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Copy of Global Patterns Influence Weather

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by

Candace Adams

on 15 July 2015

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Transcript of Copy of Global Patterns Influence Weather

Weather-How Global Patterns
Influence Weather
Duration of the Unit:
6 weeks
Projects:
Individual and Group
Resources Used:
Computers, Internet, Books, Newspapers and Videos
Unit Details
What standards will be addressed in this unit?
District of Columbia Standard 5-Earth Science
Students will be introduced to Earth Science: Students should be able to explain how global patterns such as the jet stream and ocean currents, influence local weather and climate in ways that can be measured in terms of temperature, pressure, wind direction and speed, and amounts of precipitation.
Common Core Standard for Speaking and Listening
SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes: speak clearly at an understandable pace.
Common Core Standard for Writing
•W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Essential Questions
District of Columbia Standard 5-Earth Science
Common Core Standard for Speaking and Listening
Common Core Standard for Writing
How are the effects of weather felt?
How can we predict weather patterns?
Can people really be prepared for a natural disaster before it happens?
How does a natural disaster in one part of the US affect other parts of the US?
Activities Within the Unit
Science Experiments
Research
Videos
Diagnostic Assessment
(Ungraded Quiz)
But first...
What experiences with
weather have you had?
Family Weather Survey-Part 2
* Surveys should be returned to school the following day so students can calculate the data!
Group Project
Students will get into 4 groups according to what they are most interested in: temperature, pressure, wind and speed, or precipitation.
Group Rubric
Students will work together to fill in the rubric.
Natural Disaster Strikes
Performance Assessment
Using the information you gathered in your group each student will create a Natural Disaster Strikes Project.
Students will have a choice between:
Power Point Presentation
Video Presentation (Video Pod Cast)
All students will be required to have a written component to the project that includes enough information to
1) inform,
2) persuade,
3) give guidance on how to be prepared for a natural disaster
Who is the audience for the
Natural Disaster Strikes Presentation?
Parents
Classmates
a Meteorologist
AND...
the Governor!
Yes! That is correct!
Your presentations will be presented to the Governor so he can
can learn more about how communities in ours State can be better prepared for a natural disaster.
How will you be graded and who will grade you?
Parents
Classmates
Teacher
You (self-assess)
Lastly, a Paper and Pencil Assessment
What will you understand
at the end of this unit?
1.The effects of weather on one side of the US can be felt other places in the US
2.Weather and climate can be seen in different ways.
What will you know at
the end of this unit?
1.What a jet stream and ocean current are and how they influence weather and climate.
2.The difference between temperature, pressure, wind direction and speed, and precipitation.
3.What a natural disaster is and the signs to look for to be better prepared for it.
Let's get started!
Full transcript