Science Solutions Series: Book 1 by Teacher Superstore

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Book 1

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* Seasons and © ReadyEdPubl i cat i ons Weather •f orr evi ew pur posesonl y• * Water Science o c . che e r o t r s super

Written by Sandy Tasker. Illustrated by Terry Allen. © Ready-Ed Publications - 2004. Published by Ready-Ed Publications (2004) P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 597 7

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1. Seasons and Weather 2. Water Science Multiple Intelligence (MI) areas are used to provide a means by which students can explore the topics in a variety of contexts. MI enables students to draw on their strengths and focus on learning styles that they can easily master. Each activity is designed to enrich students’ understanding of the topic, allowing them to express their knowledge in a range of ways.

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Based on science outcomes with integrated links, activity sheets have been developed for each area of intelligence. These pages can be photocopied and given to students as one sheet, or pasted on cards and placed in a learning centre set-up, where students can select their own cards. Another advantage of having activities organised under various intelligences is that a cross-curricular program has been developed where students can explore science themes through activities that incorporate other learning areas such as Technology, Maths, English, S & E/HSIE, Health and the Arts.

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This book is intended for classroom use to complement the teaching of two commonly used science themes:

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“Extra” activities included on each card enable independent or advanced workers to further explore and deepen their understanding of the main task. “Get Involved” is a section provided on each card that encourages students to apply their understanding in a real-life setting. The aim here is to promote community awareness and environmental action. These “Get Involved” tasks often require students to work together and consider the actions of themselves and others in school, home and community settings. Background notes for each topic provide a knowledge base and can be used by students as a springboard for further research.

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A checklist is provided as a guide for teacher assessment and a student self-assessment sheet is included so that students can progress through the activity cards independently. Student outcomes are included on each activity card. Links to state outcomes are shown on pages 8 and 9 for each learning area.

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Please note that this is a theme-based book using a cross-curricular approach. It is not intended as a science manual. The book includes some investigations but these would need to be supplemented with additional lessons to be carried out with the whole class in order to fully meet the investigation component of Australian Science outcomes. IMPORTANT: The activity sheets are designed as a set of instructions or springboard ideas for students. Although, in some cases, working space is provided on the sheet, it is envisaged that the majority of the work will be done by creating additional notes, charts, models, design sketches and class presentations. The focus should be hands-on, student-centred learning.

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Contents TEACHERS’ NOTES ................................................................................................ 2 ABOUT MULTIPLE INTELLIGENCES .......................................................................... 4 STUDENT NOTES: Multiple Intelligences .................................................................. 6 CURRICULUM LINKS ............................................................................................. 8 STUDENT SELF-ASSESSMENT CHECKLIST .............................................................. 10 TEACHER ASSESSMENT CHECKLIST ...................................................................... 11

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Seasons and Weather

SEASONS AND WEATHER - BACKGROUND INFORMATION ...................................... 12 Activity 1: Collecting Rain .................................................................................... 14 Activity 2: Weather Workshop ............................................................................. 15

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Activity 3: Seasonal Story Stir-up .......................................................................... 16

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Activity 4: Weather Words .................................................................................. 17

Activity 5: Switching Seasons in the Same Scene .................................................... 18 Activity 6: Disaster Diorama ................................................................................ 19

Activity 7: Ahead With Phys. Ed. .......................................................................... 20

Activity 8: Rhythms for Rural Rain ........................................................................ 21 Activity 9: Song of the Seasons ............................................................................ 22 Activity 10 : Seasonal Safety ............................................................................... 23

Activity 11: Weather Wizard ............................................................................... 24

Activity 12: Animal Action .................................................................................... 25 Activity 13: Reasons for Seasons ......................................................................... 26

Activity 14: Ready for Anything ............................................................................ 27 Activity 15: A Stormy Mood ................................................................................. 28

Water Science

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Activity 16: If I Was a Season... ........................................................................... 29

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WATER SCIENCE - BACKGROUND INFORMATION .................................................. 30 Activity 1: Saturation Station ............................................................................... 32 Activity 2: A Drop of Time ................................................................................... 33

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Activity 3: Water Words ..................................................................................... 34

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Activity 4: Water, Water Everywhere ................................................................... 35 Activity 5: H2O to Go .......................................................................................... 36

Activity 6: Journey of a Drop ............................................................................... 37 Activity 7: Aqua Charades ................................................................................... 38 Activity 8: Scavenger Hunt .................................................................................. 39 Activity 9: Liquid Tunes ....................................................................................... 40 Activity 10: Scuba Sounds ................................................................................... 41 Activity 11: Water-free Fun ................................................................................. 42 Activity 12: Perfect for Pets ................................................................................ 43 Activity 13: The Human Bar Graph ....................................................................... 44 Activity 14: Puppet Power ................................................................................... 45 Activity 15: Personal Score .................................................................................. 46 Want More? ....................................................................................................... 47

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About Multiple Intelligences Dr Howard Gardner, a professor of education at Harvard University in the United States, developed the theory of Multiple Intelligences in 1983, suggesting that the scope of human intelligence moved beyond the traditional IQ scoring system. Dr Gardner proposed that there are several different “kinds” of intelligence in humans that account for the many skills that we possess.

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The Eight Types of Intelligence

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Linguistic Intelligence (“Reading and Writing Smart”)

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People can demonstrate strengths in more than one type of intelligence, as outlined below. Words written in brackets are used as the headings for student reference: Students prefer working with numbers, maths and logic; seeks patterns Logical-mathematical Intelligence (“Logic and Maths Smart”) and relationships. Like to conduct experiments, solve puzzles, work with formulas, predict outcomes, categorise objects and analyse observations.

Classroom Activities: Mathematical puzzles, prediction in scientific experiments, surveys, graphing activities, tables and charts, sequencing events, measurement tasks, data analysis, classification, similarities / differences comparison. Students show an interest in language, reading, writing and speaking. Look at the meaning of words and explores their understanding of hidden meanings and word play. Like to work with books and enjoy poetry, discussions, formal speaking, creative writing and joke telling. Have a strong level of comprehension in reading and listening tasks. Classroom Activities: Reading, creative writing, poetry, letter writing, preparing and conducting speeches, script writing, research, diary entries, word games, word puzzles, slogans, word meanings, written instructions, discussions, debates, jokes and puns, foreign languages.

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Spatial Intelligence

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Students use shapes, images, designs and pictures to develop and express their understanding. Are highly aware of physical surroundings and can often describe or reproduce an image from memory. Work well with mapping skills and have a good sense of direction. Enjoy drawing pictures and designs. Good at visual puzzles. Like to create visual artwork.

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Classroom Activities: Mapping tasks, graphing, art work, timelines, models and dioramas, signs, flow charts, posters, logos and symbols, displays, decoration, mobiles, board games, mind-maps or brainstorms, brochures, collage, diagrams, measurement estimations, picture games, code languages, perspective drawings.

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Students use physical movement and practice to learn a new skill. Have a good sense of body awareness. Enjoy sport, dance, making and fixing things with the hands, role-play and mime. Use body language and facial expression to aid understanding. Best at learning/ teaching by physical demonstration.

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(“Movement and Body Smart”)

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Bodily-Kinaesthetic Intelligence

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(“Visual and Space Smart”)

Classroom Activities: Mime and charades, sporting activities, role-play, model making, dance, construction, demonstration, treasure hunt, using puppets, re-enactments, “hands-on” experiments, body language study.

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Musical Intelligence (“Music Smart”)

Classroom Activities: Song writing, composition, making instruments, singing, creating sound effects, analysing music and mood, writing a “rap”, recording sounds from nature, interpreting lyrics, playing rhythm games, studying to classical music

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Classroom Activities: Collecting natural objects, going on a nature walk, considering environmental impacts and developing authentic actions for existing issues (e.g. recycling classroom paper), looking at needs of pets, bush survival, creating and caring for a garden.

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Interpersonal Intelligence (“People Smart”)

Students have a strong affinity with nature and are able to recognise, appreciate and understand features of the natural environment. Like to classify plants and animals and work within nature. Interested in aspects of nature such as the weather, environmental issues and protection of animals. May have collected bugs, shells or rocks as children. Generally have a respect for all things living.

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Naturalist Intelligence (“Nature Smart”)

Students are good at working with others, often as part of a team. Have highly developed social skills and are able to empathise with others and appreciate a range of perspectives. Skilled at involving others in discussion and able to avoid or resolve conflict. Confident in a range of social settings and usually have many friends.

Classroom Activities: Role-play, interviews, surveys, demonstrations, class discussions, group games, group presentations or performances, working as a team, teaching a skill to others, developing an advertisement to appeal to others, creating a peer profile.

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Students show a strong ability to look at themselves and think about their own life. Able to be introspective and think about the meaning and purpose of the things that we encounter. Consider emotions, values and beliefs when making choices about their lives. Often very insightful and creative and may prefer to work alone. Have well-thought-out opinions on issues. Can often understand others by thinking about their own experiences. Classroom Activities: Self-reflection, personal strengths analysis, self portrait, journal, values list, “Who would I be and why?”, autobiography, personal goal setting, feelings diary, self-scoring on a particular topic or activity.

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Intrapersonal Intelligence (“Self Smart”)

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Historically, much of traditional classroom education has focused on linguistic and logical-mathematical intelligences, however, many highly skilled professionals in the workforce actually rely on other types of intelligence, such as elite sports stars with strong bodily-kinaesthetic intelligence or counsellors with excellent interpersonal skills. It is suggested that teachers who present their lessons in a variety of ways that cater for a range of intelligence types, are nurturing the natural skills of more of their students and running their classroom in a more inclusive fashion. Students who may present as having learning difficulties in some areas may in fact be able to express their knowledge with confidence and experience success in other areas. There are many websites and books written about Gardner’s theory of Multiple Intelligences. Below are some examples (Search for Howard Gardner or Multiple Intelligences): www.multi-intell.com,

www.thomasarmstrong.com,

www.education-world.com

Gardner, H. (2000) Intelligence Reframed: Multiple Intelligences for the 21st Century. Basic Books, New York, USA. Gardner, H. (1993) Frames of Mind: The Theory of Multiple Intelligences. Basic Books, New York, USA. Gardner, Howard E. (1993) Multiple Intelligences: The Theory in Practice. Basic Books, New York, USA. Gardner, H. (1993) The Unschooled Mind: How Children Think and How Schools Should Teach. Basic Books, New York, USA. Gardner, H. (1994) Creating Minds: An Anatomy of Creativity Seen Through the Lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi. Basic Books, New York, USA.

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Student Notes: Multiple Intelligences Everyone has a unique set of strengths and skills. What are yours? Are you a maths whiz? Do you shine on the sports field? Perhaps you are a musical maestro or a budding artist. Or is creative writing your thing? Do you get along well in group situations, being a natural leader? Maybe you prefer to be outdoors and at one with nature. Maybe you are even someone who knows yourself very well.

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“Multiple Intelligences” or “MI” is an idea of university professor, Dr Howard Gardner, who believed that there are many different types of “smart”, both inside and outside the classroom. This book is designed to enable you to explore science topics by enjoying the types of activities that you are best at. It’s also an easy way to practise the types of learning that are usually a bit trickier for you, as all activities are open ended, which means that you can “have a go”.

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Most people are skilled in more than one area of “smart”. Read the descriptions below and tick the boxes to find out what your strengths are. Compare them to your classmates so you can see how different everyone is! ○

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Logic and Maths Smart: Do you like working with numbers and measurement tools? Can you see patterns and connections between ideas? Do you enjoy scientific experiments, puzzles, predicting outcomes, doing surveys, making tables and graphs? Are you good at putting things into a logical order? Do you like to classify things into categories or look at similarities and differences between things? If these things are appealing, then you have logical-mathematical intelligence.

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Reading and Writing Smart: Do you have a love for language, reading, writing and speaking? Do you like to explore hidden meanings and experiment with words? Do you like to read and work with books? Are you good at poetry, class discussions, formal speeches, creative writing and joke telling? Do you achieve good results in comprehension tasks? Maybe you are good at foreign languages, too! If you love words, then you have linguistic intelligence.

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Visual and Space Smart: Are you a star at drawing and art? Do you like to use shapes, images, designs and pictures to show your ideas? Can you describe or draw something from memory? Are you good with maps and finding your way around a new place? Do you like to work with visual puzzles? Are you best at showing your ideas through sketching a design, making a poster or a chart? If the answer is YES, then you have visual-spatial intelligence. ○

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Movement and Body Smart: Are you at your best when you are not at your desk? Do you use movement and practice to learn a new skill? Do you enjoy sport or dance? Maybe you like making and fixing things with your hands. Perhaps you are good at role-play and mime. People like you often use body language and facial expression to help others understand you. If you are best at learning and teaching by “hands-on” or “movement” activities, then you have bodilykinaesthetic intelligence.

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Music Smart: Do you have a love for music, song and sound? Are you best with a beat, a rhythm or a rap? Do you like to listen to sounds in the environment? Maybe you work better with background noise such as music. Perhaps you can even repeat a tune after hearing it just once. People in this area like to create sound and enjoy listening to a wide variety of music. If this is you, then you have musical intelligence.

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Nature Smart: Are you “at one with nature”? Are you able to recognise, appreciate and understand features of the natural environment? Do you like to classify plants and animals and work within nature? Are you interested in the weather, environmental issues and protection of animals? Maybe you have collected bugs, shells or rocks. Perhaps you enjoy looking after your garden or your pet. If you are a future “greenie” then you probably have naturalist intelligence.

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People Smart: Are you often described as a “natural leader” or a good “team player”? Do you feel that you are good at working with others? Are you able to see other’s points of view and feel sympathy for people in need? Can you get others involved in discussion? Are you able to avoid or resolve conflict? If you are confident in a range of social settings and have many friends, then you probably have interpersonal intelligence.

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Self Smart: Do you often think about yourself and your own life? Maybe you keep a journal or like to write stories, letters or poetry about your feelings. Do you think about how things in your life affect you and your emotions? Perhaps you have many goals or dreams about your future. Do you think about your values and beliefs when you make a choice about your life? You might have strong opinions on the things that affect you. Perhaps you can understand others by relating to your own experiences. If you feel that you know yourself well, then you may have intra-personal intelligence. Ready-Ed Publications

Curriculum Links For the activities in this series, a cross-curricular approach is taken and many learning areas are covered in the activities. Although outcomes for both books are listed, areas that are specifically covered in this book are highlighted in bold. A summary of the key strands from each state is provided with the focal state outcomes listed below. Please note that learning areas and strand headings will vary from state to state and therefore not all suggested strands and outcomes will address the same activities. All activities are aimed approximately at Level 3.

Strands

State Outcomes

Science

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Vic: BS 3.1, 3.2, CS 3.1, 3.2, ES 3.1, 3.2, PS 3.1

Energy and Change - Investigate the amount of energy consumed at home and at school. Produce designs based on use of alternative energy sources. Investigate the systems in which various forms of energy are transferred.

National: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.10, 3.12, 3.13, 3.14, 3.15, 3.18

Life and Living - Understand how living things depend on the features of the natural and built environment (considers and designs appropriate living requirements for animals and humans). Learn how systems within the human body work together to perform many functions that keep us alive and healthy.

NSW: BE S 3.1, LT S 3.3, PP S 3.4, PS S 3.5, ES S 3.6, INV S 3.7, DM S 3.8

Materials - Understand the special properties of some materials and use and experiment with a variety of materials to create new products. Understand the value of making conscientious use of natural and recycled materials. Working Scientifically - Work methodically through a scientific experiment to formulate and investigate predictions, gather data and record outcomes. Use scientific understandings to develop responsible behaviours such as recycling materials or being “water-wise”, “energy-wise”.

WA: EB 3, EC 3; LL 3; NPM 3, IS 3.1, 3.2, 3.3

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Earth Sciences - Look at the effects of weather patterns on the way that humans live. Record observations of weather patterns in the local environment. Develop an understanding of how the earth’s position in space influences seasonal changes. Examine the various sources of energy used by humans and the impact of mining and burning of fossil fuels versus use of renewable energy sources.

QLD: SS 3.2, 3.3, EB 3.1, 3.2, 3.3, EC 3.2, 3.3, LL 3.1, 3.3, NPM 3.1, 3.2, 3.3 SA: 3.1, 3.2 3.3, 3.4, 3.5, 3.7, 3.8

Society and Environment / SOSE / HSIE

Resources - Understand that alternative resources such as wind, solar and hydropower are being sought as solutions to the threat of environmental destruction and depletion of fossil fuels.

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WA: PS 3.2, 3.2, 3.3, R 3.1; NSS 3.1 National: 3.4, 3.5, 3.6, 3.10, 3.13 NSW: ENS 3.5, 3.6

QLD: PS 3.1, 3.2, 3.3, 3.4, 3.5, PS D 3.5, PS D 3.8, SRP 3.1, SRP D 3.7

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Natural Systems - Describe the components of a natural system such as the water system, and considers how humans are influenced by, and can influence this system.

English

Vic: Place and Space 3 (3.1, 3.3) Resources 3 (3.1, 3.3) Natural and Social Systems 3 (3.1)

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Place and Space - Describe how people and the environment are influenced by natural phenomena such as the weather. Consider how humans care for the environment by using “friendly” alternatives. Investigate how local environments such as the home and school can participate in responsible practices. Locate and plot specific built features such as power plants on a map of Australia.

SA: 3.4, 3.5, 3.6

Speaking and Listening - Students participate in a range of speaking and listening activities such as debates, peer interviews, memory games and role-play.

Vic: SL 3.1, 3.2, 3.4; RE 3.5a & b, 3.8 a & b; WR 3.9, 3.10

Reading - Engage in research to locate additional information and word meanings to enhance topic understandings.

WA: SL 3.1a & b, 3.2; R 3.1, 3.4; W 3.1, 3.4

Writing - Express understanding of topics in a variety of creative and formal written formats, including stories, poetry, myths, newspaper articles, reports and letters.

National: 3.1, 3.2, 3.3, 3.4, 3.8a & b, 3.9 NSW: TS 3.1, 3.2; RS 3.6, WS 3.9 QLD: Cu 3.1, 3.2, 3.3; Cr 3.2, 3.3 SA: 3.1, 3.2, 3.3, 3.4, 3.9, 3.10, 3.11

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Strands

State Outcomes

Health and Physical Education Human Movement - Use a variety of movement in activities and games to express understanding of scientific concepts.

Vic: IP 3.1, 3.2, SR 3.3

Healthy Populations - Examine how communities can promote the health of people.

National: 3.4, 3.9, 3.12, 3.13, 3.14

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Safety - Demonstrate an awareness of safety when considering local environments, such as the school’s ability to cope with severe weather conditions. Human Relations - Work with others to achieve a range of objectives, such as to act out a human body system or participating in group games, class discussions or debates. Work in pairs or small groups to develop more specific objectives such as peer portraits. Discuss their own feelings and attitudes based on selfanalysis of feelings or behaviours.

Technology / D & T Design / Built Environments / Technology Process - Engage in the process of drafting ideas, exploring available materials, experimenting with, building and evaluating their own designs such as measuring equipment, models, board games, dioramas and so on.

NSW: COS 3.1; DMS 3.2; INS 3.3; PSS 3.5; GSS 3.8; IRS 3.11; PHS 3.12; SLS 3.13 QLD: PHIC 3.1, 3.3, 3.5, D 3.6, DCSPA 3.1, EPD 3.2, 3.4 SA: 3.2, 3.5, 3.6, 3.7

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WA: CHL 3; SPA 3.2; SMS 3; IS 3;

Vic: MM 3.1, 3.2

WA: TP 3.1, 3.2, 3.3, 3.4; M 3.1, 3.2. National: Band B: DMA, Materials NSW: See science outcomes.

Mathematics

Chance and Data - Collect and analyse data (e.g. rainfall, energy consumption), from classmates and from the local community.

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Measurement - Students collect measurements such as rainfall, lung capacity, time, etc., using a range of self-made and existing measuring devices. Space - Students practise mapping skills by transferring information onto a map of Australia or sketching maps of local areas such as their own school.

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QLD: TP 3.1, 3.2, 3.3, 3.4; MAT 3.1, 3.2 SA: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6

Vic: SPL 3.1, 3.3, 3.4; CDP 3.2; CDI 3.2 WA:, M 3.1, 3.2, 3.3; C&D 3.2, 3.3, 3.4 S 3.1

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Materials - Students explore the use of different materials and their own designs and understand the value of using natural and recycled materials in a responsible manner.

National: 3.8, 3.18, 3.19, 3.20, 3.21, 3.25, 3.26, 3.27 NSW: S 3.4

QLD: CD 3.2; S 3.2

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SA: 3.1, 3.2, 3.3, 3.14

Visual Art - Use a variety of visual art forms including mobiles, models, logos, illustrations, portraits, puzzles and visual displays to express understandings in the science areas studied.

Vic: PA 3.2, VA 3.2 (music and dance outcomes not available)

Dance - Use dance, mime and movement to demonstrate science understandings.

National: Band B: Dance, Drama, Music, Visual Arts

Music - Convey science understandings in a variety of musical contexts including composing songs, raps and advertising jingles, making and using, musical instruments, creating sound effects and so on. Drama - Use drama to mime and role-play situations in which science themes can be explored.

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WA: CAI 3 (Dance, Drama, music, Visual Arts)

NSW: VAS 3.1; DAS 3.2; MUS 3.2; DRAS 3.2 QLD: DDA 3.5; DR 3.1, 3.2; DDR 3.4; DMU 3.5; DME, MU & VA3; VA 3.1 SA: 3.1, 3.3

Student Self-Assessment Checklist 1)

Tick the boxes to show which activity you have completed: THEME: Seasons & Weather

Water Science

INTELLIGENCE AREA:

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Logic and Maths Visual and Space Music People

Reading and Writing Movement and Body Nature Self

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Activity Title: _______________________________

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Activity Number: ____

What were you asked to do for this activity?

____________________________________________________________________________ ____________________________________________________________________________

Colour in the face that shows how you feel about your work:

Tick the boxes for any extension tasks that you completed: “Extra”

Rate your performance on these extension tasks by circling a number on the scale.

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“Get Involved”

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Needed further work

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Developing well

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Excellent

Draw a picture to show what you enjoyed most about this activity.

What was most challenging about this activity? ____________________________________________________________________________ ____________________________________________________________________________

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Teacher Assessment Checklist for _________________ 1)

Tick the boxes to show which activity the student has completed: THEME: Seasons and Weather

Water Science

INTELLIGENCE AREA:

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Logic and Maths Visual and Space Music People

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Activity Title: _______________________________

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Activity Number: ____

Reading and Writing Movement and Body Nature Self

Rate the student’s performance on the following:

Has worked independently / worked collaboratively with others on this task: Needs further attention

Well-Developed

Developing

Excellent

Well-Developed

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Has applied creativity and original ideas to the task:

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Developing

Well-Developed

Excellent

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Final product is clear and well-presented: Needs further attention

Developing

Displays evidence of developing ideas (e.g. drafts, notes, tabulated data, sketches):

Needs further attention

Excellent

Needs further attention 5)

Well-Developed

Has accessed resources and materials appropriate for this activity: Needs further attention

Developing

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Developing

Well-Developed

Excellent

Well-Developed

Excellent

Has developed ideas in extension tasks: Needs further attention

Developing

Please comment on the student’s overall performance on this activity: ________________________________________________________________________________ ________________________________________________________________________________

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BACKGROUND INFORMATION Seasons and Weather

Seasonal change and weather patterns affect our everyday lives in many ways, from the way we dress and eat, to the sports that we play and safety precautions that we take. But how do weather patterns actually occur? It is a complex process that relies on many factors. Let’s start with the basics.

r o e t s Bo r e p ok u S

Think about a model of a globe with the equator drawn around it. When our planet Earth faces the sun, it is tilted on an angle instead of facing the sun straight on, which means that at certain times of the year, parts of the planet get more sun than others.

Teac he r

ew i ev Pr

This tilt remains at 23.5 degrees, but if you look at the diagram, you will notice that no matter which hemisphere has more sun, the middle region of the earth, the equator, receives a good amount of sun right throughout the year. In these tropical regions, there is little variation between the seasons and the weather is usually hot and humid.

On the other hand, you will notice that the North and South Poles each have times where they are getting no sun at all, or they are getting sun all the time (imagine a 3-dimensional globe spinning). These regions experience very harsh seasons. Winters pass with 24 hours of darkness and summers with constant light. Because the poles are not directly in line with the sun’s path, they do not become hot, even in the continual daylight of summer.

During the year, the Earth moves around the sun, and this changes the part of the Earth that is tilted towards it. For example, as the South Pole tilts away from the sun, the sun is lower in the sky and the days are shorter. In the Southern Hemisphere, the decreased amount of sun is experienced as winter. Meanwhile, in the Northern Hemisphere, the North Pole is tilting towards the sun. Where the sun is higher in the sky and the days are longer, summer is in full swing.

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Of course, these changes happen quite slowly and as the tilt of the Earth gradually moves, the “in-between” times, when parts of the Earth are getting increasing or decreasing amounts of sun, are known as spring and autumn. When the sun is directly over the equator, it is known as an equinox. In the Southern Hemisphere these equinoxes mark the beginning of spring (September 22 or 23) and autumn (March 19, 20 or 21). These seasons are reversed for the Northern Hemisphere. Another fact to keep in mind is that when the sun’s rays are directly over a part of the world, the hottest weather will often occur a few weeks later because the ocean takes a while to heat up, and the temperature of the surrounding water plays a big role in how hot or cold a place is.

o c . che e r o t r s super

Southern Hemisphere Summer North Pole

Northern Hemisphere Summer North Pole

Equator

Sunlight

Equator

Sunlight

Ready-Ed Publications

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BACKGROUND INFORMATION Seasons and Weather

So what about wind, rain and snow?

r o e t s Bo r e p ok u S

We have just learned that the sun heats the Earth up unevenly. The differences between the hot and cold parts of the Earth lead to changes in air pressure because hot air expands, spreading out the air particles and causing lower pressure than cooler air. When there are changes in air pressure, wind is formed as the heavier, cooler air rushes in to replace the warm, light air (the wind usually blows from high pressure to low pressure).

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The sun heating the air also causes rain. When two masses of air at different temperatures meet, a weather front is caused, often resulting in rain, especially if one of the air masses has a lot of moisture in it, forming clouds. Hot air expands and rises, and cold air moves in underneath it. When the warm, moist air rises, it cools. Cool air cannot hold moisture as well as warm air so water droplets form around tiny bits of dust in the air. This collection of water droplets appears as a cloud in the sky. When these water droplets are too heavy, they fall as rain, or snow if the particles are still frozen when they reach the ground. Movement and collisions inside large clouds are believed to cause electrical charges that react with charges on earth to form lightning. In fact, lightning often travels UP from the ground to meet the cloud, but it happens so quickly that we are fooled into thinking that the lightning bolts travel downwards! Did you know?

Hailstones are formed as ice particles that are pushed up into clouds by drafts of wind and coated by water that freezes around the outside. This continues until the hailstones are too heavy and they fall from the cloud. A hailstone fell in Aurora, Nebraska in 2003, measuring 47 centimetres around the outside - that’s bigger than a cricket ball!

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www.ajkids.com www.rcn27.dial.pipex.com www.wxdude.com www.ucar.edu/40th/webweather/ http://skydiary.com/kids/ www.wildwildweather.com/

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Ready-Ed Publications

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Check out these websites to see “weather” you can learn more about different weather conditions:

o c . che e r o t r s super

INTELLIGENCE AREA: LOGIC AND MATHS 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

Collecting Rain

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Materials:

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How much rain does your school have in a week? Record your predictions and findings in the table below, or create your own table if you need more room. 1 ) At the start of a forecasted rainy week, read the weather section of the newspaper and make a prediction for the rainfall in millimetres for each day (you can either predict for all days at the start of the week, or make a prediction in the morning of each day). Keep in mind that you will only be measuring rainfall for school hours, not the whole 24-hour period as noted in the paper. 2 ) Place a plastic beaker in an area that is open to rainfall but protected from the wind and other students. 3) Each afternoon, record the rainfall in millimetres in the beaker by placing the ruler alongside the water level. Check that ‘0’ is in line with the bottom of the beaker. Make sure it is empty for the next collection each morning. Compare the readings to your predictions as you go. Check out the example below. 4 ) At the end of the week, make a line graph showing rainfall for the week. Compare your findings to the line graph showing your predictions.

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• pre-made recording chart

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• a ruler with millimetres marked

Teac he r

Task:

r o e t s Bo r e p ok u S ○

• clear plastic beaker

Predict

Result

MONDAY

10mm

4mm

TUESDAY

8mm

12mm

WEDNESDAY

10mm

9mm

THURSDAY

3mm

0mm

FRIDAY

20mm

25mm

Predict

Result

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o c . che e r o t r s super

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m . u

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Date:

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Some states have “junior weather watcher” programs for school students to collect weather details for local television news. Find out how your class can be a part of this.

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. te Get Involved:

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w ww

Write a report, including your evaluation of anything you think may have influenced your results, and the average daytime rainfall for the week.

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Extra:

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Related Outcome: Students will predict and record data in table form and display results in a line graph. Subject Area: Science - Working Scientifically; Maths - Chance and Data, Measurement.

Ready-Ed Publications

INTELLIGENCE AREA: LOGIC AND MATHS 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

Weather Workshop

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As an up and coming meteorologist (someone who studies the weather), you decide to invent a brand new instrument for measuring weather. What original ideas can you think of? Perhaps you could measure the weight of rain in a day, the amount of dust you can collect from the wind, the amount of water that the sun can evaporate each hour, or the temperature of the rain that has just fallen.

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Write or draw your ideas here:

ew i ev Pr

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• access to science and maths resources

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• measuring equipment

Teac he r

Task:

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• recycled materials

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Materials:

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o c . che e r o t r s super ○

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Make sure you show HOW the instrument will work and HOW you will record measurements.

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Ask your school’s maths or science coordinator if you can make up a “weather measuring kit” by making a collection of devices such as beakers, thermometers and all of the devices that your class has invented. Other classes may enjoy using your products.

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Get Involved:

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w ww

Draw up a table that will record your findings and use your instrument for one week.

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Extra:

With a few ideas written down, raid the maths room for different measuring devices. Collect what you need and proceed to the supply of recycled materials. Once you have an idea, sketch your design with labels in the box below. Use a separate page for your final design drawing.

m . u

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Now, make your measuring masterpiece using the materials you found. On a day that has appropriate weather, test your instrument out. Make any changes to the final product.

Related Outcome: Students will design and evaluate an original device for measuring weather conditions. Subject Area: Science - Materials, Earth and Beyond; Maths - Measurement.; Technology - Design.

Ready-Ed Publications

INTELLIGENCE AREA: READING AND WRITING 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

Seasonal Story Stir-up

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Materials:

Task:

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r o e t s Bo r e p ok u S

1) Add a new seasonal dimension to a familiar plot. Select a story or movie that you know, and write a new chapter or plot about the characters encountering a weather disaster such as a drought, flood or cyclone.

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The wizard students encounter a huge hurricane. (Harry Potter) Dorothy gets swept away by flood instead of a tornado. (Wizard of Oz)

2) Research to find out what it might be like in one of these situations and write about how the characters deal with the disaster.

○

For example:

ew i ev Pr

Teac he r

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• story book or video (optional)

3) Include some notes under each of these headings: • Detailed descriptions of the setting; • How the characters react at first; • Damage that is done;

• What the characters do to cope; • What happens in the end.

4) Draw a dramatic scene from the story here:

m . u

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o c . che e r o t r s super

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Read or perform your story for a younger class.

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Get Involved:

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Edit your draft and produce a final copy with illustrations (story) or set and costume sketches (movie).

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w ww

Extra:

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Related Outcome: Students will consider the impact of the weather in a fictional context. Subject Area: Science - Earth and Beyond; S&E/SOSE/HSIE - Place and Space; English - Reading, Writing.

Ready-Ed Publications

INTELLIGENCE AREA: READING AND WRITING 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

Weather Words

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Materials:

Task:

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r o e t s Bo r e p ok u S

• books on weather or seasons

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• dictionary

Find out the meaning of words that are commonly used when talking about weather and write the meanings in your own words.

LETTER

○

Try to use only one or two sentences to describe each word— the aim is to be concise. Write some examples here:

e.g.

WORD

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Teac he r

○

• grid paper

Make a weather dictionary for students in your class to use.

MEANING

Atmosphere The surrounding air or climate in a place.

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Challenge yourself by finding at least one word for each letter of the alphabet. You may need to get creative with q, x and z! Write these on a separate sheet. Put the words in alphabetical order and present in a small booklet. You may wish to add some illustrations for words that are more difficult to explain.

○

Send your puzzle in to a “Kids Page” for a local paper or magazine.

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Get Involved:

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o c . che e r o t r s super ○

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Use some of the words to make into a crossword puzzle. Grid paper is useful as it provides one square to write each letter in. Use pencil so that you can move words around. Add clues, rub the words out and give to a friend.

○

w ww

Extra:

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Related Outcome: Students will explore the meaning and use of words related to the weather and seasons. Subject Area: Science - Earth and Beyond; English - Reading, Writing.

Ready-Ed Publications

INTELLIGENCE AREA: VISUAL AND SPACE 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

Switching Seasons in the Same Scene

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Materials:

Task:

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r o e t s Bo r e p ok u S ○

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• paper

• Choose a view of the school playground, preferably with some plants included. Carefully draw an outline of the scene from where you are sitting. You may wish to do a rough draft in this box first:

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• Trace, copy or photocopy (with your teacher’s help) the same scene three more times.

ew i ev Pr

Teac he r

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• clipboard to lean on

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• pencils

Show a schoolyard scene in four different seasons.

• Now, add coloured details to each scene to represent the four seasons.

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o c . che e r o t r s super

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Promote your school playground by asking if your picture can be displayed in the front office. Don’t forget to frame it and add the artist’s name and details.

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Get Involved:

m . u

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Present the four pictures on a large piece of paper or card. Add a creative border and a heading.

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Extra:

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Related Outcome: Students will recognise that the visual environment can change according to the weather. Subject Area: Science - Earth and Beyond; The Arts - Visual Art.

Ready-Ed Publications

INTELLIGENCE AREA: VISUAL AND SPACE 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

Disaster Diorama

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Materials:

Task:

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r o e t s Bo r e p ok u S ○

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• paper

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• pencils

○ ○ ○ ○ ○ ○ ○ ○ ○ ○

a bright table lamp

○

•

○

a watering can

○

•

○

a hairdryer

○

•

○

• weather “simulators” such as:

• In an empty shoe box, use recycled and natural materials to make a 3-D model of the area or building. If you are using glue, only use a small amount so that the next part of this activity works. Use natural materials, such as plant off-cuts, to resemble the “real thing”.

ew i ev Pr

Teac he r

• recycled and natural materials

• First, draft a plan on paper for the area you want to investigate. You might like to use your own house or school to help you draw your design.

○

• shoe box

Make a diorama (model) of a house or school and see how it copes with the weather!

• Work out how you are going to simulate different weather conditions on your diorama, e.g. Cold Spell - place your diorama in a large freezer overnight. Drought - leave your diorama in the sun for a few days.

Cyclone - blow your diorama with a hairdryer.

Flood - drench your diorama with a watering can.

○ ○ ○

m . u

○

Write your observations and discoveries here:

________________________________________________________________________ ________________________________________________________________________

○

o c . che e r o t r s super

________________________________________________________________________

○

Host a “Weatherproof Our School” cleanup during a recess or lunch period. With teacher supervision, students can remove weeds, loose rubbish and dead branches that may be a wind or fire hazard and report on any building structures such as leaky ceilings or overflowing gutters that may need attention.

○

. te

Get Involved:

○

w ww

This might be interesting if you demonstrated the “weather” in front of your whole class. Students can make predictions and comment on the impact of different weather conditions.

○

________________________________________________________________________

Related Outcome: Students will simulate the effect of weather conditions on a model of a familiar environment. Subject Area: Science - Earth and Beyond, Working Scientifically, Materials; Technology - Design.

Ready-Ed Publications

12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 INTELLIGENCE AREA: MOVEMENT AND BODY 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

Ahead With Phys. Ed.

○

Materials:

Task:

○

r o e t s Bo r e p ok u S ○

○

• paper

○ ○

Research each sport to find out why they might be suited to a certain season. Make a chart showing the sports to be learned in the school year.

○

1 ) Choose two sports per school term that your class might enjoy.

Summer

e.g. Swimming

○

Term 1:

ew i ev Pr

○

Autumn Autumn

○

Term 2:

○

Winter Winter

○

Term 3:

Spring

○

Teac he r

○

• books on sport and games (optional)

○

• pencils

Design a Physical Education program for your class to suit each of the four seasons.

A site such as www.ausport.gov.au/info/sports.htm may help you find out about sports seasons.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

o c . che e r o t r s super WEEK

Warm Up

e.g. Run around play ground.

Drills

Passing the ball in partners.

Games Other

Basic rules - play a 5 min game. Discuss positions of play.

○

You may even wish to show your Phys. Ed. teacher your ideas!

○

Get Involved:

○

. te

○

w ww

With the help of some classmates, present your ideas with a demonstration of the sport to get the class interested.

○

Extra:

2 ) Choose one of the sports and draft some ideas for how you might teach this sport to the class over five weeks (including warm ups, drills, games, etc.). Describe your plan with a few notes and perhaps some illustrations for each lesson. Use this sample chart and transfer it onto a larger sheet:

m . u

○

Term 4:d Spring © Ready E Publ i cat i ons Summer •f orr evi ew pur posesonl y•

Related Outcome: Students will design a seasonal-based Physical Education program. Subject Area: Science-Earth and Beyond; Health and Physical Education-Physical Activity, Healthy Lifestyles.

Ready-Ed Publications

123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 INTELLIGENCE AREA: MOVEMENT AND BODY 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

Rhythms for Rural Rain

○

Materials:

Task:

○

r o e t s Bo r e p ok u S ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Many rural areas in Australia are struck by periods of drought. You might like to do some Internet research on an area that has been recently affected. Visit www.bom.gov.au (Search: Drought) • After discussing some ideas with your group choose either a song that you know or a piece of music/percussion that some group members play. Think about how this music represents “drought”.

ew i ev Pr

Teac he r

○

• tape recorder with music or musical instruments

Our farmers need help! Make up a rain dance to give their crops a burst of water.

○

• a clear space

Describe the song/piece of music that you will use and the reasons for your choice:

○

○ ○ ○ ○ ○

m . u

________________________________________________________________________ ________________________________________________________________________

○ ○ ○ ○

○

________________________________________________________________________

• Make up a dance with simple movements that look effective but are easy to learn. Try to include some mime in the dance to show how much the rain is needed, for example one dance move might represent a withering plant.

○

If there is a school fete coming up, perhaps the whole class could perform a dance and afterwards collect donations for a drought-affected area. Check with your school on how this could be done.

________________________________________________________________________

○

Get Involved:

________________________________________________________________________

o c . che e r o t r s super ○

. te

○

w ww

Practise the dance and perform it for the class. Include an introduction explaining the problems experienced by farmers in times of drought.

○

Extra:

Related Outcome: Students will express ideas in a dance performance, related to the impact of drought. Subject Area: Science-Earth and Beyond; S&E/SOSE/HSIE - Place and Space; The Arts - Dance / Drama

Ready-Ed Publications

INTELLIGENCE AREA: MUSIC 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

Song of the Seasons

○

Materials:

Task:

○

r o e t s Bo r e p ok u S ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

It’s time to make some music. Create your very own tune that represents the four seasons. • Listen to some classical music for inspiration. Vivaldi’s “Four Seasons” is a series of classical compositions that sound like the seasons through clever combinations of different instruments. Ask your library teacher how to find this piece of music.

ew i ev Pr

Teac he r

○

• recycled materials

○

• musical instruments

○

• CD player / tape recorder

• In a group, choose a season for which you would like to compose a tune. Use a tape recorder to record some sounds from the natural environment, such as birds chirping, wind blowing, rain falling, etc. • You may also wish to create your own sound effects with recycled materials.

• Next, work out how you can incorporate these sounds into a tune that your group plays on different instruments. Choose instruments to suit your season such as chimes for spring and drums or cymbals for winter. • Make a list of all the natural sounds, materials and instruments you have used.

m . u

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

To create the sounds of this season, we used:

____________________________________________________ ____________________________________________________

o c . che e r o t r s super

○

SEASON: ______________________

Perform your seasonal sounds with the instruments, playing the taped sound effects in the background. You might even like to perform for your class and ask them to guess which season you are playing!

○

Make a copy of the tape for the school library for other classes to use. Play your tune with additional live instruments for a junior class.

○

. te Get Involved:

○

Design a cover for your tape to make it look appealing. Don’t forget to include the names of the composers!

○

w ww

Extra:

○

Related Outcome: Students will understand that sounds from the natural environment can be used in music. Subject Area: Science: Earth and Beyond, Materials; The Arts - Music.

Ready-Ed Publications

INTELLIGENCE AREA: MUSIC 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

Seasonal Safety

○

Materials:

Task:

○

r o e t s Bo r e p ok u S ○

○

• paper

Season: __________________________ SAFETY PRECAUTIONS

_________________________________________________________________

○ ○ ○ ○ ○

○

Start by selecting a season (summer or winter may be easiest) and brainstorming all of the safety precautions you need to take, such as removing dry bushes to avoid bushfires in summer, tidying up all loose outdoor items before a storm or preparing a house for possible blackouts in winter. Write your ideas here:

ew i ev Pr

Teac he r

○

• pen

Can you think of a television or radio jingle that just sticks in your mind all day? See if you can achieve this by making up a safety advertisement for a season.

○ ○ ○ ○ ○

You can either use a tune that you already know, or make up a new tune to make up a short jingle that promotes the safety message. Write down your jingle and the tune it is played to.

Tune: _________________________

○

o c . che e r o t r s super

WORDS FOR THE JINGLE (Present a final copy neatly on a large sheet of paper.) _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

○

Get the message out there! Sing the jingle over your school’s PA system.

○

. te

Get Involved:

Now it’s time to compose the jingle.

○

w ww

You may wish to perform the jingle in a small group for your class.

○

Extra:

_________________________________________________________________

m . u

○

Related Outcome: Students will promote a weather safety message through an advertising jingle. Subject Area: Science - Earth and Beyond; Health and Physical Education - Safety; The Arts - Music.

Ready-Ed Publications

INTELLIGENCE AREA: NATURE 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

Weather Wizard

○

Materials:

Task:

○

r o e t s Bo r e p ok u S Are you any good at predicting the weather?

○

• paper

• Brainstorm your ideas in the space below:

○

• Jot down all of the “natural” methods that you use for sensing what the weather will be like, for example, smelling incoming rain, observing clouds, looking at animal behaviour, and so on.

○

ew i ev Pr

Teac he r

○

• pencils

○ ○ ○ ○ ○ ○

m . u

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○

o c . che e r o t r s super • How will you present your ideas? (Circle one.)

○ ○ ○ ○ ○ ○ ○

Become the “weather forecaster” for your school. Record weekly weather forecasts from television and newspapers and deliver the information to the front office or staffroom on a Monday morning. You might be able to write the forecasts up on a small area of whiteboard. This could be really useful for staff organising excursions or sporting events.

○

. te

Get Involved:

○

w ww

Perhaps you can even take a small group on a “walking tour” of the playground and encourage others to observe the environment in certain weather conditions.

A coloured chart A booklet A speech to the class Other __________________

○

Extra:

○

Related Outcome: Students will record predictions of coming weather based on environmental observations. Subject Area: Science - Earth and Beyond.

Ready-Ed Publications

INTELLIGENCE AREA: NATURE 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

Animal Action

○

Materials:

Task:

○

r o e t s Bo r e p ok u S How do pets cope with bad weather?

○

• paper

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Imagine that you are a pet such as a cat or dog (you may even like to choose your own pet). What pet have you chosen? ________________________ • Create a list of all the types of extreme weather that you can think of, e.g. rain, hail, strong winds, heatwave, cold nights, etc.

ew i ev Pr

Teac he r

○

• pencils

• Next to each idea, write the difficulties that your pet might experience in this situation.

Weather: ____________________________________________

Pet Experiences: ______________________________________

○

___________________________________________________ © Rea dyEdPubl i cat i ons Weather: ____________________________________________ •f orr e vi ew pur posesonl y•

m . u

○ ○ ○ ○ ○

Pet Experiences: ______________________________________

○ ○ ○ ○

○

___________________________________________________

○

Weather: ____________________________________________ Pet Experiences: ______________________________________

Weather: ____________________________________________ Pet Experiences: ______________________________________ ___________________________________________________

○ ○

○

___________________________________________________

○

Contact your local RSPCA or pet refuge by email, telephone or letter and ask about how people can keep their pets safe from harsh weather conditions. Use some of the ideas to talk to your parents about how you can make life better for your pet.

○

Get Involved:

Weather: ____________________________________________

o c . che e r o t r s super ○

. te

○

w ww

Choose one of the worst case scenarios and write a diary entry from the animal’s point of view describing how they felt in that kind of weather, and what they did to try and protect themselves.

○

Extra:

___________________________________________________

Related Outcome: Students will consider the needs of domestic pets during extreme weather conditions. Subject Area: Science - Life and Living; English - Writing,

Ready-Ed Publications

INTELLIGENCE AREA: PEOPLE 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

Reasons for Seasons

○

Materials:

Task:

○

r o e t s Bo r e p ok u S ○

○

• paper

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

• Nominate four speakers for each season. (8 students) One class member can be chairperson to introduce the speakers. One class member can be timekeeper. The rest of the class can be the audience who ask questions, rebut points and vote for a winning team.

ew i ev Pr

Teac he r

○

• pencils

Which is the best – summer or winter? Solve this dilemma with a two-way class debate!

• Each team has half an hour to plan their argument as to why their season is the best. Speakers should have two to four facts to speak on for 1-2 minutes. • Meanwhile, the chairperson and timer can arrange the room and plan the order of speakers whilst the audience writes down anticipated rebuttal points and questions.

My role in this debate: ______________________________

______________________________________________________ ______________________________________________________ ______________________________________________________

m . u

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○

For the start of a particular season, organise a school-wide event, such as a “spring clean”, a “winter soup festival”, or a “summer safety day”.

○

. te Get Involved:

○

Hold a class discussion on why we need the four seasons. What would life be like if we had all summer or all winter?

○

w ww

Extra:

○

• Use the space below to make notes on what YOU have to do:

______________________________________________________ ______________________________________________________ ______________________________________________________

o c . che e r o t r s super

______________________________________________________ ______________________________________________________ ______________________________________________________

• Return to your seat and take your place in the room. • The chairperson introduces each speaker, rotating each of the two teams. • After each speaker, the audience may ask questions and raise rebuttal points, which the speaker has some time to address. Other speakers can also raise rebuttal points. Following the debate, the audience can vote on the winning team.

Related Outcome: Students will engage in a class debate on the advantages and disadvantages of each season. Subject Area: Science: Earth and Beyond; English - Speaking and Listening; Health - Human Relations.

Ready-Ed Publications

INTELLIGENCE AREA: PEOPLE 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

Ready for Anything

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Materials:

Task:

○

r o e t s Bo r e p ok u S

How can you make your school ready for any kind of weather?

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• butcher paper

In your group, you will work with 3 or 4 other students. Your teacher will assign the group with a particular weather condition such as rain, heatwave, cold spell, etc.

○ ○

○

Our group will be working on:

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Teac he r

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• markers

________________________________________

In your group, create a mind map or brainstorm, displaying ideas on how the school could be prepared for certain conditions, e.g. additional undercover areas, more trees for shade, a water recycling program, heating and air-conditioning systems, etc. Each group presents their ideas to the rest of the class. Show your ideas here:

m . u

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If your school is preparing to add new features to the grounds or buildings, such as a new garden, the class can plan some fundraising events.

o c . che e r o t r s super ○

. te Get Involved:

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Based on the class ideas, draw a picture or map of your school with all of the new features included.

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w ww

Extra:

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Related Outcome: Students will consider natural and built facilities that will assist in certain weather conditions. Subject Area: Science: Earth and Beyond, Materials; S&E/SOSE/HSIE - Place and Space; Health - Safety.

Ready-Ed Publications

INTELLIGENCE AREA: SELF 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

A Stormy Mood

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Materials:

Task:

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r o e t s Bo r e p ok u S How does the weather affect your moods?

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• Paper

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• pen

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• Interview some classmates and ask them how the weather affects their mood. What are some common responses? Write your findings here:

________________________________________________________ ________________________________________________________

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• The diary may include pictures of the weather, poems about your mood and so on.

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Teac he r

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• pencils.

• Keep a diary for a week, describing the weather and the mood that you are in for that day. See if any patterns emerge.

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________________________________________________________ ________________________________________________________ ________________________________________________________

o c . che e r o t r s super

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Develop a “Handy Hints” booklet for people who are affected by the weather. Include simple ideas that people can do to cope with extreme conditions such as a heatwave, a cold snap or days of endless rain.

________________________________________________________

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. te

Get Involved:

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________________________________________________________

Related Outcome: Students will analyse their own mood in relation to current weather conditions. Subject Area: Science - Life and Living; English - Writing; Heath - Varied (Mental and Emotional Health).

Ready-Ed Publications

INTELLIGENCE AREA: SELF 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

If I Was a Season ...

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Materials:

Task:

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r o e t s Bo r e p ok u S

Write a poem about the season that is most like YOU.

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• paper

• Choose a style of poetry, such as haiku, limericks or rhyming couplets. • Write a poem about the season that you are,

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g Sprin

e.g.

I am sunny and light, I am airy and bright, Live life with ease, Like a fresh summer breeze.

ew i ev Pr

Teac he r

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• coloured pencils

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• pen

There once was a boy called Shane, Who reminded his parents of rain, Because when he was out, It seemed like a drought, But at times he could be quite a pain.

• Jot down your rough copy in the box below.

• Present your final poem with a colourful border and pictures.

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o c . che e r o t r s super ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

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Write a poem about your best friend or a close family member. Help your teacher to display the class poems in an interesting way, such as a decorated pin-up board or a class book.

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. te Get Involved:

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After finishing your final copy, write on the back two things you like about your poem and one thing you would like to change.

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Extra:

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Related Outcome: Students will identify themselves with a certain season by composing a piece of poetry. Subject Area: Science - Earth and Beyond; English - Writing.

Ready-Ed Publications

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BACKGROUND INFORMATION Water Science

Water is truly the source of life, providing growth for plants, a home for aquatic creatures and a life-giving drink for humans and animals. Planet Earth is over 70% water and our human bodies are made up of around 55 - 64% water. To determine whether there is life on other planets, astronomers often look at satellite images to see if there are any signs of water having been on the planet.

r o e t s Bo r e p ok u S

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Teac he r

We have water in every cell in our body. However, it is a very simple substance made up of two hydrogen and one oxygen molecule, or H2O. The special make up of water molecules means that the molecules are attracted to each other like magnets. When the molecules move towards each other they make a flexible chain that can twist into different shapes and spaces. In fact, water can hold together so well that it creates surface tension.

m . u

Cohesion

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Have you ever seen an insect walk across water? It can do so because of the “sticky” surface of the water it doesn’t break apart when the insect walks across (also called cohesion).

. te

As well as being cohesive, water is also adhesive — it sticks to things like paper! This adhesion enables water to climb up the inside of plants as it “sticks” to the inside walls by adhesion, gradually making its way up.

o c . che e r o t r s super

Several substances do not dissolve in water, such as oil. These substances are called “hydrophobic”, meaning “water-hating”. This is one reason why oil spills are so dangerous to the environment, because the less dense (lighter) oil sits on top of the water, suffocating all of the marine life.

Some substances have both “water-hating” and “water loving” properties, such as detergent. Detergent disrupts the cohesion of water, helping to break up grease and dirt when cleaning. Detergents are often used to help remove the oil from unlucky sea birds that have been caught in ocean oil spills. Water is not only life giving, it is also versatile. Available in solid, liquid and gas, it is quite easy to change water from one to the other. We can be scientists in the kitchen by boiling water in the kettle to produce steam (the gaseous form of water) or twisting open the ice cube tray to see water in its solid form.

Ready-Ed Publications

BACKGROUND INFORMATION Water Science

Ice is interesting too – when water freezes, it actually expands to take up more space. It is therefore less dense as the molecules cannot twist into smaller spaces any more, so ice will float on the top of water.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

Water is a useful medium in which other substances can be dissolved. By adding something such as salt, the density of water can be changed and it will react differently to situations such as boiling or freezing. Substances such as salt will lower the temperature at which ice will freeze. This is why some people in cold countries use salt on their driveways to prevent a build up of snow. Water exists in its liquid form until a process called evaporation turns the water into invisible particles called water vapour. Sometimes water vapour can be visible, such as steam rising from boiling water. The opposite process, called condensation, returns water vapour to liquid state, like droplets seen on the side of a cold glass of water. In our environment, the process of evaporation from water (in oceans, lakes, rivers, and so on) and condensation in the clouds to produce precipitation (rain, hail or snow) is known as the water cycle. Water closest to the surface is evaporated by the heat of the sun. As water vapour, this invisible moisture travels through the air until it is lifted up by warm air high in the sky where it is cooled. The cooling makes tiny droplets of water merge together to make a drop heavy enough to fall down to the earth as rain.

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evaporation

precipitation

surface run-off

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w ww

Rain may be used by humans as it falls into dams, or it may water plants or become part of a stream. Some water will soak into the earth and become stored in porous underground rocks. Underground water stores are often known as water tables, and bores or wells are created to drain the water out for usage.

condensation

An important consideration when investigating water is developing good habits in the responsible use of water. Although we have a lot of water on our planet, 97% of it is salty seawater that cannot be used for drinking or for watering plants. Of the remaining water, 2% is frozen in the polar icecaps, leaving only 1% of the world’s water available for our use. In today’s society, with population growth and environmental changes leading to a short supply of water, we are encouraged to use water wisely and to minimise the amount of pollutants that enter our waterways. Many water authorities are encouraging people to be “water-wise” by placing restrictions on plant watering, promoting water-saving devices such as special shower heads and dualflush toilets, and encouraging recycling of water to water gardens and wash cars.

o c . che e r o t r s super

Visit your state water authority to look at what is happening with your local water supplies. Also, drop into a few websites that contain interesting water experiments, e.g. www.proteacher.com/110056.shtml http://edtech.kennesaw.edu/web/water.html

Ready-Ed Publications

Activity

Saturation Station

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Materials:

Task: Water exists as vapour in clouds until they become saturated and cannot hold any more.

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r o e t s Bo r e p ok u S

• kitchen sponge (the thick ones with holes in them)

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2) Predict how many drops you think it will take until the sponge cannot hold any more water. I predict it will take _________ drops to saturate the sponge.

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1) Cut a small square (about 3cm x 3cm) from a new sponge and place it in a wire strainer above an empty glass.

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• pen

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• paper

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• empty glass

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• beaker of water

ew i ev Pr

Teac he r

• wire vegetable strainer or tea bag strainer

Create your own saturation situation and fill a sponge with drops of water until it cannot hold any more and has to “rain”.

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• eye dropper

3) Fill the dropper with water and count the drops as they fall on the sponge. Distribute the drops evenly over the sponge but be careful not to spill the water.

4) Keep dropping water and counting until you see the first drop of water leak out of the bottom of the sponge, through the strainer and into the glass below. Was your prediction close? __________

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○

Comment on what you observed:

○ ○

o c . che e r o t r s super _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________

○

_______________________________

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Investigate the different types of cloud and the type of weather they indicate. Take photos of real clouds and make a weather prediction chart for your school.

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Get Involved:

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. te

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Explore different kinds of sponges and other materials to see how much water they can absorb. Write a report on the most effective sponges for mopping up big spills.

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Extra:

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Related Outcome: Students will conduct a scientific experiment on absorption and saturation. Subject Area: Science - Energy and Change, Working Scientifically.

Ready-Ed Publications

Activity

A Drop of Time

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Materials:

Task:

○

2 ) Set up your materials as in the diagram below and fill the top cup with water.

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1 ) Use a pin to make a small hole in the bottom of the coffee cup so that water flows through in droplets (start very small and only make it larger if you need to).

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• 2 rubber bands

Water clocks were a method used by ancient Egyptians to show the passing of time. Your challenge is to see if you can make a water clock that shows the passing of ten minutes.

ew i ev Pr

Teac he r

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• a strip of paper

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• a small glass jar

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r o e t s Bo r e p ok u S

• foam cup or yoghurt container

3 ) Use the paper strip to show the water level in the glass jar at the passing of each minute (do this by timing with a watch’s second-hand). 4 ) See if you can adjust the hole so that the timer can show ten minutes.

water

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o c . che e r o t r s super ○

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coffee cup

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Are the marks the same distance apart all the way up the jar? Why or why not?

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Extra:

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glass jar

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_________________________________________________________________________

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paper scale

strip

for

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Give your timer to your teacher so that they can use it in classroom activities.

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Get Involved:

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_________________________________________________________________________

Related Outcome: Students will make and test a water clock that keeps time for ten minutes. Subject Area: Science - Energy and Change; Working Scientifically; Maths - Measurement.

Ready-Ed Publications

Activity

Water Words

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Materials:

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r o e t s Bo r e p ok u S

• Internet access / foreign language • translation books

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Write the words down next to the country of origin and present in a creative way. You may wish to add pictures or flags to your presentation. County

Word for “Water”

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Use an internet site such as www.travlang.com/languages/ search.html (where you simply type the English word in) or locate some translation books in the library.

France

l’eau

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• pen

One of the basic needs of an international traveller is water ... so here is your chance to brush up on your language skills and learn the word “water” in as many languages as you can.

ew i ev Pr

Teac he r

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• paper

Task:

Picture or Flag

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o c . che e r o t r s super

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Teach other class members your new skills. If there are Greek students at your school, you could ask them to check your pronunciation.

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Get Involved:

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. te

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w ww

Many water words have Greek or Latin origins. Use a dictionary or an online dictionary such as www.dictionary.com to find out the “root word” for words such as aquatic, liquid, damp, etc.

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Extra:

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Copy your international water dictionary into a travel-sized booklet or card for your wallet.

Related Outcome: Students will explore “water” and other associated words in foreign languages. Subject Area: English - Reading / Writing.

Ready-Ed Publications

Activity

Water, Water Everywhere

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Materials:

Task:

○

r o e t s Bo r e p ok u S ○

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• paper

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Write a story that contains as many references to water as possible. Some suggested titles are:

“The Water-wise Wilson Family”

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“The Adventures of Walter the Water Drop”

“The Day we had no Water”

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Teac he r

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• coloured pencils

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• pen

Show what you know about water by writing a story for a junior primary class.

“The Day that Water Turned into Milk”

Write the title of your story here:

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_________________________________________________________________________

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_________________________________________________________________________

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_________________________________________________________________________

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Include educational aspects in your story, such as giving examples of how useful water is, and what would happen if we did not have ready access to it.

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Read your book aloud to younger students, with a friend making sound effects for all the symbol words.

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Get Involved:

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Put your story together in a colourful booklet with lots of bright, interesting pictures.

________________________________________________________________________

o c . che e r o t r s super ○

. te

_________________________________________________________________________

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w ww

After writing your draft, choose some words in your story, such as “water”, that appear more than twice. To create interest, make up a picture symbol for those words and include them in your final draft.

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Extra:

_________________________________________________________________________

Make sure the story does not have any words that would be difficult for a younger student to read.

Related Outcome: Students will use their knowledge of water to write a story for junior primary students. Subject Area: Science - Energy and Change; English - Writing.

Ready-Ed Publications

Activity

○

Materials:

Task:

H2O to Go

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r o e t s Bo r e p ok u S

• small and medium sized foam balls and kebab skewers

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• If you are making the models in a team, you can join your models together like the diagram below to show how the atoms join.

m . u

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The reason why water is so “sticky” (read the Background Information notes for this topic) is that the hydrogen atoms join to other oxygen atoms to make a molecule chain.

o c . che e r o t r s super

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Paint the foam balls red for oxygen and blue for hydrogen. Present your model in a display for the class, with a card that describes how it works.

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Get Involved:

• Using a large red foam or Plasticine ball for oxygen and two small blue ones for hydrogen, make a model of the diagram above by joining the balls with the skewers or matchsticks.

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. te

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E.g. A set of bouncy rubber balls; Wallpaper with the H20 chain design on it; A plastic modelling set which has different coloured discs to represent different atoms; A ride at a science fair.

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Draw a range of fun science products that can use the H20 design,

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Extra:

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Teac he r

• red and blue Plasticine and toothpicks

Water is made up of two hydrogen and one oxygen atoms, hence the chemical symbol H20. Here is a picture of what a water molecule looks like:

○

Be a scientist by making a model of a water molecule.

Related Outcome: Students will create a model of a water molecule showing oxygen and hydrogen atoms. Subject Area: Science - Energy and Change, Materials; The Arts - Visual Arts; Technology - Design.

Ready-Ed Publications

Activity

Journey of a Drop

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Materials:

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r o e t s Bo r e p ok u S ○

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• paper

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Wise yourself up on the water cycle, then make a flow chart to show the path of one drop in the whole process. • Starting from the ocean, create a flow chart that shows what happens to a water drop as it:

Is evaporated by the sun’s heat; Condensates into a cloud; Falls back to earth.

ew i ev Pr

Teac he r

○

• coloured markers

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• pencils

Task:

These points are a very rough guideline. Conduct some research to find details on exactly what happens at each stage. You may wish to draw the process all as one large scene with arrows showing the sequence, or you might prefer to draw each stage as a separate image, as in a cartoon-strip style.

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○

From this task, you may have learned how water from drains often flows down to join river water that affects plant and animal life. Make a brochure with a flow chart to show how this happens, with some tips on how to prevent water pollution in the family home.

o c . che e r o t r s super

It is up to you as to how the drop is used once it hits Earth, e.g. for drinking water, to water plants or crops, to fill dry river beds, etc. Perhaps you might like to include a few alternatives. Draw all of the details so that your chart has loads of visual appeal and try to limit the words required to explain the pictures.

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. t e Get Involved:

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Present your chart as a poster that can be displayed for other students’ learning.

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Extra:

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Related Outcome: Students will create a flow chart that demonstrates the journey of a “drop” in the water cycle. Subject Area: Science - Energy and Change, S & E / SOSE - Natural Systems.

Ready-Ed Publications

INTELLIGENCE AREA: MOVEMENT AND BODY 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

Aqua Charades

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Materials:

Task:

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r o e t s Bo r e p ok u S

Explore the many different ways that water can be used by playing a game of charades. • The class can sit at their desks or in a circle.

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• Class members have to guess what the mimer is doing. • Check out this website for some other games ideas:

www.education-world.com/a_lesson/lesson169.shtml

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Some examples of games that can be adapted are: Hangman, Twenty Questions, Chinese Whispers and Memory.

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When the class is studying a certain theme, the game can be modified to suit that theme.

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Make up a box with cards in it explaining the rules for some great class games.

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Class games can be a fun way to learn and promote ideas about themes.

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One volunteer can write down the ideas on the blackboard as they are mimed. This can then be turned into a large colourful theme poster to remind students of the versatility of water.

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Extra:

• One volunteer gets up the front and mimes using water in a particular way. This might be quite simple (e.g. brushing teeth) or difficult (e.g. filling a hot water bottle).

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• your classmates

Related Outcome: Students will explore the many different uses of water through mime. Subject Area: Science - Energy and Change; The Arts - Drama.

Ready-Ed Publications

INTELLIGENCE AREA: MOVEMENT AND BODY 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

Scavenger Hunt

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Materials:

Task:

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r o e t s Bo r e p ok u S ○

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• paper

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• The aim is to find and write down as many OBJECTS as you can that can be linked to water, for example, taps, drinking fountain, hose, plants, etc. As long as you write a good explanation as to how the object uses water, you should be able to “pass”, however the aim is to think creatively. • With the teacher as judge, the winning team is the one with the most CREATIVE water-related objects. Use the back of this sheet if you need more room.

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• Break into teams of three and embark on a 15-minute scavenger hunt around the school.

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Teac he r

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• clipboard or book to lean on

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• pen

What can you find with a water link at school? You have 15 minutes to find out!

Object

Link to water

e.g. jam jar

Can be filled with water to clean paint brushes.

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Become “water-wise” representatives during the scavenger hunt. Look out and fix/report on dripping taps, leaking fountains, over-used sprinklers, students wasting water in art room or bathroom sinks, etc. These ideas can be fed back to the teacher and students can announce water-wise tips during school assembly.

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The class can turn their search ideas into a huge “water” mural for the classroom wall.

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Extra:

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Related Outcome: Students will locate as many uses for water at school as possible. Subject Area: Science - Energy and Change; Health and Physical Education - Human Relations.

Ready-Ed Publications

Activity

Liquid Tunes

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Materials:

Task:

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Using a tune you know well, write a song about how to be “WaterWise”. • Use tips from a Water Authority website such as www.barwonwater.vic.gov.au/, www.sca.nsw.gov.au/, www.westernwater.com.au (Look in the “Education” or “Water-wise” sections.) Write the first draft for your song in the space below:

_________________________________________________________________________ _________________________________________________________________________

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Create your own music about water, with water!

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• recycled materials and a variety of glass and plastic containers

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• water

_________________________________________________________________________

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_________________________________________________________________________

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________________________________________________________________________

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_________________________________________________________________________ _________________________________________________________________________

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_________________________________________________________________________

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Write the lyrics for the song and take a photo of you and your classmates performing the song. Send it in to your local water authority or community newspaper to show how your class is getting into the waterwise spirit.

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Get Involved:

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Perform the song for your classmates.

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________________________________________________________________________ © Read yEdPubl i cat i ons _________________________________________________________________________ •f orr ev i ew pur posesonl y• _________________________________________________________________________

• Use a variety of containers and materials to make “water instruments” to accompany your song. Experiment to find the best sounds, e.g. tapping water-filled jars with spoons, shaking a full bottle of water, spraying water from a plastic spray container and so on.

Related Outcome: Students will write a song about being “water-wise”. Subject Area: Science - Energy and Change; The Arts - Music.

Ready-Ed Publications

Activity

Scuba Sounds

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Materials:

Task:

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r o e t s Bo r e p ok u S

A large aquarium has found that their marine animals are responding well to musical sounds.

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• paper

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Teac he r

There are two ways that you can do this:

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• large tub or bucket of water

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• recycled materials

Your task is to design a musical instrument that can be played underwater.

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• pen

1. You may like to draw a design of an instrument and add labels and instructions to explain how it can be played. OR

2. You can fill a bucket with water and experiment with recycled materials to see what can and can’t be heard. DO NOT use real instruments as many of them will be ruined underwater.

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• Time to get creative - if you find something that sounds good, make the instrument. Draw a sketch here of what your instrument looks like and how it creates a sound:

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Remember to use waterproof materials and glue.

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Music is not the most important thing for fish. Do some research on what aquarium fish DO need to survive and make up a little booklet on “Caring for Fish”. You could give this as a gift to someone who has a pet fish, but make sure you find out what kind of fish they have as different fish need different care. Try a website ( www.auspet.com/ fish.html) which may give you some starting points for your research, or check out your school library.

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If you know someone who has a backyard pool, you might like to test how the instrument sounds underwater. Make sure you get adult permission and supervision for this.

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Extra:

Related Outcome: Students will design a musical instrument that can be played underwater. Subject Area: Science - Materials, Working Scientifically; Technology - Design Process; The Arts - Music.

Ready-Ed Publications

Activity

Water-free Fun

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Materials:

Task:

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r o e t s Bo r e p ok u S ○

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• paper

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Your task is to draw designs for two different fun parks, with one big difference – one is a big water waster and the other is a waterwise park. 1) Think about the things at a fun park that may use a lot of water. Get started by writing some notes here. You may even like to add some extra notes about water-wasting actions like overwatering the grounds, water-wasting rides, attractions and actions:

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• large sheets of paper (A3)

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• pencils

Can you design an environmentally-friendly fun park / amusement park?

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_____________________________________________________ _____________________________________________________

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On a large piece of paper, draw a picture of this waterwasting fun park. Use arrows to link notes to your drawing on how the water is wasted. 2) Now to create a water-wise park! Your second drawing needs a lot of careful thought so that you can create a park that is still loads of fun yet manages to conserve water. _____________________________________________________

o c . che e r o t r s super

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Write an email to an amusement park in your local area or capital city. Find out how they cope with any water restrictions and if they carry out any other water-wise actions. This email will need to be written in polite terms so get an adult to check it before you send it.

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Get Involved:

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Imagine that due to severe water restrictions, an amusement park has had to empty all the water out of their water slides. Can you make some changes to the slides so that they can be used without water (e.g. how will users slide down smoothly and what will they land in at the bottom)? Draw a picture of your idea.

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Extra:

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You can still include things such as water slides if you wish, as long as you think of some ways that they can minimise wastage. Check out the Internet. http://marinfair.org/fair2002/wfun.html includes some ideas for how to incorporate water-wise ideas into a fun park.

Related Outcome: Students will design a theme park that uses water-wise practices. Subject Area: Science - Energy and Change; S&E/SOSE/HSIE - Place and Space; Technology - Design Process.

Ready-Ed Publications

Activity

Perfect for Pets

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Materials:

Task:

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r o e t s Bo r e p ok u S

Drinking water is as important for pets as it is for humans.

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• paper

Design a water-drinking facility for a pet of your choice. Your design needs to include these considerations:

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• Can your pet reach the facility?

• Is it easy for the pet to drink from?

• How often does it have to be re-filled with water? • Does it stop water from getting “stale”?

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Teac he r

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• pencils

• Is your design water-wise or is there potential wastage? • Will it keep well over time? • Is it inexpensive to make and buy?

• Does your pet need to do anything to “operate” the device, such as press a button with its paw?

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If you have a pet at home, change its water daily so it always has a nice fresh supply. Be water-wise and tip out the old water onto a plant that needs watering.

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Give your new drinking device a name and make a poster to market it to pet stores.

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Extra:

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Label the materials used and explain how your design works.

Related Outcome: Students will design a water-drinker for a chosen pet. Subject Area: Science - Life and Living, Materials; Technology - Design Process.

Ready-Ed Publications

Activity

The Human Bar Graph

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Materials:

Task:

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r o e t s Bo r e p ok u S ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Decide on a question that you would like answered and write the alternative responses in big letters across the blackboard. Examples can include:

* Do you usually have a shower or a bath? * How many glasses of water a day do you have? * How does your family water their garden? * Do you have dual flush toilets?

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• plenty of room in front of the blackboard

Create a human bar graph by asking these watery questions to your classmates.

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• blackboard space

Students line up in front of the response which is written on the blackboard, e.g. for the first question, you might find that 23 students line up in front of the word “shower” and 7 line up in front of “bath”. If students are evenly spaced when they stand in line, it should be easy to see which is the most common response. Record your findings here: Question

Response

Tally

Response

Tally

Do you usually have a shower or a bath?

Shower

Bath

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Were there any results that were surprising? Work as a class on how to improve any results that reflected bad water habits.

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Get Involved:

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Record any interesting results on a graph.

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Extra:

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Related Outcome: Students will interact to discover water-wise habits practised in their homes. Subject Area: Science - Energy and Change; S&E/SOSE/HSIE- Place and Space; Health - Human Relations.

Ready-Ed Publications

Activity

Puppet Power

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Materials:

Task:

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r o e t s Bo r e p ok u S

Design a puppet that teaches younger students about water!

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• paper

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• recycled materials

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• pencils

Prepare a few questions to find out whether they would prefer a human character, a cartoon or an animal.

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• fishing line

Alternatively, you could sketch a few design ideas and show them to younger students, keeping a tally of their favourite (recess and lunch may be a good time but check with your teacher first).

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• wood

• First, you need to find out what appeals to younger students.

• Decide on and improve your design idea. Sketch your best idea here:

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• Draw your final design on a large sheet of paper.

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If you are doing this activity with a friend, you may like to make up a short puppet show to teach younger students something about water. For example, use your show to explain the water cycle or to promote the “water-wise” message.

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Get Involved:

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Use recycled materials to make your puppet. Remember to include a place where you can hold and control the puppet.

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Extra:

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You need to give your character a friendly face, a memorable personality and an interesting name. Make sure the character’s appearance and name reflect a water theme. For example, they might wear a yellow raincoat, have hair that resembles water droplets and have a name like “Drippy”.

Related Outcome: Students will design and make a puppet that promotes the theme of water. Subject Area: Science - Materials; Technology - Design Process; The Arts - Visual Arts; Health - Human Relations.

Ready-Ed Publications

Activity

Personal Score

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Materials:

Task:

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r o e t s Bo r e p ok u S

Make up a score card to rate yourself on how water-wise you can be.

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e.g. www.barwonwater.vic.gov.au/, www.sca.nsw.gov.au/, www.westernwater.com.au (Look in the “Education” or “Water-wise” sections.)

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• Research some water-saving tips on the Internet. Use tips from a Water Authority website,

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Teac he r

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• Internet access

• Write down 6-10 “water-wise” tips.

• Write these tips on a score-card. Leave two spaces for “this week” and “next week”, like in the chart below.

• Give yourself points for how good you are in being waterwise.

• Give 3 points for “frequently”, 2 for “sometimes” and 1 point for “occasionally”.

Water-wise Tip

This week

Next week

Collect a bucket if water whilst you are waiting for the shower to heat up and use it on plants.

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o c . che e r o t r s super

• Score yourself for the first week by doing everything as you normally would. • For the second week, make a real effort to do everything on your score-card. • Add up your scores for both weeks and see you much you have improved.

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You will probably need to ask your family for their help if you want to make a real difference. Have a family competition to see who can be the most water-wise in the household.

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Get Involved:

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Make yourself an award certificate for doing so well!

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Extra:

Turn the tap off while you are brushing your teeth.

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Related Outcome: Students will rate themselves on their own water-wise practices. Subject Area: Science - Energy and Change; S&E/SOSE/HSIE - Place and Space, Resources..

Ready-Ed Publications

Want More? Help yourself to these extra ideas for whole-class activities.

Seasons and Weather

r o e t s Bo r e p ok u S

•

Use small potted seedlings to conduct experiments on how weather affects plant growth. Place seedlings in different areas of shade/exposure to weather and record findings.

•

Research the type of plants best suited to your local climate. Plant a garden in the school using plants that are suitable for these conditions.

•

How do blackouts occur? Conduct some research on the different things that cause blackouts, such as storms, bushfires, tree damage or overloading during heatwaves. Think of all the things that might go wrong in a blackout and draw a design of a “blackout survival kit” which can fit into a shoebox.

Teac he r

Find out how the weather impacts on your community by interviewing local adults or reading newspapers. Many rural areas might experience the effects of drought, flood, salinity or bushfire. Investigate how these conditions are linked to weather patterns.

In groups, select an extreme weather condition, such as hail, cyclones, tornadoes, water spouts, electrical storms, blizzards and dust storms. Conduct some research on how one of these events might occur. Use materials, science equipment and charts; or use mime to demonstrate to the rest of the class how this phenomenon works. www.extremescience.com/weatherport.htm

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teacher.scholastic.com/researchtools/researchstarters/weather/

Find out about people who have been struck by lightning, how it affected them and what can be done to stop this from happening. Role-play an interview with a lightning strike victim for the rest of the class.

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o c . che e r o t r s super

www.theaustralian.news.com.au/common/story_page/ 0,5744,8961206%255E421,00.html

Ready-Ed Publications

Water Science •

Draw a design for a unique garden water feature, or use recycled materials to make one of your own. Be creative - see what you can use to pump the water.

•

Invent some water-based games for the rest of the class, such as “float or sink?”

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Research water pressure. How does it affect deep-sea divers? What can go wrong? What do divers do to avoid problems?

r o e t s Bo r e p ok u S

•

Try these experiments to investigate salinity:

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Teac he r

science.howstuffworks.com/question193.htm

www.knowledge.state.va.us/cgi-bin/lesview.cgi?idl=517 t3.preservice.org/T0300126/ saltlessonplan.html

•

Place white flowers such as carnations or celery sticks in water in which food colouring has been mixed. Show how water travels up the stalk to nourish the whole plant. Record findings.

•

Find out about dehydrated foods

home.howstuffworks.com/food-preservation3.htm

www.excaliburdehydrator.com/gen2.htm school.discovery.com/lessonplans/ programs/peopleandspace/.

Research the significance of water on Mars. What features are giving evidence of its presence? Why is this so important?

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Imagine that you are the owner of a dehydrated food company. Make a poster or a storyboard for a television advertisement to show people the advantages of this idea.

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w w w. s p a c e t o d a y. o r g / S o l S y s / M a r s / M a r s T h e P l a n e t / M a r s W a t e r. h t m l kids.msfc.nasa.gov/

•

o c . che e r o t r s super

Why do humans have to drink water? What happens if we are without water for too long? Make a brainstorm chart of all the things that could convince people to drink more water. www.lenntech.com/Water-Health-FAQ.htm

Ready-Ed Publications