EDE305 Assessment 1SP2 2012
McLeod C
Student details
Your Name
Coralie McLeod
Course
Bachelor of Education (ECE)
Unit details
Unit code
EDE302
Unit name
Science and SOSE Education (Regional- S2, 2012)
Your Tutor
Nicola Griffiths
Assignment details
Essay Topic
A child’s ideas about a science concept
Due date
19/8/2012
Your word count
Extension granted
Yes / *No
Extension date
Is this a resubmission?
Yes / *No
Resubmission date
3359.
Declaration
I certify that the attached material is my original work. No other person’s work or ideas have been used
without acknowledgement. Except where I have clearly stated that I have used some of this material
elsewhere, I have not presented this for assessment in another course or unit at this or any other
institution. I have retained a copy of this assignment. I have read and understand the Curtin University of
Technology document Academic Integrity at Curtin: Student guidelines for avoiding plagiarism.
Name/signature
Coralie Mc Leod
Date
19/8/2012
ASSIGNMENT FORMAT CHECKLIST
I have named my assignment correctly in the following style:
Surname_Firstname_Student ID_EDE305_Assessment1.doc
*Yes / No
I have put in my Surname and Initial into the Header of this document.
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I have used Arial 11pt font, 1.5 spacing throughout my assessment.
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Please note:
Page 2 of this document contains the Assessment Rubric for your assignment; please begin typing your
assignment on page 4.
1
EDE305 Assessment 1SP2 2012
McLeod C
EDE305 Science and SOSE Education Assignment 1
Specific Content Criteria
Fail
(Marks 0 – 19.5)
Pass
(Marks 20 – 23.5)
Credit
(Marks 24 – 27.5)
Dist
(Marks 28 – 31.5)
H Distinction
(Marks 32 – 40)
Mark
Allocation
/8
Part A
Introduce topic, explain
using relevant science
concepts 2 references
Failed to explain science
topic/ topic irrelevant or
incorrect science
information provided
Minimal introduction and
brief unreferenced or
poorly referenced
explanation of science
Clearly introduced science
topic in detail, discussed
science concepts to a year
seven level, with two quality
references
Clearly introduced science topic in
detail, discussed science concepts
to a year seven level in detail with
at least two reputable references
Introduced science topic in detail.
Discussed the science concepts
in-depth to a year seven level, with
at least 3 pertinent reputable
science references
Questions and objects
created for interview
Did not create age
appropriate questions. No
prompts provided.
Created 5 age appropriate
questions appropriate to
the topic
Created a minimum of 5 age
appropriate questions
relevant to the topic. Used
some prompts
Created at least 5 carefully
constructed questions and an
appropriate concrete object. that
supported the topic
Created more than 5 carefully
crafted questions with prompts
and a concrete object. That
enhanced the interview and
supported the topic
Showed evidence of
transcripts and other
documents
No evidence provided.
Provided minimal evidence
of transcripts of interview
Provided evidence of
transcripts of interview and
some supporting documents
Provided evidence of transcripts of
interview and included work
samples and other supporting
documents
Provided evidence of detailed
transcripts of interview and
included a wide selection of work
samples and other supporting
documents that support the
discussion
Failed to provide a
summary in a suitable
manner of the child’s
interview from the
transcripts
Did not demonstrate an
understanding of
misconceptions
Provided a summary of the
child’s interview from the
transcripts
Provided a summary of the
several key aspects of the
child’s understanding from
the transcripts
Demonstrated an
understanding of some of
the misconceptions and
discussed these aspects.
Demonstrated a fair
understanding of
misconceptions and
discussed these aspects.
Provided a summary of the key
aspects of the child’s
understanding from the transcripts.
Summary supported by evidence
and quotes
Demonstrated a clear
understanding of misconceptions
and discussed these with
reference to relevant science
literature with references
Provided a detailed summary of
the all key aspects of the child’s
understanding from the transcripts.
Summary supported by poignant
evidence and quotes
Demonstrated a thorough
understanding of misconceptions
and discussed these with
reference to appropriate science
literature in this related area with
strong references
Did not address or
suggest any activities or
activities inappropriate/
irrelevant
Suggests 4 relevant
activities to address child’s
misconceptions
Used interview and research
literature to suggest 4
activities to address child’s
misconceptions
Used interview, curriculum
documents and research literature
to, suggest 4 relevant activities to
address child’s misconceptions
and progress his/her science
learning
Used interview, curriculum
documents, research literature and
readings to suggest 4 activities to
address child’s misconceptions
that would progress his/her
science learning
/7
No discussion included or
inappropriate theories
used.
Included discussion of
appropriate children’s
learning theories,
Included discussion of
appropriate children’s
learning theories,
understanding of children’s
needs and knowledge.
Included references to appropriate
children’s learning theories,
understanding of children’s needs
and knowledge.
Include references to appropriate
children’s learning theories,
understanding of children’s needs
and knowledge, and learning
environments
/2
Part B
/5
/4
Part C
Summary of the transcript
identifying salient parts
Consideration of questions
on misconceptions
/4
/5
Part D
Based on the information
obtained from interview,
curriculum documents,
research literature and
readings 4 activities to
address child’s
misconceptions
Reference children’s
learning theories,
understanding of children’s
needs and knowledge, and
learning environments
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EDE305 Assessment 1SP2 2012
McLeod C
Academic Conventions
Academic writing
Report has not been
checked for grammatical
and/ or spelling mistakes.
No or inappropriate
headings have been used
All written work is
presented, with mostly
correct spelling and
grammar
The report has been
carefully written, all work is
coherently presented with
headings and limited
grammatical and spelling
mistakes
The report has been carefully
written, all work is coherently
presented, with suitable headings
to sign post the reader and is free
of grammatical and spelling
mistakes
Academic Conventions
Limited/ no use of in-text
referencing, reference list
absent
In-text referencing
included, reference list not
presented in APA 6th format
Included a full reference list
using some correct format,
partial in-text referencing in
APA 6th format
Included a full reference list using
mostly correct APA 6th format,
complete in-text referencing
General comments:
Tutor:
Nicola Griffiths
Mark :
/40
Grade:
F
Pass
Credit
3
Distinction
High Distinction
The report has been carefully
written in report format, all written
work is coherently and logically
presented, with suitable headings
to sign post the reader and is free
of all grammatical and spelling
mistakes
Included a full reference list using
correct APA 6th format, complete
in-text referencing without errors
/3
/2
EDE305 Assessment 1SP2 2012
McLeod C
What are clouds?
Clouds are a large group of very small droplets of water or ice crystals, so light they can float in
the air. All air holds water, but close to the ground it is generally in the form of water vapour
which is an invisible gas. When warm air rises it enlarges and cools. Cool air is not able to hold
as much water vapour as warm air, so some of the vapour condenses onto miniature pieces of
dust that are floating in the air and forms a tiny droplet. When a large number of these droplets
come together they develop into a visible cloud (Weather Wiz kids, 2010).
Why do clouds appear white?
Sunlight reflects onto the clouds and this is why they are white. Light is created by the colours of
the rainbow and when they are all joined together they become the colour white. The sun looks to
be a yellow colour as it gives out more yellow light than any other colour. Clouds reflect all the
colours equally so they appear white. When the cloud becomes thick enough or high enough all
the light above doesn’t make it through the cloud, this is why the clouds look grey or dark in
colour. If there is a lot of a cloud together their shadow can add to the grey or multicoloured grey
appearance (Weather Wiz kids, 2010).
Clouds are grouped into four categories; this varies on the height of their bases above the
ground. The four groups are cirrus, altostratus, altocumulus and storm. For more information
about these clouds refer to Appendices (1).
Why do clouds form at different heights in the atmosphere?
Brian, 12: “The characteristics of clouds are dictated by the elements available, including the
amount of water vapour, the temperatures at that height, the wind, and the interplay of other air
masses” (Weather Wiz kids, 2010).
Why do clouds float?
A cloud is created from water drops. It takes shape when the air is heated by the sun. As the
cloud rises, it cools slowly until it is gets to a state of total wetness and the water then
compresses together, to form a cloud. The cloud floats if the air that it’s made of is warmer than
the outside air around it (Weather Wiz kids, 2010).
How do clouds move?
Clouds move with the wind. Jet stream pushes along the high cirrus clouds. When thunderstorms
occur clouds can travel at 30 to 40 miles per hour (Weather Wiz kids, 2010).
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McLeod C
Evaporation is when the sun heats up water in rivers,
lakes or the ocean and changes it into vapour or
steam. The water vapour or steam leaves the river, lake
or ocean and goes into the air.
Condensation occurs when water vapour in the air gets
cold and changes back into liquid, forming clouds.
Precipitation occurs when so much water has
condensed that the air cannot hold it anymore. The
clouds get heavy and water falls back to the earth in the
form of rain, hail, sleet or snow.
(Kidzone, 2012)
Collection: When water falls back to earth as precipitation, it falls into the oceans, lakes or rivers
or up on the land. On the land it will soak into the earth as “ground water” or it may travel over soil
and collect in the oceans, lakes or rivers where the cycle begins again (Kidzone, 2012).
Heat is needed to evaporate water from the surface of the Earth. Heat is released when water
condenses to form clouds. Energy from thunderhead clouds can produce hail, harmful winds,
torrential rain, lightning and sometimes tornadoes (National Geographic Society, 2012).
How does rain form?
Warm air forms water drops. As the warm air rises in the sky it cools. Warm air holds lots of
water. In summer when it’s humid and enough water droplets gather together, they appear as
clouds. When the clouds are large enough and have a lot of water droplets they hit together and
form even larger clouds. When the drops become too heavy they fall because of gravity and we
can then see and feel the rain (Weather Wiz kids, 2010).
Part B – Transcript (Refer to appendix (2)
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Part C (1) Science ideas and thinking.

The sky moves.

Clouds turn grey and then go away as the sun makes them go white.

Clouds sometimes turn black, grey or white.

Clouds feel-fluffy, squishy, look like an igloo and the edges are rough.

Clouds are made of rain and sun.

The sun is made of hot larva.

The earth is far away from the sun.

The closest planet is mars.

Third closest planet is earth.

One side of the earth it hot like the desert.

The other side of earth is so cold you can freeze to stone.

Rain falls for the crops.

Rain forms because we need it.

Farmers need rain.

Clouds make little/ big drops, turn grey then the drops fall.

The noise from the clouds is made from thunderstorms and lightning.

Rain, lightning thunderstorms fall from the clouds in the sky.

When you look at clouds they look like they are moving.

Some clouds cover the sun.

Wind comes from the sky.
(Refer to Appendices for Australian curriculum table (3)
Part C (2) science concepts.
Bella describes clouds as white and fluffy and understands and links them to elements of the sky
(Australian Academy of science, 2005).
Bella displays that she is able to observe the clouds moving and that wind is connected with the
sky and that changes occur to clouds in the sky. Bella is able to describe the elements of the sky
in her local environment (ACARA, 2011) (ACSSU019).
Bella mentions that the “sky is moving” and later on in the interview says that “When you look at
clouds they look like they are moving”. This shows that Bella is unsure if clouds do move or if
they only look as though they are moving. Bella knows that wind comes from the sky but does not
have knowledge or connect that clouds move with the wind. Bella has the concept correct in that
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McLeod C
the sky, clouds and wind all move in the sky but only has partial conceptual understanding of the
wind moving with the clouds and that high clouds are moved along by the jet stream (Weather
Wiz kids, 2010) (Campbell,2012).
Bella has knowledge that the sun makes the clouds turn white. Bella has a partial understanding
of this concept as they do reflect light from the sun. However she does not fully understand that
light is created by the colours of the rainbow and when they are all joined together they become
the colour white. (Weather Wiz kids, 2010) (Campbell, 2012).
Bella recognises that the clouds can sometimes turn black or grey. And white clouds somehow
connect with the light of the sun, but believe that clouds become grey when rain comes and
doesn’t explain why she thinks they go black.
Bella recognises that the changes in the clouds and sky affect the life styles of farmers, their
crops and understands that we need rain to live (ACARA, 2011).
Bella has some understanding about the sun, earth and the planet mars. Bella understands the
effects of temperature when she explains, “one side of the earth it hot like the desert, the sun is
also made of hot larva and the other side of earth is so cold you can freeze to stone”. And has
some knowledge about distance when she says “The earth is far away from the sun, the closest
planet is mars and the third closest planet is earth”. This gained knowledge is from a book that
was read to her by her teacher a week earlier. Bella used transference of learning and prior
knowledge of cloud processes and confidently explained scientific ideas to the interviewer. It also
shows that Bella is a confident and involved learner that is able to communicate her thoughts
(Campbell, 2012).
Bella uses her senses when observing the clouds, communicating by describing the clouds as
clouds “feel fluffy, squishy, look like an igloo and the edges are rough and that they move in the
sky”. Also to describe the earth being hot like the desert and the other side of the earth being so
cold you can “freeze to stone” (ACARA, 2011).
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McLeod C
Preconceptions.


A1.Clouds feel-fluffy, squishy, look like an igloo and the edges are rough.
A2.Clouds change colour as when the clouds turn grey and then go away as the sun makes
them go white.

A3. Rain, lightning, thunderstorms fall from the clouds in the sky.

A3.The noise from the clouds is made from thunderstorms and lightning.

A4.Clouds are made of rain and some out of the sun.

A4 .Bella believes the reason for rain falling is for the crops.

A4. Bella also believes rain forms because we need it.

A4. Bella recognises that farmers need rain for their crops.

One side of the earth it hot like the desert.

The other side of earth is so cold you can freeze to stone.
Interview Questions.
The questions were not changed. Extra questions were added to gain more information.
Bella’s first response was descriptive, the interviewer wanted to see if Bella had any more ideas
or knowledge. Bella was asked “what else they look like”. Bella explored her sensory ideas and
described the clouds as “feeling like they were next to her and that they looked like a jet plane”.
Bella extended her thinking skills by comparing the clouds to an object and the distance between
her and the clouds. The interviewer replied “it does look like a jet plane”. This extended Bella’s
thoughts further, she described the clouds as “fluffy, squishy, they look like an igloo, kind of like
the edges would be rough” showing that she is comparing shapes to known objects and the
texture of the edge of the clouds and possible temperature.
The interviewer noticed Bella watching her take a photo: “Would you like to take a photo of the
clouds we are looking at with my camera?” “Yes” she replied, took two photos and continued with
the binoculars. This was not planned ,it provided more interest, pictures for Bella to reflect on, to
use for another lesson, to send home to show her family and in case it began to rain.
The question: “How did you know all of that information about the sun and planets”?) Could not
be planned. It was added for the interviewer to find where Bella had sourced her information. “A
book my teacher read last week”. Bella used her prior knowledge from the book and displayed
that she was interested in those topics.
(Refer to Appendix: (2) transcript added questions and comments are highlighted in blue)
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Part D.
ACTIVITY (1)
Rationale –Bella’s preconception of how clouds feel was “Clouds feel-fluffy, squishy, look like an
igloo and the edges are rough”. To extend her preconceptions and prior knowledge of clouds,
Bella can learn about temperature, air, water droplets, vapour, texture and shape from the
information on the chart and the experiment. Bella’s learning is influenced by located cognition
indentifying learning as the understanding and skills gained in the situation that reveal the ways
in which they will be utilised in actual life. (Campbell, 2012). This links to the National
Curriculum: ACSSU019.
Introduction – “In the interview you described clouds feel-fluffy, squishy, look like an igloo and
the edges are rough”. As the page (A3) from the book “My Best Book of weather” is being read,
Bella will match clouds to the information on the chart with Velcro. “Today we will create a cloud
and see how it feels and what it is are made of”.
Activity description
Cloud in a bottle.
Let’s talk through the instructions.
Step 1 –pour rubbing alcohol into the bottle
Step 2- swirl it around
Step 3-Attach rubber stopper to the foot pump
Step 4-insert rubber stopper into the bottle and pump 8-10 times
Step 5 -quickly remove the stopper to watch the cloud form.
Focus questions:
What do you think is going to happen inside the bottle?
Why do you think this is happening?
Take the lid off quickly place your hand over the bottle and tell me how it feels.
Are the edges rough?
Is it squishy?
What do you think clouds are made of?
How do clouds rise up to the sky?
(If needed also ask what is the temperature of the cloud then if Bella doesn’t understand is it
hot/cold.)
Write Bella’s responses on white board.
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McLeod C
Refer to number (4) Activity (1) in the appendix.
Conclusion
Ask Bella to circle any words that was written on the whiteboard before and after the activity that
relate to the page information. Bella can then draw a picture of a cloud and write down how it
feels. (Put cloud, A34 page, whiteboard photos and drawing on display. Watch Steve stranglers’
cloud experiment. http://www.youtube.com/watch?v=msSVQ903T8k
ACTIVITY (2)
Rationale – Bella’s prior knowledge of how clouds “turn white and grey then go away as the sun
makes them go white”.
To help Bella learn what created the colours white and grey in clouds using both incidental and
intentional learning approaches (Campbell,2012)
Bella will be learning with guided instructions, with her thoughts and comments combined to
make a book with her new knowledge. Bella will be working towards these content descriptors
from the National curriculum. (ACSSU019) (ACSSU032) (ACSHE034)
Introduction
“Today we are going to make our own book about how clouds become white and grey”.’ “We will
go outside and stand under and beside the clouds to see if they are the same colour each side”.
“You can take photos and they can be the pictures in your book”. “You can use a camera and
binoculars to observe the colours and changes in the clouds.” “You can write your answers
down on a sheet of paper in a clipboard”. “We will print your photos, comments and the
questions you are asked about the clouds on the computer to create your book.”
Activity description
A cloud book
Bella will be asked questions as she observes the clouds and explanations will incorporated
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McLeod C
throughout the interview. Bella will have guidance from the educator throughout the activity.
Focus questions.
What colour do the clouds look when we stand under them?
Why do you think they look grey?
(This is because sunlight does not shine straight on the bottom of clouds; they shine through the
tops of clouds.)
The bottoms of the clouds also look grey, if the cloud is a thick.
Why does this happen?
(Sunlight is more covered when the clouds are thicker. So the bottom of the cloud looks dark
and grey.)
Let’s wait until the cloud it passes, and look at its side
What colour are the clouds when we see the side of them?
What colour are the thin clouds?
Why do you think they are white?
(The side of the cloud will be light up by sunlight, and this is one reason why it is white So what
have we learnt, the colours of the clouds depend on how much light is shining through them and
the thickness or thinness of the clouds.)
What appears in the sky that is colourful after the rain has stopped?
Can you name any colours of the rainbow?
(When the light from all the colours of the rainbow shines on the clouds what colour do the
clouds become?)
(When all the colours of the rainbow‘s wavelengths or "parts" of light are spread they become
white.)
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Conclusion – Educator and Bella will read through the new book together to recap on the
information. Bella can share her book with her classmates and family.
A follow up - Make a rainbow experiment. (Refer to follow on activity number (5) activity (2) in
the appendix.
ACTIVITY (3)
Rationale: This activity will extend Bella’s preconceptions and provide her with new information
and understandings. Bella will learn that thunderstorms and lightning do not fall from the sky and
how they are produced in the clouds. Bella will be working towards these content descriptors
from the National curriculum. (ACSSU019) (ACSSU032) (ACSHE034)
Introduction (Video tape, Lightning and thunder): http://www.youtube.com/watch?v=eMqw_pHhDY
Explain that lightening is an enormous electrical flash.
”Have you seen sparks or heard crackling static electricity when they pull off a jumper or
brushing your hair?”
Ask Bella to shuffle along the carpet in her socks, and then touch a metal table leg, or the
educator, and then ask if she felt a spark.
Explain the spark is because of the build-up of positive and negative charges.
“A cloud is made up of small particles of water and ice, bumping against each other.”
“As they rub each other they make an electrical charge, just like when your feet rubbed against
the carpet.”
Activity description – (Video tape Bella).
Lightning.
Demonstrate with a battery the positive and negative points, the flashlight's connectors and
switch. Ask her to press the switch and complete the circuit and the bulb will light up.
“This happens with clouds as the positive particles rise to the top of the cloud and the bottom
particles become negative.” “These are opposites that draw positive and negative charges.
Lightning leaps from the bottom of the negative cloud to the top of the positive cloud.”
“Sometimes the negative cloud leaps to the positive ground.” Completing an electric circuit this
produces light energy” “It’s like turning on a giant torch “.
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Thunder
Explain that lightning strikes cut channels through the air, making shock waves. It breaks and
fills the channel. The air makes a clap of sound, this is called thunder.
“So does the thunder make the noises in the sky?”
Ask Bella to blow up a lunch bag, hold at the top to keep it closed. Then ask her to slap the bag
between her hands and listen to the bag as the bag.
Ask a child to slap the bag hard between his hands. Listen to the bang as the air is let out.
Conclusion –Watch homemade video footage and then: http://www.youtube.com/watch?v=eMqw_pHhDY
Bella can then draw lightning and thunder (have books on the table for her to refer to)
Follow up: Ask Bella if lightning and thunder both falls from the sky?
“Which one makes noise, thunder or lightning?” Read the book: I can read about Thunder and
Lightning by David cuts’, and Bella can paint thunder and lightning.
Display pages of the book photo’s of Bella and the painting on the wall.
ACTIVITY (4)
Rationale –Bella’s misconception is that “Clouds are made of rain and the sun”. Bella has new
knowledge of rain, thunderstorms and lightning are all related to clouds .To understand how
clouds are made Bella needs to learn how the water cycle works. This needs to be a visual and
hands on lesson for Bella to gain a good understanding.
Introduction – “Today we are going to learn about the water cycle.
Watch http://www.youtube.com/watch?v=AQKdkponoZM&feature=related “We are now going to
make our own water cycle.”
Activity description – refer to Appendix (6)
Talk through steps as Bella makes a water cycle jar.
Step 1. Put in a cup of small rocks.
Step 2. Put in a cup of sand.
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Step 3. Put in a cup of soil.
Step 4.Put your plants in the soil
Step 5.Place your bottle cap or shell of water in the jar.
Put the jar in a sunny place and see how the water cycle works.
Focus questions – Bella to write questions and answers on an A3 sheet of paper.
What does the sun heat?
Water evaporates from?
What does water vapour form in the sky?
Water vapour falls as
to the ground?
Water returns to the
to start the water cycle again?
Bella can draw pictures for each question on circled paper and make paper water cycle chart.
Conclusion – watch and listen to song and clip
http://www.youtube.com/watch?v=Zx_1g5pGFLI&feature=related
Write out song A3 paper, to teach Bella.
Display chart on wall with activities 1, 2 and 3 work samples.
Reflect with Bella on her learning journey wall.
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References.
ACARA, (2012). The Australian Curriculum. Retrieved from http://www.acara.edu.au
Adams. S., (2007) My Best Book of Weather” kingfisher publications
Australian Academy of Science, (2005). Primary Connections: Linking science with literacy.
Weather in my world early Stage 1. Canberra: Australian
Campbell, C., & Jobling, W. (2012). Science in early childhood. Port Melbourne, Australia:
Cambridge University Press
Davis, nd Cool water cycle song : Retrieved from
http://www.youtube.com/watch?v=u3QwLYfgwP0&feature=related
Discovery Education. Water cycle-magic School Bus. Retrieved:
fromhttp://www.youtube.com/watch?v=AQKdkponoZM&feature=related
Kidszone., (2012).The water Cycle. Retrieved from :http://www.kidzone.ws/water/index.html
National geographic Society.,(2012). Atmospheric Decoration: Retrieved
from:http://science.nationalgeographic.com/science/earth/earthsatmosphere/clouds-article/
No Author,(nd).Why are clouds White? Retrieved
from:http://sci.odu.edu/sci/Scire/05Edition/whitecloud.html
Peres da Silva., S. (nd) The Water Cycle Song. Retrieved from:
http://www.youtube.com/watch?v=Zx_1g5pGFLI&feature=related
Wedgwood. T. (2012) How to explain Lightning and thunder to kids: Demand Media, Inc.
Retrieved fromhttp://www.ehow.co.uk/how_7450472_explain-thunder-lightningkids.html
Weather Wiz Kids., (2010) The Water cycle .Retrieved
fromhttp://www.weatherwizkids.com/experiments-water-cycle.htm
Weather Wiz Kids., (2010) Rainbows .Retrieved from:
http://www.weatherwizkids.com/experiments-water-cycle.htm
Weather Wiz Kids ., (2010) .Clouds. Retrieved from:
http://www.weatherwizkids.com/experiments-water-cycle.htm
Weathersavvey, (nd) Why are storm clouds grey? Retrieved from: http://weathersavvy.com/QClouds_And_Color1.html
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Appendix
(1)
Cirrus clouds are High-level clouds that can reach heights 6,000 meters and are normally thin.
They don’t make rain and are a sign of mild weather. They are typically made up of ice (National
Geographic Society, 2012).
“Alto-clouds have names as altocumulus or altostratus this depends on their shape and are a
midlevel cloud. Altocumulus clouds are puffy and Altostratus clouds are flat, these clouds form n
at very high levels in the sky. They usually signify a storm approaching .These clouds are able to
make rain or snow that does not contact the ground this is called virga. Low-level clouds are
normally thick, dark, and drizzly or snowy although they can also look like white fluffy cotton balls
in a blue sky (National Geographic Society, 2012).
Altostratus clouds are a blue-gray colour and are a mid level cloud made up of ice crystals and
drops of water. These clouds cover the whole sky. In the thinner areas of the clouds, the sun may
be faintly visible as a circular object. Altostratus clouds form previous to a storm occurring with
nonstop rain or snow (Weather Wiz kids, 2010).
Altocumulus clouds are mid level clouds that are made of water drops and look like gray puffy
clumps that form in groups. If these clouds appear on a muggy morning and thunderstorms will
arrive later that afternoon (Weather Wiz kids, 2010).
Storm Clouds are called cumulus and cumulonimbus, or thunderheads. Cumulus clouds are fairweather clouds until they become large enough to create thunderstorms, and then they are called
cumulonimbus. These clouds are produced by a flowing trail of hot air, which produces visible
turbulence (havoc) on their higher surfaces. This makes the clouds look as though they are
boiling (National Geographic Society, 2012).
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Cloud Chart
Cloud Group
Cloud Height
High Clouds = Cirrus
Above 18,000 feet
Middle Clouds = Alto
6,500 feet to 18,000 feet
Cloud Types
Cirrus
Cirrostratus
Cirrocumulus
Altostratus
Altocumulus
Low Clouds = Stratus
Up to 6,500 feet
Stratus
Stratocumulus
Nimbostratus
Clouds with vertical growth
Cumulus
Cumulonimbus
Special clouds
Mammatus
Lenticular
Fog
(2)
Science understanding
Australian curriculum links
Science / Foundation Year / Science Understanding /

Rain falls for the crops.
Earth and space sciences: Daily and seasonal changes in

‘We need the rain”
our environment, including the weather, affect everyday life

“Farmers want rain.

Clouds make little drops and big drops and when the clouds turn grey they

Investigating how changes in the weather might affect
animals such as pets, animals that hibernate, or
migratory animals
Science / Year 1 / Science Understanding / Earth and
fall”.
space sciences: Observable changes occur in the sky and

One side of the earth it hot like the desert.”
Exploring the local environment to identify and

“The other side of earth is so cold you can freeze to stone.”
describe natural, managed and constructed features

The sky is moving.

When rain comes Clouds become grey and then go away and then
landscape(ACSSU019)

become white.

Clouds change colour as when the clouds turn grey and then go away as
the sun makes them go white.
Science / Year 2 / Science as a Human Endeavour /
Nature and development of science: Science involves

Clouds feel-fluffy, quishy,look like an igloo and the edges are rough.

Clouds are made of rain, and some out of the sun.

The sun is also made of hot larva.

The earth is far away from the sun.

The closest planet is mars..

The Third closest planet is earth.

When rain comes clouds become grey and then go away and then
become white.
asking questions about, and describing changes in, objects
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
and events


describing everyday events and experiences and
Clouds change colour as when the clouds turn grey and then go away as
the sun makes them go white.
changes in our environment using knowledge of

The sky is moving.
science

Clouds make little drops and big drops and when the clouds turn grey they
fall”.
suggesting how everyday items work, using
knowledge of forces or materials

One side of the earth it hot like the desert.”

“The other side of earth is so cold you can freeze to stone.

” When you look at clouds they look like they are moving.

Some clouds cover the sun.

Wind comes from the sky.

Bella understands that clouds make little and big drops and turn grey then
the drops fall
Science / Foundation Year / Science as a Human Endeavour

Clouds feel-fluffy, squishy,look like an igloo and the edges are rough.
/ Nature and development of science: Science involves

One side of the earth it hot like the desert.”
exploring and observing the world using the senses

“The other side of earth is so cold you can freeze to stone.”

The noise from the clouds is made from thunderstorms and lightning

recognising that observation is an important part of
exploring and investigating the things and places
around us

sharing observations with others and
communicating their experiences
Early learning framework
Outcome 4: Children are confident and involved learners.

Bella uses transference of learning and prior knowledge of clouds
processes and confidently explains scientific ideas to the interviewer.
Outcome 5: Children are effective Communicators.

It also shows that Bella is a confident and involved learner that is able to
communicate her thoughts.
(3) Transcript.
Bella is a year one student attending Castletown Primary school. I have met her couple of times
as I am visiting her class once a week before my practicum starts in October. To introduce this
interview to Bella we had a sharing circle passed around the message stick at we all shared what
we like to do on rainy days.”Bella said “I like to go to a restaurant “the students were all then ask
to go and write about the things they liked to do on rainy days. Bella example is listed under
appendix A
I invited Bella out to look at some clouds with my binoculars and blanket. I also asked her if I
could ask her some questions about the clouds in the sky. Bella was very happy to come outside
with me. We discussed what a nice sunny day it was and both decided the best way to look at
clouds would be to walk around the school to find the best spots. I explained to Bellas that we
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need to have the sun behind us to look at the clouds because if we looked directly at the sun with
the binoculars we could hurt our eyes.
Outside in the school yard.
Coralie: “I will follow you”.
Bella:”let’s go this way we can sit on this log”
Coralie: “that will be perfect.” (We put our blanket over the log, I set up the binoculars for Bella
making sure they were focused and that she could see).
1. Coralie: “Using these binoculars can you describe what the clouds look like in the sky?”
Bella:”they look like white and they are fluffy, it, s like the sky is moving.
Coralie: what else do they it look like?
Bella: It feels, feels like the clouds are right next to you.
(Bella then pointed to the cloud above her head as she held the binoculars)
“It looks like a big jet plane”.
Coralie; it does look like a jet plane.
2. Coralie: “How do you think these clouds become white?”
Bella:”because sometimes when rain comes they become grey and when they go away they
become white”
3. Coralie:“Why do clouds change colour?”
Bella:”Because rain comes and they go grey then they go away and they turn white and the sun
makes then go white.”
Coralie; “The sun does make them appear white.”Let’s change spots and look at the clouds over
here “I suggested. (We then walked across the oval alongside the school building until we came
across a tree stump.)
Bella: “We could sit here”
Coralie: That’s a great spot to look at clouds we can both fit on the stump.”
(Bella lifted up here binocolars and put them against her eyes to look at the clouds.)
4. Coralie: “If you could touch a cloud how do you think it would feel?”(Whispered in Areabella’s
ear)
Bella:”umm fluffy, squishy, they look like an igloo, kind of like the edges would be rough”
Coralie: if they were igloo’s they would be very cold”. (I noticed Bella watching me as I took a
photo of the clouds so I asked her if she would like a turn).
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“Would you like to take a photo of the clouds we are looking at with my camera
Bella: yes” (I then showed her how to operate the camera).
5. Coralie: “What do you think clouds are made of?”
Bella: “Some are made of rain, some out of the sun.”The sun is made of larva; the earth is far
away from the sun.”The closest planet is mars and then the second umm I don’t know, the third
on is earth that’s us on the one side it gets hot you go on the desert “and the other side you will
freeze to stone it’s cold.
Coralie; How did you know all of that information about the sun and planets?
Bella:" A book my teacher read last week”
Coralie: you have learnt’ and remembered a lot about the sun and planets, let’s walk around the
other side of the school and see what the clouds look like around there, could you show me how
to get there”?
Bella: yes this way”. (Bella grabbed my hand a pulled me gently around the corner of the
building.)No clouds here, let’s go this way.
Coralie:”Great idea, I will follow you.”I followed Bella back to the oval on the other side of the
building.
Bella we can sit here with your blanket”
Coralie: yes I like this spot “Bella sat down and pointed the binoculars at the sky.
6. Coralie:“What falls from the clouds in the sky?”
Bella: “rain, lightning, umm humph I call it tears sometimes rain looks like tears.”Thunderstorms
come from the clouds don’t they? “It’s nice looking at clouds there cool”.
Coralie:”I like looking at them too“.
7. Coralie: “How does this happen and why?”
Bella: “Rain falls from the crops ‘because we need the rain, farmers want rain clouds make little
drops and big drops and when the clouds turn grey they fall”.
Coralie: “that’s right they do”
8. Coralie: “Do clouds make sounds?”
Bella:”Sometimes when thunderstorms and lightning come and make noise.”
Coralie: "Yes they can be very loud”.
“Let’s go and climb on that play equipment over there and see how the clouds look over there’.
Bella:”We could sit on it”
Coralie:"Great idea".
9. “What else do you know about clouds?”
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Bella:”They look nice, they feel like you are sitting on one, “sometimes they can turn black, when
you look at them they look like they are moving and some clouds cover the sun”. “Wind comes
from the sky.”
(3)
On a rainy day I
like to go to a
restaurant.
“They look like
white and they
are fluffy, it, s
like the sky is
moving”.
“Rain, lightning, umm
humph I call it tears
sometimes rain looks
like
tears.”Thunderstorms
come from the clouds
don’t they? “It’s nice
looking at clouds there
cool”.
“Rain falls from the
crops ‘because we need
the rain, farmers want
rain clouds make little
drops and big drops and
when the clouds turn
grey they fall”.
“It looks
like a big
jet plane”.
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(4) Activity (1)
Cloud in a bottle:
Materials:
Foot pump
Rubber stopper
Rubbing alcohol
Clear one litre bottle.
Whiteboard with a table listed before and after the experiment.
Camera to take photos during experiment and of whiteboard at the end.
.
During the experiment as we talk through the instructions.
Step 1 –pour rubbing alcohol into the bottle
Step 2-give it a swirl around
Step 3-attach rubber stopper to the foot pump
Step 4-insert rubber stopper into the bottle and pump 8-10 times
Step 5 -quickly remove the stopper to watch the cloud form.
Focus questions: (Write Bella’s responses on before and after table on the white board.)
What do you think is going to happen to the rubbing alcohol in the bottle?
Why do you think this is happening?
When you take the lid off quickly place your hand over the bottle and tell me how it feels.
Are the edges rough?
Is it squishy?
What do you think clouds are made of?
How do clouds rise up to the sky?
(If needed also ask what is the temperature of the cloud then if Bella doesn’t understand
is it hot/cold.)
Conclusion –
Have you used the same words as before?
Can you circle these words?
Can you circle the words that you have said after the cloud experiment?
Now can you draw a cloud and write how you think it feels.
(Put photos on the wall and the photo of whiteboard and Bella’s artwork).
Watch experiment of Steve spranglers web site.
http://www.youtube.com/watch?v=msSVQ903T8k
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(4) Activity 1.follow on activities
MAKE IT RAIN
MATERIALS:
Glass mayonnaise or canning jar




plate
hot water
ice cubes
index cards
PROCESS:
Pour about two inches of very hot water into the glass jar.
Cover the jar with the plate and wait a few minutes before you start the next step.
Put the ice cubes on the plate.
EXPLANATION:
What happens? The cold plate causes the moisture in the warm air, which is inside the jar to
condense and form water droplets. This is the same thing that happens in the atmosphere.
Warm, moist air rises and meets colder air high in the atmosphere. The water vapor condenses
and forms precipitation that falls to the ground.
(5) Activity (2) Follow on activity.
Making a Rainbow.
MATERIALS:



glass of water
sheet of white paper
the sun
PROCESS:
Step 1.Fill the glass all the way to the top with water.
Put the glass of water on a table so that it is half on the table and half off of the table. Be careful
that the glass doesn't fall.
Step 2 makes sure that the sun can shine through the glass of water.
Step 3 - place the white sheet of paper on the floor.
Step- 4 Adjust the piece of white paper and the glass of water until a rainbow forms on the paper.
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(6) Activity 3 Follow on activity.
MAKE LIGHTNING http://www.weatherwizkids.com/experiments-make-lightning.htm
MATERIALS:





aluminium pie pan
small piece of wool fabric
Styrofoam plate
pencil with a new eraser
thumbtack
PROCESS:
Push the thumbtack through the centre of the aluminium pie pan from the bottom
Push the eraser end of the pencil into the thumbtack.
Put the Styrofoam plate upside-down on a table. Quickly, rub the underneath of the plate with the
wool for a couple of minutes.
Pick up the aluminium pie pan using the pencil as a handle and place it on top of the upsidedown Styrofoam plate that you were just rubbing with the wool.
Touch the aluminium pie pan with your finger. You should feel a shock. If you don’t feel anything,
try rubbing the Styrofoam plate again.
Once you feel the shock, try turning the lights out before you touch the pan again. Check out
what you see! You should see a spark!!
EXPLANATION:
Why does this happen? It’s all about static electricity. Lightning happens when the negative
charges, which are called electrons, in the bottom of the cloud or in this experiment your finger
are attracted to the positive charges, which are called protons, in the ground or in this experiment
the aluminium pie pan. The resulting spark is like a mini lightning bolt.
WHAT IS LIGHTNING?
MATERIALS:


fluorescent light bulb
rubber balloon
PROCESS; Turn all of the lights off in the room. (The darker the better!)
Rub the balloon on your hair for several seconds.
Then hold the statically charged balloon near the end of the light bulb. This will illuminate the
bulb.
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Repeat the demonstration as many times as desired.
EXPLANATION:
When you rub the balloon on your hair, the balloon builds up an electrical charge (static
electricity). Touching the charged balloon to the end of the fluorescent light bulb causes the
electrical charge to jump from the balloon to the bulb. This is what illuminates the light bulb.
Lightning is an electrical discharge within a thunderstorm. As the storm develops, the clouds
become charged with electricity. Scientists are still not sure exactly what causes this, but they do
know that when the voltage becomes high enough for the electricity to leap across the air from
one place to another, lightning flashes! Lightning can spark within a cloud, from one cloud to
another, from a cloud to the ground, or from the ground to a cloud.
(7) Activity 4.
Making a water cycle.
1.
2.
3.
4.
5.
6.
jar
plants
bottle cap or shell of water
soil
sand
small rocks
Fill the jar first with small rocks, then sand, then soil. Then add plants in the soil and place your
bottle cap or shell of water in the jar.
Put the jar in a sunny place and see how the water cycle works.
http://www.aub.org/aubkids_wc.php
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