Thematic Unit- The Four Seasons

Rationale
The intended outcome of this unit is that students will gain an understanding of basic weather systems, climate change, cycles, and changes in seasons and there impact on life and living. This unit is for a Year 3 class, and its primary focus is on learning outcomes 2.1 and 2.2 of the earth and beyond strand of the science curriculum. This unit integrates all of the major key learning areas (math, science, technology, art, SOSE, and English), to provide students with a multidimensional, inclusive, learning experience. By integrating all the subject areas, students will have the opportunity to use their strengths in other subject areas whilst participating in science investigations. This integration of learning areas will also act to reinforce students prior lessons and it will provide students with first-hand, practical applications for the skills they have been taught in other areas. The theme of weather systems and climate change in relation to the four seasons is essential for a well-rounded science program, and is necessary for fulfilling the earth and beyond strand of the Queensland science curriculum. This theme involves basic knowledge required for everyday living, and is an inclusive theme as it relates to all children regardless of race, gender, socioeconomic status, religion, age, and background. The unit encompasses several target attributes of life long learning as students will: Critically evaluate concepts and ideas of their own and of others. Generate new ways of looking at the various aspects of the environment. Draw conclusions from the information taught Actively respond to and draw conclusions from scientific investigations. Work both individually and as a member of a group.

Broad Aims
Students will: Realize that seasons differ depending on geographic location Understand that the changing seasons are directly related to the suns position in relation to the Earth and geographical location. Grasp the basic principles that encompass cycles. Identify aspects (ie grey clouds) that are used to predict weather. Begin to understand the variables involved in climate, seasons, and weather. Discuss the changes in nature, weather, and human activities specific to each season. Explore how weather impacts their family and community. Practice working scientifically as expressed in the curriculum.

Teacher will: Teach to all learning styles. Describe relevancy of topic. Motivate learning by teaching students in a fun, intriguing, enthusiastic manner. Ensure a positive, supportive working climate whereby all students feel safe. Encourage risk taking amongst students. Require students to participate in activities that teach them to be life long learners (as expressed in the science curriculum): Knowledgeable Complex Thinkers Active Investigators Responsive Creators

 Effective Communicators Participants in an Interdependent World Reflective and Self Directed Learners

Motivational Strategies:
To ensure students are motivated this unit employs a learner-centred approach to teaching and learning. By using this method students will actively construct meaning from the lessons and the teacher will facilitate their learning in a number of ways. The teacher will activate their prior knowledge of seasons, and provide activities that captivate students interest and encourage hands-on learning. The teacher will involve students in the planning process and provide students with choices on how they will facilitate their own learning experience. The teacher will consider various learning styles and adapt to the needs of each individual child. The unit includes various activities that involve: visual, hands-on, individual, kinaesthetic, auditory, and group work, which will meet the needs of various learning styles. To maintain motivation the teacher will model enthusiasm, curiosity, intrigue, and excitement for the content of each lesson. The teacher will make her high expectations of each student evident throughout the unit of work.

Key Objectives

Key Learning Area Art Technology Math

Lesson Number 1

Lesson

Students share their knowledge of weather, climate and seasons with each other and gain new knowledge from peers. Students gain some understanding of how temperatures depend on the suns position to the earth, both in different seasons and throughout the course of a day. Students realize that seasons differ depending on geographical location Students grasp the basic principles of cycles.

Have students brainstorm what they know about seasons, climate and weather in groups. As a class make a concept map to display students current knowledge. Have students draw pictures to portray different types of weather. Have students take and record temperatures 3 times a day, everyday for a week. Have them make graphs using excel to compare variations at different times during the day and the day to day variations. Students watch a video on how seasons are different around the world. Students than compare and contrast the differences between Australian seasons with Canadian seasons. Students are taught about the yearly cycle of seasons. They are given a picture of Earths placement in relation to the sun during each season. The students are asked to label the seasons and also when it is night & day in Australia. After labeling the students are asked to colour the picture. Everyday students tell the teacher what the weather is like and the teacher fills in the class weather chart with a picture of the weather (ie cloudy-picture of clouds) and the morning temperature. Students are than asked to make a prediction of how the weather will be for the rest of the day (ie will it rain?). They are also asked to explain why they are predicting certain weather.

Technology English Science

3 4

Students identify aspects of the sky that may be predictors of certain weather (ie grey clouds).

Science

Students begin to understand the variables involved in weather, climate, and season changes.

Art Math SOSE English Science

Students learn about the changes in nature and weather, and human activities specific to each season.

Students explore how weather can impact their community and family. Students begin to understand what natural disasters are and how to take safety precautions during weather warnings. Students practice working scientifically. Students begin to understand what climate is and what factors affect climate.

SOSE

Art SOSE

Science English

10 11

Students work in groups to create weather, season, and climate scrapbooks. Each page has a different weather theme (ie. Sunny). Students use magazine cutouts, sticker, paints, markers, coloured pencils etc.. to create each page. On each page they include the name of the weather taking place, where it is taking place (ie. Snow in Canada), the temperature (ie. -26 degrees celcius) and the season. The blackboard is split up into 4 sections labeled: winter, fall, spring, and summer. The teacher has several pictures specific to each season. The teacher holds up each picture and the class votes on which season it belongs to and the teacher places the picture in its respective spot. Next the students are asked to write about their favorite activity and what time of the year they participate in it. They also write why they do not do it at certain times of the year. Teacher discusses severe weather with the students and how the community has been or could be affected by it. Students are asked to ask their parents about any experiences they have had with severe weather and how it affected them. The teacher demonstrates a tornado for the class using two 1L plastic bottles attached together containing water and air. The teacher discusses natural disaster warning systems with the class and talks about safety precautions specific to different natural disasters. In the classroom students act out what they would do in certain emergencies. Students will gain this knowledge throughout all lessons in the course. Students are taught about climate and the importance of control on climate. Than in groups of 2 students write down what they think would happen if there was no rain, sun, and/or wind.

Students study what weather is most common during which season in their own country.

Math English

12

Students learn about the water cycle. Art SOSE English

13

Students develop their communication and social skills while working in groups. Students learn new terminology associated with science and the weather. Students use their narrative writing skills to apply their new knowledge on the 4 seasons. Students realize that math can be applied to several aspects of life and the environment.

English English Art

14 15

This lesson will take place outside. Students will measure/record the current temperature, season, and weather. The teacher will ask the students if the weather is common for the time of the year/season. The teacher will ask them how the current season is different from another season. The teacher puts a small amount of water in a clear plastic measuring cup. Students are asked to check on it everyday and record any differences in the amount of water. Eventually the water will evaporate completely and students will be taught the phenomenon of evaporation and the water cycle. They will learn how this relates to the oceans/lakes, rain, clouds, air, sun, etc. They are given a picture of the water cycle which they are asked to label and colour. Students are put into groups and asked to take turns telling the rest of the group what their favorite season is and why. Teacher reads a book about weather to the class. As the teacher reads she/he stops on words assoc. with the weather and discusses them with the class. She then writes them on chart paper and displays them in the class. Students are then asked to write each word in their notebook and draw a picture of what it means. Students write a story about a nice hot summer day. Students make water gauges to measure the amount of rain that falls on a rainy day.

English Math Technology

16 17

Students use imagery to learn about the positioning of the sun in relation to the earth. Students learn about how the seasons affect animals all over the world. Students apply their knowledge of the four seasons to act in an end of year play.

Art

18

Teacher has students look at the picture they were given in lesson 4. They are asked to draw there own picture using this one as a guide. Students are taught about the hibernation and migration of animals during different seasons. They are read a story about it and then they are asked to pick there favorite animal from the story and choose from either writing a story or drawing a picture about what it does and where it lives. The teacher and students make up a play about the four seasons using their previous knowledge from lessons throughout the unit. They write a script, make props, and act out their play to parents, teachers and students at assembly.

English Art SOSE ALL KLAS

19

20

Wks1-3 Mon

Science Students brainstorm what they know about the season, weather, and climate.
Weather chart

Math Students learn how to take temperatures. They then go outside and take and record temperatures.

Tues

Students learn about the water cycle.

Weather chart

English Students draw concept maps of their current knowledge of the seasons, weather and climate. Students are introduced to Students write a story measurement and its from the point of various uses concerning the view of water on its weather. journey through the Students take and record temperatures. sky. Students construct a water gauge using measurement (mm)
Students take and record temperatures.

Art Students draw pictures to portray different types of weather. Students use tracing paper to draw a picture of the water cycle.

Technology Students learn how to make their concept maps on the computer using kidspiration. Students surf the internet to research seasons, weather and climate. Students watch a video on how seasons are different throughout the world. Students are taught about excel and how they can use it to make graphs. Students graph their recorded temperatures using excel.

Wed

Students are taught about the yearly cycle of seasons.

Weather chart

Students write a poem about the seasons.

Thurs

Students are given a picture of the earth and sun during each season and asked to label it.
Weather chart

Students check on their water gauges and determine the amount of rain if applicable.
Students take and record temperatures.

Students colour and label their picture of the water cycle. Students compare and Students colour a contrast the picture of the differences bet. earth in relation Australian and to the sun during Canadian seasons. diff. seasons. Students are read a story about the seasons. Students are asked to cut out pictures dealing with the weather from magazines for upcoming scrapbook project.

Fri

Class discussion on variables affecting climate, weather, and the seasons.

Weather chart

Students are taught about how to analyze and plot basic graphs and charts.
Students take and record temperatures.

Mon

Students are introduced to making weather scrapbooks.

Weather chart

Students analyze the temperature graphs they created in technology. Students complete word problems related to the weather.

Students write out short paragraphs for their scrapbook. Students write about their favorite activity and what season it takes place in. Students write about the difference between climate and weather.

Students work on their scrapbooks Students complete their scrapbooks.

Students research climate. Students research natural disasters.

Tues

Students group pictures into the season they belong in.

Weather chart

Wed

Class discussion about weather and its impact on families and the community.
Weather chart

Teach students about weather statistics around the world.

Students construct water tornados with plastic pop bottles. Students act out safety precautions to take during weather warnings. Students learn how to make paper snowflakes.

Students research how the recent tsunami impacted people around the world. Students create safety precaution concept maps using kidspiration. Students learn about technology practices in preparation for upcoming winter video. Students do presentations for

Thurs

Students are taught about weather warning systems and safety precautions.
Weather chart

Students do math addition problems to decode a riddle about winter.

Students write down what potential dangers are involved with certain natural disasters.

Fri

Students have a review on the four seasons.

Weather char

Students discuss geometry Students read about and symmetry in relation to Fall. snowflakes, cyclones, and rain drops.

Mon

Students are told about the winter video they

Students continue work on the symmetry of

Students write video scripts.

Students create props for video.

are going to make and start brainstorming aspects of winter.

Weather chart

snowflakes.

winter video.

Tues

Students are briefed on their seasons play and discuss ideas as a class.
Weather chart

Wed

Students discuss what aspects of each season they can include in their play.
Weather chart

Students do a math activity that involves doing subtracting problems to decode the answer to a word problem involving Spring. Students measure out cardboard for season props.

Students do silent reading with books about the seasons.

Students draw the current weather.

Students watch and reflect on their winter video.

Students write play script and are allocated roles. Students present play to parents.

Students make props and stage set for play. Teacher discusses the play with students and provides positive feedback Class Trip to Snow World

Students work as a class to finalize play plans. Students clean up the stage from their seasons play. Class Trip to Snow World

Thurs

Students practice play

Weather chart

Students practice play

Fri

Class Trip to Snow World

Weather chart

Class Trip to Snow World

Class Trip to Snow World

Activity Sheet for Snow World Field Trip

What do you know about winter? What is snow? What causes it to snow? How is snow different from rain and hail? What temperature is required for it to snow? What type of activities do people during a Canadian winter?

What is something new that you learned today about winter?

FIELD TRIP PERMISSION FORM

Dear Parent/Guardian,
On Monday May 9th 2005 the year 3 students of Musgrave Hill State School will be going on an excursion to Snow World! This trip has been planned as an integral part of the current science unit on: the four seasons, weather, and climate. The unit is part of the Earth and Beyond strand of the science curriculum. The field trip will give students the opportunity to ask questions regarding winter and snow in different locations around the world while engaging in associated, interactive, hands-on activities. The students will not be permitted to attend the trip without the bottom portion filled out and signed. The cost of the trip will be $3.00 per student which will cover the bus fees and admission into Snow World. The trip requires 3 parent chaperons to come and spend the day with us. If you are able to attend please check the designated box below.

Sincerely,
Ms.Feilberg-year 3 teacher Please return this permission slip by: May 1/05 I give permission for my child, _____________________________, in room __________, to attend the field trip to ___________________________________ on _________________________ from _________ to__________. I will attend the trip as a chaperon. Enclosed is $ _________ to cover the cost of the trip. (Exact cash or cheque made payable to the school.) In case of an emergency, I give permission for my child to receive medical treatment. In case of such an emergency, please contact:

(Name)

(Phone Number)

(Parent/Guardian signature)

(Date)

Wed Wk 1: math lesson

Activity Make a Water/Rain Gauge A water gauge is used to tell us how much rain a specific area has received in total. Make a water gauge to measure the next rain fall on your lawn! You will need:
-one clear plastic pop bottle

-a pair of scissors
-a permanent marker with a fine point -rocks -water -ruler

1. 2. 3. 4. 5.

have the teacher cut the top of the bottle off. fill the curved part of the bottom of the bottle with small rocks. put enough water in the bottle so that the rocks are covered draw a line along the top of the surface of the water. write a 0 beside the line so that you know that it is your baseline.

6. measure, label, and draw 1, 2, and 3 lines up the side of your bottle from the base line up (see picture on chalkboard). 7. now use the ruler and marker to mark in the half inch marks (see picture on chalkboard) 8. when weather forcast predicts rain fill your water gauge up with water to the baseline. 9. put gauge outside on your lawn. 10.when the rain stops falling check how many inches have fallen!

Idea: Record and graph all the rainfall for a week during the rainy season!

Resources
Websites Queensland Education, retrieved 2005. [on-line] http://www.qsa.qld.edu.au -science curriculum: essential for planning units The Educators Reference Desk. retrieved 2005. [on-line] http://www.eduref.org/ -great reference for teachers of all grades and subjects-lesson plans on meterology. NobleEd News, retrieved 2005. [on-line] http://www.nobleednews.com/science_lessons.htm -fun English lesson on Fall. Explore Our Resources, retrieved 2005. [on-line] http://www.sln.org/resources/index.html -link for teaching children about weather (interactive), extensive information on hurricanes. Weather Eye, retrieved 2005. [on-line] http://weathereye.kgan.com -good site for differentiating weather from climate. Site also contains lesson plans and activities. Weather and Climate Resource, retrieved 2005. [on-line]
www.nssl.noaa.gov/resources/

-useful for developing math activities surrounding weather phenomenon Books Pyers, G. (2000). Winter: Seasons in Australia. Melborne: Reed Educational and Professional Publishing. Knapp, B. (2001). Science@School Book 5E: Earth and beyond. Atlantic Europe Publishing.