Forecasting the Future: How Weather Works

PURPOSE OF THE LESSON

The purpose of this lesson is for students to better understand how temperature and weather conditions differ across the globe. Students will learn about another geographical location on our planet and will be able to compare how the weather conditions and temperature patterns can vastly differ on any chosen day. This learning ties into the overall unit goals of learning how to summarize and compare weather patterns using both graphic and narrative forms, and students will be able to describe how weather affects their daily life and the choices they make about clothing and transportation.

Essential Idea/Question Driving the Project:

1. How do weather conditions and average temperatures differ across countries in different seasons on the same chosen day? 2. Why does temperature differ across different areas of the globe?

Standard for this Lesson:

(From Maryland State Science Curriculum) Standard 2.0 Earth/Space Science: Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfers of energy) of the environment, Earth, and the universe that occur over time.

Topic for this Lesson:

Topic E: Interaction of the hydrosphere and atmosphere.

Indicator for this Lesson:

Indicator 2: Recognize and describe that each season has different weather conditions. Objective B: Compare average daily temperatures during different seasons.

Lesson Objective:
Students will be able to research a geographical location (their vacation destination) outside of the United States and study its temperature and weather conditions in order to compare them to the conditions of their own geographical location in a comparison chart and summary.

Evidence (Formative Assessment):

Students will compare their destination locations average temperature and weather conditions over a weeks span to their current locations information by producing a comparison chart and writing a brief summary of their findings and how they will prepare for their trip based on those findings.

INSTRUCTIONAL DECISION-MAKING
Knowledge of my Students that Influences Instructional Decisions:

Many students have family members that live outside of the United States, and allowing them to choose to research a country they are interested in can help to bridge connections to their personal life and experiences. Students are still struggling with mastering the skill of summarizing, so we have opted to have students continue to practice and work on this skill by summarizing their findings of weather/temperature conditions in both the United States and another country.

How Instruction Removes Barriers/Builds Student Strengths: Students will have the ability to utilize any previous knowledge they may have about countries outside of the United States to conduct research on a chosen vacation destination. Students are able to utilize websites and technology within this learning experience, which is something many students are familiar with and confident in doing so. Students are able to actively engage in their learning by doing their own research, rather than having to listen to a lecture (this is a student-led activity, which is more engaging for students).

INSTRUCTIONAL PROCEURES
Instructional Materials:
Computer Graphic Organizer (to take notes on their research) Globes/Maps Chart Outline

Technology:
Weather websites (www.weather.com & www.NOAA.gov) The Weather Channel on TV

Management Considerations (Routines and Transitions):

Routines: Computer Use- when using computers in the classroom, students may only visit educational sites, and the teacher must be able to see their screens at all times. Students may share a computer with only one other student (there should never be a group of students huddled over one computer) All resources in the classroom are readily available for students to use in their exploration (this includes all text/reference books, maps, globes, atlases throughout the classroom)

Transitions: When students are moving from one activity to another, there is not to be any talking, as students should be ready to listen for further instructions. As there are only a limited number of computers available in the classroom, students who are seated quietly will be able to move to the computers, and when they are finished with their work

on the computer, they may tap one student on the shoulder who is next in line to use the computers. Students will be dismissed from the rug to return back to their seat only when they are seated quietly. Students will not be permitted to get in line to leave the classroom until their area is entirely cleaned up (following the conclusion of the lesson).

Learning Experience

Event

Procedure/Activity & Questioning Strategies

LAUNCH
(10 minutes)

EXPLORE
(25 minutes)

Imagine (Student Actions): - If you could choose any place in the world to go on a vacation, where would you go? Why? Would it be hot or cold there? Ask Questions within a Classroom Discussion (Teacher Actions): - What does it mean to be hot? What about cold? - How can you tell that something is hot or cold? - What does it mean to you when the weather forecast declares it is 98F outside? What about 28F? - At what time of year would you expect to see these temperatures? - What are some of the characteristics of each of the 4 seasons? Students will work with a partner to research one geographical location that is in a different season than the United States that they would like to visit on their Winter Break (the location is their choice). Students will work together to answer the following questions: - Based on the average weather conditions, what season does it appear your location is in this time of year? - What type of clothing will I wear? - What should I pack for my vacation? Students will share and summarize the information they discovered during their exploration of their chosen destination with two other partner groups. While students are sharing, the teacher may facilitate discussion by asking questions while walking around. (Teacher Actions): - Why do you think it is very warm in one country, but snowing in another? - What types of countries tend to have warmer weather? What about colder weather? At this time, the teacher can present to the class the reasons why certain geographical locations have different weather conditions within the same seasons (ex- certain countries are closer to the equator than others, each countries specific distance from the sun, etc.) Students will compare their chosen countries weather conditions and temperatures with our current conditions using a five-day forecast (weather website) and record the information within a comparison chart. Within the chart, students will write a summary of your key findings and explain the differences that they discovered and felt were most significant.

PRESENT
(20 minutes)

APPLY
(15 minutes)

CLOSURE
(10 minutes)

The lesson will conclude with a classroom discussion facilitated by the teacher. Some of the questions the teacher will ask include: - Where were your destination countries located? What was the average temperature like there? - Why are different countries experiencing different seasons across the globe? - What made you choose the destination country that you picked? What was so desirable about that country? - What was your biggest takeaway from this activity today? This discussion can be used by the teacher as a way for students to self-assess their learning.