Science and technology - learning sequence - Early Stage 1 learning sequence

Sep 2, 2026

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Science and technology learning sequence for Early Stage 1 focuses on daily weather changes and their impact on daily choices. Students observe and collect data, record daily conditions using a weather chart and weather symbols, and make predictions for tomorrow, then compare predictions with actual weather. The sequence blends synchronous and asynchronous strategies and includes both digital and non-digital options, supported by key vocabulary, teacher prompts, and assessment strategies to monitor evidence of learning.

LanguageEnglish

CategoryPaper Templates

FormatDOCX

Pages6

Reading Time2 min

AccessFree to download

Early Stage 1 learning sequence

Strand: Earth and space

Outcomes and key inquiry question

Key concepts and key language

Aim of lesson sequence

Teacher notes

Activities

1. Weather watching

2. Effect of the weather on daily choices

Science and technology – learning sequence Resource considerations This lesson sequence allows for continuity of student learning and could be adapted to fit in with your existing teaching and learning program. Students will be supported to meet outcomes from a Key Learning Area. Each task has a duration of 30 minutes and could be used in conjunction with your HYPERLINK "https://education.nsw.gov.au/teaching-and-learning/curriculum/learning-from-home/teaching-and-learning-resources/k-6-resources" \h framework, designed using the K-6 template. This lesson sequence uses a balance of synchronous and asynchronous learning strategies. The tasks provide options for students with and without technology. They can be used with any online platform. Suggestions about how your school will plan students’ learning from home and ways to communicate with students can be found through the HYPERLINK "https://education.nsw.gov.au/teaching-and-learning/curriculum/learning-from-home/school-planning" \h Learning at home, school planning page. Assessment strategies are included to ensure evidence of learning is monitored and collected. Early Stage 1 learning sequence Strand: Earth and space Outcomes STe-1WS-S – observes, questions and collects data to communicate ideas STe-6ES-S – identifies how daily and seasonal changes in the environment affect humans and other living things Learning sequence overview – students explore daily changes in the weather. They make observations and predictions about the weather and record their observations in a weather chart. Students identify how the weather affects choices they make in their daily life. Key concepts – daily changes in the sky Key language – weather, sunny, cloudy, rainy, windy, stormy, warm, hot, cool, cold, change Key inquiry question – How do daily changes in the weather affect me? Aim of lesson sequence Students observe and record the weather each day and identify how changes in the weather can affect their daily choices. Teacher notes There are two 30 minute lessons in this learning sequence. Students need to be familiar with the key vocabulary for this topic. If students are unfamiliar with simple weather terms a list could be provided, such as weather, sunny, cloudy, rainy, windy, stormy, warm, hot, cool, cold, change. Students create their own chart and weather symbols for the week. Activities Weather watching Digital: Pose the question in the online classroom: What is the weather like today? Suggest students look out a window, or if possible, go outside and observe the weather. Have them describe the weather, what it looks like and feels like. Encourage students to use key language in their description (weather, sunny, cloudy, rainy, windy, stormy, warm, hot, cool, cold, change). Record students' comments on a digital platform. View HYPERLINK "https://www.youtube.com/watch?v=HloTVOBecJ0" \h How to draw different kinds of weather Discuss the weather each day for a week. To record their daily weather observations, students create their own weather chart or use the printable HYPERLINK "https://alittlepinchofperfect.com/free-printable-weather-char/" \h weather chart. View HYPERLINK "https://www.youtube.com/watch?v=ZdQJGBluA-8" \h make a weather wheel Students create and draw their own weather symbols each day or cut and paste symbols into the student workbook. Record a prediction for the weather tomorrow. Student draws symbols to represent the prediction. Write a sentence. For example, I think the weather tomorrow will be [sunny/cloudy] and [warm/cool]. Tomorrow, they will compare their prediction with the actual weather and determine the accuracy of their prediction. View HYPERLINK "https://www.youtube.com/watch?v=GkE3F5AuWBQ" \h How to read the weather to demonstrate the use of symbols and the idea of predicting (forecasting). View HYPERLINK "https://www.youtube.com/watch?v=rD6FRDd9Hew" \h How’s the weather today? Weather watching Non-digital: In workbook, student

FAQs

What learning outcomes does the Early Stage 1 weather sequence target?

Students observe, question, and collect data to communicate ideas, and identify how daily and seasonal changes in the environment affect humans and other living things.

How do students record weather during the lessons?

Students create their own weather chart and weather symbols, documenting daily observations and writing simple descriptions of what they look and feel like.

What activities are included for predicting tomorrow’s weather?

Students record a prediction using symbols and draw/describe the expected weather and temperature conditions, then compare their prediction with the actual weather.

Sep 2, 2026

Upload by Eliana