Weather Watch Wonders

Overview

Duration: 50 minutes
Class size: 4 students
Unit: Seasons and Living Things (Lesson 2 of 14)
Age group: Year 1 (5-6 years old)
National Curriculum links:

• Science:
  • Animals, including humans – Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals (Statutory requirement: understand basic features of animals)
  • Seasonal Changes – Observe changes across the four seasons; observe and describe weather associated with the seasons and how day length varies

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Learning Objectives

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

• Use their senses to observe and describe the current weather conditions outside (NC: Seasonal Changes)
• Recognise and articulate key weather features typical for the current season (e.g., cold, windy, sunny, rainy) (NC: Seasonal Changes)
• Record simple, pictorial observations of the weather through drawings and verbal descriptions (Developing scientific enquiry skills)
• Begin to use vocabulary related to weather and seasons confidently in conversation (Language development linked to Science)

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Resources Needed

• Weather vocabulary flashcards featuring images and words for sunny, rainy, windy, cloudy, snowy
• Weather props including sun, cloud, rain symbol, wind symbol, and thermometer image for tactile and visual support
• Outdoor space suitable for safe weather observation (e.g., playground or garden)
• Clipboards (one per child)
• Blank paper sheets for drawing (enough for each child)
• Crayons and coloured pencils in a variety of colours
• Simple weather charts for teacher use to record observations during the lesson
• “Weather senses” posters illustrating how to observe weather using eyes, ears, and hands
• Sentence starters or word mats with simple phrases like “I see…”, “I feel…” for language support
• Tactile weather symbols for children with sensory processing needs
• A whiteboard or large display board to record collective weather observations during the reflective discussion

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Detailed Lesson Structure

1. Introduction & Recap (10 minutes)

• Teacher welcomes students and briefly revisits the previous lesson’s theme of seasons.
• Introduce today’s objective: to become a weather watcher by observing and describing the weather outside.
• Use flashcards to show common weather types (sunny, rainy, windy, cloudy, snowy) and encourage students to name them aloud.
• Briefly discuss the current season (e.g., Winter or Spring), highlighting its typical weather features.
• Link to National Curriculum:
  • Observe changes across the four seasons.
  • Observe and describe weather associated with the seasons.

2. Sensory Weather Walk & Observation (15 minutes)

• Walk with the children outside to a safe open area.
• Prompt children to use all five senses to notice the weather:
  • See: Is the sky clear, cloudy, or overcast? Any signs of rain or snow?
  • Feel: How does the air feel on their skin? Is it cold, warm, or windy?
  • Hear: Can they hear the wind or raindrops? Any other sounds?
• Ask simple, open-ended questions as they observe:
  • “What do you feel on your face?”
  • “What colours do you see in the sky?”
  • “Is it noisy or quiet outside?”
• Encourage short descriptive sentences to help form weather vocabulary: “The wind is cold.” “The sun is shining.”
• Children gather around a teacher-led checklist of the weather conditions observed.

3. Drawing & Describing (15 minutes)

• Return to the classroom or sit in a sheltered outdoor spot.
• Provide clipboards and crayons for children to draw what they saw and felt about the weather.
• Encourage them to include as many sensory details as possible in their pictures (e.g., clouds blowing, sun rays, raindrops).
• Ask each child to share their picture and explain their weather observations using newly learned vocabulary.
• Model how to say: “Today, I saw…” “The weather felt…” to support speaking skills.
• Extend vocabulary: introduce simple adjectives like chilly, bright, calm, gusty.

4. Reflective Discussion & Assessment (8 minutes)

• Teacher facilitates a short whole-class discussion to consolidate vocabulary and seasonal context.
• Ask each child to say one sentence about the weather today.
• Use a simple weather chart on the board to record their observations collectively, linking visuals to words.
• Formative assessment: Observe children’s ability to describe weather verbally and illustrate observations. Note use of vocabulary and engagement with sensory explorations.

5. Wrap-up & Link to Next Lesson (2 minutes)

• Recap: What did we learn about the weather today? Why is it important to notice these changes?
• Explain how next lesson will explore different animals and how they adapt to the changing seasons (linking living things to seasonal weather).
• Praise children’s contributions and curiosity.

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Differentiation & Inclusion

• Provide sentence starters or word mats for children who need language support (e.g., “I see...”, “I feel...”).
• Use tactile weather symbols for learners with sensory processing needs.
• Offer extended challenges for more able learners: Can they compare today’s weather with their memories of another season?
• Allow movement breaks during outdoor observation for children needing sensory input.

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National Curriculum Links Summary

• Science – Year 1 Programme of Study > Seasonal Changes:
  "Children should observe changes across the four seasons and describe weather associated with the seasons and how day length varies."
• Science – Working Scientifically:
  "Pupils should be encouraged to gather and record data to help in answering questions."
• Use of language and descriptions develops key communication skills embedded in cross-curricular English objectives.

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Extension Ideas (Optional/Home Learning)

• Ask children to keep a simple weather diary for one week, drawing or recording daily weather observations at home with their family.
• Create a class weather wall collecting photos, drawings, and observations across the unit.

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This lesson blends sensory learning, outdoor exploration, and language development to engage Year 1 children with the natural world—using scaffolded support aligned with the National Curriculum to build foundational scientific enquiry skills and seasonal awareness.