Lesson 1 — Wonder: What is the Power of Nature?
Approx. 60 mins • Projector-first • Team model build + enquiry launch
Intent → Implementation → Impact
Bespoke curriculum (benchmarked UK & international)
Inclusion & Personalised Learning
Enrichment & Precision Teaching
UNICEF RRSA Gold
Workload-light evidence
Leader briefing: This launch lesson explicitly teaches core vocabulary and produces Seesaw evidence reviewed in Lesson 2. Expect concise modelling, paired talk, and one labelled feature linked to a local hazard.
Intent
- Big question: What is the power of nature?
- Tanglin bespoke curriculum links: Integrated Geography, Science, Design & Technology and Computing contexts; vocabulary, modelling and enquiry aligned to drivers of self-awareness, personal development, global awareness and sense of community. (Benchmarked against UK and international standards.)
- Integrated Technology: purposeful use of devices and media to amplify enquiry (ISTE-informed).
Why this matters (read aloud)
Nature is powerful. It shapes where we live and how we live. We’re learning how people can design smart structures to stay safe.
Prior ideas & likely misconceptions
- Prior: everyday weather words; simple forces; teamwork routines.
- Misconceptions: weather = climate; “heavier = stronger”; triangles are decorative.
Equity
- ESL supports (icons + stems), talk moves, visualiser modelling.
Technology (when & why)
- Slides (start): pacing + visuals.
- Clips (hook): short, high-impact contrast.
- Live visual (discuss): earth.nullschool.net (winds/TPW).
- Simulation (extend): Smithsonian Weather Lab • UCAR Simple Climate Model.
- Evidence (end): Seesaw photo + 20-sec voice note per team.
Keep pupils off devices during core teaching; tools serve the enquiry.
Personalised Learning & Enrichment
- Personalised Learning & Learning Support: targeted scaffolds and adjustments.
- Precision Teaching: short, focused interventions that build mastery and confidence.
- 1:1 iPads (Y3–6): device-lite during teaching; used purposefully for capture and reflection.
- Digital portfolios shared with parents to strengthen home–school partnership.
Slides (projector)
Quick clips (hook & vocabulary)
NASA Climate Kids — Weather vs Climate (2–3 min excerpt)
- Kid hook: “Is your coat for today or forever?”
- Mini-objective: say what makes weather different from climate.
- Prompts: “Short-term or long-term? Why?” • “Give an example from today.”
SciShow Kids — Earth’s Most Extreme Weather (first 5–7 min)
- Kid hook: “A wave faster than a jet!”
- Mini-objective: name two powerful weather examples and who/what they affect.
- Prompts: “Which could happen in Singapore? What would people need?”
Optional: show live wind / TPW for 60 seconds, then return to slides.
Triangulation (observation-ready):
- Pupil work: vocabulary used in Seesaw Activities 1 & 3
- Pupil voice: 3 cold-call checks using stems
- Teacher explanation: framed weather vs climate with examples
- Over time: revisited in Lesson 2 when reviewing model outcomes
Teaching moves — how to run discussion
Use this script to turn talk into learning. Keep pace; capture three takeaways on the board.
📖 Vocabulary (projector)
- 🌦 Weather — what the air is like today.
- 📅 Climate — the usual pattern over many years.
- 🌊 Flood — too much water where people live.
- 💨 Wind — moving air that can push things over.
- ⛈ Storm — heavy rain with strong wind.
- 🧱 Structure — something built.
- 🔺 Brace — a triangle piece that makes structures stronger.
- 🏷 Feature — a part of the model.
- ⚠️ Hazard — something that can cause harm.
Stretch: 🌡 Temperature • 💧 Precipitation • 🌀 Tropical
🗣️ Timed routine + scripts
- Think–Pair–Share (60–60–60)
Say: “What is the power of nature? Think quietly.” → “Partner A then B: ‘Nature shows power when … because …’” → “Two pairs to share.” - Clarify (90s) — 🌦 Weather (today) vs 📅 Climate (pattern).
Say: “Rain today: 1 or 2?” (Finger check.) - Local hazard (60s)
Say: “In Singapore, flood or strong wind? Why?” - Bridge to build (90s) — show 🔺 brace on visualiser.
Say: “Prediction: where might it fail? One feature + the hazard it helps.”
Observation look-fors (valid & reliable)
- Precise vocabulary taught; pupils use stems accurately
- Brief retrieval check (weather vs climate) with corrections
- Modelling on visualiser; scaffold faded before independent build
- High-quality interactions: re-phrase, probe for evidence, add-on moves
- Workload-light capture: Seesaw voice notes instead of heavy marking
🌍 ESL / low confidence
- Stems: “The hazard is … because …” • “We made it stronger by …”
- Gestures: rain (hand down) vs climate (draw a calendar).
- Partner A/B cards; “one idea + one reason”.
✨ Extend
Compare hazards in Singapore vs UK this month. Which is more likely and why? What one feature would you change on your model?
📝 Board plan (copy this)
WEATHER (today) 🌦 CLIMATE (pattern) 📅 Local hazards: flood 🌊 wind 💨 storm ⛈ Our features → hazards: wide base → wind brace → storm
Triangulation (observation-ready):
- Pupil work: stems used in talk; labelled sketches
- Pupil voice: cold-call “because” statements
- Teacher explanation: brace modelled on visualiser
- Over time: Lesson 2 retrieval checks track these terms
Inclusion & SEND adjustments (workload-light)
| Need | Strategy | Evidence seen |
|---|---|---|
| Language load | Icons + stems on slide; pair roles A/B | Pupil voice uses “because”; stems visible in photos |
| Working memory | Board plan + 3 takeaways captured | Impact log + photo of board |
| Motor/processing | Job cards; extra time at stations | Participation noted; design labelled |
Mapped to EIF: Inclusion; Quality of education.
Make it (30 minutes — team build)
- Aim: build a model that could stand up to Singapore weather for 3 days.
- Rules: A5 base; given kit only; team roles; safe carry to testing zone.
- Materials (class): ~200 paper straws • 8× A5 card bases • 4× bin liners • Blu-Tack • paper • scissors.
Model like a pro (visualiser)
- Show a triangle brace on a corner; ask “Where might this fail?”
- Rotate to show joints; model a light, wide base.
Exemplars / similar builds
- TeachEngineering — Straw towers
- Science Buddies — Paper tower gallery
- DiscoverE — Strong paper structure
Timing
- 2 min planning sketch
- 24 min build (pause at 12 min to share a class tip)
- 4 min tidy, photo, label
Success checklist (tick on the board)
Safeguarding/health & safety noted? ☐ ratio ☐ route ☐ supervision ☐ first-aid kit.
Triangulation (observation-ready):
- Pupil work: labelled model photo (Seesaw Activity 2)
- Pupil voice: 20-sec explanation of feature→hazard
- Teacher explanation: joints/brace modelled on visualiser
- Over time: Lesson 2 roof-test reflections reference L1 predictions
Evidence (Seesaw activity — ready to assign)
Teacher setup (once)
- Seesaw → Create new activity → paste the template below into “Instructions”.
- Add a Template for student response (blank page with two text labels “Feature” and “Hazard”).
- Schedule for end of lesson; allow voice notes.
Activity template (copy/paste)
Title: L1 — Our model: before photo + voice note Student steps (Year 4): 1) Tap ➕ Add response 2) Take a photo of your model (BEFORE it goes outside) 3) Tap 🗣️ Microphone (max 20 seconds). Say: “Our strongest feature is … because …” 4) Add labels: • Feature: • Hazard: 5) Tap ✅ to post Success criteria: ☐ Photo is clear and shows the whole model ☐ Voice note explains the strongest feature and why it helps ☐ Labels show one feature + one hazard
Safeguarding note: do not show pupil faces in photos. Check sharing settings in Seesaw before posting.
Triangulation (observation-ready):
- Pupil work: Activity 2 posts in “L1 Wonder” collection
- Pupil voice: reasons contain “because”
- Teacher explanation: feedback tags link feature→hazard
- Over time: compared with Lesson 2 test evidence
Impact & adaptation log (fill before printing)
Record what changed in pupil thinking today. Tick, add a short note, then print to PDF.
Today we achieved
Adaptive teaching used
Behaviour & routines (seen/heard)
What we’ll reteach / pre-teach next
Notes (1–2 lines)
Assurance & reporting alignment (self-audit)
| Focus area | Our narrative evidence this lesson | Indicative level (1–5) |
|---|---|---|
| Quality of learning | Vocabulary taught; misconceptions corrected; models labelled with "feature→hazard" | |
| Behaviour & routines | Calm transitions; paired talk routines; on-task build | |
| Personal development | Team roles; resilience in testing; safety talk | |
| Inclusion & personalised learning | ESL stems used; participation from targeted pupils | |
| Leadership & culture | Workload-light evidence; sequence ties to next lesson review |
Maps to Tanglin assurance and narrative reporting; can be benchmarked to UK frameworks as needed.
Resource list (quick links)
| Resource | Link | Notes |
|---|---|---|
| Slides (present) | Open | Landscape, projector-friendly |
| Live wind / TPW | earth.nullschool.net | 60-second wonder view |
| Singapore rain radar (MSS) | 50 km | 240 km | Local link to hazards |
| Simulation (extend) | Smithsonian Weather Lab • UCAR Simple Climate Model | Try variables together |
| Straw towers (exemplar) | TeachEngineering | Build references |
| Paper towers gallery | Science Buddies | Show real examples |
| Strong paper structure | DiscoverE | Triangles and bracing |
| Paper straws | Amazon UK | Class pack |
| Masking tape | Amazon UK | Flexible joins |
| Card sheets | Amazon UK | Walls/roof |
| Plastic cups | Amazon UK | Base/weight |
Teacher reflection (2 minutes)
Capture one strength and one tweak. This informs next week and gives SLT a clear view of learning. Print to PDF and file in your shared area.
Teacher wellbeing/workload: where did tech save time today?
Vocab cards (Seesaw-ready)
Square cards. Project, or screenshot each card to upload as Seesaw “Template for student response”. Prompts are included for voice notes.
🌦
Weather
What the air is like today.
Prompt: “The weather today is …”
📅
Climate
The usual pattern over many years.
Prompt: “The climate in Singapore is …”
🌊
Flood
Too much water where people live.
Prompt: “A flood happens when …”
💨
Wind
Moving air that can push things over.
Prompt: “Wind is strong when …”
⛈
Storm
Heavy rain with strong wind.
Prompt: “A storm feels like …”
🧱
Structure
Something built.
Prompt: “Our structure is …”
🔺
Brace
A triangle piece that makes it stronger.
Prompt: “We used a brace to …”
🏷
Feature
A part of the model.
Prompt: “One feature is …”
⚠️
Hazard
Something that can cause harm.
Prompt: “This hazard is dangerous because …”
🌡
Temperature
How hot or cold it is.
Prompt: “Today it feels …”
💧
Precipitation
Rain, hail, or snow.
Prompt: “We saw …”
🌀
Tropical
Hot and wet most of the year.
Prompt: “A tropical place is …”
Seesaw Activity Pack — Lesson 1
Download the banner, thumbnails, and vocab cards as PNGs, then upload into Seesaw. Use the copy-paste instructions for three ready-to-assign activities.
Collection banner (for “L1 Wonder”)
Activity thumbnails (covers)
🔊
L1 — Vocabulary Cards
Say it • Label it • Short voice note
📸
L1 — Model Evidence
Photo • 20s voice • Feature + Hazard labels
💭
L1 — Reflection
“Nature shows power when… because…”
Activity 1 — Vocabulary Cards (voice + labelling)
- Purpose: say and use new words accurately; build confidence.
- Teacher set-up: upload 3–5 PNG cards as Seesaw template pages.
Copy-paste this into Seesaw “Instructions”
Title: L1 Vocabulary — Say it and label it Student steps: 1) Tap ➕ Add response 2) Choose the page for your word 3) Tap 🗣️ Microphone and say: “The word is ________. It means ________.” 4) Use 📝 Labels to add: • An example in a sentence • An emoji or small drawing to help you remember 5) Tap ✅ to post Success: ☐ Clear voice note (5–15 seconds) ☐ Sentence uses the word correctly ☐ Small drawing/emoji helps meaning
Activity 2 — Evidence: “Our model” (photo + 20-sec voice)
- Purpose: capture the “before” photo and clear explanation ready for next week’s review.
- Teacher set-up: template page labelled “Feature” and “Hazard”.
Copy-paste this into Seesaw “Instructions”
Title: L1 — Our model: before photo + voice note Student steps (Year 4): 1) Tap ➕ Add response 2) Take a photo of your model (BEFORE it goes outside) 3) Tap 🗣️ Microphone (max 20 seconds). Say: “Our strongest feature is … because …” 4) Add labels: • Feature: • Hazard: 5) Tap ✅ to post Success criteria: ☐ Photo is clear and shows the whole model ☐ Voice note explains the strongest feature and why it helps ☐ Labels show one feature + one hazard
Activity 3 — Reflection: “What is the power of nature?”
- Purpose: quick retrieval; checks weather vs climate and one local hazard.
- Teacher set-up: accept short text or audio.
Copy-paste this into Seesaw “Instructions”
Title: L1 — Reflection: What is the power of nature? Student steps: 1) Tap ➕ Add response 2) Choose 🗣️ Microphone or 📝 Text 3) Answer in one or two sentences: “Nature shows power when … because …” and tell me: Is that WEATHER (today) or CLIMATE (pattern)? 4) Add one local hazard word: flood / wind / storm 5) Tap ✅ to post Success criteria: ☐ Weather vs climate used correctly ☐ One local hazard named ☐ One reason using “because”
Tip: in Seesaw, group the three activities into a collection called “L1 Wonder”. Schedule Activity 2 to unlock in the last 10 minutes of the lesson.
Tanglin Trust School, Singapore • Prepared by Patrick Phillips (Integrated Technology)