Title: Weather

Year Level: Year 1 Teacher: Miss Versace

Focus Curriculum Area (s): Science, HASS (Geography), Maths Duration: 4 weeks

STAGE 1: Curriculum Links

(What do we want students to learn? From the Australian/SCASA Curriculum)
General
Literacy Numeracy ICT Critical and Creative Thinking
Capabilities
(GP) Ethical Behaviour Personal and Social Intercultural Understanding
Cross-
curriculum Aboriginal and TSI Asia and Australias Sustainability
Priorities Histories and Culture Engagement with Asia
(CCP)
Year Level Science: Science
Content Observable changes occur in the sky and landscape (ACSSU019) Science Understanding:
Descriptors Science involves observing, asking questions about, and At Standard, students describe objects and events that they encounter in
describing changes in, objects and events (ACSHE021) their everyday lives, and the effects of interacting with materials and objects.
Pose and respond to questions, and make predictions They describe the external features of living things and how different places
about familiar objects and events (ACSIS024) meet the needs of living things. Students describe changes in their
Participate in guided investigations to explore and answer local environment.
questions (ACSIS025) Science and a Human Endeavour:
Students share how people use science in their daily lives, including when
caring for the environment and living things.
HASS (Geography):
Science Inquiry Skills:
How weather (e.g. rainfall, temperature, sunshine, wind) and Students respond to questions, make predictions, and participate in guided
seasons vary between places, and the terms used to describe investigations of everyday phenomena. They follow instructions to record and
them (ACHASSK032) sort their observations and share them with others.
 Maths:
Identify outcomes of familiar events involving chance and
describe them using everyday language such as will happen,
wont happen or might happen (ACMSP024) relevant information and/or data by categorising, sequencing events and
Choose simple questions and gather responses and make simple
inferences (ACMSP262)
Knowledge (What are students expected to learn?)
To make accurate predictions
Types of weather
The seasons and when they occur
Characteristics of seasons
HASS (Geography):
At Standard, students pose questions, locate, sort and record collected
information and/or data from provided sources. They identify and process
exploring points of view. Students use different formats to represent their
information, and draw simple conclusions. They participate in decision-
making processes by contributing to group discussions. Students share their
findings in a range of ways, and develop simple texts, using some relevant
terms. They reflect on what they have learnt using oral and/or written forms.
Students describe how spaces are used in their local community. They
categorise the natural, managed and constructed features of places. Students
describe how the features of places can be cared for and changed over time.
They describe the weather and seasons for selected places, and locate the
equator and the northern and southern hemispheres. Students describe how
families have changed or remained the same over time. They describe how
daily lives change over generations, and consider the personal significance of
events in the present, past and future.
Maths:
Statistics and Probablity
Students classify outcomes of simple familiar events. They collect data by
asking questions, draw simple data displays and make simple inferences.
Students describe data displays.
Skills (What are students expected to be able to do?)
Describe weather using appropriate language and symbols
Accurately observe and record data
Make judgements based on observations
Present a piece of work to the class
 Depict chosen season through art

LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the achievement standards.
Students will be able to......
Identify elements of weather
Identify types of weather
Identify the correspondence between seasons and months
Identify appropriate clothing for seasons
Accurately observe and respond to weather
Predict weather for the following day
Identify observable features of the sky
Identify appropriate safety measure to take in storms.
Identify what severe weather warnings mean
Identify why seasons occur differently across the globe
Explain choices to others
Work collaboratively with others

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description: (Summative task that cater for students across the full range of abilities)
This assessment task caters for all abilities in the classroom setting. It enables children to work diligently and cooperatively with their peers in a safe and creative environment
that values the opinion and voice of others. It caters for different abilities through the use of individual, pair and group work to reach the end result. The aim of this summative
assessment is to explore childrens capabilities in creating a piece of work that demonstrates deep understanding of a chosen season and also assesses the childrens knowledge
on weather and how it changes. The formative assessments implemented throughout the unit will be used to scaffold the learning to reach the summative assessment at the
end of the unit. The formative assessments will be documented in their workbooks and will also make up part of the summative assessment. This is to display the progression of
learning and demonstrate student understanding throughout the unit.

Assessment Criteria: Derived from Achievement Standard or Content Descriptions and Skills or Scope and Sequence

The criteria that the students will be assessed on is listed below and will be in the form of a rubric (Appendix 5):
Students are able to make predictions
Able to explain observable changes in the sky.
Able to describe features of seasons
Makes comparisons between seasons
Able to express and evaluate their learning accurately
Able to speak confidently and coherently to express ideas

Assessment recording template: (what will be recorded and in what format?)

Progress in workbooks conscious effort to keep records of work
Making rubric that assesses progression and end result
Self-assessment checklist for students to refer to throughout the assessment to ensure they meet the requirements.
 Oral feedback will be given throughout each learning experience
Student marks and assessment pieces will be kept as evidence of the learning progression.
Feedback: (What sort of feedback will students receive?)
Students receive feedback throughout the unit of work
Feedback used to consolidate student learning
Each time the teacher gives students feedback they will monitor them closely throughout the lesson
Informal marking of work in their workbooks will occur as a pre-assessment tool
Students modify their work when given feedback to ensure understanding.

Self-assessment: (How will students reect upon and self-assess their learning?)
Students will be provided with a self-assessment checklist
Checklist will allow children to assess how they worked with their peers throughout the assessment
It will be explained at the beginning of the assessment and filled out at the end
Student may refer back to the checklist regularly to ensure they are on the right track
Along with this the teacher provides feedback and students modify their work after given that feedback.
UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

What events will help students:

Experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
Achieve the desired results identifies in Stage 1?
Equip students to complete the assessment tasks identified in Stage 2

Learning Experiences Assessment For/As Learning (Formative Resources

Assessment)
1 What is weather Formative assessment: Weather song:
https://www.youtube.com/watch?v=Rm
- Think, Pair and Share (TPS) basic elements of weather, write these up on board - Over the shoulder observation SKsyJ15yg
- Create a word wall on weather in groups to brainstorm as many words relating - Think, Pair, Share - Coloured cards for word wall.
to weather as possible. - Strategic questioning - KWL chart (appendix 1)
- YouTube video on weather . - KW of the KWL chart - Interactive whiteboard (IWB)
- Discussion around questions students have about weather
- Construct a class KWL chart.
**The KWL chart will be used as part of the summative assessment at the end
of the unit of work also**

2 Seasons Formative assessment: Dirt Girl clip:

http://splash.abc.net.au/home#!/media/
- Recap of weather types - Observations 2035485/seasons-with-dirtgirl
- Brief discussion on seasons and months being related - Informal marking of work - Whiteboards
- Watch clip on Dirt Girl explaining seasons. - Strategic questioning - IWB
- Explicitly teach students about the seasons and the months that correspond. - Textas, pencils, colouring materials
- List characteristics of the four seasons on whiteboards and hold them up - Elmos world:
- Discuss appropriate clothing that they would wear in each season. https://www.youtube.com/watch?v=d18l
- Draw pictures displaying appropriate clothes for the season and compare with zD2GCks
others
- Show Elmos World video on weather
3 Lets Learn Outside Formative assessment: - PowerPoint on weather (appendix 2)
- Workbooks
- Sit outside and record weather and changes occurring in the sky for 5 minutes - Observations - Coloured pencils, textas, crayons
on whiteboards - Informal marking - Whiteboards & markers
- TPS activity on what can be observed in the sky - Think, Pair, Share - PMI chart (appendix 3)
- Write down observable features of the sky in workbooks - Strategic questioning - IWB
- Illustrate the weather in workbooks using coloured pencils
- PP on weather types make predictions
- Strategic questioning based on knowledge acquired throughout previous
lessons. E.g. Why do you think that? What can you see that tells you that? How
do you know? Why wouldnt it be? What are the chances of?
- Fill out a plus, minus, interesting (PMI) of the lesson to close.

4 Severe Weather Formative assessment: https://www.youtube.com/watch?v=Phc

TY9LR7AA floods
- Explicitly teach students about what a severe weather warning could mean - Sticky note brainstorm https://www.youtube.com/watch?v=X_T
- Students brainstorm what could happen in severe weather outcomes - Over the shoulder observation BUvs2bp0 heat wave
- View YouTube clips on severe weather - Informal marking (ticking off if ideas https://www.youtube.com/watch?v=akI
- TPS safety in severe weather and use a sticky note brainstorm on large are correct) OcRQSYO0 cyclone
butchers paper to display safety in severe weather - Giving individualised feedback - Workbooks
- Group students into groups of 4-5 and ask them to come up with an innovative - Strategic questioning - Butchers paper
idea to help protect people during severe weather - Sticky notes
- Students to illustrate shelters that would protect people from severe weather - IWB
and list resources that they would use to construct it.

5 Our Country Formative assessment: - Large globe

- Torch
- Discuss the weather in our country and how it differs between the seasons - Teacher initiated strategic questioning - Mini whiteboards and markers
- Teacher explicitly explains that seasons differ across the world and if its throughout the lessons.
summer in Australia its winter on the other side of the world - Individual feedback
- Using a globe and a torch light, teacher briefly explains why this happens and - Observation
asks questions to encourage thought and conceptualisation among the
students.
 - Ask students to discuss what their favourite season is in Australia and list 3
reasons why it is their favourite.
- Pair together with the person next to them and come up with 3
games/activities that could be played in the weather on that particular day to
write on mini whiteboards.
- Teacher initiates a poll of what game could be played and this is the game they
would play in the afternoon.

6 My Favourite Season Formative assessment: - Y-chart (appendix 4)

- Workbooks
- Students pair with other students whose favourite season is the same as - Over the shoulder marking - Various items collected from outside
theirs. - Peer marking and evaluation (gallery
- Teacher engages students in a discussion about the characteristics of each walk)
season - Y-chart
- They list the characteristics of their chosen season in their workbooks - Observation
- Teacher hands out Y-chart to students to glue into workbooks - Group and individual feedback
- Students fill out Y-chart with their chosen season
- Students then go outside and gather what they believe they can use to
illustrate their season as a diorama.
- Student come back inside and do a gallery walk around to other groups to read
what they have listed and collected to display their favourite season as a
diorama

7 Season Diorama Formative assessment: - Shoe boxes

- Pencils, textas, crayons
- Teacher explicitly teaches students what dioramas entail - Over the shoulder marking - Paper, PVA glue, cellophane, tissue
- Teacher hands out boxes and resources to construct diorama (listed in - Checklist paper, stickers, paint, cotton balls, glitter
resources) - Observation - Various items collected from outside
- Students spend the lesson constructing their favourite season with their - Feedback
partners as a diorama.
- Teacher walks around asking questions and giving feedback on work whilst
ticking off the checklist (appendix 5) and observing childrens workbooks.
8 Presentation Summative assessment: - KWL chart
- Rubric for teacher (appendix 5)
- Students present their dioramas to the class and give reason behind why they - Diorama presentation - Rubric for children (appendix 6)
chose to represent it in that way. - Diorama
- Students then fill out their KWL chart from week 1 about what they have - Workbooks handed to teacher
learned. - Rubric to mark all three elements
- Students fill out self-assessment task and hand to teacher