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[EDR 321 PBL/INTERDISCIPLINARY] PROJECT DESIGN: OVERVIEW

Name of Project: Weather around the United States Duration:

Subject/Course: Weather/clouds/fronts/atmospheric conditions Teacher: Emily Siriano Grade Level: 7th grade

Other subject area(s) AND teacher(s) to be included, if any:


Natural hazards/disasters, global warming/climate change

Significant Content MS-ESS2-4. Develop a model to describe the cycling of water through Earths systems driven by energy from the
(CCSS and/or others) sun and the force of gravity.
MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results
in changes in weather conditions.
MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns
of atmospheric and oceanic circulation that determine regional climates.
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over
the past century.
MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the
development of technologies to mitigate their effects.

21st Century Competencies Collaboration x Creativity and Innovation x


(to be taught and assessed)
Communication x Other: Flexibility and Resiliance x
Critical Thinking x Self and Social Awareness x
Project Summary Students will work in groups to create a 5 day forecast for a variety of cities in the United States. They will work from
(include student role, issue, problem west to east, determining the rate at which weather patterns travel and examining how/why weather may
or challenge, action taken, and dissipate/change along the way. Each group will be given a series of cities that lie in a line from west to east. Once
purpose/beneficiary) everyone has a 5 day forcast for each of their cities, stdents will physically place their printed forecast on a map
displayed on the board/wall. They will have to trace the weather pattterns on the map as a whole, seeing that weather
does not move in a linear fashion from west to east,buut rather in a curved wave shape. This represents the jet stream.

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Driving Question How does a weather forecast 100 miles away effect me?

Entry Event Students will be given various sets of printed 5 day forecasts, and a screenshot of a weather map. They have to match
up what forecast goes with each weather map. (see example on attached sheet)

Students will analyze various weather reports given via different platforms (news, online, newspaper,...). Students will
decide if/how each platform does a good job portraying data, evidence, and information.

Students pull data from past weather events and look for trends for different regions of the country.

Question and Answer session with meterologists (this can be done throughout the project)

[Not sure which one to choose]


Products Individual: Specific content and competencies to be
[Not sure how to separate individual Weather reports/maps (to class/teacher) assessed:
vs. group activities yet] City Safety Hazards/common severe weather (each MS-ESS2-5. Collect data to provide
group member takes a city) evidence for how the motions and complex
5 day forecast for a city interactions of air masses results in changes
Science journal in weather conditions.
MS-ESS3-2. Analyze and interpret data on
natural hazards to forecast future
catastrophic events and inform the
development of technologies to mitigate
their effects.

Team: Specific content and competencies to be


Farmers Almanac/ future prediction for their region assessed:
Final 5 day Weather report (to meterologist/s) MS-ESS2-5. Collect data to provide
Group weather reports in front af a green screen evidence for how the motions and complex
Classwide: Large scale map of the U.S. with interactions of air masses results in changes
forecasts for each city placed in relative in weather conditions.
geographic positions can we find patterns when MS-ESS2-6. Develop and use a model to
we look at the weather amond all the cities? describe how unequal heating and rotation
of the Earth cause patterns of atmospheric
and oceanic circulation that determine

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regional climates.
MS-ESS3-5. Ask questions to clarify
evidence of the factors that have caused the
rise in global temperatures over the past
century.

[EDR 321 PBL/INTERDISCIPLINARY] PROJECT DESIGN: OVERVIEW continued


Public Audience Meteorologists
(Experts, audiences, or product Local news stations
users students will engage with Parents/staff
during/at end of project)

Resources Needed On-site people, facilities: Teachers, students, projector, whiteboard, computers.
Projector
Computer/laptop
Teacher
Student groups/indiiduals
Whiteboard

Equipment: Crafting supplies for cities, Internet capabilities


Internet connection
Printing

Materials: Maps and blueprints of cities, models of well structured cities


Map of West Michigan to project
Topographic maps (possibly)
Map of U.S. to show different regions - projected or paper

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Community Resources: Local Museum, Local Archive
Local news station meterologists (T.V., radio)
Local newspaper
Online data

Reflection Methods Journal/Learning Log x Focus Group


(Individual, Team, and/or Whole - logging progress and milestones
Class) - logging good and bad
Whole-Class Discussion x Fishbowl Discussion
- come together as a whole for the final piece - groups teaching other groups
using everyones research/data
Survey x Other:
- formative assessments
- checking for any concerns throughout
Notes:

[EDR 321 PBL/INTERDISCIPLINARY] PROJECT DESIGN: STUDENT LEARNING GUIDE


Project: Weather Forecast
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Driving Questioin: How does weather 100 miles away affect me?

Final Product(s) Learning Outcomes/Targets Instructional Strategies for Learners Formative Assessments
Presentations, content & 21st century competencies provided by teacher, other staff, experts assessments used throughout the unit to
Performances, needed by students to successfully (includes scaffolds, strategies, and materials check for students learning and ensure
Products and/or complete products aligned to learning outcomes and formative students are on track
Services assessments)
(SWBAT or I CAN statements)
Identify below
Individual Student(s): I can collect weather related data for my - data research - surveys using google
- Creati region. - visit news station forms
ng a 5 day - roundtable discussion with - checkpoints within
forecast for I can identify air masses and fronts. meteorologists (multiple) Science journal
your city. - speed geeking your research - formative assessments
- Scien I can identify winds and currents that effect thus far (formative assessment) on content
ce journal weather patterns. - surveys (formative - practice 1 day forecasts
- City assessments, concern forms) - practice in front of a
safety hazards I can describe the weather outcome of - city safety plans green screen
various fronts and air masses. - surveys on Google
forms regarding content and
I can inform citizens of severe weather and concerns
natural hazards.

I can design a weather forecast presentation


to the public.

I can evaluate different ways data is


represented and presented.

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Teams or groups: I can collect weather related data for my - roundtable with - surveys using Google
- Farme region. meterologists forms regarding content and
rs almanac - research concerns
page for their I can identify air masses and fronts. - almanacs - practice forecasts
region - climate - practice geography
- 5 day I can identify winds and currents that effect change skills
forecasts for weather patterns. - visit news station
all cities - practice with green screen
- Large I can describe the weather outcome of
map with all various fronts adn air masses.
the groups
forecasts I can inform citizens of severe weather and
natural hazards.

I can design a weather forecast presentation


to the public.
I can evaluate different ways data is
represented and presented.

I can compare weather in different regions


of the United States.

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