PR-6171IRE Science A STEM Approach - 1st Class

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Lesson 4 Earth and the Environment IN THE SKY AND ON THE LAND Teacher Notes Science Inquiry Focus: What changes do we see in the landscape? How do the seasons affect the appearance of the land? Skills Development/Working Scientifically: • Questioning and predicting • Observing • Investigating and experimenting • Analysing • Recording and communicating Science Learning Outcomes: • Pupils predict changes in the landscape based on the seasons. • Pupils recall observations of a familiar landscape and draw the features. Technology/Engineering/Mathematics Links: • Describing duration of seasons using months. • Viewing and discussing a time-lapse video. • Designing a scene for a particular season. Background Information • A season generally contains certain weather patterns. Winter is typically cold, cloudy, rainy, stormy and with a chance of snow. Spring is typically warming up and getting wetter with rain. Summer is hotter, with less cloud, more blue skies and less rain. Autumn is windy, with cooler temperatures and mainly cloudy. • The weather is predicted daily, based on the pattern of changes during the day that are observed and recorded. Weather indicators include air pressure, amount of moisture in the air and amount of rainfall, which are measured using specialist equipment. • Changes in the landscape can include leaves falling from the trees, new leaves growing, flowers blooming or dying, trees growing and getting taller, soil being washed away during a rainstorm, streams filling up with water after heavy rain or drying up during long periods of hot weather. Assessment Focus: • Observe the pupil’s suggestions about the aspects of a landscape that change throughout the seasons. • Use the drawing of a landscape as a formative assessment of the pupil’s understanding that the view of a particular area changes with the seasons. Resources • Image of a landscape in all seasons (first image) • Mini whiteboards • Seasons video and sequence activity at Viewing sample • Time-lapse video of Earth’s changing seasons • Four large pieces of poster paper • Sticky notes • Sufficient copies of pages 146–148 (optional) 144 Science: A STEM APPROACH 1st CLASS 978-1-912760-15-2 Prim-Ed Publishing – www.prim-ed.com
Earth and the Environment IN THE SKY AND ON THE LAND Lesson 4 Lesson Plan Introduction: 1. Show the images of a landscape at . Discuss what a landscape is and add a definition to a word wall—’an area of land that can be viewed at one time from one place’. What season do you think it is in each picture? How do you know? How does each landscape change? In pairs, pupils write their thoughts on a mini whiteboard. Development: 2. Show the video reviewing what the seasons are and then as a class, complete the simple sequencing activity. You may want to display the months and seasons on the working wall. As a class, discuss what a season is and the pattern it follows. What season are we in now? What season will come next? What was before? Does it always go in this pattern? What kind of weather do you see in each season? 3. Write a class definition for season and reinforce how it is different to the weather; for example, each season has certain weather patterns, like in the winter you can expect it to be cold, rainy and cloudy. 4. Watch a time-lapse video of Earth over a year, showing the changes in the landscape through the seasons . With a partner, pupils discuss the seasonal changes they viewed. 5. Set up four large pieces of paper at the front of the classroom, labelled with each season. Ask pupils the following questions for each season, and instruct pupils to write or draw an answer on a sticky note and place it on the appropriate season poster for the class to see. What things do you see out on the street? What do the trees look like? What animals do you see? What colours do you see? What does the sky look like? What does the land look like? How many people do you see and what are they doing? What places do people visit? What are people wearing? What kind of weather do you see? 6. Individually, pupils choose a season and a landscape they are familiar with. It could be the view out of the classroom window, a view of the playground or a view of the school street. Their task is to draw the scene and include all the things they have observed and would expect to see in that area during that season. In summer there may be lots of children wearing T-shirts in the sunshine, but in winter there may be less children because it is raining, cloudy and windy. Encourage them to capture every detail and how it changes (page 146 provides a template to draw a view from a window). Alternatively, pupils may choose one of the scenes on pages 147–148 to draw the appropriate details. Differentiation • Challenge pupils to write a few accompanying sentences for their landscape view from a window in their science books. • Some pupils can be provided with keywords associated with all seasons and choose which ones apply to their season. They use these keywords to help them with their pictures and also to complete simple sentences to describe their picture. Reflection: Viewing sample 7. The artwork can be displayed around the classroom and working wall, grouped according to the seasons. Pupils can compare the landscapes and discuss any drawings that may have features that are not typical for that season or are different from the other drawings. Prim-Ed Publishing – www.prim-ed.com 978-1-912760-15-2 1st Science: 145 CLASS A STEM APPROACH
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PR-6171IRE Science A STEM Approach - 1st Class

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