© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 2 Chapter 2 Lesson Plans
Lesson Plans
Chapter 2: Weather and Us
Total number of periods: 12 periods
Overview of Lesson Plans
What Is the Weather Like Today? (2 periods)
Lesson
Specific Instructional Objectives
2.1
Pupils should:
be able to observe the weather
Cambridge Primary Scientific Enquiry
Skills
Collect evidence by making observations
when trying to answer a science question.
(2Ep1)
Process Skills
Observing
Hypothesising
Measuring
Comparing
Use first-hand experience, e.g. observe the
weather. (2Ep2)
How Do We Describe the Weather? (3 periods)
Lesson
Specific Instructional Objectives
2.2
Pupils should:
be able to describe the weather
Cambridge Primary Scientific Enquiry Skills
Collect evidence by making observations
when trying to answer a science question.
(2Ep1)
Use first-hand experience, e.g. observe
weather signs. (2Ep2)
Use simple information sources. (2Ep3)
Predict what will happen before deciding
what to do. (2Ep5)
Talk about risks and how to avoid danger.
(2Eo2)
Process Skills
Communicating
Analysing
Comparing
Observing
Inferring
21st Century Skills
Apply technology
effectively
Communicate clearly
Be self-directed
learners
Work independently
21st Century Skills
Use systems
thinking
Reason effectively
Environmental
literacy
Collaborate with
others
Apply technology
effectively
Be self-directed
learners
Make judgements
and decisions
Communicate
clearly
Number of
Periods
2
Number of
Periods
3
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Science SMART Teacher’s Guide Grade 2 Chapter 2 Lesson Plans
How Does the Weather Affect Plants and Animals? (4 periods)
Lesson
Specific Instructional Objectives
Cambridge Primary Scientific Enquiry Skills
2.3
Pupils should:
be able to understand how weather
affects different plants and animals in
their local environments
Collect evidence by making observations
when trying to answer a science question.
(2Ep1)
Process Skills
Observing
Comparing
Analysing
21st Century Skills
Use systems thinking
Number of
Periods
4
Use first-hand experience, e.g. observe the
weather. (2Ep2)
Use simple information sources. (2Ep3)
Make comparisons. (2Eo6)
How Can We Predict the Weather? (3 periods)
Lesson
Specific Instructional Objectives
2.4
Pupils should:
be able to observe and record weather
data
Cambridge Primary Scientific Enquiry Skills
Collect evidence by making observations
when trying to answer a science question.
(2Ep1)
Use first-hand experience, e.g. observe the
weather. (2Ep2)
Process Skills
Measuring
Analysing
Predicting
21st Century Skills
Communicate clearly
Collaborate with
others
Be self-directed
learners
Manage projects
Think creatively
Number of
Periods
3
Make and record observations. (2Eo3)
Take simple measurements. (2Eo4)
Identify simple patterns and associations.
(2Eo7)
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© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 2 Chapter 2 Lesson Plans
Main Lesson Plans
Lesson 2.1
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Engage:
Chapter starts with an
interesting situation in
the cartoon
Lesson Notes
Chapter opener
Teaching Tip: Go through the comic strip and discuss the different types of weather that Rita is experiencing.
Resources
Textbook page 27
Ask pupils:
 What kind of weather is Rita experiencing in each scene? (Answer: Sunny; windy; rainy; sunny (with rainbow))
 How can you tell if it is sunny, cloudy, rainy or windy? (Allow pupils to respond freely.)
What Will I Learn?
Emphasise to pupils what their learning journey will be like for this chapter.
 Observe and describe the weather.
 Weather data can be recorded.
 Weather affects different plants and animals in their local environments.
Textbook page 28
What Is the Weather Like Today?
Ask pupils:
 What are the different types of weather? (Allow pupils to respond freely.)
 What are some words linked to weather? (Allow pupils to respond freely.)
Tell pupils that these questions will be answered in this chapter.
Explore:
Pupils learn about the
weather by watching
videos
Teaching Tip: Play the videos of weather songs in class. Ask pupils to talk about the types of weather mentioned
in the songs.
URLs 2.1, 2.2
21st Century Skill: Apply technology effectively
Explain that:
 There are clues that can tell us more about the weather of the day.
Teaching Tip: Get pupils to talk about what they think are the clues that tell us more about weather. List them
on the board.
Clouds
Background: When water gains heat from the Sun and evaporates, it turns into water vapour and rises into the
Textbook page 29
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Elaborate:
Lesson is enhanced
with further
description and simple
activity
Science SMART Teacher’s Guide Grade 2 Chapter 2 Lesson Plans
Lesson Notes
sky. When water vapour meets the cooler air higher in the atmosphere, it loses heat and condenses into tiny
water droplets, forming clouds.
Resources
Teaching Tips:
1. Tell pupils that clouds are tiny droplets of water in the sky. Get pupils to look out of the windows and see if
they can spot any clouds.
Introduce words like ‘thin’ and ‘wispy’, ‘thick’ and ‘puffy’. (Wispy — thin or faint; Puffy — rounded, ball-like
appearance)
Ask pupils to describe the clouds in the sky including their colour, shape, and position in the sky.
2.
You can read the following poem to the class.
Clouds by Jenny Bryant
Clouds are fluffy,
Friendly,
Free.
Sun is shining through at me.
Clouds are heavy,
Angry,
Gray.
Rain pouring down all day.
Ask pupils:
 Why are clouds fluffy and friendly at first, and heavy and angry later? (Answer: Different types of clouds
indicate different kinds of weather.)
Alternatively, you can read Little Cloud by Eric Carle.
Teaching Tip: Go through the text in Discover More! for more information about what clouds can tell us.
URL 2.3
Textbook page 30
Project Idea: Get pupils to do research using the Internet or from the library on the different kinds of clouds.
They can then recreate the cloud forms using cotton wool on construction paper. Display their work in class.
21st Century Skills: Apply technology effectively; Work independently; Be self-directed learners
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Science SMART Teacher’s Guide Grade 2 Chapter 2 Lesson Plans
Lesson Notes
Resources
Wind
Background: Wind is moving air. It is produced by the uneven heating of the Earth’s surface by the Sun. Warm
air, which is less dense than cold air, rises. Cool air rushes in to replace the rising warm air. This movement of air
is what makes the wind blow.
Explain:
The concept is
explained with
examples
Evaluate:
Pupils apply their
understanding by
contributing
suggestions
Explain that:
 Wind is moving air.
 We can feel the wind but we cannot see it.
 The wind can do work, such as turn pinwheels, toss leaves in the air, push clouds across the sky, wear away
rocks or reshape land.
Teaching Tips:
1. Show pupils pictures of places that have their shapes changed by wind, e.g. sand dunes.
2. Get pupils to suggest ways to find out which direction the wind is blowing. For example, let go of a leaf in the
air and see which direction it floats away in. Test out their suggestions.
Process Skills: Observing, Hypothesising
21st Century Skill: Be self-directed learners
Activity: Play the game ‘Blow, wind, blow!’ in the school field. Get pupils to form a circle and hold hands. Choose
one pupil to stand in the middle of the circle and call out “Blow, wind, blow!” The rest of the pupils should reply
in unison, “Blow what?” Then the pupil will pick a trait such as “Blow all those who are wearing
glasses/watches/have a ‘k’ in their names.” The pupils who have these traits should move out of their current
position and find another position. The pupil in the middle will quickly find himself a vacant position. The pupil
who is left without a place will stand in the middle of the circle to continue the game.
21st Century Skill: Communicate clearly
Temperature
Background: Temperature is a measure of hotness or coldness. For weather measurement, it is the temperature
of the air or atmosphere that we want to find out. Temperature can be measured in the units degrees Celsius or
degrees Fahrenheit.
Textbook page 31
Teaching Tip: Bring a thermometer to class. You may also use a fridge magnet that carries a thermometer for
reading room temperature. Familiarise pupils with the thermometer so that they know how to read temperature
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Science SMART Teacher’s Guide Grade 2 Chapter 2 Lesson Plans
Lesson Notes
Resources
from it.
Get pupils to read the temperature of the day using the thermometer. Ask pupils if it is a hot or cool day.
Process Skill: Measuring
Ask pupils:
 What is a thermometer used for? (Answer: To measure temperature.)
Explain that:
 The thermometer is used for measuring temperature.
 Temperature is a measure of hotness or coldness.
Elaborate:
Examples of other
countries are given
Teaching Tip: Share that, in some cold countries, the temperature is so low (below 0 °C), that water freezes into
ice. In some hot countries, temperatures can be as high as 45 °C.
Workbook page 15
Activity 1: What Is the
Weather Like?
Show pupils pictures of people in the two scenarios mentioned above. Ask pupils to guess which is which.
Consolidation Worksheet 1
Process Skills: Observing, Comparing
Internet links for Lesson 2.1
URL 2.1:
How’s the weather? Song and cartoon for kids
http://www.youtube.com/watch?v=b18TDfk5Ppw&feature=related
URL 2.2:
The weather song
http://www.youtube.com/watch?v=3Ja4j4ltnRw&feature=related
URL 2.3:
Little Cloud by Eric Carle
http://www.youtube.com/watch?v=wGrGjkPiCmc
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© 2012 Alston Publishing House Pte Ltd
Lesson 2.2
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Engage:
A familiar situation is
used to introduce the
concept
Science SMART Teacher’s Guide Grade 2 Chapter 2 Lesson Plans
Lesson Notes
How Do We Describe the Weather?
Sunny day
Teaching Tip: Discuss what a sunny day is like. Lead pupils to use words such as ‘hot’, ‘bright’, ‘the Sun is shining’
etc.
Resources
Textbook page 32
Get pupils to talk about the clothes they would wear and activities they would carry out during sunny weather.
Teaching Strategy: Relating to real life
Process Skill: Communicating
21st Century Skill: Use systems thinking
Cloudy day
Teaching Tip: Discuss what a cloudy day is like. Tell pupils that when clouds cover the Sun, less of the Sun’s heat
and light pass through. Hence, it is less bright and less hot.
Textbook page 33
Ask pupils to compare the temperature on a cloudy day to the temperature on a sunny day. Ask pupils to infer why
the air temperature is lower on a cloudy day.
Process Skills: Analysing, Comparing
21st Century Skill: Reason effectively
Activity: Bring pupils out to spend some time outdoors in the field on a cloudy day to look at the clouds.
Process Skill: Observing
Windy day
Background: Wind carries energy and exerts a force. In some countries, wind is used to do work, for example, to
turn windmills and produce energy.
Explain:
The different winds
are explained
Textbook page 34
Teaching Tip: Discuss what a windy day is like. Introduce the word ‘breeze’ to describe a light wind. Point out that
wind can be of different strengths. Very strong winds can cause a lot of damage.
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Elaborate:
Pupils find out more
by doing project work
Science SMART Teacher’s Guide Grade 2 Chapter 2 Lesson Plans
Lesson Notes
Project Idea: Get pupils into groups to find out more about tornadoes and hurricanes by doing an Internet search.
They should also find out how people can protect themselves during tornadoes or hurricanes.
Resources
21st Century Skills: Environmental literacy; Collaborate with others; Apply technology effectively; Be self-directed
learners
Teaching Tips:
1. Get pupils to think about clothes they would wear on a windy day. Brainstorm activities that can be carried out
on a windy day.
2.
Textbook page 35
Bring a pinwheel to class. Hold it near the window. Ask pupils to observe and infer if it is a windy day.
Process Skill: Observing, Inferring
21st Century Skill: Use systems thinking
Activity: Blow some bubbles and note the direction in which the bubbles float away. Ask pupils to infer the
direction the wind is blowing.
Process Skills: Observing, Inferring
21st Century Skill: Use systems thinking
Rainy day
Background: As tiny drops of water are formed by condensation of water vapour in the sky, clouds grow heavier.
When clouds get thicker and heavier, they become darker. When a cloud gets too heavy, the water droplets fall to
the ground as rain.
Textbook page 36
Project Idea: Get pupils to contribute to a ‘rain bag’ or box containing a collection of resources for rainy weather
that will stimulate discussion and exploration. For example, you could include a container to measure rainfall, an
umbrella and a book on rainy weather. Use the resources to discuss rainy weather.
21st Century Skill: Collaborate with others
Explain:
More information
about rain is shared
Explain that:
 When tiny drops of water in the clouds join together and become heavier, the clouds become thick, dark, grey
and hang low in the sky. The droplets then fall as rain.
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Science SMART Teacher’s Guide Grade 2 Chapter 2 Lesson Plans
Lesson Notes
 Rainy weather is associated with low temperature and often, strong winds.
 A thunderstorm occurs when there is lightning and thunder as well.
Teaching Tip: Discuss the possibility of flooding as a result of a heavy storm.
Elaborate:
Pupils extend their
understanding by
doing a project
Project Idea: Ask pupils to do an Internet search on how they can protect themselves during heavy floods.
Engage:
Pupils share their
experiences on a
common situation
Teaching Tip: Get pupils to describe a rainy scene. Then, get pupils to talk about their experiences with rainy
weather. Discuss what people usually wear and do on a rainy day.
Resources
Textbook page 37
21st Century Skills: Make judgements and decisions; Communicate clearly; Apply technology effectively
Process Skills: Observing, Communicating
21st Century Skill: Communicate clearly
Background: A rainbow is formed by light shining on droplets of water in the atmosphere. The droplets of water
cause light to bend and spread into its different component colours.
Textbook page 38
Teaching Tip: Talk about the formation of a rainbow when the Sun shines through drops of rain. Get pupils to
name the colours of a rainbow.
Explore:
Pupils go outdoors to
explore the weather
Activity: Encourage pupils to go outdoors in raincoats and boots, and explore during a rainy day with their parents
as suggested in Build Your Skills! They can then have a first-hand experience with weather. Pupils should make use
of their senses to find out more about the rain, e.g. listen to the sound rain makes when it hits the ground, smell
the air, and feel the raindrops.
Process Skills: Observing, Communicating
Workbook page 16
Activity 2: Guess the
Weather!
Workbook page 17
Activity 3: My Weather
Chart
Consolidation Worksheet 2
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Lesson 2.3
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Explore:
Pupils participate in a
discussion about
familiar situations
Science SMART Teacher’s Guide Grade 2 Chapter 2 Lesson Plans
Lesson Notes
How Does the Weather Affect Plants and Animals?
Teaching Tip: Get pupils to talk about how sunny or rainy weather affects us.
Resources
Textbook page 39
Ask pupils:
 How does sunny weather affect us? (Answer: We feel hot, perspire, feel thirsty more easily, wear cotton clothes
that keep us cool, etc.)
 How does rainy weather affect us? (Answer: We feel cold, shiver, stay indoors, wear extra clothing, etc.)
Explain that:
 Plants and animals behave differently towards the Sun, wind and rain.
Sunlight
Background: Sunlight is very important to plants as plants trap the Sun’s energy to make food during
photosynthesis. Some plants such as grapevines and sunflowers grow well under plenty of sunlight. However,
plants such as ferns and begonia grow better in the shade.
Common Misconception: Pupils might think that the more sunlight is available to a plant, the better it will grow.
This is not true. Sunlight affects plants in different ways. Although all plants need light to make food, some types
of plants such as ferns and house plants need only a small amount of sunlight. Too much light and heat from the
Sun can kill them instead.
Background: The Sun also provides heat that helps animals stay warm. Some animals, especially reptiles such as
snakes, tortoises, monitor lizards and crocodiles, need to absorb heat from the Sun to stay active. Otherwise, they
would lack energy and become sluggish.
Textbook page 40
Cold-blooded animals cannot maintain a constant body temperature, unlike warm-blooded animals. Their body
temperature changes with their surroundings. A cold-blooded animal's level of activity depends upon the
temperature of its surroundings. A reptile, for example, will increase its body temperature before hunting and is
better able to escape predators when it is warm. Cold-blooded animals also need to be warm and active to find a
mate and reproduce. Snakes, lizards, toads, frogs, salamanders and most turtles will hibernate during cold winters.
Teaching Tip: Show pictures of animals living in hot and cold climates, such as the fennec fox (that lives in the
desert) versus the Arctic fox (that lives in snow). Get pupils to study and compare these animals.
Process Skills: Observing, Comparing
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Science SMART Teacher’s Guide Grade 2 Chapter 2 Lesson Plans
Lesson Notes
Wind
Activity: Create a model of a wind-dispersed seed. You may use the suggested website as reference. Go outside
where it is windy or use a fan in class to show how such a seed travels with wind. Try to spin it before letting go.
Resources
URL 2.4
Process Skills: Observing, Analysing
21st Century Skill: Use systems thinking
Teaching Tip: Use the videos to show how seeds are dispersed by wind.
Explain:
The concept is
explained further
URLs 2.5, 2.6
Explain that:
 Some plants depend on wind to carry their seeds to places where they can grow into new plants. Examples of
seeds with hair-like parachutes: dandelions, cattails, milkweed. Examples of seeds with helicopter wings:
sycamore and maple seeds.
 Wind may also give away the location of a hunting animal and cause the hunted animals to flee from it.
 When birds fly in the direction of the wind, they use less energy and can fly faster. However, if the wind is in
the opposite direction from their flight, it slows them down.
Rain
Background: Rain provides water for both plants and animals. In periods of drought, during which there is no rain,
many animals and plants may die.
Some plants, such as mosses and ferns, need more moisture than other plants to grow.
Textbook page 41
The rain fills ponds, lakes, rivers and waterholes from which animals drink. When it rains, most animals respond by
hiding under shelter to stay dry. Water wets animals’ body coverings which will then not be able to keep them
warm or help them in their flight.
Elaborate:
Pupils build up existing
knowledge with new
ideas
Teaching Tip: Get pupils to recall what they have learnt in Grade 1 Chapter 4: Animals, and Grade 1 Chapter 5:
Plants, that living things need water to stay alive. Tell pupils that rain fills up ponds, rivers and waterholes to
provide water for animals to drink. It also seeps into the ground and is absorbed by the roots of plants.
21st Century Skill: Use systems thinking
Engage:
Pupils learn more
about the concept
through stories
Activity: Share the following stories with pupils.
1.
Where Do They Go When It Rains? by Gerda Muller
Book description: Stef takes the twins out for a walk to the pond. On their way they pass through fields full of
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Science SMART Teacher’s Guide Grade 2 Chapter 2 Lesson Plans
Lesson Notes
flowers, grasshoppers and bees. They stop at a farm, where they feed the hens, pigs and ponies. But when
they reach the pond, the clouds turn grey and it starts to rain. The twins love splashing about in the rain. But
where do all the animals go when it rains?
2.
Resources
Where Does the Butterfly Go When It Rains? by May Garelick
Book description: May Garelick's rhythmic text explores what happens to various animals when it rains.
Where do they go? What do they do?
Background: Earthworms need to keep their skin moist so that gaseous exchange can take place between their
body and the surroundings. Most of the time, the conditions above the ground are too hot and dry and they will
dry out and die because they cannot breathe through their skin. After the rain, when the air is moist, they can
come out and look for a mate.
Textbook page 42
Ask pupils:
 Which animals do you see when it is raining or right after the rain? (Answer: Earthworms, snails, frogs etc.
Accept all possible answers.)
Explain:
Phenomenon is
explained to pupils
Explain that:
 Water birds, such as ducks, are able to stay waterproof in the rain because their feathers are coated with a
layer of oil which repels water.
 Animals which need to keep their skin moist such as earthworms, snails and frogs also like a cool and moist
atmosphere.
Workbook page 18
Activity 4: I Like It Sunny!
Activity: Take pupils out for snail or earthworm hunting after the rain.
Consolidation Worksheet 3
Workbook page 19
Activity 5: A Rainy Day
Teaching Strategy: Hands-on learning outside the classroom
Internet links for Lesson 2.3
URL 2.4:
Wind Power — Create a model of a wind-dispersed seed
http://www.nwf.org/~/media/PDFs/Be%20Out%20There/Schoolyard%20Habitats/windpower.ashx
URL 2.5:
Seed dispersal
http://www.mbgnet.net/bioplants/seed.html
URL 2.6:
Dandelion seed dispersal
http://scienceprojectideasforkids.com/2010/dandelion-seed-dispersal/
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© 2012 Alston Publishing House Pte Ltd
Lesson 2.4
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Science SMART Teacher’s Guide Grade 2 Chapter 2 Lesson Plans
Lesson Notes
How Can We Predict the Weather?
Background: These are common weather instruments used:
 A maximum-minimum thermometer is used to measure the highest and lowest outdoor temperatures in
degrees Fahrenheit and degrees Celsius. It gives three readings: the current temperature, the highest
temperature reached since it was last reset, and the lowest temperature reached since it was last reset.
 Barometers measure atmospheric pressure in millibars. Under most conditions, high and rising pressure
indicates sunny weather, while low and falling pressure indicates approaching rain.
 Anemometers measure the direction and speed of wind in miles per hour. A common type of anemometer has
three cups fixed to a shaft. As the wind blows, the cups spin around. The actual speed of the wind shows up on
a dial.
 A rain gauge measures the amount of rainfall. The standard rain gauge consists of a long, narrow cylinder that
can measure rainfall up to 8 inches.
 A wind vane, also called a weather vane, measures the direction of the wind at any given point in time. A
weighted arrow spins around a fixed shaft and points North, South, East or West to indicate the direction the
wind is coming from.
Engage:
A real-life example is
presented to start the
topic
Teaching Tip: Play a short clip of a weather forecast from the Internet or radio, or read the weather forecast from
the local newspaper.
Explain:
The idea is explained
further to pupils
Explain that:
 Weather forecasts tell us what kind of weather to expect for the next few days.
 Scientists use special tools to gather data, besides observing clouds, so that they can better predict the
weather.
 The data that scientists collect include air temperature, rainfall, wind speed and wind direction.
Explore:
Pupils learn by
watching a video
Resources
Textbook page 43
Ask pupils:
 How do weather forecasters predict the weather? (Answer: They use instruments to collect data to predict
what the weather will be like.)
Background: A weather satellite is primarily used to monitor the weather and climate of Earth. It collects
environmental information such as cloud formations, hurricanes, effects of pollution, sand and dust storms, ocean
currents, energy flows, etc.
Textbook page 44
Teaching Tip: Show pupils the suggested video to learn how scientists predict weather using clouds.
URL 2.7
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Elaborate:
Pupils find out more
by doing projects
Science SMART Teacher’s Guide Grade 2 Chapter 2 Lesson Plans
Lesson Notes
Project Ideas:
1. Pupils can do research on the coldest or hottest places on Earth. Alternatively, they can find out which place
has the most rain or least rain every year.
2. Make an interactive weather bulletin board for a five-day week from Monday to Friday. A thermometer can be
drawn on the bulletin board for each day whereby pupils can read the temperature at, say, 2 pm every day,
and colour in the thread showing the reading. They can also draw symbols on what the weather was like. A
rain gauge can be set up outside to collect rainfall and a windsock set up to find out the direction of the wind.
3. Make a scrapbook with fun weather facts.
21st Century Skills: Communicate clearly; Collaborate with others; Be self-directed learners; Manage projects
Background: Meteorologists provide weather forecasts and warnings. Forecasts are used by governments and
industries to protect life and property. Farmers need information on the weather to help them plan for the
planting and harvesting of their crops. Airlines need to know about local weather conditions in order to schedule
flights. Individuals need weather information to plan a wide range of daily activities.
Ask pupils:
 Who will need to know weather information? (Answer: Farmers, sailors, airlines, individuals. Accept all possible
answers.)
Evaluate:
Pupils apply what they
have learnt in an
activity
Activity: Get pupils into groups to gather some weather information for the next few days and do a skit on
weather forecasting. Encourage the use of props.
Resources
Workbook pages 21—22
Activity 6: Let’s Collect Rain!
Workbook pages 23—25
Activity 7: Make Your Own
Windsock!
Textbook page 45
Workbook pages 27—28
Activity 8: I’m a Weather
Detective!
Consolidation Worksheet 4
Process Skills: Analysing, Predicting
21st Century Skills: Communicate clearly; Be self-directed learners; Think creatively
Wrap up the chapter with the following:
Talk It Out
Teaching Tip: Read the new words out loud and have pupils repeat each word after you so they can learn to
pronounce the words correctly. Then, have pupils pair up to test each other on the meaning of the words.
Map It Out
Teaching Tip: Go through the concept with pupils after finishing the chapter. Trace the path of the mind map by
reading out loud. You may wish to draw the map as you speak.
 The weather can be sunny, cloudy, rainy or windy.
Textbook page 46
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Science SMART Teacher’s Guide Grade 2 Chapter 2 Lesson Plans
Lesson Notes
 The weather can be predicted in a weather forecast by:
 Observing clouds
 Collecting information on wind direction, wind speed, temperature and rainfall.
Science @ Work
Teaching Tips:
1. Share with pupils what acid rain is and raise awareness on alternative energy as outlined in the passage.
2. To boost pupils’ reading and speaking confidence, have pupils take turns reading the passage, e.g. each pupil
could read one paragraph. Encourage pupils to read with enthusiasm and emotion.
Resources
URL 2.8
Fun and Games
Internet links for Lesson 2.4
URL 2.7:
A video by NASA on how scientists predict the weather (corresponds with Internet Link 2.1 in Textbook)
http://www.youtube.com/watch?v=dqpFU5SRPgY
URL 2.8:
What is Acid Rain?
http://www.epa.gov/acidrain/education/site_students/whatisacid.html
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