Invitation

Standards

Tasks

Interactions

Situations

Assessment

Tools

ABSTRACT:

Weather is a daily curiosity for most students. Can we go on the picnic? Will the snowstorm close school? Do I need my winter coat or can I wear shorts? But when the weather turns “bad” what are the consequences? What makes weather devastating? How is devastating defined?

In this unit students are given the opportunity to work in groups to brainstorm weather phenomena, define devastating, predict which phenomena is the most devastating based on their own definition, create questions that can address the issues then process their research. The creation of a multimedia presentation detailing their findings and conclusions is the culminating project.

During this project students will encounter scientific, economic, ethical, social, and environmental systems that will require them to make difficult choices and decisions. Is a drought or flood more devastating? Is devastating defined by the cost in terms of money, lives, property, or the environment? Are we concerned with the long term or short term effects? There are no “right” answers.

INVITATION: ---------> How can we help students to understand the social, environmental, and economic impact of weather? How is weather a part of the systems of the earth? What makes a weather event devastating? (Big Ideas)

Why does everyone talk about the weather and no one does anything? Could something be done? Can the weather be controlled? Is weather FREE or does it have a cost connected to it? (Entry questions)

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STANDARDS: --------->

Investigation and Experimentation

Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content the other three strands, students should develop their own questions and perform investigations

Science grades 6-8

THEME: 1.2 QUESTIONING - The development of an inquisitive mind and the effective use of questioning techniques furthers the acquisition of information.

Initial information and prior knowledge are used to ask questions.

Questions may be structured so that they can be investigated scientifically.

Data should be examined to find patterns and relationships.

Tables and graphs may be used to interpret the meaning and significance of data.

Information should be related to prior knowledge.

COMMUNICATING -
An essential aspect of science is the act of accurately and effectively conveying oral, written, graphic or electronic information from the preparer to the user.

The sharing and disseminating of results should be done in a clear and concise manner.

Computer Technology Standards
The student will use a variety of technologies to improve classroom learning, increase productivity, and support creativity.

The student will use technology as a tool to conduct and evaluate research and to communicate effectively information and ideas.

The student will use technology resources to develop problem solving strategies, improve decision-making, and support real world applications.

Content Standard: The student will use, read, and view media/technology and analyze content and concepts accurately. Students will exhibit a knowledge of history, identifying and describing major events, people, and trends.

Speaking and Listening: Grades 6-8

Content Standard: The student will express ideas clearly and effectively in a variety of oral contexts and apply active listening skills in the analysis and evaluation of spoken ideas.

Social Studies: Students will exhibit a knowledge of history, identifying and describing major events, people, and trends.

Language Arts - Reading/variety of texts. The student reads widely for different purposes in varied sources. Students deliver well-organized formal presentations.

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TASKS: --------->

I. Plan

1. Brainstorm a list of weather events
2. Share with other groups
   
3. Define devastating
   
4. Select two or three weather events that are devastating
   
5. Predict which is the MOST devastating
   
6. Write three questions that need to be answered to determine which is truly the most devastating weather phenomena.
   
   

II. Gather

1. Research to find the answers to the questions
   
   1. Collect pictures and information in a folder addressing the questions

   Start your gathering here!

    

III. Build

1. Construct a presentation.
   
   

IV. Present

1. Students will present their projects. Particular attention will be focused on each student's knowledge of their weather events. Student groups should make sure that their presentations address the questions they initially raised and researched.

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INTERACTIONS: ---------> Teacher will introduce the topic of the weather. Students will be divided into groups of two or three. Students will individually research a weather event, then compare their information, and come to a group consensus. The teacher will continually monitor and guide student work.

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SITUATIONS: ---------> Students will work in the classroom, media center or at home to do their research. The unit will take two weeks, 50 minutes per day; 3 periods for research, 4 periods for construction, and 3 class periods for project presentations and discussions.

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ASSESSMENT: --------->
The teacher will ask questions and informally monitor group progress throughout the unit.
A class students and teacher together may create rubric for the slide show
The presentation should include:

1. Title Slide
2. The original questions
   
3. Two slides with pictures and text about each weather phenomena
   
4. Conclusion slide....which is most devastating?
   
5. About the Authors
   
6. Bibliography
   

1. An individual and group assessment will be included.
   

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1. TOOLS: ---------> Computer, Internet, atlases, resource books, digital camera, scanner, word processor, presentation software, text books, chart paper and markers.

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