(PDF) Planning for mathematics learning
Added on 2021-04-21
13 Pages2238 Words106 Views
|
|
|
Name: ______________________________ Class _______________5E Planner for Learning in Science and MathsIntroduction: Context for learning: Weather For a weather to occur there must be presence of the atmosphere, which comprises of gasses, for example oxygen that we breathe in that will surround the earth.Therefore weather will be defined as the state of the atmosphere at every period of time.Factors that result to formation of weather. The shape of the earth is round this is a key factor do contribute to weather, since the sun heats both the atmosphere and also the earth, but the heating will occur at different parts of the earth throughout the year and different angle as the round earth rotates the earth, the rotation of the earth will results to different temperature of hotness and coldness to occur, similarly it will causewind, clouds, storms and rainfall, all this is what is referred to weather.Describe your starting point (Provocation): The topic of weather is a new topic that is introduced to the year 2 students, by the end of this topic the student should be able to describe each season and the associated weather conditions, ranging from rain, wind, temperature and humidity.
How will the children engage with this learning? Provide here an outline of five sequential learning experiences (approx. one week or 300 minutes) of maths/science learning.Activities planning cycle within a week Tuesday Tools to record the weatherThursday CloudsMonday Seasons andWeatherFriday : AssessmentWednesdayUsing a graph toshow information
Monday activity: Seasons and Weather Years 2Topic: weather Subtopic: seasons and weather.Curriculum reference: 1Key vocabulary:Season, seasonal spring, summer, autumn, winter, warm, cool, wind, rain, sun, fog, snow.Starter learning intention: The four seasons are spring, summer, autumn and winter.10 minsStarter TaskMain lesson learning intentions: Colder weather comes in autumn and winter. Warmer weather comes in spring and summer.Challenge: The sunlight is longest in the summer and shortest in the winter.5 min 15 min 15 minIntroduction and TaskTeaching the learners about the four seasons and their features. Discuss how the weather changes throughout the four seasons. Ask children to note down or drawor write anything they already
know about seasons and weather. This record of their prior learning will help to inform subsequent lessonsdescriptions of each seasonExtensionChallenge: Demonstration why we will have more sunlight during the summer than the winter. The children should begin to understand that we have more sunlight in the summer and less in the winter.EquipmentGive children a page with Seasons and Weather.Plenary 10 minChecking to know if the students are able to show that spring often has mild temperatures and can have heavy rainfall, in summer temperatures are warmer and rainfall is less frequent, in autumn temperatures cool leading to winter where temperatures are often at their lowest. Winter can sometimes bring snow. .
End of preview
Want to access all the pages? Upload your documents or become a member.