The age old question:

Is it possible for man to accurately predict the weather for

a given day?

By: Emily Poorman

Let’s Play Meteorologist!!

• The students will first be split into teams of 3.• I will then go over with them the goal they will be

trying to achieve over the next 3 days.• Each group will be working together as a team of

meteorologists in order to correctly predict the weather for a given day.

Let’s get started!!

• DAY 1– After getting their assignment, they will spend the rest of the day getting

information off the internet.– http://www.wunderground.com/– http://www.kgan.com/wx/index.shtml

• DAY 2– Quickly get any information that has changed over night and then put together a

‘weather report’ that will last 2-3 minutes.

• DAY 3– Present their ‘weather reports’ to the class (I will be videotaping the reports).

Then, wait to see if their prediction is correct.

• DAY 4– Debriefing.

Debriefing

• We will do the debriefing session in the classroom, instead of the computer lab. This way the students will understand that the simulation is over. I will put the chairs into a circle and each student will take a turn discussing their feelings about the simulation. I will have guided questions for them to answer. – How did you feel being a meteorologist?– Was it stressful, frustrating, etc.?– Do you think that you learned more about weather and its

patterns by doing this simulation role?– What do you think could have been different in order to

enhance this experience?

Decision-making & Consequences

• Weather– need I say more…– There are lots of decisions to make when

coming up with a weather forecast. You have to consider humidity, moving air masses, clouds, etc.

– Then, you believe you have the correct prediction and the next day something unexpected moves in and you have to change your whole prediction.

– Consequences: people get upset if the forecast is wrong.

Standards• Ohio Standards

– Earth/Space Science• Benchmark D

– analyze weather and changes that occur

– predict weather using the provided tools

– Technology• Standard 3

– learn operations of technology

• Standard 5– Use Internet, etc. and

apply information to answer questions

• ISTE Standards– Technology 5:

• using technology tools to create products for audiences

– Technology 8: • use technology

resources for problem-solving, self-directed learning, and extended learning activities

Classroom Management & Adaptations

• Classroom Management– First, I will be assigning the

groups by considering their learning styles. This way they will have groups were they can work well together.

– Also, I will be assigning each group member a number. Each day I will tell them which number is going to control the computer. The others who are not controlling the computer will have paper to take notes on.

– I will also be walking around the room observing them work.

• Adaptations– They are working in groups, so

those students who need help will get it through their groups.

– Visual learners will be able to see the weather patterns displayed on the computer screen.

– Auditory learners will hear them discussed within the group setting.

– Kinesthetic learners will get a real life experience through the ‘weather report’ presentations.

Rubric

• Comprehension

• Preparedness

• Collaboration with Peers

• Speaks Clearly

• Props

• Posture and Eye Contact

• Time-Limit