Forum Replies Created
-
Posts
-
I really like your approach, especially the idea of starting with historical weather data before moving on to future climate projections. It would give the children a clear understanding of how temperatures have changed over time. You could integrate the lesson to maths by asking the children to graph their findings and this would give them a visual representation (this would be good in older classes)
I really like the idea of using videos to introduce the different climate zones to a 6th class and then having the pupils research them in groups. Each group could be assigned a different climate zone to research using a country as an example, allowing them to compare climates and present their findings to the class. They could create a presentation using slides, photographs and other digital tools, which would provide a great opportunity to integrate digital technologies while developing their research and presentation skills.
In my school we don’t have on overall weather station but I think this would be a great idea. The children from different classes could visit the school’s created weather station. In the past, with my class we have collected rainfall from outside our classroom window and measured how much has fallen over a period of time or recorded various temperatures. This would be particularly useful for activity 2 – weather detectives.
I enjoyed Activities 1 and 2 from the Weather and Climate resource. Is it Weather or Climate? helped reinforce the difference between short-term weather and long-term climate in a clear and engaging way. I liked the questions given such as – remembering what the weather was like on their birthday last year to this year to understand the difference that can happen on the same date. It gives them the opportunity to learn that weather refers to days/weeks and climate to years/decades. It is good that it can be extended for older classes to climate zones.
Weather Detectives encouraged observation, discussion and the use of evidence to support conclusions. Pupils could collect daily weather data from our weather station, compare results over time and present their findings using charts or digital tools, developing STEM skills across science, maths and technology. We have internal thermometers in our class and we could extend it by getting outdoor and indoor thermometers and comparing the differences and reasons.
One other improvement could be to include an extension activity where pupils compare their local weather data with another region or country to deepen their understanding of climate e.g pick a city in another country as a class and monitor their weather over a period of time and compare it to ours.
