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Weather to the Extreme

Kindergarten, Science

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Description of Unit

In this task, students will explore seasonal weather changes, as well as extreme weather and natural disasters. Students will examine weather patterns and use charts and instruments to track changes over time. They will compare and contrast different kinds of weather and the different seasons. Their learning will culminate in a “weather report” in which they predict what the weather will be like in the near future.

This guide links the Weather to the Extreme unit to the Texas Essential Knowledge and Skills (TEKS) for kindergarteners. Weather to the Extreme is a science unit that allows students to study extreme weather and natural disasters along with more typical weather patterns. Weather to the Extreme also has interdisciplinary connections to English Language Arts and Social Studies disciplines. For example, students will compose original texts, as outlined in the English Language Arts and Reading TEKS, and understand physical and human characteristics of the environment, as described in the Social Studies TEKS. The following document includes the applicable TEKS and the details of the Weather to the Extreme unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Read a book to introduce the weather unit. Possible books include Oh Say Can You Say What’s the Weather Today? by Tish Rabe and provide students with note cards so that they can make sketches to remember important facts or events.
  2. Discuss different kinds of weather and seasonal patterns. Ask students to describe the weather in various seasons. You may wish to have students create murals of the four seasons in cooperative groups.
  3. Create a weather chart to track the weather over a period of time. Students can create a classroom graph with the number of sunny, cloudy, and rainy days. Set a thermometer outside of the classroom and have students (individually or in pairs) record the temperature each day. You may also wish to set up cups or beakers for measuring rainfall. One possible resource for introducing the concept of tracking weather is The Kid’s Book of Weather Forecasting: Build a Weather Station, “Read the Sky,” & Make Predictions! by Mark Breen and Kathleen Friestad.
  4. Take a field trip or invite in a guest speaker, such as a meteorologist or a weather chaser from the local news station, to learn about seasonal weather patterns and extreme weather.
  5. Discuss different natural disasters. Consider the following questions:
    • What causes each type of weather phenomenon?
    • What should you do if you know from a weather report that this phenomenon is on its way?
    • Since some kinds of weather phenomenon are specific to certain parts of the earth or terrains, where might you need to be concerned about a hurricane, tornado, blizzard, flood, or dust storm?

    Each student should choose a natural disaster and illustrate it. Talk about how natural disasters might affect the local community, families of the people in the community, and each person individually. How can you prepare for a natural disaster that might occur in your area?

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Form small groups based on interest in exploring a specific weather phenomenon (e.g., thunderstorms, tornados, hurricanes).
  2. Asking guiding questions. Each group creates a KWL chart. Encourage the student to include questions like, “Does this phenomenon occur at a particular time of year? In a particular season? In a particular geographic area? What conditions (temperature, barometric pressure) must exist for the phenomenon to occur? How can this phenomenon be predicted? What safety precautions need to be taken?”
  3. Creating a research proposal. Brainstorm with students how to find the answers to the questions in their W column.
  4. Conducting the research. Collaborate with the librarian to provide books and/or websites with visuals that students can access with help. View local weather reports to help students analyze the kinds of information and visuals the meteorologist uses. Revisit the KWL chart near the end of the unit to reflect on student learning.
  5. Sharing findings. Each student takes a different role in the production of the weather report (e.g., script writer, graphic design, producer, meteorologist).

B. The product

Each group develops a weather report and delivers it as a meteorologist would. The report should include illustrations of the local weather. Students can use patterns to predict when their phenomenon might come (i.e., how do we know the phenomenon is likely to occur?) and can also offer ways to prepare for it.

C. Communication

Each group presents the weather report to classmates using appropriate vocabulary. The group should take questions or comments at the end of the report. The Q&A session should be impromptu and unscripted in order to reflect student learning accurately.

D. A completed project consists of

  1. a KWL chart;
  2. notes for the weather report;
  3. the weather report; and
  4. a videotape or audiotape of the weather report, including the Q&A session.

This unit may address the following TEKS.

110.2., English Language Arts and Reading, Kindergarten, Adopted 2017

110.2(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking -- beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
110.2(b)(5)(G)
evaluate details to determine what is most important with adult assistance;
110.2(b)(5)(H)
synthesize information to create new understanding with adult assistance;
110.2(b)(6)(E)
interact with sources in meaningful ways such as illustrating or writing;
110.2(b)(6)(F)
respond using newly acquired vocabulary as appropriate.
110.2(b)(6)(C)
use text evidence to support an appropriate response;
110.2(b)(12)(E)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
110.2(b)(7)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.2(b)(5)
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
110.2(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
110.2(b)(10)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.2(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.2(b)(12)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.2(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking -- oral language. The student develops oral language through listening, speaking, and discussion.
110.2(b)(5)(C)
make and confirm predictions using text features and structures with adult assistance;
110.2(b)(12)(A)
generate questions for formal and informal inquiry with adult assistance;
110.2(b)(12)(C)
gather information from a variety of sources with adult assistance;
110.2(b)(12)(D)
demonstrate understanding of information gathered with adult assistance;
110.2(b)(5)(B)
generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;
110.2(b)(7)(D)
describe the setting.

111.2, Mathematics, Kindergarten

111.2(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.2(b)(2)
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system.
111.2(b)(3)
Number and operations. The student applies mathematical process standards to develop an understanding of addition and subtraction situations in order to solve problems.
111.2(b)(7)
Geometry and measurement. The student applies mathematical process standards to directly compare measurable attributes.
111.2(b)(8)
Data analysis. The student applies mathematical process standards to collect and organize data to make it useful for interpreting information.

112.11, Science, Kindergarten

112.11(b)(1)
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices.
112.11(b)(2)
Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations.
112.11(b)(3)
Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving.
112.11(b)(4)
Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world.
112.11(b)(5)
Matter and energy. The student knows that objects have properties and patterns.
112.11(b)(6)
Force, motion, and energy. The student knows that energy, force, and motion are related and are a part of their everyday life.

113.11, Social Studies, Kindergarten

113.11(b)(3)
History. The student understands the concept of chronology.
113.11(b)(5)
Geography. The student understands physical and human characteristics of place.
113.11(b)(14)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.11(b)(15)
Social studies skills. The student communicates in oral and visual forms.
113.11(b)(16)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

128.2., Spanish Language Arts and Reading, Kindergarten, Adopted 2017

128.2(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
128.2(b)(5)(G)
evaluate details to determine what is most important with adult assistance;
128.2(b)(5)(H)
synthesize information to create new understanding with adult assistance
128.2(b)(6)(E)
interact with sources in meaningful ways such as illustrating or writing
128.2(b)(6)(F)
respond using newly acquired vocabulary as appropriate.
128.2(b)(6)(C)
use text evidence to support an appropriate response;
128.2(b)(12)(E)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
128.2(b)(5)(C)
make and confirm predictions using text features and structures with adult assistance;
128.2(b)(7)(A)
discuss topics and determine the basic theme using text evidence with adult assistance;
128.2(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
128.2(b)(8)(D)(iii)
the steps in a sequence with adult assistance;
128.2(b)(8)(D)(ii)
titles and simple graphics to gain information
128.2(b)(10)(E)
share writing.
128.2(b)(10)(C)
revise drafts by adding details in pictures or words;
128.2(b)(10)(A)
plan by generating ideas for writing through class discussions and drawings;
128.2(b)(10)(B)
develop drafts in oral, pictorial, or written form by organizing ideas;
128.2(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
128.2(b)(10)(D)
edit drafts with adult assistance using standard Spanish conventions, including:
128.2(b)(10)(D)(vi)
pronouns, including personal, and the difference in the use of formal pronoun usted and informal pronoun tú;
128.2(b)(10)(D)(iii)
singular and plural nouns, including gender-specific articles;
128.2(b)(10)(D)(iv)
adjectives, including articles;
128.2(b)(10)(D)(v)
prepositions;
128.2(b)(12)(B)
develop and follow a research plan with adult assistance;
128.2(b)(1)(B)
restate and follow oral directions that involve a short, related sequence of actions;
128.2(b)(1)(A)
listen actively and ask questions to understand information and answer questions using multi-word responses;
128.2(b)(1)(C)
share information and ideas by speaking audibly and clearly using the conventions of language;

This unit may address the following Texas College and Career Readiness Standards.

Social Studies:

SS.I.A.2
 Analyze the interaction between human communities and the environment.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.

Cross-Disciplinary Standards:

CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.II.C.2
 Explore a research topic.

English Language Arts:

ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
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