Unit at a glance Weather in my World - Weebly · Unit at a glance Weather in my World Phase Lesson Description ENGAGE Lesson 1 Wondering about ... Cross curriculum with arts - Pharrell

Harris_E_s266848_ESC101_Assignment2

S214 ESC101 SCIENCE EDUCATION 2: PHYSICAL AND EARTH/SPACE SCIENCES

Assignment 2 Unit Plan and Lesson Sequence

Emma Harris s266848

Unit at a glance Weather in my World Phase Lesson Description ENGAGE Lesson 1

Wondering about the weather

To capture students’ interest and find out what they think they know about weather. To elicit students’ questions about the weather

EXPLORE Lesson 2 Watching the weather Session 1 Drawing weather symbols Session 2 Weather symbol detectives Session 3 Weather watchers (an ongoing experience)

To provide students with hands-on, shared experiences of symbols used to communicate weather conditions. To commence an ongoing weather watch observation and recording experience.

Lesson 3 Eye to the sky

To support the development of observational skills and appropriate language to describe the sky and clouds.

Lesson 4 What’s the weather like today? Session 1 How does it feel? Session 2 A temperature tool

To provide students with hands-on, shared experiences of temperature.

EXPLAIN Lesson 5 My weather book

To support students to summarise and represent their observations of weather and identify suitable clothes and activities for various weather conditions.

ELABORATE Lesson 6 Investigating the wind Session 1 Moving materials Session 2 Using wind meters

To support students to plan and conduct an investigation of wind strength.

EVALUATE Lesson 7 Weather reporters

To provide opportunities for students to prepare and present a weather report and reflect on their learning during the unit.

Taken from Primary Connections https://www.primaryconnections.org.au/resource/unit-resources/weather-in-

my-world

https://www.primaryconnections.org.au/resource/unit-resources/weather-in-my-world

https://www.primaryconnections.org.au/resource/unit-resources/weather-in-my-world


Each day the weather affects our work and leisure activities. The weather influences our decisions about what to wear and

the things we do. Severe weather phenomena, such as droughts, floods and cyclones have serious impacts on communities.

Horticulture, farming, fishing and tourism are highly dependent on weather. The accurate prediction of weather patterns and

interpretation of weather forecasts are very important to our economy and lifestyle. The Weather in my world unit is an ideal

way to link science with literacy in the classroom. Students’ beliefs and understandings about the air, Sun and wind will be

developed as they work through hands-on activities. Through investigations, they will increase their knowledge of how the

characteristics of weather affect their daily lives. (Australian Academy of Science, 2012) This unit would be most rewarding

for students in Darwin if it is done in the first term, when there is more thought-provoking weather phenomena to observe.

Curriculum Links Science Mathematics Literacy

Science Understanding Earth and space sciences Daily and seasonal changes in our environment, including the weather, affect everyday life (ACSSU004)

Processing and analysing data and information Engage in discussions about observations and use methods such as drawing to represent ideas (ACSIS233)

Patterns and algebra Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)

Language variation and change Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)

Science as a Human Endeavour Nature and development of science Science involves exploring and observing the world using the senses (ACSHE013)

Planning and conducting Explore and make observations by using the senses (ACSIS011)

Measurement and Geometry Using units of measurement Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)

Language for interaction Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)

Science Inquiry Skills Questioning and predicting Respond to questions about familiar objects and events (ACSIS014)

Creating texts Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Literature and context Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)

Text structure and organisation Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)

Science Achievement Standard By the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share observations of familiar objects and events.

Expressing and developing ideas Recognise that sentences are key units for expressing ideas (ACELA1435) Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)

Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786) Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)


Detailed Overview

Lesson Activity

Lesson 1 Wondering about the weather

Acquiring: Make frames with cardboard or ice cream lids to use as view finders and go outside. Get the kids to describe what they see in the frame. Ask them about what the weather is like and how it feels outside. Or look through window. Pre Assessment: Use the whiteboard to create an ideas table about what students know about the weather. Use this as a guide http://www.bom.gov.au/lam/Students_Teachers/Worksheet19.shtml Integrating: Form questions about the weather and things they want to investigate about weather. Acquiring: Wet season – make a rain gauge to put outside and check over the whole unit. http://splash.abc.net.au/media/-/m/30213 Draw a picture of yourself and tell me what kind of weather it is in the picture.

Lesson 2 Watching the weather Session 1 – Weather symbol detectives Session 2 – Drawing weather symbols Session 3 – Weather watchers (an ongoing experience) Student lead activity

Acquiring: Indigenous perspective: Talk about indigenous weather cycles, look at posters. http://www.bom.gov.au/iwk/?ref=ftr Symbols poster for classroom http://www.state.nj.us/dep/seeds/wssym.htm Indigenous perspective: Look at indigenous weather symbols. Integrating: As a class make up our own symbols. Refining: What symbol could we use for today’s weather? Assessment: Weather graph – colour in a box each day according to the type of weather eg sunny, windy, cold etc. Tally at the end of unit. Scaffold task with http://www.ictgames.com/dateChart.html

Lesson 3 Eye to the sky

Integrating: Incey wincey spider song – what is happening in the sky? http://raisingchildren.net.au/verve/_resources/babyKaraoke.swf?hasViewed=true Discuss types of clouds and what the different clouds look like and what that means in terms of rain. Names of clouds. Acquiring: Video about rain coming http://splash.abc.net.au/media/-/m/30177 Integrating: Make a rain cloud with cotton balls and grey paint, then add rain with crepe paper and sparkles. Refining: Discuss why this is a rain cloud, what should it look like? Cloud maker app, computers or on smart board - extension http://www.inventionatplay.org/playhouse_cloud.html Refining: Indigenous perspective: Read ‘Big rain coming’ or watch youtube clip https://www.youtube.com/watch?v=gcqUaD4YIrg Extension: PET bottle activity – cloud in a bottle.

Lesson 4 What’s the weather like today? Session 1 How does it feel? Session 2 A temperature tool Student lead activity

Acquiring: Explore different air: eg hot – hairdryer or open window, cold – air conditioner, ice near fan, fridge. Supply items for students to use to form their own investigations. Integrating: Use sticky notes to write the description words onto and a create word wall. Extension - interactive game with thermometer and dressing a bear http://archive.fossweb.com/modulesK-2/AirandWeather/activities/whatstheweather.swf Acquiring: Use thermometers to check the temperature outside. Talk about what the word temperature means. Integrating: Have a look at other weather instruments, what are they called, what are they used for? Observe weather around Australia today through www.bom.gov.au and at different times of the year. Refining: Make predictions about the temperature outside.

http://www.bom.gov.au/lam/Students_Teachers/Worksheet19.shtml

http://splash.abc.net.au/media/-/m/30213

http://www.bom.gov.au/iwk/?ref=ftr

http://www.state.nj.us/dep/seeds/wssym.htm

http://www.ictgames.com/dateChart.html

http://raisingchildren.net.au/verve/_resources/babyKaraoke.swf?hasViewed=true



http://www.inventionatplay.org/playhouse_cloud.html

https://www.youtube.com/watch?v=gcqUaD4YIrg

http://archive.fossweb.com/modulesK-2/AirandWeather/activities/whatstheweather.swf



Students form experiment to determine different temperatures in different situations outside eg shade, morning, afternoon, full sun. Create and display Hot/Warm/Cool/Cold tool for the classroom. Extension - Why rain isn’t the same in hot and cold climates http://splash.abc.net.au/media/-/m/30168/wet-weather-in-cold-and-warm-climates

Lesson 5 My weather book

Assessment: Weather book to work on as a group or for homework. Or one page layout for each. In the classroom we could choose a place around Australia with more variants in the weather and compare to Darwin. http://school4free.files.wordpress.com/2011/07/my-weather-book.pdf This book is good because I can take out the pages that are not applicable to Darwin and still be useful. http://minibooks.scholastic.com/content/collateral_resources/pdf/24/0439218624_e012.pdf Make a cyclone kit (on paper) and in the classroom. Refining: Weather in different places http://www.scootle.edu.au/ec/viewing/L10/index.html

Lesson 6 Investigating the wind Session 1 Moving materials Session 2 Using wind meters Student lead activity

Acquiring: Look at different types of wind meters. Beaufort scale http://www.bom.gov.au/lam/glossary/beaufort.shtml Integrating: Make a pinwheel and see how it moves in the wind. Discuss different ways we could catch and measure the wind. Refining: Design an experiment with objects being blown by the wind. Students choose objects and how they will test and measure. Acquiring/Extension: How meteorologists predict weather http://splash.abc.net.au/media/-/m/85668/weather-forecasting

Lesson 7 Weather reporters Student lead activity

Refining: Discuss meteorologists and the special language they use to talk about the weather. Assessment: Design an assembly with students, where the children can be weather reporters on the news. They need to create weather reports from around Australia. Learn and perform the thunder song http://www.learninggamesforkids.com/science-games/science-songs/thunder_song.html Cross curriculum with arts - Pharrell Williams - Gust of Wind https://www.youtube.com/watch?v=VWSRtPTmRr4 make up a dance to express how the wind moves things.

References ABC For the Juniors, Nature of Australia, Camera: David Parer. (2000, January 1). Making a rain gauge 2. Retrieved

from http://splash.abc.net.au: http://splash.abc.net.au/media/-/m/30213

Behind the News. (2009, February 17). Sunny? Raining? How do we forecast the weather? Retrieved from

http://splash.abc.net.au: http://splash.abc.net.au/media/-/m/85668/weather-forecasting

Commonwealth of Australia , Bureau of Meteorology. (2014, October 11). WORKSHEET 19 . Retrieved from

Bureau of Meteorology: http://www.bom.gov.au/lam/Students_Teachers/Worksheet19.shtml

Australian Academy of Science. (2012, July). Primary Connections - Weather in my world. Retrieved from

http://www.scootle.edu.au: http://www.scootle.edu.au/ec/viewing/S7171/Weather-in-my-world-

2012/resources/weather_in_my_world_comp.pdf

Barret, J. (2005). dateChart. Retrieved from http://www.ictgames.com:

http://www.ictgames.com/dateChart.html

Commonwealth of Australia 2014, Bureau of Meteorology. (2014). Bureau Home > Learn About Meteorology >

Glossary > B > Beaufort Wind Scale. Retrieved from Bureau of Meteorology:

http://www.bom.gov.au/lam/glossary/beaufort.shtml

http://splash.abc.net.au/media/-/m/30168/wet-weather-in-cold-and-warm-climates

http://splash.abc.net.au/media/-/m/30168/wet-weather-in-cold-and-warm-climates

http://school4free.files.wordpress.com/2011/07/my-weather-book.pdf

http://minibooks.scholastic.com/content/collateral_resources/pdf/24/0439218624_e012.pdf


http://www.scootle.edu.au/ec/viewing/L10/index.html

http://www.bom.gov.au/lam/glossary/beaufort.shtml

http://splash.abc.net.au/media/-/m/85668/weather-forecasting

http://splash.abc.net.au/media/-/m/85668/weather-forecasting

http://www.learninggamesforkids.com/science-games/science-songs/thunder_song.html

http://www.learninggamesforkids.com/science-games/science-songs/thunder_song.html

https://www.youtube.com/watch?v=VWSRtPTmRr4


Commonwealth of Australia, Bureau of Meteorology. (2014). Indigenous weather knowledge. Retrieved from

Bureau of Meteorology: http://www.bom.gov.au/iwk/?ref=ftr

Education Services Australia. (2014, 10 11). Curriculum browser. Retrieved from Australian Curriculum,

Assessment and Reporting Authority:

http://www.australiancurriculum.edu.au/Browse?a=E&a=M&a=S&a=H&a=G&a=ENB&a=CNC&a=da&a=dr

&a=ma&a=mu&a=va&a=DI&a=DE&a=HPE&y=F&y=1&y=2#page=2&yl-F

Education Services Australia. (2014, September 12). home. Retrieved from Scootle:

https://www.scootle.edu.au/ec/p/home?rts=1413028958763

For the Juniors. (2003). How do you know when rain is coming? Retrieved from Splash ABC:


For the Juniors. (2003, January 1). Kids explain why rain isn't the same. Retrieved from

http://www.splash.abc.net.au: http://splash.abc.net.au/media/-/m/30168/wet-weather-in-cold-and-

warm-climates

Hartshorne, A. (2013, July 7). Big Rain Coming - Katrina Germein . Retrieved from youtube:


PharrellWilliamsVEVO. (2014, October 7). Pharrell Williams - Gust of Wind . Retrieved from youtube.com:

https://www.youtube.com/watch?v=VWSRtPTmRr4

Raising Children Network . (2014). Baby Karaoke. Retrieved from http://www.raisingchildren.net.au:


school4free. (2011, July 1). my weather book. Retrieved from http://school4free.files.wordpress.com:

http://school4free.files.wordpress.com/2011/07/my-weather-book.pdf

Science Write & Read Books Scholastic Professional Books. (2014). My Weather Book. Retrieved from

http://minibooks.scholastic.com:


Smithsonian National Museum of American History. (2008, November 22). Cloud dreamer. Retrieved from

Invention at play: http://www.inventionatplay.org/playhouse_cloud.html

State of New Jersey, Department of Environmental Protection. (2014, May 21). Weather Station Symbols.

Retrieved from State of New Jersey, Department of Environmental Protection, SEEDS The State

Environmental Education Directry: http://www.state.nj.us/dep/seeds/wssym.htm

The Full Option Science System. (2014). Whats the weather? Retrieved from fossweb.com:


Time4learning.com, song by Zaret and Singer. (2014). Who's afraid of thunder? Retrieved from Learning games for

kids .com: http://www.learninggamesforkids.com/science-games/science-songs/thunder_song.html


EXPERIMENT REQUEST & RISK ASSESSMENT SHEET

TEACHER CODE:

DAY & DATE REQUIRED: Day: Date: / /

LESSON/TIME 9:30am

CLASS / SUBJECT:

Foundation

ROOM: Outdoors

NO. OF GROUPS:

TITLE / DESCRIPTION OF PRAC: Observing weather outside with viewing frames

Scientific Assistant Required

NO

EXPERIMENT RISK ASSESSMENT (Select the relevant aspects)

LOW RISK MEDIUM RISK HIGH RISK

NO heat, pressure or vacuums, mains voltage, corrosive, volatile, flammable or toxic chemicals, handling of dangerous biological materials or chemicals.

Involves: 1.

2.

3.

Involves: 1.

2.

3.

Completion of page two and sign. Complete page two and give to the

Supervisor for signing Complete page two and obtain

Supervisor signature.

SPECIFIC RISK CONTROL MEASURES TO BE APPLIED (in addition to normal laboratory safety procedures). Refer to Chemwatch or MSDS.

Remember: Safety Glasses to be used at all times when heating and for use of toxics/corrosives. No sitting at /on stools / benches while performing an experiment. Protective clothing is to be used for anything wet. Hair tied back for pracs, and covered shoes to be worn in laboratory. Remember to consider the hazardous substances that may be produced.

EQUIPMENT / CHEMICAL LIST

APPARATUS / EQUIPMENT QTY CHEMICALS / BIOLOGICALS QTY DISPOSAL

CODE

DISPOSAL METHODS – refer to statements in Chemwatch / MSDS’s to determine necessary procedures.

A. flush with running water down the sink.

B. class room rubbish (non-hazardous solids)

C. outside rubbish bins (eg. food and other messy solids)

D. broken glass bin

E. collect for reuse (eg. non-reacted metal strips)

F. package for refrigeration and later disposal (eg. animal dissection waste)

G. collect in labelled waste containers for appropriate hazardous waste disposal (eg. lead & silver compounds, immiscible organics, etc)

In this prac there is a small chance students will look directly at the sun which could cause damage to

eyesight. There is also a chance of students getting sunburnt. To avoid this I will ensure sun smart practises

are in place, sunscreen and hats. Students will be reminded about not looking directly into the sun before

exiting the classroom.


RISK MINIMISATION STRATEGIES Preparation

Class size is appropriate

Class has appropriate experience

Class groups are appropriately spaced

Number of groups is desirable

Emergency procedures have been

considered

Teacher has relevant previous

experience

Hazards have been assessed

Prior demonstration of skills is

necessary

Appropriate spillage control

methods are on hand

Organisation

Room is appropriate for the experiment

Movement of people has been

considered

All materials to be used have been

considered

Safe supervision and Personal Protection

Prior safety explanations are

necessary

Hair tied back

Jewellery removed as appropriate

Complete, covered footwear

Use of lab coat/apron necessary

Safety glasses /Goggles necessary

Need for students wearing contact

lenses to wear goggles

Contact lenses removed

Synthetics/parkers removed

Presence of Scientific Assistant

Advantageous

Experimental practices

Appropriate practices for minimum skin

contact

Need to Inform students of hazards

involved

Amounts of chemicals are appropriate

Need for good ventilation

Need for use of fume cupboard

Students have been reminded about:

Lighting and use of Bunsen Burners

Heating in test tubes

Heating of liquids

Handling hot apparatus/liquids

Carrying glass wear

Handling reagent bottles

CALCULATION OF THE RISK (Save form as a document of your own, then reopen and move lines to required position.)

The risk is calculated after considering the Risk Minimisation strategies above.

ALMOST

CERTAIN

QUITE

POSSIBLE

UNUSUAL

BUT

POSSIBLE

CONCEIVABLE

BUT VERY

UNLIKELY

REMOTELY

POSSIBLE

PROBABILITY

EXPOSURE

TIE LINE

POSSIBLE

CONSEQUENCES

RISK SCORE

VERY RARE

PRACTICALLY

IMPOSSIBLE

RARE

INFREQUENT

OCCASIONAL

FREQUENT

CONTINUOUS

NUMEROUS

FATALITIES

MULTIPLE

FATALITIES

FATALITY

SERIOUS

INJURY

CASUALTY

TREATMENT

FIRST AID

TREATMENT

CATASTROPHE

DISASTER

VERY SERIOUS

SERIOUS

IMPORTANT

NOTICEABLE

500

400

300

200

100

80

60

40

20

10

VERY

HIGH RISK

HIGH RISK

SUBSTANTIAL

RISK

MODERATE

RISK

RISK

PERHAPS

ACCEPTABLE

SIGNATURES:

RISK TEACHER/LECTURER DATE senior/supervisor DATE

11

- - / - - / - -

Harris_E266848_ESC101_Assignment2

Learning Area: Science - Weather Year Level : Foundation Class Size: 20-27

Timing: 1 hour

Unit: Weather in my World Topic: Wondering about the weather Lesson 1

Curriculum Connections

Science Understanding: Earth and space sciences

Daily and seasonal changes in our environment, including the weather, affect everyday life (ACSSU004)

Science as a Human Endeavour: Nature and development of science.

Science involves exploring and observing the world using the senses (ACSHE013)

Science Inquiry Skills: Processing and analysing data and information.

Engage in discussions about observations and use methods such as drawing to represent ideas (ACSIS233)

Planning and conducting. Explore and make observations by using the senses (ACSIS011)

Mathematics: (ACMMG006) Literacy: (ACELA1786) (ACELA1437) (ACELY1651)

Intended

learning

outcomes

To capture students’ interest and find out what they think they know about weather.

To elicit students’ questions about the weather. Introduce description words about

weather.

Assessment

(Pre Assessment

for unit)

Verbal responses and engagement while outside with their viewfinders

Ability to tell me a weather word by the end of the lesson

Drawing with description of the weather in the drawing

Prep and I will make the viewfinders before the lesson purely for safety reasons. Foundation year

students are too young to be using Stanley knives to cut ice cream lids.

There will need to be a backup plan if the weather is not suitable for outdoor observation.

Make sure I have all the resources necessary for the lesson.

Make sure the safety requirements can be met – see risk assessment

Special needs Special needs children may need a buddy while outside with the viewfinders to get the most

out the experience. In a buddy situation they may exchange ideas with their buddy which

would result in better understanding by a student who lacks self-motivation and the ability to

conduct self-led learning experiences.

Resources Viewfinders – made from cardboard or ice cream container lids.

Sunscreen and hats

Smartboard – Questions to ask students (worksheet from BOM), video about rain gauge


Paper, sharp pencils

Materials for rain gauge – Funnel, empty soft drink bottle, sharpie, measurement guide.



Procedure Engagement: The attention grabber for this lesson is the fact the children will be going

outside to look through their viewfinders. Making our own rain gauge to leave outside and

measure each day. Drawing: Can be from their time outside today or a memory of a place

they have been before with different weather. Take it in turns to check the rain gauge each

day, record measurements in a special place.

Learning experiences: Using observation skills to attain the description words we need to

communicate about weather. Looking at the environment around us to find clues about the

weather. Thinking about how weather affects what we wear or what we do, especially outside.

Form questions about the weather and how it works.

Classroom organization: Whole class needs to be together on the mat for discussions on the

whiteboard. Outside observations might be good to do in groups of 3-4 depending on how

many view finders we have. Ideally though they would have one each so there is no down

time while children are waiting for their turn.

Dialogue:

What is the weather like today?

What can you see through your viewfinder?

Do you think it will rain today? Why/why not?

How does it feel outside? Why do you think it feels that way?

What kind of clothes would you wear on a hot rainy day?

What kind of clothes would you wear on a freezing cold morning?

What games would you play on a rainy day?

What games would you play on a sunny day?

Weather is made up of many things. On TV and radio, you hear weather reports. The

weather person talks about different parts of the weather. Can we write a list of the

things that make up the weather? Let’s write as many as we can.

What would you like to find out about the weather in the next few weeks?

Can you draw a picture of yourself outside and tell me about the weather in the

drawing? What are you wearing and why?

Extension: Children who finish their drawings quickly could write a sentence to describe the

weather in the picture for example; ‘It is a sunny day’ or just ‘sunny’, ‘I am wearing a hat’

Questions Questions need to be open ended questions to engage students to think for themselves. If

they are having trouble I may need to prompt with suggestions, or ask them silly questions to

get them to think about it and respond with the right answer.

Vocabulary Create opportunities to introduce words such as hot, cold, rain, wind, Sun, weather,

temperature, rain gauge, clouds, sky, Earth, water, seasons, air, measurements, predict,

observe, forecast.

Reflection Towards the end of the unit it will be important to reflect on the initial words students knew

were associated with weather and get students to think about what they know about weather

now. The picture students drew in this lesson could be compared to a new drawing at the end

of the unit. Or if the student had clouds in their drawing for example I could ask them what

kind of clouds they are, are they rain clouds? Or get them to build on the description of the

picture later on.



Timing: 1 hour

Unit: Weather in my World Topic: Watching the weather Lesson 2








Mathematics: (ACMMG006) (ACMNA005) Literacy: (ACELA1786) (ACELA1437) (ACELA1426)

Intended

learning

outcomes

To provide students with hands-on, shared experiences of symbols used to

communicate weather conditions.

To commence an ongoing weather watch observation and recording experience.

Assessment

Interpretation of weather symbols, verbal or written response

Understand changes in weather and record weather with weather graph

Prep and I will need to print posters to put up in the classroom

Have the weather graphs printed ready to go for students

Special needs Special needs students may need extra help with staying on task, as there is a lot of working

at desks in this lesson. Some students may need suggestions for their weather symbols.

Resources Posters of Indigenous and non-indigenous weather symbols and prediction methods.

Worksheets – weather graphs, sheet or book for creative weather symbols

Smartboard – making our own symbols using paint program

Sharp pencils, glue and workbooks to stick sheet into

Prior

Knowledge

Topic has already been introduced and vocabulary words have been explained

Students should have the idea that the weather affects their daily life

Students should be able to identify some factors to predict or describe weather


Procedure EXPLORE:

Session 1 - Weather symbol detectives

Look at ways Indigenous people predict the weather. Look at the symbols that can be used for

rain, wind, water etc. Compare to modern symbols. Can you use your detective skills to figure

out what each symbol represents?

Session 2 - Drawing weather symbols

Make our own symbols. Ask the students to choose at least 5 weather words to make symbols

for. Draw in their workbooks or together on the Smartboard.

Session 3 - Weather watchers (an ongoing experience)

Introduce worksheet and explain how we can record the weather each day. Make it a morning

or afternoon activity every day of the unit.

Learning experiences: Students will be exposed to different kinds weather symbols and

connect them to the weather around them. They will learn how to record the weather on a

weather graph.

Classroom organization: Whole class needs to be together on the mat for discussions on the

whiteboard. Work in table groups when drawing their symbols, and weather graphs.

Dialogue:

How do we predict the weather compared to the Indigenous perspective?

Is there anything in your environment that tells you the weather is about to change?

Are there certain flowers or plants in your garden that look different sometimes? Why?

What does this symbol look like? (repeat)

Does this symbol look like anything familiar?

How do we use weather symbols? How could we use your weather symbols?

How do you know what to wear every day?

How do you know if it will rain today?

Extension: Children who can write or have a go at writing can write the names of the symbols

next to their drawings. Children could go outside to get inspiration for their symbols.

Questions Questions need to be open ended questions to engage students to think for themselves. If

they are having trouble I may need to prompt with suggestions, or ask them silly questions to

get them to think about it and respond with the right answer.

Vocabulary Create opportunities to use words such as hot, cold, rain, wind, Sun, weather, temperature,

snow, clouds, sky, Earth, water, seasons, air, measurements, predict, observe, forecast.

Reflection The students could use their symbols in the weather reports for the final lesson where they

create an assembly piece about weather.



Timing: 1 hour

Unit: Weather in my World Topic: Eye to the sky Lesson 3








Mathematics: (ACMMG006) (ACMNA005) Literacy: (ACELA1430) (ACELT1575) (ACELA1429) Also links Arts

Intended learning

outcomes

To support the development of observational skills and appropriate language to

describe the sky and clouds.

Assessment

Create a rain cloud with the right attributes for a rain cloud eg fluffy and grey

Tell me or write down or draw what different type of clouds look like

Prep and Make sure all the craft resources are ready

Have the requirements for the cloud in a bottle ready

Printed laminated pictures of clouds with labels

Special needs Special needs students may need repetition of cloud descriptions and core attributes. A

book about clouds on the students’ desk would help scaffold.

Resources Incey Wincey Spider song


Pictures of clouds on Smartboard or laminated pictures (with name labels) to pass

around and then display in classroom. Hang clouds at different levels from the roof.

Smartboard - Video about rain coming http://splash.abc.net.au/media/-/m/30177

Clouds: Paper or card, grey paint, cotton balls, blue crepe paper, sparkles

Cloud maker app http://www.inventionatplay.org/playhouse_cloud.html

Book ‘Big rain coming’ or YouTube clip

PET bottle activity – plastic bottle, water(hot and tap), match

Prior Knowledge Students should know what a cloud is and that rain comes from clouds



http://www.inventionatplay.org/playhouse_cloud.html


Procedure EXPLORE:

Watch the Incey Wincey Spider song. Go through once without pausing. Go through a

second time and pause or point to each part where the sky changes. What is happening

in the sky?

Discuss different forms of clouds, use scientific language to name the clouds. Ask

students to describe what the different clouds look like. Talk about what each cloud

indicates in terms of weather predictions.

Watch video about rain coming http://splash.abc.net.au/media/-/m/30177

Reflect on prior discussion.

Indigenous perspective: Read ‘Big rain coming’ or watch YouTube clip

https://www.youtube.com/watch?v=gcqUaD4YIrg. Ask questions related to story.

Ask students to make a raincloud using grey paint, cotton balls, blue crepe paper and

sparkles for rain, and cardboard/paper. What do rain clouds look like? What does their

rain cloud need to look like?

Learning experiences: Students will learn that different clouds indicate different kinds

of weather. There are many ways people predict rain.

Classroom organization: Whole class needs to be together on the mat for discussions

on the whiteboard. Work in table groups when making rain clouds or have different

stations set up for attaching ‘rain’ steamers, painting cotton balls etc.

Dialogue:

What were some of the ways people can predict rain?

What do rain clouds look like?

What does the sky look like if it’s not going to rain?

How do you predict if it will rain or not?

What does the rain feel like?

What do you wear in the rain?

What kind of activities do you do on a rainy day?

How did old Stephen know it was going to rain?

How do you feel on rainy days?

Do all clouds turn into rain clouds?

Extension: Draw a picture with stormy clouds. Cloud maker app. Make cloud in a bottle.

Questions Questions need to be open ended questions to engage students to think for themselves.

If they are having trouble I may need to prompt with suggestions, or ask them silly

questions to get them to think about it and respond with the right answer.

Vocabulary Create opportunities to use words such as rain, wet, water, clouds, fluffy, grey, ice, fog

and snow. Introduce scientific names for clouds Stratus, Cumulus, Cirrus, Nimbostratus,

and Cumulonimbus.

Reflection Look again at the weather graph worksheet from lesson 2 and talk about what the

different clouds mean on the worksheet. What kind of weather symbols are used for

clouds?



Documents

Unit at a glance Weather in my World - Weebly · Unit at a glance Weather in my World Phase Lesson Description ENGAGE Lesson 1 Wondering about ... Cross curriculum with arts - Pharrell