This unit builds toward the following NGSS Performance Expectations (PEs):

• K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time. (Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.) (Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.)

• 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.)

This unit builds towards the following Disciplinary Core Ideas (DCIs):

ESS2.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.

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.

This unit intentionally develops students’ engagement in these practice elements:

Asking Questions and Defining Problems

• Ask questions based on observations to find more information about the natural world. (AQDP-P1)
• Ask and/or identify questions that can be answered by an investigation. (AQDP-P2)

Analyzing and Interpreting Data

• Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems. (DATA-P3)
• Record information (observations, thoughts, and ideas). (DATA-P1)
• Use and share pictures, drawings, and/or writings of observations. (DATA-P2)

Using Mathematics and Computational Thinking

• Use counting and numbers to identify and describe patterns in the natural and designed world(s). (MATH-P2)
• Describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs. (MATH-P3)

Obtaining, Evaluating, and Communicating Information

• Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in and/or evidence about the natural and designed world(s). (INFO-P1)
• Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea. (INFO-P2)
• 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 a scientific question and/or supporting a scientific claim. (INFO-P3)
• Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide details about scientific ideas, practices, and/or design ideas. (INFO-P4)

This unit intentionally develops students’ engagement in these practice elements:

Patterns

• Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. (PAT-P1)

Cause and Effect

• Events have causes that generate observable patterns. (CE-P1)

In this unit, there are opportunities to practice the following Crosscutting Concept:

• Scale, Proportion, and Quantity

This unit makes these connections to the Nature of Science:

• Science investigations begin with a question.
• Scientists use drawings, sketches, and models as a way to communicate ideas.
• People of diverse backgrounds are scientists and engineers.
• Scientists look for patterns and order when making observations about the world.
• Science knowledge helps us know about the world.
• Many events are repeated.

The anchoring phenomenon for this unit is how and why we prepare for local weather conditions. Although local weather conditions are not a singular event, weather is a natural occurrence that students can observe and investigate, working to figure out how various weather conditions cause us to prepare to stay safe and comfortable. This phenomenon was chosen as the unit anchor for the following reasons:

•  The phenomenon was chosen for its place-based accessibility for young children to experience and wonder about weather conditions outside of their own classrooms and in their community; it also reflects the local focus of the unit’s target NGSS Performance Expectations.
•  The phenomenon is developmentally appropriate for young children who experience the world around them in local, community-based ways. They are able to make firsthand observations of their local weather conditions and investigate how we prepare for them in ways that allow them to share their ideas and wonders about the world around them.
• The phenomenon allows for questions related to local severe weather events that are necessary to address unit NGSS Performance Expectations and builds from young children’s own potential experiences related to local severe weather. This unit includes intentionally developed resources that support classroom discussions of such experiences, which have the potential to be intriguing and distressing for young children.
• The anchoring phenomenon lesson was piloted with kindergarten classrooms in different locations around the country to determine students’ engagement, interest, and connections with the phenomenon of how we prepare for local weather conditions. Information from the pilot was used to focus students’ experiences on observable outside phenomena (rather than information available in digital weather apps, for example).

This unit is composed of one lesson set, summarized in the table below.

The goal of integrating literacy within OpenSciEd units is to offer opportunities for practicing reading, writing, speaking, and listening to support science learning. Literacy is fundamental to science because reading, writing, speaking, and listening are the primary means for students to understand and communicate their science ideas. Students use oral (speaking, listening) and written (reading, writing) language to communicate their science ideas and to support their ongoing science sensemaking. Literacy integration throughout the program also helps students learn how to use their oral and written language in a way that mirrors the work of scientists and engineers. The tables that follow explain the different types of books and texts that students will engage with across the unit to support their sensemaking.

ELA standards are also integrated throughout the unit to highlight the link between literacy and science for teachers and students. Many ELA standards are incorporated into lessons as needed for specific science learning objectives and teacher guides; those lessons include explicit support for teachers and/or students around connecting to those standards (e.g., L.K.1F in Lesson 1). See the Unit Connections to the Common Core Standards matrix for details about where these specific ELA connection standards happen and how they are used to support the science work in those lessons. These standards are indicated on that matrix with an asterisk (✱).

The goal of integrating mathematics in the OpenSciEd units is to build a strong base of knowledge to reinforce and strengthen science learning. Mathematics integration is intentional – to help the storyline along, clarify pieces of the puzzle students are figuring out, or provide students with tools to highlight, analyze, model, and interpret important patterns in the data they are exploring. Mathematical practices (MP1, MP2, MP3, MP4, and MP5) along with cross-cutting concepts are employed throughout the unit to develop student understanding of science ideas and deepen science practices. In this unit, students will count by tens (part of K.CC.A.1) as they use thermometers to measure the temperature to degrees in decades in Lessons 2-6 (or longer, if you so choose). Students will count by ones, fives, and tens to answer “how many” questions (part of K.CC.A.1 and part of K.CC.B.5) as they count tally marks that represent data collected about various weather conditions in Lessons 2 through 6. Additionally, students will connect counting to cardinality (K.CC.B.4) in Lessons 2, 3, and 6 as they measure the temperature, count tally marks, count students, and analyze picture graphs. Then, as they engage in building rain gauges and adding data to the Weather Calendar in Lesson 4, students will practice writing numbers 1 through 10 (part of K.CC.A.3). Students will also have opportunities to identify whether the number of items in one group is greater than the number of items in another group and compare two numbers between 1 through 10 (K.CC.C.7 and part of K.CC.C.6) in Lessons 4 and 6 to help reach consensus on the weather data collected. Finally, students will compare the temperature and the amount of precipitation, wind, and sun using the terms “more” and “less” (K.MD.A.2) in Lesson 2 and sort each weather condition into different categories (part of K.MD.B.3) to support them in making sense of their class data in lessons 2, 3, 5, and when making picture graphs in Lesson 6. See the Teacher Handbook for additional support and differentiation options.

Math standards are incorporated into lessons as needed for specific science learning objectives and teacher guides; those lessons include explicit support for teachers and/or students around connecting to those standards. See the Unit Connections to the Common Core Standards matrix for details about where these specific math standard connections happen and how they are used to support the science work in those lessons. These standards are indicated on that matrix with an asterisk (✱).

• Gail Housman, Unit Lead, Northwestern University
• Christie Morrison Thomas, Field Test Unit Lead and Assessment Team Support, Michigan State University
• Allison Greenberg, Writer, Independent Consultant
• Emily Mihocko-Bowling, Writer, Independent Consultant
• Meghan McCleary, Writer, University of Illinois Extension
• Amanda Dahl, Text Development Lead, Michigan State University
• Letty Garza, CLS Unit Support, The University of Texas at Austin
• Amy Johnson, Math Unit Support, The University of Texas at Austin
• Alexandrea A. Peña, UDL Unit Support, The University of Texas at Austin
• Amber S. Bismack, Coherence Reviewer, Oakland University
• Sara Schneeberg, Coherence Reviewer, Independent Consultant
• Susan Gomez Zwiep, PL Designer and Field Test Coherence Reviewer, BSCS Science Learning
• Kira Claussen, Co-Design Teacher, Hillrise Elementary School

• Gen Zoufal, Project Manager, Northwestern University
• Lauren Rollins, Copy Editor, Independent Consultant
• Ashley Wong, Copy Editor, Independent Consultant
• Chris Moraine, Graphic Designer, BSCS Science Learning
• Madison Hammer, Production Support, Independent Contractor

An integral component of OpenSciEd’s development process is external validation of alignment to the Next Generation Science Standards by the NSTA using the EQuIP Rubric for Science. We are proud that this unit has earned the highest score and rating available and has been awarded the NSTA NGSS 3D Design Badge. You can find additional information and read this unit’s review on NSTA’s website.