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Science lesson plan · Kindergarten (Reception and Year 1 in England) · 30 minutes

Choose clothes for the weather

Weather and climate

CCSS NGSS.K-ESS3-2England: EYFS Understanding the World: The natural worldEngland: KS1 Y1 Seasonal changes

Objective and success criteria

Students will: Choose clothes for the weather.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Describe the weather from clues

Leads to: the next skill in this area.

Materials: Weather maps, Thermometers, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Describe the weather from clues). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Look at the clues: You cannot see the end of the street because the air is thick and misty. What is the weather like? (sunny / cloudy / foggy / stormy) → foggyPrompt: Think about what you would see and feel outside.
  2. How can you tell how windy it is without any tools? (Watch how much trees, flags and leaves move. / Count the clouds. / Listen for birds singing. / Look at how dark the ground is.) → Watch how much trees, flags and leaves move.Prompt: Stronger wind pushes things more.
  3. True or false? Snow falls on very hot days. (True / False) → FalsePrompt: Think about weather you have seen yourself.

Hook · 3 min

  • Show today's forecast and ask what it means for the class and how forecasters know.
  • Share the objective: Choose clothes for the weather. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: When would you need this most: a T-shirt and shorts?
  • Step 1: On hot sunny days we stay cool and protect our skin.
  • Step 2: So the answer is: a hot sunny day
  • Answer: a hot sunny day
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. When would you need this most: a scarf? (a hot sunny day / a rainy day / a snowy day) → a snowy dayPrompt: Does it keep you cool, dry or warm?
  2. Which of these would you NOT need on a snowy day? (woolly gloves / a thick warm coat / snow boots / waterproof trousers (rain pants)) → waterproof trousers (rain pants)Prompt: Three of these are for the same kind of weather.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which of these would you NOT need on a snowy day? (a thick warm coat / woolly gloves / a scarf / a sun hat) → a sun hatPrompt: Three of these are for the same kind of weather.
  2. Why do people wear bright or reflective jackets when cycling on dark, rainy evenings? (so the clouds go away / to make the bike go faster / to keep the rain warm / so drivers can see them more easily) → so drivers can see them more easilyPrompt: What is hard to see on a dark, wet road?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Describe the weather from clues.
  • Use concrete materials: weather maps.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/kindergarten.

Free lesson plan from eurekami.com/lesson-plan-builder

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Choose clothes for the weather

Name

Date

Score/ 6

  1. Question 1

    Why do people wear bright or reflective jackets when cycling on dark, rainy evenings?

    • A. to make the bike go faster
    • B. so the clouds go away
    • C. to keep the rain warm
    • D. so drivers can see them more easily

  2. Question 2

    Which of these would you NOT need on a hot sunny day?

    • A. sun cream (sunscreen)
    • B. sandals
    • C. a sun hat
    • D. wellington boots (rain boots)

  3. Question 3

    When would you need this most: a sun hat?

    • A. a hot sunny day
    • B. a rainy day
    • C. a snowy day

  4. Question 4

    Why do people wear several thin layers on a cold day?

    • A. Layers make the weather warmer.
    • B. Air trapped between the layers helps keep body heat in.
    • C. It makes you run faster.
    • D. Layers keep sunlight out.

  5. Question 5

    Which of these would you NOT need on a rainy day?

    • A. wellington boots (rain boots)
    • B. woolly gloves
    • C. waterproof trousers (rain pants)
    • D. a raincoat

  6. Question 6

    When would you need this most: waterproof trousers (rain pants)?

    • A. a hot sunny day
    • B. a rainy day
    • C. a snowy day

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Answer key: Choose clothes for the weather

  1. 1. D. so drivers can see them more easily

  2. 2. D. wellington boots (rain boots)

  3. 3. A. a hot sunny day

  4. 4. B. Air trapped between the layers helps keep body heat in.

  5. 5. B. woolly gloves

  6. 6. B. a rainy day