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An Involvement Activity forTeaching Weather and Climatein the Upper ElementaryGradesMaryhelen VaughanPublished online: 25 Sep 2007.

To cite this article: Maryhelen Vaughan (1974) An Involvement Activity for TeachingWeather and Climate in the Upper Elementary Grades, Journal of Geography, 73:1,49-52, DOI: 10.1080/00221347408980825

To link to this article: http://dx.doi.org/10.1080/00221347408980825

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graphic study which they can relate to their local environment.

Sample Study

Urbanization In America

Introduction:

The following contacts were made with operators in several areas of the U.S.A. One main idea emerged from the conversations. Many people in the US . are dissatisfied with cities and are leaving the urban areas! Statistically, the situation is reversed, cities are be- coming larger and larger.

However, the question arises, what would the average person do if he had a free choice, equal job opportunities and living costs? This is the question we asked our contacts in North Caro- lina, Connecticut, Pennsylvania, New York. Florida and Arizona. . . . .

Case Study: - “Russ”

Since we were interested in urban change, our contact with Russ was a fortunate one. He is a real estate sales- man near Stamford, Connecticut. Stam- ford, is a “bedroom” community for New York City. He could tell by prop- erty values and trends in house buying that more and more people are moving out into the suburban and exurban areas.

Many people commute by train to the city because of the congested roads and expensive parking. He felt that

there were many advantages living near the city. Sports, cultural events, the- atre, restaurants, hospitals and uni- versities were some of the reasons why people visited the city. The main rea- son, of course, was for jobs. High pay- ing, diversified employment is much easier to find in a large city. I n some cases it is the only place where a par- ticular job may be found! He liked the balance of being nearby, without the disadvantages of being downtown.

General

Almost every person contacted felt that urbanization in America was un- dergoing a very difficult time. The fu- ture of the city will depend on the way in which society handles the problems of pollution, congestion, crime and ur- ban poverty and blight. Canadian cities may be heading in the same direction.

Students evaluate Project Short

-This was valuable because the ham operators knew so much about their local areas. (Sandy)

- Surprised how similar the urban development was compared to Toronto. (Wendy)

- R w s pointed out some of the social and economic advantages of living near a large city such as New York. (Nadia)

-We enjoyed the personal com- munication with the operators in the U.S. They told us about their homes and towns. (Pam)

Wave with the following comments.

AN INVOLVEMENT ACTIVITY FOR TEACHING WEATHER AND CLIMATE IN THE UPPER ELEMENTARY GRADES

Maryhelen Vaughan

Classroom atmosphere is a crucial factor in classroom effectiveness. While hostility, distrust, and resentment hin- der the educational process, mutual co-

operation, sharing, respect, and ques- tioning between teacher and pupil ac- celerate learning and create a positive and healthy atmosphere.

JANUARY, 1974 49

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This lesson involves two basic geo- graphical concepts presented in a man- ner in which teacher knowledge and student involvement are of equal im- portance. Exposition and discovery are the instructional modes. Though not simple to initiate, this approach and its classroom implications generate satis- faction for both student and teacher. The activity is intended for the upper elementary grades.

Behavioral Objectives

Each student will be able to: distinguish between the concepts of weather and climate on a quiz with an accuracy of 90%.

report, either orally or in written form, on a selected activity con- cerning weather or climate in an informative and interesting man- ner. explain, either orally or in writ- ten form, one's personal opinions on a selected activity in an orga- nized and logical manner.

Procedure

Phase One introduces the concepts of weather and climate in a lecture/ discussion manner. Each individual teacher has a particular style, but each instructor should concur on these points:

distinctly define each term, seek to foresee, discover, and then correct any class misunder- standings from the beginning of the lesson, encourage and receive a general discussion and questioning from the class to establish a firm base. For example, the time aspect in- volved in these two concepts is one point that requires special qttention in order to be clearly understood.

When the discussion is completed to the satisfaction of the teacher and stu-

dents, a simple quiz on distinguishing between the concepts is given. This quiz provides both a success experience for the students and formative feedback for the teacher.

Sample Test Questions and Answers

Tornadoes are dangerous storms and are costly to people who are in them. WEATHER

The high humidity today is one reason we are so hot and uncomfort- able. WEATHER

Desert areas have temperatures in the extremes and very little rain. CLI- MATE

This sudden thunderstorm has spoiled our picnic. WEATHER

Florida rarely has snowstorms in the winter. CLIMATE

Houses built on stilts are suited to areas having great amounts of rainfall. CLIMATE

The current temperature is 50". WEATHER

We have hot summers in Oklahoma. CLIMATE

This is based over a long period of time. CLIMATE

We can predict this for tomorrow.

We have an average of 22" of rain- WEATHER

fall each year. CLIMATE

Phase Two of the lesson requires student involvement. It is a discovery and creative experience where students can pursue any aspect of the two con- cepts. Practically, the only restriction is that the students report on their individual progress and express opin- ions of their work. Creative presenta- tions, such as class presentations by the students, bulletin board displays, games, and others, provide excellent means for widening the scope of the assignment. The teacher provides mate-

50 THE JOURNAL OF GEOGRAPHY

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rials for the class but should encourage the students to explore their own ideas. Activity topics need to be kept flexible so the students can follow any personal interest they may have.

Sample Activities:

One Week of Weather.

This is an accumulation of a week of simple newspaper daily weather maps, forecasts, and the actual weather. The students can follow weather changes over a period of a week and compare accuracy in weather predic- tion.

Rhymes and the Weather.

This activity explores the validity behind weather rhymes in folklore. Ex- amples are: When the dew is on the grass, rain will never come to pass, and, Rainbow at night, is one sailor’s de- light; Rainbow a t morning, sailor’s take warning. An excellent source for this activity is Volume 4, World and Space,. of Childcraft: The How and Why Library, Field Enterprises Educational Corporation, Chicago, 1973.

You Be The Weatherman.

Using a felt board map of the Uni- ted States and felt weather accessories (i.e., snowflakes, raindrops, front lines, air flow arrow), students can develop weather patterns and present the weather report to the class.

Films.

Class movies about weather and climate are available for use in the schools. Students could do further re- search on such films and present their findings to the class. What and how many films the class can see depends upon the availability of both films and money for rental fees.

Weather Maps.

Students can examine the United States weather maps that appear in the newspaper and “decode” them, using the legend and the description. Official weather data, available from most tele- vision weathermen, in this activity.

Tape the Weather

A student can

can also be used

Report.

taDe the weather report on TV or radio and then ex- amine an aspect of the report, “decod- ing” it from weather jargon into every- day terms. To a fifth grader “a lot of cold air a t the North Pole” can be more meaningful than “an arctic cold front.”

Climates Around the World.

Through pictures the students can examine different climates in different parts of the world. This is a very broad topic and can include many students. Climatic extremes such as Siberia and the Brazilian rainforest are especially effective for demonstrating climatic in- fluence on lifestyles, culture, and liveli- hood.

Climates In the United States.

By using a climate map of the United States, pupils can examine the various climates in the country. Stu- dents can explain their personal knowl- edge and experience they may have had traveling in the U.S., comparing deserts, mountain climates, seashores, and the interior plains.

The final task phase is for the stu- dents to present evidence of their study. This is to be done in written reports, in oral presentations, in a class- room display, or in any manner that the student chooses. Students will also express their opinions about their activities and, thus, fulfill the be- havioral objectives.

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Classroom I m pl ications Besides being a means to teach the

concepts of weather and climate, this activity contains important ends in general classroom instructional prin- ciples. The lesson relies heavily upon both teacher and student, and so to be successful, requires the appropriate class atmosphere or can not be fully utilized. It is worthwhile to note this basic approach is easily adaptable to other lessons in geography and other subjects.

Upon completion of this lesson, stu- dents should have a clear distinction between weather and climate and, thus, have an understanding of the terms for any future study in geography or science. By selecting, organizing, and reporting on their individual activities, they receive experience in self-discipline and responsibility. In conclusion, the activity involves learning basic geo- graphical facts, but it reaches beyond to include the abstract element of under- standing via active learner involvement.

Attention TGT Contributors

All contributions aimed at the elementary level should follow the form outlined in “Suggestions to Contributors” in the front of The Journal, with t h e exception of the abstract, which is not required in this section.

Material for TGT should not be mailed to The Journal Editor at t h e University of Miami, but should go directly to

Dr. Joseph P. Stoltman Department of Geography Western Michigan University Kalamazoo, Michigan 49001

52 THE JOURNAL OF GEOGRAPHY

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