Unit Plan 33 (PreK Science): Weather, Plants & Animals

Focus: Connect weather patterns to changes in plants and animal behavior using observations, stories, and outdoor exploration.

Grade Level: PreK

Subject Area: Science (Earth & Space • Life Science)

Total Unit Duration: 5 sessions (one week), 20–30 minutes per session (plus optional outdoor play extensions)

I. Introduction

In this unit, children build on their understanding of weather, plants, and animals by noticing how they all connect. Through picture talks, weather songs, simple charts, and outdoor walks, children observe how rain, sun, wind, and cold change what plants look like and what animals do. They practice describing weather, choosing clothes and activities that fit the day, and noticing how animals move, hide, or search for food in different weather.

Big Idea for Little Learners: Weather changes what we wear, what we do, and how plants and animals live and grow.

Essential Questions (Kid-Friendly):

• What is the weather like today?
• How does the weather change what we wear and what we do?
• What do plants look like in different weather and seasons?
• What do animals do when it’s hot, cold, rainy, or snowy?

II. Objectives and Standards

Learning Objectives — Students will be able to…

1. Use simple words and pictures to describe daily weather (sunny, cloudy, rainy, snowy, windy).
2. Match clothing and activities to different kinds of weather (e.g., boots for rain, coats for cold).
3. Observe and talk about how plants change (leaves, flowers, color) with different weather or seasons.
4. Notice and describe animal behaviors (hiding, moving, building nests, looking for food) connected to weather.
5. Create a simple Weather & Living Things Chart that shows how weather, plants, and animals go together.

Standards Alignment — PreK (NGSS-based custom)

• PK-ESS2-1 — Observe daily weather and describe simple weather patterns.
  • Children identify sunny, cloudy, rainy, snowy, and windy days and notice repeating conditions.
  • Example: Matching a weather card during morning meeting or using a daily weather symbol on the calendar.
• PK-ESS2-2 — Notice that weather affects clothing and activities.
  • Children connect weather to choices like coats, umbrellas, or indoor/outdoor play.
  • Example: Saying, “We need boots when it’s rainy,” or choosing a hat picture for a sunny day.
• PK-LS1-3 — Observe simple behaviors that help animals survive.
  • Children identify basic actions animals take to meet needs (food, shelter, staying dry/warm).
  • Example: Birds building nests before rainy days, squirrels gathering food, animals hiding in shade on hot days.

Success Criteria — Child-Friendly Language

• “I can look outside and tell if it is sunny, cloudy, rainy, snowy, or windy.”
• “I can choose clothes that match the weather (coat for cold, boots for rain, hat for sun).”
• “I can notice plants and say how they look in different weather (wet, dry, leaves on/off).”
• “I can talk about animals and what they do when the weather changes (hide, build, look for food).”
• “I can help make a chart or picture that shows weather, plants, and animals together.”