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 measuring wind speed.

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


    Success Criteria: I can...

    • Write answers to questions about weather.
    • Measure the speed of wind.
    • 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   about weather.
      • Then they will make and fill in a table about how weather impacts people and the environment.
      • Afterwards, they will create a poster that will get people to vote for them about stopping climate change.
      • Finally, they will create a visual diagram that shows the weather conditions throughout last week.

                                                                                                      Tuesday

      1. The students will mark one paper cup by wrapping the coloured tape around the outside.
      2. They will then use the pencil to draw an “x” on the plate, with the middle of the “x” as close to the middle of the plate as possible.
      3. They will attach a short length of double-sided tape to the side of each cup. Then they will attach one cup to the edge of the plate with the opening facing left. After that, they will rotate the plate and attach the rest of the cups the same way.
      4. The students will punch the thumbtack through the middle of the plate on the “x.” Then they will pin the plate to the eraser and hold up the plate and cups so they may spin in the breeze.
      5. They will then find a Web site that gives them the wind speed in their area. They will count how many times the marked cup goes around in 30 seconds and write it down. They will repeat the process at different times over several days, and they’ll be able to translate their numbers into wind speeds. Soon, they won’t need to check with the Internet anymore.Then they will create a digital drawing of a weather station which would be on another planet or a fictional planet.
        • Then they will create a digital drawing of an instrument that measures the speed of wind which would be on another planet or a fictional planet.

                                                                                                 Wednesday

      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 Climate change puts children's health at risk now and in the future.

      • 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 "Climate change puts children's health at risk now and in the future" grid.