What do I Wear? An introduction to Weather
Lesson 1 of 7
Objective: SWBAT identify with different types of weather by understanding the different physical needs for each type of weather.
To begin this lesson, I call one table at a time to come sit on the floor like scientists. That means the kids are sitting quietly with their hands in their lap ready to listen and learn.
I ask the kids about different types of weather and we create a brainstorm map on the board.
I then show them a video some of my students are English Language Learners and I want them to be able to connect fully with our discussion.
Since we live in such an arid an temperature consistent region, very few of the kids are familiar with a variety of weather. We are all accustomed to sunny and hot as we live in deserts of the southwestern United States.
Once the video is over, we discuss what effect each type of weather has on us as humans. I ask, "When the weather changes, how do we dress? How do we act differently? Where do we go? What do we do?"
I have the kids think silently about all of these things and then turn to their floor partner to discuss the ideas.
I give the kids about 20 seconds of think time followed by 15 seconds per person to share their thoughts with their floor partner.
Once everyone has had the opportunity to share, I call on four random students to share what was discussed by pulling name sticks from a name stick can.
After the four students have shared what they discussed with their floor partner, I then ask the kids one question at a time regarding how each type of weather effects us as humans:
- How do we dress in __________ (snow, rain, wind, heat)?
- What do we do when it __________ (snows, rains, is windy, is hot)?
- Where do we get ___________ (warm, cool)?
We have a whole group discussion around these questions so that the kids who have little to no experience with a variety of weather can hear and learn as they participate.
After we talked about the different types of weather and how it effects us as humans, I then have the kids do a sorting activity.
The page has pictures that represent what we wear as a result of a variety of weather.
I explain to the class that their job is to cut out the pictures and match them to the appropriate weather.
Once all the kids are finished cutting and matching the appropriate pictures with the appropriate weather type, I call the kids back to the carpet to close out the lesson.
The kids bring their completed work to the floor and compare their work with their floor partner. I call on three random kids by polling names form the name stick can to show and tell their work with the whole class. What they matched with what weather and why.
To extend the lesson, I go over a take home reader about weather with the kids.
Procedure to go over the take home readers:
- Teacher reads, they they track with finger
- Kids read with the teacher, still tracking with finger
- Kids read independently to their partner, each partner takes a turn while the other tracks
This take home reader supports learning and serves as a home-school connection piece. It supports learning by extending the lesson and crossing into Language Arts. Most students can read it themselves; those struggling with reading can have assistance at home.