Teaching Kinds of Weather - lernerbooks.com KINDS OF WEATHER 5 Model (teacher) † Explain how it is possible to have different combinations of weather. † Give examples of different

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


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?


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.


• Weather Walk p. 14• pencils


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?



• plain paper• crayons• chalk


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.?



• Internet access orvideotaped nationalweather broadcast


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?


Model(teacher)• Explain the directions for Weather Sense p. 15.


• Weather Sense p. 15

• pencils• crayons• chart paper


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?



• ____ Day Fun p. 16• magazines

• scissors• glue• crayons• pencils• chalk


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?



• 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.


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.

11

Teaching Kinds of Weather

rainy sunny

cloudy windy

12


snowy

raincoat snowsuit

sunglasses kite

jacket puffy clouds flat clouds raindrop

umbrella lightning rainbow puddle

13


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


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


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 . . .

16


________________ Day Fun

By ____________________

Documents

Teaching Kinds of Weather - lernerbooks.com KINDS OF WEATHER 5 Model (teacher) † Explain how it is possible to have different combinations of weather. † Give examples of different