# Weather Station Teacher Planning Guide

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1 First Grade Science Unit C: Earth Science Unit Project Weather Station Teacher Planning Guide The Scientific Method-Flow Map Find a problem and ask a question. Research the problem and find out all you can. Make a hypothesis based on what you know. Conduct the experiment to find out if you are right. Do the experiment several times to collect data and evidence. Organize data into tables and graphs. Form a conclusion and check your hypothesis. Write about what you learned and how it applies to the real world. This template is designed for teachers to use in planning a Science-based unit project. The student template may also be used to further assist the instructor or teach students how to develop a science project of their own. Suggested Pacing Project Idea One or more weeks of collecting data. The intent is to give students time to understand weather changes from day to day and season to season. As such, the data may be collected daily or in timed periods throughout the school year. For rainfall collection, you might research average rainfall in your area to determine when to measure. Using a measurement tool(s) thermometer, rain gauge or wind vane, students will predict and record daily temperature, rainfall and wind gauge answering the question: Does the weather change from day to day and perhaps season to season (if observed throughout the year). Furthermore, students can develop ranges of temperature, rainfall or wind to fit the descriptions for hot, wet, or breezy, respectively. For example: Is 70 degrees hot or warm? Would you describe the rain as scattered, drizzle, pouring (or raining cats and dogs)?

2 Driving Question (Problem) State the essential question or problem of the project. Provide a central focus for student inquiry. Make sure that the driving question is authentic, engaging, and requires an application of knowledge. The Effect Question What is the effect of on? What is the effect of temperature, rainfall and/or wind on the weather conditions? The How Does Affect Question The Which/What and Verb Question How does the affect? How do temperature, rainfall, and/or wind affect the weather? Which/What (verb)? Which, temperature, rainfall, or wind direction, is the most useful in describing the weather conditions or when planning your activities based on the weather? Driving Question: Does the weather change from day to day or season to season? If so, how and why does it matter? Content Standards 1IE4.0 Investigation and Experimentation Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands students should develop their own questions and perform investigations. 1IE4.a Draw pictures that portray some features of the thing being described. 1IE4.b Record observations and data with pictures, numbers, or written statements. 1 IE4.c Record observations on a bar graph 1 IE 4.d Describe the relative position of objects by using two references (e.g., faster vs. slower) 1 IE 4.e Make new observations when discrepancies exist between two descriptions of the same object or phenomenon. What key skills will students need to know and learn in order to successfully complete this project?

3 Key Skills communication and presentation organization and time management research and inquiry self-assessment reflection group participation and collaboration leadership critical thinking Pre-Requisite Skills Examples of Thinking Skills Based on Bloom s Taxonomy Remembering Understanding Applying Evaluating Creating list define state repeat duplicate classify describe discuss explain identify locate recognize report select translate paraphrase choose demonstrate dramatize employ illustrate interpret operate sketch solve use schedule What do the students need to be able to know and do? appraise compare contrast criticize differentiate discriminate distinguish examine experiment question test assemble construct create design develop formulate write Students should be familiar with a thermometer, rain gauge and wind vane. There are opportunities for students to make their own rain gauges and wind vanes in the textbook or easily accessible on-line. The concept of a thermometer can be understood with a jar, lid w/hole, straw, rubbing alcohol, water and clay (to hold straw in place). Liquid will move up through the straw when the liquid in the bottle is heated (expands) and move down when cooled (contracted). For details, see: Project Launch Research Students will need to become an expert on their topic by researching as much as possible. What resources are available for students to research the topic? What types of information will they need to find? What questions need to be answered? What experts or persons might students be able to talk to in order to gather the evidence for their topic? Students will need to make a prediction to explain what they think will happen if they

4 Project Launch Hypothesis test their problem. Example Problem Example Hypothesis Which paper towel is more absorbent? I think the weather will change from day to day. I think the weather will not change from day to day. Alternates: I think the temperature will... I predict the rainfall will be... The direction of the wind will change or will not change for one week. Etc. Differentiation What modifications will need to be made to differentiate for students of diverse learning styles and needs? Materials Needed Thermometer, Rain Gauge, and/or Wind Vane Chart Paper for recording results

5 Variables Controlled Variables (will stay the same) Independent Variables (variable that will change) Responding Variables (the results) Procedure Data Collection List the steps students will take in performing the experiment How will students display the results of their experimental data? Design or include a sample chart, graph, etc.

6 Rubric What type of rubric will be used to judge the project? Example for K- Criteria 1. Display is well organized.. Clearly stated title, purpose, and reasonable hypothesis.. Background information on science topic with at least sources cited. 4. Clearly explained experimental procedures. 5. Measurable data that includes three or more trials. 6. Effective analysis of data clearly stated results (graphs, charts, and tables). 7. In-depth knowledge base of topic with use of related vocabulary at grade level. 8. Well elaborated conclusion based on results. 9. Stated real life connections. 10. Effective closure of presentation. Points Total 5 Example for 4-5 Criteria 1. Display is well organized.. Clearly stated title, purpose, and reasonable hypothesis.. In depth report on science topic. 4. Three or more resources cited. 5. Thoroughly stated procedures and materials. 6. Clearly stated variables and controls. 7. Measurable data that includes three or more trials or when testing human subjects, ten people or more. 8. Effective analysis of data clearly stated results (graphs, charts, and tables). 9. In-depth knowledge base of topic with use of related vocabulary at grade level. 10. Well elaborated conclusion based on results. 11. Stated real life connections. 1. Effective closure of presentation. 1. Science Journal is complete and well organized. Points Total 0

7 Additional Products Science Journal Components Rubric Criteria What additional products may students produce? chart drawing timeline diagram Thinking Map map comic book cover poster Total Points Examples of Products Visual Construct Oral Multimedia Written model response to sculpture literature diorama report miniature article art gallery museum exhibit mobile debate panel discussion lesson report play Reader s Theater Press Conference talk show monologue song illustrated book newspaper TV show PowerPoint video poetry photo essay video monologue news report web-page o Cover Page: Name, Grade, Date, Teacher, Title of Project, School o Table of Contents o Driving Question o Hypothesis o Variables o Materials o Procedure o Data and Observations o Results o Conclusion o Bibliography o Acknowledgements Adapted from: Holt, Lora. Elementary Science Fair Planning Guide, 006. Science Fair Projects: An Inquiry-Based Guide. Carson-Dellosa Publishing Company, Inc. Science Fair Project Journal. Prince George s County Public Schools, Maryland.

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