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This lesson in the unit is written for one day, but could end up taking two days if needed.

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The Wizard of Oz (1939) - It's a Twister!

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

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.]

W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

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This lesson opens with showing the tornado scene from The Wizard of Oz (above). This will help lead to a discussion about what a tornado is and how to remain safe if a tornado hit their area, while creating a poster of information on how to remain safe. Students will create their own tornado with two-liter bottles in four separate groups. After, students will draw a picture of a structure that could withstand a tornado.

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Making how to writing fun in first grade... From how to brush your teeth to tornado safety!

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Geography Activities: Make a Tornado in a Bottle

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-Funnel Cloud vs. Thunderstorm Clouds
-How does a tornado relate to the other types of weather?
-Have students build their structure that will withstand a tornado out of excess Legos.

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-Formative: Students will continue to change their paper dolls' clothes according to tornadic weather.
-Summative: Students will fill out a weather chart over the course of the week after completing this lesson/unit.

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This portion of the unit would take two days to cover.

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CCSS.MATH.CONTENT.K.MD.A.1
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

CCSS.MATH.CONTENT.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. For example, directly compare the heights of two children and describe one child as taller/shorter.

CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

K-ESS2-1 EARTH'S SYSTEMS

Use and share observations of local weather conditions to describe patterns over time.

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I would engage the students by having them make rain with their body.

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Then students would discuss rain by using the Kegan method of writing on sticky notes.
Then I would do a demonstration about condensation that would help the kids understand how rain falls.

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This year we've had more rain than I ever remember getting. We need the rain, so it has been a blessing. My older two boys have asked me a few questions about the rain and what makes it rain. I always do my best to explain in clear, simple words, and I'm always met with the same question, "But how does it rain?" Clearly my explanations are not doing the trick. I set up a simple science demo to demonstrate rain.

I boiled water in the tea kettle then added 2-3 inches to the glass jar, instructing JZ (5) and J-Bug (3) not to touch the jar. We put the paper plate on top of the jar of hot water and let it sit for a few minutes.

After a few minutes JZ helped me get ice from the freezer. The boys added the ice to the paper plate.

J-Bug liked putting the ice in one at a time, but JZ decided it would be quicker to just pour all the ice into the plate.

How does this answer the question how does it rain?

The plate seals in the warm air in the jar. Once the ice is added to the plate the cold temperature causes the moisture in the jar to condense and form water droplets. This is the same thing that happens in the atmosphere as warm, moist air rises and meets colder temperatures high in the atmosphere. Water vapor condenses and forms precipitation that falls to the Earth as rain, sleet, hail, or snow. It was fun explaining the last part to JZ, because we actually had some hail a couple weeks ago!

It was impossible for me to catch rain droplets on film, but I promise they were there. This science experiment for kids was so easy. The set up and clean up were quick, and my boys love watching the water drop down like rain. Why not surprise your kids by demonstrating how it rains? They will love it!

Please note my children were supervised the entire time. The water in the jar is very hot.

For more science activities for kids follow me on Pinterest.

More weather science for kids:

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This year we've had more rain than I ever remember getting. We need the rain, so it has been a blessing. My older two boys have asked me a few questions about the rain and what makes it rain.

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Then students would be broken up into groups of 4-5 in order to make their own rain gauge.

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This post may contain affiliate links. Please read my Disclosure and Privacy policies here
Build a Rain Gauge as a STEAM Activity for Preschoolers. Teach them to build a rain gauge using recycled household items, teach them what a rain gauge is and how a rain gauge works. As a simple science weather project your preschoolers will engage and learn so much.
Weather science is a fun activity for kids of all ages. This STEAM activity includes all major elements of STEAM, including science, technology, engineering, art and math! Use this rain gauge activity to add to a complete weather unit study for even more weather learning fun!

Materials Needed to...

Step by Step

How to Build a Rain Gauge

1. From top of 2 liter bottle measure down approx 4.5 " and mark several times around the bottle.

2. Cut the bottle around the measurement of the 4″ (step 1) mark.

3. Now your 2 liter is in two pieces. Set top aside.

4. Place medium size rocks in the bottom of the bottle...these will help keep it from getting blown over if it's windy. Mark where the top of the rocks end.

5. From the mark (of the top of rocks #5) take the tape measure at 0 and have your preschooler use the permanent marker and mark every inch. Then you, mom or preschool teacher, write 1″, 2″ etc.

6. Take the top of the 2 liter, that you set aside and turn upside down into the bottom of the 2 liter.

7. Cover the rocks with water, to the mark that starts your rain gauge.

8. Set your rain gauge in a garden and wait for rain...your preschooler won't be able to wait they'll be so excited to check it. You'll need to pick a really good spot! You want somewhere level that's open to the sky and that's not likely to get too windy, where the gauge isn't likely to be disturbed. There shouldn't be anything hanging over the gauge that could either block any rain or make extra raindrops drip into the bottle (like a tree or a power line or the edge of a roof).

9. That's how you build a rain gauge!!! So simple and fun.

Education.com had a great reference - If it has rained, check your gauge and see how high the water is now. That's how much rain has fallen in the last day! On a piece of paper, make a note of the date and the amount of rain. Then read the newspaper or go online and find out the official amount of rainfall in your area for the day and make a note of it-see how closely your figure matches the official one!

Ideas on how to...

Build an Accurate Rain Gauge

For older students desiring to make a more accurate rain gauge...

More...

STEAM Activities for Preschoolers
Sprout House Science Project for Preschoolers Coffee Filter Science | Easy Science Experiment for Toddlers Coffee Filter Science | Easy Science Experiment for Toddlers
We have lots more STEAM Activities HERE.

Be sure to read EVERYTHING YOU NEED TO KNOW ABOUT STEAM

We are a husband and wife team, pairing our strengths together to teach our preschooler in the most fun and engaging way we possibly can. The mister is a high school educator at Northlake Christian school in Covington Louisiana and over the Innovation Center, which is all things STEAM. I am a SAHM that blogs pretty much everything we do in our little paradise, from what we eat, to where we travel to how we teach our little one. We hope you are inspired to incorporate STEAM into learning with your children. Follow us: WEBSITE | FACEBOOK | INSTAGRAM | PINTEREST

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Build a Rain Gauge Steam Activity for Preschoolers

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Build a Rain Gauge as a STEAM Activity for Preschoolers. Teach them to build a rain gauge using recycled household items, teach them what a rain gauge is and how a rain gauge works. As a simple science weather project your preschoolers will engage and learn so much.

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Students will make a rain cloud using shaving cream and blue food coloring. Here is an example of this,

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Making a rain cloud in a jar is a fun and easy way to teach children how it rains.

Kids will love the magical wow factor and YOU'LL love the easy prep!

Check out the simple step-by-step below and then join The Plato Pack so you can access DOZENS more jaw dropping (but easy prep!) science experiments kids will love.

Getting Ready

To make our rain cloud in a jar we gathered a few simple items:

First, we mixed a few drops of food coloring into some water and set it aside. This was our "rain".

My preschooler loved making rain so much that we ended up repeating this activity several times with blue, yellow, purple, red, and green food coloring.

I filled our glass jar about 3/4 of the way full with cool water.

Once we made a fluffy "cloud" on top of the water using shaving cream we were ready to get to the fun part: making it rain!

Rain Cloud in a Jar

I instructed my preschooler to suck up some of the colored water into her pipette and then gently squirt it on top of our shaving cream cloud. She quickly became a pro.

As she squirted more and more water onto the shaving cream, our cloud became heavier and heavier.

Within a few minutes, the first drops of colored rain made their way through the cloud and dropped into the water underneath.

There were cheers of excitement and lots of jumping up and down as we watched the colored water drop down through the clouds!

We continued to saturate the shaving cream clouds with water until they started to deflate and melt down the side of the jar.

My daughter had so much fun, we rinsed out the jar and started all over again with a new rain color!

Rain Cloud Science

Clouds are formed when water vapor rises into the air and condenses onto tiny particles of dust. When billions of these droplets come together, a visible cloud forms.

Over time, the droplets and crystals that make up a cloud can attract more water to themselves.

When water droplets grow heavy enough, gravity pulls them down as raindrops.

Making a rain cloud in a jar is obviously a simplistic model of how it actually rains, but it gives young children a hands-on visual that is extremely valuable to their learning. Plus, it's fun!

More Fun for Little Scientists

Save time piecing together science lessons! Hop over and join The Plato Pack so you can download DOZENS more easy-prep science experiments and science units in one spot.

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Rain Cloud in a Jar - The Stem Laboratory

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Making a rain cloud in a jar is a fun and easy way to teach children how it rains. Kids will love the magical wow factor and YOU'LL love the easy prep! Check out the simple step-by-step below and then join The Plato Pack so you can access DOZENS more jaw dropping (but easy prep!)

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This lesson would have to follow the rain lesson, but it doesn't have to be directly after. It would only last one day.

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Formative: Students will continue to change their paper dolls' clothes according to rainy weather. Students will also code a Bee-Bot to have it travel to all the places on the map that would be appropriate to go to if it is raining.

Summative: Students will fill out a weather chart over the course of the week after completing the unit.

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In this lesson, it's important to discuss the difference between just rain and a thunderstorm. A thunderstorm comes with wind, thunder, and lightning. It can be severe and even include tornadoes as previously discussed in another lesson.

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Thunderstorm Safety Model | Weather Safety | Summer safety, Child Safety, Health lessons

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There will be a lesson for each different type of weather that occurs in Kansas: sunny, rainy, snow, thunderstorms, and tornadoes. An important part of this Kindergarten standard is to focus on local weather which is why we chose to focus on tornadoes for one lesson instead of hurricanes or earthquakes.

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-Students will be able to identify different types of weather based on descriptions
-Students will be able to describe different types of weather
-Students will be able to identify the weather in their area on a given day -Students will be able to create a bar graph of the weather conditions in their area for a specific amount of time
-Students will be able to identify what types of clothes are appropriate for the weather on a given day

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This portion of the unit would take 1 - 2 days depending on how quickly the students grasp the concepts.

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This lesson covers math, science, and English language arts standards.
Math
Students will be able to compare numbers and distinguish which ones are larger, smaller, etc.

Science

Students will learn about a type of weather and its characteristics. They will also be able to describe the type of weather and the appropriate clothes to wear.
Language Arts
Students will listen to a story read aloud and recall details.

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The lesson starts with discussing each child's favorite type of weather and putting these results on a graph on an interactive whiteboard. This gives the students practice with math concepts such as comparing the results and practicing addition and subtraction. The bulk of the lesson is reading Sun by Sam Usher and talking about other outdoor activities. The students will be in groups and asked to come up with activities they can do outside when it is warm and sunny (i.e. going to the park, swimming, going on a picnic, etc.) Students will share these answers and then dress their paper dolls with clothes appropriate for a warm sunny day. When the lesson is over, they will be encouraged to watch the weather report or look it up online with their family before coming to school the next day.

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There is only formative assessment on this day. This includes circulating the room during student discussion and asking questions and dressing the paper dolls at the end.

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When students finish the formative assessment, they can draw a picture of a sunny day. It could include the outdoor activity they discussed with their groups accompanied by a short sentence describing it.

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In this book, the class can talk about necessary supplies when going outside for the day (sunglasses, hat, sunscreen, etc.)

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This unit will take about two weeks.

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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-PS3-1

Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and water.] [Assessment Boundary: Assessment of temperature is limited to 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.]

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CCSS.MATH.CONTENT.K.CC.C.6
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

CCSS.MATH.CONTENT.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. For example, directly compare the heights of two children and describe one child as taller/shorter

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CCSS.ELA-LITERACY.RL.K.1
With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RL.K.2
With prompting and support, retell familiar stories, including key details.

CCSS.ELA-LITERACY.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

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Students will dress their dolls appropriately for the weather discussed in each lesson.

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Students can use the Bee Bot to select activities that would be appropriate for the weather they studied that day.

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Students will track the weather over a given amount of time and record it on their chart after the unit was completed (preferably during a time of year with varying weather such as fall and spring). It could also be a review during different parts of the year to practice recognizing all types of weather.

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This lesson of the unit is built for one day, but could be used for two days if the students needed.

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

CCSS.MATH.CONTENT.K.G.A.2

Correctly name shapes regardless of their orientations or overall size.

M.MD.K.3: Classify objects

into given categories; count

the numbers of objects in each

category and sort the categories

by count.

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Students will first be introduced to snowflakes by looking at pictures of real snowflakes and coming up to the board to circle the shapes they see in the snowflake.

Then their knowledge of snowy weather, and how snowflakes are made will built through the reading of "The Story of Snow"

Students will then get to make their own snowflake and practice their shape categorizing and counting skills.

If time allows, student can sit in a circle on the carpet and share their snowflakes, sharing what it looks like and telling the circle what shapes were used and how many shapes were used.

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Formative: The dress me paper dolls will continue to be utilized and the students will be tasked to dress the dolls for snowy weather.

Summative: Students will be assessed based on their completed snowflakes, evaluating their ability to categorize and count the shapes correctly.

Students will also take part in completing the weather chart.

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If students finish their snowflakes early they can color the shapes of their snowflake.

If students are struggling with creating their snowflake, students in the group can be utilized to help show students what they have done.