This 79-page MEGA-unit is designed to do 2 things:1) Meet Next Generation Science Standards for Kindergarten: Earth’s Systems--Weather, AND
2) Make your life EASIER!
Included is everything (well, almost everything) you need for this unit. The teaching of science requires some materials, but I have chosen simple, everyday tools you most likely already have in your classroom.
There are 9 lessons in this unit (some last several days), covering the major standards under the Earth’s Systems--Weather section PLUS the cross-cutting concepts AND connections to ELA and Math Common Core.
Materials Needed: repositionable glue stick, dry-erase marker, prepared Weather-Tracking Station (included)
•Weather data from the previous month and from the same month in the previous year http://www.wunderground.com/history/
•Thermometer or computer with current temperature app or widget
•Rain gauge or web site for checking previous day’s precipitation (see site above!)
•Weather-related books you already own--for student research and informative writing
•Lesson 8 requires two identical clear containers, a sharpie, water and a small amount of shave/crushed ice.
Lesson 1: (5 days)
Disciplinary Core Ideas
ESS2.D: Weather and Climate
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. (K-ESS2-1) I can describe and record measurable weather conditions (sunlight/cloudiness, wind, precipitation and temperature) to notice patterns over time.
Lesson 2: K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. [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.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]
I can use and share qualitative and quantitative observations of local weather conditions.
Lesson 3: K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. [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.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]
I can look for patterns and order when making observations of weather data collected over time.
Lesson 4: Science and Engineering Practices Analyzing and Interpreting Data
Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
• Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.
I can describe patterns about our weather observations to answer scientific questions.
K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.]
I can ask questions to obtain information about the purpose of weather forecasting to prepare for and respond to severe weather.
Lesson 5: Crosscutting Concepts
• Patterns in the natural and human designed world can be observed and used as evidence. (K-LS1-1)
I can identify patterns in our weather data that serve as evidence for an argument.
Lesson 6: Engaging in Argument from Evidence
Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).
• Construct an argument with evidence to support a claim. (K-ESS2-2)
I can construct an argument about our weather observations with evidence to support my claim.
Lesson 7: (3 days)
• Systems in the natural and designed world have parts that work together. (K-ESS2-2)
I can identify parts of weather systems that work together. (Temperature/precipitation, thunder/lightning, clouds/rain)
Lesson 8: Common Core State Standards Connections: Mathematics
K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K-LS1-1)
I can compare an inch of “rain” with an inch of “snow” to see which is more precipitation and describe the difference.
Lesson 9: Common Core State Standards Connections: ELA/Literacy
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-LS1-1)
I can work with a partner to research a weather topic and write an informative writing piece.
Also included is a K-friendly unit test!
As a free BONUS, I will send you either the SmartBoard-Ready file or the ActiveInspire version for whiteboard use! After your purchase, simply email me at email@example.com and send me your TpT OR Teachers' Notebook username. I'll verify you purchased the unit and I'll send you the interactive whiteboard version of your choice, which includes all "I can" statements, science word wall words and student activity sheets!
Download this awesome unit at my TpT Store, my Teachers' Notebook site or CLICK HERE to find out how to get it for FREE!
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