What a Forecast Is For
A 45-minute Kindergarten lesson on asking what a weather forecast is for and how it helps before severe weather.
What a Forecast Is For is a free 45-minute Kindergarten science lesson plan for Common Core standard K-ESS3-2 — ask what a weather forecast is for and how it helps before bad weather. It is timed across 5 sections, gives the exact wording to use where the wording carries the mathematics, names 3 misconceptions with the teaching move that addresses each, and ends with an exit ticket and a printable worksheet with its answer key.
- Grade:
- Kindergarten
- Length:
- 45 minutes
- Standard:
- K-ESS3-2
Kindergarten · Earth and Space Science
K-ESS3-2
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
Objective
Students will be able to say what a forecast is for and name one thing to do about it.
Students are successful when they can
- Says a forecast tells you what the weather is likely to do.
- Names a sensible action for a given forecast.
- Says a forecast is likely rather than certain.
What you need
- Three printed forecasts: rain, high wind, hot sun
- A box of objects: coat, hat, umbrella, water bottle, sun cream
- The printable practice sheet linked at the end of this plan
The lesson
Warm-up — pack the bag
5 min- Show the rain forecast and the box of objects.
- Ask a pupil to pack the bag for tomorrow.
Teach — what it is and what it is not
12 min- Say what a forecast is: what the weather is likely to do soon.
- Do the wind forecast. Ask what should be put away outside.
- Do the hot sun forecast. Ask what to take.
- Ask who most needs to know tomorrow's weather: a farmer cutting hay, somebody sailing.
- Say the honest limit: a forecast says likely, not certain.
- Ask what people would do without any forecast at all.
“Likely is not certain. What would you do about it anyway?”
Investigate — three forecasts, three plans
15 min- Groups take one forecast card each.
- They pack a bag from the box and say why each item is in it.
- They write or draw one thing the school should do about that forecast.
- Groups present their plan and take one question.
Independent practice
10 min- Students complete the 'What a Forecast Is For' page.
- Look for answers about getting ready rather than about the weather itself.
Close
3 min- Check tomorrow's real forecast and agree one thing to do about it.
What goes wrong, and why
Each of these is a reasoning error rather than carelessness. The fix addresses the reasoning.
Thinks a forecast makes the weather happen.
Why: It is said before, so it looks like a cause.
Fix: The forecast said rain and it stayed dry. It describes; it does not decide.
Thinks a forecast is always right.
Why: It is announced confidently.
Fix: Check yesterday's against what happened. Likely is not certain.
Names the weather instead of the action.
Why: The weather is what the card says.
Fix: Ask what you would do about it. That is what a forecast is for.
If they are not there yet
- One forecast and three objects to choose between.
- Pictures rather than written forecasts.
If they finish early
- Write a forecast for a day and say what to do about it.
- Say who in the town would most want the wind forecast.
- Explain why a forecast for next month is less useful.
Exit ticket
The forecast says strong wind tomorrow. What is the forecast for, and what should the school do?
What to look for: It says what the weather is likely to do, so light things outside get put away. Naming only the wind means the purpose step is missing.
Printable practice for K-ESS3-2
Free to print and copy, answer key included. Each sheet can generate a fresh set of problems for a retake.
- What a Forecast Is ForCircle the best answer.
Questions about What a Forecast Is For
How long does the What a Forecast Is For lesson take?
45 minutes, split across 5 timed sections: warm-up 5 min, teach 12 min, investigate 15 min, independent practice 10 min, close 3 min. The minutes are stated per section and add up to the stated length, so the plan can be cut or extended at a section boundary rather than abandoned halfway.
Which standard does What a Forecast Is For teach?
K-ESS3-2 — K-ESS3-2, Earth and Space Science for Kindergarten: “Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.” In plain terms, ask what a weather forecast is for and how it helps before bad weather.
What do I need to teach this lesson?
Three printed forecasts: rain, high wind, hot sun, a box of objects: coat, hat, umbrella, water bottle, sun cream and the printable practice sheet linked at the end of this plan. Everything listed is either ordinary classroom equipment or a free printable from this site — there is nothing to buy and nothing to prepare beyond photocopying.
What mistakes should I expect in this lesson?
Three, each a reasoning error rather than carelessness: thinks a forecast makes the weather happen; thinks a forecast is always right and names the weather instead of the action. The plan gives the thinking behind each one and the teaching move that addresses the thinking rather than the symptom.
How do I know whether the lesson worked?
The exit ticket asks: “The forecast says strong wind tomorrow. What is the forecast for, and what should the school do?.” It says what the weather is likely to do, so light things outside get put away. Naming only the wind means the purpose step is missing. That tells you whether the class needs a reteach or a thirty-second conversation before you plan tomorrow.
Is there a worksheet to go with What a Forecast Is For?
Yes — 1 printable K-ESS3-2 worksheet, linked at the end of the plan and free like the rest of the site. Each one comes with an answer key and 25 versions, so the practice after the lesson can be a different paper on every desk.
Is What a Forecast Is For free to use?
Yes. The plan, its printables and their answer keys are free to read, print and photocopy for your own class, with no account and no email capture. It was last reviewed on 8 September 2026. Please do not resell it or republish it as your own.
Last reviewed 2026-09-08. Aligned to K-ESS3-2 of the Next Generation Science Standards.