Copyright for teachers

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Activity 1: Reading the clouds
As a class, create a chart to record:

• the main cloud types
• the days of the week (Monday to Friday)
• the weather observed each day

At the end of each school day, record the types of clouds seen and the weather experienced.
Discuss how the cloud types corresponded to the day’s weather.

Activity 2: Cycle of life
Explore the water cycle by discussing:

• where moisture in the air comes from
• how it moves through the environment
• the processes of evaporation and condensation

Conduct the following experiments:

• Transpiration test: Place a clear plastic bag over tree leaves on a sunny day and observe after one hour.
• Evaporation test: Leave different-sized containers with the same amount of water in the sun. Observe how long the water takes to evaporate.
• Condensation test: Tie a plastic sheet between poles with a stone in the centre and a measuring cup underneath. Leave overnight and measure the collected water.
  Discuss the implications of each result.

Activity 3: What about me?
Have the class create a mind map exploring how weather affects their daily lives. Encourage students to include:

• positive effects (for example, going swimming on hot days)
• negative effects (for example, rain cancelling sports events)
• neutral effects (for example, wearing different clothes)

Ask students to illustrate their mind maps using stock photos sourced online.

Activity 4: Talking about the weather
Choose five common weather-related sayings (for example, ‘raining cats and dogs’, ‘every cloud has a silver lining’, ‘breaking the ice’, ‘right as rain’, ‘fair-weather friend’).

In small groups, students will:

• research each saying’s origin and meaning
• create a poster or brochure illustrating and explaining the sayings

Activity 5: Everyday actions to combat climate change
As a class, discuss what students can do on a daily basis to help slow down climate change. Examples may include:

• recycling to help reduce emissions
• cutting down on the use of plastics
• turning off home appliances when not in use
• walking, cycling or using public transport
• buying locally grown food and locally made products
• using a clothes line rather than a tumble dryer
• planting trees to absorb carbon dioxide and produce oxygen

Activity 6: Research energy types
In small groups or individually, have students research, identify and list examples of:

• non-renewable energy (for example, fossil fuels such as coal, oil and natural gas)
• renewable energy (for example, . solar, wind, wave, biofuels)

Activity 7: Energy use at home and school
Discuss the types of energy used both at home and at school. Encourage students to consider:

• where energy is being consumed
• how the use of non-renewable energy might be reduced
• practical solutions for making energy use more sustainable

Activity 8: Design an energy-smart space
Have students create a labelled diagram of a house or their school. The diagram should:

• identify current non-renewable energy sources
• suggest renewable energy sources that could replace them