days weather.
5. Predict if the month will come in like a lion and out like a lamb or opposite
and see if the saying is true.
6. ASK THE KIDS why people use the saying in like a lion out like a lamb.

Transition: Dismiss students at a few children at a time to go back to their

tables and have them get a pencil and a eraser out, be ready for next part of the
lesson. Show students what we will be doing in the phase II and if need more
help move back or stay at phase I.

1. Brainstorm weather describing words as a class about lion and lamb

weather and have the class write them on their handouts in the different
categories lion and lamb.

Phase II:

2. Roam the room and scaffold or help individual students if they have
questions or need a little extra help. .
 3. Transition: REVIEW weather describing words as a class about lion and
lamb weather and have the class write them on their handouts in the
different categories lion and lamb.
4. Explain the homework/ independent practice and give directions on how to
complete and when it is due back to school. I will assess their work to see
if they have a clear understanding of the assignment and the homework.

Phase III:
1. Track the weather for one month at home with their families. Use the words
in class and during the transition that T we came up with or new ones that
you want to describe the weather for each day (see handout that each
student will receive). Model the tracking for today on the same calendar
grid that each student will receive. At the end of the month, students will
return their calendars with the tracking to see if our predictions are true or
false and then compare everyones weather graphs to each others and the
book.

Word bank: rain, snow, hot, cold, warm, cool, sunny, cloudy, windy,
Or if the parents or students come up with other words to describe the lion or
lamb day they may do that.