Section outline

  • FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:


    We are FOCUSING on identifying how weather works.

    We are FOCUSING on enhancing our understanding of weather by transforming paper into a weather station.

    We are FOCUSING on selecting information about weather and explaining our understanding of it.


    Success Criteria: I can...

    • Write answers to questions about weather.
    • Transforming paper into a weather station.
    • Connect information about weather.
    • Read an article about weather.


                                                                                                              Achievement Objectives:

    Develop an understanding that water, air, rocks and soil, and life forms make up our planet and recognise that these are also Earth’s resources.


    Activities:


    Monday


      • The students will first watch a .
      • Then they will fill in a table which is about how the depletion of the ozone layer will impact people and the environment.
      • Afterwards, they will create a visual ‘food chain’ that shows what humans do to pollute the air and cause climate change.
      • Finally, they will present the statistics of the different chemicals which pollute the air.


                                                                                                      Tuesday


      • The students will transform paper into a weather station.
      • The weather station will look like the one on this link.
      • Then they will create a digital drawing of a weather station which would be on another planet or a fictional planet.


                                                                                                     Thursday

      The students will first watch this   about tornadoes.

      • In their science books the students will write and answer the questions below:

        1. Before you read this, what is weather? 

        2. List stories, films, books which show weather in them.

        3. What similarities or consistencies are there between them.

      • Students will then read the article Satellite imagery reveals 'hidden' tornado tracks.

      • They will write any keywords and scientific vocabulary which is related to weather.
      • Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of weather.
      OR

      They will complete the "Satellite imagery reveals 'hidden' tornado tracks" grid.