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Science lesson plan · 1st grade (Year 2 in England) · 30 minutes

Severe weather and staying safe

Weather and climate

CCSS NGSS.K-ESS3-2CCSS NGSS.3-ESS3-1England: KS1 Y1 Seasonal changesEngland: KS3 Geography links

Objective and success criteria

Students will: Severe weather and staying safe.

  • 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: Types of weather

Leads to: Designs that reduce damage from weather hazards

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 (Types of weather). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. What kind of weather would you wear or take a raincoat for? (a sunny, hot day / a rainy day / a snowy, cold day) → a rainy dayPrompt: Does it keep you cool, dry or warm?
  2. What is fog? (a cloud close to the ground / smoke from fires / heavy rain / frozen air) → a cloud close to the groundPrompt: It makes it hard to see far.
  3. What would you take on a snowy, cold day? (shorts / an umbrella / wellington boots (rain boots) / a thick coat) → a thick coatPrompt: Think about keeping cool, dry or warm.

Hook · 3 min

  • Show today's forecast and ask what it means for the class and how forecasters know.
  • Share the objective: Severe weather and staying safe. 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: What is a drought?
  • Step 1: In a drought, there is not enough rain, so water runs short.
  • Step 2: So the answer is: a long period with very little rain
  • Answer: a long period with very little rain
  • 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. Why do weather forecasters warn people about storms? (so people can prepare and stay safe / to make it rain / to scare people / to stop the storm) → so people can prepare and stay safePrompt: What could you do if you knew a storm was coming?
  2. Which kind of severe weather is this: streets covered in water after a storm? (flood / tornado / blizzard / heatwave) → floodPrompt: Is it about water, wind, snow or heat?

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. What is a drought? (a snowstorm / a flood / a very windy day / a long period with very little rain) → a long period with very little rainPrompt: Rivers and reservoirs dry up.
  2. Which kind of severe weather is this: heavy snow blown by strong winds? (flood / tornado / blizzard / heatwave) → blizzardPrompt: Is it about water, wind, snow or heat?

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: Types of weather.
  • 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

  • Move on to: Designs that reduce damage from weather hazards.
  • 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/grade-1.

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

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Severe weather and staying safe

Name

Date

Score/ 6

  1. Question 1

    Which kind of severe weather is this: heavy snow blown by strong winds?

    • A. flood
    • B. tornado
    • C. blizzard
    • D. heatwave

  2. Question 2

    What is a hurricane?

    • A. a sunny day
    • B. an earthquake
    • C. a huge, powerful storm with very strong winds and heavy rain that forms over warm oceans
    • D. a light shower

  3. Question 3

    Severe weather: which statement is NOT true?

    • A. In a heatwave you should drink water and stay in the shade.
    • B. Weather forecasts help people prepare for storms.
    • C. Lightning can strike tall objects such as trees.
    • D. Sheltering under a tree is safe in a thunderstorm.

  4. Question 4

    Which kind of severe weather is this: a twister moving across farmland?

    • A. flood
    • B. tornado
    • C. blizzard
    • D. heatwave

  5. Question 5

    Which kind of severe weather is this: temperatures staying very high day and night?

    • A. flood
    • B. tornado
    • C. blizzard
    • D. heatwave

  6. Question 6

    Why do weather forecasters warn people about storms?

    • A. to scare people
    • B. so people can prepare and stay safe
    • C. to stop the storm
    • D. to make it rain

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Answer key: Severe weather and staying safe

  1. 1. C. blizzard

  2. 2. C. a huge, powerful storm with very strong winds and heavy rain that forms over warm oceans

  3. 3. D. Sheltering under a tree is safe in a thunderstorm.

  4. 4. B. tornado

  5. 5. D. heatwave

  6. 6. B. so people can prepare and stay safe