Weather Forecast Basics

Overview

In this lesson, students learn how weather forecasting informs decisions using facts and simple organization. They will draft and illustrate a short forecast, building toward writing an informative/explanatory text.

Learning intentions

• Students will be able to introduce a topic and group related information together in writing.
• Students will be able to write an informative forecast using facts and details.
• Students will be able to develop the forecast with definitions and/or relevant details.
• Students will be able to include an illustration that helps others understand.

Success criteria

• I can present a simple weather forecast with clear, grouped information.
• I can include facts/details (not guesses) to support my forecast.
• I can use an introduction and organized sentences that make sense.
• I can add an illustration that matches my forecast.

Curriculum links

• Writing — W.3.2: Write informative/explanatory text and introduce a topic; group related information; include illustrations when useful.
• Writing — W.3.2b: Develop the topic with facts, definitions, and details.
• Writing — W.3.2a: Introduce a topic and group related information together; include illustrations when useful to aid comprehension.
• Writing — W.3.7: Conduct a short research project to build knowledge about a topic (today: quick research from provided notes/images about local weather).

Lesson structure (60 minutes)

1. 0–5 min · Faith-family start & activate knowledge. Teacher says a short encouraging prompt: “Forecasts help us plan kindly and wisely,” and asks what forecasts tell people. Students share one weather symbol or idea they already know.

2. 5–12 min · Mini-lesson: What is a forecast? Teacher displays a simple forecasting graphic (sun, cloud, rain, wind) and explains the parts: “Today’s weather,” “What may happen,” and “How to prepare.” Students repeat and help label 2–3 symbols in the graphic.

3. 12–22 min · Quick research (teacher-provided). Teacher provides a one-page “Weather Snapshot” with kid-friendly facts (temperature range, chance of rain, expected sky, wind). Students highlight or underline 3 facts they will use in their forecast.

4. 22–30 min · Model writing: forecast organizer. Teacher models writing using a 3-part organizer:

• Topic sentence (Today’s forecast…)
• Fact sentences (based on the Weather Snapshot)
• Closing/next step (How to prepare…) Students help choose which facts go into each part.

5. 30–40 min · Drafting (independent with supports). Teacher circulates and prompts for grouping: “Are your sentences about today together?” Students draft their forecast in 4–6 sentences, aiming to include at least one clear detail sentence.

6. 40–50 min · Illustration that clarifies. Teacher reminds: “An illustration is useful when it helps the reader understand your information.” Students draw a small forecast picture (weather symbol + one item people might use, like a raincoat or sunglasses).

7. 50–57 min · Share & revise for clarity. Teacher uses a quick checklist: topic sentence present, facts included, sentences grouped, illustration matches. Students read aloud to the teacher, then make one improvement (add a missing fact or rewrite one sentence).

8. 57–60 min · Exit ticket: publish-ready check. Teacher asks: “What is your topic sentence? Name one fact you used.” Students answer, and teacher collects the final draft.

Resources

• Teacher-provided “Weather Snapshot” (facts sheet with 3–5 simple data points)
• Weather symbol cards or a printed weather icon sheet
• Forecast organizer page (3 boxes: Topic / Facts / Prepare)
• Student writing paper or worksheet
• Coloring tools for illustration
• A model paragraph on a display sheet (teacher example)

Assessment

• Teacher observation during quick research: Does the student select valid facts from the snapshot?
• Draft check using the success criteria: topic sentence, grouped information, facts/details, illustration match.
• Exit ticket: student names at least one specific fact used in the forecast.

Differentiation

• Speech/language support for the 4-year-old: If needed, use the “Weather Snapshot” to point-and-say, then have the 7-year-old write while the younger child draws symbols; allow nonverbal responses for the exit ticket.
• Advanced learner support: Provide sentence frames but invite adding an extra detail sentence (example: “The wind may be stronger in the afternoon.”) if the student finishes early.
• Writing scaffolds: Offer a small set of approved forecast starters (Today’s forecast… / It will be… / You should…).
• Clarity scaffolds: Provide a visual organizer with arrows showing “facts stay together” to reduce jumbling.