3 Wet and Dry Season
3 Wet and Dry Season
3 Wet and Dry Season
Learning Plan: 3 of 5
Class: Standard Theme: Leisure and Work: I love the Rain!
Context: CONSIDERATIONS:
Weather is an important area of knowledge for students as it impacts on ☐HFLE
their daily lives. Students need to be aware of the types of weather
conditions experienced in their country.
Literacy
Outcomes: At the end of this learning experience, students will,
☒Reading
describe the weather conditions associated with the wet and dry
season ☒Writing
generate pointed questions to conduct research on the topic of
seasons ☐Literary
conduct research to gather information about weather conditions Appreciation
in their country ☒Oral
respond to questions on seasons in a role play activity.
Communication
Activities: ☒Media &
Information Literacy
Review of Journals
1. Students review their weather journals in groups and discuss the
similarities and differences noted in each other’s journals. Numeracy
2. On an individual/group weather calendar, students label the weather
conditions of the days recorded and the activities. ☐Problem Solving
3. Students compare their calendars with those of others in the class.
☐Critical thinking
4. Students identify each of the days as wet days or dry days.
5. Students will justify their labelling of days. ☐Communication
6. Students determine the number of consecutive days of a similar
pattern. ☐Representation
7. Students are reminded of/introduced to the idea of the wet and dry
season. ☐Reasoning
KWL
8. On a KWL table, students note in groups/individually what they Know ☒ICT Skills
about the dry season and the wet season. They share their
knowledge with others in the class. ☒Differentiated
9. Students may, at this time, note in the What I have learnt column Instruction
new information that may have been shared by peers.
10. They then note things that they would like to find out, with teacher’s
☒Assessment for
guidance. (important days that fall within the season, types of sports
played during the seasons, the duration/months of each of the Learning
seasons, other places with similar weather, disasters that are
associated with the different seasons )
11. Using the What I would like to know notes as a guide, students write
questions to guide their research. For example, When does the dry
season begin/end? What important celebrations fall in the dry
season?
12. Students share their questions. A questionnaire is created with
selected questions.
13. Students conduct research/interviews to answer the questions on the
questionnaire. Students may access information from the internet or
they may question adults. This may be done as a home assignment.
14. Students report on the answers they got on their questionnaires.
Resources:
Journals, KWL table, Weather calendar,
Assessment:
Observation
Oral Presentations
Product Presentation
Role play
Completion of KWL Table.
Example of a Weather Calendar (May be adjusted according to month used)
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28
Example of KWL chart to be used in lesson.
Students start by noting things they know about the seasons in Trinidad and Tobago.
They then note things that they would like to know.
Finally, students learn about things they have learned.
K
What I
Know
W
What I
want to
know
L
What I
have
learnt