PR-6170RUK Science A STEM Approach - Primary 1

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Lesson 4 Earth and the Environment DAILY AND SEASONAL CHANGES Teacher Notes Science Inquiry Focus: How do seasons affect our daily lives? Skills Development/Working Scientifically: • Questioning • Investigating and experimenting • Analysing (sorting and classifying) • Recording and communicating Science Learning Outcome: • Pupils identify how seasonal changes affect our daily lives, including the clothing we wear, the activities we do and the places we go. Technology/Engineering/Mathematics Link: • Viewing and extracting information from online videos. Background Information • 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). • Seasonal trends in clothing can be seen in clothing shops. Summer clothing is designed to keep you cool in the hot weather. Autumn clothing is designed to keep you warm in the cooler, windy weather. Winter clothing is designed to keep you warm in the stormy or snowy weather. Spring clothing is designed to keep you warm in the cooler, rainy weather. • Seasonal activities vary depending on interests and specific daily weather but generally include building sandcastles at the beach in summer, building snowmen in snowy winters, jumping in puddles in rainy winters, flying kites in autumn and gardening in spring. • The places we visit during each season also vary depending on interests and specific daily weather but generally include visiting outdoor places such as the zoo, the park or the beach in summer, autumn and spring, and visiting indoor places such as shopping centres, cinemas and friends' houses in winter and on rainy days in spring and autumn. Assessment Focus: • Use the groups' posters to monitor the pupils' understanding of how we change our clothing, activities and the places we visit depending on the season. Resources • Completed copies of page 121 from Lesson 3 • Four A3 copies of page 125 • Online video—Autumn/ Fall at • Online video—Summer Season at • Online video—Springtime at • Online video—Winter at • A selection of objects, images and books for each season. A list of suggestions has been provided on page 124 (optional). Viewing sample 122 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 4 Lesson Plan Introduction: 1. As a class, view pupils' completed copies of page 121 from Lesson 3. Using a think-pair-share, pupils discuss the questions What is the weather like in each season and What do you think you would see, feel and do in each season? Development: 2. Pupils view the video Autumn/Fall at . Discuss what autumn is like in relation to the weather, the clothing worn, the activities conducted and the places people visited. Alternatively, display a selection of objects, books and/or images related to autumn. Suggestions have been provided on page 124. 3. Divide the class into four groups and give each group an enlarged copy of page 125. Pupils draw/ write as many autumn-related clothes, activities and places as possible in the section entitled 'autumn'. Pupils should be encouraged to check that the image has not already been drawn in that section and encouraged to draw small images. 4. After a few minutes, gather pupils and view the video Summer Season at . Discuss what summer is like in relation to the weather, the clothing worn, the activities conducted and the places people visit. Alternatively, display a selection of objects, books and/or images related to summer. Suggestions have been provided on page 124. 5. Pupils return to their groups and draw/write as many summer-related clothes, activities and places as possible in the section entitled 'summer' on page 125. Remind pupils about not repeating images and sizing in the same section. 6. After a few minutes, gather pupils and view the video Springtime at . Discuss what spring is like in relation to the weather, the clothing worn, the activities conducted and the places people visited. Alternatively, display a selection of objects, books and/or images related to spring. Suggestions have been provided on page 124. 7. Pupils return to their groups and draw/write as many spring-related clothes, activities and places as possible in the section entitled 'spring' on page 125. Remind pupils about not repeating images and sizing in the same section. 8. After a few minutes, gather pupils and view the video Winter at . Discuss what winter is like in relation to the weather, the clothing worn, the activities conducted and the places people visited. Alternatively, display a selection of objects, books and/or images related to winter. Suggestions have been provided on page 124. 9. Pupils return to their groups and draw/write as many winter-related clothes, activities and places as possible in the section entitled 'winter' on page 125. Remind pupils about repeating images and sizing in the same section. Differentiation • Less able pupils may be grouped together and provided with tablet computers to view the videos multiple times. Pupils should be encouraged to rewatch the video without sound so it does not distract the other pupils. • More able pupils should be encouraged to write words or sentences to identify season-related clothing, activities and places. Viewing sample Reflection: 10. Encourage groups to share their poster with another group and identify any differences in the group ideas. Display the posters around the classroom. www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Infants Science: A STEM APPROACH 123
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PR-6170RUK Science A STEM Approach - Primary 1

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