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  • Kindergarten

    Weather and Climate

Students who demonstrate understanding can:

Performance Expectations

  1. Use and share observations of local weather conditions to describe patterns over time. K-ESS2-1

    Clarification Statement and Assessment Boundary
  2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. K-ESS3-2

    Clarification Statement and Assessment Boundary
  3. Make observations to determine the effect of sunlight on Earth’s surface. K-PS3-1

    Clarification Statement and Assessment Boundary
  4. Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on an area. K-PS3-2

    Clarification Statement and Assessment Boundary

A Peformance Expectation (PE) is what a student should be able to do to show mastery of a concept. Some PEs include a Clarification Statement and/or an Assessment Boundary. These can be found by clicking the PE for "More Info." By hovering over a PE, its corresponding pieces from the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts will be highlighted.

Science and Engineering Practices

Asking Questions and Defining Problems

Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Analyzing and Interpreting Data

Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomenon and designing solutions.

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.

By clicking on a specific Science and Engineering Practice, Disciplinary Core Idea, or Crosscutting Concept, you can find out more information on it. By hovering over one you can find its corresponding elements in the PEs.

Planning Curriculum

Common Core State Standards Connections

ELA/Literacy

  • RL.K.1 - With prompting and support, ask and answer questions about key details in a text. (K-ESS3-2)
  • SL.K.3 - Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-ESS3-2)
  • W.K.7 - Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-ESS2-1), (K-PS3-1), (K-PS3-2)

Mathematics

  • K.CC - Counting and Cardinality (K-ESS3-2)
  • K.CC.A - Know number names and the count sequence. (K-ESS2-1)
  • K.MD.A.1 - Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-ESS2-1)
  • K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. (K-PS3-1), (K-PS3-2)
  • K.MD.B.3 - Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (K-ESS2-1)
  • MP.2 - Reason abstractly and quantitatively. (K-ESS2-1)
  • MP.4 - Model with mathematics. (K-ESS2-1), (K-ESS3-2)

Model Course Mapping

First Time Visitors

Resources & Lesson Plans

  • More resources added each week!
    A team of teacher curators is working to find, review, and vet online resources that support the standards. Check back often, as NSTA continues to add more targeted resources.
  • Students will make their own weather station consisting of actual and simplified versions of real weather equipment. The weather station will consist of a thermometer and a student-made weather vane. They will use that equipment to make observations …

  • This lesson is the first in a two-part series on the weather. The study of the weather in these early years is important because it can help students understand that some events in nature have a repeating pattern. It also is important for students to…

  • This lesson includes several activities where students observe, explore, and analyze shadows. Students will make inferences about the cause of shadows, The lesson is linked to NASA's MESSENGER spacecraft in its voyage to and around Mercury. This …

  • This free TeachersPayTeachers resource is a booklet that includes a KWL, observation pages, and writing activities about clouds to enrich "the cloud in a jar" activity. It does not include directions for making a cloud in a jar.

  • This is a resource from the National Center for Atmospheric Research and the National Science Foundation that explains the basics of weather and climate. This article is designed as background information for the teacher.

  • Students learn about weather by taking walks during various weather conditions over the course of time. Walks take place during during sunny, rainy, windy, or snowy conditions. The lesson is divided into four sections with activities assigned to e…

  • This is a free interactive learning activity designed for individual students and can easily be used as a whole class interactive whiteboard activity.This particular title explores weather in relationship to season and temperature. Students learn …

  • This lesson is about using local weather to make observations, measure, collect, and record data to describe patterns over time. Students will count types of outdoor clothing worn by classmates and use the data to look for patterns in weather over…

Planning Curriculum gives connections to other areas of study for easier curriculum creation.