Rachel Thompson Technology Integration Plan & Podcast

Title of Unit

Wild & Wacky Weather

Grade Level

Fourth Grade

Georgia Performance Standards: S4CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing 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 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. 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?

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? 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?

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?

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 you or 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 the topic 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 the students 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 not including 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, anemome ter, weather vane, and ruler (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 real sample of each of the weather instruments that the students have pictures of.) Tell the students that these are some of the weather instruments meteorologists 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 see if 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 the card that tells about that particular weather instrument and its use. Elaborate on what the student has stated about the instrument. Do this until all the instruments have been talked about. Tell the class that these are the basic instruments that meteorologists use to tell us what the past weather was and what 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

Materials Needed: Weather forecast on ActivBoard Student journals (or paper)

Instruction: Tell the students that today they are going to learn more about these weather instruments and how meteorologists use them by watching a weather newscast 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 (using ActivBoard). Tell them to look for the instruments they use, the order they present the information, and what is the final idea they want to present 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 of precipitation, 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 instrument s we talked about.) 8. Ask the students, What are the instruments he used to 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 comfor table 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 and make 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 of clothes they wear and the outdoor activities that they can do.

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 by Schlessinger Science Library or a clip from local news weather report, if needed, to rethink information. (may need to add a day for this remediation) Outdoor Thermometer, Anemometer Instruction: 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 the atmosphere 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 studies the weather and as one we know as the weather man on the news. Explain the importance for each weather instrument that a meteorologist would use. The anemometer is an instrument that helps the meteorologists read the wind speed of the area. The anemometer rotates at the same speed as the wind and can therefore collect data for the exact wind speed. We can understand wind speed in different categories without using an anemometer as being either calm air, gentle, moderate and strong breezes. Wind can be measured using the Beaufort Wind Scale which is a scale 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 wind direction, and probably the first weather instrument ever used, is called the wind vane or a weather vane. To determine wind direction, a wind vane 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 basic temperature scales: Fahrenheit and Celsius. The Fahrenheit scale is used for household purposes. The Celsius scale, formerly called the centigrade 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 of tiny 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 in a smaller volume since theres a lot of empty space between the air molecules. When compressed, air is placed under high pre ssure which causes 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 has been 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 actual humidity. 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

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? How does 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, as necessary.

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 within groups 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 another object. 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 anything warmer than itself, and contracts when contacting something cooler. Mercury and colored alcohol are usually used as the liquid in thermometers because 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 by placing 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

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 100 degrees 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, Anders Celsius, 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 to understand 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 water rises 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 sunny windowsill, 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 their Weather Logs. All weather logs must be typed in Microsoft Word. Students will answer the following questions in their Weather Log: What does temperature have to do with the weather? Whats the difference between Fahrenheit 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 a rain 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, s leet, 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 rain and snow can cause severe flooding and lots of traffic accidents. Hail can damage crops and cars. Freezing rain and sleet can destroy trees and 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 fall out 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

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 through the 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 has been 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 from one 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 groups depending 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 their Weather Log: How can rain be measured? There are different types of precipitation. Name a minimum 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 their Weather 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.

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 wind vane 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 a weather 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 the direction 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 the wind 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 along with it. West winds generally bring rain, East winds clearing, depending where you are located. North winds mean cold weather, and south winds 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, cut out 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 their Weather Logs. Students will answer the following questions in their Weather Log: How can you describe wind? Can you tell where the wind is blowing to? How?

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. They can 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, and what 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? What are different types of precipitation? What are different types of maps? Why is it important to have different types of maps? Why do we study and interpret 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 and maps 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

2. Show clips or pictures of types of weather that occurs with the different fonts so that students can make personal connections and have a visual to help draw notes. 3. Allow students to finish notes in their lap books and study with a partner their notes for Jeopardy. Review vocabula ry for clarification and 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 given an 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 misconceptions among 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 your town/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 midweek. The weather system created will cause some hazardous weather and will reach Georgia by the weekend. With the unstable air, severe weather system, 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 au dience for what they may 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 accurate weather forecast to your audience. The forecast will include a written script (or teleprompter), a variety of weather maps, current conditions, weekly outlook, and any weather advisories. You will need to be prepared to verbally interpret maps, symbols, vocabulary, and give safety advice to your audience 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 a trustworthy and dedicated report with your audience so that they will turn to your team for information, warnings, and daily forecast. Rubric
4 3 Lacking in 1-2 of the previously mentioned criteria 2 Lacking in 3-4 of the previously mentioned criteria 1 Lacking in all 5 of the previously mentioned criteria

TOTAL

Information in Forecast

Report includes: Current weather conditions,

fronts, weekly outlook, weather advisories, and gives safety advice

Knowledge of Information

Shows a complete understanding of weather systems and all symbols used, and interpreted correctly Vocabulary and graphics were clearly related to the forecast The script is appropriate in length for the target audience and to the point with no errors in grammar, spelling, and/or organization Weather map(s) complete with proper use of symbols, or forecast with icons

Shows some understanding of weather systems and usage of symbols Vocabulary and/or graphic have a direct connection to the forecast

Shows little understanding of weather systems and no accuracy in reading symbols to forecast weather Vocabulary and/or graphics do not directly relate to forecast

Shows absolutely no understanding of weather systems and symbols were incorrect and/or not present No correlation between vocabulary and/or graphics with the forecast

Script

The script is appropriate in length but has a few errors previously mentioned

The script is extremely difficult to read, being either too short or too long with several errors previously mentioned

Incomplete or no script provided

Visual Aid(s)

Weather map(s) with partial or incorrect use of symbols or icons

Weather map(s) shows no use of symbols or icons

No visual aid and/or not very useful or effective to forecast

Used eye Group Presentation contact, didnt read directly Skills from notes, easy to

Lacking in 1-2 of the previously mentioned criteria

Lacking in 3-4 of the previously mentioned criteria

Lacking in all 5 of the previously mentioned criteria or no presentation at all

understand, spoke loudly, didnt fidget

Group Work

The group functioned exceptionally well. All members listened 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 (all members) 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 were typically disregarded by other group members.

Lesson 4) Continue the above described project and have the students complete the self-evaluation/reflection.

Self-Assessment Name: _______________________________

Date:_______________________________

1. How well did you understand the weather unit? Circle One: VERY WELL SOMEWHAT NOT SO WELL 2. How well did you work with your peers when completing the final project? Circle One: VERY WELL SOMEWHAT NOT SO WELL 3. Describe your favorite part of this unit 4. Describe what you do understand 5. Describe your least favorite part of this unit 6. What would you like to learn more about? 7.Describe at least three things that you learned 8. Describe anything you still do not understand 9. 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 their weather logs or research weather in different parts of the world by using the Internet.

Complete post-test (same as pre-test taken prior to beginning the unit) Pre & Post Assessment Name: ____________________________

Date: ________________________________

Define the following terms 1. Thermometer2. rain gauge3. barometer4. wind vane5. temperature6. Precipitation7. Weather8. ClimateFill in the blank 9. 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/False 12. A meteorologist studies meteors? True or False 13. There are only two main types of clouds? True or False 14. We never get new water when it rains it is just recycled? True or False Multiple Choice 15. The air that surrounds our planet is called? a. Bob b. atmosphere c. greenhouse d. stratus 16. 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. 6 18. In which layer of the atmosphere does most weather occur? a. Troposphere b. Stratosphere c. Mesosphere d. Thermosphere 19. A large body of air that has the same temperature and moisture content is called a ________. a. Front b. Hygrometer c. Air mass d. Hurricane 20. The cloud that usually brings heavy rain? a. Cirrus b. Cumulus c. Cumulo-nimbus d. Stratus