Main: Weather types and symbols Activity: Guess what? – in groups. Each group has a set of weather pictures and a headband. Take it in turns to wear the headband and another child puts one picture (unseen) in the band. That pupil then asks questions to find out what their mystery weather is. Group can only answer yes / no to questions asked. Activity: Matching symbols Introduce the groups to the icons. Do not name them but challenge pupils to match the symbols to the weather pictures. results and draw attention to the wind direction arrow. Activity: Making a weather map Each group has an A3 copy of UK map As a group – make up a simple weather forecast for the country. Questions to think about – what would you like the weather to be like?; will it be the same everywhere?; which way will the wind blow where it is windy? Fix symbols to the map to show what the weather will be; Collect symbols if needed. For named children narrow the choice of weather options, or give options – your weather is …x, y or z Print additional pictures so that the visual cues can remain in front of the pupil Give options – this is the symbol for x or y – for named pupils Weather pictures – 1 x set per group Weather symbols – 1 x set per group Headband – 1 x set per group 1 x map per group, printed A3 Blutac® A central supply of extra symbol pictures Plenary: Recap on weather symbols – show and say as quickly as possible Ask children to give their weather report for their group. Providing an introduction – ‘ and over to .. our weather girl for today with the weather forecast’ – and a microphone Presentations may be recorded Microphone – optional Video camera or table camera - optional Assessment for learning: Peer assessment – Did pupils provide a clear, accurate picture of the weather? Did they use a range of weather vocabulary in their report and present it clearly?
Plenary: Bring the children back together on the carpet. Ask each group to feedback their questions and answers. How well did the children work in within the group? What did they do well? What could they have done differently? Assessment for learning: How many of the locations on the map can you name? Which answers do you think are the most realistic of all the answers given? Use the checklist to self assess group working Homework: Give the children a copy of a different treasure map to take home and suggest three questions based on the map locations. Year 3 Lesson Plans Class: Teacher: Date: Lesson: Science – healthy eating Learning objective: that an adequate and varied diet is needed to keep healthy Previous learning: that all animals, including humans, need to feed Speaking and listening objective: Sustain conversation, explain or giving reasons for their views or choices. Use talk to organise roles and action. Actively include and respond to all members of the group. Activity Differentiation Resource Starter: Sit the children in a circle and tell the children they will be playing the memory game “I went to the shops” where each child starts a sentence with the phrase and adds a new item to the list. How many items do the children think they can remember? Choose a child to start the game and move round the circle by rolling a dice to decide the next turn. Ask the class to help with the shopping list as it becomes more complicated! Variations can be played of the game: the items listed must be in alphabetical order; the children may want to ‘shop’ for items of a particular type such as dairy or meat. Vocabulary: feed, feeding, growth, activity, vegetables, meat, fish, sugars, fruit, fats