Kindergarten Earth Science Unit (K.E.1.)
Decision 1: What will students learn in this unit?
Standards Addressed:
Science:
K.E.1. Understand change and observable patterns of weather that occur from
day to day and throughout the year.
Reading Informational
Text:
RI.K.10, RI.K.9, RI.K.8, RI.K.4, RI.K.3, RI.K.2, RI.K.1
Math:
K.CC.3, K.CC.7, K.CC.6, K.CC.5. K.CC.4, K.CC.1, K.MD.3, K.MD.2,
K.MD.1, K.OA.1, 1.MD.4, 2.MD.10
Writing:
W.K.2, W.K.1,W.K.3
Technology:
K.TT.1
What do I want my students to KNOW, UNDERSTAND and be able to DO at the end of this unit?
Know
Understand
I can name types of weather.
Weather changes (seasonally, daily).
I can use my five senses when
observing weather.
Weather affects people (clothing,
activities, work, animals).
I can use observations to decide
that that weather is different
from season to season.
Change happens to many things
based on observation using senses.
I can compare weather patterns
that are connected to each
season.
I can use vocabulary related to
weather.
Essential vocabulary:
rain
snow
wind
hot
cold
seasons
spring
summer
fall
winter
fog
weather
precipitation
temperature
thermometer
predict
observe
identify
difference
compare
hail
Tools:
rain gauge
thermometer
anemometer
graphs and charts
wind sock
Decision 1 – What will students learn in this unit?
Do
I can name familiar objects in
photographs associated with
weather conditions.
I can name likes/preferences
related to weather.
I can record in a weather
journal.
I can use weather vocabulary
appropriately.
I can use weather instruments
correctly.
I can report weather conditions.
Decision 2: Assessment
Plan for how students will indicate learning and understanding of the concepts in the unit.
How will you assess learning?
*Teacher observation and judgment will play a major role in assessing student success.
Possibilities/options:
Pre-assessment: KWL chart on weather knowledge
Short answer tests or quizzes
Student logs, science journals and informal writing: Weather journal
Lab activities: Center assessment sheets, weather reports using Flip videos
Formal writing assignments: informational writing samples, graphic organizers
Informal or formal student Interviews, conferences, observations etc.
Technology assessment: videos, PowerPoint, Photostory, documents
___________________________________________________________________________________
Describe the performance, product, or project that will be the culminating activity
for the unit.
The student’s assignment for the Culminating Activity includes: The class preparing a PowerPoint
presentation, which includes a season, the weather that occurs, and the effects that the weather
has on people, animals, and activities.
E.Q: I can use my five senses to observe, describe, explain, compare and report changes
and the patterns of weather and how it affects the environment around us.
Activity:
A copy(ies) of the rubric(s) you will use to assess the culminating activity or any other
aspects of the unit.
___________________________________________________________________________________
Decision 2 – Assessment
Decision 2: Assessments – Rubric Reminders:
Scale
What does each number or adjective in your scale mean?
Indicators
Criteria
Use of appropriate
weather vocabulary
to observe and
explain weather
changes or patterns.
1
2
The child will show
very little
understanding of
patterns and change
in weather that
occurs from day to
day and year to
year with pictures
or words orally.
The child will
show some
understanding of
patterns and change
in weather that
occur from day to
day and year to
year with pictures
or words both
written or orally.
3
(Proficient)
The child will show
a clear
understanding of
patterns and change
in weather that
occur from day to
day and year to year
with pictures and
words both written
and orally.
Decision 2 – Assessment: Rubric Reminders
4
The child will show
a clear
understanding of
patterns and change
in weather that
occur from day to
day and year to
year with pictures
and words both
written and orally
and draw
conclusions from
their observations.
Decision 3: Student Learning Map
Key Learning Targets:
I can use my five senses to observe, describe, explain, compare and report changes and the patterns of
weather and how it affects the environment around us.
Concept: 1.1
Concept: 1.2
Concept: 1.3
Students know how to use
observation skills to note
characteristics of their environment
on a daily basis. Students know that
the weather may be sunny one day
and cloudy another day. Students
know how to compare their
observations and describe how each
observation is similar to or different
from a previous observation.
Students know that weather changes
from day to day. Students know how
to maintain a daily weather journal
and describe how the weather
changes daily.
Students build on the concept that
change is something that happens to
many things in the environment to
include weather. Change can happen
quickly or slowly. By observing daily
weather changes, students can infer
patterns that occur from season to
season. Some weather patterns include
sunny days, rainy days, windy or cloudy
days, snowy days and stormy days.
Students compare the weather patterns
associated with each season: winter,
spring, summer and fall (autumn).
Students know seasons occur in a
particular order and therefore the
weather patterns associated with seasons
occur in a particular order.
Lesson EQ(s):
Lesson EQ(s):
Lesson EQ(s):
I can make observations to notice that I can explain that weather changes
it can be cloudy one day and sunny
from day to day.
another day.
I can keep a daily weather journal to
I can use my observations to notice
describe changes in the weather.
that it can be cloudy one day and
sunny another one.
I can compare my observations and
describe how observations are similar
of different to previous observations.
Vocabulary:
rain
snow
wind
hot
cold
seasons
spring
summer
fall
winter
fog
I can use observations to decide that
weather is different from season to
season.
I can compare weather patterns that are
connected to each season.
I can explain how seasons occur in
order, and so weather patterns also
occur in order.
Vocabulary:
weather
precipitation
temperature
thermometer
predict
observe
identify
difference
compare
hail
I can describe how weather can change
quickly or slowly.
rain
snow
wind
hot
cold
seasons
spring
summer
fall
winter
fog
Vocabulary:
weather
precipitation
temperature
thermometer
predict
observe
identify
difference
compare
hail
Decision 3 – Student Learning Map
rain
snow
wind
hot
cold
seasons
spring
summer
fall
winter
fog
weather
precipitation
temperature
thermometer
predict
observe
identify
difference
compare
hail
Decision 4: Launch Activities
Hooks and Links
Develops student interest and links prior knowledge. Provides the Student Learning
Map and the key vocabulary to students.
Guiding Questions:
How are you going to get students engaged?
Sing/teacher Dr. Jean’s Weather Song.
Provide daily opportunities for a special student to become a weather reporter. (refer to:
www.utaheducationnetwork.org
BookFlix
Weather videos
SMART exchange
How are you going to develop student interest and link their prior knowledge?
Complete a KWL graphic organizer to assess prior knowledge.
Example: Tornado in a bottle, rain in a bag, cloud in a tissue, etc.
How are you going to start the Student Learning Map of the unit with students?
Assess prior knowledge and collaborative develop learning goals.
Students, along with the teacher, will develop “I can …” statements.
4. How are you going to preview key vocabulary with students?
Teacher will present vocabulary using photos, pictures, diagrams, songs, videos, and books.
Decision 4 – Launch Activities
Decision 5: Acquisition Lessons
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Decision 5 – Acquisition Lesson Planning
Decision 6: Extending Thinking Activities
Include extending activities for several lessons in the essential units.
Cause/Effect
Compare/Contrast
Deduction
Justification
Induction
Analyzing Perspective
Error Analysis
Abstracting
Evaluation
Classifying
Constructing Support
Writing Prompt
Decision 6 - Extended Thinking Activities
Decision 7: Differentiating the Unit
What accommodations will you make in order to meet the varied interests, learning styles, and
ability levels of all students?
choice menus
compacting
grouping
seating
visual, auditory, kinesthetic activities
scaffolding
real world meaning
interests
acting out and role playing
drawing picture s
dictating thoughts
describing orally
labeling and matching pictures
kinesthetic activities
sing songs
making books
finger plays
puppets
Decision 7 – Differentiating the Unit
Decision 8: Unit Calendar
Determine the most viable sequence for the experiences, activities, and lesson and create a
timeline.
Decision 8 – Unit Calendar
Decision 9: Resources and Research
Provide graphic organizers, links, book titles, websites, etc. that provide support for teaching this
unit.
Websites:
CLIMB
Science, kindergarten tab, click on chosen standard,
websites (at top of page)
http://pbskids.org/catinthehat/games/weathertransformer.html
Online weather maker game
http://pbskids.org/sid/games.html
Online games and videos
www.sheppardsoftware.com
Games on seasons that students can play
www.uen.org/k12educator/corelessonplans.shtml
Lesson plans with PDF
www.education.com/activity/Weather
Make your own weather tools, graphing, data,
winter dressing wheel
www.bookflix.net
School subscription needed. Books comparing
fiction/nonfiction
www.nationalgeographic.com/kids
Photos, videos, pictures, games
www.scholastic.com/kids/weather
Weather watch and student activities
Smart exchange Lessons Our Earth:
Seasons and the weather
Weather Graph
Weather
Free printables, activities, weather safety, weekly
weather graph, literacy and math connections
www.teachingheart.net./weather
www.sparklebox.com
Printable Vocabulary cards with pictures
www.drjean.org
Search weather activities on site for finger plays,
songs, art activities, Weather song spelling weather
words
www.youtube.com
Mr. Harry Kindergarten free downloadable videos
content specific (download and save on flash drive)
Provide ideas about how to integrate Big 6 or Super 3 research framework.
Decision 9 – Resources
Unit Designers:
Date: 1/22/2013
Name
School
Julia Keyse
Etowah
Claire Ungerer
Hillandale
Molly Pace
Upward
Martha Barnwell
Clear Creek
Cheryl Durrant
Fletcher
Jan Clark
Sugarloaf
Melissa Hayes
Edneyville
Nancy Clark
Dana
Donna Caban
Clear Creek
Karla Raxter
Marlow
Holly Bader
Mills River
Karen Schenke
Hillandale
Unit Designers