Weather vs. Climate Inquiry Nicole Glen Bridgewater State College

Research Focus How does Boston’s weather in February 2009 compare to its weather in 2008 and 2007? What factors influence Boston’s weather & climate? How does Boston’s climate compare to (x location)? What factors influence (x location’s) weather & climate? The third questions are a general guide. Students will actually choose their own research question (Now I’m wondering…) after learning about Boston’s weather and climate. They will be encouraged to explore something outside of the Boston area and/or relate it to something in the Boston area. The third questions are a general guide. Students will actually choose their own research question (Now I’m wondering…) after learning about Boston’s weather and climate. They will be encouraged to explore something outside of the Boston area and/or relate it to something in the Boston area.

Context : This topic is important because: This topic is important because: many students don’t know the difference between weather and climate many students don’t know the difference between weather and climate many students don’t know why the area in which they live receives the weather it does many students don’t know why the area in which they live receives the weather it does it will increase students’ knowledge of other geographical locations it will increase students’ knowledge of other geographical locations it will provide ideas for social studies and geography integration in science it will provide ideas for social studies and geography integration in science

Method This lesson will follow the 5 E’s, followed by students conducting their own related inquiry project. 1. Engage (pre-assessment brainstorming) When you hear the word “weather” what do you think? When you hear the word “climate” what do you think? When you hear the word “weather” what do you think? When you hear the word “climate” what do you think? What influences Boston’s weather? What influences Boston’s climate? What influences Boston’s weather? What influences Boston’s climate?

Method 2. Explore: Students will research the current day’s weather using the website They will discuss what’s important to them when reading the day’s weather. Students will research the current day’s weather using the website They will discuss what’s important to them when reading the day’s weather. Students will research the past week’s weather using the website They will record the information they think is important for understanding what happened the past week. They will discuss what they notice about the weather today and for the past week. Students will research the past week’s weather using the website They will record the information they think is important for understanding what happened the past week. They will discuss what they notice about the weather today and for the past week. Next, I will model an inquiry question: I wonder how this week’s weather compares to the same time last year? Or the year before? Discuss what kind of information would be needed to answer this question. Next, I will model an inquiry question: I wonder how this week’s weather compares to the same time last year? Or the year before? Discuss what kind of information would be needed to answer this question.

Method 2. Explore: (cont.) I will provide students with data tables from the National Weather Service of February or March 2008 and February or March 2007 (month will depend on when I do this project with them). I will provide students with data tables from the National Weather Service of February or March 2008 and February or March 2007 (month will depend on when I do this project with them). Help students understand what the column headings mean. Ask them for ideas of what to do with the data. Help students understand what the column headings mean. Ask them for ideas of what to do with the data. Possible: Have small groups of students deal with a small portion of the data (i.e., one group does temperature, one does precipitation, etc.) Possible: Have small groups of students deal with a small portion of the data (i.e., one group does temperature, one does precipitation, etc.) Remind them of the question: How does it compare to today and this past week’s weather? Remind them of the question: How does it compare to today and this past week’s weather?

Method 3. Explain: Students will explain their answers (claims) to the question: How does the weather from the past 2 years compare to today and this past week’s weather? They must show what data they used and how they used that data to produce their claim (evidence). Students will explain their answers (claims) to the question: How does the weather from the past 2 years compare to today and this past week’s weather? They must show what data they used and how they used that data to produce their claim (evidence). Using the data from the present and the past, we will discuss the difference between weather and climate. Using the data from the present and the past, we will discuss the difference between weather and climate.

Method 4. Elaborate: Next, students will determine the factors that are influencing Boston’s current weather and forecasted weather. We will look at local, regional, and national radars and the forecast discussion from the National Weather Service. Next, students will determine the factors that are influencing Boston’s current weather and forecasted weather. We will look at local, regional, and national radars and the forecast discussion from the National Weather Service. Then, we will discuss if these same things influence Boston’s climate in February or March. Students will brainstorm ideas. I will also guide them by showing maps on Google Earth of sea surface temperatures, land surface temperatures, topography, etc. Other possible areas of discussion include latitude and longitude and seasons. Then, we will discuss if these same things influence Boston’s climate in February or March. Students will brainstorm ideas. I will also guide them by showing maps on Google Earth of sea surface temperatures, land surface temperatures, topography, etc. Other possible areas of discussion include latitude and longitude and seasons. To end this 5 E lesson, I will read the children’s trade book titled On the Same Day in March. (I like to model literacy integration as much as possible!) To end this 5 E lesson, I will read the children’s trade book titled On the Same Day in March. (I like to model literacy integration as much as possible!)

Method 5. Extend: Now, students will begin their own inquiry project based on something they are wondering about now based on the 5 E lesson they just experienced. Now, students will begin their own inquiry project based on something they are wondering about now based on the 5 E lesson they just experienced. I will guide them through the following inquiry features: I will guide them through the following inquiry features: creating an investigable question (something they need to use data to answer) and predicting an outcome creating an investigable question (something they need to use data to answer) and predicting an outcome planning how they will answer their question and resources they will use planning how they will answer their question and resources they will use collecting data (what to collect, where to get it from) and representing data collecting data (what to collect, where to get it from) and representing data analyzing their data and using it to make claims that attempt to answer their research question analyzing their data and using it to make claims that attempt to answer their research question making conclusions, implications, and reflecting on their research making conclusions, implications, and reflecting on their research Students will present their research and findings through the means of a creative project (choices may include: nonfiction book, script, newspaper article, etc.) Students will present their research and findings through the means of a creative project (choices may include: nonfiction book, script, newspaper article, etc.)

Data Summary : During the explore, I will use weather data archived on the Weather Underground website: During the explore, I will use weather data archived on the Weather Underground website: During the explore, I will use weather data archived on the National Weather Service website: I will use the data table as it’s presented on the website, but I will help them understand what the column headings mean and that they don’t have to use all of the data. During the explore, I will use weather data archived on the National Weather Service website: I will use the data table as it’s presented on the website, but I will help them understand what the column headings mean and that they don’t have to use all of the data.

Data Summary : During the elaborate, I will use radar loops and the forecast discussion from the National Weather Service. During the elaborate, I will use radar loops and the forecast discussion from the National Weather Service. During the elaborate, I will use sea surface temperature maps and land surface temperature maps from A&group=19 During the elaborate, I will use sea surface temperature maps and land surface temperature maps from A&group=19 A&group=19 A&group=19 During the extend, for students’ own inquiry questions, I will help them find the information they need to answer their question. Much of the information they need might be found on the same websites mentioned on the previous and this slide. During the extend, for students’ own inquiry questions, I will help them find the information they need to answer their question. Much of the information they need might be found on the same websites mentioned on the previous and this slide.

Assessment Students have “science notebooks” where I can have them write about their understandings of weather vs. climate. These notebooks are a record and assessment of their process and learned concepts. Students have “science notebooks” where I can have them write about their understandings of weather vs. climate. These notebooks are a record and assessment of their process and learned concepts. Students’ inquiry projects will be assessed based on their accurate, organized, and creative communication of their claims and evidence to answer their research question. They must also cite any resources they used. (A rubric will be used to assess this.) Students’ inquiry projects will be assessed based on their accurate, organized, and creative communication of their claims and evidence to answer their research question. They must also cite any resources they used. (A rubric will be used to assess this.) Finally, students will write a personal reflection on the implications of this project for their elementary classroom, including the inquiry skills their students will need guidance with, changes they would make, connections to MA Science Standards, connections to MA Social Studies Standards, etc. Finally, students will write a personal reflection on the implications of this project for their elementary classroom, including the inquiry skills their students will need guidance with, changes they would make, connections to MA Science Standards, connections to MA Social Studies Standards, etc.

Educator Implications Uncertainty with how to find appropriate data or what data to collect. Uncertainty with how to find appropriate data or what data to collect. Modifications: Guide them to frame questions that have data they can gather and/or find. Modifications: Guide them to frame questions that have data they can gather and/or find. Understanding how to analyze the data. Understanding how to analyze the data. Help them represent it in different ways (tables, graphs, charts, diagrams, means, medians, etc.) Help them represent it in different ways (tables, graphs, charts, diagrams, means, medians, etc.)