Weather and Us

Learning Context

Class: Year 3
Class size: 28 pupils
Duration: 45 minutes
Curriculum: Curriculum for Excellence (Scotland) – Social Studies: People, Place and Environment

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WALT (We Are Learning To)

• Understand how different types of weather affect our daily lives and activities.
• Recognise and describe seasonal weather changes common in Scotland.
• Explore how people adapt their behaviour and communities adapt to different weather conditions.

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Curriculum for Excellence Links

Experiences and Outcomes (Es & Os):

• SOC 2-07a: I can describe the main features of different types of weather and recognise their impact on daily life.
• SOC 2-08a: I can represent and communicate my weather observations and predictions using simple media.
• TCH 2-03a: I explore and experiment with forms of digital media and can use what I learn to create and share my work.

Benchmarks:

• Recognises and describes the effects of weather and seasonal changes on people and the environment.
• Develops simple weather charts and interpretations using digital tools.

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Success Criteria

• Identify common weather types (sunny, rainy, windy, snowy) and link them to seasons in Scotland.
• Explain how weather influences clothing, activities, and safety.
• Create a simple weather diary or pictorial chart.
• Participate actively in discussions and group activities.

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Resources

• Large weather symbols (sun, cloud, rain, wind, snow) flashcards
• Prepared seasonal weather photos from Scotland
• Blank weather diary templates (dyslexia-friendly font – OpenDyslexic, large print)
• Whiteboard, markers, and tablet/laptop with simple weather app or digital drawing tool
• Storybook: Katie and the Sunflowers (read aloud)

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Lesson Structure

1. Introduction (8 minutes)

• Engage: Start with a short story read aloud — Katie and the Sunflowers, which focuses on how weather affected Katie's garden.
• Discuss: What kinds of weather can we remember from the story? What weather do we often see in Scotland during the year?
• Show weather flashcards and discuss characteristics of each type (sunny, rainy, windy, snowy).

Differentiation:

• Use visual supports and gestures for EAL or additional support learners.
• Use simplified vocabulary cards if needed.

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2. Main Activity (20 minutes)

• Group Work: Divide class into groups of 4–5. Each group receives a set of weather photos depicting different seasons and weather types in Scotland.
• Task: Match weather photos to the correct weather flashcards and discuss how that weather might affect people’s clothing and activities (e.g., wearing raincoats, playing indoors during snow).
• Each group creates a simple weather diary/pictorial chart for one season using the blank template and coloured pencils/tablet drawing apps for tech-enhanced creation.

Dyslexia-friendly options: Use lined paper with coloured backgrounds if requested. Provide printed key vocabulary with symbols for support.

Advanced learners: Challenge to add a sentence or two about how people prepare for extreme weather (storms, heavy snow, heatwaves).

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3. Class Discussion and Sharing (12 minutes)

• Groups present their weather diary/chart and explain their choices.
• Class discussion: How does weather affect our daily life and school routines? What should we do to stay safe in bad weather?

Formative Assessment:

• Check understanding through group explanations and observation of their weather diary/chart.
• Use simple questioning to assess knowledge of weather effects and adaptions.

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4. Plenary (5 minutes)

• Recap WALT and success criteria using a colourful, interactive whiteboard checklist.
• Kids can place tick or stickers on criteria they feel confident about.
• Introduce a home learning idea: Ask pupils to keep a simple weather diary for three days and note one way they prepared for the weather.

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Differentiation and Inclusion Strategies

• Use mixed-ability grouping so peers support each other.
• Visual supports and reading materials use dyslexia-friendly font and coloured overlays.
• Provide sentence starters on cards for pupils who need help verbalising ideas.
• For kinaesthetic learners, offer physical handling of weather props (umbrellas, hats).
• Provide additional time and quiet space for any pupil requiring it.

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Extension Activities for Advanced Learners

• Research a weather forecast for their local area using simple websites or apps.
• Create a short presentation or poster about how extreme weather may affect wildlife and the environment.
• Use digital tools to create their own animated weather forecast video.

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Teacher Reflection Notes

• Monitor engagement and understanding via group work and presentations.
• Note any pupils who struggled with vocabulary or concepts for follow-up.
• Consider adapting the lesson for changing weather patterns or linking with science (water cycle) in future lessons.

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This plan embraces Scotland’s Curriculum for Excellence's emphasis on enquiry-based learning, effective communication, and digital literacy, integrating cross-curricular connections with literacy and technology. The use of storytelling and collaborative activities creates an immersive and memorable experience that respects diverse learning needs.