Why are we obsessed with the weather? Why do we often check the weather more than our reflection in the mirror? (well, some of us!)
It might be that it’s because it can have a profound impact on our daily lives, wellbeing and in extreme cases our survival.
Weather dictates what we wear, what we dress our children in. It also influences the activities we do and how we feel.
Humans are naturally curious about the world around us, and weather is an ever-changing aspect of nature that provides both predictability and mystery.
The weather can influence our mood and mental wellbeing too. Some of us feel more energetic and happier on sunny days, while gray skies or cold weather can lead to feelings of tiredness or sadness.
This obsession with the weather is a combination of practical necessity, psychological influence and curiosity about the natural world.
However, all this said do we really need to have daily weather conversations, charts, visual aids, that we insist on exposing our children to.
What are the reasons for and benefits of a daily weather ‘share’?
• It can help develop observational skills
• Introducing children to science and nature
• Fosters conversation and interaction
• Encourages children to share their thoughts
• It can help children establish a sense of time and structure
• It increases awareness of how the world works
• By paying attention to how the weather influences their daily lives – can they go outside? Do they need a coat? What footwear should they choose?
The bigger question is… do we need to do it every day? Do we do it if the children are not interested? Could we do it once a week and achieve all the above points in a more exciting way?
Books help us experience. If we are not able or perhaps eager to go outside and experience the weather firsthand books are windows into other worlds, these ones below can help the children imagine and think about the weather more than asking them about it each day.
The Rain
I’ve never met a child that doesn’t love splashing in puddles. Do we ever wonder why the rain gathers in certain places? What is it about a certain part of the pavement or garden that makes the rain love it enough to shape itself into a puddle. Rain gathers in puddles because of the way water behaves when it falls onto different surfaces. Here’s how it works:
Most surfaces, like streets, pavements, gardens or fields, are not perfectly flat. They have tiny dips and uneven spots that tend to collect water. Its these surface imperfections that bring joy for children splashing and skidding.
Rainwater is made up of tiny droplets, ‘raindrops keep falling on our heads’, that stick together (cohesion) and gather on surfaces (adhesion). That’s two scientific concepts we can introduce just by having a chat about puddles! There is no need to give the concepts their name, just to consider, think and have a conversation about them.
If the ground is impermeable (like concrete), the rain can’t soak into it, so it stays on top and collects in little low points. On permeable surfaces (like soil), the water has a chance to seep into the ground, but it can still gather in puddles if the surface can’t absorb it quickly enough.
When you next think about the weather, take a chance, flip it. As the children experience an aspect of it have the conversation then, as it occurs in a natural way, as a response rather than sitting down to weather time.
Sing the Weather
Why not sing a song, as you wander in the garden with the children or on your way to the shop. Add some actions and visuals too!
“In all kinds of weather, whether it’s hot or cold”
“Wouldn’t it be nice if we could make the weather do what it’s told”
“To make the sun shine, clap your hands”
“To make the wind blow, wave your arms”
“To make it rain, pat your knees”
“To make it snow, wiggle your toes”
HP00055127 – Outdoor/Indoor What’s the Weather Mirror from Hope Education – Set of 16 | Hope
These mirrors are brilliant to place around the outdoors. As you sing your verses and create the movement of the rain, sun rising, moon glowing in the sky the children can watch their reflection.
Alternatively they could use some water squirters, sprays to ‘scoot’ rain at the mirrors and see what happens to the droplets. Where do they gather, how quickly do they run down the mirrors?
Or create four verses with the children
“In all kinds of weather, whether it’s hot or cold”
“Wouldn’t it be nice if we could make the weather do what it’s told”
To make the rain pat your knees, pat your knees, pat your knees’
“In all kinds of weather, whether it’s hot or cold”
“Wouldn’t it be nice if we could make the weather do what it’s told”
To make the snow, flutter your fingers, flutter your fingers, flutter your fingers.’
“In all kinds of weather, whether it’s hot or cold”
“Wouldn’t it be nice if we could make the weather do what it’s told”
To make the wind, let’s all blow, let’s all blow, let’s all blow’
“In all kinds of weather, whether it’s hot or cold”
“Wouldn’t it be nice if we could make the weather do what it’s told”
To make the sun, let’s all hum, let’s all hum, let’s all hum…hmmm, hmmm, hmmm!’
Coloured Ribbons
• Use some material lengths to create ‘streamers’ of ribbon or material scraps.
• An adult can cut the lengths or support the children to do this
• Discuss which ones may be helpful to ‘become’ the weather. White for snow, blue for raindrops, yellow/orange for the sunshine and grey fo the wind.
• Once they have their ribbons/material scraps encourage them to tangle them or knot them. This can be done in a knot or round a wooden hoop or stick handle.
• Use them then when singing the various verses.
HE176832 – Classmates Standard Ribbon – 5m – Pack of 10 | Hope
Weather Guess
• In an interesting box or basket place various items that can be associated with a particular type of weather.
-Rain – umbrella, wellie boots
-Sun – skip cap, sunglasses
-Wind – scarf, headband
-Snow – gloves, bobble hat
• These are only suggestions. You will know what resources you have that can help bring these types of weather to life. Like the rainmakers below.
• Play a little game of “Today we need…”. This can include weather items or other materials and resources the children may find around the room.
• Imagine it to be a type of planning. They are selecting their ‘tools’ for play.
Rainmakers
