Lesson One: Patterns in the Sun (Week 4)

Content Teaching and Learning Resources Assessment

ST1-10ES-S Focus Question: What path does the sun take in the sky? Teacher notes including key Word wall
Recognises  Ask the students what they know about the sun and provide questions to vocabulary words
observable changes aid the discussion A3 poster on the patterns of
occurring in the sky - What is the sun? Word wall the sun
and on the land and
identifies Earth’s - What happens to the sun during the day?
resources - Why do you think this happens? Sunrise to sunset video Discussion through
 Create a word wall (identify key vocabulary words) – This word wall will be https://www.youtube.com/w questioning
added to throughout the course of the lesson when identifying unknown or - What do you see?
ST1-1WS-S atch?v=xs9hfF3UPQY
Observes, new key terms and concepts - What do you
questions and  Watch the video – sunrise to sunset A3 poster (The sun) think?
collects data to  Use this video to facilitate a class discussion - What do you
communicate and - What do you see? Power point presentation: wonder?
compare ideas Patterns of the sun - What is the sun?
- What do you think?
- What do you wonder? - What happens to
ST1-11DI-T Time and date website: the sun during the
 These observations can be recorded to be reflected upon at the day?
identifies the completion of the lesson – this can be done on an A3 poster. https://www.timeanddate.co
components of - Why do you think
 Explain to the students that in the morning we can see the sun rise in the m/astronomy/australia/penri
digital systems and this happens?
explores how data sky and in the evening we can see the sun set as the day turns into night. th
is represented  Show students the power point presentation to explain how the sun
creates a pattern Printout to write time and
EN1-1A  Move students into smalls groups or pairs to complete a Think-pair-share draw the position of the sun
about the positions of the sun on
Communicates with
a range of people in  Once completed, get students to return to the class group to discuss their
informal and guided understanding of the sun’s movement and patterns that have emerged. Student poster for
activities  Add this information to the class A3 poster independent activity
demonstrating  Use the website time and date to find the sun’s position in your local area
interaction skills Scaffold for extension activity
 Write the time and draw the position of the sun on the printout
and considers how
own communication  Discuss with questions underneath the image with the students
is adjusted in - What time was sunrise today?
different situations - What time is the solar noon today?
- What time is sunset today?
EN1-2A
Plans, composes Independent Activity:
and reviews a small Student work samples
 Students will be given an A4 sheet of paper with the title, positions of the
range of simple - Poster of the
sun. They will be asked to construct a poster showing the path the sun
1
texts for a variety of takes in the sky. positions of the
purposes on sun
familiar topics for Extension: - Completed
known readers and scaffold of the
viewers  Students will draw images or write about the activities they can do during
the day, at night and in both using the scaffold. activities that they
can do during the
EN1-9B day, at night and
Conclusion: during both.
Uses basic
grammatical  Students will return to the floor and a class discussion will be facilitated.
features, During this discussion students will be prompted through questioning: Discussion through
punctuation - What path does the sun take in the sky? questioning:
conventions and - What is the sun? - What path does
vocabulary - What happens when the sun sets? the sun take in
appropriate to the - Etc. the sky?
type of text when
responding to and  Use these contributions to add to the class A3 poster - What is the sun?
- What happens
composing texts
when the sun
sets?
LITERACY ROTATION: Shadows – using a torch and a range of objects (dinosaur
counters, pencil tins, a hand) students will place the torch at the sunrise, solar
noon and sunset positions. They will observe how the length of the shadow from
each object changes and will trace the shadow each time they move the torch
(sun).
Resources: torch, white A4 paper, lead pencils, classroom objects.

Lesson Two: The Night Sky (Week 5)

Content Teaching and Learning Resources Assessment
ST1-10ES-S Focus Question: What can we observe in the night sky? Teacher notes including key KWL Chart
Recognises  Review the previous lesson: vocabulary words
observable changes - What did we learn about in the last lesson? Word wall
occurring in the sky A3 poster – the sun
and on the land and - What path does the sun take in the sky?
identifies Earth’s - Students can either answer this question verbally or draw it on the Observations during
resources whiteboard KWL chart discussions and completion of
- The A3 poster can be used to prompt student responses and activate activities
background knowledge Power point presentation - Anecdotal notes
ST1-1WS-S
Observes,  Introduce students to the focus question: What can we observe in the - Photographs
questions and night sky? Phases of the moon video - Student
collects data to - Create a KWL Chart https://www.youtube.com/w behaviours
communicate and - Add student responses to the K (Knowledge) section of the KWL
compare ideas atch?v=yXe0yxzYkjo
chart. This will be added to throughout the lesson Questioning

2
ST1-2DP-T - Ask students: What do you want to know about the night sky? Oreos
uses materials, - Add their questions to the W (What I want to know) section of the
tools and KWL chart. Plastic knives
equipment to  Show students the pictures on the power point presentation:
develop solutions - Use these images to discuss what the class can see in the night sky Phases activity scaffold
for a need or
opportunity  Watch the video about the phases of the moon
 Ask students: Scaffold for independent
- What do you see? activity
EN1-1A
Communicates with - What do you think?
a range of people in - What do you wonder? Matchsticks
informal and guided  Using the image on the power point, explain to students that the sun lights
activities up parts of the moon as it moves around the Earth. We can see the Play dough or bluctack
demonstrating Moon’s changing phases (Shapes) in the night sky.
interaction skills Word wall
and considers how
Group Activity: Student work samples:
own communication
is adjusted in  Move students into groups of 3 – 4. - Photographs of
different situations  Using the fishbowl method (Students in a circle around the teacher), the the completed
teacher will model to the students how to complete this activity. The image oreo phases of
of the phases of the moon will be left on the IWB to aid students in the moon
EN1-2A
completing the activity with limited teacher intervention. - Design your own
Plans, composes
and reviews a small  Each group will be given 9 oreo biscuits (if there are any students in your constellation
class unable to work with food, play dough can be used to construct the activity
range of simple
texts for a variety of phases of the moon). - Build your
purposes on  Using the oreos and a plastic knife, students will be able to carve the constellation
familiar topics for phases of the moon into the white icing inside the oreo.
known readers and  First they will need to separate each oreo into two pieces – leaving the
viewers white icing on one side.
 For a full moon they do not need to cut the icing
EN1-9B  When creating a crescent moon they will need to cut the icing and remove
Uses basic it. The white icing is representative of the moon while the black cookie
grammatical base represents the part of the moon not visible to the human eye during
features, that phase.
punctuation  After each oreo cookie moon phase has been created, students will place
conventions and them in the correct spot on the worksheet provided and photographs will
vocabulary be taken of the final product.
appropriate to the
type of text when
responding to and
composing texts

3
  Ask students:
- What else can you see in the night sky?
- Is it just the moon or are there stars?
- Have you even seen stars that make shapes? What were they?
 Explain to students that stars can appear in groups. These groups look
like things we know. This is called a constellation
 Show students the power point on constellations

Independent Activity:
 Students will use the scaffold provided to design their own star
constellation and give it a name.
Extension:
 Students will be given matchsticks and play dough or blutack. Using this
the students will construct their constellation. The play dough or blutack
will be used to represent the stars and the matchsticks will show the
pattern made when they are connected.

Conclusion:
 As a class, students will participate in a class discussion about what they
have learnt during the lesson
 Their responses will be added to the L (What I have learnt) section of the
KWL chart
 Add any new terms to the existing earth and space word wall

LITERACY ROTATION: Students can use the phases of the moon oreo mat
(found in literacy activity folder) to build the phases of the moon using play dough.
An image of the phases of the moon will be provided to aid the students in
constructing the phases. Another activity would be to provide students with
4
 images of different constellations and get them to draw them.
Lesson Three: When Seasons Change (Week 6)
Content Teaching and learning Resources Assessment
ST1-10ES-S Focus Question: What happens when seasons change? Teacher notes Word wall
Recognises  Review the previous lesson focusing students’ attention on the key terms:
observable changes phases of the moon, why it changes shape and what is a constellation? Word wall Questioning
occurring in the sky
 Introduce students to the focus question: - What is a
and on the land and
- What is a season? Power point season?
identifies Earth’s
resources - How many are there? What are they? - How many are
- Link seasons to the work they did in mathematics on time and Train trip video there? What are
calendars (Season spinners) they?
ST1-1WS-S https://www.youtube.com/w
- Add key terms mentioned to the word wall - Which season is
Observes, atch?v=wtaq6AT9EVA this photo
questions and  Show students the power point
showing? How do
collects data to - Ask in which season are these photos taken? How do you know? Independent activity scaffold you know?
communicate and
 Watch the video of a train trip through Norway - What happens
compare ideas
- Students to pay attention to the seasons, what happens when they Extension scaffold when the seasons
change and if there are any seasons missing change?
ST1-2DP-T
 Move students into pairs or small groups to complete a think pair share
uses materials, activity answering the following questions:
tools and
- Which seasons did you see?
equipment to
develop solutions - What happens when the seasons change?
for a need or - Were any seasons missing?
opportunity  Show students the images on the power point
- Ask how do people dress when the seasons change?
MAG-13MG - How do we know which season it is in each of the photos?
Describes,  As a class, conduct a survey to see how many students have gloves,
compares and gumboots, thongs, a scarf, a singlet.
orders duration of - Complete this on the whiteboard using a tally
events, and reads
- When would you wear these clothes?
half- and quarter-
hour time.  Explain to the students that we have five senses: sight, hearing, smell,
taste and touch.
EN1-1A  Using the power point explain to students that when seasons change,
what happens around us does as well.
Communicates with
a range of people in  As a class, discuss the following questions:
informal and guided - Which is your favourite season and why?
activities - What smells nice in autumn or spring?
demonstrating - What tastes nice in summer or winter?
interaction skills
 Using the images on the power point explain:
5
and considers how - Animals move when seasons change to find food and breed. This is
own communication migration. Here is a flock of nesting birds called Godwits.
is adjusted in - Some animals save energy in winter. Their bodies and brains slow
different situations down. It is like sleep. This is hibernation. Here is a dormouse curled
up saving energy.
EN1-2A
Plans, composes Independent activity:
Student work samples:
and reviews a small  Discuss with students some symbols they could use to represent each of
range of simple - Symbols for
the seasons.
texts for a variety of seasons
 Using the scaffold provided, students will draw symbols in each of the worksheet
purposes on
boxes to show what each season is. - Clothing design
familiar topics for
known readers and
viewers Extension: Student science journals
 To cope with changes in season, people around the world have designed - Reflection on their
EN1-9B clothes for cooler and warmer temperatures. Students will be able to use favourite season
the scaffold to design an outfit for their favourite season.
Uses basic
grammatical
features, Conclusion:
punctuation  Students will be asked to write a reflective piece in their science. The
conventions and question they will be given is: What is your favourite season? Why?
vocabulary  Modelling will be required for students to complete this activity (Model
appropriate to the example shown in the teacher notes)
type of text when
responding to and
composing texts LITERACY STATION: Students will be given two frogs and a range of clothes that
fit the frog. Using their understanding of the seasons, they will need to dress the
frog according to a season they choose. For example: the frog would wear shorts
and a t-shirt in summer but long pants and a jacket in winter (Found in literacy
activity folder).

Lesson Four: Changing Weather (Week 7)

Content Teaching and learning Resources Assessment
ST1-10ES-S Focus Question: How can weather change? Teacher notes Brainstorm poster
Recognises  Review the previous lesson focusing students’ attention on naming the - Demonstrates
observable changes seasons and identifying their characteristics. Brainstorm poster student thinking
occurring in the sky and prior
 Brainstorm: What is the weather?
and on the land and understanding of
identifies Earth’s - Record student responses on IWB or A3 page Word wall
unit content
resources - Key terms can be added to the earth and space word wall
 Watch the stormy skies time lapse video Stormy skies video
Word wall
ST1-1WS-S  Discuss: https://www.youtube.com/w
6
Observes, - What did you see happening in the sky? atch?v=CaaXiBBBXhw
questions and - How did the weather change?
collects data to - How would you feel if you were there? Weather broadcasting clip
communicate and
compare ideas  Look at the weather report clip https://www.youtube.com/w
 Brainstorm other weather words as a class: atch?v=ww2N3A2bGcI&list=P
- eg; partly cloudy, sunny, showers, storms, possibility, heavy, light, LjDzX92STCnAE8sKdFvaYkhDl Student work samples:
EN1-1A
with a high of, temperature, degrees, etc. - Cloud observation
Communicates with hCcxgl2V&index=22&t=0s
a range of people in  Show the students the images on the power point and demonstrate how scaffold
informal and guided you would broadcast the weather using one of the chosen images. - Weather wheel
activities  Once modelled, send students off in pairs with a paper copy of one of the Power point - Draw the weather
demonstrating images from the slide and ask them to broadcast the weather to each
interaction skills other.
Cloud observation scaffold
and considers how  Rove around the room to provide students with additional support and Discussion through
own communication evaluate their understanding of the weather in their given image. questioning
is adjusted in  Explain to the students that they will be going for a quick walk outside to Weather wheel template (pg
25-28 of the AAP weather pdf) - What is the
different situations observe the weather and the clouds. Observing the sky helps us forecast weather?
what the weather will be. Demonstrate how the students will be using the - How did you feel
EN1-2A scaffold to draw and identify the different shapes that clouds can make. Split pins when you
Plans, composes  Students will move outside quietly to look at the sky. experienced rain,
and reviews a small  Each student will be provided with a scaffold to draw images of the clouds Science books storms, and
range of simple that they observe on. extreme heat?
texts for a variety of
purposes on  Move the students back into the classroom to discuss their observations - Etc.
familiar topics for and determine what the weather is like today.
known readers and  In the power point, show students the weather forecast and discuss the
viewers following questions:
- What do you think the pictures and numbers mean?
EN1-9B - Can you think of a weather word to describe each day?
Uses basic - How will the weather change?
grammatical  Introduce students to the weather news station – Explain that this is an
features, area of the classroom where each morning the students will report on the
punctuation weather. There will be a meteorologist (student in charge of identifying the
conventions and weather for that day) and a cameraperson. In pairs, the students will
vocabulary determine what the weather is and report it to the class. This will continue
appropriate to the for two weeks while the students are learning about the weather.
type of text when - https://kidsweatherreport.com can be used for students to find out the
responding to and temperature for each day.
composing texts
Independent Activity:
 Link activity to season wheel created in mathematics: time term one.
 Model the activity before giving it to the students to complete
7
  Students will construct a weather wheel to demonstrate the different types
of weather, using the worksheet provided.
 Once students have coloured in the wheel, the teacher will need to go
around and put a split pin in each arrow and connect it to the main wheel.

Extension:
 Using the weathers shown on the weather wheel students are asked to
draw their own representation of one of them. For example: I want to draw
a picture that shows partly cloudy weather. I would draw a picture of a
sunny day, green grass and bits of blue sky showing through white or grey
clouds. This will be completed in students’ science books under the title
Weather: (their chosen weather)
 Model this activity after the modelling of the independent activity so that
students who are finished early are able to move onto this while the rest of
the class is completing the independent activity.

Conclusion:
 Class discussions about the weather and the types of weather students
have seen themselves.
- What is the weather?
- How did you feel when you experienced rain, storms, and extreme
heat?
- Etc.

LITERACY STATION: A discovery table of a range of weather books can be set

up with a dramatic play weather broadcasting station (this station will be used to
report on the weather each morning). During literacy activities, students will be
able to work as a group to identify the weather of the day and report on it within
their groups.

Lesson Five: Weather Collectors (Week 8)

Content Teaching and learning Resources Assessment
ST1-10ES-S Focus Question: How and why do we collect information about the weather? Teacher notes A3 poster on prior knowledge
Recognises  Review the previous lesson
observable changes - Students can use their weather wheels for support Weather wheels (from Questioning
occurring in the sky previous lesson)
- Use questions to prompt discussion: how can the weather change? - How can I collect
and on the land and
What types of weather have you seen? How do they make you feel? information about
identifies Earth’s
And so on A3 poster the weather?
resources
 Introduce students to focus question: how and why do we collect
information about the weather? Observations during the
8
ST1-1WS-S - Ask students what they think Power point design and production
Observes, - Record their answers on an A3 poster and any key terms on the word process
questions and wall. Rain gauge project scaffold - While students
collects data to  Show students the images on the power point about collecting information are building their
communicate and about the weather. rain gauge the
compare ideas Materials for rain gauge:
teacher can
 Ask students the following questions: - Small water collect information
- Can I collect the rain in my hands? bottles based on how
ST1-2DP-T
- Can my hair tell me how fast the wind blows? - Funnels they work as a
uses materials,
tools and - Can my body tell me how cold the air is? - Scissors team, the
equipment to - Do you know of any other ways that we can collect information about - Sticky tape materials used
develop solutions the weather? - Large bowl and the
for a need or  Explain that to collect accurate information about the weather, we need to effectiveness of
- Watering can
opportunity use instruments that measure rain, wind and temperature. the end product
- Pebbles (students - Can be collected
 Go through the slides on the power point to introduce students to various can place at the
as photographs,
ST1-11DI-T ways of collecting data on the weather bottom of the
observational
Identifies the bottle)
notes or
components of Group Activity: - Masking tape anecdotal notes.
digital systems and  Explain to students that they will be working in small groups of 3 – 4 to - Whiteboard
explores how data design and build their own rain gauge. markers (to put
is represented measurements on
 Using the scaffold, the teacher will model how this activity will be
completed. the side)
EN1-1A 1. Write your name at the top of the scaffold - Plastic cups
Communicates with 2. Fill in the purpose: My rain gauge will measure (ANSWER: the
a range of people in amount of rainfall within a given period of time. Scaffold for extension activity
informal and guided
activities 3. Draw and label your materials: a list of available materials will be
shown to the students on the power point – ask them how they think
demonstrating
the materials can be used?
interaction skills
and considers how 4. Show them an example of the materials that they could possibly use
own communication and how they would represent them on the scaffold.
is adjusted in 5. Draw a picture of your rain gauge design and label it: labels will
different situations include materials used and information such as the rain will enter the
gauge through the funnel at the top, etc.
EN1-2A 6. Construct the rain gauge. Students will work in their groups to build
Plans, composes their rain gauge
and reviews a small 7. Test the rain gauge: Students must wait for teacher assistance when
range of simple completing this part of the project. When built the teacher will go
texts for a variety of around to each group with a large bowl for the gauge to sit in and a
purposes on full watering can. The teacher will use the watering can to mimic rain
familiar topics for and the students must observe what happens when the water is
known readers and pouring over their design.

9
viewers - Students need to answer the following questions: Did your rain gauge
work? What could you change in your design?
EN1-9B
Uses basic Extension:
grammatical  Students who finish their construction and testing of the rain gauge are
features, able to test out another design. They will be provided with another scaffold
punctuation to design an instrument to measure the amount of rainfall at a given time.
conventions and
vocabulary Conclusion:
appropriate to the Questioning
type of text when  Students will return to the class group and discuss their rain gauge - What materials
responding to and experiment did you find
composing texts  This discussion will be guided by questioning: worked best to
- What materials did you find worked best to build the rain gauge? build the rain
Why? gauge? Why?
- Did your group’s rain gauge work? - Did the rain
- What did it measure? gauge work?
- What are some other ways that we could measure the amount of - What did it
rain? measure?
- What are some
LITERACY STATION: Design and build an instrument that can measure the other ways that
speed and direction of wind (provide photo cards as examples). Examples of we could
instruments can be given in the form of image cards and a page of materials will measure rainfall?
be given to the students. All materials will be placed in a box near the table for the
students to use (Found in the literacy activities folder).

10