Wild Weather

Wild Weather

Ages 3–6 · 5 minutes · English, Science

Tornadoes, blizzards, hurricanes and more

In this lesson, students will:

- Learn about dust devils and tornadoes
- Learn about blizzards
- Discuss their favorite thing to do in snowy weather
- Learn about hurricanes
- Practice comprehension of non-fiction text

Part of

Standards alignment

Common Core State Standards

  • Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
  • 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.

Alabama

  • ELA21.K.22 — Use content knowledge built during read-alouds of informational texts by participating in content-specific discussions with peers and/or through drawing or writing.
  • ELA21.K.29 — With prompting and support, identify the main topic and key details in an informational text.
  • ELA21.K.2 — Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn.

Alaska

  • 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.
  • Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

Arizona

  • Read and comprehend grade appropriate texts and media to acquire scientific and/or technical information.
  • 1.RI.1 — Ask and answer questions such as who, what, where, why, and how about key details in a text.
  • K.E1U1.3 — Observe, record, and ask questions about temperature, precipitation, and other weather data to identify patterns or changes in local weather.

Arkansas

  • K.RC.4.RF — Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.
  • K.RC.7.RF — Demonstrate comprehension of age and grade-appropriate texts by speaking or writing.
  • 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.
  • G.1.K.6 — Identify the influence of weather and climate on people’s daily lives.

California

  • Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
  • 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.
  • Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.

Colorado

  • Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world.
  • 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.
  • RWC20-GR.K-S.2-GLE.2 — Develop and apply the concepts of print and comprehension of informational texts.
  • SC.K.3.2.b — Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.

Connecticut

  • 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.
  • Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.
  • Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

Delaware

  • 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.
  • Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

Florida

  • ELA.K.R.2.2 — Identify the topic of and multiple details in a text.
  • SS.K.G.3.3 — Describe and give examples of seasonal weather changes, and illustrate how weather affects people and the environment.

Georgia

  • S1E1.a — Represent data in tables and/or graphs to identify and describe different types of weather and the characteristics of each type.
  • S1E1.b — Ask questions to identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water).

Hawaii

  • 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.
  • Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
  • K-ESS3-2 — Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.

Idaho

  • K.RC.NF.6 — With support, use evidence from nonfiction works read aloud to demonstrate of grade-level texts.
  • K.RS.DR.2 — Listen to a series of texts organized around a variety of conceptually related topics to build knowledge about the world.
  • Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region, at a particular time. People measure these conditions to describe and record patterns over time. (K-ESS-1.1)
  • K.RC.NF.6a — Retell key details of texts heard.

Illinois

  • ESS3.B-P1 — 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.
  • INFO-P1 — Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world.

Indiana

  • K.RC.1 — With support, ask and answer questions about main topics and key details in a text heard or read. (E)

Iowa

  • 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.
  • Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
  • Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.

Kansas

  • 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.
  • RI.K.13 — Actively engage in individual or group readings of informational text with purpose and understanding.
  • RI.K.1 — With prompting and support, ask and answer questions about key details in a text.

Kentucky

  • 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.
  • RI.K.1 — With prompting and support, ask and answer explicit questions about key concepts and details, and make logical inferences to construct meaning from the text.
  • RI.K.10 — With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex informational texts.

Louisiana

  • K-ESS3-2 — Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
  • K.22 — Explain how weather impacts daily life and choices.
  • Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

Maine

  • K-ESS3-2 — Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
  • SL.2.K.a — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details to seek help if something is not understood.
  • Participate in collaborative conversations about kindergarten topics and texts with peers and adults in small and larger groups.

Maryland

  • DCI.ESS2.D.K-2.1 — Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.
  • DCI.ESS3.B.K-2.1 — 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.

Massachusetts

  • K-ESS3-2 — Obtain and use information about weather forecasting to prepare for, and respond to, different types of local weather.
  • PreK-ESS2-6(MA) — Provide examples of the impact of weather on living things.
  • SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
  • PreK-ESS2-5(MA) — Describe how local weather changes from day to day and over the seasons and recognize patterns in those changes.

Michigan

  • K-ESS3-2 — Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
  • 1–G5.0.2 — Describe ways in which the physical environment in a place or region affects people’s lives.
  • RI.1.2 — Identify the main topic and retell key details of a text.

Minnesota

  • 0E.1.1.1.1 — Ask questions to obtain information from weather forecasts to prepare for and respond to severe weather.* (P: 1, CC: 7, CI: ESS3, ETS2)
  • 0.1.4.2 — Identify the topic of a text, with prompting and support.

Mississippi

  • E.1.9A.4 — Obtain and communicate information about severe weather conditions to explain why certain safety precautions are necessary.
  • K.G.2.3 — Define and describe the way physical environments may change over time (e.g., flooding, tornadoes, hurricanes, etc.).

Missouri

  • Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
  • 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.R.3.A.a — identify the topic and details in an expository text heard and/or read, referring to the words and/or illustrations
  • K.R.3.C.c — name the main topic and recall key details of the text

Montana

  • RI.1.1 — Ask and answer questions about key details in a text.
  • RI.1.10 — With prompting and support, read informational texts appropriately complex for grade 1.
  • K-ESS3-2 — ask questions to obtain information about the purpose of weather forecasting to predict, prepare for, and respond to weather.

Nebraska

  • 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.
  • LA.K.RI.1 — With prompting and support, identify the main topic and key details in an informational text.
  • SS K.3.3.a — Identify types of weather and the impact of weather on everyday life.
  • LA.K.RI.8 — Actively engage in group reading activities with purpose and understanding.

Nevada

  • Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
  • 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 — Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.

New Hampshire

  • 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.
  • Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
  • Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.

New Jersey

  • 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.
  • Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

New Mexico

  • 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.
  • Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.
  • RL.K.NM.1 — Identify the main topic, retell key details of a text, and make predictions.

New York

  • 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.
  • KR1 — Develop and answer questions about a text. (RI&RL)
  • KSL2 — Participate in a conversation about features of diverse texts and formats.
  • PKR3 — Develop and answer questions about characters, major events, and pieces of information in a text. (RI&RL)

North Carolina

  • RI.K.1 — With prompting and support, ask and answer questions about key details in a text.
  • RI.K.10 — Actively engage in group reading activities with purpose and understanding.
  • ESS.K.1 — Understand change and observable patterns of weather that occur from day to day and throughout the year.

North Dakota

  • 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.R.3.a — Tell about the informational text, photographs, or illustrations before, during, or after a shared reading or other text-listening experience.
  • K.R.2 — Respond to a variety of texts, photographs, or illustrations before, during, and after shared reading or other text-listening experiences to compare, contrast, predict, or infer.

Ohio

  • K.ESS.1 — Weather changes are long-term and short-term.
  • RI.1.1 — Ask and answer questions about key details in a text.

Oklahoma

  • K.2.R.4 — Students will begin to retell facts and details from an informational text.
  • K.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.
  • Some kinds of severe weather are more likely than others. (K.ESS3.2)
  • K.4.R.3 — Students will begin to acquire new vocabulary and relate new words to prior knowledge.

Oregon

  • 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 and preparation efforts to respond to weather events that sometimes happen more often in some regions or locations.][assessment boundary: assessment focuses on a particular region at a particular time to describe weather and notice patterns, including severe weather events.]
  • K.RI.1 — With prompting and support, ask and answer questions about key details in a text.

Pennsylvania

  • 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.
  • 3.3.K.D — Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
  • CC.1.2.K.B — With prompting and support, answer questions about key details in a text.
  • CC.1.2.PK.C — With prompting and support, make connections between information in a text and personal experiences.

Rhode Island

  • 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.
  • Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.
  • Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

South Carolina

  • ELA.K.AOR.2.2 — Retell familiar texts by identifying the topic and supporting details in an informational text.
  • K-ESS3-2.DCI.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. NRC Framework Link
  • K-ESS2-1.DCI.D: — Weather and Climate Weather is the combination of sunlight, wind, snow, or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. NRC Framework Link

South Dakota

  • 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.

Tennessee

  • K.RI.KID.1 — With prompting and support, ask and answer questions about key details in a text.
  • K.RI.RRTC.10 — With prompting and support, read informational texts of appropriate complexity for Kindergarten.

Texas

  • 2.10C — investigate different types of severe weather events such as a hurricane, tornado, or flood and explain that some events are more likely than others in a given region.
  • 1.10D — describe and record observable characteristics of weather, including hot or cold, clear or cloudy, calm or windy, and rainy or icy, and explain the impact of weather on daily choices.

Utah

  • K.1.2 — Obtain, evaluate, and communicate information on the effect of forecasted weather patterns on human behavior. Examples could include how humans respond to local forecasts of typical and severe weather such as extreme heat, high winds, flash floods, thunderstorms, or snowstorms. (ESS3.B)
  • K.1.1 — Obtain, evaluate, and communicate information about local, observable weather conditions to describe patterns over time. Emphasize the students’ collection and sharing of data. Examples of data could include sunny, cloudy, windy, rainy, cold, or warm. (ESS2.D)

Vermont

  • 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.
  • Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

Virginia

  • 2.6.a — Different types of weather have specific characteristics.

Washington

  • 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.
  • Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
  • G2.K.2 — Identify natural events or physical features such as air, water, land, or wind.

Washington, D.C.

  • K-ESS3-2 — Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
  • Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

West Virginia

  • ELA.K.4 — With prompting and support, ask and answer questions about key details in an informational text.
  • S.K.8 — Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. *
  • ELA.K.5 — With prompting and support, identify the main topic and retell key details of an informational text.

Wisconsin

  • In a region, some kinds of severe weather are more likely than others. Forecasts allow communities to prepare for severe weather.
  • Students use observations and texts to communicate new information. This includes the following: Read developmentally-appropriate texts or use media to obtain scientific and technical information. Use the information to determine patterns in or evidence about the natural and designed worlds. Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea. Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering scientific questions or supporting scientific claims. Communicate information or design ideas and solutions with others in oral or written forms. Use models, drawings, writing, or numbers that provide detail about scientific ideas, practices, or design ideas.

Wyoming

  • In a region, some kinds of severe weather are more likely than others. Forecasts allow communities to prepare for severe weather.
  • K-ESS3-2 — Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.