1. Weather, Climate and Communication
VPDN Fall Science Network Meeting 2009

2. Why are We Focusing on this Content?
Misconceptions abound around weather/climate content, so it is necessary for us to investigate this content to reach common understandings.
Students need to know how to learn about science on their own to be life long learners—to be able to read, understand, and critique academic, nonfiction and persuasive writing. To support these skills we will discuss a common process of science communication, used to provide students with skills for making educated decisions about

3. What Do We Need to Know?
Basic Weather and Climate content
Effective science communication skills
A process to support scientific discourse in the classroom

4. Learning Intentions
Identify and Analyze areas of misconception around weather/climate content;
Add additional weather/climate information to their repertoire;
Select classroom activities to convey weather/climate principles to students;
Practice characteristics of effective classroom science discourse;
Develop probing questions to guide scientific discourse in the PK-4, 5-8 and 9-12 classroom.

5. Learning Task #1 Introductions Review of Learning Intentions & Agenda
Announcements
Probe
K – 12 Group Work

6. Learning Task # 2 Engagement
Norms-Guidelines for our work today
Warm Up- Participants record in their science notebooks information about a time when weather or climate had a major impact on their life.

7. Learning Task #3 Explore
1-Work in groups of 3 and each one needs to choose an article to read and then share the key points in relation to the questions below with your other table members.
What is the difference between weather and climate?
What causes climate?
What factors contribute to climate change and what does not?
2-Using your science notebook, record notes that will assist you in the scientist meeting that will follow this learning task.

8. Learning Task #4 Thunder
“ A Storm is Coming”
Stand up and rub your hands together
Snap your fingers
Stamp you feet
Reverse; the storm subsides

9. Learning Task # 5 Explain & Elaborate
Scientists’ Meeting
Participants gather in a circle bringing their notebooks
Using your notebooks have a scientific dialogue about the focusing questions posed earlier

10. Learning Task #6 Evaluate
Reflection: Evaluate
Participants write in their science notebook about their new learning.

11. Learning Task # 7 Explore and Evaluate
Participants will explore Science Kits and other Resources to help them teach the concepts of weather in their classrooms.

12. Learning Task #8 Exit Ticket Evaluate
Participants will place dots on the weather/climate probe sheets

13. Learning Task # 9
Singing in the Rain

14. Learning Task # 10 Elaborate
In grade level groups, participants review the weather GEs appropriate to their grade level.
Identify in their notebook one connection between this morning’s work and what they might do in their classrooms
Think-Pair-Share.

15. Learning Task # 11 Engage
Using chart paper and the GES at the tables, decide with your grade level colleagues what key elements you will want make part of your weather observation.
Record your ideas.

16. Learning Task #12 Explore
Participants will go outside and make weather observation based on the key elements identified by the group. Record data in your scientist notebook.
Explore

17. Learning Task #13 Explain
Create a product that appropriately displays data and analyzes their data.

18. Learning Task #14 Explain & Evaluate
Identify all the inquiry standards we used today.

19. Learning Task #15 Tying it all together Evaluation