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 Information
Literacy
Information
skills
Getting
started
Worksample
units
References
Weather
An Early Stage One Unit.
Syllabus Outcomes
English
TES1.2
Makes brief oral presentations |
RES1.6
Developing reading skills and strategies |
WES1.10
Produces simple text |
Mathematics
ES1.4
Describes objects, pictures and situations as hot or cold |
Creative Arts
Music
Organising sound
Composing a percussion storm
Visual Arts
Painting hot and cold tonal colours |
Science & Technology
ES1.6
Explores and identifies ways the environment
influences their daily lives |
Generic Skills covered
 Information skills: Defines, Locates, Selects, Organises, Presents
and Evaluates
Communication:
Presents information according to purpose, situation and audiences
Thinking
Critically: Makes personal judgements and informed choices
Expression:
responds effectively through creative and expressive activities
Multiple Intelligences
This unit will address the multiple intelligences.
- Verbal Linguistic - English
- Logical/Mathematical - Mathematics
- Body/Kinaesthetic - Dress up game
- Musical/Rhythmical - Percussion storm
- Interpersonal - work in groups, and in pairs
- Visual/spatial - Artwork
Information Skills
Learning Outcomes |
Level 1 At the completion of Level 1 |
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A student will be able to: |
This will be evident, for example, when the
student: |
Defining
IS 1.1 |
Formulate questions for investigation, with teacher
assistance, in responses to directed discussion on a given topic. |
- Brainstorm for seasons. Write up on a chart. List related
weather types for each season.
- Joint constructions of sentence beginning "When it
is hot we can ...." "When it is cold we can ...."
- Identify key words and match them to pictures such as
wind, rain, snow, sunshine.
- Experience quality literature: Read story books like "Don't
get Sunburnt".
|
Location
IS1.2 |
Identify and select sources of information with
teacher's assistance. |
- Watch weather report on television. Record pictorially
the forecast for the next day.
- Visit library and bulk borrow books about weather.
- Audio visuals
|
Selecting
IS1.3 |
Select and record the main idea and keywords |
- Choose books about weather and glean information from
each source. Record in a simple way such as drawing, labelling
sections of books of student choice.
- Write a book report on a selected book, using a book report
pro forma.
|
Processing and Organising
IS1.4 |
Participate in group consideration of and appropriateness
and presentation of the information. |
- Discuss activities usually carried out in certain seasons.
- Create a Venn diagram with intersecting area for activities
appropriate for the whole year.
|
Creating and sharing
IS 1.5 |
Presents responses to a task in a variety of formats |
- Prepare a presentation on information gathered in appropriate
forms
- Write, draw, paint and display information on weather
|
Evaluation strategies
IS1.6 |
Review the appropriateness of their presentation
in relationship to the original task. |
- Actively participates in a teacher directed discussion
- Displays a positive approach to work
- Expresses opinions about presentations
- Attempt to predict the weather.
|
Specific Key Learning Areas
English
TES1.2 |
- Makes brief oral presentations
|
- Discuss individual experiences in certain weather conditions
such as hailstorms, hot days and windy days.
- Retell the weather report as watched on the TV news the
night before.
|
RES1.6 |
- Developing reading skills and strategies
|
- Class reading of the big book " What's the Weather
Like Today?"
- Guided reading activities based on small reader "Weather"
(Scholastic).
1. Reading with teacher.
2. Matching weather words to pictorial representations.
3. Finish sentences "When it is hot I like to ...."
When it is cold I like to ...."
|
WES1.10 |
|
- Descriptive character labelling of the Grandmother in
"Summer Magic"
- Rhyming activity related to the story "Its Raining
Its Pouring The Old Man is Snoring" based on the nursery
rhyme.
|
Mathematics
ES1.4 |
- Describes objects, pictures and situations as hot or cold
|
- Selects appropriate pictures to match hot and cold words.
- Explores appropriate clothing for hot and cold weather.
Selects clothes from a pile to dress in appropriately for
given weather conditions.
|
Creative Arts
Music |
Organising sound |
- Composing a percussion storm using visual weather cues.
Decide on a percussion instrument and rhythm to represent
the sun shining down, a rain shower, a windy day and a thunderstorm.
|
Visual Arts |
- Experiments with colour to acquire different effects
|
- Use cool colours to create a cool abstract scene and similarly
hot colours to create a hot look with paint and coloured
tissue paper.
|
Science and
Technology
ES1.6 |
- Explores and identifies ways the environment influences
daily lives of both people and animals
|
- Discuss different activities engaged in by people during
different seasons. Use pictures for class discussion.
- Identify animals that prefer to live in cold climates
and those that prefer hot climates. What features do they
have to help them cope with the weather?
- Observe and record daily, the weather on a chart as well
as measure rainfall with a gauge over a period of two weeks.
- Observe sunny and shady areas of the school.
- Discuss ways traditional aboriginal people move in response
to seasonal change. Read "Pigs and Honey" and
"Going for Oysters".
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