A Change in the Weather

Broad Understandings:

1. Weather is generally a result of conditions beyond our control.
2. Weather affects man's use of land, air, and sea.
3. Weather is a global concern.
4. Weather may be affected by man-made events.
5. Man has a responsibility to protect the world environment.

Universal Concepts: Cause and Effect, Unity/Diversity

Driving Question: What is the best way for man to interact with weather to protect the world's environment.

Content Standards: Listening: Function and uses of speech: to learn, entertain, discuss, converse, persuade, inform, read aloud, and express feelings. Reading: Relationship between reading and writing Writing: Function of writing: inform, create, summarize, express personal feelings, promote an idea, reflect, plan, learn, discover, explore, extend thinking. Science: Science as Inquiry: the processes of questioning, observing, thinking, experimenting, and developing deeper understandings. Social Studies: Geography: Relationships within and among places, people, and environment.

Performance Standards:

1. Functions of speech: Use speech for different functions and uses.
2. Relationship between reading and writing: Understand and effectively use reading and writing processes in a complementary fashion.
3. Relationship between reading and writing: Take notes or create graphics related to reading.
4. Functions of writing: Express self through writing for various purposes and audiences.
5. Science as Inquiry: Conduct a variety of scientific investigations including: observing, describing, collecting specimens for analysis, conducting controlled experiments, and interpreting data.
6. Geography: Describe how human-environment relationships develop and evaluate the consequences for people and the environment.
7. Geography: Demonstrate stewardship of and advocacy for the local and global environment.

The Process:

Excite: -Have students read letter from G.L.O.B.E. (Global Learning & Observations to Benefit the Environment) requesting proposals. -Have students complete applications to become part of the meteorology team. -Organize teams of engineers, communication specialists, and technicians.

Explore: -Have students conduct a variety of experiments (Introduce the scientific method.) What happens when air is heated? What happens when heat is applied to standing water? What happens when hot air is cooled down? -Have students collect data about local weather conditions, make measuring instruments, use refined instruments. -Have students collect global data from keypals.

Explain: -Have students present findings to others, using various information and resources, group discussions and teacher interaction. -Have other teams listen and question explanations. -Have students graph weather data, find patterns.

Expand: -Have students research how weather is created and make connections to physical properties of air. -Have students research winds, hurricanes, tornadoes, moisture, humidity, clouds, lightning, and thunder. -Have students research impact of these weather conditions on man. -Have students collect information about other weather conditions from keypals. (Snow, floods, tornadoes) -Have students present findings to others.

Extend: -Have students refine their hypotheses about the impact of weather on man and the impact of man on the weather. -Have students research the global impact research seeding clouds, acid rain, fires, ozone thinning. -Have students present their findings.

Exchange: -Have students collect information about impact from keypals. -Have students organize information from keypals. -Have students interpret findings from keypals.

Examine: -Have students report to G.L.O.B.E. the best way for man to interact with weather to protect the global environment, based on evidence and explanations.

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Technology Connections

1. CNN Weather
2. USA Today's Ask Jack
3. TOPEX/Poseidon's Ask a Scientist
4. Aiea Elementary's AWS site
5. Clouds
6. 14 proverbs about weather
7. NOAA's La Nina Story
8. Theory about La Nina
9. List of El Nino years
10. Effects of El Nino
11. El NinoResources Center
12. JPL's El Nino Watch
13. USA Today's frequently asked questions about El Nino

Assessment:

What is Weather? Science Inquiry - Performance Based Assessment

What is Weather Like in Other Places in the World? Relationship Between Reading and Writing - Journal Assessment

How Does Weather Affect What We Do? Geography: Describe how human-environment relationships develop - Performance Based Assessment

How Does What We Do Affect the Weather? Geography: Evaluate the consequences of human-environment relationships - Performance Based Assessment

How Can We Make a Difference? Geography: Demonstrate stewardship of and advocacy for the local and global environment/Functions of Writing: To promote an idea - Project Assessment