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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: The ground covered in white, and children making a snowman. What is the weather like? (windy / snowy / stormy / rainy) → snowyPrompt: Think about what you would see and feel outside.
  2. Weather forecasters say there will be snow tomorrow. What will the temperature be like? (warm like a bath / very hot / very cold / the same as a summer day) → very coldPrompt: What makes water freeze?
  3. True or false? Weather forecasters tell us what the weather will probably be like. (True / False) → TruePrompt: 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: wellington boots (rain boots)? (a hot sunny day / a rainy day / a snowy day) → a rainy dayPrompt: Does it keep you cool, dry or warm?
  2. Which of these would you NOT need on a rainy day? (waterproof trousers (rain pants) / a raincoat / wellington boots (rain boots) / a thick warm coat) → a thick warm coatPrompt: 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. When would you need this most: woolly gloves? (a hot sunny day / a rainy day / a snowy day) → a snowy dayPrompt: Does it keep you cool, dry or warm?
  2. The forecast says: cold in the morning, warm and sunny in the afternoon. What is the best plan? (Wear wellington boots and nothing warm. / Wear a thick snow coat all day. / Wear a jumper (sweater) you can take off later. / Wear only shorts all day.) → Wear a jumper (sweater) you can take off later.Prompt: The weather will change during the day.

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

    When would you need this most: woolly gloves?

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

  2. Question 2

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

    • A. a raincoat
    • B. sandals
    • C. a sun hat
    • D. a T-shirt and shorts

  3. Question 3

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

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

  4. Question 4

    When would you need this most: snow boots?

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

  5. Question 5

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

    • A. a scarf
    • B. snow boots
    • C. wellington boots (rain boots)
    • D. woolly gloves

  6. Question 6

    The forecast says: cold in the morning, warm and sunny in the afternoon. What is the best plan?

    • A. Wear a jumper (sweater) you can take off later.
    • B. Wear only shorts all day.
    • C. Wear a thick snow coat all day.
    • D. Wear wellington boots and nothing warm.

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Answer key: Choose clothes for the weather

  1. 1. C. a snowy day

  2. 2. A. a raincoat

  3. 3. C. Air trapped between the layers helps keep body heat in.

  4. 4. C. a snowy day

  5. 5. C. wellington boots (rain boots)

  6. 6. A. Wear a jumper (sweater) you can take off later.