Rain & Worms

Overview

Duration: 45 minutes
Grade: Kindergarten
Class size: 30 students
Unit: Wiggly Worm Wonders (Lesson 5 of 10)
Subject: Science
Theme: Understanding the relationship between rain and worm behaviour

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Learning Goal

Students will understand why worms come out of the ground when it rains and express their observations and ideas through discussion and sensory activities.

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Alignment to California Preschool Learning Foundations & CA Kindergarten Science Standards

Science Content Standard K-LS1-1: Use observations to describe patterns of what plants and animals (including worms) need to survive.
Next Generation Science Standards (NGSS) K-ESS2-2: Construct an argument supported by evidence for how plants and animals (like worms) can change their environment to meet their needs.
CA Preschool Learning Foundations – Scientific Inquiry: Engage in exploratory experiences while using senses, language and oral communication to describe and ask questions about natural phenomena.
English Language Development (ELD) Standards: Use of visual aids and simplified language to support comprehension and participation for ELL students.

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Materials

• Chart paper/whiteboard and markers
• Visual aids: pictures of worms in dry soil, worms in wet/rainy soil
• Short animated video (2-3 minutes) showing worms emerging after rain (custom or class-safe video without links provided)
• Sensory bin with soil, water spray bottle, plastic worms
• Plastic cups and blankets for ELL/quiet students (to feel safe exploring)
• Illustration cards with simple sentences (PECS style) – “Rain,” “Worm,” “Wet,” “Earth,” “Come out”
• Simple raincoat and boots props for role-play

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Vocabulary

• Rain
• Worm
• Wet
• Ground/Earth
• Come out

(Use picture cards to reinforce words)

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Lesson Procedures

1. Warm-up Discussion (8 minutes)

Objective: Activate prior knowledge and build curiosity.

• Gather students in a circle on the carpet.
• Show visual aids: compare worms underground on dry ground versus wet/rainy ground.
• Ask: “Have you seen worms outside after it rains?”
• Encourage volunteers to share their ideas on why worms come out.
• Use illustration cards to support ELL students.
• Write down key words from student responses on chart paper.

Accommodation: Use simplified language and gestures for ELL learners. Pair picture cards with spoken words.

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2. Watch & Learn Video (5 minutes)

Objective: Provide visual and auditory explanation of worms and rain.

• Explain: “We will watch a short video to see what worms do when it rains.”
• Show the animated video demonstrating worms coming out after rain and how rain makes the soil wet.
• After video, ask: “What did you see the worms do? Why do you think they come out?”

Accommodation: Pause the video at key points to check understanding. Repeat key phrases with visuals.

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3. Sensory Exploration Activity (20 minutes)

Objective: Let students experience “rain” and worm activity hands-on to reinforce concepts.

• Organize students into 6 groups of 5 students. Each group with a sensory bin.
• Sensory bins contain soil and plastic worms.
• Demonstrate using the spray bottle as “rain”. Spray ‘rain’ on soil to create “wet earth.”
• Show worms “coming out” when the soil is wet by lifting them gently.
• Allow students to spray “rain” and explore moving “worms” in soil.
• Encourage descriptive language: wet, worm, rain, earth.
• Circulate to ask questions and engage students: “How do the worms feel? Is the soil dry or wet?”

Accommodation: For shy or ELL students, have plastic cups to scoop soil and worms. Use raincoat/boots props for imaginative role play during exploration to support engagement.

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4. Group Sharing & Reflection (7 minutes)

Objective: Reinforce learning by sharing observations.

• Invite each group to share one sentence or idea about why worms come out after rain (using sentence starters and picture cards).
• Example starter: “The worms come out because…”
• Teacher writes down shared ideas on chart, highlighting key vocabulary.
• Review the word cards and encourage students to repeat.

Accommodation: For ELL students, pair with a buddy or teacher assistant for support. Allow use of drawings instead of words as needed.

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5. Closing & Reinforcement (5 minutes)

• Recap the lesson: “Worms like to come out when it rains because they like wet earth.”
• Sing a simple song to the tune of “If You’re Happy and You Know It”:
  “When it rains, the worms come out, (wiggle fingers)
  When it rains, the worms come out, (wiggle fingers)
  *They crawl on the wet, soft ground,
  When it rains, the worms come out.” (wiggle fingers)
• Give each student a small “Wiggly Worm Wonders” colouring sheet to take home with rain and worm images.

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Assessment

• Informal observation during discussion and activity for understanding of rain and worm behaviour.
• Use pictures and sentence starters to assess ELL student comprehension.
• Listening to group reflections for conceptual grasp.

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Extensions & Home Connection

• Ask students to observe worms outside after it rains and draw or tell about what they see.
• Send home a simple note for families explaining the lesson with key words and suggestions to go on a “worm hunt” after rain.

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Teacher Reflection

• Did students engage with sensory experiences?
• Were key vocabulary and concepts understood by both ELL and non-ELL students?
• Were visual aids and simplified language effective?
• Consider more role-play or storytelling next lesson if engagement was high.

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This lesson embraces hands-on, sensory-learning complemented by visual and verbal cues to meet kindergarten developmental needs and English language development principles, aligning with California curricular standards. It offers a multi-modal approach to deepen young students’ understanding of natural phenomena through real-world observations and play.