• 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 / heavy rain / frozen air / smoke from fires) → a cloud close to the groundPrompt: It makes it hard to see far.
3. What would you take on a rainy day? (sunglasses / a scarf / a raincoat / sun cream (sunscreen)) → a raincoatPrompt: Think about keeping cool, dry or warm.

• 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.

• 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.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. What is a hurricane? (an earthquake / a huge, powerful storm with very strong winds and heavy rain that forms over warm oceans / a light shower / a sunny day) → a huge, powerful storm with very strong winds and heavy rain that forms over warm oceansPrompt: It is also called a typhoon or tropical cyclone in some places.
2. Which kind of severe weather is this: a twister moving across farmland? (flood / tornado / blizzard / heatwave) → tornadoPrompt: Is it about water, wind, snow or heat?

• 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.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Why do weather forecasters warn people about storms? (to stop the storm / to scare people / to make it rain / so people can prepare and stay safe) → so people can prepare and stay safePrompt: What could you do if you knew a storm was coming?
2. Severe weather: which statement is NOT true? (In a heatwave you should drink water and stay in the shade. / Lightning never strikes the same place twice. / Lightning can strike tall objects such as trees. / Flood water can be dangerous even when it looks shallow.) → Lightning never strikes the same place twice.Prompt: One sentence is a famous myth about lightning.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-1.