Subject: Science

Topic or Unit of Study: Weather

Grade level: Kindergarten, First, Second

Objective: Students will be able to 1. Identify 4 different weather conditions and 2. Demonstrate how those conditions effect people’s daily activities.

Time Allotment: 45 minutes

Materials: Book Weather Forecasting by Gail Gibbons, pictures depicting people in different types of weather–hot, cold, snowy and rainy,  a large piece of white construction paper folded into quarters (1 per child)

Learning Context: This is the first lesson in a unit on weather.

Anticipatory Set: With students gathered, state the objective. Begin showing students a series of pictures (from magazines, books or hand-drawn) that depict people in different types of weather–hot, cold, snowy and rainy. Ask students what they notice about the people and how that helps them identify the weather condition. Ask students to think about how the different types of weather would effect their day–the places they would go, the things they would do, the people they would see, etc.

Direct Instruction/Guided Practice: Introduce the book Weather Forecasting by Gail Gibbons. As you read, prompt students to think about why we rely on weather forecasters to help us identify the weather. Throughout the reading of the story, write down and discuss any new vocabulary to solidify concepts taught. After reading, post each picture on the board and work together as a class to label each weather condition. Next, introduce students to the activity.  

Independent Practice: Ask students to recall the story just read and how our daily activities depend on the weather condition outside. Instruct students to think about four different types of weather. Prompt them to use the pictures on the board as reference, if needed. For each square on their piece of construction paper, they will draw a picture in that particular square to show an activity that he/she would do in that type of weather. Remind students to include any details like clothing as well as any items that would be found in the environment. Give 15-20 minutes for work completion.

Closure: Gather students and allow time for them to share their work. Next, review the “Big Ideas” from the lesson. Ask students to share some things they learned about the weather. You may  even provide some examples of activities and ask them what type of weather would be appropriate to do them in.

Assessment: Throughout the lesson, each student will be assessed on their participation in the group discussion and their ability to follow directions. They will also be assessed on their ability to complete the weather activity by 1. Identifying 4 weather patterns and 2. Demonstrate how those conditions effect a person’s daily activities.

Extensions: As students complete their drawings, have them label items in their work or provide space for them to write about what they are doing in each type of weather. This activity can also be used to introduce the distinction between seasons.

Modifications: For students with difficulty attending or with fine motor, decrease the number of weather patterns to be identified. For students that find drawing challenging, acting out or verbalizing how the different types of weather conditions effect a person’s daily activities may be an option.