ND Curriculum Initiative

Subject & Standards

Needs Assessment/Rational

In an attempt to develop a needs assessment rational for this unit, I researched the 2004 North Dakota Standards and Benchmarks for Science, the 1996 National Science Education Standards, the 2003 -2004 CTBS scores in English and Math were compiled for last years 7th grade students and used. The Data from the 2003-04 CTBS math test scores related to standard 3, benchmark 1; collect, read and display data, showed that our 7th grade students scored 62% compared to the state average of 79 %. Benchmark 4, identify general trends in tables and graphs, and 6 understand notions of probability showed similar results. I also referred to my annual ice breaking questionnaire, which contains several questions based on the State Science Standards, i.e. 8.1.1 Understand the structure and organization of systems, 8.1.2 Understand how models can be used to explain scientific principles 8.1.3 Understand how patterns of change and constancy apply to various systems, 8.1.4 Understand how change affects systems in equilibrium, 8.2.2 Design and carry out a scientific investigation 8.2.3 Use appropriate technology* and techniques to gather and interpret data 8.2.4 Use acquired data to develop descriptions, explanations, predictions, and models. 8.5.4 Understand the structure and processes of the earths atmosphere. According to the National Science Standards,” The professional development of teachers is complicated: there is much for teachers of science to know and be able to do; materials need to be critiqued and questions need to be researched; a variety of information and expertise needs to be tapped; and many individuals and institutions claim responsibility for professional development. However, for an individual teacher, prospective or practicing, professional development too often is a random combination of courses, conferences, research experiences, workshops, networking opportunities, internships, and mentoring relationships. More coherence is sorely needed. This appears to be a reverse need, as a science instructor in a small school I am responsible for the performance of my students in all science classes offered, so that my needs are directly tied to student needs.

Understandings & Goals

Enduring Understanding: Students will be able to interpret weather maps and use the information to plan their daily activities. Students will be able to recognize cloud formation and determine changing weather conditions based on cloud type. Goal(s): Students will learn the factors that affect weather Students will be able to interpret weather maps. Students will learn how weather predictions are made Students will be able to identify cloud types.

Questions Answered

Essential questions: What should I wear tomorrow? Will the game be postponed? Should we go swimming, ice fishing, or cross country skiing tomorrow. Should we leave before the storm arrives?Objectives: Students will be able to explain how daily weather data, collected from our instruments, can be used to predict daily weather conditions, with 80% accuracy. Students will be able to determine relative humidity, using a psychrometer and relative humidity chart, with 90% accuracy. Students will be able to identify Clouds using cloud charts and describe their formation with 80 % accuracy. After research students will be able to describe the conditions necessary for the development of the various forms of precipitation with 80 % accuracy Students will be able to identify symbols used in a weather station model with 80% accuracy. Students will be able to describe weather conditions related to fronts, high and low pressure systems, using weather maps as their source of data, with 80% accuracy. Using internet infrared and radar satellite maps students will be able to locate fronts, high and low pressure systems and wind direction with 80% proficiency.

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 be tested for their understanding of basic concepts using multiple choice and fill in the blank questions. 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?   Students will be required to respond to compare and contrast questions which will demonstrate their understanding of various weather phenomenons. 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?   Students will be provided with maps that contain pressure, and temperature data. From these data students will be able to produce maps of isobars and of isotherms. From these maps students should be able to determine high or low pressure areas and warm or cold fronts. What other evidence (e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect?   Students will use power point programs to produce a slide show that highlights each step of the unit from initial research to the final product.

Instructional Strategies

The three strategies for learning are all incorporated in this unit. Inquiry based strategies are evident when students download several different weather maps from the internet and write several question that they do not understand about their maps. Once these questions have been investigated students will begin collecting and recording data from our weather equipment. This data will then be used to compare local conditions with regional maps. The project based strategy is used as students are collecting data and information for their slide show presentations.