Science lesson plan · Kindergarten (Reception and Year 1 in England) · 60 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 · 6 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.
- Look at the clues: Trees bending and leaves blowing along the street. What is the weather like? (sunny / windy / snowy / rainy) → windyPrompt: Think about what you would see and feel outside.
- A kite flies high and the washing on the line flaps. What weather is it? (windy / snowy / still and calm / foggy) → windyPrompt: What moves a kite and the washing?
- True or false? Weather can change from day to day. (True / False) → TruePrompt: Think about weather you have seen yourself.
Hook · 6 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 · 12 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 · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- When would you need this most: sandals? (a hot sunny day / a rainy day / a snowy day) → a hot sunny dayPrompt: Does it keep you cool, dry or warm?
- Which of these would you NOT need on a snowy day? (a raincoat / a scarf / woolly gloves / snow boots) → a raincoatPrompt: Three of these are for the same kind of weather.
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which of these would you NOT need on a snowy day? (wellington boots (rain boots) / snow boots / a thick warm coat / woolly gloves) → wellington boots (rain boots)Prompt: Three of these are for the same kind of weather.
- When would you need this most: waterproof trousers (rain pants)? (a hot sunny day / a rainy day / a snowy day) → a rainy dayPrompt: Does it keep you 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
- 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