Weather, Wind and Sky

Overview

In this seventeenth lesson of Matariki Reading and Writing, students revisit the Matariki stars Waipunārangi and Ururangi and connect them with rain and wind. They observe the sky or weather images, discuss informative vocabulary, then record an observation in a journal using a drawing and label or a simple sentence.

Learning intentions

• WALT name Waipunārangi and Ururangi and connect each star with weather.
• WALT use weather words to talk about observations.
• WALT record an observation through an informative drawing, label or sentence.
• WALT listen, share ideas and explain our thinking.

Success criteria

• I can name Waipunārangi and Ururangi.
• I can connect Waipunārangi with rain and Ururangi with wind.
• I can use weather words such as rain, windy, cloudy, sunny and sky.
• I can write or draw an observation and add a clear label.

Curriculum links

• English — Communicating and Presenting: using if/then sentences to explain what might happen when weather changes.
• English — Comprehension: identifying basic features and meanings in a short story, poem or information text.
• English — Composition: using capital letters and punctuation to make an observation clear.
• English — Writing to inform: using labelled drawings and simple observation notes; linked with science learning about weather.
• Key competencies: Thinking; using language, symbols and texts.

Lesson structure (60 minutes)

1. 0–10 min · Star review. Teacher displays the opening star review slides and uses a Matariki star circle to revisit the names and meanings of Waipunārangi and Ururangi, first modelling the pronunciation and then asking, “Which star connects with rain? Which connects with wind?” Students respond with actions, partner talk or by pointing to the correct star. Ask students to repeat: “Waipunārangi is connected with rain” and “Ururangi is connected with wind.”

2. 10–20 min · Observe the sky. Teacher shows the sky and weather image slides and invites students to look carefully at the sky or weather images, pausing to model noticing words such as cloudy, dark, bright, rainy, windy and calm. Students discuss with a partner what they can see, hear or imagine, then share one observation with the class. If conditions are suitable, briefly look outside; otherwise use the images.

3. 20–35 min · Read and discuss meanings. Teacher reads a short, teacher-created information text or poem about Waipunārangi, Ururangi, rain and wind, using the shared-reading and discussion slides. Model finding a key word or picture clue and ask: “What does this tell us about the weather?” and “If the wind is strong, then what might we notice?” Students identify the stars and weather connections, act out weather words and help orally construct two if/then sentences. Reinforce that observations describe what we notice; they do not need to be a prediction.

4. 35–40 min · Model journal writing. Teacher demonstrates an observation in a journal, referring to the journal model and success-criteria slides and the class word bank. For example: “The sky is cloudy. I can see dark clouds.” Point out the capital letter, full stop, drawing and label. Students help check the model against the success criteria and orally rehearse their own idea with a partner.

5. 40–55 min · Journal observation. Teacher distributes journals and the weather observation journal page and supports students to choose an image or observe outside. Students draw what they notice, add at least one label from the word bank and, where ready, write a sentence such as “The wind is strong.” Encourage students to include the date and ask them to identify whether their observation relates to rain, wind or another weather feature. Confer with individuals: “What can you see?” “Which word will label it?” “Where does your sentence begin?”

6. 55–60 min · Share and review. Teacher displays the sharing and reflection slides and invites three or four students to share their drawing, label or sentence. Students listen for a weather word and identify the star connection when appropriate. Finish with a quick oral check: teacher names a star and students respond with rain or wind and the matching sentence.

Resources

• the Weather, Wind and Sky slide deck
• the weather observation journal page
• Matariki star circle or classroom star display
• Weather and sky photographs or illustrations
• Class weather word bank
• Year 1 writing journals
• Pencils, crayons and coloured pencils
• Optional outdoor viewing area or window

Assessment

• During the review and discussion, check that students accurately name Waipunārangi and Ururangi and connect them with rain and wind.
• During journal writing, check for a relevant drawing or observation, a clear label, appropriate weather vocabulary and an emerging capital letter and full stop.
• Use the final oral check to identify students who need further support with star names or meanings. Collect the journal page as evidence of learning.

Differentiation

• Support learners with picture symbols for rain, wind, clouds and sky; oral rehearsal with a partner; prewritten vocabulary labels; tracing or copying a model sentence; and the option to dictate or orally record an observation.
• Provide EAL learners with gestures, photographs, repeated sentence frames and opportunities to use their home language before sharing in English.
• Support students with fine-motor or writing needs by offering larger drawing spaces, thicker writing tools, adult scribing or a choice of pointing, drawing and labelling.
• Extend confident writers by asking them to write a prediction using because, for example, “I think it might rain because the clouds are dark.” They may also write an if/then sentence about a weather change.