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Teachers Page Task Card 1 Weather in my World Foundation Year

Lesson Overview
To provide students with hands-on, shared experiences of weather symbols used to communicate weather conditions. To support students to identify suitable clothes and activities for various weather conditions. Students: Explore and represent their understandings through play-based activities. Represent and record their understandings about various weather types through drawing, writing and verbal communication.

Key Lesson Outcomes


Declarative Knowledge Students will be know: There are different types of weather The weather changes. The weather does not stay the same That the weather affects what we do The weather affects what we wear Links to Literacy Students will be able to: Contribute to discussions about the weather Discuss their personal weather preferences Procedural Knowledge Students will be able to: Describe different types of weather including; sunny, cloudy, and rainy. Identify clothes that suit various weather conditions. Identify activities that suit various weather conditions and record as drawings.

Australian Curriculum
In Foundation, students observe and describe the behaviours and properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, such as the weather, and changes they can effect, such as making things move or change shape. They learn that seeking answers to questions and making observations is a core part of science and use their senses to gather different types of information.

Science Strand

Sub Strand

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

Main Strand

Science Understanding

Earth and Space Sciences

Linking the changes in the daily weather to the way we modify our behaviour and dress for different conditions

Secondary Strands

Science as a Human Endeavour

Nature and Development of Science

Science involves exploring and ob serving the world using the sens es (ACSHE013) Sharing observations with others and communicating their experiences Engage in discussions about observations and use methods such as drawing to represent ideas (ACSIS233) use methods such as drawing to represent ideas (ACSIS233 taking part in informal and guided discussions relating to students observations using drawings to represent o bservations and ideas and dis cussing their representations with others Share observations and ideas (ACSIS012) communicating ideas through role play and drawing

Secondary Strands

Science Inquiry Skills

Processing and analysing data and information

Teacher Background Information


The weather influences the decisions we make each day decisions about the clothes we wear and the activities we engage in. Weather forecasts provide a range of information to help us plan our daily lives, and sometimes warn us of danger form extreme weather conditions. For people living in areas prone to storms, cyclones or floods, knowledge of the weather can mean the difference between life and death. Sourced from: Primary Connections; Weather in my world, Early stage, Earth and Beyond, 2005.

Equipment
For the Class: Print based Text: Raining with a chance of Meatballs. By Judi Barrett and Ronald Barrett (1978). Interactive White Board Access to DTC1 Resources; power-point slide, animation, online learning resource, weather and me worksheet Word Wall Class science journal Printed cards from power-point presentation; sunny, cloudy, rainy, stormy. Four baskets of an assortment of clothes, hats, sunglasses, raincoats, umbrellas, coats, gum boots. For Each Student: Weather and me worksheet Colored and lead pencils

Preparation
Prepare weather and me worksheets for each student and for class science journal. Place one printed power-point card on each basket of dress up clothes. E.g. Four baskets - one for each type of weather (sunny, cloudy, rainy and stormy)

Lesson Steps

Whole class activity: Read book to students: Cloudy with a chance of meatballs. By Judi Barrett and Ronald Barrett (1978). Discuss the weather today - ask is the weather the same every day? Brainstorm - what types of weather do we have? Power point slide Weather in my world. Focus: Different types of weather Focus Questions: 1. How does that weather make you feel? 2. What do you like to do when it is sunny, rainy, cloudy/windy, and stormy?

3. What is your favourite type of weather? 4. Share your favourite weather with students (E.g. rainy) and sing song together such as Rain is falling down. Floor storm using printed cards from power-point slide what is your favourite weather? Discuss why. Create a class graph using post it notes of students favourite weather. Interactive Weather simulation. Focus: what do I wear in different types of weather? Retrieved from: www.learning federation.edu.au

Small Groups Rotations: In mixed ability groups students identify the weather on the card (E.g. sunny) Students dress-up in items appropriate for that type of weather (E.g. sunglasses, hats etc) Students draw a picture in the worksheet about what activities they like to do in that weather. (E.g. Swimming) Groups rotate through to each weather dress up basket (sunny, cloudy, rainy and stormy) and repeat steps.

Whole Class Conclusion Complete the weather and me worksheet in class science journal/interactive white board Write words onto word wall (sunny, cloudy, rainy, stormy) include any additional words identified by students E.g. hot, cold, windy) Students glue their completed weather and me worksheets into science journals

Additional Curriculum Links


Mathematics: Create a graph to represent students favorite types of weather . English: Share stories about the weather. The Arts: Sing songs about the weather Rain is falling down Critical and Creative Thinking: Floor Storming activity.

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