ND Curriculum Initiative

Subject & Standards

Needs Assessment/Rational

The purpose of this unit is to develop weather awareness with my 2nd grade class and then use this information to independently make a decision on how to dress. What teacher hasn’t repeatedly heard the question, “Do I have to wear a jacket?” by her students? I hope that when my students become aware of the resources available for weather reporting, they will learn how to apply it to their daily life and become less dependent on me for the daily weather report. The results of our recent Fall 2004 NWEA test indicate a need for data analysis and statistics with 9 of my students falling in the “low” category, 7 were “average” and only 5 were rated as “high”. Under measurement, 10 students were low, 4 average, and 7 were reported as being high. I want to incorporate reading a thermometer, finding weather reports by using the newspaper, TV, and computer, and then have students graphing the results (manually and on computer) for analysis.

Understandings & Goals

Enduring Understanding: Students will understand the relationship between the weather and appropriate clothing for comfort and health. They will be able to choose from a variety of sources to gain weather information. Goal(s): The student will use weather information will be to make an informed, intelligent decision on what to wear. The student will use graphs and tables to quickly locate information.

Questions Answered

Essential questions: How does weather play a role in how I dress? How can knowing how to use a thermometer help me? How can I keep a record of daily weather information? Where can I look for the weather information that I need? How will observation and an awareness of wind help me to make an informed choice? How will knowing about the weather conditions help me to be more comfortable and stay healthier? Objectives: The student learn how to read a thermometer first to the nearest 10 degrees and later to the nearest 2 degrees with a minimum of 80% scored on the math test. The student will learn where to find a variety of weather reporting sites (i.e. newspaper, TV, radio, computer), decide which is the best for s/he to use, and be observed using them. The student will observe, record, and accurately graph conditions of the weather for a 1 to 2 week period. The student will demonstrate an improved understanding of weather and appropriate dress by making better choices when going out to recess without asking adult advice (observation, teacher notes). The student will become aware of the usefulness of and be observed using graphs and tables to quickly locate information.

Assessment

What quiz and test items (e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding? Students will demonstrate the ability to read a thermometer (initially to the nearest 10 degrees and later to the nearest 2 degrees) on their weekly math test. Students will demonstrate the ability to correctly draw the temperature to the nearest 10 and later 2 degrees on their weekly math test. What academic prompts (e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding? Using a table students will keep an accurate record of the temperature for a 1 to 2 week time span. I will ask probing, open-ended questions about the table on a daily basis. What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding? With guidance, each student will make a hand drawn bar graph of the recorded temperatures. Working with a partner, the students will use their table to graph the temperature on the computer. These will be printed and the children will be encouraged to share and explain the graph to a parent. What other evidence (e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect?  I will do active research keep notes of student weather related behaviors and comments. I will note if students are actively using the weather books, engaging in weather conversations, bringing in newspaper related weather clippings or weather related books from home, parent response, etc. The students, with guidance, will develop and use a checklist of activities that need to be accomplished for successful completion of the unit.

Instructional Strategies

I will use the inquiry-based learning strategy with my students. We will start with a KWL chart of “What do you know about temperature, weather, and the clothing you wear?” and “What do you want to know about temperature, weather, and related clothing?” Since the children are young and not very experienced with inquiry-based learning, I will also post and refer to my essential questions. We will address what they want to learn through the use of shared, independent, and big books set out together as a theme in the classroom. We will also use hands on activities like recording and graphing, discussions, partner generated computer graphing, and videos to support their inquiries. Later they will share their findings with a parent or significant other. We will conclude with a self reflection writing and illustration of what they learned with a minimum expectation of 3 solid facts for an average student. The information written in words and shown in the illustration will count as facts. Those children not able to come up with the 3 fact minimum will be orally interviewed to check for understanding. Students will hand in their class generated checklist. I want them involved, successful and learning.