Science lesson plan · Kindergarten (Reception and Year 1 in England) · 45 minutes
Types of weather
Weather and climate
CCSS NGSS.K-ESS2-1England: KS1 Y1 Seasonal changes
Objective and success criteria
Students will: Types of 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: no earlier skill in the map; start from what students know.
Leads to: The seasons; Severe weather and staying safe; Measuring the weather
Materials: Weather maps, Thermometers, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval: three short questions students should already manage. Answers on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What kind of weather would you wear or take gloves for? (a sunny, hot day / a rainy day / a snowy, cold day) → a snowy, cold dayPrompt: Does it keep you cool, dry or warm?
- What is wind? (light from the Sun / moving air / falling water / frozen water) → moving airPrompt: You can feel it but not see it.
- What would you take on a sunny, hot day? (an umbrella / a sun hat / gloves / a scarf) → a sun hatPrompt: Think about keeping cool, dry or warm.
Hook · 5 min
- Show today's forecast and ask what it means for the class and how forecasters know.
- Share the objective: Types of weather. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: What kind of weather would you wear or take a woolly hat for?
- Step 1: On a cold snowy day we wear warm, thick clothes.
- Step 2: So the answer is: a snowy, cold day
- Answer: a snowy, cold day
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- What kind of weather would you wear or take a thick coat for? (a sunny, hot day / a rainy day / a snowy, cold day) → a snowy, cold dayPrompt: Does it keep you cool, dry or warm?
- What is fog? (heavy rain / a cloud close to the ground / smoke from fires / frozen air) → a cloud close to the groundPrompt: It makes it hard to see far.
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- What kind of weather would you wear or take an umbrella for? (a sunny, hot day / a rainy day / a snowy, cold day) → a rainy dayPrompt: Does it keep you cool, dry or warm?
- What would you take on a sunny, hot day? (gloves / a woolly hat / a raincoat / sunglasses) → sunglassesPrompt: Think about keeping cool, dry or warm.
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
- 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: The seasons; Severe weather and staying safe; Measuring the weather.
- 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