Karen Festa- Special Education Teacher
Lesson: Weather Changes and Weather Patterns
Grade level: Kindergarten

What’s the Weather Like Today?
Introduction:
Read What Will the Weather Be Like Today by Paul Rogers. Discuss ways in which the weather influences our lives. Talk about what we do during recess when it rains outside and how that affects us. Ask specific questions that address common weather phenomena of the Narragansett area, such as: Do we do different things in winter than in summer? What do you do during a thunderstorm (snowstorm, rainy afternoon)? What happens when it’s foggy? What do you do when it gets hot outside?
Say: Weather is what the air outside is like; it is always changing.
Ask: What kind of weather do you like best? (Allow several children to respond. Ask why they like that particular kind of weather.) What does that type of weather look like outside?
Following the discussion, discuss how the weather in the book we read affected the people and animals of the story. Guide children to conclude that weather affects people.
Goals:
The science unit at the kindergarten level is an introduction to weather. The emphasis in kindergarten will be on observation and description of daily weather changes and patterns. How people are affected by the weather and the identification types of weather and the local weather patterns will be the main focus.

Pre-Activities:
Show the students a new bulletin board in the science area of the classroom. The bulletin board includes a thermometer, weather bear, weather words, a weather graph (sunny, cloudy, windy, rainy, foggy, snowy), and a weather spinner which has two arrows that points to the current weather conditions. Discuss what each type of weather looks and feels like. Tell the students that we will take turns being a meteorologist dressing the weather bear, charting the weather, and detecting the weather each day.
Lesson:
Using the classroom smart board. Introduce the students to “Google alerts”. Explain to them how the teacher receives daily alerts about the weather in Narragansett. Open the latest Google Alert and click on the link: Narragansett Weather. Tell the students you receive weather alerts through Google each day which helps to learn and study about weather patterns, current weather conditions, past weather alerts and storms from the Narragansett area.
Review the webpage and have the students share what they see on the Narragansett weather webpage (current conditions, temperature, wind speed and direction, weather map, and weather conditions for the next day.) Ask them to look out the window at school and compare the results on the webpage. Are they accurate?
Demonstrate how to use the webcam link from the Narragansett weather website to view the current conditions from Warmwinds Surf Shop located at the Narragansett Pier. Have them discuss what the weather looks like through the camera and compare results from the website and what we see outside our classroom window. Discuss the many possibilities of Google alert depending on what they want to search for. We have the ability look at weather conditions all over the world! In class we’re going to focus on the weather in Narragansett. Each student will have the opportunity to be the class meteorologist and tell us about the weather each day using the Narragansett Weather website.


Writing Assignment:
Following the lesson, provide each student with a sheet of writing paper. Ask them to write about what kind of weather they like best and what activities they do. Have them provide a detailed illustration to support their writing and be sure to include the type of weather.
Extension:
Gather the students together at the circle rug. Remind them about the writing they completed the other day about what kind of weather they liked best and what activities they do. Have each student share his/her writing piece and provide opportunities for questions and comments preceding each student.
Modifications:
For students who may have difficulty remembering types of weather, I would provide picture supports through board maker or clip art which depict sunny, windy, rainy, snowy, or foggy “type” weather. I would use picture supports to help students decide which type of weather they like best and think about activities we may do in or out of school.
For students who have difficulty writing, I would scribe for them, write down their dictations and have them copy from a dry erase board, or pair them up with a peer who may assist in sounding out words.
Assessments:
The writing prompt will be scored by the Narragansett Kindergarten Writing Rubric which looks at a student’s writing conventions, organization, and ideas. The lowest rubric score being a 1 and the highest rubric score is a 4. Each area is scored separately (writing conventions, organization, and ideas).

Anecdotal records of teacher observation will be taken during each student’s opportunity to be a “meteorologist”. The teacher will look for the following when observing:
· Can the student navigate the website Narragansett Weather and describe the current weather conditions (temperature, current weather conditions, and wind).
· Is the student able to dress the weather bear accurately according to the weather of the day?
· Is the student able to identify weather words (sunny, cloudy, temperature, wind, direction, clouds, etc.)
· Can the student accurately graph the type of weather of the day?

Rhode Island Physical Science Grade Level Expectations:
Grade Span Expectations (K-4)
PS2 (K-4) SAE+INQ – 6
Experiment, observe, or predict how heat might move from one object to another.

PS2 (K-2)–6
Students demonstrate an understanding of energy by…
6a describing that the sun warms land and water.
6b describing that objects change in temperature
By adding or subtracting heat.

PS2 (3-4)–6
Students demonstrate an understanding of energy by…
6a describing how heat moves from warm objects to cold objects until
both objects are the same temperature.
6b showing that heat moves from one object to another causing temperature change
(e.g., when land heats
up it warms the air).
PS 2 - Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed.