TitleIII Technology Literacy Challenge Grant

Learning Unit

Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use

OVERVIEW

 This learning experience is part of an MST unit called "Gather, Graph and the Weather." We are focusing on temperature comparisons and predictions.

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

 How accurately can meteorologists predict temperature?

How do weather predictions effect our lives?

How does the temperature in our locale differ from that of a place around the world?

CONNECTIONS TO NYS LEARNING STANDARDS

MST #2 - Students will access, generate, process, and transfer information using appropriate technologies.

ELA #1 - Students will listen, speak, read, and write for information and understanding.

ELA #3 - Students will listen, speak, read, and write for critical analysis and evaluation.

INITIATING ACTIVITY

LEARNING EXPERIENCES

• Use internet to acquire data about the high temperature in our locale and Lima, Peru while working with a partner

• Create a double-bar graph to depict this data
• Write a compare/contrast paragraph
• Work in a group to generate a list of myths about the weather. This is followed by a class discussion about the methods used today.
• Working with a partner, use internet to acquire data about predicted high temperature and actual high temperature for our area
• Create a double-line graph to depict this data using Microsoft Excel
• Interpret the data on the graph and participate in a meaningful discussion about the reliability of forecasting, role of forecasting, and the impact technology has had in forecasting
• Literature is shared throughout this experience
• A visit from a local meteorologist or a field trip

In support of our Math Calendar program, students will use the Internet (www.weather.com) to find the high temperature for our locale and the high temperature for another city around the world. My class chose Lima, Peru. The students will record this data on a given recording sheet, and keep track of the temperature in these two locations for 10 days.

To correlate with our language arts writing program, the students will write a compare/contrast paragraph about these two places. The learners will use the data on their graphs as well as a study of the location on the map using the atlas.

The students will work in groups to generate a list of myths we have about the weather. For example, cows lying down means rain; red sky in morning, sailors take warning, red sky at night, sailors delight; grandma’s knee always hurts before it rains; etc. After we compile one class list a discussion will occur. Are these the methods weather forecasters use? What do you think they do to make weather predictions?

The students gather information using the Internet locating a local news channel’s site (www.wktv.com). The students are collecting data for each day including that day’s predicted high temperature and the previous day’s actual high temperature. Students work in pairs to assist one another, if needed. One student is responsible for each of the tasks. After acquiring the information, they record the data on a given recording sheet.

After the students have collected data for ten days, they begin to make a chart using Microsoft Excel, and use Chart Wizard to create a double-line graph. Students will personalize their graphs by using color.

The students will then interpret their graphs as they participate in a group discussion and answer questions. These questions require students to read their graphs and interpret them for specific information. Also, students will be asked to think of a time when their family has made or cancelled plans due to a weather forecast. Students will discuss why weather predictions are necessary and how they effect make our lives.

In addition, students will be asked how they think meteorologist make weather predictions. We will discuss the role technology plays in this science and the fact that predictions can be more precise and reliable with modern technology.

Literature is incorporated throughout this experience. The following books are read as teacher read aloud and/or independent student reading:

Weather Words and What They Mean by Gail Gibbons

Be Your Own Weather Forecaster by Sharon Cosner

Cloudy With A Chance Of Meatballs by Judi Barrett

Weather and Climate by Seymour Simon

The Cloud Book by Tomie DePoala

Forecast by Malcolm Hall

Weather Forecasting by Gail Gibbons

CULMINATING PERFORMANCE
Predicting Temperatures Rubric

PRE-REQUISITE SKILLS

MODIFICATIONS

  All IEP’s will be followed. Students will work collaboratively with a partner to assist each other as needed.

UNIT SCHEDULE/TIME PLAN

 Two weeks are required to collect data for each activity, therefore, if you choose to do them separately four weeks are needed.

Individual times will vary for students to create their charts and graphs depending upon ability.

Two class periods to write a Compare/Contrast paragraph using the writing process.

TECHNOLOGY USE

 Materials and Supplies:

computers

Internet access

Microsoft Excel

recording sheets

Assessment Tools and Techniques:

teacher observation

rubrics (Compare/Contrast rubric from Whitesboro Central School District)

Reflection:

We were already using the Internet to find the high temperature in our area and in Lima, Peru. The students used the Weather Channel’s website to find the data on these two locales. After the data was collected, the students wrote a compare/contrast paragraph, which is in support of our ELA portfolio requirements.

I felt this was an appropriate time to inject this Excel lesson as we had already begun examining temperature. First, I explained the project and handed out the chart on which the children were to record their data. Next, I modeled the procedure used to access the necessary site (www.wktv.com). Each computer was outfitted with the instructions needed to find both pieces of information so that the students had something to guide them through the process.

The students worked well on this project. The classroom cluster of computers was utilized for this activity. Each day students worked in pairs to find the desired data to complete the chart. One student was responsible for finding the predicted high temperature for that day, while the other found the actual high temperature for the previous day. Working in pairs was quite effective since this was one of their earliest experiences accessing the Internet in school. It was helpful for the students to have a friend close at hand. I found that overall the children worked with very little assistance from me.

After all children had completed the recording chart, it was time to begin making the graph. We made a list of the different types of graphs. I explained that some graphs are better suited to display certain kinds of information than others. Because we are comparing two pieces of information (prediction and actual temp.) and because we can see a trend, I explained that a double line graph would be best.

To create the graph, we used Microsoft Excel. For this activity, I used the school’s computer lab. Students had one previous experience using Excel for Charting, therefore, they quickly set up the first spreadsheet in Excel. Also, I found they went through the Chart Wizard fairly quickly. A few children needed one to one assistance throughout the task, however, most worked with little or no assistance. The student’s favorite part, of course, is customizing their graph by changing fonts and colors.

When all graphs were completed, we spent some time discussing the information the graphs depicted. The students were asked several questions in which they had to interpret the information on the graph, such as: On how many days was the predicted high temperature and the actual high temperature the same? Which days? Which dates show the biggest difference in the prediction and the actual temperature? Which day was the coldest? Hottest? Which days had the biggest gap between what was predicted and the actual temperature? Then, students were to form an opinion as to the accuracy of the local meteorologists. They all were very impressed with their predicting skills. We also discussed the science used to determine accurate predictions. These discussions were quite lively and interesting. I was impressed with their understanding of the importance of weather predictions. They also expressed their frustration when the forecast is wrong. We decided that perhaps we have been spoiled by so many accurate forecasts that an incorrect prediction really bothers us! This is a science that the children can apply to their lives since weather is ever present.