Earth and Space 1ES

By the end of the grade, the student will be able to:

1. Describe the changes that happen to the weather from season and how that effect clothes and shelter

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

1. Hands-on experience with a variety of materials.
2. Making observations that are relevant to questions asked.
3. Working in cooperative learning teams in an enjoyable learning environment
4. Following guided inquiry principles in order to deepen their understanding of a topic.

Describe how weather varies form season to season

1. Describe the weather and activities that take place in each season.
2. Explore weather conditions through experiments, arts and role plays.

Describe the ways in which weather influences the clothes that people wear and the shelters that people build

1. Compare and test different types of waterproof fabrics.
2. Identify clothing to wear in hot weather.
3. Describe ways that buildings protect us from weather conditions.

1. Provide pictures illustration different types of weather (cloudy, windy, foggy, rainy, sunny) and different types pf activities (swimming at the beach, skiing in the mountains, flying kite a kite, playing soccer, talking walk) Have the students sort them according to the seasons of summer, winter, spring, and autumn. Teach vocabulary words to describe weather: season, summer, winter, spring, autumn, temperature.

1. Provide pictures (slide shows, videos, photographs) of rainy weather in different environments. the picture should show different types of houses in wet climates, people in the rain, etc. Explain that weather influences the clothes people wear and the houses that they live in. Ask students to think of times when it rained in Abu Dhabi and things that they did differently to deal with the rain. Ask questions such as "What do people do when it rains to stay dry?", "What season do you think it is in the photograph?", "What season does rain occur here in Abu Dhabi?" Have students carry out an experiment in which they test if different types of materials are waterproof. Provide fabric square to students (vinyl, rubber, cotton, polyester) Have students test the fabrics by securing them over a plastic cub with rubber band and pouring water over them. They should pour the same amount of water each time and pour it slowly. Record students results in a classroom graph and discuss conclusion.

Classify features of the natural environment and the built environment

1. Describe features of the built environment (the city, buildings, stores, roads, bridges) and the reasons they are necessary.
2. Describe features of the natural environment (Wadi Wurayah, savannah, swamp, forest)
3. Compare natural and built environments in their environment (the school, playground, park, home, neighbourhood, city, Abu Dhabi, the UAE )

Create a giant map of Abu Dhabi that includes both the Sheikh Zayed Bridge and the Mussafah Bridge. Have students walk around the map counting their footsteps when using both bridges and taking an alternate (longer) route. Compare the different distance and discuss the reasons that has bridges were built (it makes travel possible, it is shorter and quicker for travel.) Ask students to record their observation into their science notebook.

1. Identify and describe the sun, planets and the moon through 3-D art projects and drawings.

Over the course of 2-4 lessons, show students slideshows, pictures and videos of the Earth, the Sun, the planets and the Moon. Hold several classroom discussions in which students listen to and engage in texts and activities describing the characteristics of the Earth and its Solar System. Provide a variety of art materials (poster boards, paint. clay, different sizes of Styrofoam balls, markers, wires, boxes, colored pencils) and ask groups of students to create drawings and pictures of their favourite component of the solar system (the Sun, the Moon, Mercury, Venus, Mars, Jupiter, Saturn, Uranus, Neptune, Earth) In their same groups, have students make a 3D replica of their planet. Place all the planets in their proper placement in display

Explain hoe particular animals, including humans, respond to night and day.

1. Describe how we respond to the dark and night
2. Describe ways that animals keep cool during the day.

If possible, set up a dark area in the classroom (a tent, cover the windows, etc). Provide opportunities for the students to play in the dark area. Provide flashlights, books, active learning manipulative, pillows, etc. Ask students to describe how they used the books and manipulatives in the dark area. Was it easy to read the book? Did they need to use the flashlight? what if the flashlight wasn't available? Did they feel scared? Bring the students together and have them discuss their experiences with a partner. Share their ideas with the class. Ask students to list activities that they normally do at the night and how they are different than day time activities. For example, do they need lights at night? Can they play outside in the dark at night? Why or why not?.

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