In Year 1, there are learning intentions specifically addressing Weather. Communicating questions, predictions and observations using posters, collages, digital displays, drawings or storyboards. Sharing questions, making predictions and describing observations to others through discussions and circle groups. Share questions, predictions, observations and ideas with others. Using a provided table to draw or dictate their prediction and their observation and identifying whether they are the same or different. Revisiting their predictions and with guidance identifying whether their predictions matched their observations. ![]() (AC9SFI03)Ĭompare observations with predictions with guidance. Represent observations in provided templates and identify patterns with guidance. ![]() Classify and group data using digital familiar tools to answer simple questions. Use simple digital tools to explore sorting data and information provided as part of learning experiences. Recording observations using numbers, dots, drawings, voice recordings, digital photography or video. (AC9SFI01)Įngage in investigations safely and make observations using their senses. Pose questions and make predictions based on experiences. Exploring how First Nations Australians gain knowledge about the land and its vital resources, such as water and food, through observation. Using their senses to make observations and exploring how scientists use their senses as well as equipment to make observations. If you are interested in teaching Weather in the Foundation stage, these are the learning intentions you would address:Įxplore the ways people make and use observations and questions to learn about the natural world. They understand that making observations and predictions is a core part of science. They seek answers to questions they pose using their senses to gather different types of information. They learn that observations can be organised to make patterns and that these patterns can be used to make predictions about phenomena. Students build wonder and their natural curiosity by observing everyday objects, materials and living things and by exploring changes in the world around them, including changes they can effect, such as making things move or change shape. Science encourages students to explore their environment and be curious about their surroundings. In Foundation, learning in Science builds on the Early Years Learning Framework and each student’s prior learning and experiences. In Version 9 of the Australian Curriculum, there are no specific learning intentions for the Earth and Space strand. The ACARA Version 9 Earth and Space Sciences Learning Intentions The goal is to foster a sense of wonder and curiosity that provokes your students to actively engage in their own learning journey. By posing questions like What do you wonder about weather? or How does the temperature affect the weather patterns we observe? you invite your students to reflect, hypothesize, and delve deeper into their understandings. Learning prompts play a crucial role in learning provocations that encourage students to think critically and explore independently. ![]() You might like to also add direct challenges or open-ended questions related to weather. This documentation can be discussed during the reflection time with the whole class and during your explicit science teaching lessons. Think about texts, posters, and vocabulary cards related to weather.Īlso, add clipboards, blackboards, whiteboards, cameras, or blank notebooks for your children to record their learning. From using their senses to exploring and observing the weather to learning about the impact of seasonal weather changes on plants and animals, I’ve put together a collection of stimulating ideas that will leave your students asking to discover more.įocus on your science curriculum learning intentions by adding relevant resources and tools. This blog post has a range of activities that are suitable for both kindergarten and first-grade classrooms. By providing them with engaging learning provocations and encouraging hands-on investigations, we can ignite their passion for science and nurture that innate curiosity. Weather is a topic that naturally captivates young children. These hands-on activities will not only spark their interest but also encourage important higher order scientific thinking skills. In this blog post, we will explore some of my tried and tested science learning provocations on Weather so you can develop a love for scientific inquiry in your students. Are you a kindergarten or first-grade teacher looking for some hands-on weather activities and science learning provocations to engage your students? The Early years science Weather Unit has so many excellent opportunities for children to scientifically explore the world around them and how the weather affects them.
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