NEXT GENERATION SCIENCE STANDARD & CONNECTIONS

• K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time.
• Students learn that weather changes from day to day and can be observed, described, and predicted. By connecting “inner weather” to real weather patterns, students strengthen their understanding that both atmospheric conditions and emotions shift over time and can be named, described, and observed.

NATIONAL ARTS STANDARDS

• Students explore and play with visual materials to represent their inner weather (VA:Cr1.1.Ka) and use music to notice and express feelings through the Inner Weather Song (MU:Pr4.1.Ka, MU:Re7.2.Ka).

SABES LEARNING OBJECTIVES

• Students will build emotional vocabulary by observing their feelings each day and expressing their “inner weather” using visuals and/or song.

WHEN TO USE

• As a daily check-in routine; introduce at the start of the unit

THE SCIENCE AND ART CONNECTION

• The Skill of Observation

STEP ONE

Watch the video below to facilitate inner-weather check-ins with the “How Am I Feeling Temperature Poster.” 

STEP TWO

Introduce the Zones of Regulation to your students. The Everybody’s Feelings Can Change (Classroom Song) is another helpful tool when teaching the zones.

STEP THREE

Build emotional literacy by tracking inner weather with the Inner Weather Chart linked below:

STEP FOUR

Facilitate the “Inner Weather Song” with accompanying lyrics:

BRAIN TARGETED TEACHING IN THE CLASSROOM

Daily inner weather check-ins support Brain Target 1 by creating a consistent and emotionally safe climate for learning. When students name and express their feelings, the amygdala becomes less activated, helping the brain shift out of stress responses and into the prefrontal cortex, where attention, regulation, and learning are more available.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

KATIE GILL-HARVEY

NEXT GENERATION SCIENCE STANDARD & CONNECTIONS

• K-ESS3-1 / K-PS2-1– Use observations to ask questions about the natural world and describe patterns or properties of objects.
• This routine encourages students to make careful observations, connect prior knowledge, and generate questions. This mirrors the process scientists use when studying the world, helping students develop skills in noticing patterns, making predictions, and exploring curiosity.

NATIONAL ARTS STANDARDS

• Students can draw or record observations during the “See” step, supporting visual arts exploration (VA:Cr1.1.Ka). The “Think” and “Wonder” steps encourage students to express ideas creatively, which can include discussion, storytelling, or musical responses (MU:Cr3.1.Ka / VA:Cr2.1.Ka).

WHEN TO USE

• Pair with SABES Lesson 5 and any lesson where you’d like to incorporate close observation.

THE SCIENCE AND ART CONNECTION

• The Skill of Observation

EVALUATING LEARNING

• Assemble a see-think-wonder portfolio to evaluate learning

STEP ONE

Learn more about the importance of observation before beginning this lesson with students:

STEP TWO

Build the see-think-wonder routine with students using the accompanying worksheet:

STEP THREE

Support students with SEE:

STEP FOUR

Support students with THINK:

STEP FIVE

Support students with WONDER:

BRAIN TARGETED TEACHING IN THE CLASSROOM

See, Think, Wonder routines support Brain Target 2 by establishing an organized and familiar thinking routine. This structure helps students feel secure and focused while allowing novelty in what they observe and wonder about. Predictable routines free cognitive resources for inquiry, reflection, and deeper learning.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

KATIE GILL-HARVEY

NEXT GENERATION SCIENCE STANDARD & CONNECTIONS

• K-PS3-1 / K-ESS3-1 – Use observations to describe the effects of sunlight on Earth and its objects.

NATIONAL ARTS STANDARDS

• Students use movement and song to reinforce scientific concepts (MU:Pr4.1.Ka, MU:Re7.2.Ka)

WHEN TO USE

• Pair with SABES Lesson 9 (& throughout SABES Chapter 3: Sun)

THE SCIENCE AND ART CONNECTION

• The Skill of Observation

EVALUATING LEARNING

• Assemble a see-think-wonder portfolio to evaluate learning

STEP ONE

Watch the video below to facilitate the summer sun song:

BRAIN TARGETED TEACHING IN THE CLASSROOM

Repeated lyrics and movements support memory retention and meaningful elaboration, allowing students to encode science concepts through multiple modalities and deepen understanding for long-term recall.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

KATIE GILL-HARVEY

NEXT GENERATION SCIENCE STANDARD & CONNECTIONS

• K-PS3-1 / K-ESS3-1 – Use observations to describe the effects of sunlight on Earth and its objects.
• Students explore cause-and-effect relationships between sunlight and objects, seeing firsthand how some materials block sunlight while others allow it through. This mirrors real scientific observation and encourages inquiry and curiosity about the natural world.

NATIONAL ARTS STANDARDS

• Students create visual sun prints to represent their observations (VA:Cr1.1.Ka, VA:Re7.1.Ka) and engage in reflective discussion and questioning through the See Think Wonder routine, connecting art and science in a meaningful way.

WHEN TO USE

• Pair with SABES Lesson 11 (SABES Chapter 3: Sun)

THE SCIENCE AND ART CONNECTION

• The Skill of Observation

EVALUATING LEARNING

• Assemble a see-think-wonder portfolio to evaluate learning

STEP ONE

Watch the video below to incorporate “See, Think, Wonder” into this cyanotype activity and learn more about cyanotypes on Youtube:

STEP TWO

Watch the videos below to facilitate cyanotype making in your classroom:

BRAIN TARGETED TEACHING IN THE CLASSROOM

When students observe, manipulate materials, and create visual representations, visual-spatial, sensory, and prefrontal areas of the brain are activated. Hands-on experimentation combined with reflection and discussion strengthens memory, reinforces cause-and-effect reasoning, and encourages curiosity-driven learning.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

KATIE GILL-HARVEY

NEXT GENERATION SCIENCE STANDARD & CONNECTIONS

• K-ESS3-1 – Use observations to describe patterns in the natural world, including seasonal changes in weather.
• Students explore how weather changes across seasons and identify environmental cues (temperature, precipitation, sun exposure). Sorting clothing by season helps them understand the functional relationship between materials, weather, and protection, laying a foundation for later engineering design challenges.

NATIONAL ARTS STANDARDS

• Students create and manipulate visual representations of clothing and seasonal environments (VA:Cr1.1.Ka, VA:Cr2.1.Ka).
• Using the fashion show or paper figure activity, students explain and perform reasoning, connecting visual, tactile, and narrative elements to their observations (VA:Re7.1.Ka, VA:Pr6.1.Ka).
• Optional performance through modeling clothing incorporates drama/movement integration (TH:Cr1.1.Ka) and expressive storytelling.

SABES LEARNING OBJECTIVES

• Students will identify seasonal weather patterns, select and justify appropriate clothing for each season, and represent their choices visually or through performance to demonstrate understanding.

WHEN TO USE

• Pair with SABES Lesson 18 (SABES Chapter 4: Seasons & Chapter 5: Weather & Forecasting)

THE SCIENCE AND ART CONNECTION

• The Skill of Observation

EVALUATING LEARNING

• Assemble a see-think-wonder portfolio to evaluate learning

STEP ONE

Watch the video below to facilitate the seasonal fashion show:

STEP TWO

Facilitate the paper doll overlay activity with accompanying worksheets:

STEP THREE

Facilitate the “Seasonal Art Sort Game” with downloadable slides and printouts:

BRAIN TARGETED TEACHING IN THE CLASSROOM

Daily inner weather check-ins support Brain Target 1 by creating a consistent and emotionally safe climate for learning. When students name and express their feelings, the amygdala becomes less activated, helping the brain shift out of stress responses and into the prefrontal cortex, where attention, regulation, and learning are more available.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

KATIE GILL-HARVEY

NEXT GENERATION SCIENCE STANDARD & CONNECTIONS

• K-ESS2-1 / K-ESS3-1 – Use observations of the sky and weather conditions to describe patterns and make predictions.
• Students practice real scientific skills like observation, comparison, and prediction, just as meteorologists do. Using viewfinders and recording sky observations helps them notice subtle changes and understand cause-and-effect relationships in the environment. Discussing extreme weather and inner weather also connects science to personal experience.

NATIONAL ARTS STANDARDS

• Visual Arts: Students create paintings or drawings of the sky from observations through a viewfinder (VA:Cr1.1.Ka, VA:Re7.1.Ka).
• Music / Movement: Using the Weather Song reinforces rhythm, memory, and emotional expression (MU:Pr4.1.Ka, MU:Re7.2.Ka).
• Optional Drama: Students can act out or perform aspects of weather phenomena or inner weather, linking observation to creative expression (TH:Cr1.1.Ka).

WHEN TO USE

• Pair with SABES Lesson 17 (Chapter 5: Weather & Forecasting)

THE SCIENCE AND ART CONNECTION

• The Skill of Observation

EVALUATING LEARNING

• Assemble a see-think-wonder portfolio to evaluate learning

STEP ONE

Watch the video below to facilitate the Wonder Window activity and try out the Window Swap site to look throuhg windows around the world:

STEP TWO

Facilitate the Sky View Finder activity, read along with the Sky Color book, and support students in completing the Sky Color worksheet:

STEP THREE

Facilitate the “Whether the Weather” poem:

BRAIN TARGETED TEACHING IN THE CLASSROOM

• Brain Target 1 (Emotional Climate): The Weather Song and discussion about extreme weather create a safe and supportive environment, reducing anxiety and supporting engagement.
• Brain Target 2 (Organization for Learning): The See Think Wonder routine provides a structured thinking framework, helping students process observations systematically.
• Brain Target 5 (Extension / Application): Repeated observation, discussion, and creative expression extend learning and encourage curiosity-driven thinking, strengthening memory and conceptual understanding.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

KATIE GILL-HARVEY

NEXT GENERATION SCIENCE STANDARD & CONNECTIONS

• K-PS3-1 / K-ESS3-1 – Use observations to design a solution to a problem related to materials and environmental conditions.
• Students apply their understanding of materials and environmental factors (temperature, sun exposure) to explore cause-and-effect relationships. They observe, test, and compare materials, linking science concepts to practical engineering challenges.

NATIONAL ARTS STANDARDS

• Visual Arts: Students plan, construct, and test physical models using materials, integrating observation and creative problem-solving (VA:Cr1.1.Ka, VA:Cr2.1.Ka).
• Visual Arts / Design Thinking: Drawing or sketching design ideas supports planning and reflection (VA:Cr2.1.Ka, VA:Re7.1.Ka).
• Optional Drama / Performance: Acting out the story of the Three Little Pigs reinforces narrative understanding and material reasoning (TH:Cr1.1.Ka).

WHEN TO USE

• Pair with SABES Engineering Design Challenge

THE SCIENCE AND ART CONNECTION

• The Skill of Observation

EVALUATING LEARNING

• Assemble a see-think-wonder portfolio to evaluate learning

STEP ONE

Watch the video to facilitate the EDC extension activity with the Three Little Pigs handout and learn more about how to create a cube with step-by-step directions:

STEP TWO

As an alternative activity, try out the playground slide option:

BRAIN TARGETED TEACHING IN THE CLASSROOM

• Brain Target 4 (Memory and Elaboration): Students connect prior knowledge of materials, seasons, and weather to the engineering challenge, elaborating on concepts through hands-on experimentation.
• Brain Target 5 (Extension / Application): Students apply learning in an authentic problem-solving context, testing hypotheses and evaluating outcomes.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

KATIE GILL-HARVEY