Winter Weather Wonders

Grade Level

1st Grade

Duration

30 minutes

Class Size

7 students

---

Unit Overview: Winter Wonders in Science

This is lesson 1 of 6 in the unit. Students will explore and identify characteristics of winter weather such as snow, ice, and cold temperatures. Emphasis on hands-on learning and scaffolded centers supports behavior management and engagement.

---

Common Core State Standards Alignment

Science & Engineering Practices (Next Generation Science Standards, aligned with Common Core literacy goals)

• CCSS.ELA-LITERACY.RI.1.1: Ask and answer questions about key details in a text.
• CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations with peers about grade 1 topics.
• NGSS 1-ESS2-1: Use observations to describe patterns of weather (incorporated into science reading and speaking).

---

Learning Objectives - "I Can" Statements

• I can name different types of winter weather like snow, ice, and cold.
• I can share my experiences with winter weather.
• I can understand and use new words about winter weather.
• I can listen carefully and talk about winter weather with my class.

---

Success Criteria

• Students correctly identify at least two types of winter weather.
• Students articulate one personal experience related to winter weather.
• Students use vocabulary words (snow, ice, cold) during discussion or activities.
• Students actively participate in circle time and hands-on activities.

---

Materials Needed

• Plastic snowflakes and ice cubes (fake or real for sensory touch)
• Picture cards illustrating snow, ice, cold weather clothing, and scenes
• Winter weather vocabulary flashcards (large print, dyslexia-friendly font, high contrast backgrounds)
• Whiteboard and markers
• Sensory bin with “ice” (crushed ice or shredded white paper)
• Flexible seating options (bean bags, cushions for circle time)

---

Lesson Outline

1. Welcome and Circle Discussion (7 minutes)

• Goal: Activate prior knowledge; introduce key vocabulary.
• Teacher-led discussion focused on questions like:
  • "What happens outside when it’s winter?"
  • "What do you see, feel, or wear in winter?"
• Show picture cards (snow, ice, cold weather clothes) as visual supports.
• Introduce the sight words: snow, ice, cold using flashcards.
• Use repetition and clear articulation.
• Scaffold language by modeling sentences: “I see snow. Snow is cold.”

---

2. Hands-On Sensory Exploration (10 minutes)

• Set up 3 centers (2-3 students each, rotate if time permits):
  1. Touch and Feel Ice: Real or fake ice in sensory bin.
  2. Snowflake Art: Use plastic snowflakes to count and create patterns.
  3. Winter Dress-Up: Try on mittens, scarves, hats; label items.
• Teacher and aides circulate, ask simple questions, "How does ice feel? Is it cold or warm?"
• Encourage students to use vocabulary words.
• Use scaffolding prompts to support participation.

---

3. Group Share & Review (8 minutes)

• Regroup and have volunteers share favorite winter weather experience or favorite center.
• Teacher models structured sentence stems:
  • “I like the ____ center because ____.”
  • “Snow is _____.”
• Use whiteboard to write some student sentences for visual reinforcement.
• Affirm all contributions to support confidence and behavior engagement.

---

4. Wrap-Up and Storybook Read (5 minutes)

• Read a short, dyslexia-friendly winter weather book focusing on snow, ice, and cold.
• Use big print with high contrast.
• Point to each word as you read.
• Ask one or two questions from CCSS.ELA-LITERACY.RI.1.1 about key details after story:
  • “What did the children wear in the story?”
  • “What was the weather like?”

---

Differentiation Strategies

Learner Need	Differentiation Approach
English Language Learners	Use visuals, gestures, simplified language. Pair with fluent buddy.
Students with Dyslexia	Use high-contrast printed materials, large font, and audio support during read-aloud.
Behavioral Needs	Frequent movement breaks; use sensory materials to maintain focus; positive reinforcement.
Advanced Learners	Extension activity: write or draw a short sentence about their favorite winter weather. Provide “I can write…” scaffold cards.

---

Extension Activities for Advanced Learners

• Create a mini winter weather journal with drawings and one-word labels.
• Introduce a simple weather chart to track daily temperature or weather conditions at home for a week.
• Encourage use of complete sentences when discussing winter weather.

---

Assessment

• Teacher observations during discussions and hands-on activities.
• Use a simple checklist:
  • Can student name winter weather types? (Yes/No)
  • Does student use new vocabulary? (Yes/No)
  • Does student share personal experience? (Yes/No)
• Collect any completed sentences/drawings for extension learners.

---

This hands-on, scaffolded lesson will engage young learners through sensory exploration, peer interaction, and supportive teaching techniques perfectly aligned with Common Core standards and tailored to meet diverse learning needs.