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LU Title: Weather Watch |
Author(s): Susan Zaccaria |
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Grade Level: 5 |
School Address: Barringer Road School 326 Barringer Road, Ilion, NY 13357 |
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Topic/Subject Area: Science |
School Phone/Fax: (315) 894-8420 |
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Email: szaccaria@ilion-barringer.moric.org |
OVERVIEW
This is a learning unit on weather that takes approximately 4-6 weeks and is appropriate for fifth and sixth grade students. They will be asked to learn about how weather patterns interact, what a meteorologist does and what types of information they study to make a forecast, and to research one of the six types of severe weather studied (hurricanes, tornadoes, blizzards, flash floods, heat and drought, and lightning). They will also be asked to demonstrate their knowledge by preparing and presenting a mock weather report.
CONTENT KNOWLEDGE
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Declarative |
Procedural |
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Read the science text (Heath, Grade 5) in order to gain information about weather. |
Use The Weather Channel to make observations and record information used by meteorologists in daily forecasting. |
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Learn what types of information meteorologists analyze to make a forecast. |
Using information found in the text or other sources create a weather instrument. |
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Know the six major weather forecasting instruments studied and what they are used to measure. Understand that there are different regions of the U.S. that experience different types of weather. |
Use the internet to locate weather information about one city in an assigned specific region of the U.S. Make a line graph showing the average monthly temperatures, and a bar graph showing the average precipitation, for a period of one year. (One possible website for this information is http://www.usatoday.com) |
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Learn about one type of severe weather that has been studied in more detail; know how it is formed, and what precautions should be taken to prepare for such an event. |
Use the internet (www.weather.com, Project Safeside, Yahooligans), as well as other sources to locate information on different types of severe weather, and prepare a written and oral presentation. |
ESSENTIAL QUESTIONS
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How do meteorologists gain information in order to make a weather forecast? |
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How do the climates of different regions of the U.S. compare? |
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After studying one type of severe weather in more detail, what are its causes and characteristics, and what can people do to prepare for this type of severe weather? |
CONNECTIONS TO NYS LEARNING STANDARDS
Students will use mathematical analysis and scientific inquiry, as appropriate, to pose questions and seek answers. (Reference MST Standard #1)
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting. (Reference MST Standard #4)
Students will read, write, listen, and speak for information
(Reference ELA Standard #1)
INITIATING ACTIVITY
After inviting a local meteorologist to the classroom to explain what his/her job entails, students, using numbered heads, will complete their K-W-L charts.
The first two sections will be filled prior to the meteorologist’s visit.
LEARNING EXPERIENCES
Acquisition Experiences:
Using a Concept Definition Map, students will understand the vocabulary terms “meteorologist” and “severe weather”.
Using Wordsplash, students will learn what types of information a meteorologist studies in order to make an accurate forecast.
Using an Anticipation Guide, students will learn the six major weather instruments discussed in the text and tell what they are used to measure.
Using a Central Idea Graph, students will learn about one type of severe weather in more detail.
Students will make observations and record them from The Weather Channel through ”Think Aloud”.
Students will learn how to make a weather instrument through “Written Steps”.
Students will give an oral presentation through “Think Aloud”.
Extending/Refining Experiences:
Using the results from the city yearly weather graph, students will make a generalization as to the climate of that region using the graphic organizer “Arch Diagram: Reasons and Generalizations”. (Induction)
Using the generalizations developed from the yearly weather graphs, students will compare the climates of two different regions of the U.S. using the graphic organizer “Open Compare and Contrast”. (Comparing)
CULMINATING PERFORMANCE
(Done in teams of 2-3 students)
You are meteorologists for The Weather Channel. Using what you know about weather forecasting and the severe weather you have studied, present a forecast to warn your viewers about this upcoming event. Be sure to include how you know this will be occurring, and what they will need to do for this weather event.
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Severe Weather Systems Task Rubric
Task 4 Points 3 Points 2 Points 1 Point
Component Each Each Each Each
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Identifies Severe Weather System |
Students accurately identify their severe weather system and include all of the essential characteristics discussed. |
Students somewhat accurately identify their severe weather system and include most of the essential characteristics discussed. |
Students incompletely identify their severe weather system and include few of the essential characteristics discussed. |
Students inaccurately identify their severe weather systems with few or none of the essential characteristics discussed. |
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Identifies Inter- actions Within the System |
Students accurately devise a weather forecast using all of the types of information a meteorologist would use in a real forecast, including how different weather systems interact to produce their severe weather system. |
Students somewhat accurately devise a weather forecast using most of the types of information a meteorologist would use in a real forecast, including how different weather systems interact to produce their severe weather system. |
Students devise a weather forecast using some of the types of information a meteorologist would use in a real forecast, including how different weather systems interact to produce their severe weather system. |
Students devise a weather forecast using little or none of the types of information a meteorologist would use in a real forecast, and do not include how different weather systems interact to produce their severe weather system. |
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Identifies Preventive Measures |
Students accurately describe the safety precautions necessary in the event their severe weather system occurs. |
Students somewhat accurately describe most of the safety precautions necessary in the event their severe weather system occurs. |
Students somewhat accurately describe few of the safety precautions necessary in the event their severe weather system occurs. |
Students inaccurately describe the safety precautions necessary in the event their severe weather system occurs. |
Oral Presentation Rubric
Task 4 Points 3 Points 2 Points 1 Point
Component Each Each Each Each
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Information |
Students accurately stay on the topic of their severe weather system by telling all the necessary information, but ONLY the related information. |
Students effectively stay on the topic of their severe weather system by telling most of the needed information, but ONLY the related information. |
Students tell most of the necessary information related to the topic of their severe weather system, but do not stay on topic throughout. |
Students tell little information that is related to the topic of their severe weather system. |
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Organiza-tion |
Students present all information in a clear and logical way. |
Students present much of the information in a clear and logical way. |
Students present some information in a clear and logical way, but present other information in an unclear or illogical way. |
Students present information in no logical way. |
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Delivery |
Students speak clearly and loudly enough without reminders. |
Students speak clearly and loudly enough with only a reminder at the start of the presentation. |
Students need reminders throughout the presentation to speak clearly and loudly enough. |
Even with reminders throughout the presentation, students are not clear or loud enough. |
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Presenta-tion |
Students maintain appropriate eye contact, posture, and gestures throughout the presentation. |
Students maintain appropriate eye contact, posture, and gestures throughout most of the presentation. |
Students maintain some inappropriate eye contact, posture, and gestures that do not interfere with the presentation. |
Students maintain inappropriate eye contact, posture, and gestures that interfere with the presentation. |
For all rubrics:
Average Points: 4=A, 3=B, 2=C, 1=D
PRE-REQUISITE SKILLS
Students will have read the chapters from their Heath textbook on weather.
Students will have had experience with graphing.
Students will have had experience in using the Internet.
Students will have had experience in word processing.
MODIFICATIONS/ADAPTIONS
Adheres to student’s IEP
Consultant teacher to interpret information/directions
UNIT SCHEDULE/TIME PLAN
45 minutes per day
4-6 weeks
TECHNOLOGY USE
Word Processing
Internet