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Air |
Breath |
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Make a closed terrarium in a glass bottle. |
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Air |
Breath |
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Find out that everything breathes in different ways (plants, fish etc.) |
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Air |
Breath |
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Hold breath as long as possible - then imagine when you breath in it is daytime, when you breathe out it is nighttime (that is how fast a tree breathes). |
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Air |
Breath |
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Notice how when you breathe in, you feel yourself, and when you breathe out you feel that you are connected with others. |
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Air |
Microclimates |
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On a windy day visit a place which is exposed and compare to an area behind a windbreak (e.g. hedge, trees, fencing). |
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Air |
Microclimates |
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Experience different microclimates (e.g. under trees vs in a field, the north vs south facing side of a wall). |
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Air |
Microclimates |
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Draw microclimates/sectors on a map of a site they visit, walking around together discussing where it is warmer/ wetter/ windier/ sunnier etc. |
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Air |
How climate affects habitats and cultures |
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Visit a greenhouse (e.g. in a botanic garden) and notice the differences/ similarities between the different climates created. |
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Air |
How climate affects habitats and cultures |
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Design a home for people or an animal that takes into account the climatic effects of a particular region. |
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Air |
How climate affects habitats and cultures |
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Learn appropriate design for the major climatic regions of the world (food, lifestyle, building, disasters). |
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Air |
How climate affects habitats and cultures |
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Find out about the causes and effects of climate change. |
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Air |
How climate affects habitats and cultures |
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Find out about the diversity of climates around the world and the different biotopes. |
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Air |
How climate affects habitats and cultures |
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Participate in a talking circle in which everyone expresses how they feel about the impacts of humans on the climate. |
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Air |
How climate affects habitats and cultures |
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Write about a climate and imagine what it feels like, e.g. "I am a desert, I am hot and dry. The winds blow and whip up my sands." |
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Air |
Stars, Sun, Moon, Planets |
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Observe the path of the sun at different times of the year and draw a plan showing the height (or angle) of it. |
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Air |
Stars, Sun, Moon, Planets |
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Learn how to tell the difference between a star and a planet in the night sky by using the song 'twinkle twinkle little star' as stars twinkle and planets do not |
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Air |
Stars, Sun, Moon, Planets |
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Make a stop-motion movie of the motion of the sun by taking photos from the same place regularly throughout the day. Do this in June and in December to compare. |
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Air |
Stars, Sun, Moon, Planets |
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Make a sundial by drawing a circle on the ground with two footprints in the centre indicating the place where the child will stand to cast their shadow. On a sunny day one child stands in the footprints at each hour on the hour. The others mark on the circle where the shadow falls. Then the children will be able to use the sundial to tell the time. |
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Air |
Stars, Sun, Moon, Planets |
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Use a torch and orange (or ball/globe) to demonstrate how the tilting of the Earth on its axis creates different seasons. See how this explains why it is summer in the Northern hemisphere when it is winter in the Southern hemisphere. |
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Air |
Stars, Sun, Moon, Planets |
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Read a compass to find North, South, East and West |
