Weather Patterns and the Instruments used to Measure

Weather Patterns and the Instruments used to Measure Weather By: Katrina Cimato May 12 th 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 • • • Learning Standard: 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 – between 1 -3 hours • Implementations – Four 45 minutes Science blocks • Assessment – Final Unit Test • • 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 • • • 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 • • 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 Hurricane: • Strong Winds Both: • Both Dangerous • Very strong Tornado: • Great Damage • Stay away

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!