[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-176837-105":53,"doc-detail-176837-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","science-and-technology-learning-sequence-early-stage-1-learning-sequence","Science and technology - learning sequence - Early Stage 1 learning sequence","","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. 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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 \u0013 HYPERLINK \"https://education.nsw.gov.au/teaching-and-learning/curriculum/learning-from-home/teaching-and-learning-resources/k-6-resources\" \\h \u0014framework, designed using the K-6 template\u0015. 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 \u0013 HYPERLINK \"https://education.nsw.gov.au/teaching-and-learning/curriculum/learning-from-home/school-planning\" \\h \u0014Learning at home, school planning page.\u0015  Assessment strategies are included to ensure evidence of learning is monitored and collected.\nEarly Stage 1 learning sequence\nStrand: Earth and space\nOutcomes\nSTe-1WS-S – observes, questions and collects data to communicate ideas\nSTe-6ES-S – identifies how daily and seasonal changes in the environment affect humans and other living things\nLearning 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.\nKey concepts – daily changes in the sky\nKey language – weather, sunny, cloudy, rainy, windy, stormy, warm, hot, cool, cold, change\nKey inquiry question – How do daily changes in the weather affect me?\nAim of lesson sequence\nStudents observe and record the weather each day and identify how changes in the weather can affect their daily choices.\nTeacher notes\nThere are two 30 minute lessons in this learning sequence.\nStudents 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.\nStudents create their own chart and weather symbols for the week.\nActivities\nWeather watching\nDigital:\nPose 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.\nView \u0013 HYPERLINK \"https://www.youtube.com/watch?v=HloTVOBecJ0\" \\h \u0014How to draw different kinds of weather\u0015\nDiscuss the weather each day for a week. To record their daily weather observations, students create their own weather chart or use the printable \u0013 HYPERLINK \"https://alittlepinchofperfect.com/free-printable-weather-char/\" \\h \u0014weather chart.\u0015\nView \u0013 HYPERLINK \"https://www.youtube.com/watch?v=ZdQJGBluA-8\" \\h \u0014make a weather wheel\u0015\nStudents create and draw their own weather symbols each day or cut and paste symbols into the student workbook.\nRecord a prediction for the weather tomorrow. Student draws symbols to represent the prediction.\nWrite 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.\nView \u0013 HYPERLINK \"https://www.youtube.com/watch?v=GkE3F5AuWBQ\" \\h \u0014How to read the weather\u0015 to demonstrate the use of symbols and the idea of predicting (forecasting).\nView \u0013 HYPERLINK \"https://www.youtube.com/watch?v=rD6FRDd9Hew\" \\h \u0014How’s the weather today?\u0015\nWeather watching\nNon-digital:\nIn workbook, student","cbCaienTGXNyM6bz","https://ap.wps.com/l/cbCaienTGXNyM6bz","docx",84347,6,"English","# Early Stage 1 learning sequence\n## Strand: Earth and space\n## Outcomes and key inquiry question\n## Key concepts and key language\n## Aim of lesson sequence\n## Teacher notes\n## Activities\n## 1. Weather watching\n## 2. Effect of the weather on daily choices","[{\"question\":\"What learning outcomes does the Early Stage 1 weather sequence target?\",\"answer\":\"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.\"},{\"question\":\"How do students record weather during the lessons?\",\"answer\":\"Students create their own weather chart and weather symbols, documenting daily observations and writing simple descriptions of what they look and feel like.\"},{\"question\":\"What activities are included for predicting tomorrow’s weather?\",\"answer\":\"Students record a prediction using symbols and draw/describe the expected weather and temperature conditions, then compare their prediction with the actual weather.\"}]","Science and technology - learning sequence - Early Stage 1 learning sequence | DOCX"]