Weather Unit

Discovering the world of weather!

~
Observe the skies, create weather maps,
explore local historical weather events,
and become a seasoned meteorologist.
~~
Grade Level: Kindergarten

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 Abstract

Understanding the basics of weather starts from an early age by learning to observe the world. These

observations are important data to record in order to learn about how the weather affects daily life.

Weather data is found all around and can be recorded through writing, drawing, and story. Every place

has weather patterns that sometimes help to predict what might occur in the future, especially in the case

of emergencies. This curriculum covers all this content at Kindergarten level in order to provide the

foundational understanding students will need to further their learning of weather, data, writing,

scientific phenomena, and the way history can affect people today. Each lesson contains several mini-

lessons within, and each mini-lesson is meant to be taught on each successive day. These lessons are

differentiated and assess the learner in various ways throughout. The end of the unit will assess total

understanding gained throughout the entire unit through a culminating performance task.

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 Understanding by Design Unit

Student Name: Intended Grade Level of Unit

Samantha Knutson Kindergarten

Theme of Unit Content Area:
Geography, Mathematics, Science, History and Arts
Weather
Classroom Demographics:
Students are culturally diverse, attend a Title 1 school, and are English speaking 5 and 6-year old’s. Several have
IEP’s and receive extra support from specialized teachers.

Alaska Content Standards:

1. Math Standards
K.MD.1. Describe measurable attributes of objects (e.g., length or weight). Match measuring tools to attribute (e.g.,
ruler to length). Describe several measureable attributes of a single object.
K.MD.2. Make comparisons between two objects with a measurable attribute in common, to see which object has
“more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children
and describe one child as taller/shorter.
2. Science Standard
K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.
K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and
respond to, severe weather.
3. Arts Standard: Visual Arts Anchor Standard 2: Organize and develop artistic ideas and work
VA-CR1b-K c. Create art that represents natural and constructed environments
4. Geography Standard A
A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial
(geographic) information.
5. History Standard A
A student should understand that history is a record of human experiences that links the past with the
present and the future.
Transfer Goal(s) - Unpacked Standards
Math-Students will classify and compare attributes of weather, such as precipitation
Science-Students will observe and record weather conditions and patterns
Arts-Students will accurately draw representations of gathered data on weather
Geography-Students can use maps to gather and record meteorological information
History-Students will locate historical weather events in Alaska
Alaska Cultural Standard(s) for Educators to be met in this Unit:

BIG IDEA of the Unit:

Collecting and interpreting data is important for understanding the world around us.

STAGE 1 – Essential Questions and Enduring Understandings (Bank of EUs and EQs for Unit)
Enduring Understanding(s) Essential Questions to be Considered:
Students will understand that…. Is some weather more important than others?
Careful observation of the world around us reveals
repeated patterns. Should weather impact the decisions we make every
day?
The collection of data allows one to learn from the past,
inform the present, and influence the future.

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STAGE TWO: Culminating Performance Task
Culminating Performance Task –
A. Student Culminating Performance Task Prompt (Student Version)
There is a very important book for farmers that predicts the weather for a whole year! This is so the
farmers can know when the best times will be to plant and harvest. This book has to be redone every
year and this time, they need your help to make some weather forecasts. You are going to pick your
favorite season and create a weather prediction for five whole days. For each day, you will need to draw a
picture and write words describing the weather. Don’t forget—it is really important for you to add one
page that shows some severe weather that could happen during your season. You also need to show how
people can stay safe if the severe weather happens.
B. Success Criteria to be met:
• Accurately colored weather drawings
• Daily forecast for five days
• Prediction and instructions for severe weather
• Reasonable weather for the chosen season
C. Rubric
Meteorologist Performance Task
Objectives How Well You Did
Each drawing uses real
colors and details so it
is easy to see and name
the weather.

The weather forecast

guesses weather that
makes sense for the
season that was picked.

The severe weather

warning makes it easy
to know what weather
might come and what
people should do if it
does come.

The weather forecast

includes guesses for five
days of weather.

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What do the faces mean?
J= This goal was totally finished!
K= This goal was only worked on a little bit!
L= You did not work on this goal!

STAGE THREE: Learning for Understanding/ Instructional Activities

Pre-Requisites for the entire unit: What are the prior knowledge and skills students have to have in place before
starting this Unit of Study?
• Color Identification
• Knowledge of numbers up to 10
• Proper use of scissors and glue sticks

Unit Overview/Introduction/Main Hook

Using a clear plastic cup or glass jar, shaving cream, and food coloring, demonstrate a very rudimentary idea of why it
rains. Fill the cup with water, squirt shaving cream on top for the clouds and explain that it rains when clouds cannot
hold any more water. Drip blue food coloring on top of the cloud, and watch it “rain”. Explain to students how they
will learn to look for signs of weather, even severe kinds, and observe them carefully and correctly during this unit.
Just like this “raining” jar, we will explore different ways to show weather through writing, drawing, games, music,
and maps.

Mini-hook for each lesson:

connection to prior learning/knowledge
Action/ Process: Specific strategies
Lesson Teacher does/ Student Does to accommodate
Product: specific student
Assessment/ Evidence of Learning variability/
Lesson closure accommodate all
learners
Materials for lesson #1:
• Wall fan
• Sound clips of thunder, rain, and wind.
• Bowl of ice
• Spray bottle of water
• Blank slips of paper in a cup/bowl/hat/receptacle of some sort
• Measuring to the nearest inch worksheet
Objectives and Essential Questions for lesson #1:
1. Students will understand that the weather is something everyone experiences
2. Students will understand that natural substances can be measured
AND EQ:
1. Are there right and wrong ways to observe the weather?
2. Which differences are important to observe, and which are not?
Standards/Content areas covered in lesson #1:
Math Standards:
K.MD.1. Describe measurable attributes of objects (e.g., length or weight). Match measuring tools to attribute (e.g.,
ruler to length). Describe several measureable attributes of a single object.
K.MD.2. Make comparisons between two objects with a measurable attribute in common, to see which object has
“more of”/“less of” the attribute, and describe the difference.

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Science Standard
K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.

Mini-hook:
connection to prior learning/knowledge
Gather students at the carpet and have them close their eyes. They will be introduced to a number of things/forces
which they will describe using all senses but their eyes. The first will be an example of wind. Use a fan and point the
air flow around the circle and ask what they feel. Start at a low speed and then increase as they begin to answer.
Continue giving the students clues using other materials such as sound clips. Have them place their hand in a cup of
ice and spray them lightly with water from a spray bottle.
Lesson Process: Visual/Auditory/Kin
esthetic/Tactile
1 Mini-lesson Day 1 Strategies:
Observing
1. Ask table groups to come up with as many different kinds of weather as --Students will have
Weather
they can. activities in which they
2. Students will discuss options at table. will handle items for
3. Call on students to share types of weather each group came up with and grouping, measure
write responses on the board. lines with a ruler, and
4. Use blanks slips of paper to write down each type of weather the students measure volume of
came up with. water in a beaker.
5. Each table group will take turns picking a slip of paper. The teacher will
whisper the type of weather on it to the table group who will be gathered --Students will have a
at the front of the room. Without speaking it is the groups job to use their visual record written
bodies to show what kind of weather they got in their slip of paper. on the board of how
(Weather charades, if you will!) many inches the class
6. After each group has finished their word, direct them back to their seats so guessed was in each
each can have a turn. This may go on for several rounds, as the papers will bucket.
be replaced so they can be drawn again. The rounds should be rather fast
paced. Reading/Writing/Lis
tening/Speaking
Mini-lesson Day 2 Strategies:
1. Present students with three transparent containers of equal size. Water, --Before lesson begins,
snow, and ice will be represented at respectively the same volume. The overview the
teacher will ask each student to guess which bucket contains the least vocabulary that will be
amount of water. This will be done by a form of “secret ballot”. This important during the
introduction to the unit will be presented at the beginning of the day and mini-lessons. For this
the results viewed and discussed at the end of the same day. lesson the words
2. Using the water bucket have students guess how many inches of water are weather, rain, snow,
in the bucket. sun, wind, hot, cold,
3. Students will raise hands to make guesses about inches of water. storm, and inch are the
4. Write down guesses on the board. Demonstrate measuring the water using important vocabulary.
a ruler beside the bucket. Begin with the ruler upside down and ask if it is Write these on the
correct. (Note what the general class reaction is: No! or Yes! One may have board during student
to pause and further explain. Observe this for all following questions, as instruction. Prepare to
well.) Tilt the ruler and ask if it is in a good position. Place the ruler inside write a few of the
the bucket to measure and ask if this is a good method. words in different
5. Measure the inches in each bucket and announce whose guess was closest. languages, as well. This
Ask the closest student why they guessed what they did. Discuss with the ELL learning support
class and revisit how the buckets could be grouped. must also apply to
6. Give students a measuring worksheet and model how to measure in inches further lessons.
with a ruler. Students will complete this independently.
7. Observe answers and record students who have not measured correctly. --Students will both
speak and listen to
others at their table

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Mini-lesson Day 3 and share reasoning
1. Provide each table group a plastic beaker clearly marked in 10 mL strategies with the
increments. Ask a student from each group to fill a cup with water. Ask class.
each to fill their beaker with 10 mL of water from the cup. Direct students
from each group to take turns filling the beaker. --Students will read
2. Students will take turns filling beaker to 10 mL. After each student numbers and write
measures, they will pour the water back in the cup so the next student can down line
repeat the process. measurements.
3. Observe and note which students seem to struggle.
4. Gather class at carpet and use the whiteboard to trace the outline of a UDL:
beaker, writing 1 through 20 mL measurements to the side. Call on --If needed, students
students to color in the beaker to a measurement you choose. who advance quickly
on the measuring
Product: worksheet for mini-
Assessment/ Evidence of Learning lesson day 2 have the
• Pre-Assessment: Using anecdotal evidence from observations of each opportunity to
student at the time they have the “weather person” job, the teacher will measure three items in
record who seems to understand what it means for the weather to be the class and draw
cloudy, rainy, sunny, snowing, warm, and cold. (This will be done pre-unit) pictures of these
• Formative: Teacher will model identifying the weather using only one objects on the back.
clue. For example, if I put my head out the window and felt snowflakes on
my face, what would the weather be? Students will then be asked what the --For advanced
weather is like based on auditory and visual clues. learners during mini-
• Formative: Students will take a quiz measuring lines at one inch lesson day 3, the
increments. This quiz will first be teacher demonstrated with an example beaker-coloring group
not used in the quiz. Following the demonstration, the quiz will be done activity can be
independently. Results will indicate students’ ability to use a ruler adjusted so they are
effectively. more challenged by
• Formative: Table groups will be given a plastic beaker clearly marked in higher numbers of mL.
10 mL increments and a cup of water with varying amounts. Each group
will be asked to fill their beaker with 10 mL of water from the cup. Each --Some activities are
child from the group will have a turn to fill the beaker. The teacher will modeled to
observe and note which students seem to struggle and provide worksheets accommodate ELL’s.
to color in specified amounts of liquids.

Cloze Sentence Completion Traditional Test Items

Passage 1
Fill in the blanks with the appropriate words.

I went outside to ____________ the weather. The clouds

are dark and low, so I think it will _____________. I don’t
think it will snow because the _______________ is too
warm. I’m excited to put ____________ my boots so I can
go outside and _____________.

Answer Key:
1. Check, notice, observe, see
2. Rain
3. Temperature
4. On
5. Play, run, walk
(Each answer worth ½ point)
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Passage 2
Fill in the blanks with the appropriate words.

There is a strong ________ blowing outside. It makes the

trees rattle against the windows and drifts of ________
pile up around the house. The temperature is so
________ that you can’t go ________ without winter gear
on.

Answer Key:
1. Wind
2. Snow
3. Cold, cool, freezing, chilly, frigid
4. Outside, out, anywhere
(Each answer worth ½ point)

Passage 3
Fill in the blanks with the appropriate words.

The sky is clear! The _______ is shining and there are no

________ in sight. This will be a perfect day to go swim
in the _______. I don’t want to get thirsty so I will bring
______ and a coat in case it gets ________.

Answer Key:
1. Sun
2. Clouds, rainclouds
3. Lake, river, ocean, pond
4. Water, drink, juice, pop
5. Cold, cool, chilly
(Each answer worth ½ point)

Lesson closure
Provide each student with a bowl and take the class outside to collect snow in
each bowl. Take the bowls back to the classroom and pour juice over snow to
make a slushy snack. Ask the students how they can tell this is snow. Eat your
slushies!

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Materials for lesson #2:
• Rain exhibit video: https://youtu.be/EkvazIZx-F0
• Digital pictures of art for Lesson Hook
• Weather Journal video: https://youtu.be/Uo8lbeVVb4M
• Weather Song 1 video: https://youtu.be/RmSKsyJ15yg
• Weather Song 2 video: https://youtu.be/ygryGkGpgUs
• Eighteen 17”x22” pieces of white paper
• Eighteen pieces each of 8.5”x11” purple, blue, green, yellow, orange, red, black, and white
• Scissors, glue, markers, colored pencils, crayons, watercolors, and cups for water
• Eighteen weather journals (template included)
• 36 pieces of white printer paper
• Examples of average temperature maps
Objectives and Essential Questions for lesson #2:
1. Students will understand that weather should be visually represented accurately
2. Students will understand that maps and pictures are both important for interpreting the weather
AND EQ:
1. Why are works of art depicting weather considered to be less scientifically accurate than maps depicting
weather?
Content areas covered in lesson (from standards) #2:
Arts Standard: Visual Arts Anchor Standard 2: Organize and develop artistic ideas and work
VA-CR1b-K c. Create art that represents natural and constructed environments
Geography Standard A
A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial
(geographic) information.
Mini-hook for each lesson:
connection to prior learning/knowledge
Watch video of this rain art exhibit:
https://youtu.be/EkvazIZx-F0
Discuss student reactions and present different ways art has captured weather. (VanGogh’s “Starry Night”, Aurora
room at the Museum of the North, Nikolai Astrup “Old Woman with a Lantern”, and Childe Hassam “Rainy Day,
Boston”.

Lesson Mini-lesson Day 4 Visual/Auditory/Kin

1. Show students this video of keeping a weather journal: esthetic/Tactile
2 https://youtu.be/Uo8lbeVVb4M This will introduce the journals the class Strategies:
Weather
will be keeping throughout the rest of the unit. Before starting these --Videos allow
Art
journals, pass out two pieces of paper to each student. students to watch and
2. Students will draw two pictures: one of a hot, summer day and another of listen to new
a cold, winter day. information.
3. As students draw, remind them to use colors they see in the real world and
to include details. Don’t just draw the sun! --Student art
4. Allow eight minutes for independent work on their drawings, then as representations of
students finish up, ask how all these pictures should be grouped. Why? weather help visual
What about them is the same and what is different? Hopefully, a student and kinesthetic
will mention the colors typical of a hot summer day VS the colors used for learners.
a cold winter day. If not, point out this detail.
5. After discussion, have students turn in their drawings. --Daily weather
6. Pass out weather journals and remind students of how the video taught us observation video is
to record the weather and to think of the art examples we looked at for the visual and leads
lesson introduction. students in a song.
7. Students will complete record of weather for Day 1.
--Pictures of regions
visually represent a
type of weather.
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Mini-lesson Day 5
1. Gather students at carpet and show this video of song 1 for observing the Reading/Writing/Lis
weather: https://youtu.be/RmSKsyJ15yg tening/Speaking
2. Students will return to table and record weather in daily weather journals. Strategies:
3. Show pictures of average temperatures in the world and in different --Important
regions or countries. Ask students what they think each color represents. Vocabulary: journal,
Connect this discussion with the drawings done in the previous lesson. Ask art, map, temperature,
if someone who speaks a different language could understand where it is degrees, and accurate
hot and where it is cold, where it is warm and where it is cool.
4. Begin art project for “My Favorite Weather”. This project will be done over --Students will write
the course of two days. information in their
5. Provide a table with different materials such as plain paper, watercolors, daily weather journals.
colored construction paper, scissors, glue, markers, colored pencils, and
crayons. The parameters will be that students must use scientific colors, --Students will listen
and a base paper of the same size. and speak during class
6. Ask students for ideas of what their favorite weather might be. Give discussions.
examples that some people like rainy days, or stormy days, or warm,
breezy days at the beach. --Students will work
7. Students will use a piece of printer paper and a plain pencil to do a rough together with
sketch of an idea. classmates to come up
8. Observe student ideas and provide input or ideas for details. The art will with ideas.
be assessed on accuracy of color and easily identifying the weather shown.
UDL:
Mini-lesson Day 6 --Students are given a
1. Gather students at carpet and show this video of song 2 for the weather: choice between what
https://youtu.be/ygryGkGpgUs materials to use for the
2. Have students return to table and record weather in daily weather art project in day 5 and
journals. 6.
3. Provide each table group a supply caddy (contains markers, scissors, and
glue), a selection of colored construction paper, a base piece of white --The weather art
paper. Ask students who wish to use watercolors to retrieve their paint project connects
and water cup. learning to personal
4. Students will work independently on art project. May collaborate on ideas. experience.
5. As students work, connect back to the lesson’s essential question: Why are
works of art depicting weather considered to be less scientifically accurate --For the daily weather
than maps depicting weather? Discuss with students why a weather observation, the
reporter uses a map instead of art like they are currently creating. Can temperature, weather
maps be considered artwork? Connect back to the example of choosing word, and weather
which spoon is best for certain uses. Some art is better than others to symbol will be written
inform people about weather. Why? A picture might take a longer time to on the board for
create than a color-coded map. A map will use actual temperatures to student reference.
show information. ETC.

Product:
Assessment/ Evidence of Learning
• Pre-Assessment: Students will draw their perception of a hot day and a
cold day as a pre-instruction assessment. The resulting drawings will
inform the teacher of any shortcoming in knowledge.
• Summative: Students will keep journals every day of the local weather.
The teacher will then be able to see throughout the unit if a student is
understanding how to accurately represent data.
• Formative: Students will create a depiction of the weather on what would
be their “perfect day”. These art projects will be assessed based on
accurate and easily identifiable representation of weather. The authors of
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 the best drawings will get to choose which Alaskan weather event is
studied first.
Lesson closure
Gather students in a circle at carpet with their finished art project. Go around
the circle and have each student share about their favorite weather and if
applicable, a memory they have when they experienced it. After everyone has
shared, discuss with students how the art could be organized. By color?
Weather? Material? Accuracy?
Materials for lesson #3:
• Website: https://www.ventusky.com/?p=62.2;-147.2;3&l=temperature-2m&t=20200321/0500
• Large, blank, color-by-number map of Alaska for mini-lesson Day 7
• Weather Song 1 video: https://youtu.be/RmSKsyJ15yg
• Weather Song 2 video: https://youtu.be/ygryGkGpgUs
Objectives and Essential Questions for lesson #3:
• Students will understand how to recognize a map of Alaska
• Students will understand that maps can help us understand weather from the past
AND EQ:
• Why are weather maps less prone to human error than stories about the weather?
Content areas covered in lesson (from standards) #3:
Math Standards
K.MD.1. Describe measurable attributes of objects (e.g., length or weight). Match measuring tools to attribute
(e.g., ruler to length). Describe several measureable attributes of a single object.
K.MD.2. Make comparisons between two objects with a measurable attribute in common, to see which object
has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of
two children and describe one child as taller/shorter.
K.MD.3. Classify objects into given categories (attributes). Count the number of objects in each category (limit
category counts to be less than or equal to 10).
Science Standard
K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.
K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and
respond to, severe weather.
Arts Standard: Visual Arts Anchor Standard 2: Organize and develop artistic ideas and work
VA-CR1b-K c. Create art that represents natural and constructed environments
Geography Standard A
A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial
(geographic) information.
History Standard A
A student should understand that history is a record of human experiences that links the past with the present
and the future.
Mini-hook:
connection to prior learning/knowledge
Pull up this website for virtual real-time maps of current temperatures around the world.
https://www.ventusky.com/?p=62.2;-147.2;3&l=temperature-2m&t=20200321/0500
Begin in Alaska, exploring places the students are familiar with such as Fairbanks and Anchorage. Call on students
who would like to suggest another location the class can look at up close. Discuss the color’s used on the weather map
and connect them with previous knowledge of “warmer” and “cooler” colors from previous lesson. At the end of the
discussion zoom the map all the way out. There will be a visible pattern of colors. Tie this in with grouping from the
first lesson.
Lesson Mini-lesson Day 7 Visual/Auditory/Kin
1. Gather students at carpet to sing along to the weather song: esthetic/Tactile
3 https://youtu.be/RmSKsyJ15yg Strategies:
Weather
2. Students will return to table and record weather in daily weather journals. --Map images provide
Maps
3. After journals have been turned in, begin discussing what students visual
remember of the weather last summer (Summer ’19). July 2019 was the
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 hottest month on record Statewide. For Fairbanks, wildfires caused by --Class will color the
extreme heat enveloped many surrounding areas. There were evacuation Alaska snowfall map
orders for some residents and the smoke made the air harmful to breathe. together.
Ask students what they think a temperature map of summer 2019 might
look like. --Using a ruler to
4. Pull up an actual map of Alaska for summer 2019 temperatures. This will demonstrate snow
be the portion of the lesson to give an overview of the shape of our state. depth, especially in
Talk about different cities and towns and where they are located, the comparison to a
unique shape of AK and how we can show others what it looks like with a student, is both visual
hand, the mountain ranges, and the large size. and audible. For the
5. Switch over to link (https://www.climate.gov/file/large-snow-depth-map student used as a
) for a map of average snow depth in Alaska. Point out what each color comparison, this
represents. Connect this map to the previous lesson of measuring how lesson is kinesthetic.
much water was in each bucket with a ruler. Demonstrate with a ruler the
amount of snowfall represented by each color on the map. Call on a Reading/Writing/Lis
student to show that some places in the state have snow cover that would tening/Speaking
go over their heads! Strategies:
6. As a class, copy and color a large, blank map of Alaska for the average --Important
snow cover. (This map will be made “color-by-number” style) Call students Vocabulary: Map,
to the map in pairs and direct them to use certain colors for certain drought, temperature,
numbers. Hang completed map in classroom or in the hallway. (This task Alaska, and average
may take more than the time allotted for one lesson. Complete map at the
beginning of next lesson.) --Students will listen
and speak during class
Mini-lesson Day 8 discussions and as the
7. (If snow cover map from previous lesson is not completed, take time to teacher asks questions.
finish as a class.) At completion of the map, ask students where Fairbanks
is. Add a dot and label after discussion. --Students will discuss
8. Gather students at carpet to sing along to the weather song 2: their weather
https://youtu.be/ygryGkGpgUs observations in pairs.
9. Students will return to table and record weather in daily weather journals.
10. This lesson marks the 5th day students have been recording weather in --Students will read
their weather journals. Direct students to find a partner and compare numbers and connect
weather journals. Model what this may look like and ask pairs to find what them to certain colors
the weather has mostly been like. for the class snow
11. Student pairs will discuss for three minutes the weather recorded in their depth map of Alaska.
weather journals.
12. As a class, compare findings. Record on the board the average weather for --Students will use
week one. reading and writing to
make their own
Mini-lesson Day 9 weather map.
13. Begin lesson by passing out a quiz on the location of Fairbanks. Each
student will complete this individually and turn it in when complete. UDL:
(Results will indicate whether another visitation of the location is needed.) --Discussing the
14. Gather students at carpet to sing along to the weather song 2: weather in Fairbanks
https://youtu.be/ygryGkGpgUs during the summer of
15. Students will return to table and record weather in daily weather journals. 2019 will connect the
16. How do we know what kind of weather a map is showing? Pictures make it material to student’s
easy, but why? Ask students for their ideas. Revisit the maps from the unit lives, as will the study
which show temperature and snow cover. How do we know which one is of an Alaska map.
which? Some maps require high reading skills to know, so how can we
show a person who can’t read, what these maps are showing? Discuss --The average weather
student ideas. for week one will be
17. Model the next activity by coloring a blank Alaska map and creating a displayed on the board

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 symbol or using a weather word for what each color means. until the end of the
18. Hand out one blank Alaska map to each student. The directions are to unit.
make up your own weather map for temperature, rain, or snow and use
symbols to show people what they mean. -The weather map for
Product: day 9 gives the student
Assessment/ Evidence of Learning choices as to what they
• Formative: Students will take a quiz asking them to circle where they would like to represent
live on the state of Alaska. Based on results, teacher may have to re- on their map.
visit teaching the location of Fairbanks.
• Formative: As a whole class, study examples of Alaska maps --Some activities are
representing temperature for different seasons. Students should modeled to
recognize that colors like red, orange, and yellow represent warmer accommodate ELL’s.
temperatures and colors like blue, green, and purple represent cooler
temperatures. After this assessment, the whole class will color a large --For student’s with
map together, guided by the teacher. low reading skills, the
weather maps the class
True/False Traditional Test Items creates on Day 9 can
Set 1 use pictures to
Circle T for “true” and F for “false” represent colors
instead of words.
1. T / F
Maps not only show locations and physical geography, but can also
provide information on weather.
2. T / F
There are specific colors that must be used for certain information on
maps.
3. T / F
Maps are only useful for people who can’t read.

Answer Key:
1. True
2. False
3. False
(Each answer worth 1 point)

Set 2
Circle T for “true” and F for “false”

1. T / F
Art that shows the weather is an accurate, dependable scientific
source.
2. T / F
Weather maps from the past are completely accurate.
3. T / F
Modern weather maps can have mistakes.

Answer Key:
1. False
2. False
3. True
(Each answer worth 1 point)

13
 Set 3
Circle T for “true” and F for “false”

1. T / F
Maps show topographical changes that may affect the weather.
2. T / F
There are maps available that show the weather in real-time.
3. T / F
Weather maps tell us when future weather emergencies will happen.

Answer Key:
1. True
2. True
3. False
(Each answer worth 1 point)

Lesson closure
Students will draw a picture of the best thing to wear during a summer like
2019.
Materials for lesson #4:
• Weather Song 1 video: https://youtu.be/RmSKsyJ15yg
• Weather Song 2 video: https://youtu.be/ygryGkGpgUs
• “Togo” by Robert J. Blake
• Painter’s tape
• “Yes” and “No” sign
• “Blizzard” by John Rocco
• Blizzard coloring page
• “Flood” by Alvaro F. Villa
Objectives and Essential Questions for lesson #4:
• Students will understand the difference between severe and mild weather
• Students will understand that severe weather events in the past help influence future decisions
AND EQ:
• Can humans be blamed for not predicting severe weather before it happens?
Content areas covered in lesson (from standards)
Science Standard
K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.
K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and
respond to, severe weather.
History Standard A
A student should understand that history is a record of human experiences that links the past with the present and the
future.
Mini-hook:
connection to prior learning/knowledge
Read the book “Togo” by Robert J. Blake

Lesson Mini-lesson Day 10 Visual/Auditory/Kin

1. Tape off two square sections of the room with painter’s tape, each marked esthetic/Tactile
4 with a “Yes” or “No” sign. The “yes” sign should be green and the “no” sign Strategies:
Severe
red. Present different weather situations. Be sure to present each example --Teacher will read-
Weather
in the same voice and not indicate if the students have chosen correctly or aloud different
not. children’s books that
2. Begin with the weather encountered by the dogsled teams from the book provide visual and
“Togo”. audible examples of
14
 • 60°F, clear, sunny skies and a breeze from the SW severe weather.
• 112°F, clear, sunny skies and no wind
• 32°F, snowing at 10” per hour --Severe weather
• -5°F, cloudy skies activity and severe
• 73°F, heavy rainfall, and 35 mph winds, with 50 mph gusts weather playground
3. For each example, the child will stand in the “Yes” or “No” box depending game allows student
on whether they think the example constitutes severe weather or not. movement.
4. Observe student choices. In theory, it will be difficult to tell what is severe
weather and what is not only by hearing about it. --Severe weather
5. Show clips of weather and continue to have students choose the “Yes” or activity choices are
“No” box. Each clip need only be played for a few seconds presented only audibly
• https://youtu.be/bjb7QtMEBUg and then switches to
• https://youtu.be/isXwtHgTLi0 audible and visual.
• https://youtu.be/PsqUZL1QEeQ
--Blizzard coloring
• https://youtu.be/Q9COsI2cgKk
pages are a kinesthetic
• https://youtu.be/GqntA0XsWg8
way to solidify
• https://youtu.be/vz91QpgUjFc
knowledge of a
6. Return to tables and discuss the difference between hearing about the
blizzard and focus
weather and seeing it.
attention during read-
7. Sing along to the weather song 1: https://youtu.be/RmSKsyJ15yg
aloud.
8. Students will record weather in daily weather journals.
Reading/Writing/Lis
Mini-lesson Day 11
tening/Speaking
1. Students sit at their table’s and record weather in daily weather journals.
Strategies:
(Day 8)
--Important
2. Show blizzard video: https://youtu.be/BpBtRmTmbqQ
Vocabulary: Severe,
3. Discuss with students the relation between the blizzard and the book
blizzard, flood,
“Togo”. Did the storm that happened during the 1925 serum run count as a
drought, tornado,
blizzard? Is a blizzard extreme weather? Have you ever experienced a
hurricane, lightning,
blizzard?
thunder, and gust.
4. Students will individually color blizzard worksheets while teacher reads
the book “Blizzard” by John Rocco aloud.
--Students practice
listening during severe
Mini-lesson Day 12
weather activity.
1. Gather at carpet and sing along to the weather song 1:
https://youtu.be/RmSKsyJ15yg
--Students will speak
2. Students return to their table’s and record weather in daily weather
about the different
journals. (Day 9)
ways we can learn
3. Ask students what they think would happen if it rained a lot for many days
about the weather.
in a row. Ask students to show by raising their hands who has taken a
shower. Does it take a long time for you to get wet in the shower? No, you
UDL:
get wet really fast! Now imagine it was raining that hard for a whole week.
--Students with
Or two weeks!
physical disabilities
4. Show video of the 1967 flood in Fairbanks:
can hold up a red or
https://youtu.be/gmCCFVtVQgA
green card for the
5. As video plays, be sure to point out the water around all the buildings.
severe weather
Pause at 55 seconds to ask if any of the students have been to pioneer
activity. They may also
park. The paused video shows the big, round center building completely
tell their choice to the
flooded. Stop video here and move on to next.
teacher during the
6. Show video of flooded downtown areas: https://youtu.be/KE6pdbvOZBU
severe weather
Pause at 25 seconds. This is the church that still stands! Notice how close
playground activity.
the water is to the bottom of the bridge.
7. *This would be an excellent time to have a guest from the community who
--The book “Togo”, the
experienced the flood first hand come in and talk to the kids* If no
15
 community member is available, show the book “Flood” by Alvaro F. Villa. discussions on
This book without words shows a family home and the effects of a flood. blizzards, and the
8. Students discuss in pairs ways that they could help their own family in the lesson on the 1967
event of a flood. flood relates to the
students own lives
Product: living in Fairbanks, AK.
Assessment/ Evidence of Learning
• Formative: Tape off two square sections of the room, each marked with a
“Yes” or “No” sign. The “yes” sign should be green and the “no” sign red.
The teacher will then present different weather situations. For each
example, the child will stand in the “Yes” or “No” box depending on
whether they think the example constitutes severe weather or not.
• Formative: Students will demonstrate how to react to different types of
severe weather by playing a game on the playground where the teacher
shouts out weather and the students choose the best place to stay safe. The
teacher will observe who merely follows the crowd, those who react
quickly, and those who make poor decisions.

Multiple Choice Traditional Test Items:

Item 1
Read the sentence. Choose the weather that best fits the description.

The temperature was -70°F with snow and gale force winds.

This sentence describes:

A. a hurricane
B. a drought
C. a blizzard
D. a cyclone

Answer Key: (C) Worth 1 point.

Item 2
Read the sentence. Choose the word that best fills in the blank.

With partly cloudy skies, scattered showers, a low of 52°F and a high of 60°F,
expect __________ weather today.

A. mild
B. cold
C. hot
D. severe

Answer Key: (A) Worth 1 point.

16
Item 3
Read the sentence. Choose the best reason and defend your answer.

Which of the following reasons best describes why building basements next to
the Chena River in Fairbanks is a bad idea?

A. Fairbanks has experienced a major blizzard in the past.

B. Fairbanks has experienced a major flood in the past.
C. Fairbanks has experienced a major problem with permafrost in the
past.
D. Fairbanks has experienced a major heating crisis in the past.

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Answer Key: (B) Correctly circled answer 1 point. Defense of answer, regardless
of answer choice, worth 1 point.

Matching Item Traditional Test Sets

17
 Lesson closure
1. Line up to go outside wearing appropriate gear.
2. Before entering the Kindergarten playground, explain the rules of the
game the class will be playing. In the event of severe weather, like a
blizzard or flood, there are always many ways to help others. Remind them
to help their classmates; this is not a game about winning, but working
together. Students will go out into the playground and pick a spot in the
rocks or snow but not on the equipment. The teacher will shout out
“flood”(move to high ground), “blizzard”(protect yourself from cold and
wind), or “Heat wave” (find some shade).
3. When the teacher shouts a form of severe weather the students will run to
find the best form of shelter.
4. Play a few rounds then return to the classroom.
5. Gather student’s to sing weather song 2: https://youtu.be/ygryGkGpgUs
6. Students sit at their table’s and record weather in daily weather journals.
(Day 10)

Materials for lesson #5:

• White dress shirt, black suit jacket, top hat, spectacles, pocket watch, and stick-on moustache.
• Supply caddies with scissors, glue, and crayons
• Weather Pattern worksheet
• “What Will the Weather Be?” by Lynda DeWitt
• Weather Song 1 video: https://youtu.be/RmSKsyJ15yg
• Weather Song 2 video: https://youtu.be/ygryGkGpgUs
Objectives and Essential Questions for lesson #5:
• Students will understand how weather patterns inform weather predictions
• Students will understand predicting weather is subject to human error
AND
• As science continues to advance, will humans reach a point when weather forecasting is 100% reliable?
Content areas covered in lesson (from standards) #5:
Math Standards
K.MD.1. Describe measurable attributes of objects (e.g., length or weight). Match measuring tools to attribute
(e.g., ruler to length). Describe several measureable attributes of a single object.
K.MD.2. Make comparisons between two objects with a measurable attribute in common, to see which object
has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of
two children and describe one child as taller/shorter.
K.MD.3. Classify objects into given categories (attributes). Count the number of objects in each category (limit
category counts to be less than or equal to 10).
Science Standard
K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.
K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and
respond to, severe weather.
Arts Standard: Visual Arts Anchor Standard 2: Organize and develop artistic ideas and work
VA-CR1b-K c. Create art that represents natural and constructed environments
Geography Standard A
A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial
(geographic) information.

18
 Mini-hook:
connection to prior learning/knowledge
This hook requires dressing up as an old gentleman from the late 1800’s. At this point in history, people did not
believe the weather could be predicted. That is, people didn’t think you could guess what the weather would be
tomorrow or the next day or next week! But shh! The kids don’t know this quite yet. Announce to the students that
you must go get an old friend from the office. Have an aide or helper watch the kids while you quickly put on the
clothing props for the character Mr. Knodall (pronounced NO-DOLL). Return to the class as Mr. Knodall, an old
gentleman from the London University. Explain to the students that it is impossible to think that people could ever
guess what the weather is going to be. The winds and forces that cause weather to change are an unsolvable mystery.
If humans did not create weather, there is no way we could ever understand it! Begin a rousing discussion with the
students who will hopefully begin to “change” Mr. Knodall’s mind.
Lesson 5 Process: Visual/Auditory/Kin
Weather Mini–lesson Day 14 esthetic/Tactile
Fore- 1. Gather at carpet and sing along to the weather song: Strategies:
casting https://youtu.be/RmSKsyJ15yg --Lesson hook is a
2. Students return to seats and record weather in their daily weather visual and audible
journals. (Day 11) introduction to
3. Play video about being a meteorologist: https://youtu.be/5-yYOpgmmp8 weather forecasting
4. Explain to students how their own weather journals are the first step to ideas.
being a meteorologist or being able to guess what the weather could be.
5. Guide students one page at a time, beginning with the first day the --Meteorologist video
students started recording weather. As the class goes through their and sesame street
weather journals together, call on students to give the weather for each video provide both
day. Add the weather from every day to a classroom weather chart, filling audio and visuals for
in the correct box with a corresponding color. what it might look like
6. After the 11 days of weather observation have been recorded, it will be to be a person who
easier to see what the weather has mostly been like during the two weeks predicts the weather.
of observation.
7. Ask the students if it is possible to guess what the weather will be like for --Satellite loop of the
the next five days, based on their observations from the past two weeks. weather over Alaska is
Discuss some possible ideas for weather forecasts. Remind students that a visual way to help
we are not making wild guesses. Suggest some crazy weather like students predict the
tornadoes and lightning storms and ask if these ideas make sense. weather.
8. Give each student a small piece of paper. Students will individually draw a
picture or write down (or both) their weather forecast guess. Students will Reading/Writing/Lis
give their guesses to the teacher when they are complete. These guesses tening/Speaking
will be secret to everyone but the teacher, who will use the answers to Strategies:
assess which students may need extra help. --Important
9. The teacher will read each forecast aloud and record them on another Vocabulary: Predict,
classroom forecast chart. forecast,
meteorologist, and
Mini-lesson Day 15 observation
1. Students will sit at their tables and record weather in their daily weather
journals. (Day 12) --Students will read
2. Discuss with students the different ways weather can be organized. Can it their own record of the
be organized by color? By precipitation (what falls from the sky)? By daily weather.
season? By severity (how bad it is)?
3. Have students complete the weather pattern worksheet. --Students will write
4. Ask students: Does weather have patterns like this in the real world? down a weather
forecast.

--Students will read

directions for weather
pattern worksheet.

19
Mini-lesson Day 16
1. Gather at the carpet and watch this video of Grover from Sesame Street
trying to predict the weather! https://youtu.be/tmO9cjsj1zc UDL:
2. Read the book “What Will the Weather Be?” by Lynda DeWitt --The average weather
3. Discuss with class how we can also use technology to help us predict the for week one and week
weather. Ask for ideas of how this is possible. two will be shown on
4. Show the webpage: the board.
https://www.star.nesdis.noaa.gov/GOES/sector_band.php?sat=G17&secto
r=ak&band=GEOCOLOR&length=12 This will show a true-color satellite --Weather forecasting
loop of the weather over Alaska. Explain what might be happening and if it guesses may either use
will help us guess the weather. words or pictures.
5. Stay at carpet and sing along to the weather song:
https://youtu.be/RmSKsyJ15yg -Weather pattern
6. Students return to seats and record weather in their daily weather worksheet will be
journals. (Day 13) modeled to
Assessment: accommodate ELL’s.
Formative: For mini-lesson day 14, as students forecast the weather for one
week, tape record ELL answers and write them out to go with the picture they
draw of their guess.

Short Answer Traditional Test Items:

Item 1
Write down two weather forecasts and the weather patterns that led to each
forecast.

Scoring Guide:
3 points
Response shows understanding of how weather patterns affect
weather predictions; student has two matching forecasts and
weather patterns.

2 points
Response shows partial understanding of how weather
patterns affect weather predictions; student has two forecasts
and two weather patterns that slightly match.
1 point
Response shows little understanding of how weather patterns
affect weather predictions; student forecasts and patterns are
not reasonable.
0 points
Response shows no understanding of how weather patterns
affect weather predictions.

20
Item 2
Read the passage.

In the month of June for the last three years, the weather has been warm and
dry. The average temperature was 65°F and there was an average ¼ inch of
rainfall. Skies were partly cloudy and light winds blew from the Southwest.

Based on this passage, make a prediction for the most likely June weather in
the coming year. Include a description of overall weather, high and low
temperatures, winds, and precipitation.

Scoring Guide:
2 points
Response shows understanding of how weather patterns affect
weather predictions; student describes or draws a weather
forecast that aligns with the described patterns of the last three
years.
1 point
Response shows partial understanding of how weather
patterns affect weather predictions; student describes or
draws a weather forecast that could happen, but is not most
likely.
0 points
Response shows no understanding of how weather patterns
affect weather predictions.

Unacceptable answers:
Temperatures lower than 50°F, temperatures higher than 75°F, heavy rainfall,
or high winds.

21
Item 3
Read the passage.

In the month of January for the last year in Alaska, the weather has been cold
and dry. The average temperature was -25°F and there was one inch of
snowfall. Skies were clear on average and light winds were from the North.

Based on this passage, make a prediction for the January weather in the
coming year. Include a description of overall weather, high and low
temperatures, winds, and precipitation.

Scoring Guide
2 points
Response shows understanding of how weather patterns affect
weather predictions; student describes or draws a weather
forecast that aligns with past patterns.
1 point
Response shows partial understanding of how weather
patterns affect weather predictions; student describes or
draws a weather forecast that is not likely to occur.
0 points
Response shows no understanding of how weather patterns
affect weather predictions.

Unacceptable answers:
Temperatures higher than 40°F, temperatures lower than -60°F, over 2 feet of
snow, or medium to heavy rainfall.

Sentence Completion Traditional Test Items

Item 1
Fill in the blanks with the appropriate words.

A person who observes and predicts the weather is

called a _______________.
Answer Key: Meteorologist (1 point)

Item 2
Fill in the blanks with the appropriate words.

Weather that is repeated over a period of time is

called a weather _________.
Answer Key: Pattern (1 point)

22
 Item 3
Fill in the blanks with the appropriate words.

Predicting the weather for a future date is called a

______________.
Answer Key: Forecast, weather forecast (1 point)

Lesson closure
Students will record the weather for day 14. At this point the class will review
the weather from the last four days and decide if their forecasts were correct.
Based on what was learned since we made the guesses, what could we have
done to be more accurate?
Unit Closure: Bring it all together with the focus of the lesson and the Objective. Tie the closure for each lesson in
with the Main Hook, the Objective, and the Essential Question.

Play The Magic School Bus Season 1 Episode 13: “The Magic School Bus Kicks Up a Storm”.
Students will create their own personal superhero meteorologist in drawings. They must come up with their own
superhero name somehow related to the weather, with matching colors. Students will list three weather superpowers
like “rain”, “blizzards”, or “heat”. At completion students will present their creations to the class and explain why they
chose their superpowers. The final question would be: Are you a sneaky superhero based on your superpowers, or can
people tell when you are coming? Why or why not?

UNIT REFLECTION Cultural Capital: Discuss how this Unit increases your students’ access to “Cultural
Capital.”
This unit centers around the weather, in particular, the weather in Alaska and the city of Fairbanks. As the
place where we all live, the students have shared experiences of the weather and the layout. I have many
class discussions throughout this unit so that students can learn to listen to others and wait their turn to
state their opinion or answer. Class discussions are also a good way to get to know others and speak calmly
even when you might think another person is wrong. This unit offers students a way to think about how the
weather can affect our lives through hands-on group-based activities which lead back to the understanding
that weather is constantly repeating itself and offers us views of the past and the future.

Attachments: Graphic Organizers, Quizzes, Worksheets, Assessment Rubrics etc. for each Lesson. (You can
embed them as screenshots)

23
Mini-lesson Day 3
Measuring
Worksheet

24
Mini-lesson Day 4
Weather Journal
Template

Mini-lesson Day 5
Weather Maps

25
Mini-lesson Day 7
Alaska Summer 2019
Maps

Mini-lesson Day 9
Quiz

26
Mini-lesson Day 10
Materials

Mini-lesson Day 11
Blizzard worksheet

Mini-lesson Day 14
Classroom Weather
Chart

27
Mini-lesson Day 15
Weather Pattern
Worksheet

28
 Traditional Test Item Construction

MULTIPLE CHOICE (3 test items)

Topic: Severe Weather

Item 1 Item 2 Item 3

Read the sentence. Choose the weather that Read the sentence. Choose the word that best Read the sentence. Choose
best fits the description. fills in the blank.
Which of the following reasons best
The temperature was -70°F with snow and With partly cloudy skies, scattered showers, describes why building basements next to
gale force winds. a low of 52°F and a high of 60°F, expect ______ the Chena River in Fairbanks is a bad idea?
weather today. Defend your answer.
This sentence describes:
A. a hurricane A. mild A. Fairbanks has experienced a major
B. a drought B. cold blizzard in the past.
C. a blizzard C. hot B. Fairbanks has experienced a major
D. a cyclone D. severe flood in the past.
C. Fairbanks has experienced a major
problem with permafrost in the past.
D. Fairbanks has experienced a major
heating crisis in the past.

______________________________________
______________________________________
______________________________________
______________________________________
______________________________________

Answer Key: (B) Correctly circled answer 1

Answer Key: (C) Worth 1 point. Answer Key: (A) Worth 1 point. point. Defense of answer, regardless of
answer choice, worth 1 point.

Item 1
Write down two weather forecasts and the
weather patterns that led to each forecast.
Scoring Guide:
3 points
Response shows
understanding of how weather
patterns affect weather
predictions; student has two
matching forecasts and
weather patterns.
SHORT ANSWER ITEMS (3 test items)
Topic: Weather Forecasting
Item 2
Read the passage.
In the month of June for the last three years,
the weather has been warm and dry. The
average temperature was 65°F and there
was an average ¼ inch of rainfall. Skies were
partly cloudy and light winds blew from the
Southwest.
Based on this passage, make a prediction for
the most likely June weather in the coming
year. Include a description of overall
weather, high and low temperatures, winds,
and precipitation.
Item 3
Read the passage.
In the month of January for the last year in
Alaska, the weather has been cold and dry.
The average temperature was -25°F and
there was one inch of snowfall. Skies were
clear on average and light winds were from
the North.
Based on this passage, make a prediction for
the January weather in the coming year.
Include a description of overall weather,
high and low temperatures, winds, and
precipitation.

2 points
Response shows partial
understanding of how weather
patterns affect weather
predictions; student has two
forecasts and two weather
patterns that slightly match.
1 point
Response shows little
understanding of how weather
patterns affect weather
predictions; student forecasts
and patterns are not
reasonable.
0 points
Response shows no
understanding of how weather
patterns affect weather
Scoring Guide:
2 points
Response shows
understanding of how weather
patterns affect weather
predictions; student describes
or draws a weather forecast
that aligns with the described
patterns of the last three years.
1 point
Response shows partial
understanding of how weather
patterns affect weather
Scoring Guide
2 points
Response shows
understanding of how
weather patterns affect
weather predictions; student
describes or draws a weather
forecast that aligns with past
patterns.
1 point
Response shows partial
understanding of how
weather patterns affect
 predictions. predictions; student describes
or draws a weather forecast
that could happen, but is not
most likely.
0 points
Response shows no
understanding of how weather
patterns affect weather
predictions.
weather predictions; student
describes or draws a weather
forecast that is not likely to
occur.
0 points
Response shows no
understanding of how
weather patterns affect
weather predictions.

Unacceptable answers:
Temperatures lower than 50°F, Unacceptable answers:
temperatures higher than 75°F, heavy Temperatures higher than 40°F,
rainfall, or high winds. temperatures lower than -60°F, over 2 feet
of snow, or medium to heavy rainfall.
MATCHING ITEM SETS (3 sets of 3-5)
Topic: Severe Weather
NOTE: Please use more pages, as needed, to create accurate formatting.
Set 1
Directions: Write the letter for the term in Column B that matches the description or definition in Column A. Each term is used only once.
Column A Column B

Weather event characterized by strong winds and a funnel cloud over wide, A. Blizzard
flat areas B. Tornado
C. Drought
Weather event characterized by strong winds, freezing temperatures, and D. Flood
heavy precipitation E. Lightning

Weather event characterized by positive and negative charges in clouds

collapsing the atmosphere that acts as a shield between them.

Weather event characterized by a large number of days in a row without

precipitation. Answer Key:
In Order: B, A, E, C
Set 2
Directions: Write the letter for the term in Column B that matches the description or definition in Column A. Each term is used only once.
Column A Column B

This occurs where two different air masses meet A. Convection

B. Updrafts
C. Lift
Persistently rotating updraft D. Front
E. Supercells
F. Wall Cloud
Hot air rises rapidly while cooler air drops down

Rising current of air

Lower portion of a very strong rising current of air

Answer Key:
In order: D, E, A, B, F
Set 3
Directions: Write the letter for the term in Column B that matches the description or definition in Column A. Each term is used only once.
Column A Column B

Dangerous meteorological occurrences A. Mild Weather

B. Weather Warning
C. Severe Weather
Existing potential for dangerous weather D. Emergency Weather
E. Weather Watch

Gentle or temperate meteorological occurrences

Alerting oncoming dangerous weather Answer Key:

In order: C, E, A, B
 TRUE -FALSE ITEMS (3 sets of 3 or more)
Topic: Weather Maps

Set 1 Set 2 Set 3

Circle T for “true” and F for “false” Circle T for “true” and F for “false” Circle T for “true” and F for “false”

1. T / F
Maps not only show locations and
physical geography, but can also
provide information on weather.
2. T / F
There are specific colors that must be
used for certain information on maps.
3. T / F
Maps are only useful for people who
can’t read.
1. T / F 1. T / F
Art that shows the weather is an Maps show topographical changes
accurate, dependable scientific that may affect the weather.
source. 2. T / F
2. T / F There are maps available that show
Weather maps from the past are the weather in real-time.
completely accurate. 3. T / F
3. T / F Weather maps tell us when future
Modern weather maps can have weather emergencies will happen.
mistakes.

Answer Key: Answer Key: Answer Key:

1. True 1. False 1. True
2. False 2. False 2. True
3. False 3. True 3. False
(Each answer worth 1 point) (Each answer worth 1 point) (Each answer worth 1 point)

COMPLETION ITEMS – Sentence and Cloze

SENTENCE COMPLETION ITEMS (3 items)

Topic: Weather Forecasting

Item 1 Item 2 Item 3

Fill in the blanks with the appropriate words.
A person who observes and
predicts the weather is called a
_______________.
Fill in the blanks with the appropriate words. Fill in the blanks with the appropriate
words.
Weather that is repeated over a
period of time is called a weather Predicting the weather for a
_________. future date is called a
______________.
Answer Key: Meteorologist (1 point)
CLOZE PASSAGE COMPLETION ITEMS (3 passages)
Passage 1
Fill in the blanks with the appropriate words.
I went outside to ____________ the
weather. The clouds are dark and
low, so I think it will _____________. I
don’t think it will snow because
the _______________ is too warm. I’m
excited to put ____________ my
boots so I can go outside and
_____________.
Answer Key:
1. Check, notice, observe, see
2. Rain
3. Temperature
4. On
5. Play, run, walk
(Each answer worth ½ point)
Answer Key: Pattern (1 point)
Answer Key: Forecast, weather forecast (1
point)
Topic: Observing Weather
Passage 2
Fill in the blanks with the appropriate words. Fill in the blanks with the appropriate
There is a strong ________ blowing
outside. It makes the trees rattle
against the windows and drifts of
________ pile up around the house.
The temperature is so ________ that
you can’t go ________ without
winter gear on.
Answer Key:
1. Wind
2. Snow
3. Cold, cool, freezing, chilly, frigid
4. Outside, out, anywhere
(Each answer worth ½ point)
Passage 3
words.
The sky is clear! The _______ is
shining and there are no ________
in sight. This will be a perfect day
to go swim in the _______. I don’t
want to get thirsty so I will bring
______ and a coat in case it gets
________.
Answer Key:
1. Sun
2. Clouds, rainclouds
3. Lake, river, ocean, pond
4. Water, drink, juice, pop
5. Cold, cool, chilly
(Each answer worth ½ point)
 CULMINATING PERFORMACE TASK RUBRIC

TITLE of Unit: Weather

A. Student Culminating Performance Task Prompt (Student Version)

There is a very important book for farmers that predicts the weather for a whole year! This
is so the farmers can know when the best times will be to plant and harvest. This book has
to be redone every year and this time, they need your help to make some weather
forecasts. You are going to pick your favorite season and create a weather prediction for
five whole days. For each day, you will need to draw a picture and write words describing
the weather. Don’t forget—it is really important for you to add one page that shows some
severe weather that could happen during your season. You also need to show how people
can stay safe if the severe weather happens.

B. Success Criteria to be met:

• Accurately colored weather drawings
• Daily forecast for five days
• Prediction and instructions for severe weather
• Reasonable weather for the chosen season
C. Rubric
Meteorologist Performance Task
Objectives How Well You Did
Each drawing uses
real colors and details
so it is easy to see and
name the weather.

The weather forecast

guesses weather that
makes sense for the
season that was
picked.

The severe weather

warning makes it
easy to know what
weather might come
and what people
should do if it does
come.
The weather forecast
includes guesses for
five days of weather.

What do the faces mean?

J= This goal was totally finished!
K= This goal was only worked on a little bit!
L= You did not work on this goal!