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LEVEL One: Changes Around Me [Weather]

Big Idea
Sharing the Planet/How the World Works
Focus (Teacher) Questions
What can I observe in the sky and landscape during the night?
What can I observe in the sky and the landscape during the day?
How do daily and seasonal changes in our environment, including the weather, affect everyday life?
Student questions to be evolved throughout unit

Key Understandings
At night the moon and stars are in the sky and change over time.
During the day what we can sense in the landscape depends on the season.
Weather affects our everyday life.
The sun rises in the East and sets in the West.
Skills and Behaviours
Respond to and pose questions, add make predictions
Through discussion compare observations with predictions and with those of others
Compare day and night
Investigate observable changes occurring in the sky and landscape
Illustrate the seasons
Classify nocturnal and diurnal animals
Observe and record daily weather patterns over a period of time
Discuss how the sun moves across the sky and affects shadows, time zones and weather patterns.

Curriculum Statement
Students will focus on observable changes in the sky and on Earth. Students will address recurring patterns and
observable cycles in the sky and landscape.
AusVELS
Physical, Personal and Social Learning Discipline Based Learning Interdisciplinary Learning
Civics and Citizenship
Health and Physical Education
Interpersonal Development
Personal Learning
The Arts
English
The Humanities-Economics
The Humanities Geography
The Humanities History
Languages
Mathematics
Science
Communication
Design, Creativity and Technology
Information and Communications
Technology
Thinking Processes
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australias engagement with Asia
Sustainability

Focus/ Week Resources
1. Introduction What you know table with
headings sky at night, sky
during day, seasons, effects of
weather
Wonderings use
headings again to
prompt

2. Seasons What are seasons/months Difference in clothing,
activites outside,
sports etc
6 seasons in
Koorie culture
no set beginning
date, determined
by environment
events
Ernie plays the
digeridoo Alison
Lester
3. Water cycle Intro to the water cycle
Bucket teaspoon talk all grade
1s together.
Where do we find fresh water?
Think pair share
Western water visit
water cycle/weather
Follow up activity
from incursion.
Flip and drip book
Bookweb 3 Hugo
and Splot
4. Water cycle Powerpoint
watercycle on
teachers -
5. Night and day Rotation of earth torch and
basketball activity night and
day. A3 map of world timezones
What happens at night
nocturnal animals
What happens at
night nocturnal
animals
Location activities
using East/West,
directional words
compasses/
buddies
6. Night and day What happens at night stars Thurs excursion to
Scienceworks
Create a
constellation
tin can activity -
Ray

7.Observable changes in
sky during the day
What are clouds?
Daily recording of observations
clouds, rainbows, moon, etc

What are rainbows?
Chromotography,
Textas and waters
Milk, food dye,
dishwashing liquid -
Ray
Science resources
prisms and lens
8. Weather presentations
speaking and listening

9. Weather affects
everyday life.
Affects of weather ie
flooding in NT,
Bushfires





COLLEGE OF EDUCATION
Lesson Plan Template

School: New Gisborne Primary School



Year Group: Grade 1

Date: 01/09/2014
Topic

Clouds Inquiry unit

Aims

Students will identify that there are different types of clouds
To name different types of clouds


VELS: Strands, Domain, Foci and Standards
Observable changes occur in the sky and
landscape(ACSSU019)
Science involves asking questions about, and describing
changes in, objects and events(ACSHE021)
Location / Setting

Classroom


Organisation / Student Groups

Small table group activity

Working individually on a piece to add to poster


Classroom management strategy
Class bell
Hand in the air
Clapping a rhyme
Stickers
Behavioural praise
Give clear instructions
Keep in table groups for experiment
Key Vocabulary
Cirrus, Cirrostratus, Cirrocumulus
Altostratus, Altocumulus
Stratus, Stratocumulus, Nimbostratus
Materials, Resources and Equipment
Scissors
Glue
A3 paper
Interactive whiteboard
Textas and pencils
Cotton balls
String
References/Sources

Eric Carle little cloud
Pintrest
AUS VELS
http://www.weatherwizkids.com/weather-clouds.htm

INTRODUCTION
Connecting, Engaging and Modelling Inquiry
MAIN BODY
Guiding Inquiry and Practise
CONCLUSI ON
Sharing, Explaining and Reviewing Inquiry




Students will begin on the floor and as a class we will
look at a book by Eric Carle little cloud

Students will then brain storm on whiteboard what they
think each cloud looks like and what they do

Have a look outside the classroom and see what clouds
we can see




Students will be sent back to table where they will
already be grouped

Students will be given a A3 poster page where they
are to create sketches of the specific cloud they are
assigned

Students will then be given a bowl of cotton balls
where they are to fill in their sketches to make the
clouds look real on their poster





At the completion of the posters we will then have
each group display to the class their poster

The students will ask questions about each poster

All the posters will be placed on the windows or
walls in the classroom


COLLEGE OF EDUCATION
Lesson Plan Template
School: New Gisborne Primary School

Year Group: Grade 1
Date: 28/08/2014
Topic


Rainbows Inquiry unit

Aims

Students will know the colours of a rainbow
Students will know that rainbows are formed by the breaking of
white light

VELS: Strands, Domain, Foci and Standards

Observable changes occur in the sky and
landscape(ACSSU019)
Light and sound are produced by a range of sources and can
be sensed (ACSSU020)
Science involves asking questions about, and describing
changes in, objects and events(ACSHE021)
Location / Setting
Classroom
Outside


Organisation / Student Groups

Start students on floor

Split into table groups
Classroom management strategy
Class bell
Hand in the air
Clapping a rhyme
Stickers
Behavioural praise
Give clear instructions
Keep in table groups for experiment
Key Vocabulary

Rainbow
Prism
White light
Colours of a rainbow
Splitting/ split
Vapour

Materials, Resources and Equipment

Use of projector on white board
Glass prisms
Glass jar full of water
Paper
Food die
Milk
Glass pie bowl
Plastic cups
Camera
References/Sources

How A Rainbow is Formed
(https://www.youtube.com/watch?v=EqUp-bsglO4)
Rainbow in a bowl experiment
(http://www.kidzone.ws/science/rainbow.htm)
AUSVELS

INTRODUCTION
Connecting, Engaging and Modelling Inquiry
MAIN BODY
Guiding Inquiry and Practise
CONCLUSION
Sharing, Explaining and Reviewing Inquiry


Start by questioning
what students know
about rainbows on
floor

Ask about primary
and secondary colours

Students will then
watch a clip about
rainbows

Students will then
proceed outside to
watch how to catch a
rainbow on paper




One demonstrated the students
will then share the prisms and
glass jar attempting to produce
a rainbow on their own paper

Students are to attempt to
trace their rainbow on the
paper with the same colours

Once returned to classroom
students will then sit in a circle
for a class experiment





After seeing the large
experiment they will then move
to table groups to see a smaller
version

I will be moving between table
groups asking what colours they
can see and what they think is
happening with the colours