PRE PRIMARY INTEGRATED UNIT TERM THREE

“WEATHER IN MY WORLD”
Rationale
This integrated unit endeavours to provide children with opportunities to engage with the general concepts of weather and climate. It aims to allow children to engage with their natural
environment and to develop a sense of curiosity about the elements and affects of the weather on our everyday lives. There are many everyday decisions that are reliant upon an
understanding of weather and this unit will provide opportunities for children to learn about and demonstrate this knowledge. This unit allows for questioning and investigation in
addition to the exploration of the concept through the arts and other learning areas. Though their engagement with this integrated unit, children are able to connect with and contribute
to their worlds and are given multiple opportunities to be both confident and involved learners.

General Capabilities
Critical and Creative Ethical Intercultural
Thinking Literacy Numeracy Personal and Social ICT Understanding Understanding
Early Years Learning Framework

Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5

Children have a strong sense of Children are connected with and Children have a strong sense of Children are confident and Children are effective communicators
identity contribute to their world wellbeing involved learners

1.1 Children feel safe, secure, and
supported
1.2 Children develop their
emerging autonomy, inter-
dependence, resilience and sense
of agency
1.3 Children develop
knowledgeable and confident self
identities
1.4 Children learn to interact in
relation to others with care,
empathy and respect
2.1 Children develop a sense of
belonging to groups and
communities and an
understanding of the reciprocal
rights and responsibilities
necessary for active community
participation
2.2 Children respond to diversity
with respect
2.3 Children become aware of
fairness
2.4 Children become socially
responsible and show respect for
the environment
3.1 Children become strong in
their social and emotional
wellbeing
3.2 Children take increasing
responsibility for their own health
and physical wellbeing
4.1 Children develop dispositions
for learning such as curiosity,
cooperation, confidence,
creativity, commitment,
enthusiasm, persistence,
imagination and reflexivity
4.2 Children develop a range of
skills and processes such as
problem solving,
inquiry, experimentation,
hypothesising, researching and
investigating
4.3 Children transfer and adapt
what they have learned from one
context to another
4.4 Children resource their own
learning through connecting with
people, place technologies and
natural and processed materials
5.1 Children interact verbally and non-
verbally with others for a range of
purposes
5.2 Children engage with a range of
texts and gain meaning from these
texts
5.3 Children express ideas and make
meaning using a range of media
5.4 Children begin to understand how
symbols and pattern systems work
5.5 Children use information and
communication technologies to
access information, investigate ideas
and represent their thinking
 WEEK 1-2 TUNING IN

Whole Class Learning Experiences Learning Outcomes Resources Reflection

Brainstorm: “What do we know about the weather?” What types Daily and seasonal changes in Class science journal
of weather do we have in our ‘local world’….our State, our our environment, including the Markers
country…around the world? Discuss the smells, sights and sounds weather, affect everyday life
(ACSSU004)
of different types of weather. Brainstorm and record on charts.
Explore and make observations
Introduce class science journal. Explain purpose and how
by using the senses (ACSIS011)
scientists record information Engage in discussions about
observations and use methods
such as drawing to represent
ideas (ACSIS233)
Look out the window or take a walk. What are the features of our Daily and seasonal changes in Class science journal
surroundings? List as many elements of our natural environment our environment, including the
as possible eg air, plants, water, sun, moon. List aspects of the weather, affect everyday life
(ACSSU004)
environment that affect our lives eg rain, hot weather, crowded
Explore and make observations
places.
by using the senses (ACSIS011)
Whole class weather record. Each morning choose a student to Share observations and ideas Class science journal
go outside and report the weather. Record on class graph and in (ACSIS012) Class weather display
science journal. Take temperature recordings at the beginning with adjustable
and end of each day temperature gauge
Whole class discussion. How does the weather affect what we do Daily and seasonal changes in our Class science journal
and wear? Discuss different clothes we wear at different times environment, including the Variety of clothes for
and chart different activities in science journal we can engage in weather, affect everyday life different weather
(ACSSU004)
during different weather conditions situations
Engage in discussions about Newspaper and IWB
Drawing weather symbols. Page 11 Primary Connections. observations and use methods samples of a variety of
Explain that symbols are often used to represent weather such as drawing to represent symbols including
ideas (ACSIS233)
conditions. Recall the discussion about ‘What we think we know weather symbols
Understand that texts can take
about weather’ from the previous lesson, and brainstorm the
many forms, can be very short
words used to describe different types of weather. For example, (for example an exit sign) or quite Class science journal
‘In winter the weather might be rainy, snowy, frosty, cloudy, long (for example an information
sunny, stormy, windy’. Or, ‘In the Wet season the weather might book or a film) and that stories
be rainy, humid and stormy’. Record new words on cards for the and informative texts have
word wall. different purposes (ACELA1430)
Literature Use comprehension strategies to
Oh Say Can You Say What’s The Weather Today? understand and discuss texts Selected texts from
Wilbur the Weather Watcher listened to, viewed or read personal collection and
independently (ACELY1650)
The Rainbow Serpent school library
Respond to texts, identifying
favourite stories, authors and
illustrators (ACELT1577)
 Small Group / Scaffolded Activities Learning Outcomes Resources Reflection
Dress for the weather. Chn select two ‘weather cards’ and dress Daily and seasonal changes in Weather cards
up in appropriate clothing and suggest an activity appropriate to our environment, including Selection of dress up
the weather conditions. EA to photograph and scribe responses the weather, affect everyday clothes for differing
ASSESSMENT: Rubric life (ACSSU004) weather conditions
Create short texts to explore,
record and report ideas and IPad
events using familiar words
and beginning writing
knowledge (ACELY1651)
Rainy Day painting. Crayon resist on white cartridge and Exploration of natural and Black cardstock
white/pastel paints on black cardex man-made materials to White paint
recognise how these Wax /oil crayons
materials could be used to Edicol Dye
create artworks
(ACAVAM107)
Independent Learning Centres Learning Outcomes Resources Reflection
Independent “Weather Reporter” book. Chn write in daily Share observations and ideas Independent weather
observations of the current weather conditions and illustrate their (ACSIS012) Reporter books.
page. Create short texts to explore, Premade
record and report ideas and
events using familiar words
and beginning writing
knowledge (ACELY1651)
Play snow. Provide recipe or chn to make play snow. ½ C Exploration of natural and Baking soda
Conditioner and 3 C Baking soda. man-made materials to B & G conditioner
recognise how these Match sticks, ribbon,
materials could be used to google eyes for
create artworks snowmen
(ACAVAM107)
 WEEK 3-4 Investigating Clouds
Whole Class Learning Experiences Learning Outcomes Resources Reflection /Child
Interests
Part of being a scientist is observing things, comparing and then Daily and seasonal
classifying them. changes in our Class science journal
• Prior to observing clouds, discuss how clouds look (stick t environment, including
the three main ones for simplicity) e.g. the weather, affect Cloud examples
o Discuss the difference between white, puffy clouds and everyday life
dark, rain clouds. Explain that white clouds contain no rain and (ACSSU004)
continually change shape. Also, explain that rain clouds are
darker in colour because they contain water. Share observations and
o Cumulonimbus clouds are flat and dark on bottom and ideas (ACSIS012)
billow upward. They are darkened by the water they hold. When
they get heavy with water, the water falls down out of the sky.
Thunder and lightning often accompany them.
o Big white puffy clouds (Cumulus) are white and therefore
contain no rain. They continually change their shapes. They
often look like objects in the sky.
o Feathery and thin clouds (Cirrus) are the highest clouds.
They are made of ice crystals
• Have students point out the clouds, distinguish between
rain and white clouds and tell what objects they think the clouds
look like.
• Observe clouds for a week, recording the type of cloud in
the sky every day.
• Name the clouds by descriptive adjectives, or use the real
cloud names.
• After recording the type of cloud, record the weather for
the same day.
• When the recording is finished, review the chart and
discover what type of cloud accompanies what type of weather
e.g. Cumulonimbus clouds will accompany rain, while cirrus
clouds often let plenty of sun and warmth through their layers

Literature:
Little Cloud, Eric Carle
It looked Like Spilt Milk
The Cloud Book
Mr Bear Branches and the Cloud Conundrum
Max and The Clouds

Small Group / Scaffolded Activities Learning Outcomes Resources Reflection

Shaving cream clouds. Chn drip coloured water through shaving Share observations and Shaving foam
foam to replicate precipitation. Make observations and inferences ideas (ACSIS012) Edicol dye

Shaving foam cloud pictures. Chn use shaving foam and paint to Exploration of natural Shaving foam
create cloud prints. When dry stuff and hang as part of class and man-made materials Paint
weather display to recognise how these Paper
materials could be used Newspaper to stuff
to create artworks
(ACAVAM107)
3 D Cloud formation diagram. Chn use cotton wool to represent Cotton wool
three different cloud formations and label their diagram
Assessment - checklist
Independent Learning Centres Learning Outcomes Resources Reflection
Make cloud dough: Mix 1 cup vegetable oil, 6 cups flour, ½ cup Exploration of natural Vegetable oil
water. Continue adding water, 1 tablespoon at a time, until and man-made materials Flour
mixture forms dough consistency. The oil makes mixture greasy, to recognise how these Water
tactile experience – ask why they think the dough is called ‘cloud’ materials could be used
dough. to create artworks
(ACAVAM107)
Cloud detectives. After reading It Looked Like Spilt Milk, Chn use Share observations and Carboard tubes
class made binoculars to look at clouds and draw what they “see” ideas (ACSIS012) Tape
string
 WEEK 5 Investigating the Wind
Whole Class Learning Experiences Learning Outcomes Resources Reflection /Child
Interests
Daily and seasonal
changes in our
environment, including
the weather, affect
everyday life
(ACSSU004)

Share observations and

ideas (ACSIS012)

Whole class brainstorm about ‘wind words’

Small Group / Scaffolded Activities Learning Outcomes Resources Reflection

Wind Explorer: Children investigate the wind- which way it is Share observations and
blowing, what materials will blow in the wind ideas (ACSIS012)

Anemometers- Construct class + Exploration of natural

and man-made materials
to recognise how these
materials could be used
to create artworks
(ACAVAM107)
Wind Socks
Independent Learning Centres Learning Outcomes Resources Reflection
Kites Exploration of natural
and man-made materials
to recognise how these
materials could be used
to create artworks
(ACAVAM107)
Share observations and
ideas (ACSIS012)