| 5 min | Welcome Students
- Greet students, set up classroom management system
- Introduce classroom rules
- Have students ask and answer each other, “How are you?”
(Activity can be replaced for Circle Time) | S-S |
| 10 min | Engage
- Launch the presentation - Weather
- With each picture, ask the students the following question:
Ok class, I am going to show you eight pictures. I want you to tell me what you see, ok? What is this?
Good, what about this?
- After discussing the pictures, ask the students the following questions:
Why do we need these?
Can someone tell me when do you use these? For example, when do you use an umbrella?
What will happen if we use/wear _______ in the ___________?
(e.g. What will happen if we wear sweaters in the summer?
What will happen if we wear flip flops in the winter?
Note: Accept all answers at this point in the lesson. Answers can be given to the students but tell them that they will explore more in the lesson.
- Tell students that these items are needed for different activities depending on the weather conditions.
| T-S |
| 15 min | Explore - Talk about the weather outside
- Motion for your students to come over to the window (or even outside). Say a few times "How’s the weather?", "Look outside".
- Elicit from the class the weather and if it’s hot or cold (you can also teach "warm" if necessary). E.g. "It’s cloudy and rainy and cold". Then ask each student in turn “How’s the weather?” and encourage them to reply.
- Elicit from students to think about the weather in the past week.
What was the weather like yesterday?
What can we do to remember what the weather is like? (Record it)
- Introduce the calendar chart - Presentation - Weather chart and symbols slide 1 that will be used to record weather observations that will be taken on a daily basis.
- Introduce the weather symbols - Presentation - Weather chart and symbols slide 2 to the students.
- Elicit from students:
- Have the students think about the weather for the next five days and record them down on page 3 of their activity booklet.
| T-S |
| 10 min | Explain
- Ask students how weather plays a role in our decision when getting dressed and preparing to go outside.
- Launch learning story to match and select appropriate items for different weather conditions.
- After completing the activity, show students Picture cards - Weather and discuss the following questions for each slide.
Look at the weather symbol on the left
(Teacher may tell the students what the symbol means (cloudy) if the students do not know):
Which will you bring out in this weather?
Why did you pick this?
Note: Accept all answers at this point in the lesson.
- Explain to the students that weather plays a role in their decision when getting dressed and preparing to go outside.
| T-S |
| 5 min | Break | |
| 5 min | Recap
- Show Presentation - Weather chart and symbols slide 2 and have students to read what the symbols represent, “Sunny, Cloudy, Rainy, etc.”
| T-S |
| 25 min | Elaborate - Studying the wind
- For this activity, ask the students what they will observe or feel on a windy day.
- Elicit from students:
How do you know it is windy outside?
Is there something you can use to tell you it is windy outside?
- Have the students prepare to begin the hands-on activity.
- Show students your pre-made wind sock
- Students will create their own windsock so that they can observe how a windsock will blow in different directions and with differing strength on various days.
- Tell students that they will bring home to observe their windsock and how it helps them to tell the weather.
| T-S |
| 5 min | Evaluate
| T-S |
| 5 min | Wrap-up routine.
| |
