Activity Introduction

Quick summary: In this activity students investigate the difference between climate and weather, and speculate how changes in weather and climate might affect plants, animals and people. They begin the activity by watching a clip comparing climate and weather and then answering a series of questions related to the clip. They then work in groups to create mind maps describing how they think different changes to climate (e.g. hotter, colder, wetter, drier, stormier) will affect animals, plants and weather, and make suggestions as to how might be able to help plants and animals prepare for these weather events.

earth-hour-160x160In 2016, Earth Hour will celebrate the places we love that make our outdoor lifestyle and the Aussie way of life so great. Our beaches, rivers, reefs, snow-capped mountains, farmland and national parks uniquely distinguish Australia as the “lucky country”. You can become a part of the movement and start to take action on climate change by visiting earthhour.org.au to register for Lights Out or find your local event. Take part and register in Earth Hour Schools Day on Friday the 18th March and don’t forget to switch off on Earth Hour, on Saturday 19th March 8:30-9:30pm.

Learning goals:

  • Students recognise the difference between weather and climate.
  • Students understand that changes to weather and climate can impact upon plants, animals and people.
  • Students recognise some of the measures required for plants and animals to prepare for and adapt to these changes.

General capabilities: Literacy, ICT capability, Critical and creative thinking.

Cross-curriculum priority: Sustainability OI.1, OI.2.

Australian Curriculum content description:

Year 3 Science

  • Science involves making predictions and describing patterns and relationships (ACSHE050)
  • Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS060)

Year 3 Geography

  • The main climate types of the world and the similarities and differences between the climates of different places (ACHASSK068)
  • Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions (ACHASSI054)
  • Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)
  • Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)

Year 4 Science

  • Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073)
  • Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)
  • Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071)

Year 4 Geography

  • The importance of environments, including natural vegetation, to animals and people (ACHASSK088)
  • The use and management of natural resources and waste, and the different views on how to do this sustainably (ACHASSK090)
  • Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions (ACHASSI075)
  • Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)
  • Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)

Syllabus OutcomesGE2-1, GE2-2, GE2-3, GE2-4, ST2-4WS, ST2-10LW,  ST2-8ES

Topic: Climate change

Time required: 48 mins +

Level of teacher scaffolding: Low – oversee activity

Resources required: Internet access, student worksheet, map making materials.

Digital technology opportunities: Online mind mapping (e.g. bubbl.us or mindmeister), digital sharing capabilities.

Homework and extension opportunities: Parts of this activity can be set as homework.

Keywords: Weather, climate, plants, animals, people, map.

 

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher preparation:

Overarching learning goal: In this activity students investigate the difference between climate and weather, and speculate how changes in weather and climate might affect plants, animals and people. Students recognise the difference between weather and climate, and understand that changes to weather and climate can impact upon plants, animals and people. Students also student recognise some of the measures required for plants and animals to prepare for and adapt to these changes.

Teacher content information: Earth Hour is a WWF-Australia initiative which has grown into the world’s largest community-driven campaign for the planet. At the centre of the campaign is the symbolic collective action of switching off the lights. Through this action, individuals, businesses, schools and communities join a visible statement of commitment to act on climate change. Participation remains a powerful reminder to our political leaders that there is ongoing concern and demand for

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Student Worksheet

Thought starter: What does a changing climate mean for our environment?

What is the difference between climate and weather? Watch this clip and then answer the questions below:

Weather vs. Climate: Crash Course Kids (https://youtu.be/YbAWny7FV3w)

Rocket writing! you have 1 minute to answer each of the following questions:

What is the difference between climate and weather?

 

How is a change in climate different to a change in weather?

 

What are the benefits of different types of weather and climate to our environment?

 

What kinds of problems can weather and climate cause for our environment?

What can you do to help protect the plants and animals at your school from changes in weather and climate?

Create a simple mud map of your school showing all the places where you think you could help plants and animals prepare for change in climate and weather. For example:

  • Can you create shaded areas for protecting animals against rain, sunshine and storms?
  • Can you
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