the world. (K-PS3-1) categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar Science Knowledge is Based on graph. (K-2-ETS1-1),(K-2-ETS1-3) Empirical Evidence Scientists look for patterns and order when making observations about the world. (K-ESS2-1) Next Generation Science Disciplinary Core Essential Assessments Vocabulary Resources Standards Ideas Questions Students who demonstrate What local Bar graph Science Journals. ESS3.B: Natural Before: understanding can: Hazards severe weather Create a class Emergency Some kinds of do we have to list of weather, Forms KWL Chart. K-ESS3-2 Ask questions to obtain severe weather are prepare for and define severe. Gather information about the purpose of more likely than how do we information Kindergarten Weather Activities: weather forecasting to prepare for, others in a given prepare? During: Key details and respond to, severe weather.* region. Weather Students will Local [Clarification Statement: scientists forecast create pictures Model Kindergarten Science Projects on Weather: Emphasis is on local forms of severe weather so after the Observation severe weather.] that the teacher models Pattern communities can the weather. Picture graph Books: prepare for and Preparedness Branley, Franklyn M. . Trophy Press. ISBN respond to these Region 9780064450942. 1990. After: events. (K-ESS3-2) Project- the Severe weather class will Weather Fowler, Allan. . Press. Children’s create an forecasting ISBN 9780516460352. 1995. ETS1.A: Defining and Delimiting an emergency Engineering preparedness Tornado in a Bottle Experiment: book with Problem Asking questions, pictures and making dictated observations, and sentences from gathering students to information are teacher or helpful in thinking teacher helpers, about problems. using a rubric which (secondary to addresses the
the world. (K-PS3-1) Science Knowledge is Based on Empirical Evidence Scientists look for patterns and order when making observations about the world. (K-ESS2-1) categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (K-2-ETS1-1),(K-2-ETS1-3) Next Generation Science Standards Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources Students who demonstrate understanding can: K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.] ESS3.B: Natural Hazards Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. (K-ESS3-2) ETS1.A: Defining and Delimiting an Engineering Problem Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary to What local severe weather do we have to prepare for and how do we prepare? Before: Create a class list of weather, define severe. During: Students will create pictures after the teacher models the weather. After: Project- the class will create an emergency preparedness book with pictures and dictated sentences from students to teacher or teacher helpers, using a rubric which addresses the Bar graph Emergency Forms Gather information Key details Local Model Observation Pattern Picture graph Preparedness Region Severe weather Weather forecasting Science Journals. KWL Chart. Kindergarten Weather Activities: Kindergarten Science Projects on Weather: Books: Branley, Franklyn M. . Trophy Press. ISBN 9780064450942. 1990. Fowler, Allan. . Children’s Press. ISBN 9780516460352. 1995. Tornado in a Bottle Experiment:
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