Miss Pirro: “Check out the Weather!

” 
Teacher Candidate Name:​ ​Sara Pirro 
Date​: ​February 3, 2020 
Grade Level​: ​Kindergarten  
Lesson Plan Title​ ​Introduction to Weather 
Discipline Content Area​(s)​ Literacy/ Social Studies and Science   
Time Required for Lesson​: ​45min-1hour 
Class Description​ ​9 boys and 13 girls   
 
Common Core State Standard(s)/NYS Standard(s) 
CCSS.ELA-LITERACY.SL.K.1 
Participate in collaborative conversations with diverse partners about k​ indergarten topics and texts​ with peers and adults in 
small and larger groups. 
 
CCSS.ELA-LITERACY.RF.K.1.B 
Recognize that spoken words are represented in written language by specific sequences of letters. 
 
K.7 People and communities are affected by and adapt to their physical environment.  
● K.7a Climate, seasonal weather changes, and the physical features associated with the community and region all 
affect how people live.   
○ Students will describe and give examples of seasonal weather changes and illustrate how weather affects 
people and communities. 
 
K-ESS2-1: Use and share observations of local weather conditions to describe patterns overtime.  
 
Central Focus a​ nd​ Purpose ​(rationale)​ for the Lesson 
The central focus for this lesson is to introduce weather. This lesson is meant to be engaging and to get students excited 
about describing and understanding how weather affects humans and their everyday life. The students will be engaged with 
the material, as well as work on their fine motor skills through cutting, coloring and gluing.  
 
Objectives 
● Kindergarten students will be able to recognize and explain at least four different types of weather.  
 
Multiple Assessment Strategies  
Prior Knowledge: ​Students understand that weather plays an important role when determining seasons. Students also 
understand hot and cold temperatures.  
 
Informal assessment:​ K/L chart (Know and Learned) - Students will fill in the know column as a class.  
 
Formal assessment:​ Students will match the weather word with the correct picture. The students will cut and glue the 
weather words in the correct boxes. I will be able to tell which students can identify the weather words by the way in which 
they glue them. I will be able to tell what the students learned through using the K/L chart. Together we will fill out the 
learned part of the chart.  
 
Materials Needed 
● “The Weather Girls”  
● Youtube: Check out the Weather 
● Weather Labeling Worksheet 
● Scissors 
● Glue 
 ● Crayons 
 
 
Academic Language 
 
content vocabulary: ​weather, sunny, windy, cold, hot, stormy, cloudy, rainy, snowy, outside, temperature 
 
Instructional Procedures 
 
Engagement 
Students will engage through the interactive read aloud. They will be engaged while working on remembering the song and 
dance that will explain the weather as well as the matching game that we complete as a class. The students will have to be 
constantly paying attention and thinking before, during and after the read aloud and matching game in order to complete 
the activity sheet. 
 
Exploration   
The students will be exploring the book “The Weather Girls”. They will explore while putting together the activity sheet. The 
students will find themselves exploring the song and dance when practicing as a class. The book will help get the students 
talking about the different types of weather and some things they might wear during the different types of weather. 
 
Explanation  
The students will explain what weather is and the different types of weather. They will also explain their thinking when 
putting together the activity sheet and working on the matching game as a class. This will show how much they were paying 
attention as well as how much they were engaged during the read aloud and the matching game. 
 
Elaboration  
Students will elaborate on the weather that occur in the story by discussing the events and the different weather that the 
girls had to face with the class. The students can connect their events to their own lives and tell stories about different 
types of weather they have been through or if they got caught in a snowstorm or rainstorm.   
 
Evaluation 
The students will evaluate their prior knowledge by seeing if they can define what the weather is. The students will evaluate 
their learning when having to put together their activity sheet independently.  
 
Introduction:  
1. Start the lesson by discussing what the children know about the weather. Have them call out a few things that they 
know and make a list in the “Know” section on your chart paper/smartboard.  
2. Explain that today we will be looking at and observing the weather. Ask the students what it means to “observe”. 
Observe means to look carefully at something.  
3. Introduce the story, ask for predictions of what they think the story will be about. Talk about the cover and the girls 
on the cover of the book.  
4. Read the story and keep the children engaged. 
5. Talk about the clothing that the children are wearing during each weather change. How do the girls feel? How do 
they look? How does the weather affect the girls in the story? 
 
Developmental Activities:  
6. Pull up the picture match on the smartboard and model how you will match the pictures to the words together. 
Have students come up to the board to match the correct weather picture with the weather word. Say each 
weather word together after one student comes up.  
7. Send the students back to their seats to work on the activity sheet independently.  
 
 
Closure: 
8. Come back to the carpet and have the students share what they learned and fill out the L side of the chart.  
9. Review the song “Check Out the Weather” and have the students dance it out. Get the students moving after 
working at their seats for a while.  
 
 
Modifications 
For a student with an IEP/ 504 who struggles with reading or writing as well as ELL students directions will be given and 
explained with more detail and clarity.  
All of the pieces of information, as well as directions will be read aloud to the students before they start on any work. The 
students will also have access to the book throughout filling in their activity so they can refer back to it throughout their 
responses.  
 
 
Resources 
https://www.youtube.com/watch?v=ypjx1cGu7YQ 
https://www.youtube.com/watch?v=RmSKsyJ15yg 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
Miss Pirro: “Dress for the Weather!” 
Teacher Candidate Name:​ ​Sara Pirro 
Date​: ​February 4, 2020 
Grade Level​: ​Kindergarten  
Lesson Plan Title​ ​Dress for the Weather 
Discipline Content Area​(s)​ Literacy/ Social Studies and Science  
Time Required for Lesson​: ​45min-1hour 
Class Description​ ​9 boys and 13 girls   
 
Common Core State Standard(s)/NYS Standard(s) 
CCSS.ELA-LITERACY.SL.K.1 
Participate in collaborative conversations with diverse partners about k​ indergarten topics and texts​ with peers and adults in 
small and larger groups. 
 
CCSS.ELA-LITERACY.RF.K.1.B 
Recognize that spoken words are represented in written language by specific sequences of letters. 
 
K.7 People and communities are affected by and adapt to their physical environment.  
● K.7a Climate, seasonal weather changes, and the physical features associated with the community and region all 
affect how people live.   
○ Students will describe and give examples of seasonal weather changes and illustrate how weather affects 
people and communities. 
 
K-ESS2-1: Use and share observations of local weather conditions to describe patterns overtime.  
 
Central Focus ​and​ Purpose ​(rationale)​ for the Lesson 
The central focus for this lesson is to get students familiar with the concept of dressing for the weather. This lesson is 
meant to be engaging and to get students excited about describing and understanding how weather affects humans and 
their everyday life. The students will be engaged with dressing up a cut out person with clothes to match the type of 
weather that they have been given.  
 
Objectives 
● Kindergarten students will be able to construct at least one outfit for the four different types of weather.  
 
Multiple Assessment Strategies 
Prior Knowledge​: Students understand that weather plays an important role when determining seasons. Students also 
understand hot and cold temperatures.  
 
Informal assessment:​ The weather frog- whether or not the students can dress the frog based on today's weather as well as 
describe the weather using the words they learned in the prior lesson.  
 
Formal assessment:​ Students will be able to dress a cut out person based on the weather they have been given. Each group 
will have the same clothing and must accurately choose what the person should wear based on the weather. This will tell me 
which group still needs to work on dressing for the weather.  
 
Academic Language 
 
content vocabulary: ​weather, sunny, windy, cold, hot, stormy, cloudy, rainy, snowy, outside, temperature, boots, scarves, 
hats, clothing, bathing suits, shorts, pants, shorts, sweater, t-shirt, sneakers and sandals.  
 
Materials Needed 
● Youtube: Get Dressed for the Day  
● Cut out person and clothes to go with it (You do) 
● Cut out frog and clothes to go with it ( I do)  
 
Instructional Procedures 
 
Engagement 
Students will engage through the video/song as well as the interactiveness of dressing up the frog based on the weather. 
They will be engaged while working on dressing their person and sharing with the class.  
 
Exploration   
The students will be exploring the song “Get Dressed for the Day” and the different outfits someone could wear in the 
different types of weather. They will explore while putting together their person. The students will find themselves exploring 
the song when practicing as a class.  
 
Explanation  
The students will explain what weather is and why we have to dress for it. They will also explain their thinking when putting 
together and dressing their person. This will show the class how much they were paying attention as well as how much they 
were engaged during the song and group activity.  
 
Elaboration  
Students will elaborate on why they put the clothes they did on their person. The students can connect their person to their 
own lives and tell stories about different outfits they have worn in the different types of weather that we have. 
 
Evaluation 
The students will evaluate their prior knowledge by seeing if they can dress their person up correctly for the type of weather 
it is outside.  
 
Introduction:  
1. Start by reporting today's weather. Talk about how it felt when you were outside this morning. “Oh I saw this, feel 
this and it's February so the weather is…”  
2. Talk about the weather words from yesterday. Cloudy, sunny, snowy, rainy, windy.  
3. Introduce the song about dressing for the day. Talk about what the students wore to school based on the weather.  
4. Dress the weather frog based on today's weather. Talk about the weather words and place them on the whiteboard.  
 
Developmental Activities:  
5. Break students up into their table groups. Each student will receive a ziplock bag with a paper person and clothes. 
The students will pick from a hat what type of weather or a place they will get and they must dress their person 
appropriately for that specific weather.   
6. The students will work to dress their person based on the weather they have been given. Give students time to work 
on this and allow them to decorate them however they want.  
 
Closure: 
7. Bring the students back to the carpet after they have finished and allow a few of them to share the person they 
have created. Ask them to explain why they chose the clothes that they did and what type of weather they had.  
 
 
Modifications 
For a student with an IEP/ 504 who struggles with reading or writing as well as ELL students directions will be given and 
explained with more detail and clarity.  
All of the pieces of information, as well as directions will be read aloud to the students before they start on any work.  
 
Resources 
https://www.youtube.com/watch?v=KDE6i_ZZkFU 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Miss Pirro: “Severe Weather!” 
Teacher Candidate Name:​ ​Sara Pirro 
Date​: ​February 5, 2020 
Grade Level​: ​Kindergarten  
Lesson Plan Title​ ​Severe Weather  
Discipline Content Area​(s)​ Literacy/ Social Studies and Science  
Time Required for Lesson​: ​45min-1hour 
Class Description​ ​9 boys and 13 girls   
 
Common Core State Standard(s)/NYS Standard(s) 
CCSS.ELA-LITERACY.SL.K.1 
Participate in collaborative conversations with diverse partners about k​ indergarten topics and texts​ with peers and adults in 
small and larger groups. 
 
CCSS.ELA-LITERACY.RF.K.1.B 
Recognize that spoken words are represented in written language by specific sequences of letters. 
 
K.7 People and communities are affected by and adapt to their physical environment.  
● K.7a Climate, seasonal weather changes, and the physical features associated with the community and region all 
affect how people live.   
○ Students will describe and give examples of seasonal weather changes and illustrate how weather affects 
people and communities. 
 
K-ESS3-2: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, 
severe weather.  
 
Central Focus ​and​ Purpose ​(rationale)​ for the Lesson 
The central focus for this lesson is to get students familiar with severe weather conditions. This lesson is meant to be 
engaging and to get students interested in talking about and describing severe weather conditions like a tornado, hurricane, 
blizzard and thunderstorm. This lesson also shows students how weather affects humans and their everyday life.  
 
Objectives 
● Kindergarten students will​ be able to name at least 3 types of severe weather and be able to identify the written 
severe weather words. 
 
Multiple Assessment Strategies  
Prior Knowledge: ​Students understand that weather plays an important role when determining seasons. Students also 
understand hot and cold temperatures.  
 
Informal assessment:​ Students will participate in a matching game where they have to match the picture to the correct 
word. We will discuss the four types of possible severe weather.  
 
Formal assessment:​ Students will complete a matching worksheet for the severe weather types.  
 
Academic Language 
content vocabulary: ​weather, sunny, windy, cold, hot, stormy, cloudy, rainy, snowy, outside,temperature, tornado, blizzard, 
hurricane, and thunderstorm. 
 
 
Materials Needed 
 ● Chart paper 
● Smartboard activity 
● Activity sheet with weather labeling 
● Matching game for severe weather 
 
Instructional Procedures 
 
Engagement 
Students will engage through the video showing severe weather as well as the matching game. They will be engaged while 
working on the game with their classmates and acting out the different types of severe weather. The students will have to 
be constantly paying attention and thinking before, during and after the video in order to correctly complete the matching 
game.  
 
Exploration   
The students will be exploring what severe weather is through an educational video as well as a website that shows 
examples of each type of severe weather. They will explore while actively engaging in the lesson. The students will find 
themselves exploring the weather words when playing the matching game with their peers.  
 
Explanation  
The students will explain what the different types of severe weather are. The students will explain when acting out the 
different types of severe weather and why they are making those movements. The students will have to explain why that 
match is correct when they get a match in the matching game.  
 
Elaboration  
Students will elaborate on the severe weather condition cards that they use in the matching game. The students can 
connect their observations to their own lives and tell stories about things they have heard about severe weather conditions.  
 
Evaluation 
The students will evaluate their prior knowledge by seeing if they can define what severe weather is. They will evaluate if 
they can accurately match the weather word to the correct picture and act out the severe weather. 
 
Introduction:  
1. Explain that today we will be talking about SEVERE weather conditions. Have the students define the word severe, if 
they don’t know we are going to define it as serious weather.  
2. Then give the students clues to each weather type and have them guess what weather it would be.  
Developmental Activities:  
3. Pull up the powerpoint on severe weather. Introduce the four types. A tornado, blizzard, hurricane and a 
thunderstorm. Play the youtube video. 
4. Show the four pictures of the severe weather. Have the students stand on the carpet in their circle spots. Explain 
that we will be acting out the four types of severe weather we just learned about.  
a. A Tornado- spin in a circle. 
b. A Hurricane- Rain all the way down to the floor, quick and hard. 
c. A Blizzard- pretend there are strong winds and shake like you are cold.  
d. A Thunderstorm - rain down hard with your hands and crack lighting by clapping.  
 
5. Discuss what tornadoes do to towns and communities. Make sure the students realize how dangerous this weather 
can be and how important it is to be aware of the weather around us. 
6. Explore other videos of the rainstorms and such on the wild weather website.  
 7. Play the activity on the smartboard called Weather. Have the students come up to the board, match the picture to 
the word and act out the weather.  
8. Send students back to their seats to work as a table on a table top matching severe weather activity. When the 
students match the correct picture, they act out the weather.  
a. While the students are working at their tables pull a small group to the back to work on the same table top 
activity.  
 
Closure: 
9. “Boys and girls, what weather did we learn today?” Have them act out the weather that we talked about today .  
10. Finally, ask the students to explain why severe weather has such a big impact on the lives of people.  
 
Modifications 
For a student with an IEP/ 504 who struggles with reading or writing as well as ELL students directions will be given and 
explained with more detail and clarity.  
All of the pieces of information, as well as directions will be read aloud to the students before they start on any work.  
 
Resources 
http://www.sciencekids.co.nz/experiments/makeatornado.html 
https://www.youtube.com/watch?v=CQWkqUzoxOo 
https://littlebinsforlittlehands.com/tornado-bottle-weather-science-activity-books/ 
https://web.extension.illinois.edu/treehouse/rockweather.cfm?Slide=1