NAME OF UNIT: Weather and Me

This unit is based upon the need for students to understand the relationship of weather upon their personal lives. Cause and effect is also a daily skill that with understanding can improve reading and reasoning. Students will investigate weather causes and effects. Students will develop a knowledge base of weather. Students will determine the causes and effects of weather. Students will use the Internet and other software to conduct research on chosen topics. Students will work in groups using a variety of research tools to graph, measure, test, and further investigate weather findings. Reading, science, and technology skills will all be improved with this unit.

Background Information

Through group research and cooperative activities, each group will demonstrate their knowledge of a specific type of weather occurrence. Students should be adequate researchers using both the library and Internet. Students should also be knowledgeable of specific software that will be needed such as Word and Excel.

Goal: Students will work in collaborative groups to investigate weather. The student tasks pertain to the real world. Weather affects our everyday lives. After this unit, the students will be more knowledgeable about how and why these weather events occur. Findings will be presented to the class as oral and written presentations.

Assessment: Self-assessment and rubrics will be used to assess this unit.

Equipment Needed

At least four Computers with Internet connections per classroom

Scanner (optional)

Resources:

Web Site

http://kids.mtpe.hq.nasa.gov – (for kids only-Earth Science from NASA)

http://www.whnt19.com/kidwx/index.htm l – (Dan’s Wild Weather Page)

Software

Weather Wizards by Entrex

Understanding Weather and Climate by Clearvue/EAV

Duration:

This unit can be completed in 3-4 weeks, with five 55 minute sessions per week. It could be adjusted to a shorter time schedule.

Week 1 Activities

Introduction to Students:

Explain to the students that the class will be researching various types of weather. Each small group will chose a topic for their research, and will choose a project from the activity list. The teacher will explain to the students the procedures and expectations for each station. Students will be provided with a handout listing Internet sites and guidance for productive research. Students will complete a basic research outline regarding their topic. Lay a foundation and build an understanding of different weather events and their effects.

Through group discussions, introduce students to different aspects of weather. Review and/or introduce weather terminology. Watch a weather video, read stories, poems and folklore to the students. Possibly invite a meteorologist to speak. As a group, individual, or small group, construct a KWL chart about weather. Introduce the Weather Log. (Students will record daily weather observations is their Logs in order to complete a Weather Watchers Graph at the conclusion of the unit.)

Organize into small research groups and beginning actual research.

Procedure for instruction and activities:

Using the Internet sites and other software, the students will be researching various causes and effects of weather. Allow the students explore their chosen topic in small groups. Different stations could be set up for collection information. For example, each computer could be a station with a different purpose – some with the use of Internet and others with the use of various CD ROMs. The other stations could vary – some with encyclopedias, others with reference books, and one with a teacher made packet for independent study. Rotate the groups through each station at least twice.

Suggested Group Project Listing:

Bulletin board or mural

Book of weather facts

Skit-interview survivors of extreme weather

After topics are chosen, groups will rotate through each station in order to complete their weather research and develop their project.

Week 2 Procedures

Teacher may wish to review the roles of each participant, and introduce the rubrics for each project.

Each member is responsible for the completion of 3 of the following tasks. Students may choose the three that they wish to complete.

MURALS:

1. Each member will complete 1-2 research data sheets per station.

2. Each member will contribute to the completion of mural.

3. Each member will be responsible for an oral presentation which will be assessed using a rubric.

BIG BOOK:

1. Each member must complete 1-2 research data sheets per station.

2. Each member must complete 1-2 pages of Big Book with illustrations and interesting information for each page.

3. Each member must contribute to an oral presentation of prepared pages, using rubric for assessment.

NEWS CAST/REPORT:

1. Each member must complete 1-2 research data sheets per station.

2. Each member must prepare a written script/dialogue for their part of the skit.

3. Each member will participate in a weather related news report/skit with visuals, using a rubric for assessment.

WEATHER LOG GRAPH

1. Using your weather log, construct a graph comparing the types of weather you recorded over the last 31 days.

2. Use the labels found on the first page of the Log. Write a title for your graph, and label your columns.

POWERPOINT PRESENTATION:

1. Using PowerPoint, create a presentation with descriptions of both causes and effects of weather.

2. Using the presentation, present findings to class.

WEB PAGE CREATION:

1. Create a web page with your weather findings. Be informative and present causes and effects of weather in a creative way.

Group Collaboration Rubric

	1	2	3	4
	Poor	Fair	Good	Excellent
Research and gather information
Cooperates with group members
Takes responsibilities for completion of task

Project / Presentation

	1	2	3	4
	Poor	Fair	Good	Excellent
Presentation is organized
Presentation is informative
Project is creative
Contains factual information

Relation to Tennessee State Standards and Goals

Language Arts

Writing Content Standard: The student will develop the structural and creative skills necessary to produce written language that can be read and interpreted by various audiences.

• Write to acquire knowledge, clarify thinking, synthesize information, improve study skills, gain confidence, and enhance lifelong communication.
• Write frequently for a variety of purposes such as narration, description, exposition, and personal, creative expression.
• Identify and write for a variety of audiences.
• Recognize that language has several levels of usage determined by audience, purpose, and occasion.
• Approach writing tasks systematically and use elements of the writing process as appropriate.
• Practice a variety of prewriting activities to generate, focus, and organize ideas.
• Use a variety of appropriate organizational strategies to develop writing on various topics.
• Develop organized writing containing focused, well-developed ideas.
• Demonstrate effective writing style by the use of vivid words, varied sentences, and appropriate transitions.
• Evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness.
• Recognize and demonstrate knowledge of standard English: usage, mechanics, spelling, and sentence structure.
• Continue to identify and use resources to revise and edit writing.
• Research information to prepare presentations or reports.
• Continue to respond actively and imaginatively to literature. Develop an understanding of and respect for multicultural and ethnic diversity in language.

Reading Content Standard: The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of the written text.

• Discern reading strategies appropriate to text.
• Extend reading vocabulary using contextual and reference skills.
• Use comprehension strategies to enhance understanding, to make predictions, and to respond to literature.
• Improve comprehension by interpreting, analyzing, synthesizing, and evaluating written texts.
• Read orally to develop fluency, expression, accuracy, and confidence.
• Improve fluency through opportunities for oral presentation.
• Select reading materials for a variety of purposes.
• Use cognitive strategies to evaluate text critically.
• Recognize biases and persuasive devices found in various texts.
• Select, evaluate, and utilize resource material in order to apply it effectively.
• Identify literary genres.
• Identify and interpret literary elements and figurative language.

Speaking and Listening Content Standard: The student will express ideas clearly and effectively in a variety of oral contexts and apply active listening skills in the analysis and evaluation of spoken ideas.

• Demonstrate confidence and poise in various speaking situations.
• Produce and present oral presentations demonstrating appropriate delivery techniques.
• Use appropriate language, structure, tone, and voice control in oral communication.
• Follow and give oral directions.
• Develop critical listening skills.
• Present oral summaries and/or analysis of material read or viewed.
• Present and support ideas/opinions in small and large group discussions and evaluate the ideas/opinions of others.
• Synthesize information presented orally to provide appropriate and relevant questions as well as comments.
• Demonstrate skills in analysis, interpretation, and evaluation of literary works through spoken language.
• Construct organized oral presentations based on research

Science

Students can learn about things around them by careful observation.

The human senses and technological instruments are used to gather information from the environment. Scientific investigation is enhanced through the use of technology.

To enable students to demonstrate the processes of science by posing questions and investigating phenomena through language, methods and instruments of science.

By incorporating prior knowledge with the process of observation, a better understanding of one’s environment may develop.To enable students to demonstrate the processes of science by posing questions and investigating phenomena through language, methods and instruments of science.

Tables and graphs may be used to interpret the meaning and significance of data.

To enable students to demonstrate the processes of science by posing questions and investigating phenomena through language, methods and instruments of science.