Brief Description

This lesson is geared for students in intermediate grades and for teachers who want to introduce the phenomena of weather predictions to their students. Students will learn about basic elements of  weather through hands-on activities and use of real-time data. With the use of the hands-on activities students will be able to make quantitive weather predictions for local and national weather. The lesson plan, which makes up this real-time data on-line module, has been designed to allow teachers to select, within the module, lessons that fit into their curriculum to allow for flexibility in implementation.

Standards and Frameworks

Technology Standards

• 1T-E1. Communicate about technology using developmentally appropriate and accurate terminology
• 3T-E2. Use a variety of technology tools for data collection and analysis
• 4T-E1. Use telecommunications efficiently and effectively to access remote information and communicate with others in support of facilitated and independent learning
• 5T-E1. Locate information from electronic resources.

• 2M-F1.Collect and analyze data using the concepts of largest, smallest, most often, least often and middle
• 2M-F2.Construct, read and interpret displays of data to make valid decisions, inferences and predictions
• 2M-F3.Predict and measure the likelihood of events and recognize that the results of an experiment may not match predicted outcomes
• 2M-E1.Construct, read, analyze and interpret tables, charts, graphs and data plots
• 2M-E2.Make valid inferences, predictions and arguments based on statistical analysis
• 3M-F1.Create, describe and extend a variety of patterns using shapes, events, designs and numbers
• 3M-F2.Formulate generalizations about patterns (e.g., color, shape, size, direction, orientation) to make predictions
• 3M-F3.Represent and describe how changing the value of one variable results in a change in another
• 3M-E2.Describe, represent and analyze patterns and relationships using shapes, tables, graphs, data plots, verbal rules and standard algebraic notation
• 3M-E4.Analyze functional relationships to explain how a change in one variable results in a change in another
• 3M-E5.Use patterns and functions to represent and solve problems both formally and informally
• 5M-F2.Explain the concepts related to units of measure and demonstrate the process of measurement with non-standard
• 5M-E1.Estimate, make and use measurements
• 5M-E2.Select and use appropriate units and tools to measure to the degree of accuracy required in a particular problem-solving situation
• 1SC-R2. Ask questions about the natural world
• 1SC-R4. State simple hypotheses about cause-and-effect relationships in the environment
• 1SC-R5. Perform simple measurements and comparisons
• 1SC-R6. Communicate observations and comparisons through various means such as pictographs, pictures, models and words
• 1SC-F1. Plan, design, conduct and report on the conclusions of basic experiments
• 1SC-E1. Identify a question, formulate a hypothesis, control and manipulate variables, devise experiments, predict outcomes, compare and analyze results, and defend conclusions
• 1SC-E3. Organize and present data gathered from their own experiences, using appropriate mathematical analyses and graphical representations
• 2SC-F3. Understand that science involves asking and answering questions and comparing the results to what is already known
• 2SC-E3. Provide different explanations for a phenomenon; defend and refute the explanations
• 6SC-R3. Identify how the weather affects daily activities
• 6SC-F3. Identify the seasons and their characteristics
• 6SC-F5. Identify major features of natural processes and forces that shape the earth’s surface, including weathering and volcanic activity

Academic

After completing 3 required introductory lessons and 3 out of 6 real-time data weather learning modules, the students will develop a basic understanding of how weather can be described in measurable quantities, such as temperature, wind and precipitation, and understand topics such as climate, cloud classification, and severe storms.  The students will be judged on the quantity and quality of their Weather Learning Logs. The number of written entries should be no less than 4 out of 10, and the quality will be scored on a 6-Traits Writing Rubric of level 3 or developing. The areas in the writing that are to be scored are Ideas, Word Choice, and Conventions.

Technological

Students will be able to access online tools to investigate current weather conditions in their local areas and nation wide. Using the online information, the students will also use it to complete 3 out of 6 learning modules. The students will record URL addresses to the weather sites that they used to learn about the condition in their area locally and nationally. The students will need to record at least 2 different addresses in their Weather Learning Logs.

Pre-Requisite Technology Skills

• The students should have knowledge in using the Internet.
• The students will need to know how to use bookmarks or favorites list to allow rapid access to a marked web site.
• The students will need to know how to navigate within marked web sites.
• The students will need to know how to navigate between several different web sites.
• The students will need to know how to click on pictures or texts to move from one group of information to another.
• The students will need to know how to access sites specified in the learning modules.
• The students will need to know how to type within specified areas on a web site.
• The students will need to know what to do if they cannot access the required site, and how to go to an alternate site.

·Large wall world and US map, weather instruments (thermometer, wind vane, anemometer, etc.), Paper and clipboards (or other hard surface for writing), drawing materials (pen, pencils, markers, etc), Weather Learning Log, small maps and/or atlases, small globe or other sphere to use in revolution simulation, table lamp, and a Data Collection Sheet. The Data Collection Sheet is a "weather calendar" for the time period during which students will be collecting data.  The simplest way to do this is to construct a calendar facsimile with a large (at least 6"x6" or 15cm x15cm) block for each day of the collection weeks on a large piece of oak tag. Other materials needed are blue construction paper, white chalk, clear one liter soda bottle with label removed (one per group), hot water (not boiling), ice cubes, and a computer.

Accommodations for Special Needs

• Students with special needs will be placed into cooperative groups that will help with the reading and writing of the activities.
• Students with special needs will have their assignments simplified by allowing them to write only the high and low temperature for the day and currents weather conditions in their local area and/or one other place outside their local area.
• Special needs and the gifted students will be motivated to learning because the learning centers stimulate interest about the weather conditions in other geographical locations outside their school and home.
• Gifted and special needs students will choose, from an agenda, the centers they want to complete.
• Gifted students will be allowed to work at their own pace.
• Gifted students will be encouraged to work independently.
• Gifted students will be required to produce a product that reflects their academic potential. This might be seen in the writing quality of their Weather Learning Log, or persistent interest they have to investigate other weather conditions around the world. Using the writing rubric, they would consistently produce quality work at level 4 or above. Or recording more than 2 different URL addresses not introduced by the teacher.

• The teacher should become familiar with the "Wonderful World of Weather" the Real time data site. This is a CIESE sponsored online classroom project. The URL address is: http://www.k12science.org/curriculum/weather.
• The teacher should choose the real time data activities that fit into their curriculum. This is to allow for flexibility in implementation.
• All the activities do not have to be completed. The introductory lessons are to be completed prior to the real data learning activities.
• The teacher should follow the lesson plans in the CIESE weather project. The lesson plans are detailed and easy to implement.  All the necessary handouts, hyperlinks, and steps are included in the 10 activities and introductory lessons.
• The teacher should prepare for the lessons by accessing the printable copies of the handouts that are included with the introductory lessons and the real time data activities.
• The teacher should organize and arrange the classroom to allow for easy  movement about the room, storage of the weather instruments and display and access of the maps for the duration of the introductory lessons and the real time data learning activites.
• The teacher should organize the class into groups of four.
• The teacher should familiarize the class with the expectations for completing the learning activities.
• The teacher should identify the time that the groups will be able to work on their activities.
• The teacher should have their class complete all the introductory lessons before beginning the real time data activies.
• The groups decide which 3 of the 6 real time data learning activites their group  will complete.
• The students complete the activities during the designated time set by the teacher.
• The students share the results of the activities with the classroom after all the activities have been completed.
• The students complete the local and world maps that go along with their activities.
• The class discusses the results of the activities.
• The students fill out the simple essay assessment question, as described in the assessment section.
• The teacher collects the essay cards or paper.

The students, no matter what the accommodations, will be judged on the quality of their Weather Learning Log. The students will need to have no less than 4 written entries in their weather learning logs. The number of written entries should be no less than 4 out of 10, and the quality will be scored on a 6-Traits Writing Rubric of level 3 or developing. The areas in the writing that are to be scored are Ideas, Word Choice, and Conventions.

The groups will be assessed on their weather collection folders. The folders should include a data collection sheet, 1 completed world map or 1 completed local map, and a check-in sheet to show which centers the group visited.

The students will complete a simple essay assessment at the end of the study of weather. This simple essay will ask two questions; “What did you learn”, and “What don’t you still understand?” The student responses can be written on 3x5 index cards or on a piece of paper.