ESS.K.1.1
Analyze and interpret data to compare changes in the environment due to weather.
Embedded Files
District Recommended Resources for Kindergarten Grade Science
Science Phenomena Resources
Next Generation Science Standards YouTube Channel
Step 1: Lesson Standards & Learning Goals
*As you begin the weather unit, students should have an understanding of what weather is prior to analyzing and interpreting data.
This standard focuses on analyzing and interpreting generalizations about how weather causes changes in the environment. See the sentence starters listed under writing prompts. These are directly from the support document linked above.
Dimension 1:
Science and Engineering Practice: Analyze and Interpret Data:
With guidance and support, compare predictions (based on prior experiences) to what occurred (observable events) (NSTA SEP Matrix).
Dimension 2:
Crosscutting Concepts:
Patterns, Cause and Effect
Dimension 3:
Disciplinary Core Ideas:
ESS2.D Weather is the 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. (A Framework for K-12 Science Education).
4C/P2 Change is something that happens to many things. (Benchmarks for Science Literacy)
Sample Essential Questions
Sample Essential Questions
Vocabulary
Vocabulary
How does the weather cause changes in the environment?
How can we compare changes in the environment due to weather?
Clouds
Cold
Compare
Different
Dry
Fog
Hot
Lightning
Observation
Rain
Rainbow
Predict
Similar/alike
Snow
Sunlight
Snow
Temperature
Thunder
Thunderstorm
Weather
Wind
Students will be able to...
Students will be able to...
Compare - Finding similarities and differences between two or more objects, events, ideas, problems, or situations
Use observation skills to note characteristics of their environment on a daily basis.
Compare their observations and describe how each observation is similar to or different from a previous observation.
Ask questions based on observations to find more information about the weather conditions.
Analyze and Interpret Data- Compare predictions (based on prior experiences) (e.g., puddle on the schoolground) to what occurred (observable events) (e.g. puddle disappeared). Another example is clouds formed, it rained later in the day.
Students will know...
Students will know...
The weather can change daily.
It may be sunny one day and cloudy another day.
Nature gives clues that help predict the weather, such as clouds in the sky.
See pine cone weather predicting activity below.
Step 2: Assessment
Formative Assessments
Formative Assessments
Writing Prompts
Sentence Stems / Starters
When we have rain for two days, why might we not be able to go on the playground? (water puddles, water on the slides, swings and other equipment)
If it’s been really hot and we have not had rain in a long time, what might happen to the ground outside on the playground? (it could be really dry, with lots of dust, because it is is so dry- cracks might form in the earth/clay)
If it is really sunny and warm outside, when we go out on the playground in the afternoon, the equipment we play on will probably be _____. (warm, hot)
It has been raining all day, so if we go outside to walk to the buses, the ground will probably be _____. (wet)
It is a windy day, if you look outside the window what will you see? (leaves blowing, flags moving)
If it is a windy day, when you look outside you will see a flag _________. (moving)
What is your favorite kind of weather?Why?
Rainbow weather writing: Students can create a rainbow by writing rainbow facts in rainbow colors. One fact for each color, ROYGBIV
Mini Projects and Investigations
Mini Lesson: Weather Observations & Data Collection
Mini Lesson: Weather Observations & Data Collection
Objective: Students will observe, record, and compare daily weather conditions to understand how the environment changes over time.
Materials Needed:
Daily weather chart (poster or digital format)
Thermometer (child-friendly)
Cloud viewer chart (example presentation)
Clipboards, pencils, and observation journals
Steps to Follow:
Daily Observation Routine: Each morning, take students outside to observe the sky, feel the temperature, and note any weather conditions (wind, clouds, sun, precipitation).
Data Collection: Use a thermometer to measure temperature and discuss how it feels (hot, warm, cool, cold).
Record Observations: Have students draw or write (using sentence stems) their observations in weather journals. Example: "Today is ___ because I see ___."
Compare Weather Over Time: At the end of the week, look at the collected data and discuss how the weather has changed.
Writing Extension: Have students complete a sentence such as, "Yesterday it was ____, but today it is ____."
Mini Projects and Investigations
Pine cone weather predicting:
Create a pinecone weather station outside on a window sill or in a plastic, clear container on the ground outside your classroom window/door. Another option is to designate an area on the playground for your pinecone box. Stand the pine cones upright in the box and use Blu tack or rolled duct tape to secure pinecones from tipping over as the weather changes. Have students do daily checks and make predictions for that day's weather, based on the pinecones. This can be done any time during the day, however, morning is best. When the weather is dry, the pine cones open and when it’s going to rain they close. Students can write their predictions in a weather journal, or make predictions on a class chart (based on students’ needs). Make predictions for one to two weeks in order to gather sufficient data.
Sun prints:
This is a sunny day experiment in which students can observe the power of the sun’s heat and light. Supplies Needed: construction paper(red, orange, blue, or black would work the best) Pennies, tape and lots of sunshine! Find a nice sunny spot to place the project. Have students arrange their coins in any way they would like, but they need to be out of the way of foot traffic because you will not want to move the papers until the project is complete.It will take a full school day. Observations: Have students check on their projects throughout the day asking these questions: Is your paper getting darker or lighter? What do you think is happening underneath the pennies? Touch a penny. How does it feel? At the end of the day, go out and remove the pennies from the papers. Ask students: Why is the paper darker under the pennies? What do you think would happen if you had left it in the sun longer? **Note: If the day is windy, you will want to tape your paper down so that it won’t blow away.
Image: https://creativefamilyfun.net/wp-content/uploads/2013/06/SunPrintCoverCreativeFamilyFun.jpg
Culminating Activity
Windsock writing craft:
Students can do this multiple ways based on the type of writing you are teaching in your ELA block.
Idea 1:. They can write their opinion about wind (or any other weather type) and after they finish their writing, attach their writing paper to construction paper and roll it into a tube. Attach streamers to make a windsock with their opinion writing.
Idea 2: Students can create an informational weather windsock where they choose a type of weather: rain, snow, wind, stormy, sunny, etc. They will draw and label the type of weather they chose on the whole sheet of paper for the top. Then they will write facts that they learned about that weather type on strips of construction paper. One fact for each strip of construction paper to hang at the bottom. *Note: you can use colored copy paper instead of construction paper.
Idea 3: Students can create a narrative windsock where they choose a type of weather to be such as, “if I were a _______(raindrop, snowflake, the wind, a tornado, etc.) I would________.” Allow students to create their story, and after they finish their writing, attach their writing paper to construction paper and roll it into a tube. Attach streamers to make a windsock with their opinion writing.
Weather Journal with Book Creator
Create a weather journal for vocabulary, writing prompts, and data collection to span throughout the unit. Contact your DTLS if you need support with this activity.
Digital StoryTelling Tools
Use digital tools for multiple digital story telling activities:
Weather Storytelling
Weather Storytelling
Materials: A series of pictures showing sequential changes in weather and its effects.
Activity: Show a sequence of pictures for 1 minute and ask students to tell a quick story about what happens to plants or animals during those weather changes.
Quick Draw
Quick Draw
Materials: Digital Drawings
Activity: Give students one minute to draw how they think a particular weather condition (like rain or sun) affects a plant or animal. Share a few drawings afterward.
Step 3: Lesson Instructions
Possible Activating Strategies
Possible Activating Strategies
Game:
Give students index cards or weather printouts, and have them draw a sun, cloud, raindrops, snowflake, etc. Give students clues for different types of weather and have them hold up the card to match your clue. Example: I am the type of weather that makes you wear heavy clothes and mittens. I am the type of weather that makes you hot. This can be done in a small group, one on one, or whole group.
Graphic Organizer:
Have students create a KWL chart or a bubble map for to share what they think and know about weather. Revisit throughout the unit and add or modify ideas as needed.
Anchor Chart
Activating Strategy: Mystery Weather Bag
Time: 10-15 minutes
Materials:
Small bag or box
Items representing different weather conditions (e.g., sunglasses, umbrella, scarf, mini fan, gloves, toy sun)
Activity Steps:
Tell students you have a “Mystery Weather Bag” that will give clues about today’s weather.
Pull out one item at a time and have students guess what type of weather it might represent.
Discuss how these items help people in different types of weather (e.g., “Why do we need sunglasses on a sunny day?”).
End by looking outside and making predictions about today’s weather based on observations.
Additional Literacy Connections
Science A to Z
The Weather
epic!
Teacher Resources
Teacher Resources
Science A to Z
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