A brand-new artist-led picture book, begins with the question ‘Have you ever wondered what clouds are made of?’. Fabulous watercolour paintings and evocative text lead very young children through the effects of a rainy day; from cloudy skies to the ‘splish, splash, splosh’ of puddles and a beautiful rainbow.Ages: 2-5
Bright watercolour illustrations and evocative text lead very young children through the events of a rainy day: from cloudy skies to the ‘splish, splash, splosh’ of puddles and beautiful rainbows. Woven into the story are descriptions of creatures that need and enjoy rainy days, such as frogs, birds, worms and snails. Available as ebook with narration (on tablets that support audio).
The Rainy Day
(9781409539063)
Written by Anna Milbourne
Illustrated by Sarah Gill
Published by Usborne GB
Theme/topic: Weather
Suggested learning area: AC9S1U02 (Science – Year 1), ACSSU004 (Science – Foundation),
The book explores weather patterns and the daily changes in the environment during a rainy day. As the characters observe the sky darkening, raindrops falling, and puddles forming, students are encouraged to describe daily changes in the environment and explore how these changes affect everyday life (ACSSU004 – Foundation Year; AC9S1U02 – Year 1, Science).
Teachers can explore these suggested learning points with children: investigating how changes in the weather affect plants and animals, including humans; exploring how people make clothing choices using predictions of weather; and investigating how rain or clouds are formed.
With engaging language and vivid imagery, The Rainy Day supports early scientific thinking by prompting discussions about the water cycle, seasonal changes, and the role of rain in nature. This book is an excellent resource for developing curiosity and appreciation for the natural world.
Curriculum Alignment:
- These AC codes are suggested purely based on the book’s content and are provided for reference only.
AC9S1U02 9.0 (Science Year 1): Describe daily and seasonal changes in the environment and explore how these changes affect everyday life
• making and recording observations of phenomena such as changes to weather, seasonal changes to plants such as colour or dropping of leaves, and growth of flowers or fruit
• noticing how daily weather indicators and seasonal patterns help us to make plans for activities in our daily lives
• investigating how seasonal changes affect plants and animals, including animals that hibernate and migrate
• investigating how changes in the weather affect plants and animals, including humans
• exploring how people make clothing choices using predictions of weather or knowledge of seasonal changes
• recognising the extensive knowledges of daily and seasonal changes in weather patterns and landscape held by First Nations Australians
• exploring how First Nations Australians’ concepts of time and weather patterns explain how things happen in the world around them
ACSSU004 8.4 (Science Foundation): Daily and seasonal changes in our environment affect everyday life
• learning how Aboriginal and Torres Strait Islander Peoples’ concepts of time and weather patterns explain how things happen in the world around them (OI.3, OI.5)
• linking the changes in the daily weather to the way we modify our behaviour and dress for different conditions, including examples from different cultures
• investigating how changes in the weather might affect animals such as pets, animals that hibernate, or migratory animals
