PBL :WEATHER Grade Level: 2 nd Grade Local Partners: Local Meteorologist Theme: Problem: Student Roles: Scenario: Resources: Culminating Project/Assessment: Safety: Weather How does weather impact those living and visiting Virginia Beach? Jr. Meteorologist for a WVEC The Mayor of Virginia Beach is looking for new ways to inform guests and locals about how to be safe during the seasons as well as when severe weather hits. Books, Internet, Google Classroom, SeeSaw, local meteorologist, weather instruments, text book (online version) Students will create a handout or video clip presenting all of the information they have gathered and present it to the class. When students are creating their own instruments use care with materials. Internet safety. SOLs: SOL 2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations and predictions are made and questions are formed; b) observations are differentiated from personal interpretation; c) observations are repeated to ensure accuracy; d) two or more characteristics or properties are used to classify items; e) length, volume, mass, and temperature are measured in metric units and standard English units using the proper tools; f) time is measured using the proper tools; g) conditions that influence a change are identified and inferences are made;
h) data are collected and recorded, and bar graphs are constructed using numbered axes; i) data are analyzed, and unexpected or unusual quantitative data are recognized; j) conclusions are drawn; k) observations and data are communicated; l) simple physical models are designed and constructed to clarify explanations and show relationships; and m) current applications are used to reinforce science concepts. SOL 2.7 The student will investigate and understand that weather and seasonal changes affect plants, animals, and their surroundings. Key concepts include a) effects of weather and seasonal changes on the growth and behavior of living things VBEOs: SCI.2.0 SCI.2.0.1 SCI.2.0.4 SCI.2.0.6 SCI.2.2 The student will demonstrate an understanding of scientific inquiry by asking and answering questions, collecting data, and communicating information. (SOL 2.1) Ask questions related to science topics. Questions can be formed on self-selected and teacher-selected science topics. Make careful observations using senses. Observations differ from personal interpretation. Scientific instruments enhance observations made using the senses (e.g. magnifying glass). Observations are repeated to ensure accuracy. Explain represented data and investigation findings. Identify unexpected or unusual data. Describe observations clearly. Compare understandings from investigations with peers. o Scientists communicate their findings to build consensus. The student will understand basic types and patterns of weather and their impact on natural systems through inquiry. (SOL 2.6)
SCI.2.2.1 SCI.2.2.2 SCI.2.2.3 SCI.2.2.4 Describe data gathered using basic weather tools. Temperature, wind, and precipitation help us describe weather. Temperature is measured using a thermometer. Wind direction is measured using a weather vane. Rain amount is measured by a rain gauge. Explain basic weather phenomena and common storms. Types of precipitation include rain, snow, and ice (sleet, snow). Describe precipitation as a result of evaporation and condensation. Identify common types of storms, including hurricanes, tornadoes, blizzards, and thunderstorms. Differentiate between droughts (too little precipitation) and floods (too much precipitation). Describe the effect weather has on people and the environment. Weather factors influence dress and personal activities. Weather and seasonal conditions affect living things. Weather phenomena can cause weathering and erosion on land surfaces. o Weathering is the breaking down of earth (rocks, soil, minerals). It usually occurs over time. o Erosion is the movement of broken down earth from one location to another. It can occur quickly or over time. Explain the importance of tracking weather data over time. Describe seasonal weather patterns. Weather data is very useful for predicting weather and determining weather patterns. Tracking weather data over time helps scientists make future weather predictions. Story: Students will receive a letter from the mayor sharing that this past summer and start of fall many people were not prepared for the weather and got hurt or sick because of it. Students will need to study the weather in order to keep themselves aware of what is going on with weather. After students have learned about weather a news flash will come in stating that the Mayor needs us to look at what the weather is like in Virginia Beach during the 4 seasons. From
there the students will get a letter from the lifeguards at the Ocean Front stating they heard about our research and they would like help. The Life Guards were fired because no one has been at the beach and they are wondering why. Finally, the mayor heard how well we were doing and wants us to find ways of letting others know how to be prepared for different weather that could occur. He wants us to make a flyer or video to share out with residents and hotels so that this upcoming year we can have fewer people hurt from weather events in our area.
Question Map
Schedule of Lessons 1 st week Students will receive the first letter from the mayor. They will study meteorologists and what weather is/type of weather. Students will complete an exit ticket answering the questions from Level 3. 2 nd week Students will watch local weather to see what the weather is like in Virginia Beach. They will take time to look at the weather data they have collected during calendar. They will learn more about the tools the meteorologists use to predict the weather. Students will then work to describe the weather for each month using different data they researched on Kiddle. Students will share out finds on what typical weather is for each season. Students will also have the engineering design. Students will complete an exit ticket answering the questions from Level 3. 3 rd week Students will watch the BrainPopJr.com videos on the seasons. We will create posters in Wixie for each season. We will look at our online textbook to see how animals and people adapt to the different season. Students will complete an exit ticket answering the questions from Level 3. 4 th week Students will watch the videos on the severe weather. We will look at our online textbook and research on Kiddle to see how we respond to severe weather. Students will work as teams to become experts in one severe weather to list what we should do during severe weather along with what makes their weather severe. Students will complete an exit ticket answering the questions from Level 3. After All Weeks Students will combine all information in to a presentation. They may choose a Wixie piece, paper, or video. Students will also take the posttest.
PBL Lesson Plan Date: Week 1 VBEOs Content Standard(s): SCI.2.2 SCI.2.2.1 The student will understand basic types and patterns of weather and their impact on natural systems through inquiry. (SOL 2.6) Describe data gathered using basic weather tools. Level 1 Questions: How does the weather impact those living and visiting Virginia Beach? Level 2 Questions: What is weather? Level 3 Questions: What types of weather are there? How do we predict the weather? Who studies weather? What is severe weather? Student objective(s): By the end of this lesson, students will be able to identify who predicts the weather and what types of weather there is. NOS tenets: Science demands evidence Science uses a blend of logic and imagination Scientific ideas are durable yet subject to change Science is a social activity Scientists attempt to avoid bias Scientific knowledge is the product of observation and inference Scientific laws and theories are different kinds of scientific knowledge Scientists use many methods to develop scientific knowledge Misconceptions to Address: o Severe weather is different than just a mad rain storm. Safety Concerns: None for this lesson
Materials: Online science textbook, computers, graphing information from calendar, pretest, KWL chart, meteorologists, BrainPopJr.com Activities: 5 minutes - Graph the weather as part of calendar 5 minutes - Pretest for the weather unit 5 minutes - Receive letter from the mayor 10 minutes - KWL chart where students will complete the Know and Want to know portions of the chart. 10 minutes - Read online textbook about weather and meteorologist. 7 minutes - BrainPop.com on weather. Pause to ask guiding questions 10 minutes - Students will make a poster of what weather is and who studies it. 5 minutes - Exit Ticket Students will answer the 4 Level 3 questions. Guided Questions (Teacher Talk) and Anticipated Student Responses: What is weather? The temperature that is outside and whether it is raining or not. What types of weather is there? Precipitation, Sunny, Cloudy, and severe weather. Who studies weather? A meteorologist How does someone study the weather? Using observations and weather tools (thermometer, weather vane, wind gauge) What types of severe weather are there? Flood, Drought, Hurricane, Tornado, Blizzard, and Thunderstorms Strategies for SPED and ELL Modification and Differentiation: Students can work in pairs or small groups, if needed. Teacher will provide opportunities for meaningful dialogue where the teacher says a word and the student repeats it. Teacher will monitor and provide scaffolding as needed. Students will complete vocabulary webs Check for Understanding:
Exit Ticket where students answers Level 3 questions Engineering Design: Context: We would like to have a working weather station to use each morning to help forecast the weather during calendar. Right now all we have is a thermometer. This weather station needs to include working weather instruments such as a rain gauge, thermometer, weathervane, and anemometer. Challenge/Design Brief: Your design challenge is to use concepts of weather to help build a weather station: including a rain gauge, thermometer, weathervane, and anemometer. Criteria/Specification: Each one of the weather instrument designs had specific criteria and constraints. You will need to use the materials to create your weather instruments. In the end, you will utilize your weather instruments to collect data for their culminating project, creating a weather report based on data. Resources: Materials straws, cardboard, milk cartons, and other recycled materials collected throughout the year People You will be working in groups of 4 as meteorologists. Time Your group has 45 minutes to design, test, and perfect your instruments.