Acelero Curriculum Plans—Unit Map Page 1 of 7

Theme 8: “Water, Wind & Weather”

Book List: Additional Resources:

The following books are included in this unit as read-alouds; copies will be The following books are not required, but could be used to complement and
provided to each classroom. enrich this theme, if teachers have access to these or similar titles:
Whatever the Weather Karen Wallace What Makes the Seasons? Megan Montague Cash
Cloudy with a Chance of Meatballs Judi and Ron Barrett What's the Weather Like Today? Rozanne Lanczak Williams
Frederick Leo Lionni It's Spring Linda Glaser
Time to Sleep Denise Fleming The Ant & the Grasshopper Various
The Mitten Jan Brett When It Starts to Snow Phillis Gershator
Bringing the Rain to Kapiti Plain Verna Aardema Rabbits & Raindrops Jim Arnosky
The Snowy Day Ezra Jack Keats Commotion in the Ocean Giles Andreae and David Wojtowycz
The Wind Blew Pat Hutchins A Hat for Minerva Louise Janet Morgan Stoeke
Gilberto and the Wind Rain Manya Stojic
Marie Hall Ets
(Gilberto y el viento) Can You See the Wind Allan Fowler

Week 1 Week 2 Week 3 Week 4

Big This theme is all about weather and Children deepen their exploration In the last two weeks of this theme, In this final week of the theme, we
Idea(s) the seasons. Children will observe of weather by discussing the the focus narrows to specific will focus on investigating another
and chart the weather daily and will seasons and how animals prepare aspects of weather. This week’s aspect of weather: wind. Wind is a
explore how the weather affects us: for winter. This relates to focus will be on water. Children fascinating force that can move
for example, we wear warm clothes children’s experience (since most will discuss how water is part of things. Children will have multiple
when it’s cold and lighter clothes climates have some form of their daily lives (we drink it, bathe, opportunities to experiment with
when it’s hot, and we can do seasonal change) and interests wash hands, dishes, clothes, etc.) as wind; observe how wind moves
different things outside as the (since animals are typically of great well as better understand how water light and heavy things differently;
weather changes. This week interest). NOTE: Depending on changes form in different and think about why wind moves
children will also take a walk to when you implement this theme and temperatures (snow, ice, melting, certain things and not others.
observe the environment and where you live, modifications may etc.).
collect natural items. be needed to ensure it’s meaningful
to children. (For example, focusing
less on snow per se, and more on
weather becoming colder.)
Read-Alouds
Mon Whatever the Weather by Karen Frederick by Leo Lionni Bringing the Rain to Kapiti Plain The Wind Blew by Pat Hutchins
Wallace by Verna Aardema
Tues The Snowy Day by Ezra Jack Keats Time to Sleep by Denise Fleming The Snowy Day by Ezra Jack Keats Gilberto and the Wind by Marie
The Wind Blew by Pat Hutchins Hall Ets

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Acelero Curriculum Plans—Unit Map Page 2 of 7
Theme 8: “Water, Wind & Weather”

Week 1 Week 2 Week 3 Week 4

(read either/both)
Wed Cloudy with a Chance of Meatballs The Mitten by Jan Brett Bringing the Rain to Kapiti Plain Gilberto and the Wind / Gilberto y
by Judi and Ron Barrett el viento

Thurs Cloudy with a Chance of Meatballs Frederick The Snowy Day Cloudy with a Chance of Meatballs
Time To Sleep by Judy and Ron Barrett

Fri Whatever the Weather by Karen The Mitten by Jan Brett The Mitten by Jan Brett Rereading (child choice).
Wallace
Small Groups
Mon Group 1 – Getting Dressed for the Group 1 – How Many Meatballs? Group 1 – Making Rain Sticks Group 1 – How Many Will Fit?
Weather Estimating & subitizing with pom- Using cardboard tubes and beads Estimating and counting how many
Using paper dolls and a variety of poms, while creating a “food to make the sound of rain. animals will fit into a mitten.
clothing for different seasons collage” on a paper plate.
Tues Group 1 – Favorite Thing to Do Group 1 – Exploring Symmetry Group 1 – Pipes in the Water Table Group 1 – Make Your Own Wind
Outside Using squeeze-bottles and folded Exploring the flow of water with Blowing through straws to see what
Drawing and writing about what paper to create symmetrical PVC pipes or straws. objects the “wind” can move.
we do outside in different seasons. paintings.
Wed Group 1 – Playdough ABCs Group 1 – Animal Homes Group 1 – The Most Fun Part (of Group 1 – Sorting Shapes
Creating letters out of playdough Using playdough to create a cozy The Snowy Day) Using paper shapes to classify and
with cookie-cutters or by modeling home for an animal to hibernate. Drawing and writing about which count.
from letter-cards. of Peter’s activities looked like the
most fun.
Thurs Group 1 – Weighing & Comparing Group 1 – Mitten-Glove Patterns Group 1 – Exploring Water Sounds Group 1 – Wind Painting
Natural Items Creating patterns while also Dropping or spraying water on a Blowing paint with straws to create
Exploring a classroom collection discussing the difference between variety of materials to see how it paintings.
and using balance scales. mittens and gloves. sounds.
Circle Time / Opening Meeting
Mon Question of the Day (QOTD): “Did Question of the Day (QOTD): Question of the Day (QOTD): How Chart Weather: Continue last
you see the sun on your way to Which do you like better, wearing did you use water today? (Drink/ week’s chart or start a new, similar
school?” (Y/N) short sleeves or long sleeves? Wash hands/ Take a Bath) one.
Song – “Hello, Mr. Sun” Song –“Hello, Mr. Sun” Chart Weather: Continue last Discussion: What do we know
week’s chart or start a new, similar about wind? If desired, create a
Chart Weather: Continue last
one. KWL chart.
week’s chart or start a new, similar
one. Song – “Zim Bam” Song – “Noisy Wind” or

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Acelero Curriculum Plans—Unit Map Page 3 of 7
Theme 8: “Water, Wind & Weather”

Week 1 Week 2 Week 3 Week 4

“Whistling Wind”
Tues Begin to Chart Weather: Make a Song – “Whistling Wind” Chart Weather (see Monday) Chart Weather (see Monday)
chart with columns or rows labeled
Chart Weather (see Mon.) Song – “Zim Bam”; repeat other “Playing with the Wind”: Children
Sunny, Rainy, Overcast, Snowy (or
rain-related song/poem, if desired. will explore the effects of wind
other options appropriate to your Noticing changes in weather:
(simulated by an electric fan).
location). Each day ask children Discuss the clothes children wore Discussion: What do we know
Materials: standing fan; streamers,
what the weather is like today, and to school and how those relate to about water? Create experience
tissue paper or light fabric for each
make a tally mark (or add a sticker, the weather. chart with children’s ideas.
child.
etc.) in that column.
Song – repeat yesterday’s
Song – “Hello, Mr. Sun”

Wed QOTD: “How did the weather feel QOTD: What is your favorite QOTD: How do you think you will Question of the Day (QOTD):
on your way to school?” (Hot/ season? (Spring/ Fall/ Winter/ use water today at school? (Drink / What did the wind move on your
warm/ cool/ cold) Summer) wash hands / take bath / play in way to school? (Hair/ Clothes/
water table) Leaves/ Nothing?)
Chart Weather (see Tues.) Chart Weather (see Mon.)
Chart Weather (see Monday) Chart Weather (see Monday)
Song – “Sunny” Song – “Whistling Wind.” Use the
song chart to talk with children Poem – “Water.” Read poem, Fingerplay – “I See the Wind”
Movement: “Walk with the
about concepts of print. Movement: using picture cards (see Activities
Movement: “Move Like the Wind”
Weather” (see below) “Hibernation Dance” (see below) packet).
(see below)
Movement – “Moving Like Water”
Transition: Move like the wind to
(see below)
the next activity
Thurs Chart Weather (see Tues.) Song – “Sunny” (and/or “Rainy”) Chart Weather (see Monday) Chart Weather (see Monday)
Song – “Sunny”; add second verse, Chart Weather (see Mon.) Poem – “Water” (with picture Morning Message
“Rainy” cards)
Cold vs. Hot: Show a variety of Song/Fingerplay/Poem(s) – repeat
“The Rain Poem”: Have poem items/pictures and ask children to Song – “Rain on My Umbrella.” any from this theme
written on chart paper. Highlight a identify which are cold and which
few concepts of print. are hot.
Morning Message

Fri QOTD: “Will you play outside this Chart Weather & Review** After QOTD: How will you use water Chart Weather & Review** After
weekend?” (Y/N/Don’t know) tallying today’s weather, look back this weekend? (Go swimming / tallying today’s weather, look back
at the week and make comparisons. take a bath - or other answer at ALL FOUR weeks of theme and
Chart Weather & Review** After
choices that make sense for your
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Acelero Curriculum Plans—Unit Map Page 4 of 7
Theme 8: “Water, Wind & Weather”

Week 1 Week 2 Week 3 Week 4

tallying today’s weather, look back *Double-session classrooms should group.) make comparisons.
at the week and make comparisons. do this on Thursday*
Chart Weather & Review* After *Double-session classrooms should
*Double-session classrooms should
How Are These Books the Same? tallying today’s weather, look back do this on Thursday*
do this on Thursday*
Lay out books from this week at the week and make comparisons.
Song/Fingerplay/Poem(s) – repeat
and/or last week. Encourage
*Double-session classrooms should any from this theme
children to think about their
do this on Thursday*
similarities and to find two books Discussion: What have we learned
that “match” in some way. Song – “Rain on My Umbrella.” about wind?
Moement Ask children to imagine how they Play music and have children Have children think of how to Imitate the wind: Encourage
: would walk in different weathers – move/dance like an animal. When move their bodies like water – for children to move like the wind.
e.g., shivering, sweating, splashing music stops, children ‘hibernate’ by example, rain, a snowball melting, Add variations – move like a strong
in puddles, walking in a strong lying down on the carpet. After, ask water swooshing through pipes, etc. wind, a light breeze, etc. Encourage
wind. Practice first, then walk what animals they were? Ask for other ideas and do the children to suggest others.
around the circle in these various movements slow, fast, quiet, etc.
ways (to music if desired).
Centers
Blocks Keep any items from previous Pictures of familiar buildings or Flags or pennants
week(s) that children were park settings (or other places) in Fan (review safety expectations
particularly engaged with. different seasons. with children – i.e. not to be
touched)
Pictures of windmills or pictures
showing windy days
Dr Play Clothes for different weather— Materials to re-enact The Mitten – Clothesline and clothespins Pillow cases for laundry line
raincoats, rain boots, mittens/gloves animal puppets, Dishtowels, doll clothes, other cloth
of different size and colors, blanket/sheet/sleeping bag items to “dry”
sweaters, sunglasses, beach shirt, Laundry basket
etc.
Toys- Paper-doll figures; variety of paper “How Many Meatballs?” – Multicolored paper shapes (see
Games pompoms, small paper plates (see
clothing appropriate for both cold “Sorting Shapes” small-group
and warm weather. See “Getting small-group activity) activity)
Dressed for the Weather” small- Animal figurines & mittens (see
group activity. “How Many Will Fit?” small-
group activity)
Art Playdough Magazine/ greeting card cut outs “Markers & water”: Provide “Windy Pictures.”
showing different seasons shoebox lids; heavy paper (cut to fit AND/OR Put light-brown paper at
ABC cookie cutters and/or
lids); markers; eyedroppers or small the easel with white, black and
laminated letter cards Symmetrical pictures (children’s
squeeze bottles of water. Children brown paint, and encourage
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Acelero Curriculum Plans—Unit Map Page 5 of 7
Theme 8: “Water, Wind & Weather”

Week 1 Week 2 Week 3 Week 4

See “Playdough ABCs” small- creations from previous unit and/or will be able to draw with markers, children to get ideas from the
group activity. other images you find) then add drops of water and tilt the illustrations in Gilberto and the
If desired: Food collage materials box lid to see the effect of water on Wind.
– pompoms, yarn, paper plates (see marker lines.
How Many Meatballs small-group
activity)
Library/ Read-aloud books for this week Read-aloud books for this week Read-aloud books for this week; Read-aloud books for this week
Writing
Nonfiction books about different any other books related to water Optional: sequencing cards for The
types of weather, animal shelters, Copies of “Water” poem pictures Wind Blew (see Read-Aloud guide)
or other related topics (in black & white); encourage
children to remember language
from the poem, and/or
describe/write about what they see
Discover Collections of natural objects Magnifying lenses “Treasures on Ice.” Preparation: Pinwheels
y
(acorns, sticks, leaves, rocks, etc.) “Find That Number”: have number Put a variety of small objects Straws to blow through; variety of
(Science)
- see Nature Walk under Outdoors cards (1-10, with numeral and dots) (plastic insects, marbles, coins, heavy/ light objects to move (see
Balance scales and encourage children to count a etc.) in ice cube tray or small “Make Your Own Wind” small-
set of natural items that plastic cups; cover with water and group activity)
corresponds with a particular freeze overnight.
number card.
Sand- Sinking/floating experiment: have a Snow, finely crushed ice, or water PVC pipes of different lengths (if Straws to blow through
Water variety of natural items (rocks, with ice cubes in it. available) and/or straws (see
Paper boats (if using water table) or
leaves, sticks, etc.) and two bins OR ice cubes in sealed baggies “Exploring Water Sounds” small-
very thin layer of sand (for sand
labeled “sink” and “float”; Or, if weather is cold enough, leave group activity)
table)
encourage children to experiment water table outside overnight to
with items, then sort them. Optional: show Sid Wind
chill or freeze! Investigation clip (see “Make Your
Ice-cube trays, other items for Own Wind” small-group activity)
pouring, measuring or “cooking”
Music- Rain sticks that children create (see
Moveme small-group activity), to continue
nt
exploring
Compute “Weather wheel” game: “What Will Bella Wear?”
r http://www.storyplace.org/preschoo
http://pbskids.org/sid/weatherwheel
.html l/activities/bellawear.asp?themeid=
2
Outdoors Nature Walk – see Small-Group Point out and discuss with children Umbrellas for children to explore. Pinwheels, streamers, bubbles,
Activity Guide any changes in weather or signs of If appropriate to your location: wind chimes (any/all that are

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Acelero Curriculum Plans—Unit Map Page 6 of 7
Theme 8: “Water, Wind & Weather”

Week 1 Week 2 Week 3 Week 4

Encourage children to notice the the season (snow, wind, plants Leave bucket outside to collect available)
weather, how their bodies feel growing, leaves, etc). rainfall: Tape yardstick or wooden Attach a flag, streamer or windsock
outside, etc. Observe any “wild animals” near rod vertically inside of the bucket, in an appropriate location for
your center: squirrels, chipmunks, and have children guess where the children to observe how windy it is
birds, etc. water line will rise to (mark their each day. Ask questions such as
“Gathering Food for Winter” – hide guesses with tape). Observe again could the wind blow a leaf today? a
acorns or other small items in after it rains. hat? a rock? (etc.)
advance, then children can play at Extension: Create a pictorial scale
being field mice, gathering the to show how strong the wind is
“food” and storing it in a safe place. each day – for example, a flag or
tree bending different amounts to
represent more wind.
Other
Family
Involvem Encourage parents to talk to their Encourage parents to talk to their Encourage families to talk to their Encourage families to continue to
ent / children about the weather, using children about the weather, using children about the way we use talk to children about the weather
communi words like overcast, foggy, bright, words like overcast, foggy, bright, water, how it flows through pipes, and to observe whether it is sunny,
cation sunny, pouring rain, drizzling, sunny, pouring rain, drizzling, comes out of faucets, the washing windy, etc. Encourage them to
breezy, chilly, warm, etc. Suggest breezy, chilly, warm, etc. Suggest machine, dishwasher, hose, etc… look for wind and the effects of
that they ask their children what that they ask their children what Encourage families to show wind as they walk or drive to
they think they should wear for they think they should wear for children pipes in their homes and school. What does the wind do to
school each day (long pants or school each day (long pants or talk about where they lead to. their hair, clothes, papers from
shorts, sweater or t-shirt) based on shorts, sweater or t-shirt). Children can also help water the school?
the weather. plants or feed and give water to
Families can do further Update families about the results of
household pets.
Families can do further explorations with their child. For your Charting the Weather
explorations with their child. For example, go on a walk with their There are always props and activities. You can do this in a way
example, talk about what it smells child in their neighborhood or a materials needed for classroom that encourages parents to ask their
like after it rains; go on a walk with nearby park, and talk about what activities, and parents can be children questions. For example,
their child in their neighborhood or they see; notice the changes of the extremely helpful by donating or you could post a question or clue
a nearby park, and talk about what seasons and what it means to their lending items. This week items on the door for parents to see at
they see; notice the changes of the child. include paper towel rolls and shoe pick-up time: “Ask your child to
seasons and what it means to their box lids. tell you what type of weather we
At the end of the week, post the
child. Encourage families to donate had for the first time this week!”
results of “Charting the Weather” -
natural items for your collections – (etc.) Or post the previous week’s
(see circle time) with a caption for
e.g., sticks, rocks, pinecones, weather charts near the entrance to
parents explaining the activity, and
acorns, etc. the classroom and encourage
suggesting that they could continue
children to explain them to family
At the end of the week, post the it at home too.
members during arrival or
results of “Charting the Weather”
dismissal.
(see circle time/opening meeting)
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Acelero Curriculum Plans—Unit Map Page 7 of 7
Theme 8: “Water, Wind & Weather”

Week 1 Week 2 Week 3 Week 4

with a caption for parents
There are always props and
explaining the activity, and
materials needed for classroom
suggesting that they could continue
activities, and parents can be
it at home too.
extremely helpful by donating or
lending items. This week items
include streamers, pinwheels, fans,
windchimes, etc.

Materials Needed:
The following list compiles any new, unusual or important materials needed for this unit. (Materials are also listed under the appropriate small-group activity, read-
aloud guide or lesson plan for that week.) Items are listed only in the first week they are used, but may be re-used in a later week of the theme.
Week 1 Week 2 Week 3 Week 4
- Paper-doll templates - Pom-poms - PVC pipes/connectors in different sizes/shapes - Electric/standing fan
- Cut-outs of clothing and - Yarn (or substitute straws of varied sizes) - Mittens (either real mittens that children
accessories for paper dolls - Scraps of colored paper / other collage - Heavy tape (electrical or duct tape) wear to school, or create out of two pieces
(included) materials - Rainstick (if available) of felt/paper – no larger than half-sheet of
- Playdough - Small paper plates - Paper towel rolls paper)
- ABC cookie cutters and/or - Small squeeze bottles for paint - Small beads or other tiny things that will make - Drinking straws, ideally of different
laminated letter cards - Materials to add to animal homes: noise when shaken thicknesses
- Collections of natural objects sticks, grass, leaves, rocks, etc. - Aluminum foil - Heavy & light small objects (feathers,
(acorns, sticks, leaves, rocks, - Squares of paper with glove or mitten - Brown paper (construction or from paper bags) seeds, marbles, leaves, blocks, cars, etc.)
etc.) on each (included) - Eyedroppers and/or spray bottles - Construction-paper shapes (at least 3
- Paper/plastic bags to collect - Pattern cards - Plastic tubs and trays shapes in several colors each per child)
items - Word/picture cards for animals in Time - Pictures for “Water” poem - Picture cards for The Wind Blew – each
- Balances/scales to Sleep - Word cards for The Snowy Day with an image of one thing that blew away
- Clothes for different weather— - Puppets, flannelboard pieces or cutouts - Word/picture cards for Bringing the Rain to - Light-brown paper (for easel) with white,
raincoats, rain boots, mittens/ of animals from The Mitten Kapiti Plain black and brown paint
gloves, sweaters, sunglasses, - Blanket/sheet/sleeping bag for - Shoebox lids - Flags, pennants, pinwheels, bubbles,
beach shirt, etc. reenacting The Mitten - Small squeeze bottles for paint windsock and/or wind chimes
- Photographs, magazines pics, etc. - Clothesline, clothespins, dishtowels/ doll - Streamers, tissue paper or light fabric
showing different seasons clothes/ other items to “dry”
- Ice-cube trays - Ice cube trays
- Examples or pictures of cold/hot items - Umbrellas

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