Brief Description

This introductory lesson allows students the opportunity to explore real time data. It is a three-part lesson that allows the teacher to use one, two, or all three parts of this lesson plan.  The website students will access is CIESE Real-Time Weather Information (back-up site) http://www.k12science.org/training/realtimedataelem/weatherinfo.html

Part 1: Students will learn how to use real time data by tracking the precipitation in Arizona. Using an Excel spreadsheet, they will record their predictions for ten consecutive days. During this time period, students will then record the actual precipitation results and compare/analyze the two sets of data.

Part 2:  Students will be given a set of 10 questions that will take them on a journey through this real-time data website.

Part 3:  Following their exploration students will get together with their second grade buddy class and lead them in a real-time weather scavenger hunt.

These lessons will take approximately 4 weeks. (1 lab session to gather weather prediction data, 10 days to gather actual weather data, 1 lab session to explore the website and gather answers to the 10 questions, and 1 lab session to complete the scavenger hunt with their 2nd grade buddies)

Standards and Frameworks

Technology Standards

• 3T-E2. Use a variety of technology tools for data collection and analysis
• 3T-E3. Publish and present information using technology tools
• 5T-E1. Locate information from electronic resources

• 6SC-E8. Describe and model large-scale and local weather systems
• 3SS-E1. Demonstrate understanding of the physical and human features that define places and regions in Arizona, including the use of geographic tools to collect, analyze, and interpret data
• 2M-E2.Make valid inferences, predictions and arguments based on statistical analysis
• 2M-FS 3. Use number skills to solve a variety of real-world problems.

Academic

• During the computer lab time, students will access the Real-Time Weather Information back-up site  (http://www.k12science.org/training/realtimedataelem/weatherinfo.html) and gather predicted precipitation data for the next ten days.  They will accurately record the predicted information on a spreadsheet.
• Using the Excel spreadsheet students will accurately record the actual precipitation as it occurs during the ten day period.
• Students will analyze the two sets of data (preditions and actual) and discuss as a class the accuracy of the real-time data predictions compared to the actual weather results.

• Using the Internet, students will access and accurately record data for ten days about predicted precipitation in Arizona in Excel.
• After students record the predicted data, they will successfully save their Excel spreadsheet to a disk or the server, and print it out.
• Using their printed spreadsheets, students will accurately record the actual daily precipitation amounts for the given ten day period.
• Accessing their saved Excel spreadsheet, students will record the actual precipitation amounts and print their completed spreadsheet.
• Using the Internet, students will successfully answer the questions by finding the information on the website.
• Accessing the Internet, students will successfully help their 2nd grade buddies find answers to the scavenger hunt questions.

• Students must have a general knowledge of, and be able to access the Internet.
• Students must know how to move from page to page by clicking the back button.
• Students must have general knowledge of maximizing/minimizing documents.
• Students must have general knowledge of opening and recording data in an Excel spreadsheet.
• Students must know how to save their work to a floppy disk, or the server, and be able to access it at a later time.
• Students must know how to print their documents.

• Permission to access the Internet
• Computer lab – with access to the Internet
• Microsoft Excel program to collect data
• Newspaper (or TV) to gather actual recorded amounts of precipitation from meteorologists
• Aver Key - or any other Computer to TV cable connection device - allowing students to share information on TV monitor (optional)
• Set of ten questions for part 2

Gifted students – This lesson allows students to explore the real time data website in depth if they so choose.  They may elect to research various other types of weather along with the given assignment.  Students could choose to analyze and compare other states along with Arizona, or they may include graphs to help illustrate precipitation patterns. If they finish early, students also have the option of helping another student with charting or the technology process.

LEP (Limited English Proficient) students – students may be paired up with another student to help them move around the website.  They will be given the opportunity to create their own Excel chart.  Students will be given the opportunity to record their own data, even if it is copied from another student.

ADD/ADHD students – Break down the task. Have students complete a portion of the assignment. Students can use headphones to help block out distractions.  Instead of recording the information, students may want to tell it into a recorder first, then listen and write it down.

Special Education students – Break down the task.  Work with a buddy and complete the assignment together.  When analyzing the data, have the student talk through their ideas with a buddy, or have them record it in a tape recorder and then write it down.

Procedures

PART 1

1.  Prompt:  Begin the lesson by asking students if they know what “real-time data” might mean.  Through discussion allow students to make predictions and share thoughts before explaining what it is.  Explain that real-time data is data that is given in real, absolute time.  The teacher might want to discuss real-time compared to a TV show, in which time is shortened to allow viewers to learn the entire story in a half hour.  As we learn about real-time data for this lesson we will be studying and analyzing it in absolutely real-time.  We will need 10 days to complete part one of this lesson.

2.  Using the Aver Key (optional) show students the website they will be visiting.  Explain that they will be using an Excel spreadsheet to record “predicted” precipitation in Arizona over the next 10 days. **Discuss the vocabulary word predicted.  Ask if they think weather people (meteorologists) use this strategy.

3.  Have students use the computer agenda sheet to help them move about the website.

4.  Students need to open an Excel spreadsheet.  They need to type in the following
Heading: DAYS     PREDICTED     ACTUAL   in columns A1-C1.  Then they need to number column A2-A11 from 1 to 10.  In columns B 2-B11 students need to record the predicted precipitation for the next ten days using the data from the website.

5.  Students need to save and print out their spreadsheet.

6. During the next ten days students will record the actual precipitation (in inches as reported by the local meteorologists) in columns C2-C11.

7. Students will open their saved spreadsheets and record the actual precipitation in columns C2-C11.  They will save and print the charts again with all data neatly typed in the cells. *If time allows, some students may choose to graph their results using a line graph in the Chart Wizard program of Excel.

8. Students will use their charts or graphs to help with a class discussion about their findings.  Were the predictions correct?  What were the findings?

9. Students will then write a short paragraph about their conclusions on the back or bottom of their spreadsheet and turn it in for a grade.

1.  Students will successfully answer the ten questions as they explore the real time weather data site.

1. Students will work with and help their buddy answer the ten questions as they explore the real time weather data site.

Part 1:

• Students will receive 33 points for accurately creating the Excel spreadsheet.  (One point per cell)
• Students will be graded on their short response about what they learned. (A quality response should include comparisons of predicted data with actual data)
• Teacher observation during computer time and class discussion to see that students understand the assignment.

• Students will receive one point for correctly answering each question.
• Teacher will observe students' proficiency at finding their way around the real-time data website.

• Teacher will observe students helping their buddies find answers to the scavenger hunt questions.
• Students will receive one point for correctly answering each question.