PR-6170RUK Science A STEM Approach - Primary 1

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Lesson 3 Earth and the Environment DAILY AND SEASONAL CHANGES Teacher Notes Science Inquiry Focus: What are seasons? What is the weather like in each season? Skills Development/Working Scientifically: • Questioning • Investigating and experimenting • Analysing • Recording and communicating Science Learning Outcome: • Pupils explore different types of weather in different seasons to predict which season they are currently experiencing. Technology/Engineering/Mathematics Links: • Viewing and extracting information from online videos. • Participating in an online interactive activity to explore different seasons. • Participating in a guided survey to create a tally of results. Background Information • A season is a division of the year when the weather, ecology and hours of daylight change. • In Ireland, we have four seasons. Spring (February, March and April), summer (May, June and July), autumn (August, September and October) and winter (November, December and January). • Summer is typically defined as a period of sunny weather with longer days and shorter nights. It is the hottest season. • Winter is typically defined as a period of rainy, stormy or snowy weather with shorter days and longer nights. It is the coldest season. • Autumn is a transitional season between summer and winter and typically includes a period of warm to cool weather, windy conditions and occasional rain. • Spring is a transitional season between winter and summer and typically includes a period of cool to warm weather, windy conditions and frequent rain. Assessment Focus: • Use page 121 to monitor the pupil's understanding of the types of weather found in each season. Resources • Online interactive game— Seasons at • Digital copy of page 120 for display on the interactive whiteboard • A copy of page 121 for each group • Online video—Seasons, Weather and Clothes at Viewing sample 118 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 3 Lesson Plan Introduction: 1. View the interactive game Seasons at . Discuss what the weather is like in each picture. Note: Do not tell the pupils which season each image refers to. Ask pupils to describe how they know what the weather is like in each image. What things can you see that give you clues about the weather? Development: 2. Explain to the pupils that the images represent the four seasons—summer, autumn, winter and spring. Using a show of hands, ask pupils to vote for which season they think the first image is showing. When the vote is complete, select pupils to move the season word to the image that received the most votes to check if it was correct. Repeat this activity for the remaining images. 3. Display page 120 on the interactive whiteboard to show symbols of different weather types. Encourage pupils to try reading the words next to each symbol and clarify any confusion. Note: Leave the poster on page 120 on display on the the interactive whiteboard for pupils to refer to. 4. Divide the class into groups and give each group a copy of page 121. Pupils work together to predict the types of weather that may occur in each season. As a group, pupils draw images or write the words of each weather type into the section for each season. Pupils must ensure they check that the type of weather has not already been drawn/written in that section before adding it. Note: Completed copies of page 121 will be required for Lesson 4. Differentiation • Less able pupils may be grouped together and provided with books and images of each different season to help identify the types of weather in each season. • More able pupils should be encouraged to write words or sentences to describe the types of weather in each season. 5. Watch the video Seasons, Weather and Clothes at . Pupils may be encouraged to place a small tick next to each type of weather they guessed correctly in each season. Reflection: 6. In pairs, pupils take turns to answer the questions How do you know which season it is? What weather clues can you look for? Which season are we in now? and How do you know? Encourage pairs to share their ideas with the rest of the class. Viewing sample www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Infants Science: A STEM APPROACH 119
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PR-6170RUK Science A STEM Approach - Primary 1

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