Teacher Plan

In this activity, students will work in groups (recommend 3 students per group) to present weather data on three locations (local, distant, and hazard area). They will use Google earth to collect images of these three locations. Students will also have a chance to describe their graphical displays of data, created in activity one. They will obtain and combine information to describe climates in different regions of the world. They will also be expected to use the their content knowledge and research to make logical predictions of future expected weather. * Please note this activity is directly related to Activity 1

How does weather impact our lives? Can we use patterns to make predictions? How do developments in science and technology affect our lives and

where we live?

Climate:

Region Season Temperature

Precipitation

Weather

Wind Hurricane

Atmosphere

Flood

Blizzard Thunderstorm

Tornado Wind Hazards

Focus Standards: Science (CCSS ELA & MATH Connections also addressed below)

3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.]3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.Science & Engineering Practices Disciplinary Core Ideas Crosscutting ConceptsAnalyzing and Interpreting DataAnalyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

• Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that

ESS2.D: Weather and Climate• Scientists record patterns of

the weather across different times and areas so that they can make predictions about what kind of weather might happen next. (3-ESS2-1)

• Climate describes a range of an area's typical weather

Patterns• Patterns of change can be

used to make predictions. (3-ESS2-1), (3-ESS2-2)

Activity 2 Reporting the Weather

indicate relationships. (3-ESS2-1)

Obtaining, Evaluating, and Communicating InformationObtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.

• Obtain and combine information from books and other reliable media to explain phenomena. (3-ESS2-2)

conditions and the extent to which those conditions vary over years. (3-ESS2-2)

Common Core State Standards Connections:ELA/Literacy —RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-ESS2-2), (3-ESS3-1)RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. (3-ESS2-2)W. 3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-ESS2-2)Mathematics —MP.2 Reason abstractly and quantitatively. (3-ESS2-1), (3-ESS2-2)MP.4 Model with mathematics. (3-ESS2-1), (3-ESS2-2)MP.5 Use appropriate tools strategically. (3-ESS2-1)3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (3-ESS2-1)3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in bar graphs. (3-ESS2-1)

CCSS-Speaking & Listening Connections

SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

SL.3.1.A-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

o SL.3.1.B-Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

o SL.3.1.C-Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

o SL.3.1.D-Explain their own ideas and understanding in light of the discussion.o SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and

relevant, descriptive details, speaking clearly at an understandable pace.o SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide

requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)

Social Studies Connection

3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.

o Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes).

Student Directions- Reporting the WeatherWeather Report Planning formWeather Report Script templateAppropriate technologies and tools: Desktop computer/iPad Google Drive Google Earth Internet for collecting research/resources

o http://www.weather.com/video/san-diegos-60-second- forecast-718With your group, choose your three locations to study

o http://abc7chicago.com/weather/abc7-first-alert-weather- forecast/110063/

o http://www.kcci.com/weather/video o http://www.weatherwizkids.com/weather-forecasting.htm o http://www.air-n-water.com/weather-forcasting-for-kids.htm o http://www.ducksters.com/science/earth_science/

weather_forecasting.php IMovie/keynote

Students will explore and discover what it takes to become a meteorologist. For this step students will need to watch weather forecast 3 weather forecast videos (links provided in materials). As students watch these videos they should be recording notes on the what’s in a forecast? (students take notes on what important components help make up a forecast)

Students will work together Weather Report Planning (shared through Google Classroom as an assignment and completed using Google Drive) to plan how they will conduct their weather report relating to temperature in Fahrenheit (high and low), wind direction, and perception (in percent) for the three locations of study. They will need to include their graphical data charts from Activity 1 (make sure to take photos of each graph and upload them into Google Drive), Pictures from Google Earth, Weather Maps and a forecast. Together they will decide student roles and start gathering their needed

information for the completion of their Weather Report. Once they have gathers all of their required components they will work with their group to create a script for the Weather Report.

1. Students will need to access Google Earth through a Desktop computer

2. Make sure that the Weather layer is on3. Focus on the required areas: Local, Different

Climate Zone, Possible Weather Related Hazard

4. Collect zoomed out map and weather images of all three locations

5. Make sure to upload all photos to Google Drive

Need additional Google Earth Help: https://support.google.com/earth/answer/181050?hl=en

1. Open Google Drive on the iPada. Find students’ photob. Save to camera roll

2. Open Educreations a. Import photo b. Add required Datac. Screen shot so image can be added to Weather

Reportd. Repeat two more times for other locations

(Should have completed 3 maps when finished)

1. Have students work together to access the Weather Report Script template .

2. Students need to share the template with each member of their group3. All group member should complete the script collaboratively and

decide who will be speaking at each section

How To Video-Collecting Google Earth photos

How To Video-Creating Weather Maps

Once students have prepared all needed components, they will be building their weather report in iMovie. They must produce a weather report mimicking their research and include all of the necessary requirements. They may wish to use Keynote/Educreations to help them create a layered effect on their photos (such as a map with a chart on top). All students should have a part in the video creation process. (Please see student instructions for details).

Once students have completed their Weather Reports, they need to reflect on their experience. They should take part in a class discussion (using Google Classroom). After students make an initial post discussing what they learned or gained from this experience they should also watch at least one other groups report and write them as a response.