Extreme weather introduction

Date:

Student group: Year 6 science

Teacher: Miss Tatt

Duration of the lesson: 45 minutes

Class size: 23 students

Title of lesson/activity: Introduction to extreme weather/ natural disasters

Intended Learning Outcomes:
Students will get to know the vocabulary and terminology used to describe extreme weather and natural disasters.
Students will also understand what is involved with extreme weather and how it effects the earth.
- students will list and find patterns in the conditions required for weather events to occur and be
able to describe the similarities and differences between weather and climate
-Science Understanding
Earth and space sciences

Sudden geological changes or extreme weather conditions can affect Earths surface
(ACSSU096)
- Science as a Human Endeavour
Use and influence of science

Scientific understandings, discoveries and inventions are used to solve problems that directly
affect
lives
Prior peoples
Learning
and(ACSHE100)
Experiences:
Students have completed a science unit on biological and physical sciences since the beginning of the year. This means
that that students should have prior knowledge of how living things are effected by their habitat and environment and
that there are materials that can have irreversible effects like melting and freezing.
- Students will draw upon this prior knowledge when as a class we discuss the effects of
extreme weather upon the land and humans.

Teaching Strategies:
http://education.nationalgeographic.com/activity/extreme-weather-on-earth/
Before I show the photos and videos as a class we will discuss a series of introductory questions. What do you
know about weather? Where have you heard that word before? What types of weather have you heard of?
- Students will be shown a series of photos and videos about natural disasters and extreme weather and then
brainstorm weather related terminology and vocabulary. This will then lead in to a class discussion of how they
thing certain weather effects the land and humans that occupy it. We will brainstorm on the board then
students will write it down in their books. (the photos and video of extreme weather should grab their attention
as it is something they may have never seen before.
- They will identify conditions required for certain weather events to occur and complete a worksheet with that
information. If more information is required as a class we will research.
Students will be required to participate in: Brainstorming, Discussions, Multimedia instruction, Visual
instruction.
For this session all of the students will be seated on the floor in the middle of the room with Emily able to
move her wheelchair close to the door to join the circle. Students will be working in small table groups to fill out
the worksheet and the class as a whole will be doing research together.
-Go through some fun facts about weather http://ngkids.com.au/science-and-nature/30-freaky-facts-aboutweather
To ensure students stay on task they will be required to show the teacher their workbooks
and the worksheet and if they have not completed the work then those students will have to
stay in at lunchtime and other consequences will follow if required. Once the teacher has
looked to see if the work has been done the students will then self assess their work. This
gives students more responsibility in their learning and they can correct themselves to see if
they require more information or more depth.
- The peg behavior system is also in place. Also to prevent calling out and to encourage all
students to participate in class discussions all students will be handed a dice and once they
have contributed to the discussion they will hand it back.
I will conclude the lesson with a mind map on the board of the extreme weather we will
be lookingMaterials
at in the unit
how it interacts with conditions, temperature and climate. A
Resources,
andand
Organisation:
Photos and videos
- Pen, pencils
- Weather worksheet
- Use of the internet research to fill out the worksheet

Assessment:
The teacher looking at student workbooks and getting them to assess their own work. This encourages them
to be active in their learning and be aware of what they need to improve on.
- The teacher will gauge understanding through class discussions How will you assess what the
students have learnt?
Informal assessment ask students to orally describe the effects of weather on the earth. Give examples of natural
disasters and extreme weather
When students complete a piece of work a C or N will go next to their name in the teacher
planner. I will also be taking note of how much each student contributes in group discussions
Lesson differentiation
Emily: There is wheelchair access throughout the classroom. I
Jordan: Before the lesson give him a step by step overview of
whats going to happen and what is expected of him, in order to

gain a reward. Reward him with a class pass for (5 minutes) or

choosing a game if he listens to and contributes to group
discussion.. There are varying aspects to this lesson to keep Jordan
engaged, the visual cues and videos will prompt interest. Jordan will
be completing work on his own as he will be too distracted in a
group, this also keeps him on track with his work. He is able to go to
the sensory corner for 5 minutes if he needs to.
Reena: Within this lesson there are lots of visual cues but Reena is
still sitting up the front of the class and the subtitles are on the
videos. She will also be using talk to text app on her ipad
Brody: Brody has a teachers aide with him in classes at all times.
The worksheet will be simplified for him and he has a list of
descriptor words on his table before class so he is able to follow
along easier. The visual aids of this lesson and group discussion will
gauge his attention and make him feel more comfortable.
Charlie: Will complete her worksheet on her own as group work will
make her anxious and she may have an outburst. As most of this
lesson is visual Charlie will enjoy and be interested in the topic.
Charlie has the option in class to sit by herself if she needs, to
maintain attention and prevent outbursts.
Zenba: Most of this lesson has to do with group discussion and
looking at pictures and videos of extreme weather and forming ideas
about the topic. Zenbas worksheet will have a few more research
questions to keep him working and on task. As a class we will look at
Africas natural disasters so it is easier for him to relate to
somewhere he is familiar with.