Weather Basics Exploration

Overview

In this first lesson of the unit, students learn to identify major types of weather and describe what they look and feel like. They practice informational reading and speaking through picture sorting, then apply learning by adding weather observations to a journal.

Learning intentions

• Students will be able to name common weather types (sunny, rainy, windy, snowy, cloudy).
• Students will be able to describe weather characteristics using words and drawings.
• Students will be able to explain how weather can connect to their daily experiences.
• Students will be able to use clear sequence and cause/effect language when discussing observations.

Success criteria

• I can list at least three types of weather.
• I can describe features of weather (what it looks like, what I might see or feel) using words or drawings.
• I can use weather vocabulary from a class chart during discussions and journal entries.
• I can tell how weather affects my day (example: “When it’s rainy, I….”)

Curriculum links

• RI.3.3: Students describe relationships between information in a text using time, sequence, and cause/effect language.
• RI.3.8: Students explain how sentences and paragraphs connect logically (cause/effect and comparisons) during discussion about weather.
• W.3.2: Students write an informative/explanatory text by introducing a topic and grouping related information; they may add an illustration to improve understanding.
• W.3.2a: Students include illustrations when useful to aid comprehension.
• L.3.5b: Students connect real-life meanings of weather words to how those words are used (helpful weather descriptions).

Lesson structure (45 minutes)

1. 0–5 min · Welcome & hook. Teacher shows five large weather icons (sunny, rainy, windy, snowy, cloudy) and asks students to turn-and-talk: “Which one did you notice most this week, and why?” Students share one reason using a complete sentence frame.
2. 5–15 min · Picture sorting (guided). Teacher spreads picture cards showing weather scenes (example: umbrellas for rainy, snowflakes for snowy) and models sorting into categories while naming the weather type and one characteristic. Students work in small groups to sort cards, then give a quick “category explanation” to the teacher.
3. 15–20 min · Mini anchor chart build. Teacher completes a class “Weather Vocabulary Chart” with features students say (example: sunny—bright/warm/light; rainy—wet/umbrellas; windy—moving trees/blowing; snowy—snowflakes/white ground; cloudy—gray/covered sky). Students chorally repeat vocabulary and add one feature suggestion when prompted.
4. 20–28 min · Reading connection & language practice. Teacher reads a short informational passage with simple sentences about observing weather (teacher-made or from a grade-level text) and underlines key vocabulary. Students identify which sentence helps them know a weather type’s feature, then practice cause/effect with prompts: “Because it is ___, you might ___.”
5. 28–40 min · Weather journal writing/drawing. Teacher introduces the journal page: “My Weather Observations.” Students choose one weather type to write about (at least 2 labeled features) and draw a matching picture; higher support students use sentence starters. Students then add a second line answering: “When I see this weather, I….” (daily connection).
6. 40–45 min · Share & exit ticket. Teacher calls on 3–5 students to share one journal entry using the frame “I chose ____. It looks/feels like ____. When it’s ____, I ____.” Students complete a quick exit ticket: list three weather types and draw one feature icon for one type.

Resources

• Five large weather icon cards (sunny, rainy, windy, snowy, cloudy)
• Weather picture-sorting cards (scenes + simple objects like umbrella/snowman/clouds)
• Weather vocabulary chart poster with word + picture supports
• Teacher-made short informational passage about weather observation
• Weather journals (one per student) with lines and blank boxes for drawings
• Color-coded vocabulary slips for student support
• Large-print weather feature word bank
• Adapted communication boards (for students who use them)
• Dyslexia-friendly reading options: audio recording or teacher read-aloud with tracking pointer

Assessment

• Formative: Teacher listens during sorting explanations for correct vocabulary and recognizable features.
• Formative: Teacher checks journal entries for at least two weather features and one daily connection.
• Exit ticket: Students list at least three weather types and add a simple sketch or label of one weather feature.

Differentiation

• Dyslexia/reading support: Provide audio read-aloud, large-print word bank, and allow students to trace or copy from the color-coded chart; offer reduced text version for the informational passage.
• ELL support: Use sentence starters with visuals (Example: “This weather is ____. I see ____. I feel ____.”) and a bilingual picture support if available in class resources.
• ADHD support: Offer fidget tools during reading and a movement break after sorting (30–60 seconds: “Weather Walk” where students move to an icon when the teacher says it).
• Down syndrome support: Use adapted communication boards with weather icons and a small choice of feature phrases; allow nonverbal selection plus teacher scribe.
• Exceptional learners: Pair with peer buddies for sharing roles during sorting (reader/sorter/speaker).
• Movement option: Allow students to stand and point to chart vocabulary when sharing.

Extension (optional, for advanced learners)

• Students research one weather phenomenon of choice (example: tornadoes, thunderstorms, fog, blizzards) using a grade-level informational source provided by the teacher, then create a mini poster with:
• the phenomenon name,
• one key feature,
• one safety or daily connection detail,
• a labeled illustration.
• Students present a 30–45 second “cause/effect” explanation: “Because ____, people may ____. ”