As was stated at the beginning of this unit, we are not trying to make meteorologist of our students but make them aware of the various weather phenomena if students are interested in certain areas of weather, they should be encouraged to do research papers and give oral reports to the class. If possible, a field trip should be arranged to a weather station.
Again, let the student have fun while they learn.
PROBLEM:
How do we read a station model?
GOAL.
Upon completion of this lesson, 80% of the students will be able to:
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1. identify the weather element on a station model by its’ location.
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2. plot correctly on the station model the basic element when given and/or measured.
PROCEDURE:
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1. Review the seven basic weather elements and the instruments used to measure each
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2. Review the position of each element on the station model.
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3. Give students information to plot on the station model.
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4. Critique results.
APPLICATION: (Groups)
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1. For one week, have each group record and plot weather data using their group made instruments and data tables.
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2. The group will then compare their data with other groups and classes and discuss why the similarities and differences.
EVALUATION:
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1. Made observations safely using all appropriate senses.
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2. Observations were quantitatively accurate as possible measurements were labeled properly.
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3. Used appropriate tools and materials to make observations.
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4. Data was recorded and organized appropriately and neatly.
PROBLEM:
Where is the temperature range the greatest, near large bodies of water or inland away from large bodies of water.
GOAL:
Upon completion of this lesson 90% of the students will be able to explain the role large bodies of water play in climate determination.
PROCEDURE:
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1. Use two beakers of equal size and in one beaker place sand and in the other fill with an equal amount of water.
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2. Record their temperatures.
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3 Place the two beakers an equal distance from a heat source. Turn on the light.
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4. Record the temperature every 5 minutes for a total of 20 minutes.
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5. Turn-off the light and repeat data gathering for another 20 minutes.
APPLICATION:
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1. Construct a data table for the heating and cooling data.
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2. Construct a graph using the results from the data table. Use different colors for the sand and water.
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3. Make a written summary of this graph.
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4. Formulate an hypothesis of the original problem
EVALUATION
1. The hypothesis reflects the observations.
2. The student justifies the hypothesis through thoughtful evaluation of data.