Climate Around Us

Overview

This 35-minute lesson is designed for Year 1 students to explore and compare the climate of different countries in accordance with the National Curriculum for England Geography programme of study. It aims to develop pupils’ understanding of weather patterns and basic geographical vocabulary, laying the foundation for further study about the environment and physical geography.

National Curriculum Links

• Geography – Key Stage 1 (Years 1 and 2)
  • Pupils should develop knowledge about the world, the United Kingdom, and their locality.
  • Pupils should be taught to:
    • Identify seasonal and daily weather patterns in the United Kingdom and hot and cold areas of the world in relation to the Equator and the North and South Poles.
• Learning Objective:
  • To identify and compare the climate of different countries.
  • To use geographical vocabulary related to climate and weather.

Learning Outcomes

By the end of the lesson, pupils will be able to:

• Name and locate on a world map two countries with different climates (e.g. United Kingdom and Kenya).
• Describe simple weather patterns associated with these countries (hot, cold, rainy, sunny).
• Understand the concepts of hot and cold areas of the world linked to the Equator and Poles.
• Use climate-related vocabulary such as hot, cold, rain, sun, dry.

Resources

• Large world map or interactive digital globe.
• Colourful weather symbol cards (e.g. sun, rain, snow, cloud).
• Two short illustrated storybooks or videos about a child’s day in the UK and Kenya.
• Worksheet with pictures of weather scenes and flags of the UK and Kenya.
• Soft balls or beanbags for a ‘weather pass’ interactive game.
• Whiteboard and markers.

Lesson Structure

1. Introduction (5 minutes)

• Engage: Show the world map and ask: “Where do we live?” Point to the UK.
• Introduce Kenya on the map as a faraway country.
• Ask: “What kind of weather do you think we have in the UK? What about Kenya?”
• Explain simply that some places are hot and some places are cold. Show the Equator line on the map and the Poles to support understanding.

2. Explore Weather Differences (10 minutes)

• Show weather symbol cards and ask the class to name each type of weather.
• Share a short story or video clip about a day in the UK showing familiar weather (rain, cloudy, cool).
• Share a short story or video clip about a day in Kenya showing different weather (hot sun, dry).
• After each story/video, ask simple questions: “What was the weather like? Was it hot or cold?”
• Write key climate words on the board: hot, cold, sun, rain.

3. Interactive Game – Weather Pass (10 minutes)

• Pupils sit in a circle.
• Teacher says a weather word from the vocabulary list (e.g., hot).
• Pupils pass the ball/beanbag quickly around the circle.
• When the teacher says “stop,” the pupil holding the ball uses the word in a sentence or points to the picture on the worksheet.
• Focus on connecting weather vocabulary to either the UK or Kenya.

4. Compare and Record (7 minutes)

• Hand out the worksheet with pictures of weather scenes and flags of the UK and Kenya.
• As a class, identify which weather belongs to which country.
• Pupils draw a simple line from the weather picture to the correct flag or colour code them.
• Support writing or saying simple sentences aloud such as, “The UK is rainy. Kenya is hot and sunny.”

5. Plenary – Reflect and Share (3 minutes)

• Recap key points: “Where is the UK? What weather do we have there? Where is Kenya? What weather do they have?”
• Encourage a few volunteers to share one thing they have learned.
• Highlight the difference in climate between these two countries based on location on the world map.

Assessment

• Formative Assessment through observation during the Weather Pass game and worksheet activity.
• Teacher notes on pupils’ ability to verbally describe weather and match it correctly to countries.
• Use questioning during plenary to check understanding of climate differences and vocabulary.

Differentiation

• Support lower-attaining pupils by providing picture prompts and paired work.
• Challenge higher-attaining pupils to explain why they think the climate is different (relating to Equator and poles in simple terms).
• Use physical movement and sensory discussion (e.g., “How would you feel in hot sun? In cold rain?”) for kinaesthetic learners.

Cross-Curricular Links

• PSHE: Discuss feelings and clothing suitable for different weather.
• English: Vocabulary development through descriptive language about weather and places.
• Art: Weather symbol drawing (optional extension activity at home).

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This lesson plan offers an engaging, hands-on approach with clear alignment to the National Curriculum that encourages young learners to begin exploring the world through climate comparison, supporting geographical curiosity and foundational knowledge.