Weather Explorers

WALT:

• We are learning to observe, record, and describe different types of weather.
• We are learning to understand how weather affects our environment.

Curriculum for Excellence Links:

• Sciences: Planet Earth
  Experiences and Outcomes:
  SCN 2-01a – I can describe and record features of the weather, noticing patterns and change.
  SCN 2-20a – I can use scientific language and ideas related to weather and appropriate ways of recording it.
• Literacy: Listening and Talking
  LIT 2-09a – I can talk about my work.
• Health and Wellbeing: Outdoor Learning
  HWB 2-10a – I can explore my environment in outdoor settings and understand my place within it.

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Learning Intentions:

• To identify different types of weather through firsthand observation.
• To record weather data using simple methods.
• To explore how weather impacts living things outdoors.
• To work cooperatively in small groups and share findings clearly.

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Success Criteria:

• I can name and describe different weather conditions (sunny, rainy, windy, cloudy).
• I can accurately record simple weather observations.
• I can explain how weather affects plants, animals, or people.
• I can listen to others and share my observations clearly, using words and pictures.

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Materials Needed:

• Weather observation sheets with icons and dyslexia-friendly fonts
• Clipboards and pencils
• Simple weather tools: thermometer, wind sock or ribbons, magnifying glasses
• Outdoor coats and appropriate footwear
• Visual aids showing weather symbols and vocabulary cards

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Lesson Activities (45 minutes):

1. Introduction and Ground Rules (5 minutes)

• Gather children outdoors or at an accessible outdoor area.
• Explain WALT and discuss safety in outdoor learning.
• Briefly introduce weather types with visual cards (sunny, cloudy, rainy, windy).
• Use dyslexia-friendly large printed cards with pictures and words.

2. Sensory Weather Walk (15 minutes)

• Divide children into small groups (3-4 pupils) and give each group a weather observation sheet and clipboard.
• Guide them to explore the outdoor area, observe the current weather, and note:
  • How does the sky look? (clouds, sun)
  • Can you feel wind? How strong?
  • Is it warm or cold?
  • Any sounds? (rain patter, leaves rustling)
• Encourage them to discuss with their group and write or draw their observations.
• Support children with literacy difficulties by encouraging drawing or labelling with help.

3. Group Sharing and Discussion (10 minutes)

• Regroup and invite each group to share their observations aloud.
• Use scientific vocabulary and encourage children to use new words: sunny, cloudy, breeze, temperature.
• Connect observations to how weather impacts nature—e.g., "How might the wind affect the leaves or birds?"

4. Weather Impact Investigation (10 minutes)

• Focus on one weather element observed (e.g., wind).
• Conduct a simple experiment: use ribbons or wind socks to feel wind direction and strength.
• Discuss what the wind might do—blow seeds, cool us down, move clouds.
• Ask children to draw a quick picture or write one sentence on how today’s weather might affect animals or plants.

5. Plenary and Review (5 minutes)

• Recap WALT and success criteria.
• Invite children to say one new thing they learned about weather today.
• Discuss how weather changes throughout the day/year, linking to seasonal changes.

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Differentiation Strategies:

• Provide word banks and pictorial prompts for learners needing literacy support.
• Allow pupils with fine motor difficulties to record observations via group scribing or drawing.
• Use paired and small group work for peer support.
• Use multisensory engagement (touching, listening, feeling) to cater for different learning styles.

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Extension Activities for Advanced Learners:

• Use simple weather instruments to measure temperature and wind speed and record findings across multiple days.
• Research a local weather event (e.g., a storm or sunny spell) and present findings using drawings or digital tools.
• Create a simple weather diary including forecasts based on observations.

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Dyslexia-Friendly Reading Options:

• Use dyslexia-friendly fonts (such as OpenDyslexic or Comic Sans) on printed materials.
• Include clear visuals alongside text to support decoding.
• Use short, simple sentences with high-contrast paper.
• Provide oral reading of instructions and vocabulary before independent work.

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Reflection for Teachers:

• Observe children’s language development and confidence in outdoor scientific enquiry.
• Note engagement during sensory and practical activities.
• Adjust future lessons based on ability to record and describe weather data.

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This lesson encourages curiosity, uses natural surroundings as a rich resource for learning, and ties directly into Curriculum for Excellence outcomes, promoting active, collaborative, and sensory learning outdoors.