Weather Patterns

Overview

This lesson helps students use weather terms and local observations to write a short informative/explanatory section. It builds on Lesson 1 by adding facts, definitions, and details about a weather pattern they can observe.

Learning intentions

• Students will be able to define simple weather terms using accurate, kid-friendly descriptions.
• Students will be able to identify a local weather pattern from a small set of observations.
• Students will be able to introduce a topic and organize related information together.
• Students will be able to write an informative paragraph with facts, definitions, and details.

Success criteria

• I can define weather terms (at least 3) using my own words.
• I can describe a local weather pattern I notice (what happens and how often).
• I can write an organized informative paragraph with a clear introduction and grouped details.
• I can include an illustration (or labeled sketch) that matches my explanation.

Curriculum links

• Writing: Develop the topic with facts, definitions, and details.
• Writing: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
• Writing: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• Writing: Use effective selection and organization of content to convey information accurately.

Lesson structure (60 minutes)

1. 0–5 min · Warm start + goal. Teacher shows a “Weather Terms” anchor card and states the writing goal; students quickly name one weather word they already know.

2. 5–15 min · Mini direct teach: weather terms. Teacher models definitions for 3–5 terms (for example: sunny, cloudy, rainy, windy, humid) using observation-based sentences; students repeat and then choose 3 terms to define in their own words on a blank strip.

3. 15–25 min · Local pattern hunt. Teacher displays this week’s collected notes (or a simple class chart): day, sky, temperature feeling, precipitation, wind; students identify a repeating pattern (for example: “after cloudy days, it often rains the next day” or “windy afternoons happen 2–3 times”). Students circle evidence from the chart.

4. 25–35 min · Plan the paragraph (graphic organizer). Teacher provides a 4-part organizer: Topic (1 sentence), Definitions (2–3 sentences), Pattern details (2–3 sentences), Illustration plan (1 line); students fill in each section using their chart evidence, writing grouped sentences.

5. 35–50 min · Draft informative paragraph. Teacher reminds students to include facts/definitions/details and to keep related information together; students draft 6–10 sentences (or a full paragraph for the day), including a labeled illustration.

6. 50–56 min · Peer/parent check (accuracy + structure). Teacher uses a simple checklist: “Did you introduce the topic?” “Are definitions included?” “Did you use evidence from the chart?” Students revise one sentence and add one missing detail.

7. 56–60 min · Share + self-rate. Teacher asks students to read their paragraph or summary sentence about the pattern; students self-rate using “I can…” success criteria (1–3 stars on each).

Resources

• Weather observation chart for the last 7 days (paper or digital)
• Weather term cards (sunny, cloudy, rainy, windy, humid, temperature feeling)
• Sentence starter strips (examples: “In our area, we often see…”, “When it is ___, it means…”, “A pattern I notice is…”)
• Paragraph graphic organizer (topic/definitions/pattern/illustration)
• Drawing paper or a small sketch page for the illustration
• Pencil, eraser, colored pencils (optional for labels)
• Teacher checklist for paragraph structure

Assessment

• Teacher observation during the weather pattern hunt: students point to chart evidence and state the pattern in a complete sentence.
• Checklist review of the draft: topic introduction, grouped related information, and inclusion of definitions and details.
• Quick exit check (oral or written): “What weather pattern did you notice, and what evidence supports it?”

Differentiation

• Support for writing: Provide sentence starters for each section of the organizer and allow short sentences first; offer a word bank of weather terms and connective phrases (because, after, often, sometimes).
• Support for speech delay (Pre-K/4-year-old option in the home setting): Have the younger child point to the chart while the older child writes; the younger child can do an oral/point response like “cloudy” or “rain.”
• Challenge for advanced learner: Require 2 definitions to include a “because” clause (example: “Windy means the air moves fast, so leaves and branches sway.”).
• Small-group flexibility (even in homeschool): If the student finishes early, they can add one extra factual detail (temperature feeling, time of day pattern, or a “what I noticed” note).

Extension (optional; for advanced learners, if time allows)

• Predict weather for the next 7 days: students propose a likely pattern (sunny/cloudy/rainy/windy) and give reasons using the same chart evidence.
• Add a “Confidence” rating (high/medium/low) and explain what new data would confirm or change the prediction.