Lessons Integrating Information and Communication Technology within a Curriculum Area
Author |
Aaron Neaves - SRSB |
Title |
Weather Stations |
Grade Level |
10 |
Subject Area |
Science |
Overview of unit/lessons/activities (assumptions of prior knowledge/learning) |
In the first lesson, students will work in small groups and travel around as a group to 6 different centres (3 on computers, 3 using the textbook) to discover how meteorologists obtain information about the weather. Students will learn how to measure air pressure, wind velocity, wind strength, temperature, humidity, and amount of precipitation. In the second lesson, each group then will use the information they just gathered to construct their own weather station and record data for 5 days. Once completed students will graph their data to compare over time. |
Correlations to ICT and curriculum outcomes |
Science 10 Outcomes
ICT Outcomes
|
Projected timeline for preparation and for carrying out activities |
2 one hour classes to complete the centres 1 one hour class to construct the weather stations and set them up 1 one hour class to input the data, to graph the data and to discuss the data 4 one hour classes in total! |
Equipment Requirements: (computers, software, etc) |
|
Teaching materials provided (Blacklines, worksheets, templates, teacher materials) |
|
Resources available for teacher/student use (websites, references, etc) |
Environment Canada – Skywatchers Teachers’ Corner Franklin’s forecast Miami Museum of Science – Make your own weather station Weather Dynamics Family Fun – Weather Wizards – Weather Station National Environment Agency (US): Weather Instruments |
Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles) |
Two PowerPoint presentations have been included with this lesson ( Air Pressure and Wind). These are required for the students to view at Centre 2 and Centre 4. An optional activity could be developed in which each student group is also responsible for producing similar PowerPoint presentations for other aspects of weather, such as precipitation, humidity, and so on. Students will be divided into 6 work groups. Each group will have 20 minutes at each centre. At each centre, the students will read information materials and then answer several questions based on the materials they have read. Three centres involve the students using their textbooks and three involve students using computers. After the completion of all centres, each group will have a good idea of how a weather station works and they will have already researched many ideas of how to make their weather station. Now the students should discuss within their group how they will organize the building of their own weather station. Among other decisions, they should agree about who will bring which materials to build the weather stations, and how they will divide the tasks. In the next class, students will work in their groups to construct their own weather stations. Once the stations are constructed, they must decide as a group what area of the school grounds would be the best location to set up their weather station. They must recall the information that they gathered from the centres to help them with their decision. Once the weather stations are all constructed and set up, the students must check their weather station every day for 5 days, either every morning, or first thing every science class. This is a decision that should reflect what will work best for the teacher. After all the data are collected, each group should use spreadsheet software to input their data from each instrument and then graph the data over time. The students will then be able to get a visual representation of the weather that week. Then have them compare their group’s data with the rest of the class and then have each group compare it to the local newspapers forecast. |
Student products expected |
An optional PowerPoint presentation may also be required of each group. This may consist of a presentation that discusses one of the variables for weather and weather forecasting, or a presentation to discuss the technologies used to collect data about some specific aspect of the weather. |
Samples (include teacher notes, assessment information, student work if available) |
|
Logistics (organization, grouping, management issues, access to technology) |
Students are encouraged to work together as a group throughout the lessons. Their work should consist of a mixture of online (using the computer) and offline (working with text and hands-on materials) activities. |
Assessment information (e.g., rubrics for products and/or process) |
Building a Weather Station Rubric (Word format) (pdf format) |
Possible extensions |
TECHNOLOGICAL CONNECTION:
|
Adaptations for students requiring additional support |
For those students who struggle with writing and are on adaptations, these activities could easily be adapted to meet each student’s needs. Skeletal notes could be one easy solution to help them with answering the questions. For example:
|
Provided by Learning Resources & Technology Services, NS Department of Education. Privacy Policy