We have looked at climate and the climatic zones of Australia. Today we are going to learn more about the weather.
Watch this video clip and notice as many different kinds of weather that you can see. Write them down on your sheet and we will share your ideas at the end of the video.
WEATHER 101 (National Geographic)
Now that we have discussed the different kinds of weather events we saw, here is a BTN clip to show you how meteorologists (weather scientists) predict the weather. Listen carefully to hear what a METEOROLOGIST does!
how to find the average temperatures or weather for this time of year in your place.
Explore these weather sites and have fun working out what weather other people are experiencing just because they are in a different place, with a different climate. We will be comparing these later on. 😎
We have done some work on Australia’s climatic zones but it looks like we need to go over just what the weather will be like in the different climate zones. Remember the difference between WEATHER and CLIMATE!
Weather: temperature, rainfall, weather condition on the day or short term
Climate: is the weather (above) pattern over a longer time – this becomes the weather we expect in the different seasons.
In different climates, the seasons are really quite different as you learned in the video we watched the other day. We learned about TEMPERATE, TROPICAL and POLAR CLIMATES. In Australia we know them as TEMPERATE, TROPICAL AND ARID (DESERT) climates.
Can you remember which climate type we have in Margaret River?
Let’s look at the coloured map in your booklet again to check just where these climate zones. Remember their names. What are they?
This morning we are going back to writing a narrative! Using the prompt picture below, think about how to include that scene in your story.
You will be brainstorming ideas together in groups, then you will need to plan what your pebble, rock and boulder will be. You will need to write a sizzling start, and make sure you have a long, strong tension scene. (You can use your 5+1 senses brainstorms here!) and you will end it with an exciting ending and character wrap-up. So – a FULL STORY plan.
WHO? Who are these characters? What are they saying? How old is the girl? What do you think she is looking at? Does the dog belong to her? Is anyone else in the plane?
WHERE? Where are they going? How did they get there? Will they succeed? What might happen to complicate their trip?
WHAT? What could happen next? What kind of plane is it?
WHEN? When is the story set? If this is an old historical plane, have they gone through a time portal?
WHY? Why are they both wearing those hats and glasses? Why are they there anyway? Why are there no windows?
HOW? How did they get there? How are they feeling? How do you think the story ends?
SIZZLING START: Try to start with dialogue today: “………”
These are some ideas for your brainstorm. We will start in small groups with a whiteboard and you will need to brainstorm about 10 reasons why they are in a small old-fashioned plane. Then we’ll share them and you can choose one to write your story about. BRAINSTORM – WHAT COULD THIS STORY BE ABOUT?
What a great job you did on your first S.O.L.E. research task!
Great teamwork and you really used each other’s strengths to help the group. There were a few people who just needed a little help to get on track, then they found out heaps. Good work!
I loved the way you showed me all the skills you’ve learnt about searching for information, finding keywords, and how to find and print images.
Just look at the fabulous results! Your posters are magnificent!!! Good work sharing the job of presenting too. Now that we’ve been to Erth’s Prehistoric World, we can certainly see how our mega-fauna fit into the timeline.
Wow! You certainly are working like Year 3-and-a-half students when you do your Inquiry FINDING OUT! I love the way you are using your X-charts and making sensible dot points using only keywords. 🙂
Your DEEPER BRAINSTORM questions was a tricky task, but you’ve all done a fabulous job, asking questions which are googleable! Well done, people!
Now, we need to get our sentences done and our paragraphs written, so that we can all start our good copies of our Information Brochures! Looks like we’re going to have a great classroom learning celebration soon! Your parents will be thrilled! 🙂
In Science we are learning how scientists check whether something is LIVING or NON-LIVING
In this video we learn how to remember the 7 characterists of living things:
Here’s a fun song about these characteristics of a living thing.
In your Science books you are now going to write the letters MRS GREN down the left-hand side and next to each letter in another colour, write the word it stands for. Please put the heading above it: 7 Characteristics of Living Things.
Watch this video about making the colour brown from primary colours. You will be painting your tree and creature today, so you will need brown and a couple of different shades of brown, and you will need grey (from black added to white).