Renee Hudson

Global Classroom Module

Weekly Weather Record Sheet and Graph and Weather Venn
Diagram
EDTC 645
Summer 2015

https://s3.amazonaws.com/skypeeducation.com/assets/assets/1358726434/1863/big.jpg?1358726433

Introduction:
This Global Classroom Module is a project that will be collaboratively
worked on by first graders (6-7 year olds) in Silver Spring, MD, USA and
early elementary students (6-8 year olds) in Wanguri Primary School in
the Northern Territory of Australia. Wanguri is a northern suburb of the
city of Darwin. The website for the school is
http://web.ntschools.net/w/wanguri/Pages/Home.aspx. The two classes
will observe, record and then compare and contrast the weather in
their counties. The two classes will complete copies of the same
weekly weather record sheet (Appendix B) by observing the weather.
Then each week, they will share a completed weekly weather record
sheet so each class has the other classs weekly weather record sheet.
Each class will graph their weather each week then share their
Weather Graphs with the other classroom.

Each class will continue to record the weather each day and they can
continue to participate in activities such as read-alouds, graphs,
videos, etc. Then, at the end of the module, both classes will create a
digital Venn Diagram comparing and contrasting the weather in both
countries and share their Venn Diagrams with each other.

At the conclusion of this module, students will be able to:

Observe four features of weather: cloud cover, precipitation,

wind and cloud cover.
Record weather observations on a Weekly Weather Record Sheet.
Graph the weather for the week.
Compare and contrast information about the weather in the
Silver Spring, MD, USA and in Wanguri, Australia
Create a Venn Diagram in Pixie 3 comparing and contrasting the
weather.
1.

Global Classroom Module: Pre-Planning (Previously

Submitted):

Title: Weather Around the World

Designer: Renee Hudson

Summary:
This lesson modules main goal is to collect data about four weather
features with first graders. The weather features they will be observing
and recording are cloud cover, precipitation, wind and temperature.
Each student will record the data each day on a weekly weather chart
and the class will also make a class record. The students will work

2
collaboratively with another classroom in the world that is collecting
the same (or similar) data about the weather. Students will engage in
many activities during the module such as taking photos of a tree to
note changes through the year, and taking photos of clothing that
represent adaptations to weather, reading weather books and graphing
the weather data. In addition to sharing data (weekly weather charts),
photographs and graphs with the collaborative class, students will
create a digital Venn Diagram that compares and contrasts the
weather in the two locations.

Background concerning the school and the group you are

working with:
Silver Spring, Maryland is diverse ethnically and
socioeconomically
81.3% receive Free and Reduced Meals (FARMS)
More than 80% speak a second language and 54.2% receive
ESOL services
Students are mostly Hispanic
Low income families

Time frame:
Over an on-going six week period or longer.

Subject and Grade level:

First Grade
All subjects specifically for these lessons, science and math

Proposed Topic and Rationale:

Topic: Observing and recording weather, and comparing it to weather
around the world.

Rationale: The rationale behind teaching this lesson is that young

students love studying the weather. It is a topic that affects their day-
to-day lives. It is tangible and authentic. In the past, weather was a
science unit of study and each teacher was supplied with a weather
science kit. It was recently removed from Montgomery County Public
Schools curriculum (with the adoption of Curriculum 2.0) and the
expectation is that is it to be integrated with other content areas.
Being able to integrate it with not only other subject areas, but to use
it as a global collaboration project would make it not only exciting, but
enhance an already interesting topic for first graders. They will be able

3
to observe our weather, but think beyond their own world to the
experiences of others somewhere across the Earth.

Global Network You Plan to Use:

iearn (must be a member) or ePals

Key Challenges:
One of the challenges I face in my school is that we participate in team
planning. The administration provides common planning time for six
first grade teachers. In turn, we are to plan together and teach the
same lessons so that there is consistency among the team. This has
been a challenge for me when I have tried to incorporate technology
into our planning. Several of the teachers are not comfortable using
technology and so I either need to convince them of the benefits, so
somehow squeeze in my technology lessons in addition to the lessons
we plan as a team.

Another challenge is connecting with the other classroom. If there is a

time frame that needs to be adhered to, it is often a challenge to
expect another teacher to respond by a certain date. Also, we will need
to consider the time zone difference.

Prior Knowledge:

First graders have prior knowledge about weather, which is common

knowledge about their own experiences with weather. Many of my
students have traveled to their country so they have experiences
with the weather in that country. However, due to their young age,
they probably have not traveled very frequently.

Standards and Key Concepts:

Content Standards:

In grade 1, there are no specific science indicators because science is

integrated into other subject areas. Montgomery County Public Schools
(MCPS) does have indicators for science, including Life Sciences and
Natural Features of the Earths Surface. Here are four MCPS indicators
that relate to the weather project:

3.K.E.1 Develop an awareness of the relationship of features of living

things and their ability to satisfy basic needs that support their growth
and survival.

4
3.1.E.1 Describe some of the ways in which animals depend on plants
and on each other.

6.1.B.1 Recognize that caring about the environment is an important

human activity.

6.2.B.1 Recognize and describe that the activities of individuals or

groups of individuals can affect the environment.

Here are other Common Core State Standard indicators in

reading/language arts, writing and math indicators that can also be
integrated with the weather project:

CCSS.ELA-Literacy.RL.1.1
Ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RL.1.10
With prompting and support, read prose and poetry of appropriate
complexity for grade 1.

CCSS.ELA-Literacy.W.1.1
Write opinion pieces, in which they introduce the topic or name the
book they are writing about, state an opinion, supply a reason for the
opinion, and provide some sense of closure.

CCSS.ELA-Literacy.W.1.2
Write informative/explanatory texts in which they name a topic, supply
some facts about the topic, and provide some sense of closure.

CCSS.ELA-Literacy.W.1.3
Write narratives in which they recount two or more appropriately
sequenced events, include some details regarding what happened, use
temporal words to signal event order, and provide some sense of
closure.

CCSS.ELA-Literacy.W.1.6
With guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers.

CCSS.Math.Content.1.MD.C.4
Organize, represent, and interpret data with up to three categories; ask
and answer questions about the total number of data points, how
many in each category, and how many more or less are in one
category than in another.

5
National Education Technology Standards for Students NETS
(S):

NET(S) Standards:

Communication and Collaboration: Students use digital media and

environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning
of others.
c. Develop cultural understand and global awareness by engaging with
learners of other cultures.

Digital Citizenship: Students understand human, cultural, and societal

issues related to technology and practice legal and ethical behavior.

Global Theme:

Many of the global issues and challenges listed on the American Forum
for Global Education website are very advanced for young elementary
students. However, some of the concepts can be broken into
developmentally appropriate ideas for first graders. There are two
categories listed on this website that are connected to the Weather
Around the World project; Planet Management:
Resources/Energy/Environment and The Technocratic Revolution:
Science/Technology/Communications. The weather project, when
geared toward first graders is a science lesson, therefore it fits under
The Technocratic Revolution: Science/Technology/Communications
category. In the description of this category it states, having students
discuss both the pluses and minuses of the impact of science and
technology on peoples lives worldwide is suggested (The American
Forum for Global Education, 2003). The weather project does this and
by connecting with other classrooms, it makes it possible for students
to see the impact of weather much clearer.

The second connection to one of the categories is more indirect. The

weather project connects to Planet Management:
Resources/Energy/Environment because weather does play an indirect
role in planet management. This category is described as studying the
condition and care of the environment includes topics such as air, land,
water, and seabed pollution (The American Forum for Global
Education, 2003). My students go into great detail in first grade to
study the global issue of protecting the environment. Understanding
how the weather can affect the environment is a key to understanding
how to protect the environment.

Pre-Lesson Steps:

6
In order to connect with another classroom before teaching the lessons
to my class, it will be necessary to follow these steps:

1. Become a member of iearn.org. If becoming a member of iearn.org

is not possible, create a similar project with another collaborative
classroom.
2. There are many teachers right now on ePals interested in
communicating about the weather in their country. Connect with one of
them or reach out to other classrooms about our lesson.
3. Once a collaborative classroom is found, discuss the lesson plans
and timeline, including sharing a weekly weather chart. Decide how
the information will be shared and how often.
4. An activator activity, lesson plan ideas and assessment can be
determined with an estimated due date for each activity that is shared.

Technology Use:
Students will use a variety of technology tools during the process:

Promethean Board to record the class weather data.

The Graph Club website to graph their weather data.
Pixie 3 to record their Venn Diagram weather comparisons.
Presentation tools will be used to create a slideshow of various
changes, such as taking a photo of the same tree every week to
see and share its changes. Photographs can be taken of the
various clothes students wear to school that reflect the changes
in weather.
The iearn or ePals website on the computer to share weather
data with the collaborative project group.

Essential Questions:

How do we measure each of the weather features: cloud cover,

precipitation, wind and temperature?
How does each of the weather features change when our seasons
change?
How does the weather affect us, specifically what we wear?
How does the weather affect others around the world?
What is the same and what is different about our weather and weather
around the world?

Starting Activity for Module:

7
As an introductory hook, it is important to activate students prior
knowledge.
Students can draw two pictures for their starting activity. The first
picture is of what the weather looks like today. Then, students will write
an informational paragraph (or sentence depending on the time of
year). The second picture is of what the weather looks like today in the
collaborative country and write an informational paragraph (or
sentence depending on the time of year). First graders are able to write
a sentence at the beginning of first grade, but can write a paragraph
(with an topic sentence, three supporting details and concluding
sentence) by the end of first grade.

Lesson Plans:

Summary of Two Lesson Plans:

Some of the specifics for these lessons will vary depending on the
location of the collaborative classroom.

The first lesson will instruct students on how to complete a weekly

weather chart. Each child will be given a weekly weather chart and the
class will have a larger monthly weather chart. Four different weather
features: cloud cover, precipitation, wind and temperature. Students
will take turns as a weather helper (meteorologist) and measure the
four weather features. They will need a small flag (to measure wind)
and a child-safe thermometer. They will report to the class the weather
each day. This lesson will go over the specifics on how the weather
helper will do their job each day and how the students are to record
the results on their weekly weather chart. Each Friday, the weather
helper will take a picture of a tree in the schoolyard (to note the
changes over time).

The second lesson will compare and contrast the weather in another
country to the weather in Silver Spring. Information will come from the
two schools weather charts associated with the collaborative project
and the other information gathered throughout the unit, such as
writing projects, books read, graphs created or other information
exchanged with the collaborative school. As a class, we will complete
a Venn Diagram comparing the weather in the two locations on the
Promethean Board. Individually, students will complete a Venn Diagram
where students will draw one labeled picture in each section of the
Venn Diagram. This Venn Diagram can be done on paper or using Pixie
3.

Summative Assessment:

8
As a summative assessment, the students will complete an illustration
that shows pictures and labels for all four seasons of the year in Silver
Spring, MD, specifically with the weather during that season and what
clothing we wear during that season. They would also draw an
illustration that shows pictures and labels for all four seasons (if
applicable) for the weather of the collaborative classroom.

Changes/Revisions to the Global Classroom Module Proposal:

The first change to this module was that the following Common Core
State Standard was added to Lesson #2:

CCSS.ELA-Literacy.RL.1.9
Compare and contrast the adventures and experiences of characters in
stories.

The second change was that I added rubrics for the teacher to use as
assessments. This rubric can be found in Appendix I.

Lastly, I made minor changes in the Technology Use section in the

Pre-Planning template.

Lesson Plan Template #1

Lesson Title: Weekly Weather Record Sheet and Graph

Grade Level/Subject Grade 1
Area:
Concept/Topic: The concept/topic of this lesson is to introduce
the weekly weather record sheet that will be
used to compare weather information with our
collaborative classroom in Australia. Then, we
will use the information to create a weather
graph. The students will share their weekly
weather record sheets and graphs with their
collaborative classroom so that they can see
the similarities and differences in the weather
between the two countries.
Length of Lesson: The length of this lesson will be one week. The
initial lesson will take a 45-minute class
period, but students will continue to record
the weather daily. Days 2-4 will take
approximately 10 minutes. Day 5 will take a
45-minute class period.
Standards Addressed: CCSS.ELA-Literacy.W.1.6
With guidance and support from adults, use a

9
 variety of digital tools to produce and publish
writing, including in collaboration with peers.

CCSS.Math.Content.1.MD.C.4
Organize, represent, and interpret data with
up to three categories; ask and answer
questions about the total number of data
points, how many in each category, and how
many more or less are in one category than in
another.

Communication and Collaboration: Students

use digital media and environments to
communicate and work collaboratively,
including at a distance, to support individual
learning and contribute to the learning of
others.
c. Develop cultural understand and global
awareness by engaging with learners of other
cultures.

Digital Citizenship: Students understand

human, cultural, and societal issues related to
technology and practice legal and ethical
behavior.

Lesson Goals: The goal of this lesson is for students to

identify four features of weather observations:
cloud cover, precipitation, wind and
temperature. The students will practice
observing the weather and then record it on
their weekly weather chart. Students will use
this data to create and share a weather graph.

Performance Students will be able to:

Objectives:
Observe four features of weather: cloud
cover, precipitation, wind and
temperature.
Record weather observations on a
Weekly Weather Record Sheet.
Graph the weather for the week.
2.
Introduction: In order to activate students prior knowledge,
students will draw two pictures. The first
picture is of what the students think weather

10
 looks like today where we live. Then, write a
sentence about the picture. The second
picture is of what the students think the
weather looks like today in the collaborative
country, Australia. Then, write a sentence
about that picture. Appendix A.

Step-By-Step Day 1
Procedures: Warm-up:
After completing the activator activity in the
Introduction above (Appendix A), ask, What is
a meteorologist? What does he/she do? Why is
this important?
1. Choose weather helpers (or
meteorologists)
2. Describe how the weather helper can
observe the cloud cover by looking at
the clouds. How does this help us know
what the weather will be?
3. Describe how the weather helper can
observe precipitation. What is
precipitation? What are the different
types of precipitation? Why is it
important to know the types of
precipitation?
4. Describe how the weather helper can
observe the wind. Using the flag, see
how the flag helps us observe the wind?
How does the wind help us know what
the weather will be?
5. Describe how the weather helper can
use a thermometer to take the
temperature. Why is it important to
know the temperature?
6. Students will be given a Weekly Weather
Record Sheet (Appendix B) to record
their weather observations.
Day 2-5
1. Choose different helpers (or
meteorologists) to observe and report
the weather to the class.
2. The teacher will use the Promethean
Board or the Elmo document camera to
model how to complete the Weekly
Weather Record Sheet.
3. Students record the information on their

11
 Weekly Weather Record Sheet.
Day 5
1. Using the website, Graph Club, as a
class, create a weather graph for the
week. Graph Club is very easy to use.
Website:
http://www.tomsnyder.com/products/pro
duct.asp?SKU=Grpv20
a) First, click Lets Graph. Then, click
Create Graph.
b) Then, go to the menu bar and click
Graph on the menu bar, then
Choose Symbols.
c) Once in the Choose Symbols
section, choose how many symbols
needed for the graph and what the
symbols will be. They are easily
dragged to the top.
d) For this lesson, we will choose 8
symbols: sunny, cloudy,
thunderstorm, rain, snow, wind,
bright sun (for hot) and large
snowflake (for cold).
e) Then, choose a color for each symbol
by dragging the color to the top and
matching a color with a symbol.
f) Go back to your graph by clicking
OK.
g) There are two documents now on the
screen. By clicking on the options at
the bottom, you can choose the type
of graph: chart, picture, bar, line and
pie. Of the two documents, to will
need to click on the document to
select it. Once the document is
selected, you can drag the symbols
to create your graph.
h) Click on Title to change the title to
Weather Graph. Be sure to add a
date to the graph.
i) If you click on Notebook, you can
write notes.
2. Students will take out their weekly
weather record sheet and they will use
the information from Monday to add
data to the class graph.

12
 3. Students will complete their own graph
on paper as a follow-up. (Appendix D).
The x and y axis labels, Number of
Days and Types of Weather will be
filled in for the students. They will need
to write the numbers (for Number of
Days), the types of weather (for Types
of Weather), the title and then fill in the
data.
4. Expectations for the graph:
Your name
Graph Title
Label the numbers on the
Number of Days axis
Label the types of weather on the
Types of Weather axis
Fill in the data (by coloring) on
your graph
5. Students are given the opportunity to
complete their graphs using the data on
the Weekly Weather Record Sheet.
6. Students should complete the Graph
Self-Evaluation based on the graph
expectations above (Appendix E).
7. Students should keep their weekly
weather record sheets in their folder.
8. The students will share (with the help of
the teacher) the graphs with the
collaborative classroom in Australia.

Technology Promethean board

Requirements: Elmo projection
Graph Club or another graphing website
http://www.tomsnyder.com/products/product.a
sp?SKU=Grpv20

Resources and Activator with pictures (Appendix A)

Materials: Weekly Weather Record Sheet (Appendix B)
Flag (for wind)
Thermometer (for temperature)
Sample Graph Club graph (Appendix C)
Graph Follow-up (Appendix D)
Graph Self-Evaluation (Appendix E)
A map of Australia showing the location of
Wanguri Primary School.

13
Assessment Based on 1. The teacher will observe how the
Objectives: students completed their weekly
weather record sheet. Students should
have accurately recorded the weather
on their Weekly Weather Record Sheet.
2. Using the Graph Expectations, the
teacher will observe if the student
accurately completed their weekly
weather graph.
3. The teacher can choose to use the
students Graph Self-Evaluation, as
assessments.
4. The teacher can use the rubric found in
Appendix I to assess students.
Follow-up: Students will complete their own graph
on paper as a follow-up. (Appendix D).
The x and y axis labels, Number of
Days and Types of Weather will be
filled in for the students. They will need
to write the numbers (for Number of
Days), the types of weather (for Types
of Weather), the title and then fill in the
data.
Students will complete the Graph Self-
Evaluation.

Classroom First graders love to help in the classroom.

Management: Choosing weather helpers who set a good
example and can follow directions is very
motivating for young students. This incentive
can be used for classroom management.

Accommodations: The Weekly Weather Record Sheet and Graph

Club support ESL students because they have
picture cues to aid in their weather
vocabulary. The students can use the images
or the vocabulary on their Weekly Weather
Record Sheet to help them complete their
graph.
There are very few special education students
identified by first grade, but the
accommodations for ESL students also serve
as accommodations for special education
students.

14
 The self-evaluations also have picture support.

Comments/Notes: First graders are able to complete most of a

graph, but need some support setting it up, so
I filled in the labels (on the x and y axis),
Number of Days and Types of Weather.
Many other weather-related activities will
continue throughout the module until Lesson
#2. One such activity is the one mentioned in
the Pre-Planning Template in which students
draw a picture of a tree in the schoolyard once
a week over time to observe the changes to
the tree.

15
Lesson Plan Template #2

Lesson Title: Weather Venn Diagram

Grade Level/Subject Grade 1
Area:
Concept/Topic: The concept/topic of this lesson is to compare
and contrast the weather in the Silver Spring,
MD, USA and Wanguri, Australia. Students will
use all of the information they have learned
about the weather to see that there are
similarities in weather and differences in
weather around the world.
Length of Lesson: The length of this lesson will be one week. The
first lesson will take approximately 45
minutes. Days 2-4 will be for students to
continue creating their individual Venn
Diagram on Pixie 3. The summative
assessment will take place on Day 5.
Standards Addressed: CCSS.ELA-Literacy.RL.1.9
Compare and contrast the adventures and
experiences of characters in stories.

CCSS.ELA-Literacy.W.1.6
With guidance and support from adults, use a
variety of digital tools to produce and publish
writing, including in collaboration with peers.

Communication and Collaboration: Students

use digital media and environments to
communicate and work collaboratively,
including at a distance, to support individual
learning and contribute to the learning of
others.
c. Develop cultural understand and global
awareness by engaging with learners of other
cultures.

Digital Citizenship: Students understand

human, cultural, and societal issues related to
technology and practice legal and ethical
behavior.

Lesson Goals: The goal of this lesson is to compare and

contrast information about weather in the

16
 Silver Spring, MD, USA and in Wanguri,
Australia. The students will use Pixie 3 to
complete a Venn Diagram.

Performance Students will be able to:

Objectives:
Compare and contrast information about
the weather in the Silver Spring, MD,
USA and in Wanguri, Australia
Create a Venn Diagram in Pixie 3
comparing and contrasting the weather.

Introduction: Students will take out the pictures that they

drew during the introduction at the beginning
of the module (Appendix A). They will observe
what they had drawn about the weather in the
Silver Spring, MD, USA and in Wanguri,
Australia

Step-By-Step Days 1-3

Procedures: Warm-up: Students will be prompted to think
about what is the same and/or different about
their pictures from the beginning of the
module and what they know now.
1. The teacher will briefly review any saved
documents/information from the entire
module, such as graphs, the weekly
weather recording sheets, read aloud
books, etc. Students can take out their
weekly weather record sheets in
addition to the pictures that they drew
at the beginning of the module.
2. Using the Venn Diagram on the
Promethean board, the teacher asks,
What is the same about the weather in
the Silver Spring, MD, USA and in
Wanguri, Australia? The teacher writes
this information on the Venn Diagram.
3. The teacher then asks, What is
different about the weather in the Silver
Spring, MD, USA and in Wanguri,
Australia? the teacher writes this
information on the Venn Diagram.
4. The teacher only identifies one item for
each of the three areas on the Venn
Diagram.

17
 5. The teacher demonstrates how to create
a Venn Diagram on Pixie 3.
http://www.tech4learning.com/pixie
a) On Pixie 3, students will use the
shape tool to make a Venn Diagram.
Note: Students may need help with
this, so the teacher may want to
make a Venn Diagram template on
Pixie 3.
b) Click the Stickers button and then
the Weather stickers.
c) Choose the stickers desired and place
them on the Venn Diagram.
d) Students can use the T (text)
button to write responses as well.
e) The Pixie 3 Venn Diagram can be
saved or printed by choosing Save
or Print.
6. Expectations for the Venn Diagram:
Your name
Label your country
Label the other country
Draw or write 3 similarities in the
weather (middle of the Venn
Diagram)
Draw or write 3 differences in the
weather (3 in each of the two
sides of the Venn Diagram)
7. Students are given the opportunity to
complete their Venn Diagrams using all
of the data (weekly weather record
sheets, graphs, etc.) on Pixie 3.
8. Students should complete the self-
evaluation based on the Venn Diagram
Expectations (Appendix G).
9. The students will share their Pixie 3
Venn Diagrams with the collaborative
classroom in Wanguri, Australia.
Day 4
As a summative assessment, the students will
complete an illustration that shows pictures
and labels for all four seasons of the year in
Silver Spring, MD, USA specifically with the
weather during that season and what clothing
we wear during that season. They would also

18
 draw an illustration that shows pictures and
labels for all four seasons (if applicable) for
the weather of the collaborative classroom,
Wanguri, Australia. (Appendix H).

Promethean Board with ActivInspire

Pixie 3

Resources: A Venn Diagram on the Promethean Board

using ActivInspire (similar to the Venn
Diagram in Appendix F).
Venn Diagram Self-Evaluation (Appendix G)
Related URLs: www.classdojo.com
http://www.tech4learning.com/pixie

Assessment Based on 1. The teacher will observe how the

Objectives: students participate when the whole
group completes the class Venn
Diagram.
2. Using the Venn Diagram Expectations,
the teacher will observe if the student
accurately completed their Venn
Diagram on Pixie 3.
3. The teacher can choose to use the
students Venn Diagram Self-Evaluation
(Appendix G) as an assessment.
4. The teacher can use the rubric found in
Appendix I to assess the students.
Follow-up: The follow-up for this lesson will be the Pixie 3
Venn Diagrams that the students create based
on the whole group Venn Diagram.
Students will complete the Venn Diagram
Self-Assessment in Appendix G.
Students will complete the summative
assessment in Appendix H.

Classroom Using technology is very motivating for first

Management: graders, so completing the Venn Diagram on
the Promethean Board and using Pixie 3 would
be very engaging.
We also use a classroom management website
called www.classdojo.com. On this website,
students can earn positive behavioral points.

Accommodations: The Weekly Weather Record Sheet (used again

19
 from Lesson #1) and the Venn Diagram
graphic organizer support ESL students
because it has picture cues to aid in their
weather vocabulary. The students can use
pictures or words, depending on their ability,
to complete the Venn Diagram.
There are very few special education students
identified by first grade, but the
accommodations for ESL students also serve
as accommodations for special education
students.
The self-evaluation also has picture support.
Note: the self-evaluation for the Venn Diagram
does not specifically label the same and
different areas because that should be
implied from the lesson.
Comments/Notes: Students in first grade are familiar with Venn
Diagrams.

20
Appendix A: Activator with pictures
Name
________________________________________________________________________

Draw a picture of what you think the weather looks like today.

________________________
________________________
______________________
Draw a picture of what you think the weather looks like today in

_________.

21
________________________
________________________
_____________________
Appendix B: Weekly Weather Record Sheet
Weekly Weather Record Sheet
Dates:_______________________
Days of Mond Tuesd Wednes Thursd Friday
Week ay ay day ay
Types of
Weather

Precipitat
ion

Cloud
Cover

Wind

Temperat
ure

22
Types of Cloud Types of Wind
Cover Precipitation

Sunny

Partly
Cloudy

Cloudy

Sources for the images in Appendix B:

https://www.enasco.com/c/math/Measurement/Thermometers/
http://www.eslprintables.com/vocabulary_worksheets/the_weather_/we
ather_flashcards/
http://ed101.bu.edu/StudentDoc/Archives/ED101sp06/mwoolard/page1.
htm
http://www.olympicrainshadow.com/feb2011.html

23
Appendix C: Sample Graph Club graphs.

24
Appendix D: Graph Follow-up

25
26
Appendix E: Graph Self-Evaluation

Expectations for Graphs

Your name
Graph Title
Label the numbers on the Number of Days axis
Label the types of weather on the Types of Weather axis
Fill in the data (by coloring) on your graph

Graph Self-Evaluation Weekly Weather Record Sheet and

Graph

Name__________________________________________________________________
_

How did I do?

Data

Numbers

ypes of
weather

1. Did I put my name on my paper?

3.
2. Did I put a title on my graph?

4.
3. Did I label the numbers on the Number of Days axis?

5.
4. Did I label the types of weather on the Types of Weather
axis?

27
 5. Did I fill in the data on my graph?

Appendix F: Sample Venn Diagram (similar to one that would be used

with ActivInspire on the Promethean Board)

___Silver Spring, MD, USA___ __Wanguri, Australia_____

28
Appendix G: Venn Diagram Self-Evaluation

Expectations for Venn Diagram:

Your name
Label your country
Label the other country
Draw or write 3 similarities in the weather (middle of the Venn
Diagram)
Draw or write 3 differences in the weather (3 in each of the two
sides of the Venn Diagram)

Venn Diagram Self-Evaluation Weather Venn Diagram

Name__________________________________________________________________
_

How did I do?

My country
and other
country

1. Did I put my name on my paper?

6.
2. Did I label my country?

7.
3. Did I label the other country?

8.
4. Did I draw or write 3 things that are the same with the weather?

5. Did I draw or write 3 things that are different with the weather
in each country?

29
Appendix H: Summative Assessment

Name__________________________________

30
31
Appendix I: Teacher Rubrics

Weather Graph:

32
Weather Venn Diagram:

33
References:

The American Forum for Global Education (Ed.). (2003). Global issues,
problems and challenges. Retrieved June 30, 2015, from
http://www.globaled.org/guidelines/page2.php

Classdojo (Ed.). (2015). Classdojo: Happier classrooms. Retrieved July

14, 2015, from https://www.classdojo.com/monsters-home-c/

Common Core State Standards Initiative (Ed.). (2015). Read the

standards. Retrieved June 30, 2015, from
http://www.corestandards.org/read-the-standards/

ePals (Ed.). (2015). Find global classroom matches. Retrieved July 14,
2015, from http://www.epals.com/find-
classroom.php#age_range=0&collaboration=0&country=&langu
age=0&num_students=0&p=1ion=&search_text=

iearn (Ed.). (2015). iearn. Retrieved July 14, 2015, from

http://www.iearn.org/

Rubistar (Ed.). (2015). Rubistar: Create rubrics for your project-based

learning activities. Retrieved July 14, 2015, from
http://rubistar.4teachers.org/index.php

Scholastic (Ed.). (2015). The graph club 2.0. Retrieved July 14, 2015,
from http://www.tomsnyder.com/products/product.asp?
SKU=Grpv20#

Tech4Learning (Ed.). (2015). Pixie. Retrieved July 14, 2015, from

http://www.tech4learning.com/pixie

34