T E A C H I N G G U I D E
TEACHING
Kinds ofWeather
Kindergarten Reading Level
ISBN 978-0-8225-5397-7
T E A C H I N G K I N D S O F W E A T H E R2
StandardsBehavioral • Knows that people use their senses to find out about their surroundings.Studies
Geography • Understands the characteristics and uses of maps, globes, and other geographic toolsand technologies.
• Knows the location of places, geographic features, and patterns of the environment.• Understands how physical systems affect human systems.
Mathematics • Collects and represents information about objects or events in simple graphs.
Science • Understands atmospheric processes and the water cycle.
Multiple Intelligences Utilized• Linguistic, logical-mathematical, spatial, bodily-kinesthetic, intrapersonal,
interpersonal, and naturalistic
Copyright © 2005 by Publishing Group, Inc.
All rights reserved. International copyright secured. Student pages may bereproduced by the classroom teacher for classroom use only, not for commercialresale. No other part of this teaching guide may be reproduced, stored in aretrieval system, or transmitted in any form or by any means—electronic,mechanical, photocopying, recording, or otherwise—without the prior writtenpermission of Lerner Publishing Group, Inc., except for the inclusion of briefquotations in an acknowledged review.
LernerClassroom A division of Lerner Publishing Group241 First Avenue NorthMinneapolis, MN 55401 U.S.A.800-328-4929Website address: www.lernerclassroom.com
Manufactured in the United States of America2 3 4 5 6 7 — IG — 14 13 12 11 10 09
Books in the Kinds of Weatherseries include:
CloudyRainySnowySunnyWindy
Pretest(teacher, students)• What is the weather like today?• What are the other kinds of weather?
Read(teacher, students)• Read Kinds of Weather books.
Model(teacher)• Demonstrate how to play the Weather Sort game by
selecting a game piece and placing it onto thecorrect weather category.
• Select and place a few items correctly andincorrectly. Have students correct the incorrectanswers.
• Demonstrate how to help a partner who places anitem incorrectly.
Practice(small groups)• Play the Weather Sort game with a partner.
Discuss(teacher, students)• Could any of the pieces fit in more than one
weather category? Why?• What other items could we add to the game?
Evaluate(teacher)• Observe pairs while playing. Check for
understanding.
Lesson 1Weather Sort Purpose: Students will classify weather-related items.
Objectives • Name weather-related items.• Describe weather conditions.• Determine use of weather-related items.• Categorize weather-related items.• Suggest additional weather-related items.• Evaluate peer responses.
Activity Procedures
Prepare(teacher)• Create enough Weather Sort games for the class to
play in pairs by completing the following steps:Step 1 Copy one file folder game template
pp. 11–13 for every two students.Step 2 Cut out the large game board
rectangles and glue them to the insideof a file folder.
Step 3 Cut out and color game pieces.Step 4 Mark the backs of game pieces with
weather categories (windy, sunny, rainy,cloudy, snowy) for self-correction, ifdesired.
Step 5 Laminate game board and pieces fordurability.
Step 6 Attach a plastic zipper sandwich bag tothe inside of the folder to store thepieces.
Materials• Kinds of Weatherbooks
• file folder gametemplates pp. 11–13
• file folders • scissors• markers• glue
T E A C H I N G K I N D S O F W E A T H E R 3
T E A C H I N G K I N D S O F W E A T H E R4
Practice(students)• Complete Weather Walk p. 14.
Discuss(teacher, students)• Were there any items you didn’t find on our walk?
Why didn’t we see those things today? • Do you think we would find the same things every
time we went out for a walk? Why or why not?• How did the weather affect the plants, animals, and
people on our walk?
Evaluate(teacher)• Review Weather Walk p. 14 for completeness.• Complete this activity at various times during the
school year to assess long-term retention.
Lesson 2Weather Walk Purpose: Students will observe signs of weather in anoutdoor environment.
Objectives • Recall weather-related items.• Describe weather conditions.• Examine surroundings for weather-related items.• Compare and contrast weather conditions.• Predict future sightings of weather-related items.• Justify reasons for not finding all possible weather-
related items.
Activity Procedures
Prepare(teacher)• Copy Weather Walk p. 14 for each student.• Get permission to lead the students on a walk
outside the school.
Pretest(teacher, students)• How can you tell the weather by looking outside?
Read(teacher, students)• Read Kinds of Weather books.
Model(teacher)• Explain Weather Walk p. 14 to the students.• Review expectations for the walk.• Remind students to look at plants, animals, and
people on their walk.
Materials• Kinds of Weatherbooks
• Weather Walk p. 14• pencils
T E A C H I N G K I N D S O F W E A T H E R 5
Model(teacher)• Explain how it is possible to have different
combinations of weather.• Give examples of different weather combinations.• Tell students that they will create a weather picture.
Practice(students)• Students should draw a picture of a weather
combination.
Discuss(teacher, students)• Are there any kinds of weather that can’t happen at
the same time? Explain.• Which combinations of weather do you like the best?
Evaluate(teacher)• Review pictures for completeness and understanding.• Display weather artwork in the classroom.
Lesson 3Weather All the Time Purpose: Students will explain how different kinds ofweather can occur at the same time.
Objectives • Recall the different kinds of weather.• Describe the kinds of weather.• Illustrate a weather combination.• Analyze different kinds of weather.• Combine different kinds of weather.• Choose a favorite combination of weather.
Activity Procedures
Prepare(teacher)• Write weather words on the board (sunny, windy,
rainy, snowy, and cloudy).
Pretest(teacher, students)• Has anyone seen a sun shower or played in snow on a
windy day? What did it look like? What did it feellike?
Read(teacher, students)• Read Kinds of Weather books.
Materials• Kinds of Weatherbooks
• plain paper• crayons• chalk
T E A C H I N G K I N D S O F W E A T H E R6
Model(teacher)• Explain how clouds, wind, rainstorms, and snowstorms
move across the Earth.• Explain how storms can vary in size and strength.• Describe the symbols used for different weather
types.
Practice(students, teacher)• Students will watch the weather broadcast via
Internet or videotape.• Ask students to identify certain weather symbols.• Students compare kinds of weather across the
country.
Discuss(teacher, students)• Instead of using the computer or television, how
could we find out or predict the weather in anotherstate?
• Why would a person want to know the weather inanother place?
Evaluate(teacher)• Evaluate student responses during the activity.• Complete this activity at various times during the
school year to assess long-term retention.
Lesson 4A World of Weather Purpose: Students will understand that weather is notthe same in all places.
Objectives • Recall kinds of weather.• Explain symbols used for weather conditions.• Locate different kinds of weather.• Compare weather in different locations.• Develop ways to check weather in different places.• Explain the importance of knowing weather in other
places.
Activity Procedures
Prepare(teacher)• Tape a national weather broadcast in which weather
symbols are used.• Arrange to show the videotape or a weather Internet
site* to the students.*Sites to try:http://www.accuweather.comhttp://theweathernetwork.com
Pretest(teacher, students)• What is the weather like today?• Is the weather the same at Disney World? At
Disneyland? In Washington, D.C.?
Read(teacher, students)• Read Kinds of Weather books.
Materials• Kinds of Weatherbooks
• Internet access orvideotaped nationalweather broadcast
T E A C H I N G K I N D S O F W E A T H E R 7
Practice(students)• Students circle their favorite kind of weather.• Complete Weather Sense p. 15 for that kind of
weather.
Discuss(teacher, students)• Students share Weather Sense p.15 with the class.• Record on the graph which kinds of weather the
students chose.• How did you pick your favorite kind of weather?• Why didn’t everybody pick the same kind of
weather?
Evaluate(teacher)• Review completed Weather Sense p. 15 for
understanding and completeness.
Lesson 5Weather SensePurpose: Students will describe the weather theyprefer by using sensory images.
Objectives • Recall the kinds of weather.• Describe the kinds of weather.• Choose a favorite kind of weather.• Examine kinds of weather by using senses.• Discuss reasons people have different preferences.• Explain preference for a kind of weather.
Activity Procedures
Prepare(teacher)• Copy Weather Sense p. 15 for each student.• On chart paper, create a graph of the different kinds
of weather. Data will be compiled later.
Pretest(teacher, students)• What is your favorite kind of weather?
Read(teacher, students)• Read Kinds of Weather books.
Model(teacher)• Explain the directions for Weather Sense p. 15.
Materials• Kinds of Weatherbooks
• Weather Sense p. 15
• pencils• crayons• chart paper
T E A C H I N G K I N D S O F W E A T H E R8
Model(teacher, students)• Brainstorm activities for each kind of weather.• List the activities on the board.• Assign each member of a group a different kind of
weather.• Demonstrate how to write the kind of weather in
the blank of ___ Day Fun p. 16.• Explain how to complete ___ Day Fun p. 16.
Practice(small groups)• Students color or cut and paste pictures of activities
to do during their assigned kind of weather.• Assemble pages into a booklet for each group.
Discuss(teacher, students)• What activities can you do on a sunny day? On a
rainy day?• Which type of day is your favorite? Why?• Which activities don’t depend on the weather?
Evaluate(teacher)• Review completed booklets.• Display booklets in the classroom.
Lesson 6Weather Fun Purpose: Students will create a booklet of weather-related activities.
Objectives • Recall kinds of weather.• Describe weather-related activities.• Find pictures of weather-related activities.• Categorize activities by weather type.• Create a booklet of weather-related activities.• Select a favorite weather-related activity.
Activity Procedures
Prepare(teacher)• Copy ___ Day Fun p. 16 for each student.• Arrange students in groups of five.
Pretest(teacher, students)• Why can’t we go sledding on a rainy day?
Read(teacher, students)• Read Kinds of Weather books.
Materials• Kinds of Weatherbooks
• ____ Day Fun p. 16• magazines
• scissors• glue• crayons• pencils• chalk
T E A C H I N G K I N D S O F W E A T H E R 9
Model(teacher, students)• Explain how weather can affect the choices people
make, especially what to wear.• Discuss different types of weather-related clothing.• Explain that students will do a clothing relay, with
the following rules:1. Teacher calls out a kind of weather.2. One team member runs to their clothing pile
and dresses for that weather.3. Class decides which team members are dressed
appropriately.4. Teacher calls out different kind of weather,
and play continues with other team members.
Practice(small groups)• Play the clothing relay until all students have had a
turn.
Discuss(teacher, students)• Which type of weather is the hardest to dress for?
Why?• What can people do in case the weather changes
during the day?
Evaluate(teacher)• Monitor student participation and understanding
during the game and follow-up discussion.
Lesson 7What to Wear? Purpose: Students will choose weather-appropriateclothing.
Objectives • Recall kinds of weather.• Describe weather conditions.• Demonstrate purpose of weather-related clothing.• Separate clothing according to its appropriate kind of
weather.• Develop clothing ideas for weather changes.• Assess the level of difficulty of weather-related
clothing.
Activity Procedures
Prepare(teacher)• Divide the class into five teams.• Place one of each item into a pile for each team.
Pretest(teacher, students)• Why do people like to know what the weather will
be like during the day?
Read(teacher, students)• Read Kinds of Weather books.
Materials• Kinds of Weatherbooks
• five pairs of swimtrunks
• five pairs ofsunglasses
• five baseball caps• five winter coats• five pairs of mittens• five scarves• five jackets• five pairs of boots
Vestergaard, Hope. Hello, Snow! New York: Farrar,Straus and Giroux, 2004.This is the story of a young girl’s adventures aftera new snowfall. The rhyming text appeals toyoung children.
Wick, Walter. A Drop of Water: A Book of Science andWonder. New York: Scholastic, 1997.Water is everywhere, including in the weather.Stop-action photographs allow children to viewthe many properties of water.
Ziefert, Harriet. Bear Gets Dressed: A Guessing GameStory. New York: Sterling Publishing Company,2004.Children will enjoy helping Bear dress for theweather. Foldout pages provide the reader witha picture of Bear dressed appropriately for theday.
WEBSITESDan’s Wild Weather Page
http://www.wildwildweather.comAt this site, visitors can play games, listen toweather sounds, and learn about different typesof weather. The site is designed for visitors ages6–16.
The Weather Channelhttp://www.weatherclassroom.com/home_students.phpDesign and print your own five-day forecast, justlike a real meteorologist.
Weather Dudehttp://www.wxdude.com/Welcome to the weather education siteespecially for students, parents, kids, and teachersfrom national TV meteorologist Nick Walker.
Weather Iconshttp://www.theweathernetwork.com/inter/help/icons/helpicons.htmThis site explains the differences in weather iconsand weather conditions, such as flurries andsnow.
T E A C H I N G K I N D S O F W E A T H E R10
Additional ResourcesBOOKSBauer, Marion Dane. Clouds. New York: Simon &
Schuster, 2004.———. Rain. New York: Simon & Schuster, 2004.———. Snow. New York: Simon & Schuster, 2004.———. Wind. New York: Simon & Schuster, 2004.
This simple series of books is designed tointroduce children to the wonders of weather.Complex concepts are presented without usinghigh-level vocabulary.
Brotak, Edward. Wild about Weather: 50 Wet, Windyand Wonderful Activities. New York: SterlingPublishing Company, 2004.This book includes a variety of weather-relatedtopics. It provides information, as well as craftsand activities, on how weather works.
Eckart, Edana. Watching the Seasons. New York:Children’s Press, 2004.Watching the Seasons provides facts about theseasons through simple text and pictures. Otherbooks in this series include Watching the Weatherand Watching the Wind.
Laser, Michael. The Rain. New York: Simon &Schuster, 1997.Readers experience rain from the viewpoints offive different people.
Napoli, Donna Jo. Albert. San Diego: Silver Whistle,2001.In this humorous tale, Albert, discouraged by allkinds of weather, lives his life indoors. A visitoropens Albert’s eyes and helps him appreciate theworld outdoors.
Nelson, Robin. A Cloudy Day. Minneapolis: LernerPublishing Group, 2002.
———. A Rainy Day. Minneapolis: Lerner PublishingGroup, 2002.
———. A Snowy Day. Minneapolis: Lerner PublishingGroup, 2002.
———. A Sunny Day. Minneapolis: Lerner PublishingGroup, 2002.
———. A Windy Day. Minneapolis: Lerner PublishingGroup, 2002.This series shows emergent readers the basics ofweather.
12
Teaching Kinds of Weather
snowy
raincoat snowsuit
sunglasses kite
jacket puffy clouds flat clouds raindrop
umbrella lightning rainbow puddle
13
Teaching Kinds of Weather
zipper-topplastic bag
trees
snowflake ice snowman sled
sun shadow swimmer swimsuit
gray clouds
• To make the gameboard, cut out and glue the large rectangles inside a file folder.
• Cut out and color the game pieces.
• To allow for self-correcting, write the correct weather category (sunny, windy, etc.) on the back of the pieces.
• For durability, laminate the pieces and gameboard.
• Secure in a zipper-top plastic bag for storage.
flag seeds windmill
14
Teaching Kinds of Weather
Weather Walk
Name
Directions: Circle the things you find on your weatherwalk.
shadow blowing flag sunglasses ice
snowflake puddle flat clouds sun
rainbow snowsuit blowing tree fluffy clouds
15
Teaching Kinds of Weather
Weather Sense
Name
Directions: Circle your favorite kind of day.
cloudy rainy sunny snowy windy
On those days, I taste . . . I smell . . .
I hear . . . I feel . . .
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