Science

= Science at Kedgley =

[|Investigating Weather Patterns]
= = A unit plan from English on Line Students could collect weather maps and explore the vocabulary of symbols which are used to make weather statements about places on the map. Enlarge a weather map and study the meteorological symbols. Build up a vocabulary chart - isobars, highs, lows, air-masses, fronts, depressions, cyclones. Students treat the map as a code, using the key they must write down as many true statements about the weather, encourage the use of place names (use an atlas). Students compare how different sources present their weather maps (Do they use a key, symbols?)
 * [|//How to Read Weather Maps//]
 * [|//Interpreting Weather Maps in New Zealand//]
 * [|//Glossary of Meteorological Terms//]

**A Digital Learning Object**
[|World Wonders TV show: thunderstorm] Build a script about thunderstorms for a television show. Help a researcher to sort facts and pictures. Use a model structure, sample text and images to build an explanation. Include sections on causes, processes, and effects. Make ideas in the script clearer and more interesting by choosing adjectives to make noun groups such as 'dazzling flash' and 'loud booming noise'. This learning object is one in a series of four objects suitable for middle and upper primary levels.

An example from the Assessment Resource Bank (ARBs) (username:arb password: guide) [|PE7501] This Assessment Resource Bank material relates to level 4 of the New Zealand science curriculum planet earth and beyond strand, objective 1 and the integrating strand of processing and interpreting. Students are provided with a weather map showing the lower North Island of New Zealand. Students are required to interpret this map to answer three short answer questions.