What’s the Weather?
Lorin Pontelandolfo
Tools for Visualizing Information
Final Project
Target Audience
• Woodrow Wilson
Middle School
• 7th grade
• 99 students (between
4 classes)
• General Education,
Basic Skills,
Accelerated
Goals and Objectives
• Goals: Students will be
able to build working
models of instruments in
order to collect, organize
and analyze data.
• Objective:
– Working individually,
students will complete
lessons in Google site
(temperature and air
pressure)
– Working collaboratively,
students will build working
weather instruments,
collect and analyze data
and create charts and
graphs
Timeline
• Project will take place over a 3 week period
• Most work will be completed at home
• In class instruction will encompass the following:
–
–
–
–
Explanation of unit/project (Day 1 -55 minutes)
Check on progress and questions (10 minutes daily)
Instrument check (Day 3 -15 minutes)
Lesson on how to use excel to make data table and
graphs (Day 12 -55 minutes)
NJCCS Standards
• 5.4.6.F.1 Explain the interrelationships between daily
temperature, air pressure, and relative humidity data.
• 5.4.8.F.1 Determine the origin of local weather by
exploring national and international weather maps
• 5.1.8.B.1 Design investigations and use scientific
instrumentation to collect, analyze, and evaluate
evidence as part of building and revising models and
explanations
• 5.1.8.B.2 Gather, evaluate, and represent evidence
using scientific tools, technologies, and computational
strategies.
• 5.1.8.B.3 Use qualitative and quantitative evidence to
develop evidence-based arguments.
Assessment
You must write a 5 paragraph essay. Please follow this format:
•
Paragraph 1- An introduction to your project
•
Paragraph 2- A summary for how each weather instrument works.
Include what YOU used to build it and how you collected data
from it.
•
Paragraph 3- A summary of the data you collected. What were
the hottest temperatures? When were they? When was there the
most rainfall? When was air pressure the highest? Lowest? Etc.
•
Paragraph 4- Write an analysis of any patterns you found in your
data. Is there a relationship between air pressure and rainfall?
Between air pressure and temperature? Use YOUR data to
support your answer.
•
Paragraph 5- A conclusion to your project- what did you like or
dislike about the project. Was there anything that worked
particularly well or not well at all?
Rubric
Part 1: The Weather Station
Part 2: Data Table
Part 3: Graphs
Part 4: Analysis/five paragraphs
Neatness & Creativity
TOTAL:
_____/20
_____/20
_____/20
_____/25 (5 points each)
_____/15
_____/100
Sample Data Table and Graph
Blooms Taxonomy
• In this unit, students start with
using the Google site to build
up their knowledge of how to
read a thermometer and how
air pressure affects weather.
There are various check points
along the way to test
comprehension. Students then
move to the project where they
apply what they have learned
by making instruments,
collecting data and analyzing
the data to draw conclusions.
Finally, students must make a
weather prediction and justify
their prediction.
Pedagogy Piece
Gregorc’s Learning Styles
•
•
•
•
Concrete Random- These learners like to
experiment. This learner will enjoy making
the instruments and collecting the data each
day.
Concrete Sequential- These learners do well
with things they can touch, see, hear, taste
and smell. This learner will love being
outside to collect the data and picking up the
instruments to gather data.
Abstract Sequential- These learners like key
points and details. They will enjoy making
the tables and graphs as well as analyzing
the data.
Abstract Random- These learners like to
reflect and do well in unstructured, people
oriented situations. This learner will like
going outside on their own schedule to
collect the data. They will also like to figure
out how the data supports what they have
learned in class.
Cerebral Lobes
• Temporal Lobes- Deals with sound, speech and object
recognition (Sousa, 17) Examples include: being outside for
data collection watching the videos for instruction.
• Frontal Lobes- This is where higher-order thinking occurs
and problem solving. Also this regulates the brain’s
emotional system (Sousa, 17). Examples include:
Analyzing the data once in tables and graphs, putting
together the instruments.
• Occipital Lobes- Deals mostly with visual processing
(Sousa, 17). Examples include: reading the weather
instruments, watching the videos for instructions.
• Parietal Lobes-Deals with spatial orientation, calculation and
reasoning (Sousa, 17) Examples include: making the excel
spreadsheet, analyzing the data.
Teaching Strategies
Sensory Input
• Visual- watching videos, investigating
Google site
• Auditory- listening to video, teacher’s
instructions, student input, outside sounds
• Touch- building instruments, reading
instruments
Citations and Resouces
•
•
•
•
•
•
•
•
•
•
•
Buckley, D., Miller, Z., Padilla, M. J., Thornton, K., & Wysession, M. E. (2001).
Interactive science:water and atmosphere. Upper Saddle
River, NJ:
Pearson Education, Inc. Retrieved from
https://www.pearsonsuccessnet.com/snpapp/iText/getTeacherHomepage.do
Image of sun and clouds taken from:
https://ifttt.com/weather
Image of sun and rain cloud taken from:
http://redbus2us.com/why-people-in-usa-check-weather-every-day-ormultiple-times-a-day/
Image of weather recipe card taken from:
http://eo.ucar.edu/webweather/basic5.html
Sousa, D. (2005). How the brain learns. a classroom teacher's guide. (2 ed.).
Thousand Oaks, CA: Corwin Press, Inc.
Gregoric image taken from Paei.wikidot.com
Cerbral Lobes image taken from Morphonix.com
Blooms Taxonomy image taken from http://www.learnnc.org/lp/pages/4719
Download

What`s-the-Weather-Tools-Vis-final