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Science Unit Plan

Activity 8.39

David Riddick

Stage Two

 

Appendix 7.01

Unit Planning Outline

1.  Title of the Unit

Science as Inquiry: Weather as a Forecaster

2.  Unit Overview

A. Topic of the unit

Understanding weather trends and patterns

B. Broad learning goals of the unit that promote the identified State Content Standards

Students will have an understanding of scientific inquiry, technology, and cooperative learning to ask and answer a question and compare the answer with what they already know about weather trends and patterns.

Students will become involved in collaborative problem solving as well as joining projects via the Internet.

Students will have an appreciation for interacting with one another as they collaborate in the study of weather in their environment.

Students will acquire an awareness of basic meteorological concepts about weather elements, how to make measurements using appropriate weather instruments, and recognizing basic weather trends and patterns.

Students will understand the process of making accurate weather forecasts.

C. Concepts to be understood through the unit

Students will be able to:

1)      Identify and describe the layers of the earth’s atmosphere and describe how the earth’s atmosphere is heated.

2)      Compare cloud types and types of weather conditions associated with each.

3)      Identify symbols on a weather map.

4)      Describe how different types of air masses are formed and what happens when air masses meet.

5)      Compare and contrast the kinds of weather associated with tornadoes, hurricanes, thunderstorms, and blizzards and the effects on man and landforms.

6)      Explain what humidity is and how it is measured.

7)      Explain how meteorologists use observable weather conditions to predict the weather.

D. Timeline for the unit.

Duration of lesson is approximately four weeks with a minimum of five lesson. 

E. List of references used to plan the unit

Books

Peters, J.M. & Gega, P.C. (2002).  Science in elementary education.  9thed.  Upper Saddle River, NJ;      MerrillPrentice-Hall  Reference pages 72-80  INQ-353 –INQ-390

Fraser, Judy (1991). Weatherschool WCIA 3 Teacher Resource Guide. Yaros Communications, Inc.

Holt, Rinehart & Winston, Publishers. (1986 ) . Holt Science Teacher's Edition. 4th grade. U.S.A.

Scott, Foresman. (1991). Discover Science. 4th grade. Scott Foresman and Co., Glenview, IIllinois.

Sund, Adams, Hackett, Moyer. (1983). Accent On Science, Teacher Annotated Edition Gr. 5. Charles E. Merrill Publishing Co.. Columbus, Ohio.

Websites

Weather Here and There Unit -  http://archive.ncsa.uiuc.edu/edu/RSE/RSEred/InternetSites.html 

International Society for Technology in Education http://www.iste.org/

National Science Education Standards http://stills.nap.edu/readingroom/books/nses/html/

Inspiration Web Site http://www.inspiration.com  

Nationwide School Weather Network.  http://www.aws.com/aws_2001/default.asp Automated Weather Service Site: This site gives unusual data about weather. 

Daily Planet. http://www.atmos.uiuc.edu/ This site shows weather maps and images.

USGS Mapping Information. http://www-nmd.usgs.gov/www/html/1educate.html This is a marvelous site for maps on the WWW.

Why is the sky blue Website?  http://www.sciencemadesimple.com/sky_blue.html 

Water Cycle http://www-k12.atmos.washington.edu/k12/pilot/water_cycle/grabber2.html

Water Cycle 2: http://www.epa.gov/OGWDW/kids/cycle.html

Animal Life around Freshwater: http://mbgnet.mobot.org/fresh/index.htm

Great Weather Information: http://www.yahooligans.com/Science_and_Nature/The_Earth/Weather/

World Wide Weather Watch: http://youth.net/weather/welcome.html

3.  Instruction

A.  STUDENTS

31 Students. 20 boys and 11 girls. 10 E0s; 10 RFP's 10 ELD4-5: 1 ELD2. GATE class - advanced learners.

B.  LEARNING STYLE CONSIDERATIONS

·        Social atmosphere; encourage students to listen to each other.

·        Connect this unit to the life of the learner.

·        Use concrete activities

·        Integrate reading, mathematics, language, technology, cooperative learning

C.  MODIFICATIONS

·        Instruction must connect and become integrated with students’ prior experiences.

·        Factor in gender considerations, integrate and use groups flexibly

·        Focus and support inquires while interacting with students

·        Challenge students to accept and share responsibility for their own learning

D.  STANDARDS from NSES

·        Science as inquiry

·        Science and technology

·        Science in personal and social perspectives

E. California State Standards

 

Earth Sciences

3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept:

a. Students know most of Earth's water is present as salt water in the oceans, which cover most of Earth's surface.

b. Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.

c. Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.

d. Students know that the amount of fresh water located in rivers, lakes, under-ground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water.

e. Students know the origin of the water used by their local communities.

4. Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns. As a basis for understanding this concept:

a. Students know uneven heating of Earth causes air movements (convection cur-rents).

b. Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns.

c. Students know the causes and effects of different types of severe weather. d. Students know how to use weather maps and data to predict local weather and know that weather forecasts depend on many variables.

Investigation and Experimentation

6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

a. Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.

b. Develop a testable question.

c. Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure.

d. Identify the dependent and controlled variables in an investigation.

e. Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment.

f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations.

g. Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data.

h. Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion.

i. Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.

 

E.  LEARNING OBJECTIVES:

Cognitive: Students will learn about weather phenomena through inquiry investigation. Through collaborative projects and the use of technology, students will learn about weather patterns and trends in their environment. Students will learn basic meteorological concepts about weather elements, how to take measurements using appropriate weather instruments, and formulate a hypothesis of basic weather trends and patterns.

Observable behavior: Students will conduct inquiry investigations and interpret data using appropriate instruments and technology to apply their knowledge and experience of weather to predict weather trends and patterns.

Criteria: Students will apply their observations of weather phenomena to classify weather trends and pattern in the process of predicting accurate forecasts through journal assignments, standardized tests with at least 75% accuracy, and completion of a weather broadcast presented by students.

D.  INSTRUCTIONAL ACTIVITIES

Lesson 1 – Characteristics of the Earth’s Atmosphere.

Students will learn through an inquiry investigation to describe and compare the layers of the atmosphere.  Students will use hand-on experiments, which compare temperature of the air over different surfaces, at different sunlight angles and at different times during the day. 

Students will use gathered information to write a report in their Weather Journals defining what factors cause air temperature to increase in some places more than in others.

Criteria to be addressed includes:

1)      Describe and compare the layers of the atmosphere

2)      Explain how to measure the temperature of the atmosphere

3)      Explain what causes the atmosphere to heat up in some places more than in others.

Lesson 2 – Observing the Weather

Students will learn through science and technology and in cooperative groups to identify different cloud features and weather associated with them.  This lesson involves students in interactive activities using the Internet, hands-on experiments, and collaborative projects to learn about different cloud features and weather associated with them.  Students will compare weather patterns associated with cloud features across different areas.  They will learn how to measure precipitation, temperature, and observe cloud covers and types.

From the charts used to, students will write a report in their Weather Journals communicating daily cloud and weather patterns.

Criteria to be addressed includes:

1)      Identify the elements that make up the earth’s weather.

2)      Compare the three kinds of clouds.

3)      Identify the kind of weather related to each cloud type.

4)      Investigate weather elements through hands-on and collaborative problem solving.

Lesson 3 – Air Effects Weather

Students will learn through inquiry investigation how air temperature and air pressure effect weather.  Students will do hands-on experiments to reinforce the concept that air exerts pressure.  They will use the Internet to find barometric readings of locations in each of five regions across the United States and chart how different factors affect weather changes.

Students will explore how pressure and temperature changes cause wind and how air masses differ.  They will use weather maps via the WWW from which to observe and make weather predictions.

Criteria to be addressed students’ their Weather Journals includes:

1)      Define air pressure

2)      Identify the instrument that measures pressure.

3)      Explain how high and low pressure centers affect the weather.

4)      Explain how the heating of the air causes wind.

5)      Explain the effects of air temperature on humidity.

Lesson 4 – Plotting Weather on the Move

Students will learn through inquiry investigation and technology to identify the direction in which weather moves across the United States.  Students will plot their own weather maps with data provided from daily weather reports via the WWW.  Plotting skills are combined with those of analysis and critical thinking to help students recognize symbols and weather conditions on their weather maps and make comparison reports. 

Students will later use this observational data collected on the charts and weather maps to forecast the weather.

Criteria to be addressed includes:

1)      Explain how the National Weather Service Network operates.

2)      Identify the direction in which weather moves across the United States

3)      Read a weather map.

4)    Forecast the weather a day or two ahead using a weather map.

Lesson 5 – Forecasting the Weather

Students will learn through inquiry investigation, technology, and through personal and social perspectives to make accurate weather forecasts.  Students use the information they have plotted on the weather maps and charts to make accurate weather forecasts.  They will use guidelines of forecasting to make forecasts for each of the thirteen states targeted in their data plotting.

Students will present the weather similar to the way it is done on TV.  They will be divided into groups to show how a weather broadcast requires teamwork.  They will all video their presentation ahead of time, and will be viewed by the class on a specified date via television and VCR equipment..

Criteria to be addressed includes:

1)      Define a weather forecast.

2)      Make a forecast using a weather map

3)      Identify three prediction guidelines.

4)      Explain how computers help to make forecasts.

4.  Assessment Plan

Students will demonstrate an understanding of weather patterns and trends by scoring a 3 or 4 on the established criterion rubrics in each of the lessons.  In addition, students will be assessed through:

-         Student observations

-         Student interview

-         Power Point demonstrations

-         Portfolios

-         Concept maps

-         Projects and laboratory experiences

-         Creative assessments

-         Short-answer tests

-         Journals

5.  Personal reflection of the unit.

 

Students were able to interpret and record their data of an experiment communicating how air increases in some places more than in others with 80% accuracy. The beginning of the lesson started rather slow. The scope of the lesson was too broad and not aligned to the unit theme, “Weather as a Forecaster.” I spent an extended amount of time explaining the layers of the Earth’s atmosphere. Students were actively engaged and on task while learning about the layers of the Earth’s atmosphere. However, halfway through the lesson I found myself asking, “How does this relate to the unit theme?” I modified my instruction and left out the limewater experiment because I felt that would driven me even further off task.

On day two of the lesson, students were beginning to act more like meteorologists. Students made predictions of which heats faster, soil or water. I introduced a topic of land heating and cooling faster than water. This concept was originally planned for a later activity. However, I felt it was necessary to have students conduct inquiry investigations rather than listen to me all day.

The sky was overcast on the day of this experiment. Therefore, the students were able to observe only a slight variance in temperature between the thermometer in water and the thermometer in soil. Both soil and water began at room temperature. When they were placed outside, the water stayed the same, but the soil increased by two degrees. This was consistent in the student investigations. All of the students noticed a slight increase in temperature of the soil, while the water remained constant.


If I were to teach this lesson again, I would have introduced these four elements earlier. It would have been helpful and made better use of instructional time if students had been introduced to these elements from the beginning. This was a very long lesson, with activities extending 4 days to implement and connect with students. Students worked in cooperative learning groups and through inquiry investigations to explore how the four elements affect weather. 

Students video taped each other for the final broadcast. They worked in groups to allow every student the opportunity to participate in the broadcast. Students rotated during their forecast to give each student the opportunity to act the role of a Weather Forecaster. Students found the mid-west to be the most intriguing region to forecast weather. I modified the lesson to allow students free exploration and creativity in delivering the weather forecasts. Their only mandate was in stating the conditions in all 13 cities and addressing air pressure, movement, temperature, and moisture.