Weather Patterns and the
Instruments used to Measure
Weather
By: Katrina Cimato
May 12th 2011
EDU 327
Focus Question
How could I include literature within this
learning experience?
School Information
• Alexander Hamilton Elementary School
– Kenton School District
Participating Class
• Third Grade General Education Classroom
– Cooperating Teacher: Cindy Morath
– Students:
• 22 students; 11 girls and 11 boys
–3 students with an IEP
–1 with an in class aid; Miss Dawn
New York State Standards
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Learning Standard: MST
MST Standard: Science
Content Standard: Content (4)
Area of Study: Physical Setting
Key Idea: (2) Many of the phenomena that we
observe on Earth involve interactions among
components of air, water and land.
• Performance Indicator: (2.1) Describe the
relationship among air, water and land on Earth
Time Required
• Planning
– between1-3 hours
• Implementations
– Four 45 minutes Science blocks
• Assessment
– Final Unit Test
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11 M.C questions
1 short answer
Compare and Contrast chart
Matching
Objectives
1.0 – With assistance from the teacher the
learner will be able to orally state the
different types of weather instruments
with 95% accuracy.
2.0 - With assistance from peers and
teacher, the learner will be able to describe
the different characteristics of a hurricane
vs. tornado with 95% accuracy.
Essential Question
• What are the characteristics of storms and
the dangers of each type?
• Hurricane
• Tornado
• Blizzard
Enduring Understanding
• Different types of storms have different
characteristics and dangers
Guided Questions
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What is weather?
What does a barometer measure?
What does a hygrometer measure?
What does a rain gauge measure?
What is the atmosphere?
What is a blizzard?
What is a hurricane?
What is a tornado?
What is an anemometer?
What is a wind vane?
Day 1
• Diagnostic Assessment
– Pretest was given to the students
• 11 M.C questions
• Went over vocabulary words
Day 1 Continued
• Read pages 5-8 in text book on different
types of weather instruments
– Highlighted important facts
• Watched 6 short clips on the Weather
Instruments we read about
• Did a matching worksheet as a class
Day 2
• Reviewed the different weather
instruments (hygrometer, barometer,
anemometer, wind vane, rain gauge)
• Read pages 9-15 in textbook
– Highlight important facts
• Students are placed into groups to fill out
part of a compare and contrast chart
• After class comes back together to fill it all out
Day 3
• As a class we reviewed:
– Weather instruments
– Storms
• Played a matching review game in groups
of three-four
Day 4
• Summative Assessment
– The students were given their unit test
on Weather
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11 M.C questions (pretest material)
1 short answer
Compare and Contrast Chart
Matching
Assessments
• Diagnostic
– 11 M.C questions
• Formative
– Working well with others and as a whole class
– Filling out their study worksheets
• Compare and Contrast Chart and Matching
• Summative
– Unit Test
Multiple Choice Data
Summative Data
•Distinguished Students – 100%-86%
•Proficient Students – 82%-73%
•Developing Students – 68% or below
Summative Data Continued
Developing Student Compare
and Contrast
Developing Students Matching
Developing Students Grade
1
3
Proficient Student Compare and
Contrast Chart
Hurricane:
•Dangerous
•Starts over warm ocean
•Destroys everything its path
•Very high wind speed
•Caues great damge
Both:
•Dangerous
•Causes great damge
•Very high wind speed
Tornado:
•Quickly forms
•Causes great damage
•Very high winds
•Starts when there are very strong winds
•Destroys a lot
Proficient Student Matching
Proficient Student Grade
2
4
Distinguished Student Compare
and Contrast Chart
Hurricane:
•Dangeruse
•Causes great damage
•Forms over a warm ocean
•Strong winds
Both:
•Dangeruse
•Causes great dameag
•Strong winds
Tornado:
•Dangeruse
•Smaller than a hurricane
•Causes great dameag
•Sinning column of air that touches the ground
•Strong winds
Distinguished Student Matching
Distinguished Students Grade
3
6
Modifications: Instructional
Specific
Modifications
Instructional Repetition of
vocabulary
words along
with sentences
that need to be
highlighted/are
important
Rationale
Benefits
Students will
receive extra
exposure to the
new vocabulary
words and
given
directions.
The students
will be able to
use the
vocabulary
words
throughout their
science lessons
and learn the
importance of
highlighting
important facts.
Reflection
Thank you to Catherine, Shannon, Amanda,
and Rebecca who participated in the peer
review for this learning experience. Thank
you for all the suggestions especially the
advice on bring in different storm sounds.
And Thank you to Dr. Arnold for his advice
and comments throughout the entire
semester working on this L.E!