Weather & Climate
Mystery Science Units: Wild Weather / Circle of Seasons / Sunny Skies
Embedded Files
ReadyGen / Literacy Connections
ReadyGen / Science / Social Studies Connections by Grade & Unit
Unit 1 A Bed for the Winter (K-ESS2-1: Weather Patterns)
Unit 2 Four Seasons Make a Year (K-ESS2-1: Weather Patterns)
Unit 3 Come on, Rain! The Snowy Day What Will the Weather Be?
Weather Words and What they Mean Sleuth Read-Aloud:
“Our Snowy Discovery” (K-ESS3-2: Forecasting Severe Weather)
Unit 5 Jack’s Garden (K-PS3-2: Shade Structure Design)
Mystery Science Kindergarten Student Notebook
Nonfiction Science Resources
Science Literacy Resources
Graphic Organizers / Thinking Maps
Multilingual Learner Language Expectations
K-ESS2-1: Weather Patterns
Use and share observations of local weather conditions to describe patterns over time.
Clarification & Boundary Statements
Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.
Boundary Statement: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.
K-ESS3-2: Forecasting Severe Weather
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. (Cause and Effect)
Clarification & Boundary Statements
Clarification Statement: Emphasis is on local forms of severe weather.
Boundary Statement: none
K-PS3-1: Sunlight Warms the Earth
Make observations to determine the effect of sunlight on Earth’s surface. (Cause and Effect)
Clarification & Boundary Statements
Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and water.
Boundary Statement: Assessment of temperature is limited to relative measures such as warmer/cooler.
K-PS3-2: Shade Structure Design
Use tools and materials provided to design and build a structure that will reduce the warming effect of
Clarification & Boundary Statements
Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.
Boundary Statement: none
Anchor Phenomenon / Local Colorado Phenomenon Connections
Weather & Climate Anchor
Students explore storms and severe weather! They obtain information from weather forecasts to prepare for storms and stay safe. They also practice describing the various characteristics of weather (wind, clouds, temperature, and precipitation) in order to make their own predictions about storms.
Wild Weather - Mystery Science Lesson / Connections to Anchor Phenomenon
Severe Weather & Preparation / How can you get ready for a big storm?
Wind & Storms / Have you ever watched a storm?
Weather Conditions / How many different kinds of weather are there?
Circle of Seasons - Mystery Science Lesson / Connections to Anchor Phenomenon
Local Weather & Daily Patterns / How do you know what to wear for the weather?
Seasonal Patterns / What will the weather be like on your birthday?
Animals Changing Their Environment / Why do birds lay eggs in the spring?
Sunny Skies - Mystery Science Lesson / Connections to Anchor Phenomenon
Sunlight, Heat & Earth’s Surface / How could you walk barefoot across hot pavement without burning your feet?
Sunlight, Warming & Engineering / How could you warm up a frozen playground?
Sunlight & Warmth / Why does it get cold in winter?
Local Colorado Phenomena Connections
Here are a few local Colorado phenomena that can help you teach about weather and climate to your Kindergarten students:
Rocky Mountain Weather Patterns: Discuss how the elevation and mountain ranges affect local weather patterns. Introduce concepts like how mountains can block weather fronts, leading to varied weather conditions.
Thunderstorms and Lightning: Colorado is known for its frequent thunderstorms, particularly in the summer. Explain how thunderstorms form and the role of lightning, which is common in the state.
Snowfall Variability: Talk about how snow levels differ across Colorado, from heavy snow in the mountains to lighter snowfalls in the plains. This can introduce the concept of microclimates.
Chinook Winds: These warm, dry winds can rapidly change temperatures in Colorado. Discuss how Chinook winds affect the weather, like melting snow quickly.
Wildfires and Climate: Use the occurrence of wildfires as a way to discuss how weather conditions like drought and heat waves can impact the environment.
For interactive and engaging activities, consider using the Discover page to find Spaces that can simulate these weather phenomena in an age-appropriate way.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Mystery Science Units
What is an Anchoring Phenomenon?
Mystery Science Kindergarten Student Notebook
Wild Weather - In this unit, students explore storms and severe weather! They obtain information from weather forecasts to prepare for storms and stay safe. They also practice describing the various characteristics of weather (wind, clouds, temperature, and precipitation) in order to make their own predictions about storms.
Circle of Seasons - In this unit, students gather evidence in order to identify daily and seasonal weather patterns. They use those patterns to explain mysteries like why you might lose your jacket during the day or why birds lay their eggs at certain times of the year.
Sunny Skies - In this unit, students make observations to explore how sunlight warms the Earth's surface. The Sun's energy heats up the pavement, keeps us warm, and can even melt marshmallows. Using what they learn, students think about ways that shade and structures can reduce the warming effect of the Sun.
Hands On, Minds On Connections
The Importance of creating Active Learners
Mystery Packs:
You should have received your Mystery Pack at the start of the school year. This includes all you should need to pair your science instruction with your literacy resources. If you have not received your Mystery Pack or need additional supplies, please contact Gunilla Godebu at the St Vrain Science Center godebu_gunilla@svvsd.org
Additional Hands on Options
Weather & Sky - Enhancement Kit for Kinder Mystery Science Wild Weather & Circle of Seasons Unit. Students will learn about weather and explore the sky with twelve hands-on activities. They will learn what weather is and build a vocabulary of words and symbols. Students will observe and measure four main weather factors: temperature, wind, clouds and precipitation and find out how weather affects everyday life. They will record their data on a weather calendar and keep sun and moon journals.
PebbleGo Lessons / Activities / Videos
Nearpod Lessons / Activities / Videos
Environmental Education Connections
STEM Connections
Virtual Field Trips - National Parks, Space, Famous Landmarks, Museums, Zoos, Aquariums, Historical Sites, Theme Parks & Stadiums
CDE: Grade Level Expectations
Elementary Report Card Indicators and Brochures
Prepared Graduates:
3-10 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how and why Earth is constantly changing.
3-11 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how human activities and the Earth’s surface processes interact.
Grade Level Expectation:
3.1 Patterns are observed when measuring the local weather, including how humans and other organisms impact their environment.
3.2 Plants and animals meet their needs in their habitats and impact one another; people can prepare for severe weather.
Assessments / Career Connections
Elementary Report Card Indicators and Brochures
Science Database
Offers elementary students a safe place to find answers to their questions, practice research skills, and explore a broad range of subjects like animals, science and more, all in one place. Gale in Context: Elementary
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 5th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page. Gale in Context: Scientist and Inventor Biographies
Pebble Go Career Connections
Connecting kindergarten students with Colorado-based career professionals in weather and climate can be a great way to make the subject more engaging and relevant. Here are a few ideas:
Meteorologists: Consider reaching out to local TV stations like 9News or CBS Denver to see if one of their meteorologists can speak to your class. They can explain how they predict weather patterns and the tools they use.
National Center for Atmospheric Research (NCAR): Located in Boulder, NCAR may have programs or staff members willing to engage with your students about climate research and atmospheric science.
Colorado State University: The university has a strong meteorology program. You might find a professor or graduate student who can talk about their research and its implications on understanding climate.
Denver Museum of Nature & Science: This museum often has educational outreach programs and experts who can discuss weather and climate in an accessible manner for young children.
Colorado Climate Center: Based at Colorado State University, they focus on statewide climate monitoring and research, which could be fascinating for students to learn about.
These professionals can provide firsthand insights into their work and inspire students by showing real-world applications of the weather and climate concepts they're learning.
Connecting Thinking Maps to Science Instruction
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Graphic Organizers (Science Practices & Cross-Cutting Concepts)
Thinking Maps Guide Thinking Maps Guide (Spanish)
Thinking Map Resources (Spanish)
Patterns
Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?
Possible Thinking Maps:
Flow or Bridge Maps for analyzing patterns (Page 54)
Tree Map for classifying (Page 42)
Bridge Map for relationships (Page 66)
Multi-flow Map for causes of patterns and making predictions (Page 60)
Double Bubble Map for comparing / contrasting patterns (Page 36)
Cause and Effect
Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Partial Multi-flow Map (Page 60)
Circle Map for Brainstorming (Page 24)
Double Bubble Map for cause and effect (Page 36)
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