Choosing spring or autumn to look at shading differences would aslo help as shown by Diagram 2 Having chosen your 'barrier', explore both sides of it with the students and note what could be different in the micro-climates on each side e.g. wind, rainfall, sunlight/shade, and temperature For each of these factors ask the children to predict differences on either side of the barrier It may be possible to measure differences using class-made weather measurement instruments.
(the children; to predict; differences on either side of the barrier) (e.g. wind, rainfall, sunlight/shade, and temperature For each of these factors; ask; the children; to predict differences on either side of the barrier It may be possible to measure differences) (Choosing spring or autumn; would aslo help; Having chosen your 'barrier', explore both sides of it with the students and note what could be different in the micro-climates on each side e.g. wind, rainfall, sunlight/shade, and temperature For each of these factors ask the children to predict differences on either side of the barrier It may be possible to measure differences)
the children e.g. wind, rainfall, sunlight/shade, and temperature For each of these factors Choosing spring or autumn
to predict ask would aslo help
differences on either side of the barrier
the children to predict differences on either side of the barrier It may be possible to measure differences
Having chosen your 'barrier', explore both sides of it with the students and note what could be different in the micro-climates on each side e.g. wind, rainfall, sunlight/shade, and temperature For each of these factors ask the children to predict differences on either side of the barrier It may be possible to measure differences