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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: Trees bending and leaves blowing along the street. What is the weather like? (windy / foggy / rainy / snowy) → windyPrompt: Think about what you would see and feel outside.
  2. Why are there puddles on the playground this morning? (The Sun made the puddles. / It rained while we were asleep. / The wind brought them. / The puddles grew out of the ground.) → It rained while we were asleep.Prompt: Where does water on the ground usually come from?
  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 thick warm coat? (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 rainy day? (a raincoat / woolly gloves / wellington boots (rain boots) / waterproof trousers (rain pants)) → woolly glovesPrompt: 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. Why do people wear several thin layers on a cold day? (It makes you run faster. / Layers keep sunlight out. / Layers make the weather warmer. / Air trapped between the layers helps keep body heat in.) → Air trapped between the layers helps keep body heat in.Prompt: What do the layers trap?
  2. Which of these would you NOT need on a rainy day? (waterproof trousers (rain pants) / a sun hat / a raincoat / wellington boots (rain boots)) → a sun hatPrompt: Three of these are for the same kind of weather.

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

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

    • A. a T-shirt and shorts
    • B. a sun hat
    • C. a scarf
    • D. sun cream (sunscreen)

  2. Question 2

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

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

  3. Question 3

    When would you need this most: woolly gloves?

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

  4. Question 4

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

    • A. snow boots
    • B. woolly gloves
    • C. sun cream (sunscreen)
    • D. a scarf

  5. Question 5

    When would you need this most: snow boots?

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

  6. Question 6

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

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

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Answer key: Choose clothes for the weather

  1. 1. C. a scarf

  2. 2. A. so drivers can see them more easily

  3. 3. C. a snowy day

  4. 4. C. sun cream (sunscreen)

  5. 5. C. a snowy day

  6. 6. D. Air trapped between the layers helps keep body heat in.