Content Elaboration

Science
Strands

Year level: Pre-Primary (Foundation)

Science Understanding: Earth and Space

Content
Descriptors
Daily and seasonal
changes in our
environment affect
everyday life
(ACSSU004)

Content Elaborations

Assessment

Linking the changes in the daily weather to

the way we modify our behaviour and dress
for different conditions, including examples
from different cultures

Diagnostic assessment of students prior understandings of temperature

through whole-class brainstorm and individual anecdotal records
Formative assessment of identifying appropriate behaviours and attire for
particular weather types and seasons via work samples and video
recordings
Two summative assessments on students ability to use weather- and
temperature-specific vocabulary and associated protective behaviours

Science involves
observing, asking
questions about,
and describing
changes in, objects
and events
(ACSHE013)
Pose and respond to
questions about
familiar objects and
events (ACSIS014)

Recognising that observation is an important

part of exploring and investigating the things
and places around us
Sharing observations with others and
communicating their experiences
Exploring and observing using the senses:
hearing, smell, touch, sight and taste
Considering questions relating to the home
and school and objects used in everyday life

Formative assessment of students ability to describe changes from

observation and teacher-guided investigation through whole-class
brainstorm

Planning and
conducting

Participate in
guided
investigations and
make observations
using the senses
(ACSIS011)

Using sight, hearing, touch, taste and smell so

that students can gather information about
the world around them

Diagnostic assessment on students ability to inquire through their senses

through whole-class brainstorm and individual anecdotal records
Formative assessment through observation during teacher-guided
investigation and exploration activities

Processing and
analysing data
and information

Engage in
discussions about
observations and
represent ideas
(ACSIS233)

Taking part in informal and guided

discussions relating to students observations
Using drawings to represent observations and
ideas and discussing their representations
with others

Ongoing formative assessment of students scientific knowledge and

inquiry skills through observation of student discussion
Formative assessment via work samples of students drawings as
representations of their observations

Communicating

Share observations
and ideas
(ACSIS012)

Students working in groups describing what

they have done and have found out
Communicating ideas via role play and
drawing

Formative assessment of how students use temperature-specific

vocabulary to communicate their findings through role play and guided
small group discussion

Science
Understanding
Earth and Space
Science

Science as a
Human
Endeavour
Nature and
development of
science
Science Inquiry
Skills
Questioning and
predicting

Ongoing formative assessment of students ability to respond to questions,

contribute and relate relevant experiences through daily questioning and
observation of students responses

Lesson Name
ENGAGE
1. What is temperature?
Establishing students prior
knowledge about
temperature through
engagement with objects of
varying temperatures.
Developing familiarity with
use of senses to observe.

EXPLORE
2. Feeling the weather
Describing weather
conditions in terms of
vocabulary associated with
temperature. Identifying
appropriate clothing and
objects to wear during
sunny, rainy and windy
weather conditions.
EXPLORE
3. Where did my puddle
go? Exploring the process
of evaporation through
activities.
Describing observations
using temperature-specific
vocabulary .
EXPLORE
4. Extreme weather

Materials
1 candle, 1 kettle, 2 microwavable
stuffed toys, 2 ice packs, ice tray
full of ice cubes, 15 flashcards
(each set has 5 flashcards of a hot,
warm and cold object, and two
settings of weather conditions), 3
visual lists of senses for inquiry at
each station (eyes, fingers, nose,
ears), vocabulary cards for Science
Word Wall (temperature, hot,
warm, cold)
Thermometer measure:
https://www.mathsisfun.com/measu
re/thermometer.html
Video: How to Dress,, 25 laminated
human figures, laminated clothes
and objects, vocabulary cards for
Science Word Wall (sunny, rainy,
windy, cloudy)

Overview
Class Organisation

Safety

- Students work in small groups at

three learning stations to observe a
range of (1) hot, (2) warm and (3)
cold objects
- In another teacher-directed small
group activity, students will
pictorially distinguish between hot,
warm and cold objects and weather
conditions.

Education
Assistant
supervises station
with hot objects,
ensuring that
students do not
make physical
contact with hot
objects.

In groups of 5, students will decide

appropriate attire to attach to their
laminated human figures based on
sunny, rainy or windy conditions at
each weather station.
Vocabulary cards put up on wall.

Where Do Puddles Go? by Fay

Robinson, video : Where Do
Puddles Go?, 25 paintbrushes, 5
small buckets of water, 5 small
boxes of chalk, vocabulary cards
for Science Wall (evaporation)

Video is shown to the whole class

during mat session
In groups of 5, students are involved
in guided hands-on activities. If
raining, hair dryer is used indoors
for evaporation.
Vocabulary cards put up on wall.

Teacher and
Education
Assistant guide
and supervise
students during
their exploration.
Students to wear
hats if going
under the sun.

- YouTube video: Severe Weather:

Video on extreme weather is shown

Monitor handling

Key Assessment Activity

Diagnostic Assessment:
- Whole-class brainstorm
on students vocabulary
about temperature
- Individual anecdotal
records during small group
activity on ability to
distinguish between hot,
warm and cold
objects/weather conditions

Formative Assessment:
- Individual voice
recordings of students (1)
use of vocabulary
associated with
temperature to describe a
specific weather type and
(2) explanation of
clothing/object choice
attached to their laminated
human figure
Formative Assessment:
- Whole-class brainstorm
to elicit students
responses and use of
temperature-specific to
focus questions

Formative Assessment:

Using understandings about

weather types to explore
extreme weather conditions.

Crash Course Kids #28.2,

Percussion instruments (rhythm
sticks, castanets, drum and pellet
drum, rainstick and aeoliphone)and
Vocabulary cards for Science Word
Wall (drought, cyclone, flood)

during mat session, and paused for

question-and-response. Students will
attempt to recreate the sound effects
heard by using percussion
instruments and own voice sound
effects. Vocabulary cards put up on
wall.

of percussion
instruments

EXPLAIN
5. Extreme weather
(continued)
Explaining explain effects
of extreme weather
conditions on humans.

News weather report video

Severe Weather: Crash Course Kids
#28.2, 13 sheets of A3 paper split
into halves with line drawn down
the middle,26 drawing pencils and
13 erasers,13 clipboards/hard
backings of A3 size

Video is shown during mat session.

In pairs, students draw about and
share their explanations of effects
that weather conditions have on
people.

Ensure that
students are
adequately spaced
throughout the
classroom.

6 sheets of A4 paper, 6 drawing

pencils ,6 role cards in lanyards
(reporter),14 role cards in lanyards
(actor 1, actor 2, actor 3), 6 role
cards in lanyards (scribe/artist)

Pairs from Lesson 5 will be grouped

with another pair to form a small
group of 4 based on their allocated
weather condition. Roles are
allocated and explicitly discussed.
In groups, students act, draw and
write about their allocated weather
condition.

EXPLAIN
6. Protective behaviours
Building upon students
knowledge about
appropriate clothes for a
specific extreme weather
condition.
Extending understanding
about appropriate activities
and protective behaviours
associated with that weather
condition.
ELABORATE
7. Seasonal changes
Reinforcement of weather
types, elements and effects
on human behaviour.
Extending understanding of
associated protective
behaviours according to
different seasons of the
Australian year.

Video: The Seasons Song, 4 sheets

of A1 cartridge paper, dress up
clothes (winter jacket, gloves, rain
jacket etc.), dress up props (hat,
umbrella, sunscreen, etc.),
vocabulary cards for Science Word
Wall (summer, winter, autumn,
spring)

Video is shown during mat session.

Groups of 4 will be allocated based
on which season their birthday
month is in. In groups, students role
play protective behaviours
associated with weather conditions
of their allocated season. Vocabulary
cards put up on wall.

- Observation of students
recreation of extreme
weather sounds in
response to focus
questions: Can you make
me a flood (rainsticks,
voice effects)? A cyclone
(aeoliphone)? A drought
(silence)?
Formative Assessment:
- Work samples of
students pair drawings
- Observation of students
use of vocabulary during
their presentations

Formative Assessment:
- Video recording of
students performance on
reporting appropriate
activities and protective
behaviours according to
their allocated weather
condition.

Education
Assistant to
ensure students
are role playing
sensibly and
safely.

Formative Assessment:
Video recording of
students role play
focusing on: (1) use of
vocabulary, (2) their
inclusion of protective
behaviours, (3) their
ability to associate weather
type with particular
seasons.

ELABORATE
8. Seasonal changes
Excursion to Piney Lakes
Nature Reserve. Using ICT
to record observations.

ELABORATE
9. Reporting on the
weather WEEK 10
Review skills of oral
presentation, collaboration
and role playing, revising
understanding of the
elements on weather
concepts. Justifying
appropriate protective
behaviours and clothing in
certain weather conditions
during role-play reporting,
and using appropriate
vocabulary.

EVALUATE
10. What have we
learned?
Self-assessment of Science
Understanding concepts
such as temperature,
weather elements, weather
conditions, extreme
weather, seasons.

8 carrier bags (one per group) to

Students will be participating in a
contain students water bottles and guided tour around Piney Lakes
lunchboxes, 8 iPads (one per group) Reserve by an Indigenous Australian
guide. Parent volunteers and
Education Assistant will help to
video students observations.

YouTube video: The Weather Kids

on TBCN: Audrey and The
Weather Kids on TBCN:Assorted
weather element flashcards for
students to choose from

Review words on Science Word

Wall.
Students observe weather reporting
styles through videos shown during
mat sessions. Whole-class discussion
about the role of reporters. In
allocated groups of 5, students
choose a weather condition for their
group, brainstorming its associated
weather elements and protective
behaviours. Each student picks an
appropriate weather element
flashcard based on their chosen
weather condition and orally
describe (1) their weather condition
using appropriate vocabulary and (2)
a protective behaviour needed for
this weather condition.

Video recordings of presentations

from Lesson 6,7 and 9, Selfassessment sheet

Using words on Science Word Wall

to reinforce learning concepts.
Students re-watch a selection of
presentation videos from Lessons 6,
7 and 9 to review weather elements,
conditions, extreme weather types,
seasons, and relevant protective
behaviours. Students reflect on their
learning using the self-assessment
sheet.

Students will be
supervised by 7
parent volunteers
and Education
Assistant in small
groups.

Formative Assessment:
- Videos of students
responses to focus
questions during excursion
(e.g. How do we know
when the Birak season has
come?)

Summative Assessment:
- Weather News Report:
Group presentation
assessing (1) student's
ability to use weather- and
temperature-specific
vocabulary and their (2)
reasoning of protective
behaviours addressing
each situations.

Summative Assessment:
- Students self-assessment
(smiley face, normal face,
confused face) on each of
the weather concepts.