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Students take weather readings using simple weather instruments and predict the weather in this lesson. They take readings for a month during a season and chart it. With the information, they can graph what is happening with each instrument each day and use the data to show patterns the storms follow for that particular season.
Meteorologists gather information each day about the weather using their weather instruments. They have been gathering this information for decades. With all this data they gathered they look for patterns. When they notice a certain pattern for any given day, they can predict the weather. Many years ago before there were satellites, Doppler Radar and specialized weather instruments they would just use a barometer, thermometer, weather vane, anemometer, hygrometer, and rain gauge to predict the weather. When they saw the barometer at a certain pressure, the temperature at a certain level, and the wind blowing at a certain speed and a certain direction they could generally predict what the weather was going to be like the next day. Now with the all their special weather instruments added to these other tools they can predict the weather pretty well.
Just like meteorologists of old, students can take the weather readings using the simple weather instruments and be able to predict the weather. To do this they must take these reading for a month during a season and chart it. With the information, they can graph what is happening with each instrument each day. As storms are coming in and going out, the written data shows certain patterns the storms follow for that particular season. When they graph each instrument each day they can see what happens to each instrument as a storm comes in and when it leaves. It is also fun to compare the graphs of the instruments to each other each day. The more they do it the more they will see the patterns of the storms. It is recommended that students do a month of instrument reading for each season so they can know the patterns of each season.
1. Use science process and thinking skills.
4. Communicate effectively using science language and reasoning.
Invitation to Learn
Put the students desks in groups or six. Hand out some pattern blocks to each student. Give them a couple of minutes for each to make something that shows a somewhat complicated pattern. Have them make it so the pattern is recognizable and can be added upon. It can be in any shape or design he/she desires. Have each student show his/her pattern to the group. Have the group discuss the patterns they see in each one to see if they can add more pattern blocks to continue the pattern. Discuss as a whole class how we are able to know which types of blocks should be placed next to complete the pattern. Ask the class where we might see patterns each day. Ask where we might rely on patterns. Tell the class that we are going to talk about patterns of the weather. We rely on these patterns so the weather can be predicted.
Summer Storm Pattern
Sudden gusts of wind50-60 mphDark clouds
Bursts of rain
Strong rain continues
Winter Storm Pattern
Wind gets stronger
No sign of rain clouds-just cirrus
Stratus clouds on horizon
Wind blowing hard
Temperature warms from south winds
Stratus clouds dark and close
Snow begins to fall silently
Wind dies down
Very quiet as snow falls
Music to use: sound clips of Vivaldi's Four Seasons
Suggest Summer-presto, mvt 2 for the summer storm
Thunder and Lightning, by Decca Records PolyGram Company, 1995 CD.
Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Multiple intelligences let students choose a method of learning in connecting one subject to other subjects to their world. The integration of instructional methods focuses on teaching a standard in one curricular area and matching it to a standard in another curricular area such as integrating science with Language Arts, math, math, or social studies. As educators teach with this idea in mind it helps students see a connection between subjects relating to the real world. It helps students understand their world better to see how subjects relate to each other. This method puts into practice the teaching of multiple intelligences.
Ketch, A. (2005). Conversation: the comprehension connection. The Reading Teacher, Vol. 59, No. 1, pp. 8-18.
Students who engage in conversation in the classroom become reflective thinkers. Conversation brings meaning to students as they contemplate to understand our complex world. Conversation is the comprehension connection. There are literature circles, book clubs, whole-class discussions, pair-share, small-group discussion, and individual conferences that help in conversation comprehension.