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Science (Earth and Space (Unit 1 : Seasons and Weather (2ES2 explain how…

- - - - describe ways in which people use the Earth, its environment and its resources to obtain food, water and shelter through investigation
        
        identify ways in which people use the Earth, its environment and its resources to obtain food, water and shelter through investigation
        
        Assessment Criteria
        
        Identify and discuss ways that people use the Earth in order to obtain food, water and shelter through hands-on investigations.
        
        Discuss, organize and present ways that people use their environment in order to survive.
        
        ( earth, environment, food, water, survive and shelter)
        
        Support students by asking questions during discussion, “How does the Earth provide is shelter?”, “How does the Earth provide food and water to us?” Have students write in their science journals about their basic needs.
  - - - outline the natural features of the Earth and identify their typical locations
        
        identify the natural features of the Earth and their typical locations
        
        Assessment Criteria
        
        Identify the main differences landscapes between natural features of the Earth and record into science journals/notebooks.
        
        Identify and list different landscapes in science journals/notebooks.
        
        Compare the appearance of different landscapes.
        
        Identify and describe water as a feature of the Earth.
        
        (Landscape, feature
        desert, mountain, forest, fresh water, salt water, river, lake , ocean, Corniche mangroves , built-up, uninhabited, tide)
        
        Where can we find large amounts of salt water?” “Where can we find large amounts of fresh water?”
  - - - describe why conservation is important
        
        identify why conservation is important
        
        Assessment Criteria
        
        Describe and record ways that we can make a difference to the environment within science journals/notebooks.
        
        Observe and record how too little rain causes a drought through hands-on investigations.
        
        Observe and record how too much rain causes a flood through hands-on investigations.
        
        ( animals, people, animals, earth, environment, food, water, survive and shelter)
        
        Tell students that they are going to review how people that live in environments with severe weather conditions have adapted their lifestyles. Ask students to think about the effects that severe weather conditions have on people, animals and plants.
  - - - describe the features of the natural environment and the built environment
        
        identify features of the natural environment and the built environment
        
        Assessment Criteria
        
        Through hands-on investigations, identify and describe the features of built environments; ports, airports and schools.
        
        Identify and list features of their school and record within their science notebook/journal.
        
        Through hands-on investigations, identify and describe the features of natural environments.
        
        ( oceans, mountain ranges, deserts and rainforests, hospitals, schools and environment)
        
        Ask students key questions in order to engage group discussions,
        “Why is a school different from a hospital?”
        “Why are there more houses than hospitals?”
        “Which landscape looks like the best landscape to live in and why?”
  - - - describe how weather can be measured
        
        identify how weather can be measured
        
        Assessment Criteria
        
        Identify and describe how weather can be monitored daily.
        
        Collect and analyse data about the weather and record on a chart or table.
        
        (Seasons, winter, spring, summer, autumn, clothing, weather)
        
        Ask students guiding questions that will support their ability to monitor weather without the use of a thermometer. Provide students with an opportunity to see a weather report online in order for teams to determine how they would like to monitor the weather throughout the week.
    - - outline changes in weather from season to season
        
        identify changes in weather from season to season
        
        Assessment Criteria
        
        Identify elements of seasonal changes and record in science notebook/journal.
        
        Identify and sort events according to seasonal conditions.
        
        Identify and describe changes in temperature from one season to another.
        
        (seasons, winter, spring, summer, autumn, clothing and winter, winter, summer, spring and autumn)
        
        Ask students, “How are the pictures alike?”, “How are they different?”, “Are there some activities that can only be done in certain seasons?”, “Are there some activities that can be done in all seasons?” Explain to students that the seasons also affect weather conditions. Ask students to discuss different types of weather conditions that they see within the pictures provided. During Kid Watching, listen to how students make connections from one experience to another related to seasons.
    - - outline weather features and how they change from place to place
        
        identify weather features and how they change from place to place
        
        Assessment Criteria Assessment Criteria
        
        Compare weather conditions in Abu Dhabi to other parts of the world.
        
        Investigate weather conditions and how some are developed over time.
        
        Match weather descriptions to specific places in the world through hands-0n activities.
        
        (Weather, sunny, snowy , rainy, warm , cold, north, south, east, west)
    - - outline patterns of change in the sky during day and night
        
        identify patterns of change in the sky during day and night
        
        Assessment Criteria
        
        Identify changes in the sky during day and night.
        
        Describe the different types of cloud, including rain clouds and thunderclouds.
        
        (clouds, air, snow, stratus, weather, cumulus, and cirrus)

Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:

hands-on experiences with a variety of materials.

making observations that are relevant to questions asked.

working in cooperative learning teams in an enjoyable learning environment.

following guided inquiry principles to deepen their understanding of a topic.