Weather and Water

Overview

In this first lesson of the unit, students explore what weather is and identify common types of weather (sunny, cloudy, rainy, windy). They will connect each weather type to observable characteristics and begin an informational writing task plan for the unit.

Learning intentions

• Students will be able to identify types of weather and describe their characteristics.
• Students will be able to explain cause/effect and sequence words when describing weather changes.
• Students will be able to write an informative paragraph that groups related information.
• Students will be able to use time language (like “before,” “next,” “later”) during partner discussions and note-taking.

Success criteria

• I can list at least three types of weather.
• I can describe features for each weather type (what it looks/feels/sounds like).
• I can use clear time/sequence words to explain how weather can change.
• I can write a short informative paragraph with grouped, related details.

Curriculum links

• Reading: Informational Text — Describe the relationship between events or concepts using time, sequence, and cause/effect language.
• Writing: Informative/explanatory text — Write informative/explanatory writing that conveys ideas clearly.
• Writing: Introduce topic and group related information together; include illustrations when useful.
• (Math integration) Measurement and Data — Tell and write time to the nearest minute; measure short intervals in minutes (used to pace observation rounds).

Lesson structure (45 minutes)

1. 0–5 min · Hook (Weather in a Jar/Bag). Teacher shows a sensory “weather bag” (cotton for clouds, tissue for wind, mini-dropper with water mist for rain sounds) and asks: “What weather do you think it represents and why?” Students quick-share using a sentence stem: “I think it is ___ because ___.”

2. 5–15 min · Direct teach (Weather types chart). Teacher displays four weather picture cards (sunny, cloudy, rainy, windy) with simple icons and models charting characteristics using “time/sequence and cause/effect” language (e.g., “First it’s cloudy, next it rains because clouds bring precipitation.”). Students echo with choral responses and help fill a class anchor chart: Weather type → Characteristics.

3. 15–25 min · Stations: Observe and sort. Teacher sets up 4 stations with weather icons, short non-fiction excerpts (read-aloud friendly, cut into short chunks), and a sorting activity (“Which card shows rainy weather? Which details match?”). Students rotate in pairs and record at least one characteristic per weather type on their mini recording sheet.

• Dyslexia-friendly option: students choose from picture-based cards and can point/select answers instead of reading all text.
• Teacher uses a timer for 2-minute rounds, with students using a simple classroom clock to track minutes.

4. 25–33 min · Partner discussion (Time/sequence rehearsal). Teacher models a 3-sentence speaking plan: “First ____. Next ____. Then ____.” Students discuss a weather scenario using a sequence card (e.g., cloudy → windy → rainy) and must include one cause/effect word (because/so). Teacher listens for appropriate time/sequence wording.

5. 33–42 min · Informative writing: “My Weather Facts.” Teacher demonstrates writing an informative paragraph:

• Sentence 1 introduces the topic (“Different types of weather have different features.”)
• Sentences 2–4 group details by weather type (one sentence per weather type)
• Add an illustration beside the paragraph. Students write (or dictate to a scribe if needed) and include at least three weather types with features.

6. 42–45 min · Quick check (Exit ticket). Students complete a one-minute exit ticket: “Name three weather types and one feature for each.” Teacher collects for formative assessment.

Resources

• Picture cards and weather icon set (sunny, cloudy, rainy, windy)
• Sensory “weather bag” materials: cotton, tissue, small water mist/spray bottle, paper fans
• Class anchor chart paper and markers
• Station sets with short, leveled non-fiction excerpts and matching detail cards
• Student mini recording sheets with space for 3+ weather types
• Timers and a visible analog or digital clock
• Writing paper with sentence starters, plus optional picture/word banks
• Dyslexia-friendly reading options (audio-enabled excerpts, picture-only cards, highlighted key words)
• Partner discussion “sequence sentence” cards (First/Next/Then + because)

Assessment

• Formative: Teacher observes station sorting accuracy and listens for correct characteristics.
• Formative: Partner discussion checklist (time/sequence words and at least one cause/effect word).
• Exit ticket: Three weather types + one feature each (checks success criteria and writing alignment).

Differentiation

• ELL support: Use icons, sentence frames (“It is ___ weather. It looks/feels like ___.”), and bilingual word banks if available; allow students to draw first, then add 1–2 words.
• Dyslexia support: Provide audio read-aloud for station excerpts; offer picture-only detail cards; use larger fonts, fewer lines, and allow oral responses or scribing.
• ADHD support: Clearly timed station rotations (2 minutes), hands-on roles (sorter/recorder), and brief movement during the station transition.
• Students with Down syndrome or additional support needs: Provide concrete examples, model once with the whole group, use consistent visuals, and simplify recording to “1 sentence + 1 picture.”
• Extension for advanced learners: Ask them to add a “weather change” sentence using sequence and cause/effect (e.g., “First it was sunny, so it got warmer, then clouds formed because of…”), and include a fourth weather type.

Extension (optional)

• Students choose a weather phenomenon (fog, snow, thunderstorm) and prepare a one-page “fact poster” with an illustration and 3 facts to present in lesson 2.