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Lesson Plan Template 1 Primary & Secondary

Unit/Topic: _Exploring the weather, sky and landscapes Key Learning Area: _____Science______ Curriculum outcomes for this unit: Science as a Human Endeavour Nature and development of science Science involves asking questions about, and describing changes in, objects and events (ACSHE021) Use and influence of science People use science in their daily lives, including when caring for their environment and living things (ACSHE022) Science Inquiry Skills Communicating Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS029) Evaluating Compare observations with those of others (ACSIS213) Planning and conducting Participate in different types of guided investigations to explore and answer questions, such asmanipulating materials, testing ideas, and accessing information sources (ACSIS025) Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate (ACSIS026) Processing and analysing data and information Through discussion, compare observations with predictions (ACSIS212) Use a range of methods to sort information, including drawings and provided tables (ACSIS027) Questioning and predicting Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024) Science Understanding Earth and space sciences Observable changes occur in the sky and landscape (ACSSU019) Date: 15/8/13 2-3pm Year Level:__1D______

LESSON OUTCOME:
(Key Knowledge and Skills students should achieve in the lesson taken from relevant curriculum documents.)
(Procedural Knowledge able to do) Observe changes in the sky and landscape depending on the weather and time of day (Declarative Knowledge knows or understands) Sunrise, daytime, sunset and night time skies and landscapes change The weather affects our lives

LESSON STRUCTURE:
Time 2.002.05 Introduction (Set): Make connections to prior learning: Changes in the day and night sky (nightly homework log) Patterns in the weather (walks outside and drawing what the weather looks like) Teaching Approaches
Experiencing the old Prior learning connections

Time 2.052.12

Main Content: Slide Show: Changes in the Sky


(Sliding Planner, C2C Units 2013, Unit 3-Science Year 1 PDF, Unit Plan and Learning Sequence. Word, Yr 1 Term 3 2013

Teaching Approaches
Experiencing the new Inquiry techniques Brainstorming Teacher led questioning Hands up to answer, but also involve others. One voice at a time.

Highlight what is in the background and foreground. Uluru: Sunrise: What does the landscape and sky look light? Bright Day: Landscape and sky bright, green grass, blue sky. Sunset: Foreground No green grass, foreground darker, background bright. Sunset: Foreground darker Why is Uluru still bright. Sun behind. Night: Foreground black, background sky dark Opera house: Do you recognise this landmark? Sunny: bright foreground/background Cloudy: foreground/background dull Sunset: Foreground dark, Background bright Night: Foreground colourful from lights/reflection, background dark 2.12pm Slide Show: Indigenous Weather Signs 2.15pm SE Wind: When Bunulugs bloom, the oysters in the sea become big and fat and ready to eat. Big Rain time of plenty Weather becomes cooler after rains stop SE wind knocks over grass and it becomes drier Burn grass to make fresh grass grow better easy for hunting and protects from mosquitos and snakes Slowly gets hotter and land dries up. Swamp becomes smaller the hotter it becomes. Then thunder brings the rain. Back at big rain again. Cyclic Indigenous cultures do not think of seasons and time like our Summer, Winter, Spring, Autumn, but how different things (in nature) work together. Winds, clouds, signs from nature tell us what to do. Nth Wind good for fishing, turtle hunting Nth East Magpie goose eggs gathered Red flowers blooming youn sharks being born

Analysing critically / Conceptualising by naming

Incorporate synaesthetic approach as a pedagogical support to switch between modes: visual (written word, props), audial (spoken word), tactile (props), spatial (hoops as props for seasons). Representing and communicating in multimodal ways deepens understanding, caters to diversity and preferred learning styles.

Analysing Critically, Conceptualising by naming

Applying appropriately | Applying creatively | Conceptualising by naming

Time 2.502.55

Conclusion: Reflection: How can we tell its going to be a nice day? What features are present in the sky and landscape? Pack up

Teaching Approaches

RESOURCES
(Include equipment required for class and/or for teacher preparation) Slideshow: Changes in the Sky Slideshow: Indigenous Weather Signs Worksheets photocopied (Day and Night weather) Worksheets A3 x 3 copies (Bella, Chloe, Nawazish

SAFETY CONSIDERATIONS/MATERIALS
Usual classroom etiquette will apply. Ensure all children are contained on mat area whilst listening to CD and children move to theirs desks in an orderly fashion. If doing outside observations, hats required

ASSESSMENT
Informal participation in question and answer time on the mat Formal/formative worksheet

REFLECTION