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What’s With the Weather?

Geography and Science

Learning Module

Abstract

This module will involve year 3 and 4 students learning about weather patterns across the world. Students will be exposed to differences in culture in different countries, the varying weather patterns in Australia and across the world, and the effect of weather based natural disasters. These include floods, fires and cyclones that occur in Australia. The module integrates English (Information Reports and Procedures) and Mathematics (Data collection, analysis and representation).

Keywords

Weather Patterns, Natural Disasters, Science, Geography, Mathematics, Data Analysis, English, Information Reports, Procedures

Knowledge Objectives

As a result of completing this learning module, students will be able to:

English

Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)

Plan draft and publish informative texts.(ACELY1682)

Science

Nature and development of science

Science involves making predictions and describing patterns and relationships (ACSHE050)

  • Questioning and predicting

With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS053)

  • Processing and analysing data and information

Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)

Compare results with predictions, suggesting possible reasons for findings (ACSIS215)

  • Planning and conducting

Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS055)

  • Communicating

Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS060)

Mathematics

Data representation and interpretation

Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)

Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)

Interpret and compare data displays (ACMSP070)

1. What do you Know about Weather?

For the Student

A -

What do I Already know?

N -

What do I Need to know?

F -

How will I Find out?

L -

What I have Learnt
Fig. 1: Canberra Bushfires in 2003

For the Teacher

ANFL Chart

Examining the "Activity Descriptions" page, have students record their current knowledge about weather across the world (in the 'A' column). Explain to students the N,F,L columns and how these will be added to throughout the unit.

Purpose

Students to record their prior knowledge about the weather.

Learning Intention:

Demonstrate knowledge of weather patterns.

Success Criteria:

Complete an ANFL Chart detailing understanding of weather.

Resources

ANFL Chart.

Teaching tips

Ensure you teach students to refer back to their ANFL chart regularly.

2. Rainy Day

For the Student

We are going to look at a wordless text called "Rain Storm" by Barbara Lehman.

Write the words for the book about a time you experienced a rainy day. Make sure your words match the pictures in the book.

Fig. 2: Sea Cliff Bridge, near Wollongong, during a Rain Storm

For the Teacher

Literature

Using the woldess text entitled "Rain Storm" by Barbara Lehman, students write a script to match the pictures. It needs to reflect a personal experience of a rainy day.

Purpose

Learning Intention:

To develop understanding of Narrative Writing.

Success Criteria:

Using the wordless text, write a narrative to match the images.

3. Other Books

For the Student

Let's read and discuss:

- Here Comes The Rain by Clare Good

- When Will It Rain by Kate Cumming

- Listen To The Rain by Bill Martin

For the Teacher

Other Literary Texts

During shared reading time throughout the unit, read these texts to the class and make connections / predictions etc (relate the reading strategies being taught in class).

- Here Comes The Rain by Clare Good

- When Will It Rain by Kate Cumming

- Listen To The Rain by Bill Martin

(Link this text to Poetry as it is taught in class)

Purpose

Learning Intention:

To develop reading, speaking and listening skills.

Success Criteria:

Share reading of listed texts and develop a fat question about the text.

4. Weather Word Wall

For the Student

You will hear about lots of different words about the weather. Record each of the words on the word wall and check you understand what they mean. Create definitions as a class for these words.

For the Teacher

Weather Terms

List and define these terms related to weather patterns and instruments:

- anemometer (measures wind speed)

- weather vane (measures wind direction)

- barometer (measures atmospheric pressure)

- thermometer (measures temperature)

- hygrometer (measures humidity)

- north, south, east and west (and directions in between - e.g. northwesterly)

- sun

- wind

- rain / precipitation

- hail

- fire

- flood

- drought

- tsunami

- cyclone

- warm

- cool

- breeze

- air pressure

- atmosphere

- climate

- cloudy

- clear

- dry

Add others as required

Purpose

Learning Intention

To understand the meaning of various weather terminology.

Success Criteria

The students can define weather terminology and apply appropriately.

5. Why do We Measure the Weather?

For the Student

Why do you think we measure the weather? What is the purpose? How does it help us?

Using the interval timer on the board, take it in turns to share your thoughts with your table group.

For the Teacher

Why do we measure the weather?

Students theorise about why we measure the weather.

Purpose

Learning Intention

To understand the reasons for measuring the weather

Success Criteria

The students can answer and theorise the reasons for measuring the weather

6. What's in a Weather Station?

For the Student

Looking at the following information texts, examine the key elements of weather stations:

http://oceanservice.noaa.gov/education/for_fun/BuildyourownWeatherStation.pdf

For the Teacher

Students will learn about the purpose of weather stations, prior to building their own. They will develop their understanding of the key instruments that are required for measuring different aspects of the weather.

These are:

- wind speed and direction

- rainfall amount

- temperature

- observations and anecdotal evidence

Purpose

Learning Intention

To develop understanding of the key instruments used in measuring the weather.

Success Criteria

Students can explain and use the instruments used in measuring the weather.

7. Build a Weather Station

For the Student

Working in small groups, you will design a weather station.

You need to draw a diagram of what it will look like, list the materials you will need (from the list on the board) and how it will measure the rainfall amount, wind speed and direction and temperature.

For the Teacher

Students design and construct a weather station.

They need to use the materials provided and create a weather station that measures rainfall amount, wind speed and direction and temperature.

Purpose

Learning Intention

To develop understanding of instruments used in measuring the weather.

Success Criteria

The students can build a weather station and explain the uses of each instrument.

Pre-required

Completed lesson on purpose of weather stations.

Resources

Plastic tubs

Ping pong balls or plastic cups

Straws

Pins

Stapler

Sticky tape

Thermometer

Textas / markers

Plastic Tube

Ruler

Dowel

Aluminium baking dishes

Glue

Hot glue gun (teacher use only)

Foil

Teaching tips

Write the list of resources available on the board for the students to use.

The wind speed only needs to measured using anecdotal data, eg slow, moderate, strong etc.

8. Collecting Weather Data

For the Student

Take your group weather station outside. Put it somewhere safe.

Visit your weather station each day and collect data about the weather.

For the Teacher

Collecting weather data

Students place their weather station outside in a suitable location (perhaps in the vegetable garden?).

Students record data from their weather station on a regular basis.

Use the record sheet included.

Purpose

Learning Intention

To understand why we collect data about the weather.

Success Criteria

The students can collect accurate data from their weather stations.

Resources

Weather station and record sheet.

Teaching tips

Students built the weather stations in groups. Allocate 'jobs' to students as to which data they will each collect and rotate this regularly.

You may use Primary Connections roles if you choose, or have students create roles.

You decide what 'regularly' (for data collection) will look like for your class.

9. Weather Data

For the Student

How can we represent the data we collect from our weather stations?

Let's look at the Bureau of Meteorology (BOM) website and see what data they collect and how they represent it.

http://www.bom.gov.au/act/?ref=hdr

Talk with your table group and come to an agreement about the best forms of representing the data from our weather stations.

For the Teacher

Teach students about how we can represent the data we have collected from our weather stations:

- bar graphs

- column graphs

- table

- chart

- line graph

Students name the types of graphs, show them examples of each from the BOM and use Kagan Structure "All Round Consensus" to decide on which forms of data representation are most appropriate.

Purpose

Learning Intention

To develop understanding of the most useful ways to represent data.

Success Criteria

Students can explain their reasons why they chose certain graphs to represent data.

10. Column Graphs

For the Student

Using computers in the lab, create a digital graph to represent the data you have collected from your weather station.

Use one of these websites to create your graph:

http://nces.ed.gov/nceskids/createagraph/default.aspx

http://onlinecharttool.com/

Print your graph and paste it into your Integrated Studies book.

For the Teacher

Students use one of the websites listed below to create a column graph to represent the data they have collected from their weather station.

http://nces.ed.gov/nceskids/createagraph/default.aspx

http://onlinecharttool.com/

Purpose

Learning Intention

To understand the need for accurate representation of data.

Success Criteria

The students can create a column graph, using the listed websites and the data collected

Teaching tips

Repeat this exercise several times as you collect data over a period of time. Repeat using different types of graphs.

11. "Flood" by Jackie French

For the Student

We are going to read the story "Flood" by Jackie French and discuss the author's purpose in writing this text.

For the Teacher

Read the story "Flood" by Jackie French. Read the messsage by Anna Bligh. Discuss the meaning of this message, highlighting the floods that occurred in QLD. View images of these floods on the IWB.

Purpose

Learning Intention

To develop understanding of the impact of floods on communities.

Success Criteria

The students can explain why floods have such a dramatic impact on communities.

Resources

Images of floods in QLD.

12. Floods

For the Student

We read the text "Flood" by Jackie French and talked about Anna Bligh's message.

We have been looking at pictures from the QLD floods.

Why do you think floods occur?

Can we prevent them?

What can we do to cope when floods occur?

How do floods affect people, animals and the landscape?

Complete a written reflection on your thoughts

For the Teacher

After reading the text "Flood" by Jackie French, students theorise why floods occur, how they affect people and what we can do to cope in floods and preserve life.

Watch this YouTube Clip:

http://www.davesact.com/2010/12/2010-queanbeyan-flooding-news-video.html#!/2010/12/2010-queanbeyan-flooding-news-video.html

13. Queanbeyan Floods

For the Student

Did you know that there were major floods in Queanbeyan during 2010? Have you been to Queanbeyan?

I am going to show you some pictures of these floods and we will share thoughts and feelings about this natural disaster.

Refer to photos in Integrated studies unit folder.

For the Teacher

Teacher Modeled Reflection on Floods

Bring in some photographs and personal reflections of the Queanbeyan Floods. Show the class and discuss.

Refer to photos in Integrated studies unit folder.

Purpose

Learning Intention

To understand the effect of flooding on local communities.

Success Criteria

Students can personally reflect on images shown and answer questions about flooding.

14. Tsunami Disaster

For the Student

In pairs, talk about the Tsunami disaster shown in the YouTube clip.How did it make you feel? How do you think the people affected felt?

Share your thoughts with other members of the class in a Stand Up - Hand Up - Pair Up.

Also share what you have learnt about what causes a Tsunami.

For the Teacher

Tsunami Disaster

Students complete a Think Pair Share about a Tsunami disaster from the following YouTube clip:

https://www.youtube.com/watch?v=Wx9vPv-T51I

Students use Kagan Structure (Stand Up - Hand Up - Pair Up) to share understandings.

Purpose

Learning Intention

To understand the importance of personal reflections.

Success Criteria

Students can personally reflect on how the YouTube Tsunami clip made them feel.

15. Tsunami Information Report

For the Student

Use the internet to find out more information about Tsunamis. Use the following questions to write an Information Report on Tsunamis:

- What is a Tsunami?

- What causes a Tsunami?

- Who is affected by Tsunamis?

- Where in the world do Tsunamis occur?

- Examples of major Tsunami Disasters that have occurred in the last ten years.

For the Teacher

Students use the internet on iPads and computers to research about Tsunamis. As an option, they can complete their information reports in Scholar, uisng the rubric to guide them.

Project Rubric

16. Droughts

For the Student

We are going to watch a YouTube Clip on Droughts. We will then create a class definition of what a drought is.

For the Teacher

Students create a class definition of droughts, formed after watching the following YouTube Clip:

https://www.youtube.com/watch?v=p_Snjb5g9u4

Teacher narrates the clip (watch it first!).

Purpose

Learning Intention

To understand what droughts are.

Success Criteria

Students can define what a drought is.

17. Bush Fires

For the Student

We will view images from the 2003 Canberra Bushfires. Think about how they affected people, plants and animals that lived in Canberra.

If you or your family have any stories, pictures etc from the Canberra Bushfires, you may bring them in to share with other students in the unit, if you wish.

For the Teacher

Students examine images of the Canberra Bushfires from year 2003. Students discuss the local impacts.

Purpose

Learning Intention

To understand the impact of fires on our local community.

Success Criteria

Students can explain how bushfires can start and what effect these fires can have on our communities.

18. Continental Weather

For the Student

Your group will be allocated a particular continent. You need to use a variety of sources of information (digital technologies, books from the library, personal experience etc) to list the main types of weather patterns and natural disasters that occur on your continent. Make a large display of your continent (using the outline provided) and include the following information:

- What are the main weather patterns that people who live on this continent experience?

- What are maximum and minimum temperatures experienced?

- What weather-based natural disasters occur on this continent?

For the Teacher

Students learn about what the weather is like in different continents around the world.

Divide the class up into groups and allocate one continent to each group:

- Asia

- Africa

- Australia

- North America (USA)

- South America

- Europe

- Antarctica

Each group works together to investigate the weather patterns and natural disasters that occur on their continent. They create a picture of the continent, listing the main types of weather that are experienced on that continent.

The class put each continent together to create a world weather pattern display (environmental print).

Purpose

Learning Intention

To understand the weather patterns from their assigned continent.

Success Criteria

Students can research and accurately describe the weather patterns from their assigned continent.

Resources

Continent outlines:

http://www.yourchildlearns.com/megamaps/print-world-maps.html

Teaching tips

After each group creates their visual display of the continent with the required information, place them together to create a large map of the world, showing the continents and weather information for each.

19. Comparing Continental Weather

For the Student

Using the Venn Diagram template, compare the weather of two (or three) different continents. Compare the weather based natural disasters that occur on the different continents.

For the Teacher

Venn Diagrams

Students complete a Venn Diagram to demonstrate their understanding of the differences in weather and natural disasters for two (or three if you choose to do a triple Venn Diagram) continents.

Purpose

Learning Intention

To understand how to compare and contrast information from a Venn Diagram.

Success Criteria

Students can compare and contrast information from their Venn diagrams about the different continents.

Resources

Venn diagram template

Teaching tips

Use this as an assessment task, combined with anecdotal records and formative assessment (in the form of student conferences etc) to determine reporting marks.

20. Designing a Weather Proof House

For the Student

Design a weather proof house. It needs to use recycled materials (as learnt about last term in "What A Load Of Rubbish") and take advantage of local weather patterns.

For the Teacher

Students design a weather proof house. It needs to be resistant to natural disasters where possible and take advantage of the weather patterns locally (eg facing north etc).

Purpose

Learning Intention

To understand the importance of design when building a weather proof house.

Success Criteria

Students can build a weather proof house based a well thought out design.

Teaching tips

This task is open-ended and can be adapted as you see fit for the students in your class.

21. Acknowledgements

The original version of this learning module was created by Christopher Antram and Dean Dudgeon.

Title: (Source); Fig. 1: (Source); Fig. 2: (Source).