Lesson Title: Instructor Megan Monaghan Georgia GPSs:

S4E4. Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal 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 records of weather conditions to predict weather patterns throughout the year. d. Differentiate between weather and climate
How is weather measured? (AKS SC 11 a-e and MA 65)

Desired Learning Objectives:

Learners will be able to identify vocabulary associated with weather and weather measurement humidity, temperature, barometer, hygrometer; to create a line graph given a data set, to navigate the weather channel website in order to gather data
To introduce the beginning portion of the culminating project and to familiarize the students with gathering reliable current and past weather data on the internet

Purpose of Lesson: Equipment Needed: Materials Needed:

Teacher laptop, projector, laptop cart Paper Graph paper Pencil/pen Website: www.weatherchannel.com

Time Required: Synopsis of Lesson: Number of students 26 4th graders

1 class segment, approximately one hour

10 15 Minutes Review weather vocabulary and weather collection devices. Visit the weather channel.com and show students where they can find information about high and low temperatures and precipitation. Have data collected for Roswell for the past week. 25 minutes The students will work in pairs to gather data for a city of their choice on the weather channel website. The students will then have to graph the data in a line graph to show change over time and share with the class. As a class determine why a line graph is more appropriate than a bar graph (a line graph shows continuous fluctuations while a bar graph shows quantity). As a class, create a Venn diagram to explain the differences between a line graph and a bar graph. 10 20 minutes Introduce the first part of the assignment for this unit: Line graphs. The students have to monitor the weather for two weeks of Lawrenceville, GA AND one other city of their choosing that is not located in the southeast. They may choose the Northeast, Northwest, or Southwest and choose a major city in that region. Each student will collect data on the temperature, precipitation, and humidity. Students will then create line graphs to give a visual comparison of both. The students will have two weeks of data collection and two weeks to generate the graphs (one month in total, the student will be responsible for portioning out time and creating a display for the graphs). There will be six graphs in total : Lville Ga: high and low recorded temperatures, recorded precipitation, and %humidity, then a second set for the city of their choosing. It has to be a US city for the second set. From this data, the student will make a brief argument about which is the preferable place to live as far as a comfortable climate. They must back up their argument using data collected (so for example, Lawrenceville is better because my friends live here is not an acceptable argument) If the student would like to create a third set using a city outside the US, that is acceptable, but it would be considered going above and beyond (so striving for a 4 instead of a 3) and would not be taken in to consideration if the bulk of the project is

incomplete. 10 minutes Have the students journal on how they believe that the temperatures will differ, if they will differ at all. What difference will the region of the US make?

Assessment of Learners and Instruction:

The learner will participate in the class discussion The learner will create a line graph using a set of data.