Technology Integration Plan FRIT 8530

7/28/2019 Technology Integration Plan FRIT 8530

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Rachel Thompson

Technology Integration Plan & Podcast


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Title of Unit Wild & Wacky Weather GradeLevel

Fourth Grade

Georgia Performance Standards:S4CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activitiesutilizing safe laboratory procedures. c. Use computers, cameras and recording devices for capturing information.

S4E4. Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns andseasonal changes. a. Identify weather instruments and explain how each is used in gathering weather data and making

forecasts (thermometer, rain gauge, barometer, wind vane, anemometer). b. Using a weather map, identify the fronts,

temperature, and precipitation and use the information to interpret the weather conditions. c. Use observations and recordsof weather conditions to predict weather patterns throughout the year. d. Differentiate between weather and climate.

Understandings:

Students will understand that:- Rain occurs whether or not we want/need it to. When the water droplets are sufficiently heavy they fall from the clouds.

- Clouds move when the wind blows them.- Weather doesnt stay the same, it is constantly changing.

- There are many different ways people can use technology to predict weather.

- Patterns exist all around us.- The same thing can be described and measured in different ways.

Related Misconceptions:- Rain occurs because we need it- Rain occurs when clouds get scrambled and melt.

- Rain occurs when clouds are shaken.

- Clouds move when we move. We walk and the clouds move with us.- People can only learn about the weather by watching the weather channel.

Essential Questions:1. Why is it important to have those who predict the weather?

2. How do you or your parents use the weather forecast in real life? Is knowing the weather influential to you and your

parents?3. Should our economy continue to invest money in the exploration of weather/climate?

4. How does the daily weather affect me and my future?5. How do people use the data taken from the weather instruments?

6. Why is important to know how to read and interpret a weather map?

7. Does weather or climate mostly affect the environment? Which one and why? Does location make a difference?8. Why is it important to have those who predict the weather?

9. What kind of detrimental weather could occur where I live? Are we ready? What should we do?


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Overarching Questions:1. Why is it important to have those who predict the weather?

2. How do you or your parents use the weather forecast in real life? Isknowing the weather influential to you and your

parents?

3. Should our economy continue to invest money in the exploration ofweather/climate?

4. How does the daily weather affect me and my future?

Topical Questions:1. How do people use the data taken from the weather instruments?

2. Why is important to know how to read and interpret a weather map?3. Does weather or climate mostly affect the environment? Which one and

why? Does location make a difference?

4. Why is it important to have those who predict the weather?5. What kind of detrimental weather could occur where I live? Are we ready?

What should we do?


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Week 1

Lesson 1)Begin with an overarching question. Display the weather forecast and/or radar map on the ActivBoard. Ask students the following question: How do youor your parents use the weather forecast in real life? Is knowing the weather influential to you and your parents? This will hook students interest in thetopic so they can share about their personal lives.

Introduce the units Essential Questions and discuss the final unit performance tasks (You are a Meteorologist final projec t). Provide the rubric for thestudents to review and discuss.

Materials Needed:

Word Wall Cards Vocabulary Picture Cards

Vocabulary Terms

Begin a word wall of the units vocabulary terms. Introduce the first group of weather related terms (including types of prec ipitation/clouds but notincluding the weather instruments). Discuss what the students think they mean before showing picture cards and introducing some terms.

Lesson 2)Begin by asking an EQ and discussing student responses. EQ:. Why is it important to have those who predict the weather? (Continue to come back to

this throughout the lesson.)

Complete the following project as found online at:

http://www.uen.org/Lessonplan/preview?LPid=18979

Materials Needed:

Vocabulary Picture Cards of weather instruments and/or weather instruments)

Instruction:

Make about six groups with four students in each group. Pass out pictures of the rain gauge, barometer, thermometer, anemometer, weather vane, andruler (or the real articles if you have enough) to each group. These pictures shouldn't have the name of the instruments on them. (If possible, have a realsample of each of the weather instruments that the students have pictures of.) Tell the students that these are some of the weather instrumentsmeteorologists use to find out what the current weather conditions are.Without telling the names of the instruments show the real instruments to them one by one. Pass out cards that tell the names of each weather

instrument. Give the groups time to put the name of the weather instruments with the pictures of the weather instruments. When students are done seeif they, correctly matched the names with the instruments.

At this time you can see if any of the students know how these instruments measure the weather elements. As they tell about each one, pass out thecard that tells about that particular weather instrument and its use. Elaborate on what the student has stated about the instrument. Do this until all theinstruments have been talked about. Tell the class that these are the basic instruments that meteorologists use to tell us what the past weather was andwhat the current weather is now.Continue to add to the word wall.Lesson 3)

Begin by asking an essential question and discussing student responses. EQ: How do people use the data taken from the weather instruments?Continue to discuss weather instruments as provided in previous days lesson.Complete the following project as found online at:

http://www.uen.org/Lessonplan/preview?LPid=18979
http://www.uen.org/Lessonplan/preview?LPid=18979http://www.uen.org/Lessonplan/preview?LPid=18979http://www.uen.org/Lessonplan/preview?LPid=18979http://www.uen.org/Lessonplan/preview?LPid=18979http://www.uen.org/Lessonplan/preview?LPid=18979http://www.uen.org/Lessonplan/preview?LPid=18979


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Materials Needed:

Weather forecast on ActivBoard

Student journals (or paper)Instruction:

Tell the students that today they are going to learn more about these weat her instruments and how meteorologists use them by watching a weathernewscast from a local TV station.

1. Have the students get out their journals and tell them they are going to take notes of what they see in the local weather broadcast (usingActivBoard). Tell them to look for the instruments they use, the order they present the information, and what is the final idea they want topresent to us. Right now, we are not interested in the numbers they show, just the type of information they are giving us.

2. Show a clip of a weather broadcast from a local news station.3. Have the class members write down what the meteorologist showed as part of his/her weather presentation.4. They may write:

o The current days past statistics (kind of precipitation, amount of precipitation, air temperaturehighs and lows, and wind speed).o The present conditions (kind of precipitation, air temperature, wind direction, wind speed, cloud cover, and air pressure rising,

dropping, or stable).o What tomorrows weather is going to be (kind ofprecipitation, amount of precipitation, air temperaturehighs and lows, wind speed, wind

direction, and cloud cover).5. Discuss what they observed about the weather broadcast.6. Ask the students, How did the meteorologist know what the past weather conditions were? (They used the weather instruments we talked

about.)7. Ask the students, How did the meteorologist know what the present weather conditions were? (They used the weather instruments we talked

about.)8. Ask the students, What are the instruments he usedto tell us about the weather of the day? (The rain gauge or ruler, thermometer,

anemometer, and others they may name.)9. Ask the students, Why are these weather instruments important? (They tell us what the past weather was and what the present weather is.)10.Ask the students, Why is it important to us to know what the present weather is? (We know what we need to wear to be comfortable out in the

weather.)11.Ask the students, Why do you think it is important that we keep track of the weather and record it day by day? (Some will give guesses to this

question, but the students may not directly know this answer. You may want to help them along with more questioning to get to the right answer.)12. When they can't answer it totally correct, tell the students that meteorologists use the past weather data to watch for patterns. They watch the

patterns of the temperature, wind direction, wind speed, the kind of precipitation, the amount of precipitation, and the barometric pressure andmake weather predictions.

13. Ask the students Are there other instruments the meteorologist used for presenting the weather to us? (Yes, he used satellite pic tures.)14. Tell the students they are going to learn about weather patterns by keeping a record of the basic elements of weather by using these tools we

have talked about.Lesson 4)

Introduce:Begin by asking the following questions: (place on the ActivBoard) What is the forecast today? Will a hurricane strike today? How fast is the wind blowing outside? What is the name of our local meteorologist(s)?

What do you think when you hear the word weather?

Begin by leading a brief class discussion with the students on how weather affects their daily lives considering such factors as the kinds ofclothes they wear and the outdoor activities that they can do.


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Review the weather instruments with the students.Materials needed:

Possible movie to use to help students understand weather and wind: Example: Weather for Children: All about Wind and Clouds bySchlessinger Science Library or a clip from local news weather report, if needed, to rethink information. (may need to add a day for thisremediation)

Outdoor Thermometer, AnemometerInstruction:

Weather is the state of the atmosphere at any given time and place. Some determining factors of weather are temperature, precipitation, fronts,clouds, and wind. Other more severe weather conditions are hurricanes, tornadoes, and thunderstorms. Weather occurs because theatmosphere is in constant motion from the Suns energy reaching the surface.

Lecture ideas the students should comprehend: Meteorology is the study of all changes in the atmosphere. A meteorologist is one who studiesthe weather and as one we know as the weather man on the news. Explain the importance for each weather i nstrument that a meteorologistwould use.

The anemometer is an instrument that helps the meteorologists read the wind speed of the area. The anemometer rotates at the same speed asthe wind and can therefore collect data for the exact wind speed. We can understand wind speed in different categories without using ananemometer as being either calm air, gentle, moderate and strong breezes. Wind can be measured using the Beaufort Wind Scale which is ascale of 0-12 based on visual clues.

Knowing the direction of the wind is an important part of predicting weather because wind brings us weather. The instrument for measuring winddirection, and probably the first weather instrument ever used, is called the wind vane or a weather vane. To determine wind direction, a windvane spins and points in the direction in which the wind is coming.

Temperature is measured with a thermometer. The temperature of the air is always changing as the air pressure changes. There are two basictemperature scales: Fahrenheit and Celsius. The Fahrenheit scale is used for household purposes. The Celsius scale, formerly called thecentigrade scale, is universally used for scientific measurement.

Meteorologists use a barometer to understand the air pressure that can cause changes in the weather. Air pressure is the result of the weight oftiny particles of air (air molecules) pushing down on an area. While invisible to the naked eye, they nevertheless take up space and have weight.

Air expands because the air molecules take up space in your lungs, causing your chest to expand. Furthermore, air can be compressed to fit ina smaller volume since theres a lot of empty space between the air molecules. When compressed, air is placed under high pressure whichcauses changes in the weather.

A meteorologist uses a rain gauge to measure the amount of rain that falls during a period of a week or month. Once the measurement hasbeen read, the meteorologist will empty it for the next reading.

Humidity is the amount of water vapor, or moisture, in the air. Meteorologists usually report what is called relative humidity, rather than actualhumidity. You can figure out relative humidity with a hygrometer.

Lesson 5)Begin by reviewing and displaying the weather instruments that are introduced in this unit.

Materials Needed:

Outdoor thermometer Pre-made instruments for display/demonstration: thermometer, wind vane, anemometer, rain gauge, barometer, hygrometer (the instructions are

within the following lesson plans) Use Microsoft word to create a Weather Log for each group.

Assess:

Ask the students to repeat back the purpose for each weather instrument. Select an area outside to place the rain gauge, thermometer, wind vane, and anemometer. Select an area in the classroom to place the


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Week 2

Lesson 1)

Begin by discussing the following EQ: Should our economy continue to invest money in the exploration of weather/climate?

Show the students the display of the pre-made thermometer and tell them that their task today is to make their own thermometer (or withingroups depending on your objectives) and understand how it is operated.

Materials needed:

Outdoor commercial thermometer Pre-made straw thermometer for an example Medicine bottle or small jar Cork to fit the bottle or jar Nail Glass straw or medicine dropper tube Water Food coloring Felt-tipped pen

Instruction:

Temperature is measured with a thermometer. Temperature is a measure of whether one object absorbs heat from or loses heat to anotherobject. As the air gets hotter, the level of the liquid rises; as the air gets cooler, the level falls.

Liquids expand when heated and contract when cooled. The liquid of the thermometer absorbs heat. It expands when it contacts anythingwarmer than itself, and contracts when contacting something cooler. Mercury and colored alcohol are usually used as the liquid in thermometersbecause they react so quickly.

Makers of commercial weather thermometers use a sealed glass tube that has a little bulb at one end. They mark the thermometers scale byplacing its bulb in contact with melting ice. The point at which the liquid contracts is 32 degrees for a Fahrenheit scale and 0 degrees for a

barometer. Create a Weather Learning Log for each student to chart the data from each weather instrument. Have the students try to read the display

instruments as their first log. (Weather Logs can also be made among groups depending on your objectives.)

Weather Log: Making your Weather Log using Microsoft Word: Make a cover sheet and type your name and your group members names.

Discuss and answer the following questions.Record your answers in your Weather Log. What do you think of when you hear the word weather? Howdoes weather affect our daily lives? What kinds of things would you look for if you wanted to describe the weather of a particular day to someone else?What kinds of information are important to collect? How do meteorologists predict the weather and are they always right?

Conclude:Assign the students to find out the weekends forecast (or tomorrows forecast) either on the news, the newspaper or the internet. Have them write a

page in their Weather Learning Log about what they learned today and to write down tomorrows forecast. Continue this throughout the unit, asnecessary.


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Centigrade scale. Then the bulb is placed in the steam from boiling water. The point at which it expands is marked 212 degrees F or 100degrees C.

You can make a scale for your thermometer by comparing its level with a commercial weather thermometer.

Gabriel Fahrenheit, a German physicist devised the first commonly used scale in 1714. About 30 years later, a Swedish astronomer, AndersCelsius, established the centigrade scale, also known as the Celsius scale.

The first thermometer was invented in 1593 by the Italian physicist Galileo.

The temperature of the air is always changing. Air temperature is a very important part of weather measurement.

Model: Read the temperature on the commercial thermometer and make sure the students understand that during the thermometer reading, they should

look straight at the thermometer at eye level.Show a demonstration of how to build the thermometer (located in the Guided Practice). Perform test runs on this thermometer for the students tounderstand its purpose in meteorology.

Making Thermometer: Making the Thermometer: Dig out a hole in the cork with the nail and fit the straw or tube through it. Fill the bottle to the brim with water at room

temperature. Color the water with two drops of food coloring and put the cork in securely. With the felt-tipped pen mark a line where the waterrises to in the straw or tube. Note the height of the water in the straw at room temperature and also at different times and places-on a sunnywindowsill, in the refrigerator, in a pot of hot water.

Assess:

Have the students read their own thermometer. Ask the students what happens with the water. Answer: The water goes up the tube when the temperature is warm and goes down when it is

cold. Have the students hypothesis the average temperatures for the different seasons.

Conclude:The students can take daily, weekly, or monthly readings and record their data in theirWeather Logs. All weather logs must be typed in MicrosoftWord.Students will answer the following questions in their Weather Log :What does temperature have to do with the weather? Whats the difference betweenFahrenheit and Celsius? Why does the water in the straw raise when it is hotter and drops when it is cooler?Lesson 2)

Begin by asking the following EQ: What kind of detrimental weather could occur where I live? Are we ready? What should we do?

Introduce:

Show the students the display of the pre-made rain gauge, over the next couple of days, and tell them that their task today is to become familiar with arain gauge in preparation to make their own tomorrow.

Instruction:

Precipitation is any form of water that falls to the Earths surface. Different forms of precipitation include rain, snow, sleet, and freezing rain.Precipitation is important because it helps maintain the atmospheric balance. Without precipitation, all the land on the planet would be desert.Precipitation helps farmers grow crops and provides a fresh water supply for us to drink. Precipitation can also be damaging. Too much rainand snow can cause severe flooding and lots of traffic accidents. Hail can damage crops and cars. Freezing rain and sleet can destroy treesand power lines. The opposite of precipitation is evaporation.

Raindrops form when millions of tiny water droplets collide together in clouds to form larger ones. Eventually, they become too heavy and fallout of the clouds as rain. Very small raindrops are called drizzle. The place with the greatest average yearly rainfall is on the island of Kauai in


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Hawaii.

Snow falls when the air temperature is below freezing. Snow forms when water freezes in a cloud and turns into snowflakes as they fall throughthe cloud. No one has ever seen two identical snowflakes. The shapes of snowflakes depend on the temperature and height they were formed.

A meteorologist uses a rain gauge to measure the amount of rain that falls during a period of a week or month. Once the measurement hasbeen read, the meteorologist will empty the jar for the next reading.

Meteorologists can then compare their results to other official statistics. They may not always agree. Sometimes, the amount of rain varies fromone side of the street to the other.

Model: Read the rain gauge measurement and then empty the jar to begin a new reading. Practice this with students several times, writing readings on the board and discuss detrimental weather and precipitation

Lesson 3)

Begin by discussing the following EQ: How does the daily weather affect me and my future?

Introduce:Show the students the display of the pre-made rain gauge and tell them that their task today is to make their own rain gauge (or within groupsdepending on your objectives). Then, review how to read a rain gauge (yesterdays lesson).

Materials needed:

Pre-made rain gauge

Ruler Masking or adhesive tape Various empty containers (Examples: a jar, a coffee can, a cut-down milk carton) Pencil Paper

Coach: Making the Rain Gauge: Using the ruler, measure off inches or centimeters on strips of masking or adhesive tape. Attach the tapes to the

various containers that are see through. Put the containers on a flat, level surface outside. It may be wise to place the containers in a box to make sure they remain upright.

Conclude:

Students will answer the following questions in theirWeather Log:How can rain be measured? There are different types of precipitation. Name aminimum of three and describe them. What causes precipitation? Why could your measurements differ from the official measurements?

Assess: Each time it rains, measure the amount of rain in the containers. The levels should be the same whatever the size of the container, provided that

its sides are parallel. Record the amount and date. The students can take daily, weekly, or monthly readings depending on your objective and record their data in theirWeather Logs. Have the students compare measurements from one rainfall to the next throughout the year. Compare your measurements with those

announced on the television or on the internet.Lesson 4)

Begin by asking and discussing the following EQ: Does weather or climate mostly affect the environment? Which one and why? Does location make a

difference? Make sure to include a discussion regarding the difference between weather and climate.


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Introduce:

Show the students the display of the pre-made weather vane and tell them that their task over the next couple of days is to make their own windvane and to learn how it works (or within groups depending on your objectives).

Instruction:

Knowing the direction of the wind is an important part of predicting weather because wind brings us our weather. A wind vane, also called aweather vane, is a tool for measuring wind direction and was probably one of the first weather instruments ever used.

To determine wind direction, a wind vane spins and points in the direction from which the wind is coming and generally has two parts, or ends:one that is usually shaped like an arrow and turns in to the wind an one end that is wider so that it catches the breeze. The arrow will point to thedirection the wind is blowing from so if it is pointing to the east, it means the wind coming from the east. Additionally, wind direction is where thewind is blowing from. Therefore a west wind is blowing from the west.

In the northern hemisphere, a wind that shifts in a counterclockwise direction usually brings a low pressure system and stormy weather alongwith it. West winds generally bring rain, East winds clearing, depending where you are located. North winds mean cold weather, and southwinds heat. In the southern hemisphere, it is exactly the opposite for every direction.

Continue to discuss how climate/weather differ and include these on the word wall.

Model: Determine the direction of the wind using the pre-made weather vane.

Show a demonstration of how to build the wind vane and operate it. Continues to next days lesson.

Lesson 5)Begin by revisiting the previous lessons EQ and discussing it.

Introduce: Show the students the display of the pre-made weather vane and tell them that their task is to make their own wind vane and to learn how it

works (or within groups depending on your objectives).Coach:

Making the Wind Vane: Make a 1 inch (2.5 cm) vertical slit in one end of the drinking straw. Using the index card or other piece of cardboard, cutout an arrow tail and glue it into the cut end of the straw. Mark the other end of the straw with the red marker or crayon. Insert the straight pin

through the straw about 2 inches (5 cm) from the arrow. Push the pin into the eraser end of the pencil. Be sure that the straw con move freely. Form the letters N, S, E and W from pieces of wire. Wind them around the pencil, 1 inch (2.5 cm) below the arrow. Prop the pencil up by its

point using the clay or soil in the flowerpot. Use a compass to make sure your letters are set up correctly. Put the weather vane in a place where the wind is not blocked by buildings. To read the wind vane: Look at the direction the arrow tip is pointing to according to N, S, E, and W. If the arrow is between two directions such

as N and E, then your reading of the wind vane should be NE.Conclude:

Have the students test their wind vane.Assess:

The students can take daily, weekly, or monthly readings depending on your objective and record their data in theirWeather Logs.

Students will answer the following questions in theirWeather Log:How can you describe wind? Can you tell where the wind is blowing to?

How?


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Week 3

Lesson 1)

Begin by discussing the following EQ: What are different weather symbols that you have seen on a weather map? What do you think they mean?

Materials: Foldable lap books Pencil Markers ActivBoard and PowerPoint on file

Vocabulary cards for the word wall: precipitation, fronts, heat, maps, symbols, weather conditions, and weather patterns.

Instruction:

Tell the students that today they are going to learn more about these weather symbols and maps by discussing and research in groups.1. Students will make take notes in their foldable lap book divided in sections of symbols, precipitation, temperature, and types of fonts.2. Students will watch just the first 20 minute of the video about weather maps, keys, and symbols

http://player.discoveryeducation.com/index.cfm?guidAssetId=FC412307-D134-4170-98FC-1AEA236F386C (using ActivBoard).3. Then, the teacher will show a PowerPoint about precipitation. Students will write down information, pictures, and labels in their foldable lap

books. The more information they jot down the better! This is because they will be playing class Jeopardy as their final quiz/assessment. Theycan use their foldable lap book during the game. science.pppst.com/weather/precipitation.html

4. Show the students an example: http://www.srh.noaa.gov/ridge2/RFC_Precip/index.php?site=gid

5. Show the students the powerpoint about temperature.http://www.eram.k12.ny.us/education/components/docmgr/default.php?sectiondetailid=28978&fileitem=2297&catfilter=ALL

6. Visit theweatherchannel.com and visit your regions temperature maps for this upcoming week. Discuss with students the map, symbols, andwhat is being predicted.

7. Allow students to finish notes in their lap books. Review the vocabulary introduced throughout the lesson.Conclude:

Ask the students to Think-Pair-Share with a close partner what they learned today. Ask students what are the symbols for precipitation and heat? Whatare different types of precipitation? What are different types of maps? Why is it important to have different types of maps? Why do we study andinterpret maps? How do symbols help us understand maps? What information can be shared and how does that effect our everyday life?

Assess:

Have the students look through different resources such as newspaper, magazine, internet, and the news to find examples of symbols andmaps to share in our next lesson.

Lesson 2)Begin by revisiting the previous lessons EQ and vocabulary.

Introduce: Allow the students to share with a partner their map findings through different resources. Discuss as a class all the different places the

students found and what information they got from that resources.

Instruction:1. Show students a PowerPoint on different types of weather fonts. weather.cod.edu/labs/fronts.ppt
http://player.discoveryeducation.com/index.cfm?guidAssetId=FC412307-D134-4170-98FC-1AEA236F386Chttp://player.discoveryeducation.com/index.cfm?guidAssetId=FC412307-D134-4170-98FC-1AEA236F386Chttp://player.discoveryeducation.com/index.cfm?guidAssetId=FC412307-D134-4170-98FC-1AEA236F386Chttp://www.srh.noaa.gov/ridge2/RFC_Precip/index.php?site=gidhttp://www.srh.noaa.gov/ridge2/RFC_Precip/index.php?site=gidhttp://www.srh.noaa.gov/ridge2/RFC_Precip/index.php?site=gidhttp://www.eram.k12.ny.us/education/components/docmgr/default.php?sectiondetailid=28978&fileitem=2297&catfilter=ALLhttp://www.eram.k12.ny.us/education/components/docmgr/default.php?sectiondetailid=28978&fileitem=2297&catfilter=ALLhttp://www.eram.k12.ny.us/education/components/docmgr/default.php?sectiondetailid=28978&fileitem=2297&catfilter=ALLhttp://www.eram.k12.ny.us/education/components/docmgr/default.php?sectiondetailid=28978&fileitem=2297&catfilter=ALLhttp://www.eram.k12.ny.us/education/components/docmgr/default.php?sectiondetailid=28978&fileitem=2297&catfilter=ALLhttp://www.srh.noaa.gov/ridge2/RFC_Precip/index.php?site=gidhttp://player.discoveryeducation.com/index.cfm?guidAssetId=FC412307-D134-4170-98FC-1AEA236F386Chttp://player.discoveryeducation.com/index.cfm?guidAssetId=FC412307-D134-4170-98FC-1AEA236F386C


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2. Show clips or pictures of types of weather that occurs with the different fonts so that students can make personal connections and have avisual to help draw notes.

3. Allow students to finish notes in their lap books and study with a partner their notes for Jeopardy. Review vocabulary for clarificationand understanding.

4. Play Weather Jeopardy in teams of two. Students may use their lap book.

Assess:

Quiz: Students will take a quiz made of 7 matching vocabulary choices and numerous weather symbols with a word bank. Students will be givenan open-ended question to tell an important fact that they learned about in this Unit that relates to an experience in their life.Lesson 3)

Final Performance Task Project: Review the requirements of this final project with students. Before beginning the project, discuss any misconceptionsamong the students.

Pass out rubrics, again, where necessary.The project restated:Goal: You are a Meteorologist and it is up to you to deliver an accurate weather forecast.Role: You are a Meteorologist who interprets graphs, data, and patterns in order to predict future weather patterns and how they may affect yourtown/region.

Audience: T.V. viewers and on-line readers.Situation: You and your team see that there is a warm front rising from the Gulf in which will collide with cool-air streaming down from Canada mid-week. The weather system created will cause some hazardous weather and will reach Georgia by the weekend. With the unstable air, severe weathersystem, and summer day-time heating, there is a high percentage of thunderstorms that are capable of producing hail, flash-flood, straight-line winds,and isolated tornados. Its up to you to explain what may occur with this weather system, when, why, and how. Prepare your audience for what theymay be in store for the up-coming weekend.Product Performance and Purpose: Your weather team must present current weather information and predictions in order to relay an accurateweather forecast to your audience. The forecast will include a written script (or teleprompter), a variety of weather maps, current conditions, weeklyoutlook, and any weather advisories. You will need to be prepared to verbally interpret maps, symbols, vocabulary, and give safety advice to youraudience so that they may easily understand.Standards and Criteria for Success: Your audience expects an accurate forecast so that they may plan their daily activities around your predictions.

Your predictions will affects plans such as trips, outdoor activities, travel, work, school, and if sever, home environment. You will need to establish atrustworthy and dedicated report with your audience so that they will turn to your team for information, warnings, and daily forecast.

Rubric

4 3 2 1 TOTAL

Informationin Forecast

Report

includes:

Current

weather

conditions,

Lacking in 1-2 of the

previously mentioned

criteria



criteria

Lacking in all 5 of the


criteria


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fronts, weekly

outlook,

weather

advisories, and

gives safety

advice

Knowledge

ofInformation

Shows a

completeunderstanding

of weather

systems and all

symbols used,

and interpreted

correctly

Vocabulary

and graphics

were clearly

related to the

forecast

Shows some

understanding of weathersystems and usage of

symbols

Vocabulary and/or graphic

have a direct connection to

the forecast

Shows little understanding

of weather systems and noaccuracy in reading

symbols to forecast

weather

Vocabulary and/or

graphics do not directly

relate to forecast

Shows absolutely no

understanding of weathersystems and symbols were

incorrect and/or not present

No correlation between

vocabulary and/or graphics

with the forecast

Script The script isappropriate in

length for the

target audience

and to the point

with no errors

in grammar,

spelling, and/or

organization

The script is appropriate in

length but has a few errors


The script is extremely

difficult to read, being

either too short or too long

with several errors


Incomplete or no script

provided

Visual Aid(s) Weathermap(s)

complete with

proper use of

symbols, or

forecast with

icons

Weather map(s) withpartial or incorrect use of

symbols or icons

Weather map(s) shows nouse of symbols or icons

No visual aid and/or notvery useful or effective to

forecast

GroupPresentationSkills

Used eye

contact, didnt

read directly

from notes,

easy to



criteria



criteria

Lacking in all 5 of the


criteria or no presentation

at all


14/15

understand,

spoke loudly,

didnt fidget

Group Work The groupfunctioned

exceptionally

well. All

memberslistened to,

shared with

and supported

the efforts of

others. The

group (all

members) was

always on task

The group functioned

pretty well. Most members

listened to, shared with

and supported the efforts

of others. The group (allmembers) was usually

always on task

The group functioned fairly

well but was dominated by

one or two members. The

group (all members) was

almost always on task

Some members of the

group were often off task

AND/OR were overtly

disrespectful to others in

the group AND/OR weretypically disregarded by

other group members.

Lesson 4)

Continue the above described project and have the students complete the self-evaluation/reflection. Self-AssessmentName: _______________________________ Date:_______________________________

1. How well did you understand the weather unit?Circle One: VERY WELL SOMEWHAT NOT SO WELL2. How well did you work with your peers when completing the final project?Circle One: VERY WELL SOMEWHAT NOT SO WELL3. Describe your favorite part of this unit4. Describe what you do understand

5. Describe your least favorite part of this unit6. What would you like to learn more about?7.Describe at least three things that you learned8. Describe anything you still do not understand9. What would you change about this lesson?10. Describe how you feel about presenting information to your peers?Lesson 5)

Complete the final project, as necessary. For students who are finished early have them continue to fill out theirweather logs or researchweather in different parts of the world by using the Internet.


15/15

Complete post-test (same as pre-test taken prior to beginning the unit)

Pre & Post AssessmentName: ____________________________ Date: ________________________________

Define the following terms1. Thermometer-

2. rain gauge-3. barometer-4. wind vane-5. temperature-6. Precipitation-7. Weather-8. Climate-Fill in the blank9. Why is it important to know and predict the weather?10. What weather conditions do scientists measure to describe the weather?

11. How can we measure those conditions?True/False12. A meteorologist studies meteors? True or False13. There are only two main types of clouds? True or False14. We never get new water when it rains it is just recycled? True or FalseMultiple Choice15. The air that surrounds our planet is called?a. Bob b. atmosphere c. greenhouse d. stratus16. Moisture that falls to the ground from clouds is called?a. humidity b. air pressure c. Cloud Sweat d. Precipitation

17. How many layers of the atmosphere are there?a. 12 b. 4 c. 2 d. 618. In which layer of the atmosphere does most weather occur?a. Troposphere b. Stratosphere c. Mesosphere d. Thermosphere19. A large body of air that has the same temperature and moisture content is called a ________.a. Front b. Hygrometer c. Air mass d. Hurricane20. The cloud that usually brings heavy rain?a. Cirrus b. Cumulus c. Cumulo-nimbus d. Stratus

Documents

Technology Integration Plan FRIT 8530