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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 3359.

Extension granted Yes / *No Extension date

Is this a resubmission? Yes / *No Resubmission date

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. *Yes / No

I have used Arial 11pt font, 1.5 spacing throughout my assessment. *Yes / No

Please note: Page 2 of this document contains the Assessment Rubric for your assignment; please begin typing your assignment on page 4.

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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

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

/8

Part B

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

/5

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

/4

Part C

Summary of the transcript identifying salient parts

Failed to provide a summary in a suitable manner of the child’s interview from the transcripts

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

Provided a summary of the key aspects of the child’s understanding from the transcripts. Summary supported by evidence and quotes

Provided a detailed summary of the all key aspects of the child’s understanding from the transcripts. Summary supported by poignant evidence and quotes

/4

Consideration of questions on misconceptions

Did not demonstrate an understanding of misconceptions

Demonstrated an understanding of some of the misconceptions and discussed these aspects.

Demonstrated a fair understanding of misconceptions and discussed these aspects.

Demonstrated a clear understanding of misconceptions and discussed these with reference to relevant science literature with references

Demonstrated a thorough understanding of misconceptions and discussed these with reference to appropriate science literature in this related area with strong references

/5

Part D

Based on the information obtained from interview, curriculum documents, research literature and readings 4 activities to address child’s misconceptions

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

Reference children’s learning theories, understanding of children’s needs and knowledge, and learning environments

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

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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

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

/3

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

Included a full reference list using correct APA 6th format, complete in-text referencing without errors

/2

General comments:

Tutor: Nicola Griffiths Mark : /40 Grade: F Pass Credit Distinction High Distinction

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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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(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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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.


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

the sky, clouds and wind all move in the sky but only has partial conceptual understanding of the

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http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU019


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).

Preconceptions.

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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)

Part D.ACTIVITY (1)

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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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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 throughout the interview. Bella will have guidance from the educator

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http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE034




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

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become white.)

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=eM-

qw_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

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http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE034




produces light energy” “It’s like turning on a giant torch “.

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=eM-

qw_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.

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http://www.youtube.com/watch?v=AQKdkponoZM&feature=related


Step 1. Put in a cup of small rocks.

Step 2. Put in a cup of sand.

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/earths-atmosphere/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-lightning-kids.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

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http://www.weatherwizkids.com/experiments-water-cycle.htm


http://www.ehow.co.uk/how_7450472_explain-thunder-lightning-kids.html

http://www.ehow.co.uk/how_7450472_explain-thunder-lightning-kids.html

http://sci.odu.edu/sci/Scire/05Edition/whitecloud.html

http://science.nationalgeographic.com/science/earth/earths-atmosphere/clouds-article/

http://science.nationalgeographic.com/science/earth/earths-atmosphere/clouds-article/

http://www.kidzone.ws/water/index.html

http://www.youtube.com/watch?v=AQKdkponoZM&feature=related

http://www.youtube.com/watch?v=u3QwLYfgwP0&feature=related

http://www.youtube.com/watch?v=u3QwLYfgwP0&feature=related


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/Q-Clouds_And_Color1.html

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 fair-

weather 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 Cloud Types

High Clouds = Cirrus Above 18,000 feet CirrusCirrostratusCirrocumulus

Middle Clouds = Alto 6,500 feet to 18,000 feet 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)Australian curriculum links Science understanding

Science / Foundation Year / Science Understanding / Earth and space sciences: Daily and seasonal changes in

our environment, including the weather, affect everyday life

Investigating how changes in the weather might affect

animals such as pets, animals that hibernate, or

migratory animals

Rain falls for the crops.

‘We need the rain”

“Farmers want rain.

Science / Year 1 / Science Understanding / Earth and space sciences: Observable changes occur in the sky and

landscape(ACSSU019) Exploring the local environment to identify and

describe natural, managed and constructed features

Clouds make little drops and big drops and when the clouds turn grey they

fall”.

One side of the earth it hot like the desert.”

“The other side of earth is so cold you can freeze to stone.”

The sky is moving.

When rain comes Clouds become grey and then go away and then

become white.

Clouds change colour as when the clouds turn grey and then go away as

the sun makes them go white.

Clouds feel-fluffy, quishy,look like an igloo and the edges are rough.

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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.

Science / Year 2 / Science as a Human Endeavour / Nature and development of science: Science involves

asking questions about, and describing changes in, objects

and events

describing everyday events and experiences and

changes in our environment using knowledge of

science

suggesting how everyday items work, using

knowledge of forces or materials

When rain comes clouds become grey and then go away and then

become white.

Clouds change colour as when the clouds turn grey and then go away as

the sun makes them go white.

The sky is moving.

Clouds make little drops and big drops and when the clouds turn grey they

fall”.


“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

/ Nature and development of science: Science involves

exploring and observing the world using the senses

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

Clouds feel-fluffy, squishy,look like an igloo and the edges are rough.


“The other side of earth is so cold you can freeze to stone.”

The noise from the clouds is made from thunderstorms and lightning

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

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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

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”

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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).

“Would you like to take a photo of the clouds we are looking at with my cameraBella: 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.”

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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?”

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.”

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On a rainy day I like to go to a restaurant.

“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”.

“It looks like a big jet plane”.

“They look like white and they are fluffy, it, s like the sky is moving”.

“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”.

(3)


(4) Activity (1)Cloud in a bottle:

Materials:Foot pumpRubber stopperRubbing alcoholClear 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.)

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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

(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

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http://www.youtube.com/watch?v=msSVQ903T8k

http://www.youtube.com/watch?v=msSVQ903T8k


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.

(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 upside-down 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

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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.

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. jar2. plants3. bottle cap or shell of water4. soil5. sand6. 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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