Integrated Unit Plan
The Wonders of Weather
Sarah Lively EDT 3600 November 19, 2002
Explore and learn about the many aspects of weather.
“Franklin’s Forecast” www.fi.edu/weather
Third grade thru fifth grade.
Throughout this unit the students will be integrating a variety of subjects into their studies. The main topic of weather is science based, however, the students’ will be looking at many numbers, calculating and predicting averages. They will be collecting, recording and analyzing data. They will be exploring weather through out the world and comparing other areas to their own homeland. Students will be viewing many maps, local and global. They take a look at technology such as radar detection and learn to read the images. Students will be making their own weather detecting equipment, and eventually writing and presenting their own weather forecast based on the patterns of weather. The students will be using science, math, history, geography, reading, writing, and visual art skills to complete this unit.
Science: Science: 1.0 - Students understand process of scientific investigation and design, conduct, communicate about and evaluate such investigations. 5.0 - Students understand interrelationships among science, technology and human activity and how they affect the world. Geography: Geography: 1.0 – Students define basic geographic vocabulary such as concepts of location, direction, distance, scale, movement, and region using appropriate words and diagrams. 1.1 – Students will locate places on their own using maps and other geographic tools. 2.0 – Students will identify major geographic features. 3.0 – Students will read and interpret information from photographs, maps, models, and computer programs. Reading and Writing: 1.0 – Students will read and understand a variety of material. 2.0 – Students write and speak for a variety of purposes and audiences.
Lively 5.0 – Students read to locate, select and make use of relevant information from a variety of media, references and technological services. Math: Math:
2.0 – Students use algebraic methods to explore, model, and describe patterns and functions involving numbers, shapes, data and graphs in problem-solving situations and communicate the reasoning used in solving these problems. 3.0 – Students use data collection and analysis statistics and probability in problem-solving situations and communicate the reasoning used in solving these problems. 5.0 – Students use a variety of tools and techniques to measure, apply the results in problem-solving situations and communicate the reasoning used in solving these problems. History: History: 2.0 – Students know how to use the process and resources of historical inquiry. 2.1 – Students know how to formulate questions and hypotheses regarding what happened in the past and obtain and analyze historical data to answer the questions and test the hypotheses. 4.0 – Students understand how science technology and economic activity have developed, changed and affected societies throughout history. Arts: Visual Arts: 1.0 – Students recognize and use the visual arts as a form of communication. 2.0 – Students know and apply elements of art, principles of design and sensory and expressive features of visual art. 2.0 – Students know and apply visual arts materials, tools, techniques, and processes.
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By the end of this unit, the students will:
Understand the scientific concepts behind weather Know and understand the different kinds of storms and how they form Know how weather instruments work and know how to collect, read, record and analyze the data derived from the instruments Understand weather patterns throughout the world Know how to read Doppler radar and be able to explain how technological advances have helped us detect and predict weather. Gain an understanding on how weather effects indirectly and how patterns of weather effect the world Know all the components of a weather forecast and be able to put all the parts together to create their own
Understanding weather, its components, patterns, and changes, is important for everyday life. It affects what we eat, what we wear, the activities we participate in, and many more everyday activities. It is very important that we have a basic understanding of how weather works and how it affects us. This unit will give students a better understanding of that. This science-based unit would be presented after the students have studied the seasons and the water cycle. Although this is part of the science curriculum, the students need to already have a good understanding of measuring and math operations. This is a good time to talk about averages and how to calculate them during math lessons. After this unit on weather, I could move right into what happens to the water on land, and gear my instruction towards the water on earth.
This unit on weather will take six fifty-minute class blocks to complete. In the first class, the teacher will introduce the concept of weather. The students will watch a brief clip of a weather forecast, and then a class discussion will take place. After the discussion about basic concepts of weather, the students will be introduced to Franklin’s Forecast, and they will make their weather instruments. In order for the students to get aquainted with Franklin’s Forecast, a worksheet has been made using Word that contains questions regaurding the concepts with in the topic of weather. These questions require the students to look around and navigate through Franklin’s Forecast. They also require the students to think deep and use the knowledge they acquired to make predictions. Each day the students will read the measurements from the instruments they made and record the data into a loaded Excel where they will then calculate averages and make predictions based on those averages. The next class the students’ will be storm chasers in their groups and going to the WebQuest section to look at storm formation. Here they will learn about storm formation and the components necessary to create a powerful storm. The students will need to research weather from somewhere else, find patterns, averages, maps, etc. A made up database using Access had already been created in order for the student to find steady weather patterns based on different regions of the United States. They will use this information, researched information and collected data in order to create a Power Point presentation in the form of a weather forecast. On the fifth day, the students will get together with their groups and they will create visuals for their presentations and organize their forecast. They will be printing off Doppler from Franklin’s Forecast, calculating averages and discussing the presentation. On the sixth and final day, the students will be giving their presentations.
Lively In summary the days would look something like this: Day 1: Introduction to weather and Franklin’s Forecast. Watch a weather forecast and discuss. Students make weather instruments and input data every day into an Excel Spreadsheet. Day 2: Students’ will go to Web Quest and learn about the formation of different kinds of severe weather.
Day 3: The students will learn about Doppler and how it help to forecast the weather. We will also be discussing the effectiveness of technology and the prediction of weather. Students will get a chance to read a Doppler Image. Day 4: Students will analyze patterns of weather through out different regions of the United States and make predictions on their own. Day 5: Students will be getting presentations together, printing off the Doppler image, create visuals, do final calculations and organize for the forecast presentation. Day 6: Forecasts from around the world are given.
For weather instruments: # Beakers # Ruler # Tape # Water # Wood # Hammer # Nails # Glue # Scissors # Piece of plastic # Dowel # Metal washer # Clear tubing # Pie plate
Lively For technological purposes: # Television # VCR # 6 computer stations # 1 computer connected to an overhead # Printer