Activity Introduction

sunQuick summary: In this activity students explore the use of four seasons as a way of describing the annual changes in climate. Students begin this activity by brainstorming typical associations with the seasons. They then investigate Indigenous interpretations of seasonal change using the Bureau of Meteorology website, and then work in groups to create their own new seasons according to what they have experienced in their area.

Learning goals:

  • Students understand that seasons are based upon changes in climate over the course of a year.
  • Students recognise that Indigenous Australians have their own way of understanding seasons.
  • Students recognise that using four seasons may not always be the best way to understand the changes in climate in different parts of Australia.

General capabilities: Critical and creative thinking, Intercultural understanding.

Australian Curriculum content description:

Year 2 Mathematics

Year 2 Geography

  • The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHASSK049)
  • Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI043)

Syllabus OutcomesGE1-1, GE1-3MA1‑1WM, MA1‑2WM, MA1-13MG

Topic: Climate change

Time required: 60 mins

Level of teacher scaffolding: Medium – facilitate discussion, oversee activity

Resources required: Internet access, student worksheets, poster making materials.

Digital technology opportunities: Navigation around Bureau of Meteorology Indigenous Weather Knowledge website, online brainstorming tools (e.g. bubbl.us or mindmeister).

Homework and extension opportunities: None.

Keywords: Seasons, climate, weather, indigenous.

 

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

Worksheets

Teacher Worksheet

windTeacher preparation:

Overarching learning goal: In this activity students explore the use of four seasons as a way of describing the annual changes in climate. Students understand that seasons are based upon changes in climate over the course of a year and recognise that Indigenous Australians have their own way of understanding these changes, one that is different to the four seasons. Students also recognise that four seasons may not always be the best way to understand the annual changes in climate in some parts of Australia.

Teacher content information: While climate change is a complex concept with science that is beyond the reach of most young children, students in years 1 and 2 can still engage with the topic by exploring the topic of weather and its impact on plants, animals and humans.

Student and classroom organisation:

Step 1. Begin this activity by holding a brainstorming session with your students around the seasons. Use an online brainstorming tool (e.g. mindmeister or

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Student Worksheet

Thought starter: Are the seasons in Australia the same as the seasons in the Northern Hemisphere?

Have a look at this website about Indigenous Weather Knowledge. Click on the places around Australia to see how local indigenous groups think about seasons.

How many different seasons do the Brambuk have? What are they?

 

How many different seasons do the Yaruwu have? What are they?

 

Assessment/Reflection

Create a poster showing how you would describe the seasons if you were in charge of seasons. Use these questions to help you think about your new seasons:

  • Would you have more seasons or less?
  • What weather would each season have?
  • What would your new seasons be called?
  • What things would happen in nature in each of your seasons? Think of at least one thing for each season.
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