Kindergarten2014 2015:Supercenters Unit 6: Weather

Kindergarten 20142015: Super Centers Unit 6: Weather Art Essential Vocabulary: paint, rhombus, popsicle stick Sentence Stems: 1. ___makes me wonder 2. This reminds me of… Books: It Looked Like Spilt Milk by Charles Shaw, Little Cloud by Eric Carle, The Cloud Book by Tomie de Paola

Act 1: After reading It Looked Like Act 2: Using die-cut diamonds Act 3: Students will use paint and Spilt Milk students will fold a blue (rhombus), yarn, and popsicle sticks construction paper to make a picture piece of construction paper in half Students will make kites and glue of a storm. and unfold. Add a small amount of onto a blue background. white paint to the center of the crease. Fold the paper again and open. Students will decide what their “cloud” looks like.

Writing Component: (1) Students will write about their cloud.(2) I would fly my kite to…(3) One stormy night… Construction Essential Vocabulary: community, neighborhood Sentence Stems: 1. What happened when… 2. Why is ___ important? Books: A Rainy Day by Robin Nelson (Treasure Big Book), Maisy’s Wonderful Weather Book by Lucy Cousins, Snowy Day by Ezra Jack Keats, The Weather/el Tiempo by Gladys Rosa- Mendoza, Cloudy with a Chance of Meatballs by Allison McDonald. Act 1:  Provide resources and anchor charts such as books about weather and weather stations.  Children may create a weather station by building “microphones” and “cameras.”  Children may use the construction materials as props to create a beach scene on a sunny day, a fireplace on a chilly day, a shelter for a rainy day, etc.

Writing Component: Children may write a script and draw a map for the weather report. Children may create a magazine or book to read on a rainy day. Children may make a list of items needed on a snowy day (jacket, mittens, etc.) Pretend & Learn/Social Studies Essential Vocabulary: chilly, drizzle, clear Sentence Stems: 1. ___ makes me wonder… 2. I want to know … Books: The Napping House by Audrey Wood, Pickles to Pittsburgh (sequel to Cloudy With a Chance of Meatballs) by Judi Barrett Kindergarten 20142015: Super Centers Unit 6: Weather Set Up: Act 1:  Transform your center into a fun “Hot Cocoa  Provide a variety of clothing items and /Coffee Shop.” You can use a cash register, play accessories for dramatizing various weather coffee pot or kettle, table and chairs, plastic scenarios (jacket, scarf, flip-flops, etc.). mugs, paper travel cups, open/closed sign,  Discuss what season or weather they are scarves, mittens, coat rack. Cotton balls give the dressing for, and why they would need each look of marshmallows. item.  Provide the students with art supplies and  Provide weather picture cards for children to writing materials so they can create posters, select and dress accordingly, while other receipts, menus, and signs. students try to guess what season or weather is represented. Children can use their imaginations to create a television weather station, possibly by cutting out a large rectangle from the front of a box for a television screen.

Writing Component: Children draw a picture of what they are wearing, label, and write about the season or weather. Write a weather report and present the report as a meteorologist on television. Library/Listening Essential Vocabulary: fantasy, reality, photograph, Sentence Stems: setting, month 1. This reminds me of … 2. I wonder if … Books: Weather ABC by Blake A. Hoena, Weather by Jan Pienkowski, Weather Words and What They Mean by Gail Gibbons, Tap Tap Boom Boom by Elizabeth Bluemle and G. Brian Karas, Bringing the Rain to Kapiti Plain by Verna Aardema, The Curious Garden by Peter Brown Tumblebooks.com: Cinnamon and the April Shower, Winter is the Warmest Season, Lewis Cardinal’s First Winter, etc. Library Listening  Provide a variety of books about weather  Students listen to story about the weather or  Display familiar poems, songs, and finger plays other seasonal topic.  Children will distinguish between fantasy &  Ask students to identify the setting of the story reality & find books that include photographs. and discuss which events in the story could or  Use the retelling cards from this week’s trade could not really happen. book, Bear Snores On.

Writing Component: (Library) Make pictures like the ones made by your favorite illustrator (Reading Flip Chart p. 37). Read & respond to a book (Reading Flip Chart p. 38). Draw a picture & write about your favorite part of a story (Reading Flip Chart p. 42). (Listening) Children respond to the book (Reading Flip Chart p.38). Draw a character from the story and label what seasonal items the character needed in this story’s setting (similar to Science Flip Chart p. 42). ABC/Writing Essential Vocabulary: sentence, riddle, invitation Sentence Stems: 1. What would happen to ___ if ___…. 2. I think…. Books: Weather ABC by Blake A. Hoena, Weather by Jan Pienkowski, Weather Words and What They Mean by Gail Gibbons Kindergarten 20142015: Super Centers Unit 6: Weather Act 1:  Use cards to form and read words (Phonics Flip Chart p. 37, 41, 42).  Order to form sentences (Phonics Flip Chart p. 38, 40).  Show different ways to sort words (Phonics Flip Chart p. 42).

Writing Component: Write about a favorite weather activity (Writing Flip Chart p. 37, 42). Write sentences using high-frequency words (Writing Flip Chart p. 38). Make posters of words using this week’s focus letters (Phonics Flip Chart p. 39, Writing Flip Chart p. 39). Write riddle or invitation (Writing Flip Chart p. 40, 41). Math Essential Vocabulary: heavier, lighter, temperature, Sentence Stems: longer, shorter 1. Adding/removing ___ would cause …. 2. We already know …. Books: Room for Ripley by Stuart Murphy, How Big is a Foot? by Rolf Myller, Inch by Inch by Leo Lionni, etc. Act 1: Provide a balance scale and a variety of objects for comparing weight/mass (people counters, blocks, toys, etc.) Students can compare a variety of objects with a partner using unifix cubes. They can measure their shoes, hand length, body (by laying on the ground) etc.

Writing Component: Draw and label pictures to record objects and weights or length in cubes. Count and write numerals to represent groups of manipulatives. Science Essential Vocabulary: weather , change , prepare, Essential Vocabulary: weather , change , prepare, sunny, snowy, rainy, cloudy, windy, thermometer, sunny, snowy, rainy, cloudy, windy, thermometer, windsock, spring, summer, fall, winter windsock, spring, summer, fall, winter

Books: The ABC’s of Weather by Allan Detrich, Weather by Kristin Baird Rattini, Stormy Weather by Debi Gilovi, What's the Weather Like Today? by Rozanne Lanczak Williams Act 1: Act 1:  Display books, posters and pictures (with labels)  Display books, posters and pictures (with labels) depicting various types of weather. depicting various types of weather.  Provide photos (or objects) representing things  Provide photos (or objects) representing things needed for different types of weather (see Visual needed for different types of weather (see Visual Vocab. p. 189, 199, for boots, rake, etc.) Vocab. p. 189, 199, for boots, rake, etc.)  Children sort items (real items or pictures)  Children sort items (real items or pictures) according to season or weather (Treasures according to season or weather (Treasures Social Studies Flip Chart p. 37). Refer to Fusion Social Studies Flip Chart p. 37). Refer to Fusion Flip Chart p. 17, 18. Flip Chart p. 17, 18.  Fill an empty water bottle with toothpicks; add  Fill an empty water bottle with toothpicks; add dry rice; seal the bottle, turn over gently for the dry rice; seal the bottle, turn over gently for the sound of a rainstorm. Provide four tree shapes sound of a rainstorm. Provide four tree shapes for each child (diecut, draw, etc.). for each child (diecut, draw, etc.).  Children will add details to represent each  Children will add details to represent each season (such as torn paper pieces, Q-tip paint, season (such as torn paper pieces, Q-tip paint, Kindergarten 20142015: Super Centers Unit 6: Weather fingerprints, etc.) fingerprints, etc.)  Children may create umbrellas (paper, coffee  Children may create umbrellas (paper, coffee filters) and add drops of glue for raindrops. filters) and add drops of glue for raindrops.  Provide a clear tub of water; cover surface of  Provide a clear tub of water; cover surface of water with a shaving cream “cloud.” Children water with a shaving cream “cloud.” Children may add drops of food coloring to the “cloud” may add drops of food coloring to the “cloud” and watch for the “rain” to come out as the cloud and watch for the “rain” to come out as the cloud fills with water. fills with water.

Writing Component: Create chart to show items used in different types of weather (Social Studies Flip Chart p. 37). Draw and label a picture to show what you wear in different weather (Science Flip Chart p. 42). Make a chart to survey and record favorite seasons of classmates (Social Studies Flip Chart p. 41). Thematic Printables: W eather Words "Write the Room"** Letter Pointers** Weather Digraph Sort** Cold Weather Sentence Building Cards**