Brief Description

Students will go through 2 TrackStar activities and learn about weather.  Through the 2 activities, students will learn to apply their knowledge about the variables that cause weather and compare various weather maps.

Standards and Frameworks

Technology Standards

• 5T-E1. Locate information from electronic resources
• 5T-E2. Evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources
• 3T-E2. Use a variety of technology tools for data collection and analysis

• 6SC-E8. Describe and model large-scale and local weather systems

Academic

• Students will study, apply, and evaluate the variables that cause weather.
• Students will create their own weather map depicting local and national weather systems.

• Students will demonstrate the ability to search the Internet for information regarding weather through the help of a TrackStar.
• Students will setup, create and explore the components of weather through technology; they will copy, paste, retrieve and save information.

Students should have a background in searching the Internet.  They should also be able to copy and paste information as well as format pictures.  Trouble shooting skills are a must in this lesson as Internet Explorer and Netscape as well as any other Internet browser have different procedures for cutting and pasting information.

Materials

• Internet ready computers
• Microsoft Office products
• Projection device – like an AverKey
• Computers 1 per 3 students, a lab situation is ideal; however, you could use a single computer and make this a station in a center activity.
• http://trackstar.hprtec.org/main/track_frames.php3?track_id=138592&nocache=881495148
• http://trackstar.hprtec.org/main/track_frames.php3?track_id=139167&nocache=27676491

• Students who have learning disabilities will need to be paired for the reading section of this lesson. Break down the tasks for them into smaller steps.  Have them share their work with a buddy. Give them a starter page that prompts them on what should be done.
• Students who are gifted could be required to compare other maps.  They could take a look at National Weather and evaluate how the trade winds affect our world’s weather. They also might enjoy setting up a guest speaking engagement for the class, or interviewing a local weather reporter.
• Attention Deficit students will need this broken down into steps so that they can understand what to do first without feeling overwhelmed by it all!  Give these kids a Word document that prompts them with each step.  You can cut and paste this when you view the activities in text format.
• Students with limited English can understand the weather symbols and technology quite well.  Partners can help them to understand all of the language.  They may want to look at their own country’s weather. For these kids hearing language is extremely important.  You may want to set different academic goals in vocabulary for these students.

Expect this lesson to take 5 class periods of 50 minutes.

Day 1

• Students will need to practice formatting pictures before they can do the second Track. Pictures from different web browsers format differently.  This lesson is not easy and students should focus on learning information through technology.  Remind them to save frequently!
• Group your students.  Two or three per computer really helps.  Give the students the responsibility of taking turns at the keyboard.  (You may have some that work better alone. This is okay – but it is a lot of work!)  (Extra computers are good for finding more resources.)  This lesson can work in centers, on a stand-alone computer, or in a lab situation.

• Have students log on to Track Star, This is the first Track: http://trackstar.hprtec.org/main/track_frames.php3?track_id=138592&nocache=881495148
• This is the second Track: http://trackstar.hprtec.org/main/track_frames.php3?track_id=139167&nocache=27676491

You may want to set and bookmark computers before class. The students will be completing 2 Tracks on weather.  The first will give them background information about weather and the second will teach them to build a weather map.
• Take time to walk through both Tracks with the class.  Set up your expectations and be sure that students understand that they will complete both Track Stars
• Follow the guide to the track star:  The top of the track – in yellow – will give the students directions – the left side will have the sites marked.  The actual Internet page is in the center of the screen.  All three areas can be scrolled through.
• Have students save a Word document in their name to complete all of the tasks in each of the Tracks on.
• Here is what the tracks look like.  You can peruse the directions for each to prepare yourself for the task the students have ahead of them:

Day 5 – Students should print out their work for you to view.

• Have students open a Word document to keep their answers in for both activities.
• In the end, you may choose to read through student papers on the computer, or have them print it all out.

Students should turn in a Word document after this lesson.  The first will demonstrate to you that they understand the basics of fronts and how they control the weather.  This assignment also has students look further into one area of weather that they find interesting.  They should be able to apply what they learned about fronts to this newfound knowledge.

Key points to observe in first track:

1. Understanding of fronts and how they control the weather
2. Information that demonstrates knowledge of other variables that control weather
3. Evidence of an area of interest that proves students have the ability to research on the Internet.

Key points to observe in the second track:

1. A computer generated map that depicts local and national weather
2. Evidence that students can cut, copy and paste information as well as save and retrieve their document.
3. A comparison of 2 different weather maps.