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Table of Contents 

 
Content Outline​. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ​Pg 1 
 
Concept Map​. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .​Pg 2  
 
Rationale​. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ​Pg 3  
 
Language Art Lesson Plan​. . . . . . . . . . . . . . . . . . . . . . . . . . .​Pg 4-7 
 
Math Lesson Plan​. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ​Pg 8-11  
 
Science Lesson Plan​ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ​Pg 12-14 
 
Appendix 1-Resources​. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .​Pg 15-16   
 
Appendix 2-Glossary​. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .​Pg 17-18 
 
Instructional Sheet​ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .​Pg 19-20 
 
Worksheets​ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ​Pg 21-24 
 
 
 
 
 
 
 
 
 
 
 
 
 

Content Outline 
❖ Rationale 
➢ The rational provides an explanation of the purpose of this unit. It 
explains the social studies standard and how it relates to the three 
lessons; language arts, math, and science. It also explains the 
importance and purpose of the gizmo in relation to the unit.  
❖ Content Map 
➢ The content map visually depicts the connections between the three 
lessons to the social studies standard and the topic of weather.  
❖ Language Arts Lesson Plan 
➢ The Ohio standard for this lesson is RL.K. 7 “With prompting and 
support, describe the relationship between illustrations and the story in 
which they appear (e.g., what moment in a story an illustration depicts).” 
➢ The language arts lesson plan uses the theme of weather to enhance 
the student’s knowledge of letters.”   
❖ Math Lesson Plan 
➢ The Ohio standard for this lesson is K.CC.5 “Count to answer “how 
many?” questions about as many as 20 things arranged in a line, a 
rectangular array, or a circle, or as many as 10 things in a scattered 
configuration; given a number from 1-20, count out that many objects.” 
➢ The math lesson plan’s goal is to improve the students’ ability to count 
up to twenty by using weather as a manipulative to practice counting.   
❖ Science Lesson Plan 
➢ The Ohio standard for this lesson is K.ESS.1: “Weather changes are 
long-term and short-term.” 
➢ The science lesson plan aims to have the students understand the 
different types of weather that happens throughout the day and in 
other countries.  
❖ Conclusion 
➢ This unit as a whole aims to teach students about the importance of 
weather, how it affects the community around them, and how it is 
different in other countries. By using language arts, math, and science, 
the students can develop a new understanding of weather.  
 
 
 
 
 
 
 

Rationale  
This unit was based on weather around the world for classroom with 3-6 
year old students in Austria. In this unit, it includes a language arts lesson, a math 
lesson, and a science lesson that is connected to a social studies standard. The Ohio 
social studies standard is “Humans depend on and impact the physical environment 
in order to supply food, clothing, and shelter.” and “Individuals are unique but share 
common characteristics of multiple groups.” (Ohio Department of Education). This 
standard was picked because the weather impacts a student’s daily life. The students 
should understand how the weather affects them in good ways and in bad ways. It 
also dives into the topic of how weather is different in other countries.   
The language arts lesson focuses on weather by including useful skills such as 
reading and writing. The lesson will involve the students discussing the different 
types of weather in their community, Austria, and in other communities like 
America. By reading a story that is about the weather, students will have the chance 
to identify the different types of seasons while a weather book is read to them. 
After reading and identifying the different types of weather in the book, the 
students will move on to practicing their writing. The students will complete a 
worksheet that is related to the types of weather they learned about.  
The math lesson will focus on counting by using the theme of weather to 
support it. The students will use counting manipulatives that represent different 
types of weather. They will have cotton balls to represent snow, blue counting stones 
to represent rain, and foam strips to represent sunshine or lighting bolts. This will 
give the students the chance to improve their counting skills and learn about the 
different types of weather they will deal with every day.  
The science lesson focuses on using a gizmo that will help students identify 
the weather around them. They will also learn about the proper clothes they should 
wear when it is cold, chilly, hot, or rainy. The gizmo will help enhance their knowledge 
and give them a chance to show their teacher what they know. It will also give them 
the chance to be interactive in the classroom.  
This unit brings together four topics that will help the student’s practice 
important skills in each subject. These four topics play an important role in the 
students’ educators and should be practiced. Weather is used as the center topic 
because it is important to teach students about the weather they will experience. 
Weather impacts everyone in the world and it is important to teach students the 
differences. 
 

Concept Map 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Language Arts Lesson Plan
Lesson Title:​Weather Grade:​Kindergarten

Learning Target​: The students will read a story about the different types of weather and the
different seasons. They will have to identify the seasons by listening to the story and by letters.

Grade Level Guide: Content Standards ​Ohio, Kindergarten, and language arts.

Content Curriculum Focal Points Common Core State Interdisciplinary Connections


According to the CCSS for Standards
ELAS
10. “Actively engage in group RL.K. 7 “With prompting The students will have to display
reading activities with and support, describe the self-control when the teacher is
purpose and understanding.” relationship between reading. The students will execute
illustrations and the story in self-control by waiting for the
which they appear (e.g., what teacher to call on them while the
moment in a story an teacher is reading. They must not
illustration depicts).” talk or interrupt another student or
the teacher. (Executive function)
Social Studies Standard:
“-Humans depend on and
impact the physical
environment in order
to supply food, clothing, and
shelter.”
“- Individuals are unique but
share common characteristics
of
multiple groups.”

Academic Language​: Weather, fall, spring, winter, summer, cold, rainy, sunny, hot, leaves, and
snow.

Students’ Needs:​ Prior Knowledge: An understanding of the weather and the different types of
weather in order to understand the story about weather. Knowledge Gaps: Since the students’
first language is German, they may struggle with understanding the English terms for our
weather ​(Explore: This is when the teacher would explore what the students knew and what
they did not know)​.

English Language Learners Special Needs (can be a


group such as “struggling
readers” or individuals)
 

Showing the German words Students who speak only
at first, but transitioning German, will have a harder
into English. time with English stories
presented.

Materials​: Pencil, paper, letter pages, ​Weather b​ y Jill McDonald, dry erase markers, hats,
gloves, scarves, umbrellas, rain boots, magnetic letters, and letter tracing worksheets laminated.

Language Function​: The teacher will read the story about the weather and then discuss the
different types of letters mentioned in the book with the help of a student helper. They will go
over the letters brought up in the book because they are not accustomed to seeing American
letters.

Lesson Plan (step by step sequence of the lesson)

Before​: The teacher will introduce the lesson by asking the students what the weather was like outside
that day. The teacher will ask if it is hot, cold, rainy, sunny, or snowing. After the teacher gets
different responses from students, the teacher will ask what the students to identify what they are
talking about by saying the word “weather”.​(Elaboration: The students are going into detail about
what the weather is like that day and engaging with the teacher.)

During​: The teacher will start by reading “Hello! Weather” to the students. As the teacher reads, she
will show the students the pictures that are in the book. The teacher will also ask the students what
seasons and what types of weather are being displayed in the pictures. The teacher will pull out
different letters that are connected to weather. ​(Explanation: The teacher would explain what is
going on in the book by having the students interact with the book through the pictures.) ​The
teacher will pull letters out like “S” for snowy or spring or summer, “F” for fall, “W” for winter, or
“R” for rainbow. The students will then be given letter tracing worksheets that have been laminated.
This is so the students can practice multiple times and not worry about messing up the letters they are
practicing. ​(Engagement: The students would be interacting with the worksheet as they trace the
letters.)

After​: By the end of the lesson, the teacher will go over the worksheet and show the students how
each letter is written again. The teacher will then put up images of the four seasons and have the
students identify each one ​(E-Learning: If the classroom had technology, the teacher could put up
digital images of the four seasons by showing videos)​. After they are done with that, the teacher
will then put up images of the different types of weather. The teacher will call on students randomly
to identify the weather and also ask them how they would dress for the weather or how they would
play outside in that weather. The teacher would have physical items for them to pick from that are
associated to the clothing they are suppose to wear outside. This is to engage students to think about
each of the different types of weather and seasons. ​(Exploration: This is where this phrase needs to
be developed more in order to engage in the students more and to clearly see what they
understand after the lesson).
 

Assessment​:
Type of Description of Modifications​ to Evaluation Criteria​- ​How good is
assessment assessment the assessment so good enough to meet standards?
(formal or informal; What will students do that all students (related to the learning objectives)
formative or to show what they may demonstrate Include scoring guide, rubric or other
summative) have learned? learning criteria
The students will use Providing more The students are given the instructions
magnetic letters to assistance or to trace the letters but are given the
Formative identify the correct reading the book chance to mess up and correct their
letter and match it mistakes with the laminated
with the weather worksheets. This allows students to
letters from the book. recognize the mistake they are making
(Evaluate:This is and they can grow from them.
where the teacher
would evaluate what
the students knew in
this assessment.)

Resources​: (Resources provided in Appendix #1)

Catholic Connection: ​The teacher could teach the students to treat the environment around them
with care since it is their home. The teacher could show the students how they could help their
environment and community by telling them about community service acts like picking up trash
in the park.

Analyzing Teaching​: To be completed after the lesson has been taught.

What worked?
What didn’t? For whom?

Adjustments
What instructional changes do you need to make as
you prepare for your next lesson?
Proposed Changes Whole class:
If you could teach this lesson again to this group of
students what changes would you make to your Groups of students:
instruction​?

Individual students​:

Justification
Why will these changes improve student learning?
What research/theory supports these changes?
 

Additional questions to consider when reflecting and completing the chart above: Did your
activity address your goals? Did your lesson plan reflect what you intended to teach? Were you
pleased with the sequencing of the lesson or would you change anything? What would you do
differently next time or what extension activities do you think would supplement this lesson? It
may be helpful to cite one resource that supports your instruction.

For the purpose of this Unit Project, you will not be filling this out but instead will submit
your reflection to me after your in-class presentation and attending the Gizmo Expo (due by
midnight of the final exam day). However, I wanted to leave this section here in the lesson
plan template to encourage you all to be reflective practitioners in the future; to always reflect
on your teaching!  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Math Lesson Plan
Lesson Title: ​Weather of the Day​_________________ Grade:​Kindergarten

Learning Target​: The students will be able to identify the different types of weather discussed
during the lesson and be able to count up to the number twenty. (​BWD Stage 1​: This is an
example of stage 1, desired results. The learning target explains what the standards and the
teacher expects of them.)

Grade Level Guide: Content Standards: ​Ohio, Kindergarten, and math


The expectations for this lesson is for the students to strengthen their counting abilities through
practice by introducing the topic weather.

Content Curriculum Focal Points Common Core State Interdisciplinary Connections


According to the NCTM Standards
2. “Count forward beginning K.CC.5​ ​Count to answer “how The teacher will schedule for a
from a given number within the many?” questions about as local meteorologist to come to the
known sequence (instead of many as 20 things arranged in a classroom to explain his/her job.
having to begin at 1).” line, a rectangular array, or a They will also explain how they use
circle, or as many as 10 things math to help them determine the
in a scattered configuration; weather of the day or the week.
given a number from 1-20,
count out that many objects.

Academic Language​: Weather, numbers, counting, number lines, snow, rain, and lightning.

Students’ Needs:​ Prior Knowledge: The students will need to understand the basic concept of
different kinds of weather like snow, rain, and lighting. Knowledge Gap: The students who
struggle with counting up to the number twenty.

Universal Design for Learning​:

English Language Learners Special Needs (can be a group such as


“struggling readers” or individuals)
 

The teacher will first introduce Dyscalculia- Math dyslexia
the german word for the 1. The teacher will review many
numbers or the different types numbers that students with
of weather but gradually switch dyscalculia find difficult.
to English words to show 2. The teacher will provide students
students both languages. with manipulatives by their desk
to help with counting.
3. The student will be given more
time to complete the activity for
numbers they easily confuse.

Materials​: Students will only need a pencil and paper. The teacher will provide other materials
for the lesson. The teacher will use a whiteboard and markers to explain and show the students
how they will be counting. The teacher will have counting stones, cotton balls, and cut out
images of other weather for the students to use. There will also be weather counting cards that
ask the students what the weather is and also displays the number that is presented to the
students.

Language Function​: The students will use the counting materials to analyze the students’
counting abilities. The teacher will go over counting by displaying the counting stones on the
whiteboard. The teacher will have a student be their helper by holding the counting stones and
putting them on the board for the teacher.

Lesson Plan (step by step sequence of the lesson)

Before​: The teacher will introduce the lesson by asking students what their favorite kind of weather
is. (​BWD Stage 3​: This is an example of stage 3, learning plan. This is where the teacher starts to
introduce the learning plan they have set up for the lesson.)The students will then review counting to
twenty. This will give the teacher the chance to see where students are struggling. The teacher will
start counting by having the students sit in a circle. The teacher will have the first student start with
“one”, the next student will say “two”, and so on until the students reach the number twenty. To
further practice counting to twenty, the teacher will use the counting stone on the board. The counting
stones will have a magnet on the back. The teacher will put up a number and use the counting stones
to depict the number on the board. The teacher will also use a number line to depict how the numbers
increase. The teacher will then call on students randomly to count the correct amount of counting
stones on the board. As the student is putting the stones on the board, all the other students must
follow along.

During​: The students will start the lesson by sitting in a circle for circle time. The teacher will print
out different images that represent weather to display on the board. The teacher will have a number
associated with each type of weather. The teacher will ask the students to identify the different types
of weather on the board. They will then ask what number is on the board in each weather group. For
 
10 
example, there would be a cloud with six blue counting stones on the board to represent rain. The
students will have to identify that there are six counting stones on the board.

After​: The teacher will go over the activity that is set up at the math station in the classroom. She will
explain how the student will show their counting abilities. She will also explain the different counting
materials that are provided for the students to use. After she explains the direction for the activity, the
teacher will split the students up into the different stations available. The teacher will have no more
than two students at the math station. The teacher will give each student a laminated weather card and
then give them a certain number of counting materials that represent the different types of weather.
The students will count the materials in front of them and then pick the card that has the correct
number. The student will then come up to

Assessment​: (​BDW Stage 2​: This is an example of stage 2, assessment evidence. I use formative
assessment because it allows students the freedom to work at their own pace. I wish this
assessment was more concrete or direct, but I have hit a roadblock.)

Type of Description of Modifications​ to Evaluation Criteria​- ​How good is


assessment assessment the assessment so good enough to meet standards?
(formal or informal; What will students do that all students (related to the learning objectives)
formative or to show what they may demonstrate Include scoring guide, rubric or other
summative) have learned? learning criteria
The students will The teacher can The students have the ability to use
Formative complete the weather give students more different manipulatives to show they
activity at the math time to work with can count properly and efficiently.
stations with a partner their partner to
correctly and show they both can
efficiently. count.

Resources​: (Resources provided in Appendix #1)

Catholic Connection: ​A Catholic connection that can be related to this weather math lesson can
deal with addressing people who live in places where the weather badly affects them. This will
make students realize that they should be generous to everyone whenever they can and
appreciate what they have..

Analyzing Teaching​: To be completed after the lesson has been taught.

What worked?
What didn’t? For whom?

Adjustments
What instructional changes do you need to make as
you prepare for your next lesson?
Proposed Changes Whole class:
 
11 
If you could teach this lesson again to this group of
students what changes would you make to your Groups of students:
instruction​?

Individual students​:

Justification
Why will these changes improve student learning?
What research/theory supports these changes?

Additional questions to consider when reflecting and completing the chart above: Did your
activity address your goals? Did your lesson plan reflect what you intended to teach? Were you
pleased with the sequencing of the lesson or would you change anything? What would you do
differently next time or what extension activities do you think would supplement this lesson? It
may be helpful to cite one resource that supports your instruction.

For the purpose of this Unit Project, you will not be filling this out but instead will submit
your reflection to me after your in-class presentation and attending the Gizmo Expo (due by
midnight of the final exam day). However, I wanted to leave this section here in the lesson
plan template to encourage you all to be reflective practitioners in the future; to always reflect
on your teaching!

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
12 
Science Lesson Plan
Lesson Title: ​Weather Around the World _​_______ Grade: ​Kindergarten

Learning Target​: The students will demonstrate their understanding of different types of weather
throughout the day by using a science gizmo that actively demonstrates the different types of weather
around the world.
Grade Level Guide: Content Standards ​Ohio, Kindergarten, Science/Weather
Content Curriculum Focal Points Common Core State Standards Interdisciplinary Connections
According to NGSS
ESS3.B: Natural Hazards K.ESS.1: Weather changes are The students will need to know how to
Some kinds of severe weather are long-term and short-term. respect items that are not theirs. In the
more likely than others in a given lesson, the students will be using a
region. Weather scientists forecast Social studies Standard: science gizmo that was created for their
severe weather so that the Content Statements: weather lesson. When the students use
communities can prepare for and -Humans depend on and the gizmo, they will have to be patient
respond to these events. impact the physical to wait their turn to use the gizmo.
environment in order
to supply food, clothing, and
shelter.
- Individuals are unique but
share common characteristics
of
multiple groups.
Academic Language​: gizmo, weather, weather patterns, countries, seasons, fall, spring, summer,
snow, rain, and hail.
Students’ Needs: ​Students will need to understand the different types of weather in order to
understand how it changes and how it is different in American and Europe.

English Language Learners Special Needs (can be a group such as “struggling


readers” or individuals)

The teacher will assistive technology Eye sensitivity/blindness


like to help students who can not see -The teacher would explain what the weather
the weather around them or work with looked like.
the science gizmo. -The teacher would pair a student who is struggling
with another student that is currently advanced in
this subject to creat good peer interactions.

Materials​: The students will only need pencils, paper, and a notebook. The teacher will need a
whiteboard, markers, eraser, ​builtin board​, a world map, a weather doll cut out, folders microphones,
lab coats, cut-outs of clothing and weather tools, weather symbols, and the weather gizmo.

Language Function​: The students will go over how the weather is different in America and Europe
by viewing picture of the weather seasons in both America and Austria. They will be given the
chance to role-play as weather reports to show they understand the different types of weather.
 
13 
Lesson Plan (step by step sequence of the lesson)
Before​: The students will enter the class by putting their backpacks away and sitting in front of the
classroom near the windows to see the present weather outside. The teacher will then introduce the topic
by showing the students different types of weather like rain, sunshine, snow, and etc.

During​: After the teacher introduces the topic, the teacher will show the students pictures from a local
news reporting website. The teacher will then give the students an opportunity to become a weather
reporter by giving them lab coats to wear, a microphone, and folders to hold. The teacher would give as
many students as possible the chance to play the role of a news reporter. If some of the students did not get
a chance to be the reporter, they could be part of the audience to help make decisions. The teacher would
then introduce the weather gizmo. The gizmo would have a wheel to determine the weather, a dice to solve
a puzzle, and hacky sacks to throw at the correct weather/clothes. A student would spin the wheel to give a
news report on that weather topic for both American and Austria (Europe). Before they give the news
report, they would throw the hacky sacks at the correct weathers/clothes pictures. At this time, another
student would solve the dice puzzle that is related to the weather. The students would then also have a doll
cut out where they would dress the doll according to the weather. After the students finish being reporters,
they will complete a weather report builtin board to represent the weather scenarios they created that day.

After​: After the students are finished with the builtin board, the students will come up to the teacher’s
work area to answer a weather question. The teacher would use the weather gizmo by spinning it and
asking the student to hold up a symbol to represent the correct weather. This would count as the students’
exit ticket to end the weather lesson.

Catholic Connection​: When the teacher introduces the difference in the weather for America and
Europe, the teacher could show how different both places are by also showing students how people
live differently. Some people live a very wealthy life, some make enough to live comfortably, and
some people live in poverty. The teacher could tell the students that we should treat everyone with
kindness. The teacher could organize for the students to bring in canned goods to donate to a local
soup kitchen.

Type of assessment Description of Modifications​ to Evaluation Criteria​- ​How good is good


(formal or informal; assessment the assessment so enough to meet standards?
formative or What will students do that all students (related to the learning objectives)
summative) to show what they may demonstrate Include scoring guide, rubric or other
have learned? learning criteria
Exit Slip: The student Allowing the The teacher expects the student to
will meet with the students more time respond within 5-10 seconds with a
Formative teacher to show their to complete the response to the teacher’s question.
knowledge by exit slip.
identifying the
different types of
weather when the
teacher uses the
gizmo.

Resources​:(​Resources provided in Appendix #1)


 
14 
Analyzing Teaching​: To be completed after the lesson has been taught.

What worked?
What didn’t? For whom?

Adjustments
What instructional changes do you need to make as
you prepare for your next lesson?
Proposed Changes Whole class:
If you could teach this lesson again to this group of
students what changes would you make to your Groups of students:
instruction​?

Individual students​:

Justification
Why will these changes improve student learning?
What research/theory supports these changes?

Additional questions to consider when reflecting and completing the chart above: Did your
activity address your goals? Did your lesson plan reflect what you intended to teach? Were you
pleased with the sequencing of the lesson or would you change anything? What would you do
differently next time or what extension activities do you think would supplement this lesson? It
may be helpful to cite one resource that supports your instruction.

For the purpose of this Unit Project, you will not be filling this out but instead will submit
your reflection to me after your in-class presentation and attending the Gizmo Expo (due by
midnight of the final exam day). However, I wanted to leave this section here in the lesson
plan template to encourage you all to be reflective practitioners in the future; to always reflect
on your teaching! 
 
 
 
 
 
 
 
 
 
 
Appendix 1-Resources 
Language Arts Lesson: 
 
15 
~Worksheet: 
DLTK Growing Together Educational Activities for Kids, Block Print Alphabet Tracer 
Pages, (n.d), ​https://www.dltk-teach.com/alphabuddies/trace.htm​ Access date 
2019, November 14th  
● This website provided the worksheets for the lesson. 
~Weather Book:   
McDonald, Jill. “Hello, World! Weather”, 2016, March 8th, 
https://www.amazon.com/Hello-World-Weather-Jill-McDonald/dp/0553521012 
Access date: 2019, November 14th   
● This is the book that the teacher will read during the lesson. The teacher will 
have the students identify  
~Common Core Standards: Ohio Department of Education:  
● http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/English-Langua
ge-Art/English-Language-Arts-Standards/ELA-Learning-Standards-2017.pdf.asp
x?lang=en-US 
● This website provided the standard in the lesson to help divine the language 
learning targets.  
~Content Curriculum Focal Points According to the ELAS:   
● http://www.corestandards.org/wp-content/uploads/ELA_Standards1.pdf  
● This website provided the ELAS for Common Core Standards   
Math Lesson Plan: 
~Learning Session: 
Weather Activities and Centers. (2019, April 25). Retrieved from 
https://pocketofpreschool.com/weather-activities-and-centers/​. Access date: 
2019, 6th, November  
● This website provides the idea of the learning station and shows the examples 
of the manipulatives used in the lesson. 
~Common Core Standards: Ohio Department of Education:  
● http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Mathematics/O
hio-s-Learning-Standards-in-Mathematics/MATH-Standards-Kindergarten.pdf.a
spx?lang=en-US 
● This website provided the standard in the lesson to help devine the math 
learning targets.  
~Content Curriculum Focal Point According to the NCTM: 
● https://www.nctm.org/uploadedFiles/Standards_and_Positions/Common_Core_
State_Standards/Math_Standards.pdf  
● This website provided the NCTM standards to clarify and enhance the learning 
goals and the common core standards.  
Science Lesson Plan: 
 
16 
~Weather Forecast: 
The Local - Austria's news in English. (n.d.). Retrieved from ​https://www.thelocal.at/​. 
Access date: 2019, November 29th 
● This website would provide printed out images of the weather forecast of the 
day or for that week to show the students a real weather forecast.   
~Clothing Cutouts  
*, jgift87* M. since 2017, & *, stargems* M. since 2018. (2018, November 24). What to 
Wear in Winter Cut-Out Worksheets. Retrieved from 
https://www.twinkl.com/resource/t-tp-693-what-to-wear-in-winter-cut-out-act
ivity-sheets​. Access date: 2019, November 29th 
● This provides images of the clothing cut out for the students to use during the 
lesson. 
~Cut out for Weather Images 
Weather Images For Kids #1803392 (License: Personal Use). (n.d.). Retrieved from 
http://clipart-library.com/clipart/8cxnr9o6i.htm​. Access date: 2019 December 
5th, 2019 
● This website is where the teacher would cut out the weather images to use 
throughout the lesson.  
~Common Core Standards: Ohio Department of Education 
● https://www.ohio-k12.help/assets/Science-MCUs/Science%20K.ESS.1.pdf 
● This website provided the common core standard that help set the learning 
targets for the science lesson. 
~~Content Curriculum Focal Point According to the NGSS: 
● https://www.nextgenscience.org/dci-arrangement/3-ess3-earth-and-human-acti
vity 
● This website provided the NGSS standard to further explain the learning 
targets for the science lesson.  
 
 
 
 
 
 
 
 
 
Appendix 2- Glossary  
❖ Cold: ​When the temperature drops at certain part of the year(usually winter 
and sometimes spring/fall).    
 
17 
❖ Counting: ​When the students say the numbers out loud by starting and 
ending with a particular number.    
❖ Countries: ​A place in the world with states, capitals, and cities that have their 
own government, laws, environment, customs, and religions.    
❖ Fall: ​One of the four seasons when the leaves on the trees turn from green to 
colors like orange, red, brown, and etc. At this time, the temperature begins to 
drop.  
❖ Gizmo: ​A gizmo is a device that produces a certain outcome the inventor 
intended. It can range from different topics and materials.   
❖ Hail: ​When the temperature drops so low that it freezes the rain into ball like 
shapes. The shapes can be a small as a pebble to as big as a softball.   
❖ Hot: ​When the temperature rises at a certain time of the year (usually 
summer). This can create things like humidity during this time period.  
❖ Leaves: ​A type of plant that grows on trees most of the year. The leaves will 
fall during the fall season and die towards the winter.    
❖ Lightning: ​A type of weather that produces electricity that strikes the ground. 
This usually happens during a rain or thunderstorm.   
❖ Number Line: ​A line that list a certain order of numbers that can be 
increasing or decreasing.   
❖ Numbers: ​The amount of an object that is expressed with words and 
counting.   
❖ Rain: ​A type of precipitation that leaves the atmosphere in the form of small 
droplets.   
❖ Seasons: ​The different types of weather that are classified into four groups; 
spring, summer, fall, and winter.  
❖ Snow: ​A type of precipitation that freezes into a white flaky substance that 
covers the ground during the winter season.  
❖ Spring: ​One of the four seasons when it starts to get warmer after the 
winter season. At this time, flowers and other plants begin to grow on the 
ground.   
❖ Summer: ​One of the four seasons when the temperature begins to increase 
and it becomes hotter.  
❖ Sunny: ​When the sun is out during the day and the sunlight is very bright.   
❖ Weather: ​The condition that is currently happening outside that is related to 
environment’s conditions outside.   
❖ Weather Patterns: ​This is when the weather is consistent for many days or 
weeks at a time.  
❖ Winter: ​One of the four seasons when the temperature begins to drop and 
snow or hail can begin to fall during this time.  
 
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Instructional Sheet  
 
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