External evaluators ACIL Allen want to hear about your engagement with Primary Connections, Science Connections, Science by Doing and reSolve Maths.
This survey will ask you questions about:
how you use the program(s)
the impact the program(s) have had on your professional learning and teaching
how the program(s) have impacted your students’ learning
The evaluation is examining the impact of all three programs, their effectiveness and the extent to which the resources contribute to improved science and/or maths teaching in Australia.
The survey has been extended to Friday 4 April 2025!
In reimagining science education, the Australian Academy of Science Education has developed the LIA Framework that connects contemporary research on science education, science identity and science capital.
Designed to be applicable in both primary and secondary teaching, the framework aims to equip students with a consistent approach that builds student’s knowledge, skills, and identity that will prepare them for the scientific challenges beyond the classroom.
Launch phase:
The Launch phase is designed to increase the science capital in a classroom by asking questions that elicit and explore students’ experiences. It uses local and global contexts and real-world phenomena that encourages students to ask questions, explore concepts, and engage with the Core Concepts that anchor each unit.
Each Launch phase consists of a series of teaching and learning routines that provide opportunities for students to:
Experience science in a real-world context and Empathise with the people who experience the problems science seeks to solve,
Anchor the experience to the Core concepts that students will explore,
Elicit students’ prior experiences, existing science capital and potential alternative conceptions related to the Core concepts,
Connect the students’ lives, language, and interests to the anchored Core concepts.
These routines will provide opportunities for diagnostic assessment and support for students to develop the necessary representational capabilities.
The related professional learning will guide and encourage teachers to use local contexts to establish a learning community that links to the key ideas of science.
Inquire phase:
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate them into their current understanding of the world.
Questions are identified and encouraged during the Launch phase of the LIA Framework. Identifying and constructing questions is the creative driver of the inquiry process. Reviewing past activities and using effective questioning techniques can influence students’ view and interpretation of upcoming content.
Investigate: This provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. The data is processed to identify trends and patterns that relate to the real-world context experienced in the Launch phase.
Integrate: Following an investigation, data is evaluated, representations consolidated and refined, and anchored to the Core concepts and key ideas of science. This makes student thinking visible and formative feedback opportunities. It may lead to further questions being asked, allowing the Inquire phase to start again.
Repeated inquiry cycles support students to deepen their understanding of the Core concepts and key ideas, improve their application of science practices, ultimately empowering them to act.
Act phase:
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It provides students with opportunities to
Anchor their understanding of the Core concepts, and
Connect these to real-world examples experienced in the Launch phase, so that students develop the agency to,
Design solutions to problems or ways to use their science knowledge, increase their science capital and,
Communicate their ideas effectively to others, advancing science and influencing the community in general.
Throughout these Teaching and Learning Routines, a teacher provides formative feedback on the representations presented by students. The final product also provides opportunities for summative assessment.
By anchoring phenomena in real-world contexts, supporting students to develop their understanding of that phenomena, and applying this knowledge and understanding in new and genuine contexts, students can appreciate the relevance of their learning, and its potential impact on future decisions. In short, it moves beyond scientific literacy and increases the science capital in the classroom and science identity of the students.
Using the LIA Framework
The LIA Framework aims to equip teachers with the skills to develop and modify high-quality teaching sequences that will prepare students for scientific challenges beyond the classroom.
Launch phase
The Launch phase is designed to increase the science capital in a classroom by asking questions that elicit and explore students’ experiences. It uses local and global contexts and real-world phenomena that inspires students to recognise and explore the science behind objects, events and phenomena that occur in the material world. It encourages students to ask questions, investigate concepts, and engage with the Core Concepts that anchor each unit.
The Launch phase is divided into four routines that ensure students experience the science for themselves and empathise with people who experience the problems science seeks to solve (Experience and empathise), anchor the teaching sequence with the key ideas and core science concepts (Anchor), elicit students prior understanding (Elicit), and connect with the students’ lives, languages and interests (Connect).
Experience and empathise routine
Students arrive in the classroom with a variety of scientific experiences. This routine provides an opportunity to plan for a common shared experience for all students. The Experience may involve games, role-play, local excursions or yarning with people in the local community. This routine can involve a chance to Empathise with the people who experience the problems science seeks to solve.
When designing a teaching sequence, consider what experiences will be relevant to your students. Is there a location for an excursion, or people to talk to as part of an incursion? Are there local people in the community who might be able to talk about what they are doing? How could you set up your classroom to broaden the student’s thinking about the core science ideas? How could you provide a common experience that will provide a talking point throughout the sequence?
Anchor routine
Science education consists of a series key ideas and core concepts that can explain objects, events and phenomena and link them to the experiences encountered by students in their lives. The purpose of the Anchor routine is to identify the key ideas and concepts in a way that builds and deepens their understanding. During the Launch phase, the Anchor routine provides a lens through which to view the classroom context, and a way to frame the key knowledge and skills students will be learning.
When designing a teaching sequence, consider the core concepts and key ideas that are relevant. Break these into small bit sized pieces that are relevant to the age and stage of your students. Consider possible alternative concepts that students might hold. How could you provide activities or ask questions that will allow students to consider what they know? How will these concepts provide guidance for the Act phase?
Elicit routine
The Elicit routine provides opportunities to identify students’ prior experiences, existing science capital and potential alternative conceptions related to the Core concepts. The diagnostic assessment allows teachers to support their students to build connections between what they already know and the teaching and learning that occurs during the Inquire cycle.
When designing a teaching sequence, consider when and where students may have been exposed to the core concepts and key ideas in the past. Imagine how a situation would have looked without any prior knowledge. What ideas and thoughts might students have used to explain the situation or phenomenon? What alternative conceptions might your students hold? How will you identify these?
The Deep connected learning in the ‘Pedagogical Toolbox: Deep connected learning’ provides a set of tools to identify common alternative conceptions to aid teachers during this routine.
Connect routine
Each student comes to the classroom with experiences made up from science related knowledge, attitudes, experiences and resources in their life. The Connect routine is designed to tap into these experiences, and that of their wider community. It is also an opportunity to yarn with community leaders (where appropriate) to gain an understanding of the student’s lives, languages and interests. In the Launch phase, this routine identifies and uses the science capital of students as the foundation of the teaching sequence so students can appreciate the relevance of their learning, and its potential impact on future decisions. In short, it moves beyond scientific literacy and increases the science capital in the classroom and science identity of the students.
When planning a teaching sequence, take an interest in the lives of your students. What are their hobbies, how do they travel to and from school? What might have happened in the lives of your students (ie blackouts) that might be relevant to your next teaching sequence? What context might be of interest to your students?
Inquire phase
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each inquire cycle is divided into three Teaching and Learning Routines that allow students to systematically build their knowledge and skills in science and incorporate them into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students understanding at each step? What investigations could be designed to build the skills at each step?
Question routine
Identifying and constructing questions is the creative driver of the inquiry process. It allows students to explore what they know and how they know it. During the Inquire phase of the LIA Framework, the question routine allows for past activities to be reviewed and to set the scene for the investigation that students will undertake. The use of effective questioning techniques can influence students’ view and interpretation of upcoming content, open them to exploration and link to their current interests and science capital.
When designing a teaching sequence, it is important to spend some time considering the mindset of students at the start of each Inquire phase. What do you want students to be thinking about, what do they already know and what is the best way for them to approach the task? What might tap into their curiosity?
Investigate routine
The Investigate routine provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. Students are encouraged to process data to identify trends and patterns and link them to the real-world context of the teaching sequence.
When designing a teaching sequence, consider the diagnostic assessment (Launch phase) that identified the alternative conceptions that students held. Are there activities that challenge these ideas and provide openings for discussion? What content knowledge and skills do students need to be able to complete the final (Act phase) task? How could you systematically build these through the investigation routines. Are there opportunities to build students’ understanding and skills in the science inquiry processes through the successive investigations.
Integrate routine
Following an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions? How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
Act phase
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society – to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills? Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Connect routine
Each student comes to the classroom with experiences made up from science related knowledge, attitudes, experiences and resources in their life. The Connect routine is designed to tap into these experiences, and that of their wider community. It is also an opportunity to yarn with community leaders (where appropriate) to gain an understanding of the student’s lives, languages and interests. In the Act phase, this routine reconnects with the science capital of students so students can appreciate the relevance of their learning, and the agency to make decisions and take action.
When designing a teaching sequence, consider the everyday occurrences, phenomena and experiences that might relate to the science that they have learned. How could students show agency in these areas?
Anchor routine
Science education consists of a series key ideas and core concepts that can explain objects, events and phenomena and link them to the experiences encountered by students in their lives. The purpose of the Anchor routine is to identify and link students’ learning to these ideas and concepts in a way that builds and deepens their understanding.
When designing the Act phase of a teaching sequence, consider the core concepts and key ideas that are relevant. The Anchor routine provides an opportunity to collate and revise the key knowledge and skills students have learned in a way that emphasises the importance of science as a human endeavour.
Design routine
When students use their knowledge and skills in new ways, they also have an opportunity to develop and use their creative and critical thinking skills. With scaffolded support, they can become more confident to work in a team and develop a stronger sense of autonomy. This results in stronger student outcomes, attitudes and sense of empowerment.
When designing a teaching sequence, consider what activity would allow students to showcase their knowledge and skills. Consider the current abilities of your students, what are they capable of explaining. What props could they design or build that would support their explanations? How much information would they need in their design brief to support their thinking? How does this connect with their lives and interests?
Communicate routine
A key part of Science Inquiry, the Communicate routine provides students with an opportunity to communicate their ideas effectively to others. It allows students a chance to show their learning to members of their community and provides a sense of belonging. It also encourages students to have a sense of responsibility to share their understanding of science and to use this to provide a positive influence in the community.
When designing a teaching sequence, consider who might be connected to the students that have an interest in science? Who in their lives could share their learning? What forum could be used to build an enthusiasm for science. Are there members of the community (parents, teachers, peers or wider community) who would provide a link to future science career?
Pedagogical tools
Explore our collection of pedagogical tools, curated to equip you for adapting or designing lessons for your class.
Pedagogical tools offer a variety of ways for teachers to encourage students to form a deep connection with the science content, to learn in a community, and to build their inquiry skills. Explore these pedagogical tools and learn how you can use them in the LIA Framework.
Science inquiry involves the use of a variety of pedagogical tools to engage students as they question and predict; plan and conduct; process, model, and analyse; evaluate, and communicate their understanding of the science.
Science inquiry involves the use of a variety of pedagogical tools to engage students as they question and predict; plan and conduct; process, model, and analyse; evaluate, and communicate their understanding of the science.
describe characteristics of weather such as cloud cover, temperature, wind and rain.
identify that weather changes.
identify clothes and activities that suit various weather conditions.
use a decision tree to identify the equipment that will be needed for a picnic.
Students will represent their understanding as they:
complete a picnic planner that is appropriate for predicted weather.
participate in and contribute to discussions, sharing information, experiences, and opinions.
In this lesson, assessment is summative.
Students working at the achievement standard should be able to:
notice how daily weather indicators and seasonal patterns help to make plans for their daily lives.
use predictions of weather to make clothing recommendations.
consider how the weather may change over the day.
compare the difference between everyday and scientific vocabulary when describing the weather.
use drawings, symbols, or digital photographs to document changes in weather over a series of days or weeks.
Refer to the Australian Curriculum content links on the Our design decisions tab for further information.
Whole class
Class science journal (digital or hard-copy)
Word wall
Weather watch class table
Demonstration copy of Picnic plannerResource sheet
Calendar wheel created in Lesson 6
Each student
Individual science journal (digital or hard-copy)
Picnic plannerResource sheet
NOTE: Consider how you will organise the picnic with your class, for example, if excursion forms are required, or extra parent helpers. Students may be able to have the picnic in the school grounds. Try to plan the picnic for the 30 minutes before the rest of the school are having their lunch/recess.
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Review the weather watch table and add today's entry. Discuss what the class has observed and recorded about the weather.
Review the class science journal, focusing on the decision trees that have been created and how people make choices based on the weather.
Estimated time
5 minutes
Lesson type
Class
Act
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Science education consists of a series of key ideas and core concepts that can explain objects, events and phenomena and link them to the experiences encountered by students in their lives. The purpose of the Anchor routine is to identify and link students’ learning to these ideas and concepts in a way that builds and deepens their understanding.
When designing the Act phase of a teaching sequence, consider the core concepts and key ideas that are relevant. The Anchor routine provides an opportunity to collate and revise the key knowledge and skills students have learned, in a way that emphasises the importance of science as a human endeavour.
Each student comes to the classroom with experiences made up from science-related knowledge, attitudes, experiences and resources in their life. The Connect routine is designed to tap into these experiences, and that of their wider community. It is also an opportunity to yarn with community leaders (where appropriate) to gain an understanding of the student’s lives, languages and interests. In the Act phase, this routine reconnects with the science capital of students so students can appreciate the relevance of their learning and the agency to make decisions and take action.
When designing a teaching sequence, consider the everyday occurrences, phenomena and experiences that might relate to the science that they have learned. How could students show agency in these areas?
Remind students that it is time to plan for the class picnic. Suggest that the class will need to look at the seasons to identify what to expect at this time of year.
Use the calendar wheel to discuss the type of weather that can be expected.
Remind students that the weather can change each day. Revisit the weather watch class table to look for patterns in the last few weeks. Discuss if the weather is likely to follow the same pattern.
Remind students that the weather can change during the day. Suggest that the class check the weather forecast to see what the scientists expect the weather to be like on the day of the picnic.
Estimated time
20 minutes
Lesson type
Class
Act
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
When students use their knowledge and skills in new ways, they also have an opportunity to develop and use their creative and critical thinking skills. With scaffolded support, they can become more confident to work in a team and develop a stronger sense of autonomy. This results in stronger student outcomes, attitudes and sense of empowerment.
When designing a teaching sequence, consider what activity would allow students to showcase their knowledge and skills. Consider the current abilities of your students. What are they capable of explaining? What props could they design or build that would support their explanations? How much information would they need in their design brief to support their thinking? How does this connect with their lives and interests?
Once the expected weather has been identified, display the decision trees to plan for the picnic. Ask the questions on the decision trees to help the students plan for the picnic.
Will it be cloudy?
Will it rain?
What is the temperature?
Is it windy?
Discuss the following plans:
where the picnic will be held
what the students will wear
what food they should bring
what games they can play
whether the class pet will go to the picnic
Estimated time
15 minutes
Lesson type
Class
Act
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
A key part of Science Inquiry, the Communicate routine provides students with an opportunity to communicate their ideas effectively to others. It allows students a chance to show their learning to members of their community and provides a sense of belonging. It also encourages students to have a sense of responsibility to share their understanding of science and to use this to provide a positive influence in the community.
When designing a teaching sequence, consider who might be connected to the students that have an interest in science. Who in their lives could share their learning? What forum could be used to build an enthusiasm for science. Are there members of the community (parents, teachers, peers or wider community) who would provide a link to future science careers?
Show the Picnic plannerResource sheet and explain to students that they will plan a picnic and share their plan with the class. Provide students time to complete their Picnic planner.
Students share their plans with the rest of the class to discuss what they might need to include in a 'whole class plan' to present to the school principal to ask for ‘permission’ for the picnic.
Optional: a delegation of students could present the plan to the principal to receive permission for the picnic.
The individual Picnic Planners could be used to write a letter to parents for the picnic.
Go on the class picnic.
Reflect on the sequence
You might:
review the sequence with the class.
prepare a report that described the weather at the picnic and how the class prepared for it, including photos taken at the picnic.
discuss what students have learned and record their responses:
identify that changes in weather and seasons can be observed and described.
describe seasonal patterns can be observed and described.
Students will represent their understanding as they:
discuss ideas and experiences of change.
identify how phenomena can change at different rates.
use language to make distinctions, speculate and question.
In this lesson, assessment is summative.
Take note of:
Are students able to order images of changes across a time scale?
Are students able to identify the conditions that signify a change in seasons?
Are students able to recognise the extensive knowledges of daily and seasonal changes in weather patterns and landscape held by First Nations Australians?
Refer to the Australian Curriculum content links on the Our design decisions tab for further information.
Whole class
Class science journal (digital or hard-copy)
Weather watch class table
Enlarged demonstration copy of Natural changesResource sheet cards, individually cut out
Natural changes Resource sheet cards, individually cut out
Three signs showing the words 'Yes', 'No' and 'I don't know'
Enlarged demonstration copy of Calendar WheelResource sheet
Optional: two photographs of different features around the school at the potential locations for the picnic that you think will have seasonal change.
Time-lapse videos of natural and constructed changes. These could include:
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Review the weather watch table and add today's entry. Discuss what the class has observed and recorded about the weather in the context of what they have learned so far about clouds, rain, temperature and wind.
Discuss how the weather has changed over the days/weeks of the weather watch journal.
Estimated time
5 minutes
Lesson type
Class
Inquire
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Identifying and constructing questions is the creative driver of the inquiry process. It allows students to explore what they know and how they know it. During the Inquire phase of the LIA Framework, the Question routine allows for past activities to be reviewed and to set the scene for the investigation that students will undertake. The use of effective questioning techniques can influence students’ view and interpretation of upcoming content, open them to exploration and link to their current interests and science capital.
When designing a teaching sequence, it is important to spend some time considering the mindset of students at the start of each Inquire phase. What do you want students to be thinking about, what do they already know and what is the best way for them to approach the task? What might tap into their curiosity?
Pose the question: Is the weather always the same at Christmas, your birthday, Easter, every holiday?
Discuss, adapting to suit the context and experience of your students. The goal is to encourage students to realise the commonalities and differences in weather at certain times of the year.
Is it always hot/wet at Christmas?
Do you go swimming in the summer/New Year holidays? Why do you go swimming at that time of the year?
What did you do in the June/July school holidays?
Did you do the same thin in the Christmas holidays? Why or why not?
What was the weather like at 'Jack's' birthday party this year? What clothes did you wear to the party in January/June?
What was the weather like at 'Jill's' party?
How does the weather change at different times of the year?
Show students the time-lapse videos of different changes and discuss.
What did you see happening?
What changed? Why did the changes happen?
How do you think the videos were made?
Optional: Introduce the photographs of different features around the school or for the potential location of the picnic. Ask students where they think the photographs were taken.
Ask students to suggest if they think anything will change between now and the time of the picnic.
Record students’ thoughts in the class science journal.
Estimated time
15 minutes
Lesson type
Class
Science content
Seasons
Seasons can vary and are largely influenced by the tilt of the Earth's axis and our position on Earth.
Seasons
Natural changes occur over different durations and frequencies. Observations of these changes over time often reveal patterns and help us determine their root cause.
Seasons can vary and are largely influenced by the tilt of the Earth's axis and our position on Earth, which have an effect on the angle of the Sun's rays as the Earth revolves around it.
Different places and cultures in Australia observe different seasons. Being such a large country, with locations close to the equator in the north and closer to Antarctica in the south, many locations in Australia experience the seasons differently. Some people in northern tropical areas of Australia identify two seasons: the wet and the dry. Others, such as the Nunggubuyu people, identify five seasons. In the south of Australia people commonly identify four seasons, each lasting approximately three months: spring, summer, autumn and winter.
We often identify seasonal changes as characteristics of the landscape and sky, but they depend on the environment. For example, only deciduous trees lose leaves in autumn, and coastal towns are less likely to experience snow or frost.
Seasons
Natural changes occur over different durations and frequencies. Observations of these changes over time often reveal patterns and help us determine their root cause.
Seasons can vary and are largely influenced by the tilt of the Earth's axis and our position on Earth, which have an effect on the angle of the Sun's rays as the Earth revolves around it.
Different places and cultures in Australia observe different seasons. Being such a large country, with locations close to the equator in the north and closer to Antarctica in the south, many locations in Australia experience the seasons differently. Some people in northern tropical areas of Australia identify two seasons: the wet and the dry. Others, such as the Nunggubuyu people, identify five seasons. In the south of Australia people commonly identify four seasons, each lasting approximately three months: spring, summer, autumn and winter.
We often identify seasonal changes as characteristics of the landscape and sky, but they depend on the environment. For example, only deciduous trees lose leaves in autumn, and coastal towns are less likely to experience snow or frost.
Science content
Alternative conceptions
What alternative conceptions might students hold about seasons?
Alternative conceptions
Students might not have an understanding of day and night or the seasons as phenomena related to the Earth’s revolution and orbit around the Sun, nor the tilt of the Earth’s axis. These are concepts for older students. However, through observation and evidence-based discussion, they can appreciate that day and night and the seasons are recurring phenomena characterised by changing environmental features and differing behaviours of plants and animals, including human beings.
For example, students might observe that flowers open in daylight hours and close at night, or that more flowers tend to bloom in spring. Students might not have experienced an investigative exercise requiring detailed observations of change in a before/after scenario, such as the investigation in this lesson, and might require guidance to ‘look closely’ at features that have changed beyond the obvious ones.
Alternative conceptions
Students might not have an understanding of day and night or the seasons as phenomena related to the Earth’s revolution and orbit around the Sun, nor the tilt of the Earth’s axis. These are concepts for older students. However, through observation and evidence-based discussion, they can appreciate that day and night and the seasons are recurring phenomena characterised by changing environmental features and differing behaviours of plants and animals, including human beings.
For example, students might observe that flowers open in daylight hours and close at night, or that more flowers tend to bloom in spring. Students might not have experienced an investigative exercise requiring detailed observations of change in a before/after scenario, such as the investigation in this lesson, and might require guidance to ‘look closely’ at features that have changed beyond the obvious ones.
Inquire
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
The Investigate routine provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, and to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. Students are encouraged to process data to identify trends and patterns and link them to the real-world context of the teaching sequence.
When designing a teaching sequence, consider the diagnostic assessment (Launch phase) that identified the alternative conceptions that students held. Are there activities that challenge these ideas and provide openings for discussion? What content knowledge and skills do students need to be able to complete the final (Act phase) task? How could you systematically build these through the investigation routines? Are there opportunities to build students’ understanding and skills in the science inquiry processes through the successive investigations?
View and briefly discuss each enlarged card from Natural changes Resource sheet, including the change (before and after), and how long it takes for the change to happen. Explain that students will work in collaborative learning teams to answer questions about one of the cards.
Ask one member of each team to collect one natural change card. Allow time for teams to read and discuss their card.
Place the ‘Yes, ‘No’ and ‘I’m not sure’ signs in different locations around the classroom. Ask a question, for example, Does your card show a change that takes minutes to happen? Ask teams to stand in front of the sign that matches their answer. This provides an opportunity to assess students' understanding of their cards.
Invite students to compare their change cards with those of other students standing in front of the same sign. If students are standing in front of the ‘I’m not sure’ sign, discuss their cards to help them decide if they should move to the ‘Yes’ or ‘No’ sign.
Repeat with the following questions:
Does your change take hours to happen?
Does your change take days to happen?
Does your change take weeks or years to happen?
Does your change happen in the sky?
Does your change happen because of things animals do?
Does your change happen because of things plants do?
Does your change happen in our school?
Optional: Encourage students to come up with their own questions about the change cards.
Create a timeline by asking students to group cards according to how long the change takes.
Discuss why it might be important to know how long a change takes, for example, knowing how quickly rain clouds can develop might help to prepare for wet weather.
Which types of clouds tell you that rain is on the way?
What did the four people say about how they know rain is coming? Have you noticed any of these things yourself?
Which animals change their behaviour (what they do) when it is going to rain?
Record students’ responses in the class science journal.
Discuss what other natural changes might give people useful information and/or whether predicting them would be helpful. Compare the weather at significant events for students. For example, ask Is it usually hot or cold on your birthday? or Does it sometimes rain on your birthday?.
Introduce the term ‘seasons’ to describe how particular types of weather or special events occur. Compare European seasons (summer, autumn, winter and spring) to a local/state Aboriginal and Torres Strait Islander Peoples seasons calendar.
Estimated time
30 minutes
Lesson type
Collaborative team and class
Pedagogical tools
How does the ‘western worldview’ differ from those of First Nations peoples?
The term 'worldview' refers to the lens or framework of ideas and beliefs through which an individual interprets and interacts with the world.
How does the ‘western worldview’ differ from those of First Nations peoples?
The term 'worldview' refers to the lens or framework of ideas and beliefs through which an individual interprets and interacts with the world.
Quality teaching and learning means that we need to respond to the multiple perspectives or worldviews that we see in our classrooms. The discussion of seasons is an opportunity to introduce the concept of how the weather and local environments are different across the board land that is Australia. Making time to investigate the seasonal calendar of the local Aboriginal and Torres Strait Islander People provides an effective contrast to that of European seasons. A resource that may be useful are the Indigenous seasonal calendars co-developed with CSIRO.
Picture books that could be used in this context include:
My home in Kakadu. (Christophersen, J. (2005). My home in Kakadu. Broome: Magabala Books.)
Ernie dances to the didgeridoo. (Lester, A. (2000). Ernie dances to the didgeridoo. Sydney: Hodder Children’s Books.)
Walking with the seasons in Kakadu. (Lucas, D. and Searle, K. (2003). Walking with the seasons in Kakadu. Sydney: Allen & Unwin.)
Big Rain Coming. (Germein, K. (1999). Big Rain Coming. New York: Clarion Books.)
How does the ‘western worldview’ differ from those of First Nations peoples?
The term 'worldview' refers to the lens or framework of ideas and beliefs through which an individual interprets and interacts with the world.
Quality teaching and learning means that we need to respond to the multiple perspectives or worldviews that we see in our classrooms. The discussion of seasons is an opportunity to introduce the concept of how the weather and local environments are different across the board land that is Australia. Making time to investigate the seasonal calendar of the local Aboriginal and Torres Strait Islander People provides an effective contrast to that of European seasons. A resource that may be useful are the Indigenous seasonal calendars co-developed with CSIRO.
Picture books that could be used in this context include:
My home in Kakadu. (Christophersen, J. (2005). My home in Kakadu. Broome: Magabala Books.)
Ernie dances to the didgeridoo. (Lester, A. (2000). Ernie dances to the didgeridoo. Sydney: Hodder Children’s Books.)
Walking with the seasons in Kakadu. (Lucas, D. and Searle, K. (2003). Walking with the seasons in Kakadu. Sydney: Allen & Unwin.)
Big Rain Coming. (Germein, K. (1999). Big Rain Coming. New York: Clarion Books.)
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Following an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions. How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
Invite students to create their own season calendar based on the weather (using the words on the word wall) and the important things that happen in the local environment.
Display an enlarged copy of the Calendar Wheel Resource sheet with the ‘Western seasons’ displayed. Add the local Aboriginal and Torres Strait Islander Peoples calendar if it is known. Discuss why these events were important to the local Peoples and how the events will vary in different parts of Australia and its islands.
Brainstorm a list of things that occur locally at the same time every year. Single events (1 day-1 week) can be marked in the month, but encourage students to consider things that happen over long periods of time (more than 1 month).
Discuss which of these could become part of the Year 1 season calendar. Encourage students to reach a consensus of the key season events and include these on the calendar wheel.
Reflect on the lesson
You might:
add to/review the class word wall.
display the calendar wheel in the classroom.
make predictions about tomorrow's weather.
relate the new information about the current season to the decisions that will be made about the picnic.
review the students’ question page in the class science journal and review the questions related to wind. Add any new questions students might have.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Review and add today's entry to the weather watch table. Discuss what the class has observed and recorded about the weather.
Review the previous lesson, focusing on the decision tree that was created to decide how temperature impacts our clothing and activity choices.
Estimated time
5 minutes
Lesson type
Class
Inquire
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Identifying and constructing questions is the creative driver of the inquiry process. It allows students to explore what they know and how they know it. During the Inquire phase of the LIA Framework, the Question routine allows for past activities to be reviewed and to set the scene for the investigation that students will undertake. The use of effective questioning techniques can influence students’ view and interpretation of upcoming content, open them to exploration and link to their current interests and science capital.
When designing a teaching sequence, it is important to spend some time considering the mindset of students at the start of each Inquire phase. What do you want students to be thinking about, what do they already know and what is the best way for them to approach the task? What might tap into their curiosity?
Recall the language about wind that students have used in previous discussions about the weather and when observing and recording for the weather watchers activity, using prompts such as Do you remember when Yumi said it was windy yesterday morning?
Invite students to wave their hands in front of their faces and to spin in a circle with their arms out to feel the movement of air around them.
Ask:What can you feel? Elicit the idea that they feel moving air. Discuss how when we experience moving air outside, it is part of the weather called ‘wind’.
Estimated time
10 minutes
Lesson type
Class
Pedagogical tools
Adapting to your context
Alternative activities that encourage students to think about the existence and movement of air.
Adapting to your context
Alternative activities that encourage students to think about the existence and movement of air include:
trying to capture air in a plastic bag.
make a flag that moves in wind.
letting all the air out of a balloon.
using streamers/ribbons in wind/fan.
running around with streamers.
Adapting to your context
Alternative activities that encourage students to think about the existence and movement of air include:
trying to capture air in a plastic bag.
make a flag that moves in wind.
letting all the air out of a balloon.
using streamers/ribbons in wind/fan.
running around with streamers.
Science content
Wind
Wind is the movement of air over the surface of the Earth.
Wind
Wind is the movement of air over the surface of the Earth. Winds are driven by the heat from the Sun, which warms the air and causes it to rise. Where warm air rises, cool air flows in to take its place. This motion is felt on the Earth’s surface as wind. Wind is described in terms of its strength or speed and the compass direction from which it is blowing. Wind speed can be expressed in kilometres per hour, metres per second, knots, or as a force on the Beaufort Scale.
When weather forecasters describe the wind they usually include information about both its strength and direction. For example, a fresh south-westerly wind is a wind blowing from the south-west at an average speed of 30–39 kilometres per hour (the speed of ‘fresh breeze’ on the Beaufort Scale). The term ‘gusty’ is often used in weather reports to describe winds that have sudden increases above the average speed for short periods of time. Knowledge of wind strength is useful for recreational activities like sailing, the safety of people working in high places or at sea and for forecasting the movement of pollution and smoke from bushfires to populated areas.
Wind
Wind is the movement of air over the surface of the Earth. Winds are driven by the heat from the Sun, which warms the air and causes it to rise. Where warm air rises, cool air flows in to take its place. This motion is felt on the Earth’s surface as wind. Wind is described in terms of its strength or speed and the compass direction from which it is blowing. Wind speed can be expressed in kilometres per hour, metres per second, knots, or as a force on the Beaufort Scale.
When weather forecasters describe the wind they usually include information about both its strength and direction. For example, a fresh south-westerly wind is a wind blowing from the south-west at an average speed of 30–39 kilometres per hour (the speed of ‘fresh breeze’ on the Beaufort Scale). The term ‘gusty’ is often used in weather reports to describe winds that have sudden increases above the average speed for short periods of time. Knowledge of wind strength is useful for recreational activities like sailing, the safety of people working in high places or at sea and for forecasting the movement of pollution and smoke from bushfires to populated areas.
Inquire
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
The Investigate routine provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, and to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. Students are encouraged to process data to identify trends and patterns and link them to the real-world context of the teaching sequence.
When designing a teaching sequence, consider the diagnostic assessment (Launch phase) that identified the alternative conceptions that students held. Are there activities that challenge these ideas and provide openings for discussion? What content knowledge and skills do students need to be able to complete the final (Act phase) task? How could you systematically build these through the investigation routines? Are there opportunities to build students’ understanding and skills in the science inquiry processes through the successive investigations?
Discuss students’ experiences with wind, including:
What types of activities work well when there is wind?
For example, flying kites, kite surfing, wind chimes, wind socks at airports.
How can you tell when there is wind?
Possible answers or observations might include that they can hear it and they see things, such as moving tree branches, waving flags and flapping laundry on a clothesline.
How can you tell what direction the wind is coming from?
Possible answers might include wind vanes, the direction hair/ribbons/streams move.
Are there different types of wind?
Give names/symbols to the different strengths of wind (light wind, gentle, moderate, strong, gale)
Where have you experienced wind around the school?
Record students’ ideas in the class science journal.
Pose the question:How can we measure if it is windy? And how can we measure how strong the wind is?
Students suggest how they could investigate these questions. Record ideas in the class science journal.
Through discussion establish that a light/weak/gentle wind might move light objects, but couldn't move heavy ones.
Could a light/weak/gentle wind move an empty plastic bag?
What about the lunch order box? Or a tub full of books?
Why do you think that think that?
Would a strong wind also move an empty plastic bag?
How far might it move in a strong wind as compared to a weak wind?
How fast might it move in a strong wind as compared to a weak wind?
Discuss the idea that students could make a wind meter to investigate how strong wind is.
Show a lightweight material and ask students the strength of wind that would be required to move it. Use a manual hand-held fan to demonstrate, fan lightly to simulate a gentle wind. Repeat with a heavyweight material and strong wind.
Introduce the selection of lightweight and heavyweight materials that teams can test. Write material names in the class science journal or add to the word wall for students to refer to.
Students use hand-held fans to test up to six materials, to select the two 'best' ones use for their wind meter: one that moves with a light wind and one that needs a strong wind to move.
Introduce the table on the demonstration copy of Moving materials Resource sheet to record results. Teams will record items that move in a 'gentle' wind, and items that need a 'strong' wind to move them in the table.
Optional: Review the purpose of a table (to organise information so that we can understanding it more easily) and its features.
Optional: If students are working in collaborative teams for the first time, consider taking time to discuss/model the expectations and conventions of working in a team.
Estimated time
20 minutes
Lesson type
Class
Pedagogical tools
Working collaboratively
Students working in collaborative teams is a key feature of the Primary Connections inquiry-based program.
Working collaboratively
Students working in collaborative teams is a key feature of the Primary Connections inquiry-based program. By working in collaborative teams students are able to:
communicate and compare their ideas with one another.
build on one another’s ideas.
discuss and debate these ideas.
revise and rethink their reasoning.
present their final team understanding through multi-modal representations.
Opportunities for working in collaborative learning teams are highlighted throughout the unit. Students need to be taught how to work collaboratively. They need to work together regularly to develop effective group learning skills.
Students working in collaborative teams is a key feature of the Primary Connections inquiry-based program. By working in collaborative teams students are able to:
communicate and compare their ideas with one another.
build on one another’s ideas.
discuss and debate these ideas.
revise and rethink their reasoning.
present their final team understanding through multi-modal representations.
Opportunities for working in collaborative learning teams are highlighted throughout the unit. Students need to be taught how to work collaboratively. They need to work together regularly to develop effective group learning skills.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Following an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions. How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
After the investigation, discuss what teams found out about the wind strength needed to move different materials.
Collate the results of the materials that moved in different wind strengths in the class science journal. Discuss/retest any materials that teams may have placed in different categories.
Estimated time
5 minutes
Lesson type
Class
Inquire
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
The Investigate routine provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, and to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. Students are encouraged to process data to identify trends and patterns and link them to the real-world context of the teaching sequence.
When designing a teaching sequence, consider the diagnostic assessment (Launch phase) that identified the alternative conceptions that students held. Are there activities that challenge these ideas and provide openings for discussion? What content knowledge and skills do students need to be able to complete the final (Act phase) task? How could you systematically build these through the investigation routines? Are there opportunities to build students’ understanding and skills in the science inquiry processes through the successive investigations?
Pose the question:Is the wind different in different places around the school?
Record students’ ideas of different locations around the school in the class science journal.
Discuss how students could use materials to investigate wind strength in different places in the school, for example, by attaching the materials to a coat-hanger or length of bamboo and taking the wind meter to the different places.
Invite each team to select one material that moves in a ‘light’ wind and one that moves in a ‘strong’ wind to use for their wind meters.
Example of a wind meter
Form teams and allow time for students to construct their wind meters.
After teams have constructed their wind meter, discuss how they will be able to tell how strong the wind is in different places.
Using your wind meter, how will you know the wind is blowing?
What will happen if there is no wind?
What will happen if there is a strong wind?
Discuss what teams will:
change: where the wind is tested.
observe: how much the materials move.
For Year 1 learners the teacher provides the information for the ‘observe’ section, as this is usually the hardest part of the planner to decide.
keep the same: the actual wind meter and the materials, the size of the materials, the way the materials are attached to the coat-hanger or bamboo, the height at which the wind meter is held.
Record ideas on Wind investigation planner Resource sheet or in the class science journal.
Model how to attach materials to the coat-hanger or bamboo.
Discuss why it is important to change only one thing at a time to keep the investigation fair.
Brainstorm places around the school where teams could test the wind. Discuss how to be safe when testing the wind around the school.
Discuss how teams will be able to find out if there is no wind, a light wind or a strong wind using their wind meters.
Record their predictions about wind strength in different areas in the class science journal.
Move outside so teams can use their wind meters to observe the strength of the wind in three different places.
Estimated time
25 minutes
Lesson type
Collaborative team and class
Pedagogical tools
How to conduct a fair-test investigation
What questions might students answer in this investigation?
2:51
How to conduct a fair-test investigation
Scientific investigations involve posing questions, testing predictions, planning and conducting tests, interpreting and representing evidence, drawing conclusions and communicating findings. In this teaching sequence, students investigate things that affect the movement of materials hanging on a wind meter. Questions students may investigate include:
Will the wind in different places around the school cause the materials to move differently? Will changing the way the materials are attached to the coat-hanger affect the way the materials move in the same wind? Will changing the length of a material change the way it moves in the same wind?
To investigate wind strength in different places in the school, students could:
Inquire
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Following an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions. How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
Invite students to record their findings. For example, students might:
draw a picture of the wind meter at each place, showing how much the materials moved.
write the names of the places and the wind strength observed in each place.
annotate copies of photographs taken in the different locations.
Discuss the teams’ investigation findings and why it can be important to know about the wind when planning for a picnic. Discuss the impact of a strong wind (e.g. falling trees, food blowing away, erosion of soil, throwing a ball).
Prepare a decision tree of what to do if their picnic is a windy day. Discuss if the direction of the wind will be important (if playing games or if there is protection in one direction).
Reflect on the lesson
You might:
add to/review the class word wall.
share a text about wind, for example The wind blew by Pat Hutchins.
make predictions about tomorrow's weather.
discuss what students learned about working in a team.
relate the new information about wind to the decisions that will be made about the picnic.
review the students’ question page in the class science journal and review the questions related to wind. Add any new questions students might have.
Estimated time
10 minutes
Lesson type
Class
Science content
The Beaufort scale
The Beaufort scale classifies wind into categories on the basis of its strength.
The Beaufort scale
The Beaufort scale was developed by Naval officer Sir Francis Beaufort in 1806. It classifies wind into categories on the basis of its strength, from calm (no wind) to cyclone (wind speed over 118 kilometres per hour). Wind speed always increases with height above the ground, so wind speeds in the Beaufort Scale are measured at a height of 10 metres above open, flat ground.
The Beaufort scale
The Beaufort scale was developed by Naval officer Sir Francis Beaufort in 1806. It classifies wind into categories on the basis of its strength, from calm (no wind) to cyclone (wind speed over 118 kilometres per hour). Wind speed always increases with height above the ground, so wind speeds in the Beaufort Scale are measured at a height of 10 metres above open, flat ground.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Review the weather watch table and add today's entry. Discuss what the class has observed and recorded about the weather.
Review the previous lesson, focusing on the decision tree that was created to decide if the cloud cover would impact our picnic plans.
Estimated time
5 minutes
Lesson type
Class
Inquire
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Identifying and constructing questions is the creative driver of the inquiry process. It allows students to explore what they know and how they know it. During the Inquire phase of the LIA Framework, the Question routine allows for past activities to be reviewed and to set the scene for the investigation that students will undertake. The use of effective questioning techniques can influence students’ view and interpretation of upcoming content, open them to exploration and link to their current interests and science capital.
When designing a teaching sequence, it is important to spend some time considering the mindset of students at the start of each Inquire phase. What do you want students to be thinking about, what do they already know and what is the best way for them to approach the task? What might tap into their curiosity?
As in Lesson 2, explore weather information reports from websites (WillyWeather or Bureau of Meteorology), this time focusing on the numbers that represent the predicted temperature for the day. Discuss what students think the numbers tell us about what the weather will be like that day. Discuss the word ‘temperature’ and what it means.
Highlight/recall the language about temperature that students have used in this and previous discussions about the weather. For example:
Do you remember when Aden said that it was cold this morning?
Do you remember when Sascha told us it was hot after lunch on Monday?
Link the idea that we use words to describe what the air feels like to us and how it makes our bodies feel, such as 'cold' and 'hot'. Brainstorm and record temperature words to describe how the air feels. Record these on cards or self-adhesive notes (to enable them to be moved later on).
Estimated time
10 minutes
Lesson type
Class
Science content
Language/vocabulary choices
The word ‘temperature’ is introduced in the second Investigate routine of this lesson.
Language/vocabulary choices
The word ‘temperature’ is introduced in the second Investigate routine of this lesson. At this stage, focus descriptions around ‘How does it feel?’, concentrating on how hot or cold does it feel.
Language/vocabulary choices
The word ‘temperature’ is introduced in the second Investigate routine of this lesson. At this stage, focus descriptions around ‘How does it feel?’, concentrating on how hot or cold does it feel.
Inquire
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
The Investigate routine provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, and to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. Students are encouraged to process data to identify trends and patterns and link them to the real-world context of the teaching sequence.
When designing a teaching sequence, consider the diagnostic assessment (Launch phase) that identified the alternative conceptions that students held. Are there activities that challenge these ideas and provide openings for discussion? What content knowledge and skills do students need to be able to complete the final (Act phase) task? How could you systematically build these through the investigation routines? Are there opportunities to build students’ understanding and skills in the science inquiry processes through the successive investigations?
Explain that the students are going to investigate some different types of air to find out what it feels like.
Ask students to blow on their hand and share descriptions (adjectives) of how the air feels. Discuss if using pursed lips (colder) provides a different response than an open mouth (hotter due to the slower speed of the air). Record responses in the class science journal.
Have students walk past a source of warm or hot air. Share descriptions of how the air feels, noting if the terms students use have already been recorded on cards/self-adhesive notes, and recording them if they have not been.
Provide each student with a paper fan or piece of card. Ask students to fan themselves and share and record descriptions of how it feels, again noting if the terms students use have already been recorded on cards/self-adhesive notes, and recording them if they have not been.
Have students walk past a source of cold air to share and record descriptions of how it feels, again noting if the terms students use have already been recorded on cards/self-adhesive notes, and recording them if they have not been.
Estimated time
10 minutes
Lesson type
Class
Inquire
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Following an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions. How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
Review the descriptions/words used for different air temperatures that you have recorded during the lesson on cards or self-adhesive notes.
As a class, order the descriptions/words from hottest to coldest and number them.
Conclude this Inquire cycle by adding the relevant vocabulary to the word wall.
Estimated time
5 minutes
Lesson type
Class
Inquire
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
The Investigate routine provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, and to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. Students are encouraged to process data to identify trends and patterns and link them to the real-world context of the teaching sequence.
When designing a teaching sequence, consider the diagnostic assessment (Launch phase) that identified the alternative conceptions that students held. Are there activities that challenge these ideas and provide openings for discussion? What content knowledge and skills do students need to be able to complete the final (Act phase) task? How could you systematically build these through the investigation routines? Are there opportunities to build students’ understanding and skills in the science inquiry processes through the successive investigations?
You might like to lead the following discussion and observation about the current weather outside, if appropriate for your students and context.
How do you know it is hot/cold?
What do you feel that makes you think it is hot/cold?
Why do you think it feels hot?
What do you think is making it feel cold?
How do your pets/dogs/cats behave when it is hot/cold?
How do you think the local animals are affected by the hot/cold?
Can we tell if a plant is too hot?
Wilting leaves etc.
Make a line with string or chalk to create a physical temperature scale, long enough for all students to place themselves along. Ask students to hold each of the temperature cards created, with ‘hot’ at one end of the line, ‘cold’ at the other end, and the other cards spaced appropriately in between.
Optional: Discuss with students to determine the appropriate placement of each of these cards. For example, if they have used the word 'freezing' they may decide that is actually colder than 'cold', reorganise appropriately.
Once the physical temperature scale is set up, ask the other students in the class to stand on the line closest to the card that best describes the current temperature. Ask students to give reasons why they chose to stand at that point, for example, ‘I feel cold because there’s a cold wind out here’ or ‘I feel hot because the Sun is hot’.
Introduce different weather scenarios (for example at night, in different weather conditions or in a different season). Students place themselves on the scale according to how they imagine they would feel, and give reasons for where they have chosen.
Discuss what other words might go on the scale between hot and cold, and add those words to cards to be included in the scale.
Revise the word ‘temperature’ as a way of describing how hot it is.
Return to the classroom if needed and review the language recorded from the first inquiry cycle in this lesson.
Discuss:
the words students could use to describe the outside temperature today.
the different ways students might have seen temperature being measured, such as when they have been sick, using a thermometer at home or school.
Introduce Our temperature toolResource sheet to show that there are four temperature words on the right-hand side that can be used to indicate the temperature.
Optional: You might like to create your own version of the temperature tool using the words offered by the students.
Discuss how colours can be used to demonstrate temperature.
What colour might represent hot? Why do you think that?
What about cold? Or warm?
What colours do they use on hot and cold water taps? Why do you think they use those colours?
Using the Our temperature tool resource sheet, students colour the boxes with the temperature words in them using appropriate colours, and draw pictures of activities and/or clothing suitable for the four temperatures in the boxes on the left-hand side.
Students add the temperature tool to their science journals, gluing along the left hand edge only. This will allow them to slide a peg or large paper clip up and down the right side of their temperature tool to mark the temperature each day.
Use the demonstration copy of the Our temperature tool resource sheet to create a version for the whole class and use it to describe the day’s temperature.
HIGH TECH: Use digital devices to record a daily weather report for sharing with parents.
Explain that the tool is a type of thermometer, using colours and words to describe the temperature. If possible, show students different types of thermometers, such as colour-band, alcohol and digital thermometers or the colours on a thermal image.
Measure the temperature in the classroom and outside and compare it to students’ descriptions.
Estimated time
30 minutes
Lesson type
Class
Inquire
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Following an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions. How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
how temperature may affect the planning of the class picnic.
Provide students with examples of activities, food and clothing and ask them to use their temperature tools to show the temperature best suited to each example.
What would be a suitable temperature for wearing gloves?
What would be a suitable temperature for going swimming outside?
What traditional clothes might tell us about where people came from?
Discuss students’ suggestions and reasons and use them to create a decision tree for determining temperature. Link the different temperatures to how they might plan for a picnic.
Allow students time to draw their decision tree in their science journals.
Reflect on the lesson
You might:
add to/review the class word wall.
review how temperature impacts on clothing and activity choices.
make predictions about tomorrow's weather.
review the students’ question page in the class science journal and review the questions related to wind. Add any new questions students might have.
As you continue to fill in the weather watch table, refer back to the details about temperature explored in this lesson.
Estimated time
10 minutes
Lesson type
Class and individual
Pedagogical tools
Aboriginal and Torres Strait Islander Peoples’ observation of the weather
Aboriginal and Torres Strait Islander Peoples have observed the daily and seasonal weather patterns for tens of thousands of years.
Aboriginal and Torres Strait Islander Peoples’ observation of the weather
Observing the effects of the weather across the many regions of Australia have allowed Aboriginal and Torres Strait Islander Peoples to identify daily and seasonal changes that explain and inform aspects of daily life.
More information about this can be found in cross-curriculum priority resources provided by ACARA.
Aboriginal and Torres Strait Islander Peoples’ observation of the weather
Observing the effects of the weather across the many regions of Australia have allowed Aboriginal and Torres Strait Islander Peoples to identify daily and seasonal changes that explain and inform aspects of daily life.
More information about this can be found in cross-curriculum priority resources provided by ACARA.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Review the weather watch table and add today's entry. Discuss what the class has observed and recorded about the weather.
Review the previous lesson. Focus on the weather symbols for clouds: both the ones students created and the ones used by weather apps/websites.
Estimated time
5 minutes
Lesson type
Class
Inquire
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Identifying and constructing questions is the creative driver of the inquiry process. It allows students to explore what they know and how they know it. During the Inquire phase of the LIA Framework, the Question routine allows for past activities to be reviewed and to set the scene for the investigation that students will undertake. The use of effective questioning techniques can influence students’ view and interpretation of upcoming content, open them to exploration and link to their current interests and science capital.
When designing a teaching sequence, it is important to spend some time considering the mindset of students at the start of each Inquire phase. What do you want students to be thinking about, what do they already know and what is the best way for them to approach the task? What might tap into their curiosity?
Discuss how students know about the day’s weather. Encourage them to consider that looking at the sky often helps us predict or know about the weather, and that when observing the sky it is important to see as much of it as possible.
Ask students:Do you think we will see clouds in the sky on a day like today? What sort of clouds might we see? Why do you think that?
Estimated time
15 minutes
Lesson type
Class
Inquire
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
The Investigate routine provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, and to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. Students are encouraged to process data to identify trends and patterns and link them to the real-world context of the teaching sequence.
When designing a teaching sequence, consider the diagnostic assessment (Launch phase) that identified the alternative conceptions that students held. Are there activities that challenge these ideas and provide openings for discussion? What content knowledge and skills do students need to be able to complete the final (Act phase) task? How could you systematically build these through the investigation routines? Are there opportunities to build students’ understanding and skills in the science inquiry processes through the successive investigations?
Take students outside to an open space and provide each student with a frame, as used in Lesson 1. Encourage the students to view and describe the sky by looking in front, to the right, to the left and behind. Through discussion, they might learn that the sky can look different from different directions.
Note: Looking directly at the Sun can cause permanent eye damage. In rare cases this might occur without any pain. Warn students against looking directly at the Sun at any time.
Discuss:
how these four views can be used to build a picture of what the sky is really like and can more accurately describe the sky.
different words we can use to describe the sky, such as ‘empty sky’, ‘blue sky’, ‘grey sky’, 'lots of clouds' or 'white clouds'. Record student ideas.
how much cloud cover students think there is. You might like to introduce the scientific descriptions of cloud cover if you feel it is appropriate for your students: clear (no cloud), cloudy (more cloud than clear sky), scattered cloud (smaller clouds scattered over the sky) and overcast (total cloud cover). Some students might also make a connection between the amount of cloud cover in the sky and brightness.
Make recordings of the cloud cover.
LOW TECH: Use a digital camera to record the cloud cover.
HIGH TECH: Use student iPads or digital devices to record the cloud cover.
Discuss and list observations in the class science journal.
Create a class table to describe different levels of cloud cover. Review the purpose and features of a table. Discuss the headings and what information will go into each column.
Estimated time
15 minutes
Lesson type
Class
Science content
The science of clouds
How are clouds formed? How do meteorologists talk about cloud cover?
The science of clouds
Clouds are formed when warm moist air (water gas = vapour) rises to where it is cooler and the pressure in the atmosphere is lower. As the warm moist air cools (all gases cool when they expand under low pressure), some of the water vapour in the air changes from a gas to a liquid (condenses), forming tiny water droplets. A mass of billions of these tiny suspended water droplets is visible as a cloud. Rain develops when water droplets join together and become too heavy to be suspended in air currents and remain in the cloud. Gravity pulls the droplets towards the surface of the Earth, where they fall as precipitation.
When estimating cloud cover, meteorologists divide the sky into eighths. If they estimate that eight-eighths are covered by clouds, they describe the sky as having total cloud cover. If they estimate that zero parts are covered, they describe the sky as being clear. In weather forecasts, the terminology used is simpler: clear (no cloud), sunny (little chance of the Sun being obscured by cloud), cloudy (more cloud than clear sky) and overcast (total cloud cover).
The science of clouds
Clouds are formed when warm moist air (water gas = vapour) rises to where it is cooler and the pressure in the atmosphere is lower. As the warm moist air cools (all gases cool when they expand under low pressure), some of the water vapour in the air changes from a gas to a liquid (condenses), forming tiny water droplets. A mass of billions of these tiny suspended water droplets is visible as a cloud. Rain develops when water droplets join together and become too heavy to be suspended in air currents and remain in the cloud. Gravity pulls the droplets towards the surface of the Earth, where they fall as precipitation.
When estimating cloud cover, meteorologists divide the sky into eighths. If they estimate that eight-eighths are covered by clouds, they describe the sky as having total cloud cover. If they estimate that zero parts are covered, they describe the sky as being clear. In weather forecasts, the terminology used is simpler: clear (no cloud), sunny (little chance of the Sun being obscured by cloud), cloudy (more cloud than clear sky) and overcast (total cloud cover).
Inquire
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Following an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions. How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
Invite students to use their science journals to draw a picture of the sky as they observed it and to write a caption (or for you to scribe) that describes the cloud cover.
Discuss:Does every cloud bring rain? Emphasise that clouds are made up of tiny water droplets. When the drops start joining together, they become heavy and fall as rain.
Add the new vocabulary to the word wall. If possible, include photographs of the sky as a cue for students reading the words.
Review the question page in the class science journal for questions on clouds.
Link the discussion of clouds back to the Launch phase by asking students if the type of clouds in a sky will affect the picnic (or other outdoors event). Explain that some weather might affect how they plan for the picnic, and that there are a lot of decisions to be made when going on a picnic.
As a class, build a list of decisions that will need to be made in preparation for the event. For example:
the food to take.
what to wear.
where to go.
what to do if it rains.
what to do if it is too hot.
whether the class pet can come, and what it may need.
Explain that when there is a lot of information to think about, it might need to be sorted. A decision tree can help sort information and make decisions. Provide an example of a decision tree for where to eat lunch or to wear a hat (‘no hat, no play’), adapting based on your school rules.
Invite students to make a decision tree to help them decide which day would have good weather for a picnic.
Discuss if clouds or rain will stop a picnic. This is a good opportunity to reinforce that cloud cover do not always indicate that it will rain.
Review the students’ question page in the class science journal and review the questions related to clouds and rain. Add any new questions students might have.
Reflect on the lesson
You might:
add to/review the class word wall.
review the agreed upon symbol for clouds and determine if it/they cover all the different types of clouds discussed during the lesson.
make predictions about tomorrow's weather.
review the students’ question page in the class science journal and review the questions related to wind. Add any new questions students might have.
Weather watch table
From this point, when observing and recording daily weather for the weather watch class table, highlight details about the amount of cloud cover using scientific language where appropriate. Remember to discuss clothing and activities that might be suited to the season and the particular type of weather conditions.
Estimated time
25 minutes
Lesson type
Class and individual
Pedagogical tools
Curriculum link to The Arts
Creating a picture of the sky can link to the visual arts curriculum.
Curriculum link to The Arts
Creating a picture of the sky provides students with an opportunity to develop practices and skills (AC9AVA2D01) and create and make (AC9AVA2C01) by observing cloud movement and shapes, and create an artwork to show what they have seen and imagined. Students can describe their cloud pictures orally or in writing.
Curriculum link to The Arts
Creating a picture of the sky provides students with an opportunity to develop practices and skills (AC9AVA2D01) and create and make (AC9AVA2C01) by observing cloud movement and shapes, and create an artwork to show what they have seen and imagined. Students can describe their cloud pictures orally or in writing.
Pedagogical tools
Decision tree
A decision tree is a visual representation of algorithmic thinking.
Decision tree
A decision tree is a visual representation of algorithmic thinking. It can guide students to consider the thinking pathway used to solve a complex problem that has many different facets, such as catering for everyone’s needs when planning a picnic. A fully formed complex decision tree can be intimidating for young students. This teaching sequence will contribute to the decision tree as students investigate rain and temperature, and their effects on plants and animals.
Decision tree
A decision tree is a visual representation of algorithmic thinking. It can guide students to consider the thinking pathway used to solve a complex problem that has many different facets, such as catering for everyone’s needs when planning a picnic. A fully formed complex decision tree can be intimidating for young students. This teaching sequence will contribute to the decision tree as students investigate rain and temperature, and their effects on plants and animals.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Recall the previous lesson, focusing on the pictures students drew after the observation walk. Discuss what they drew, and why they choose to draw it that way. For example, if they drew the sun, they may have drawn a yellow/orange circle with 'light rays' coming out of it. This is a common symbol for the sun that students may have encountered before.
Estimated time
5 minutes
Lesson type
Class
Inquire
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Identifying and constructing questions is the creative driver of the inquiry process. It allows students to explore what they know and how they know it. During the Inquire phase of the LIA Framework, the Question routine allows for past activities to be reviewed and to set the scene for the investigation that students will undertake. The use of effective questioning techniques can influence students’ view and interpretation of upcoming content, open them to exploration and link to their current interests and science capital.
When designing a teaching sequence, it is important to spend some time considering the mindset of students at the start of each Inquire phase. What do you want students to be thinking about, what do they already know and what is the best way for them to approach the task? What might tap into their curiosity?
Review the questions students asked about the weather in the Launch phase. Refer to a student question (if one has been asked) as a jumping off point for the following investigation about the way weather is recorded/forecast. For example: How do we write or draw to show what the weather is like? If students haven’t asked this question themselves, add it to the list of class questions and discuss that answering this question will be the centre of today’s investigation.
Discuss how, sometimes, pictures/symbols give us information and instructions.
Use the Symbols in my world Resource sheet to discuss what symbols are, what each symbol displayed means, and any other symbols students might know. You may need to introduce the word ‘symbol’ to students.
What pictures/symbols have you seen that tell you information, or give you instructions?
Can you describe them?
Where do you see them?
Why do we need these symbols?
How are these symbols helpful?
Ask: What symbols might we use to tell people what the weather is like?
Recall student drawing and labels/descriptions from the previous lesson. Brainstorm words used to describe different types of weather and add them to the word wall. For example: rainy, snowy, frosty, cloudy, sunny, stormy, humid, windy.
Students draw four symbols for different types of weather, with each symbol on its own small piece of paper.
Group together students’ drawings for each type of weather. Examine each group in turn and discuss the similarities and differences in the symbols that the students have drawn.
You might need to further group the drawings in each category. For example, for ‘rainy’ some students might have drawn a cloud, some might have drawn rain drops, and others an umbrella or raincoat.
What weather type do these symbols represent?
How are they the same? How are they different?
How do they relate to the weather type being described?
Which of these symbols could be used to describe today’s weather?
Optional: Students recreate these weather symbols in their science journals.
Estimated time
20 minutes
Lesson type
Class and individual
Science content
Weather and forecasts
Weather forecasts provide us with a range of information to help us plan our daily lives, and sometimes warn us of danger.
Weather and forecasts
Weather influences the decisions we make each day about the clothes we wear and the activities we engage in. It also affects industries such as horticulture, farming, fishing and tourism. Predicting long-term patterns of drought, flood and rainfall is very important to our economy and lifestyle, especially in Australia, the driest inhabited continent on Earth. Weather forecasts provide us with a range of information to help us plan our daily lives, and sometimes warn us of danger from extreme weather conditions.
For people living in areas prone to storms, cyclones or floods, knowledge of the weather can mean the difference between life and death. A very important part of meteorology (the science of studying the atmosphere and predicting the weather) is recording atmospheric data over long periods. Meteorologists use this data to detect patterns in the weather and climate trends. Long-term records not only enable scientists to know about the past, but also help them to better predict weather patterns in the future. The equipment they use to do this includes:
thermometers to measure air temperature.
barometers to measure air pressure.
anemometers to measure wind speed.
hygrometers to measure air humidity (how much moisture (water vapour) is in the air).
weather radars to detect approaching rainfall.
weather satellites to monitor cloud cover, surface temperatures of land and sea and other data about the atmosphere.
Powerful supercomputers enable meteorologists to predict the weather. These computers help to analyse the enormous quantity of data meteorologists collect about temperature, pressure and wind speeds at many locations.
Weather and forecasts
Weather influences the decisions we make each day about the clothes we wear and the activities we engage in. It also affects industries such as horticulture, farming, fishing and tourism. Predicting long-term patterns of drought, flood and rainfall is very important to our economy and lifestyle, especially in Australia, the driest inhabited continent on Earth. Weather forecasts provide us with a range of information to help us plan our daily lives, and sometimes warn us of danger from extreme weather conditions.
For people living in areas prone to storms, cyclones or floods, knowledge of the weather can mean the difference between life and death. A very important part of meteorology (the science of studying the atmosphere and predicting the weather) is recording atmospheric data over long periods. Meteorologists use this data to detect patterns in the weather and climate trends. Long-term records not only enable scientists to know about the past, but also help them to better predict weather patterns in the future. The equipment they use to do this includes:
thermometers to measure air temperature.
barometers to measure air pressure.
anemometers to measure wind speed.
hygrometers to measure air humidity (how much moisture (water vapour) is in the air).
weather radars to detect approaching rainfall.
weather satellites to monitor cloud cover, surface temperatures of land and sea and other data about the atmosphere.
Powerful supercomputers enable meteorologists to predict the weather. These computers help to analyse the enormous quantity of data meteorologists collect about temperature, pressure and wind speeds at many locations.
Pedagogical tools
Representational challenge
By drawing their own symbols and comparing with others, students come to understand the importance of having common symbols.
Representational challenge
In this step, students draw their own symbols to represent the weather. This supports them to understand the need to have common symbols in context.
By grouping the symbols you might find some students have drawn clouds to indicate 'cloudy' weather, but also to indicate 'rainy' weather, or wavy lines to represent 'windy' weather or flooding. Discussing the potential problems this ambiguity might cause, and comparing similarities and differences between symbols, will better prepare students to explore and understand the symbols commonly used in official weather reports.
Representational challenge
In this step, students draw their own symbols to represent the weather. This supports them to understand the need to have common symbols in context.
By grouping the symbols you might find some students have drawn clouds to indicate 'cloudy' weather, but also to indicate 'rainy' weather, or wavy lines to represent 'windy' weather or flooding. Discussing the potential problems this ambiguity might cause, and comparing similarities and differences between symbols, will better prepare students to explore and understand the symbols commonly used in official weather reports.
Inquire
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
The Investigate routine provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, and to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. Students are encouraged to process data to identify trends and patterns and link them to the real-world context of the teaching sequence.
When designing a teaching sequence, consider the diagnostic assessment (Launch phase) that identified the alternative conceptions that students held. Are there activities that challenge these ideas and provide openings for discussion? What content knowledge and skills do students need to be able to complete the final (Act phase) task? How could you systematically build these through the investigation routines? Are there opportunities to build students’ understanding and skills in the science inquiry processes through the successive investigations?
Invite students to explore weather information reports from websites (WillyWeather or Bureau of Meteorology) to learn about the symbols used.
Allow students time to explore a weather app or website with a partner, discussing the symbols that have been used and other things they notice.
Discuss what students noticed about the symbols used in the weather app/website, the similarities and differences between the symbols used there and the ones they drew, and anything else they noticed.
What is the same about the symbols used on the app, and the ones we drew? What is different?
How do the symbols relate to the weather type?
What other information did you notice?
Students might have noticed the numbers that indicate temperature, possible colours (blue or red) to indicate high or low temperatures, or hourly updates for the expected weather for the day. Discuss each thing they have noticed.
Which symbols gives us the ‘best’ information about the weather type?
For example, raindrops or a cloud with raindrops, would be the most appropriate for rain, because it represents what happens. A cloud is ambiguous because it can be cloudy without rain, and umbrellas are often used on sunny occasions to provide shade.
As a class, agree on a symbol to represent each weather type for the rest of the teaching sequence. Draw and label the selected symbols in the class science journal. You might also include a drawing of each symbol next to the appropriate word on the word wall, and/or ask students to draw and label these symbols in their individual science journals.
Optional: Watch a television weather report. After viewing the report discuss:
the types of weather reported.
how it might have been different from place to place.
why the weather might be different across Australia.
comparisons between First Nations calendars from different parts of Australia.
Estimated time
15 minutes
Lesson type
Collaborative team and class
Inquire
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Following an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions. How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
Discuss why people would want to know about the weather, what weather information is useful, and the kind of information weather reports provide. Link to the discussion in the Launch phase about how some activities are impacted by the weather.
Why do people want to know about the weather?
What information do people want to get from weather reports?
Do weather reports give us helpful information?
Why do you think they use symbols?
Information can be gathered ‘at-a-glance’, you don’t have to be able to read etc.
Why would it be helpful to know what the weather might be if you were planning a day at the beach, or a camping holiday etc.?
Estimated time
15 minutes
Lesson type
Class
Inquire
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
The Investigate routine provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, and to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. Students are encouraged to process data to identify trends and patterns and link them to the real-world context of the teaching sequence.
When designing a teaching sequence, consider the diagnostic assessment (Launch phase) that identified the alternative conceptions that students held. Are there activities that challenge these ideas and provide openings for discussion? What content knowledge and skills do students need to be able to complete the final (Act phase) task? How could you systematically build these through the investigation routines? Are there opportunities to build students’ understanding and skills in the science inquiry processes through the successive investigations?
Explain that students are going to become ‘weather watchers’: the class will regularly observe the weather and compile its own weather report table. An example table has been included below, but should be customised to suit the days and times when your class will make their observations.
Introduce the recording table and symbols that your class will be using. Discuss the purpose and features of a table: we use a table to organise information. It has a title, columns with headings and information organised under each heading.
Explain that at the selected time on the selected days, the class will go outside to observe what the weather is like. These observations will be recorded in the table.
Take students outside for their first observation and model the first entry, using the weather symbols that were agreed on earlier in the lesson.
Discuss that the ‘Daily review’ section will be completed after the second observation of the day as the class recounts what happened with the weather for each day.
Over the following days
As you lead discussion about each day’s weather and record the daily summary, discuss the types of clothing and activities that might be suitable for those particular weather conditions. Suggest that this will help with the planning for the picnic/other event (what clothes to wear for the different conditions).
You might like to have dolls and a range of seasonal clothing and accessories so students can adjust their clothing and accessories to suit daily weather conditions.
Optional: Students keep individual records in their science journals. Using a copy of the recording table they might use photocopied versions of the class weather symbols or draw their own.
Estimated time
15 minutes
Lesson type
Class
Inquire
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Following an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions. How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
Review the students’ question page in the class science journal and add any new questions students might have.
Optional: Watch the Peppa Pig episode ‘Weather Station’.
Reflect on the lesson
You might:
add to/review the class word wall.
review the agreed upon weather symbols and what they mean.
make predictions about tomorrow's weather.
Estimated time
5 minutes
Lesson type
Class
Pedagogical tools
Links to Aboriginal and Torres Strait Islander Histories and Cultures
Some First Nations peoples use symbols in art to represent weather phenomena.
Links to Aboriginal and Torres Strait Islander Histories and Cultures
Some First Nations peoples use symbols in art to represent weather phenomena. There are some common symbols used in First Nations art across the world. Consult your local Aboriginal and Torres Strait Islander community members for specific information for your area.
Explore Indigenous symbols used for weather phenomena, such as rainbows, rain, clouds, and lightning.
Use Indigenous symbols for weather phenomena on the weather watch table.
Links to Aboriginal and Torres Strait Islander Histories and Cultures
Some First Nations peoples use symbols in art to represent weather phenomena. There are some common symbols used in First Nations art across the world. Consult your local Aboriginal and Torres Strait Islander community members for specific information for your area.
Explore Indigenous symbols used for weather phenomena, such as rainbows, rain, clouds, and lightning.
Use Indigenous symbols for weather phenomena on the weather watch table.
represent their current understanding of the characteristics of weather and seasons.
identify some of the characteristics of weather.
recount their personal experiences of weather and how it changes over time.
Students will represent their understanding as they:
record the characteristics of weather as drawings.
participate in and contribute to discussions, sharing information, experiences and opinions.
record ideas in a science journal.
In the Launch phase, assessment is diagnostic.
Take note of:
How do students describe clouds and rain?
For example, are clouds described as bursting to produce rain?
How do students describe wind?
Are moving trees the cause of wind?
Are changes in the weather (daily or seasonally) noticed?
Do students describe how the weather can affect their actions?
Have students noticed how animals or plants are affected by the weather?
What vocabulary are students using?
Whole class
Class science journal (digital or hard-copy)
Materials to create a word wall
Each student
Individual science journal (digital or hard-copy)
Frames cut from sturdy materials such as ice-cream container lids, cardboard etc.
Lesson
Launch
The Launch phase is designed to increase the science capital in a classroom by asking questions that elicit and explore students’ experiences. It uses local and global contexts and real-world phenomena that inspire students to recognise and explore the science behind objects, events and phenomena that occur in the material world. It encourages students to ask questions, investigate concepts, and engage with the Core Concepts that anchor each unit.
The Launch phase is divided into four routines that:
ensure students experience the science for themselves and empathise with people who experience the problems science seeks to solve (Experience and empathise)
anchor the teaching sequence with the key ideas and core science concepts (Anchor)
elicit students’ prior understanding (Elicit)
and connect with the students’ lives, languages and interests (Connect).
Students arrive in the classroom with a variety of scientific experiences. This routine provides an opportunity to plan for a common shared experience for all students. The Experience may involve games, role-play, local excursions or yarning with people in the local community. This routine can involve a chance to Empathise with the people who experience the problems science seeks to solve.
When designing a teaching sequence, consider what experiences will be relevant to your students. Is there a location for an excursion, or people to talk to as part of an incursion? Are there local people in the community who might be able to talk about what they are doing? How could you set up your classroom to broaden the students’ thinking about the core science ideas? How could you provide a common experience that will provide a talking point throughout the sequence?
Ask students what they think it means (in terms of the weather) if someone says it is a ‘nice day’. Ask if they think today is a 'nice day', and if not, how they would describe it.
Discuss if frogs/cats/dogs/fish like the same types of days as humans. Suggest that the class could go for an observational walk outside to determine if it is a ‘nice day’ for people or frogs/cats/dogs/fish.
Discuss what ‘observation’ means and how it’s done. Refer to the five key senses (sight, hearing, touch, smell, taste). Brainstorm what students might expect to see and what they might look for, drawing out any comments related to weather.
Estimated time
15 minutes
Lesson type
Class
Science content
Adapting to your context
Teachers are encouraged to select a Launch context that is suitable to the needs of their students.
Adapting to your context
Teachers are encouraged to select a Launch context that is suitable to the needs of their students and that will allow students to make their learning visible during the Action phase. This may include an already planned excursion, sports day or lunchtime picnic.
When discussing the environment in line with traditional Aboriginal and Torres Strait Islander peoples’ context of observation, it is important to identify and establish the local custodians of the land in which you are working. In doing so you will gain an understanding of seasonal changes that affected everyday life such as when to harvest, when to manufacture shelter and clothing to name a few.
Aboriginal and Torres Strait Islanders are the First Peoples of Australia. When wanting to work with local traditional custodians, Elders and/or community members it is important to do some learning first.
Where possible, learn about the country you are on, the language/s spoken, the people/s of the area, and as much as you can about their culture, social structure (kinship), spiritual traditions, philosophies, and history. Learn from reputable sources of information such as materials produced locally by or with the traditional custodians or visit local community centres or Land Councils.
Ask your school-based Indigenous education officer if you have one, existing staff members, family members of your students and enquire at the local land council or with local Aboriginal and Torres Strait Islander education groups to find out whether there are protocols for working with community members. Build strong relationships in these ways using respectful communication, acknowledging that relationships may take time to develop.
Ensure you are creating respectful and meaningful experiences for both students and community members with deep regard for the ways knowledge can be shared. Ask questions if you are unsure about something and build trust. Be open to new ways.
Value the time, knowledge, culture, intellectual property, and people of the community.
Teachers are encouraged to select a Launch context that is suitable to the needs of their students and that will allow students to make their learning visible during the Action phase. This may include an already planned excursion, sports day or lunchtime picnic.
When discussing the environment in line with traditional Aboriginal and Torres Strait Islander peoples’ context of observation, it is important to identify and establish the local custodians of the land in which you are working. In doing so you will gain an understanding of seasonal changes that affected everyday life such as when to harvest, when to manufacture shelter and clothing to name a few.
Aboriginal and Torres Strait Islanders are the First Peoples of Australia. When wanting to work with local traditional custodians, Elders and/or community members it is important to do some learning first.
Where possible, learn about the country you are on, the language/s spoken, the people/s of the area, and as much as you can about their culture, social structure (kinship), spiritual traditions, philosophies, and history. Learn from reputable sources of information such as materials produced locally by or with the traditional custodians or visit local community centres or Land Councils.
Ask your school-based Indigenous education officer if you have one, existing staff members, family members of your students and enquire at the local land council or with local Aboriginal and Torres Strait Islander education groups to find out whether there are protocols for working with community members. Build strong relationships in these ways using respectful communication, acknowledging that relationships may take time to develop.
Ensure you are creating respectful and meaningful experiences for both students and community members with deep regard for the ways knowledge can be shared. Ask questions if you are unsure about something and build trust. Be open to new ways.
Value the time, knowledge, culture, intellectual property, and people of the community.
When planning for teaching in your classroom, it can be useful to see where a sequence fits into the larger picture of science.
Core concepts and key ideas
When planning for teaching in your classroom, it can be useful to see where a sequence fits into the larger picture of science. This unit is anchored to the core concepts for Earth and space sciences.
The Earth system comprises dynamic and interdependent systems.
Interactions between these systems cause continuous change over a range of scales.
All living things are connected through Earth’s systems and dependent on the sustainability of the Earth system.
In Year 1, this involves students identifying daily and seasonal changes and describing ways these changes affect their everyday life.
These core concepts are linked to the key science ideas:
Changes in objects and phenomena can be observed and described. (Stability and change)
Objects and phenomena may change slowly or rapidly and some things appear to stay the same. (Stability and change)
Some patterns can only be observed at certain time and spatial scales. (Patterns, order, and organisation)
When your students next progress through this core concept, they will observe and compare the properties of soil, rocks and minerals and investigate why they are important (Year 3).
Core concepts and key ideas
When planning for teaching in your classroom, it can be useful to see where a sequence fits into the larger picture of science. This unit is anchored to the core concepts for Earth and space sciences.
The Earth system comprises dynamic and interdependent systems.
Interactions between these systems cause continuous change over a range of scales.
All living things are connected through Earth’s systems and dependent on the sustainability of the Earth system.
In Year 1, this involves students identifying daily and seasonal changes and describing ways these changes affect their everyday life.
These core concepts are linked to the key science ideas:
Changes in objects and phenomena can be observed and described. (Stability and change)
Objects and phenomena may change slowly or rapidly and some things appear to stay the same. (Stability and change)
Some patterns can only be observed at certain time and spatial scales. (Patterns, order, and organisation)
When your students next progress through this core concept, they will observe and compare the properties of soil, rocks and minerals and investigate why they are important (Year 3).
Pedagogical tools
Eliciting and linking students’ prior knowledge
Support students to relate their prior experiences to their current learning.
Eliciting and linking students’ prior knowledge
Asking open questions about a student’s hobbies or experiences in their family allows students to bring their own experiences to what they are learning. This provides context to the science content that they are learning. Questions that support this include:
Who needs to know about...?
Can someone describe a TV program that used...?
Does anyone know someone who uses/does ... in their day/job?
Has anyone seen something like this before? Can you describe it?
Eliciting and linking students’ prior knowledge
Asking open questions about a student’s hobbies or experiences in their family allows students to bring their own experiences to what they are learning. This provides context to the science content that they are learning. Questions that support this include:
Who needs to know about...?
Can someone describe a TV program that used...?
Does anyone know someone who uses/does ... in their day/job?
Has anyone seen something like this before? Can you describe it?
Launch
The Launch phase is designed to increase the science capital in a classroom by asking questions that elicit and explore students’ experiences. It uses local and global contexts and real-world phenomena that inspire students to recognise and explore the science behind objects, events and phenomena that occur in the material world. It encourages students to ask questions, investigate concepts, and engage with the Core Concepts that anchor each unit.
The Launch phase is divided into four routines that:
ensure students experience the science for themselves and empathise with people who experience the problems science seeks to solve (Experience and empathise)
anchor the teaching sequence with the key ideas and core science concepts (Anchor)
elicit students’ prior understanding (Elicit)
and connect with the students’ lives, languages and interests (Connect).
The Elicit routine provides opportunities to identify students’ prior experiences, existing science capital and potential alternative conceptions related to the Core concepts. The diagnostic assessment allows teachers to support their students to build connections between what they already know and the teaching and learning that occurs during the Inquire cycle.
When designing a teaching sequence, consider when and where students may have been exposed to the core concepts and key ideas in the past. Imagine how a situation would have looked without any prior knowledge. What ideas and thoughts might students have used to explain the situation or phenomenon? What alternative conceptions might your students hold? How will you identify these?
The Deep connected learning in the ‘Pedagogical Toolbox: Deep connected learning’ provides a set of tools to identify common alternative conceptions to aid teachers during this routine.
Take students on an ‘observation walk’ around the school or local area. Stop at suitable locations so that students can make their observations. Encourage talk between students to support them to describe what they are observing, and the sensations they’re feeling because of the weather. Suggest students close their eyes to focus on how their skin feels (hot, cold, sticky).
Provide each student with a frame or ask them to form a frame with their hands and fingers.
Students use the frames to focus on specific areas of the environment, such as the sky, clouds or any things that might be moving with the wind. They describe what they can see in each frame. Use questioning to draw out words that describe the weather and record them for the word wall.
Note: Looking directly at the Sun can cause permanent eye damage. In rare cases this might occur without any pain. Warn students against looking directly at the Sun at any time.
Students represent what they have just experienced and/or already know about weather by drawing in their journal.
Students share their drawings with the class. Record their ideas about the weather in the class science journal under the heading ‘What we think we know about weather’.
Estimated time
15 minutes
Lesson type
Class and individual
Science content
Alternative conceptions
What alternative conceptions about weather might students hold?
Alternative conceptions
Taking account of students’ existing ideas is important in planning effective teaching approaches that help students learn science. Students develop their own ideas during their experiences in everyday life and might hold more than one idea about an event or phenomenon. Some preconceptions about ‘weather’ that students might believe but that are not scientifically correct are that weather is constant within the day; a tap turned on in the clouds or the clouds starting to sweat; when water evaporates from, for example, a wet playground, it ‘disappears’; condensation, for example, on a cold glass, is water ‘appearing’ or coming from the onside of the glass; clouds are made of cotton, stones, Earth, smoke or steam; clouds are made of cold, heat, fog, snow or night; clouds are sponges that hold water; weather is the same as climate; and clouds move because they are pushed by humans.
Students may not realise that the weather can change during the day. Some students may consider a weather forecast as a description of the origin of the weather rather than a prediction.
Taking account of students’ existing ideas is important in planning effective teaching approaches that help students learn science. Students develop their own ideas during their experiences in everyday life and might hold more than one idea about an event or phenomenon. Some preconceptions about ‘weather’ that students might believe but that are not scientifically correct are that weather is constant within the day; a tap turned on in the clouds or the clouds starting to sweat; when water evaporates from, for example, a wet playground, it ‘disappears’; condensation, for example, on a cold glass, is water ‘appearing’ or coming from the onside of the glass; clouds are made of cotton, stones, Earth, smoke or steam; clouds are made of cold, heat, fog, snow or night; clouds are sponges that hold water; weather is the same as climate; and clouds move because they are pushed by humans.
Students may not realise that the weather can change during the day. Some students may consider a weather forecast as a description of the origin of the weather rather than a prediction.
The Launch phase is designed to increase the science capital in a classroom by asking questions that elicit and explore students’ experiences. It uses local and global contexts and real-world phenomena that inspire students to recognise and explore the science behind objects, events and phenomena that occur in the material world. It encourages students to ask questions, investigate concepts, and engage with the Core Concepts that anchor each unit.
The Launch phase is divided into four routines that:
ensure students experience the science for themselves and empathise with people who experience the problems science seeks to solve (Experience and empathise)
anchor the teaching sequence with the key ideas and core science concepts (Anchor)
elicit students’ prior understanding (Elicit)
and connect with the students’ lives, languages and interests (Connect).
Science education consists of a series of key ideas and core concepts that can explain objects, events and phenomena, and link them to the experiences encountered by students in their lives. The purpose of the Anchor routine is to identify the key ideas and concepts in a way that builds and deepens students’ understanding. During the Launch phase, the Anchor routine provides a lens through which to view the classroom context, and a way to frame the key knowledge and skills students will be learning.
When designing a teaching sequence, consider the core concepts and key ideas that are relevant. Break these into small bite-sized pieces that are relevant to the age and stage of your students. Consider possible alternative concepts that students might hold. How could you provide activities or ask questions that will allow students to consider what they know?
Discuss if the weather observed today was the same yesterday/last week/on their last birthday etc., the different types of weather students have experienced, and changes in weather they may have observed.
What was the weather like today?
What was it like yesterday/on the weekend/last week? Was it the same as today?
What different types of ‘weather’ have you seen and experienced?
How does weather change from day to day?
What about over a longer time? Is the weather the same all year round?
Students write a label or description for each picture in their science journal.
Estimated time
10 minutes
Lesson type
Class and individual
Launch
The Launch phase is designed to increase the science capital in a classroom by asking questions that elicit and explore students’ experiences. It uses local and global contexts and real-world phenomena that inspire students to recognise and explore the science behind objects, events and phenomena that occur in the material world. It encourages students to ask questions, investigate concepts, and engage with the Core Concepts that anchor each unit.
The Launch phase is divided into four routines that:
ensure students experience the science for themselves and empathise with people who experience the problems science seeks to solve (Experience and empathise)
anchor the teaching sequence with the key ideas and core science concepts (Anchor)
elicit students’ prior understanding (Elicit)
and connect with the students’ lives, languages and interests (Connect).
Each student comes to the classroom with experiences made up from science-related knowledge, attitudes, experiences and resources in their life. The Connect routine is designed to tap into these experiences and that of their wider community. It is also an opportunity to yarn with community leaders (where appropriate) to gain an understanding of the student’s lives, languages and interests. In the Launch phase, this routine identifies and uses the science capital of students as the foundation of the teaching sequence so students can appreciate the relevance of their learning and its potential impact on future decisions. In short, this routine moves beyond scientific literacy and increases the science capital in the classroom and science identity of the students.
When planning a teaching sequence, take an interest in the lives of your students. What are their hobbies, how do they travel to and from school? What might have happened in the lives of your students (i.e. blackouts) that might be relevant to your next teaching sequence? What context might be of interest to your students?
Discuss how weather can impact what we can and can’t do sometimes, and what people do to plan and prepare for the weather.
Does the weather change what we can and can’t do outside sometimes?
Do people usually go swimming when it is cold or raining? If they do, where might they swim?
What about playing outside, or on play equipment on a really hot day?
What about if we want to eat lunch outside, have a picnic, or go on an excursion? How might the weather impact that?
What might people do if they have to go outside when it’s raining? Really cold? Really hot? Windy?
Guide students to start thinking about the activity that they will be planning through this sequence (a picnic or a different school-related event, as is appropriate for your school).
Introduce the title ‘What we want to learn about weather’ in the class science journal.
Model and discuss the difference between making a statement (a claim followed by evidence) and asking questions. Model asking and recording questions about the weather, such as:
What types of weather do we have?
Is the weather always the same?
What can we find out about the weather?
What are the seasons? What is the weather like each season?
How does the weather affect what you wear or do?
Students share questions they might have about the weather and record them in the class science journal. Record any questions related to seasons if they arise—this topic will be returned to in Lesson 6.
Refer to this question page after each lesson to see if any of the questions have been explored or answered through the activities and investigations in the unit, and to elicit and record further student questions about the weather.
Reflect on the lesson
You might:
begin a class word wall or glossary, including the words from the lesson that students think would be useful to recall throughout the unit.
At this stage, the word wall should only include words that students have offered themselves during the lesson. The word wall is added to in subsequent lessons. Thus, new vocabulary is introduced in context.
Estimated time
10 minutes
Lesson type
Class
Pedagogical tools
Science capital
Science capital is a measure of how much a student values and feels connected to science.
Science capital
Science capital is a measure of how much a student values and feels connected to science. Each students brings a certain level of science capital into the classroom. This can be harnessed and increased by making the science they learn personal and relevant to their everyday life. Asking questions that draw out a student’s experiences allows students to ‘connect’ with what they will be learning.
Science capital
Science capital is a measure of how much a student values and feels connected to science. Each students brings a certain level of science capital into the classroom. This can be harnessed and increased by making the science they learn personal and relevant to their everyday life. Asking questions that draw out a student’s experiences allows students to ‘connect’ with what they will be learning.
