Unit Plan Overview
Unit: Types and Patterns of Weather
Connections to Context:
Students have worn snow pants and
boots for recess in the winter. Now
that the weather got warmer, they
can just go out with a jacket.
Students also have calendar time
every morning and record the
weather of the day. Why do we
experience such weather changes
and care about them? Can we find a
pattern? What does meteorologist do
and what do we have to do when
severe weather happens?
Established Goals
Use and share observations of local weather
conditions to describe patterns over time. K-ESS2-
1\
Ask questions to obtain information about the
purpose of weather forecasting to prepare for, and
respond to, severe weather. K-ESS3-2
CCSS.ELA-LITERACY.RI.K.7
With prompting and support, describe the
relationship between illustrations and the text in
which they appear (e.g., what person, place, thing,
or idea in the text an illustration depicts).
CCSS.ELA-LITERACY.W.K.5
With guidance and support from adults, respond to
questions and suggestions from peers and add
details to strengthen writing as needed.
CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and
writing to compose informative/explanatory texts in
which they name what they are writing about and
supply some information about the topic.
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
Teacher: Ahee Kim
Stage 1- Desired Results
Transfer
Students will be able to independently use their learning to
Observe different types weather and the changes that follow
Detect the weather through their senses
Find a pattern of weather that is caused by water cycle (sun, cloud and rain)
Analyze what they observe from an experiment
Describe severe weather and respond accordingly
(What kinds of long-term independent accomplishments are desired?)
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that Students will keep considering
Weather is big part of the growth and What would happen if we have only one
existence of creation weather? Has the world been experiencing odd
They can use their senses to tell the what the weather changes lately?
weather is like What can we do when we experience severe
When it is cold and hot by reading weather? Or when others experience severe
thermometer weather? How can we help?
Means and methods to observe weather
There are different types of clouds based on
how much water evaporate to the sky
Severe weather is dangerous and we have to (What thought-provoking questions will foster inquiry,
meaning- making and transfer?)
be careful by paying attention to
meteorologist
There is a pattern to weather because of
water cycle (sun, cloud and rain)
(What specifically do you want students to
understand?
What inferences should they make?)
Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
Cognitive Objectives Physical Development Socio-emotional Objectives
The students will be able to Objectives The students will be able to
List different types of weather The students will be able to Report the pattern of the
including severe weather (R) Use the weather pattern to weather to fellow students
Reproduce symbols that respond accordingly- wear and family members
describe different weather right clothing Explain that weather is a big
(An) Create different movements part of our lives
 Extend their knowledge from
previous lessons to
comprehend a pattern(U)-
details in lesson plans
Manipulate thermometer to
find out whether it is cold or
hot(Ap)
Identify which clothing is
appropriate for hot/ cold
weather (R)
Differentiate types of clouds
by creating them with cotton
balls (An)
Recognize severe weather
Create their own weather
forecast by understanding the
previous lectures(C)
that describe severe weather Participate in class
Use their senses (seeing, discussion and share their
hearing and feeling) to knowledge in peers
detect the weather Observe an experiment
Prepare severe weathers
(What discrete skills and processes with mindset of not getting
should students be able to use?)
scared but paying attention
to teachers or meteorologist
(What values and commitments and
attitudes should students acquire or
wrestle with?)

(What facts and basic concepts

Evaluative Criteria
Whether they finished it or not
Filled in the blanks / Drew
appropriately
(What criteria will be used in each
assessment to evaluate attainment of
the desired results?)(rubric required)
(Regardless of the format of the
assessment, what qualities are most
important?)
Being mindful of pattern of weather in
their daily life and wear clothes and
respond accordingly. E.g.) Not playing
outside when it rains really hard.
should students know and be
able to recall?)
Stage 2- Evidence
Students will show their learning by (summative assessment)
PERFORMANCE TASK(S):
Throughout the unit, students will be completing the weather book: ____ is a meteorologist!
They will match correct picture pairs, fill in the blanks and draw appropriate pictures
(How will students demonstrate their understanding- meaning-making and transfer- through complex
performance?)
OTHER EVIDENCE:
Students will actively engage in the peer/ class discussions, as I ask questions during the lesson
Students will observe an experiment and identify the result how evaporation happens and rain
Show their understanding of severe weather by moving like tornados, strong wind, rain and sunny
Students will be familiar with thermometer and identify what is cold and hot
Students will verbally explain what it means to be sunny; what they can see, hear or feel
Students wear appropriate clothing
Students will continuously engage in morning calendar time
Students will be more aware of weather outside during recess
Students will recognize the job of meteorologist

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
 (What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
 Stage 3- Learning Plan
Students have calendar time every morning, and they record what the weather is like that day.
This indicates that students are aware of the some types of weather: sunny, rainy, cloudy or snowy and have observed different weather
Pre-assessment- due :All year long

(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does Learning Events Progress Monitoring
each learning event build?)
Student success at transfer, meaning, and acquisition depends upon their (How will you monitor students
Acquisition participation in these learning events progress toward acquisition,
meaning, and transfer during lesson
Meaning events?) (Formative Assessment)
Transfer Initiating or Introductory Phase
Lesson 1: Read & Discuss: Who cares about the weather? -Engage them in discussions by
asking questions and affirming
Encourage them that they are meteorologist this unit their answers both in and
outside of class (before class/
Formative as learning: peer the students to work on Types of weather I recess: What do you see? Do
know draw, write! Front page has the words with spellings. you hear anything? Is it warm
What are they missing? partly cloudy today?...)
-Go around the class as they are
Assess: Types of Weather working on their worksheets
-If time allows, have students
Developmental Phase- Be like a meteorologist! Observe, Discuss present their final assessment in
the class, like a real
and Record meteorologist
-Encourage invented spellings
Lesson 2: What do we see, feel and hear when there is sun?
Sun heats up the earth! Bring a desk light and let them feel or (How will students monitor their
let them use imagination: compare how we dress up differently in summer own progress toward
acquisition, meaning, and
and winter
transfer?)(Assessment as
Explain what thermometer is, and how we can tell weather is learning)(rubric?)
hot and cold with manipulating big paper thermometer. Red goes up, then it
is hot. Develop the idea how we dress up with shorts in summer because it -They will sit with their table group,
is hot, this means the red on thermometer goes up. which will allow them to see how the
peers are doing and checking on each
Assess: Circle the right thermometer by recognizing when we wear certain other
types of clothes. Is it cold? Hot? -I will walk through each worksheet
with them, so that they can see what is
on the board to complete their
Lesson 3: Begin with experiment: Colored Water in the bag and shine the
worksheet
light: Water in the bottom, not on the top. Go to the seat
(What are potential rough spots and
What do we see, feel and hear when there are clouds?
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
 Clouds are formed because water that is heated up by the sun student misunderstandings?)
evaporate! -Differentiating the thermometer
Emphasize we cannot hear or feel clouds but we see three types by the picture
of clouds. -Big words for 3 types of clouds I
There are four types of clouds- draw them or use cotton balls to am going to introduce
make them -How serious the severe weather
can be, or get scared of the
What clouds do we see today? image I show (be aware!)

Assess: Each table come up and see the result of the experiment, tap the
top, and see the rain (How will students get the feedback
they need?)
-I will keep open my mind and ears
Lesson 4: What do we see, feel and hear when there is rain? to understand the answers they
Precipitation: Water comes down from the rain, reminding them provide during discussions.
the past experiment -Set a time to walk around and
Severe Weather: peer discussion, what do you know encourage the peers to help each
other as they are completing the
When there are excessive rain, and too much wind, we can worksheet
experience thunderstorm. What sound does thunder make?- boom, boom -Use the station time to finish the
We see the lightening. Remember the time when there was no power workbook, so that I can give them
because of strong wind? thorough feedback outside of
lessons

How can we prepare?- Listen to the news! Introduce

Meteorologists
Watch: It is possible, Warning: Go to the safe place

Assess: Watch video: weather song, move their bodies

Culminating Phase

Final Assessment:
Go over the water cycle to explain patterns of weather : Draw arrows
To put all the lessons together, I will have a worksheet where students
describe their favorite weather. They can choose any types of weather they
have learned, yet they have to write appropriate description in the blank of
guided sentences to describe the weather. For instance: Today is -----,
because I see -----, I hear---------, and I feel ---------. Thermometer says it is
______ F. It is ______. Therefore it is _____. One should wear ______.
Children can first draw their favorite day and write people should wear on
that day

Completed booklet will be the summative assessment.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
 Listen to the Weather Song again

(Have you included multiple means of representation, multiple means of

action and expression, and multiple means of engagement?)-pictures, craft,
discussion, matching, video, experiment
(Are all three types of goals (acquisition, meaning, and transfer) addressed
in the learning plan?)
(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum