PR-6170RUK Science A STEM Approach - Primary 1

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Lesson 2 Earth and the Environment DAILY AND SEASONAL CHANGES Teacher Notes Science Inquiry Focus: How does weather affect our daily lives? Skills Development/Working Scientifically: • Questioning • Investigating and experimenting • Analysing • Recording and communicating Science Learning Outcome: • Pupils identify how the weather affects our daily lives, including the clothing we wear, the activities we do and the places we go. Technology/Engineering/Mathematics Links: • Viewing digital texts, including online songs and videos. • Participating in an online interactive activity to explore different weather conditions. • Taking digital photographs of themselves at home or at school in different weather conditions to add to a class blog about weather (optional). Background Information • As humans, weather affects our clothing, our activities and the places we visit. It also impacts how we protect ourselves against extreme conditions, such as wearing sunscreen in the sun and securing items in strong winds. • Sunny weather typically generates images of people wearing light clothing such as shorts, T-shirts and dresses, with sandals. You may see people playing sport in the park or building sandcastles at the beach. People may also enjoy spending time outdoors visiting zoos and playgrounds, and having barbecues. • Rainy or stormy weather typically generates images of people wearing warm, thick clothing such as tracksuit trousers, jeans, warm jackets, scarves, gloves, closedin shoes and raincoats, and carrying umbrellas. You may see people jumping in puddles or staying indoors watching films and playing games. People often visit shopping centres and cinemas when it is wet outside. • Windy weather typically generates images of people wearing warm, wind-proof jackets, trousers and scarves. You may see people flying kites. People often visit indoor places when it is very windy. Assessment Focus: • Use page 117 to assess the pupil's understanding of how the weather affects the clothing we wear, the activities we do and the places we visit. Resources • Online interactive game— Thing 1 and Thing 2’s Weather Transformer at • Online video—Sesame Street—Weather at • A digital copy of page 116 for display on the interactive whiteboard • A copy of page 117 for each pupil • Digital cameras (optional) Viewing sample 114 Science: A STEM APPROACH Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com
Earth and the Environment DAILY AND SEASONAL CHANGES Lesson 2 Lesson Plan Introduction: 1. Play the interactive game Thing 1 and Thing 2’s Weather Transformer at . Listen to the introduction and the instructions for the game and select pupils to participate in placing things in the scene. Choose one weather condition to begin. After observing the living and non-living things in the scene, pupils use a think-pair-share to describe what they might see or feel in each weather type. Discuss the types of clothing worn in each weather type and signs showing that it’s hot or cold (panting or shivering). What activities might you do in each weather? Development: 2. Watch the video Sesame Street—Weather at . Discuss Elmo’s ideas about weather and identify the clothing worn, the activities conducted and the places they visited in each weather type. 3. Display the poster on page 116 on the interactive whiteboard. Discuss each question in relation to different types of weather. What would you wear if it was raining? What would you wear if it was sunny? What activities would you do if it was windy outside? Where you you go if it was snowing? 4. Give each pupil a copy of page 117. Pupils draw images to show what they would wear, what they would do and where they would go in each type of weather. Note: Leave the poster on page 116 on display on the interactive whiteboard for pupils to refer to. Differentiation • Less able pupils may record a video explaining what they would wear, what they would do and where they would go in each type of weather, with prompting questions being provided by an adult or more able pupil. • More able pupils should be encouraged to write words or sentences to describe what they would wear, what they would do and where they would go for each weather type. • To incorporate more digital technologies, pupils may be asked to take digital photographs of themselves in different weather conditions at school and at home. Parents can be encouraged to email them to the teacher or add them to a class blog about weather. Reflection: 5. Using a think-pair-share, pupils show their partner the images drawn on page 117 and use sentences to describe the information; for example, when it is raining, I wear my raincoat and wellington boots. I like to go to my friend's house and jump in puddles. Viewing sample www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Infants Science: A STEM APPROACH 115
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PR-6170RUK Science A STEM Approach - Primary 1

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