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Jennifer Buskirk EDE 340 December 4, 2013 Final Project

Winter Weather (Snow and Ice) Grade 6 Science, Math and Language Arts
http://thematicunits.theteacherscorner.net/iceandsnow.php (Reference site - includes several lessons related to winter weather that can be modified to incorporate creative learning ideas) I hope to be a middle school teacher, so I wanted to put something together for a middle school grade, so I decided to go with Grade 6. However, I think these lessons could all be modified for older or younger grades. I also wanted to create something that could be incorporated into more than just one core subject area. This allows the students to invest some interest into the subject matter, and they know that what they are learning in science will be used for their language arts lesson so they must pay attention. In the lessons I developed, I tried to include a different form of the arts into each one so that all different learning styles are covered. For the final assessment project, I left it completely up to the students. I think that students know what they are most interested in, and what they are best at, so by leaving it open-ended they get to choose. If they are creating something that they know they are able to do well, they will be able to communicate what theyve learned more clearly and are more interested in what they are making.

Overview of Plans
o o o o o o Monitoring the Weather/Journaling Weather Patterns Solid, Liquid, Gas How Snow Forms Compiling and Graphing Data Collected Final Project (Assessment)

Monitoring the Weather/Journaling (Ongoing supportive assignment, to be done along with the five lessons): Beginning with Day 1, students will monitor the weather (temperature, precipitation, barometric pressure, humidity, wind speed/direction) three times a day (morning, lunch, end of day). Students will break into groups on the first day;

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each group will be assigned one weather instrument to construct. Students will also begin journaling. In their journal, they will record the weather observations, make predictions, answer questions provided by me, and draw sketches. Weather Patterns: Students will learn about weather patterns and what causes them (high pressure front, low pressure front, stationary front, humidity, etc.). Students will develop a move or gesture for each concept, and will act out several weather scenarios. (Dance/Movement) Solid, Liquid, Gas: We will go outside to collect snow and ice (a lot of it!), then bring it back into the classroom where students will be able to conduct several experiments related to states of water (solid, liquid, gas), as well as the properties of those states (ice vs. snow melting time, temperatures, measuring/weighing ice, snow, water, etc.). Students will record their findings in their journals and write reflections. Then they will write songs/jingles to describe the properties of solids, liquids, and gases. (Music) How Snow Forms: First, students will learn about how snow forms in the atmosphere, and see a teacher demonstration. Then students will break into groups and develop stories that explain this process (with characters, plot, setting, etc.) and act it out. (Drama/Acting) Compiling and Graphing Data Collected: On the final day, students will go through all the weather data they collected during the week, and make observations, draw graphs and tables. Students will find creative ways to visually represent data. (Visual Arts/Drawing) Final Project: Creating something that describes what theyve learned and what theyve recorded in their journals throughout the week. This can be in the form of anything: drawing, painting, sculpture, machine, diorama, collage, dance, song, skit, etc. (Fine Arts)

Resources and Equipment

Monitoring the Weather/Journaling: o Notebook for each student (this will become their weather journal) o Thermometer o Precipitation Gauge (Snow and Rain? Depending on time of year) Snow: http://www.salemclock.com/weather/snowgauge.htm 1 two-liter plastic bottle a ruler 2 rubber bands scissors Rain: http://www.scs.sk.ca/science/science/weather/instruments.htm (rest of instruments also listed under link) 1 two-liter plastic bottle 1 jar

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2 rubber bands Scissors

o Barometer: A jar Tape A large balloon Paper Drinking straw A rubber band Scissors o Weather Vane Drinking straw A paper compass A small piece of poster board A plastic bead with a hollow center A straight pin A pencil with an eraser Scissors Tape o Anemometer Egg carton cups or small Dixie cups 2 drinking straws Tape A straight pin Pencil with an eraser o Hygrometer 2 thermometers 2 small jars Moist paper towel or cotton Relative humidity chart Weather Patterns: o Student journals o Bodies o Movement Solid, Liquid, Gas: o Student journals o Snow and ice samples o Cups, buckets, bowls o Test tubes, flasks, beakers o Heat source

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o Scales o Rulers How Snow Forms: http://www.messenger-education.org/library/pdf/ice_snow.pdf o Student journals o Bodies o Movement o Craft supplies for students to build props or setting backdrops Compiling and Graphing Data Collected: o Student journals o Calculators o Craft supplies for students to represent interesting data Final Project: o Craft supplies of ALL sorts Markers, crayons, colored pencils Glue Colored paper Paper Paint/Paintbrushes Washers, screws, etc. Recyclable materials (egg cartons, newspapers, magazines, plastic jugs, etc.) Computers available

Links to Standards
Monitoring the Weather/Journaling o Science: I.1.2: Design and conduct scientific investigations. I.1.3: Use tools and equipment appropriate to scientific investigations. I.1.4: Use metric measurement devices to provide consistency in an investigation. o Mathematics: I.1.3: Use patterns and their generalizations to make and justify inferences and predictions. III.1.1: Collect and explore data through observation, measurement, surveys, sampling techniques and simulations. o Language Arts: 2.1: Write fluently for multiple purposes to produce compositions, such as stories, reports, letters, plays, and explanations of processes. 11.3: Organize and analyze information to draw conclusions and implications based on their investigation of an issue or problem.

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Weather Patterns o Science: V.3.1: Explain patterns of changing weather and how they are measured. o Dance/Movement Solid, Liquid, Gas o Science: IV.2.1: Describe common physical changes in matter: evaporation, condensation, sublimation, thermal expansion and contraction. o Mathematics: III.2.3: Draw, explain and justify conclusions based on data. III.3.1: Make and test hypotheses. III.3.2: Design experiments to model and solve problems using sampling, simulations and controlled investigations. o Music How Snow Forms o Science: V.3.3: Explain the behavior of water in the atmosphere. o Language Arts: 6.2: Demonstrate their ability to use different voices in oral and written communication to persuade, inform, entertain, and inspire their audiences. o Drama/Acting Compiling and Graphing Data Collected o Science: II.1.1: Evaluate the strengths and weaknesses of claims, arguments, or data. II.1.3: Show how common themes of science, mathematics, and technology apply in real-world contexts. o Mathematics: III.1.2: Organize data using tables, charts, graphs, spreadsheets and data bases. III.1.3: Present data using a variety of appropriate representations and explain why one representation is preferred over another or how a particular representation may bias the presentation. III.2.3: Draw, explain and justify conclusions based on data. o Visual Arts Final Project (Used as a final assessment of student knowledge): o Science II.1.1: Develop an awareness of the need for evidence in making decisions scientifically.

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II.1.2: Show how science concepts can be illustrated through creative expression such as language arts and fine arts. o Mathematics I.1.3: Use patterns to describe real-world phenomena. III.1.3: Present data using a variety of appropriate representations and explain the meaning of the data. o Language Arts 3.1: Integrate listening, speaking, viewing, reading, and writing skills for multiple purposes and in varied contexts. 11.3: Organize and analyze information to draw conclusions and implications based on their investigation of an issue or problem. 11.4: Using multiple media, develop and present a short presentation to communicate conclusions based on the investigation of an issue or problem. o Fine Arts

Assessment
The student journals will be used to assess how well they understood the lessons throughout the week. I will ask questions daily, and they will record their responses in their journals, which will be collected at the end of the week. Their journals should also contain notes and data from other weather related lessons from throughout the week. Throughout the week, I will also test them to see if they remember the weather word moves they created. In order to do this, I will randomly ask students to show me the gesture (as a whole class) for a certain weather word. Then I may call on a student or two to explain what the word means and its importance to weather. This allows me to gauge how many students understand the concepts. The other major way I will be assessing the students is through their data analysis and their final projects. Since I have the journals and final project as an overall assessment, most of the other assignments will be for participation points. I want the students to use their creativity to the fullest, and I dont want to stifle it by giving them too many guidelines. It also takes the focus off of working for a grade because the learning in these lessons comes through the process rather than the end product.

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Monitoring the Weather/Journaling (Ongoing; along with the 5 lesson plans) Core subject: Science/Math/Language Arts Age group: 6th Grade Curriculum Target / Bench Mark: o Science: I.1.2: Design and conduct scientific investigations. I.1.3: Use tools and equipment appropriate to scientific investigations. I.1.4: Use metric measurement devices to provide consistency in an investigation. o Mathematics: I.1.3: Use patterns and their generalizations to make and justify inferences and predictions. III.1.1: Collect and explore data through observation, measurement, surveys, sampling techniques and simulations. o Language Arts: 2.1: Write fluently for multiple purposes to produce compositions, such as stories, reports, letters, plays, and explanations of processes. 11.3: Organize and analyze information to draw conclusions and implications based on their investigation of an issue or problem. Collective Values points (creativity wheel): I ask questions about things that could happen. I trust my feelings about things. I can compare one thing to another, and make connections between different things.

Learning outcomes: Students will be able to make and record observations. Students will be able to collect and record data. Students will be able to organize their thoughts and ideas. Students will learn how to use scientific equipment to measure weather conditions.

Duration: 1 week Materials: o Notebook for each student (this will become their weather journal) o Thermometer o Precipitation Gauge (Snow and Rain? Depending on time of year)

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Snow: http://www.salemclock.com/weather/snowgauge.htm 1 two-liter plastic bottle a ruler 2 rubber bands scissors Rain: http://www.scs.sk.ca/science/science/weather/instruments.htm (rest of instruments also listed under link) 1 two-liter plastic bottle 1 jar 2 rubber bands Scissors Barometer: A jar Tape A large balloon Paper Drinking straw A rubber band Scissors Weather Vane Drinking straw A paper compass A small piece of poster board A plastic bead with a hollow center A straight pin A pencil with an eraser Scissors Tape Anemometer Egg carton cups or small Dixie cups 2 drinking straws Tape A straight pin Pencil with an eraser Hygrometer 2 thermometers 2 small jars Moist paper towel or cotton Relative humidity chart

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Description: Students will break into groups; each group will be assigned one weather instrument to construct. Instruments will be placed outside in an area where they will not be disturbed, but are easily accessed by the students. Students will begin a Winter Weather Journal where they will monitor and record the weather (temperature, precipitation, barometric pressure, humidity, wind speed/direction) 3 times a day (morning, lunch, end of day). Students go in pairs to collect data; Rotate those who get to check so that everyone gets a chance. When they come back, they will write the data on the board so that the rest of the class can record it in their journals. Each day, students will also be asked to respond to winter weather related questions/prompts in their journals through writing and/or sketches. They may be asked to reflect upon something, think critically about something, make predictions, draw a sketch, etc. The journals will also be used periodically to record notes and/or observations, to write down ideas and/or outline, etc. Anything winter weather related can go into the journals. Students are encouraged to write down and sketch as much as possible in order to help them with their final project.

Grading Rubric: Students will receive a grade from 0-4, as follows: 0 Student did not do assignment. 1 Student work is struggling. Failed to record responses to daily prompts, or responses were vague and minimal; Failed to record daily weather data; Failed to take thorough notes or record information from lessons/experiments. 2 Student work could use improvement. Missing responses to daily prompts, or not all responses are well thought out; Missing some daily weather data; Unorganized notes or little information recorded from lessons/experiments. 3 Student work is proficient. Missing only one or two items (daily prompts, daily weather data). Notes and information from lessons/experiments are present and thorough. 4 Student work is accomplished. All responses to daily prompts are recorded; All daily weather data is recorded; Notes and information from lessons/experiments are present and thorough. Total points possible: 20

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Weather Patterns Core subject: Science/Dance/Movement Age group: 6th Grade Curriculum Target / Bench Mark: o Science: V.3.1: Explain patterns of changing weather and how they are measured. o Dance/Movement Collective Values points (creativity wheel): I can see how other people work differently to achieve their purpose. I can spot problems and ways of dealing with them. I can use things I have already used to help me. I can think of unusual ways of doing things. I can find new ways of doing things.

Learning outcomes: Students will be able to describe the differences and similarities between several weather patterns. Students will be able to explain outcomes of several naturally occurring weather events. Students will be able to use their bodies to express their thoughts and ideas.

Duration: 45 minutes 1 hour Materials: o Student journals o Bodies o Movement Description: First, students will be given an introductory lesson to weather patterns (high pressure front, low pressure front, stationary front, humidity, etc.) and their causes, as well as what can happen as different fronts collide. As a class (with teacher guidance), students will develop a move or gesture that represents each concept. They will do this during the lesson (after an idea is discussed, students will be given time to come up with a move/gesture).

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After the lesson, students will break into 2-3 groups and will each be given scenarios to act out, using the moves/gestures previously created. For example a group could be asked to show what happens when a cold front moves into a stationary front.

Grading Rubric: Students will receive a participatory grade for this assignment. If all students were present and played an active role in their groups, they will receive points for this assignment (10 total participation points). If student was not present, or was not an active member of their group, they do not receive full points for this assignment.

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Solid, Liquid, Gas Core subject: Science/Mathematics/Music Age group: 6th Grade Curriculum Target / Bench Mark: o Science: IV.2.1: Describe common physical changes in matter: evaporation, condensation, sublimation, thermal expansion and contraction. o Mathematics: III.2.3: Draw, explain and justify conclusions based on data. III.3.1: Make and test hypotheses. III.3.2: Design experiments to model and solve problems using sampling, simulations and controlled investigations. o Music Collective Values points (creativity wheel): I ask questions about things that could happen. I am able to try out new things. I try out lots of different ways to do things and solve problems. I am prepared to try things out even if they might not work. I can use things I already learned to help me.

Learning outcomes: Students will be able to use scientific equipment to conduct experiments, collect data, and make measurements. Students will be able to make generalizations about physical changes in matter. Students will be able to write song lyrics pertaining to science concepts.

Duration: 1-2 hours Materials: o o o o o o o Student journals Snow and ice samples Cups, buckets, bowls Test tubes, flasks, beakers Heat source Scales and Rulers Freezer, ice chest, or cooler (to store samples)

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Description: Students will take cups, buckets, and bowls outside to collect snow and ice samples from around the school. When they return to the classroom, students will be free to conduct several experiments related to states of water (solid, liquid, gas), as well as the properties of those states (ice vs. snow melting time, measuring/weighing ice/snow/water, temperatures of samples, etc). Students will organize their thoughts, record their hypotheses, make predictions, record their findings, and take notes in their weather journals. Students will then develop songs/jingles to describe the properties of solids, liquids, and gases. (In small groups)

Grading Rubric: For the experiment portion of this assignment, students will receive a participatory grade. Students who were present and actively engaged in the assignment will receive points for this assignment (10 total participation points). Students who were not present or students who were not actively engaged in the assignment will not receive full points. For the song/jingle assignment, groups will be graded by the following rubric: 3 Creativity Students final product was original. Evident that students put thought into the assignment. Understanding It is clear that students fully understand the concepts. 2 Students final product was not original or it is evident that students put forth little effort. Minimal misunderstanding of concepts. 1 Students final product was not original. Evident that students did not put forth effort. Students struggling with the concepts. Missing information or incorrect explanation. Unclear what the main idea is; Not specific enough. 0 Score

Clarity

The main idea is clear and specific.

Main idea is unclear or not specific.

TOTAL: _________
8-9 = A 6-7 = B 4-5 = C 2-3 = D 0-1 = E

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How Snow Forms Core subject: Science/Language Arts/Drama/Acting Age group: 6th Grade Curriculum Target / Bench Mark: o Science: V.3.3: Explain the behavior of water in the atmosphere. o Language Arts: 6.2: Demonstrate their ability to use different voices in oral and written communication to persuade, inform, entertain, and inspire their audiences. o Drama/Acting Collective Values points (creativity wheel): I can see how other people work differently to achieve their purpose. I can see if my work has achieved its purpose. I can create things in my mind. I can find new ways to do things.

Learning outcomes: Students will be able to explain the process of how snow forms in the atmosphere. Students will be able to develop/write a creative piece that conveys important, relevant information. Students will be able to develop character, setting, and plot and visually express them to an audience.

Duration: 1-2 hours Materials: o o o o o Description: First, students will be introduced to how snow forms in the atmosphere. This includes a teacher demonstration using an aquarium tank (instructions found in link). http://www.messenger-education.org/library/pdf/ice_snow.pdf Student journals Bodies Movement Craft supplies for students to build props and/or setting backdrops

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After the lesson, students will break into groups of 4-5 and develop stories/folk tales that explain the process they just learned about. The stories/folk tales need to be fully developed with characters, setting, plot, etc. Students should be creative with this! After students have completed the stories/folk tales, they will be presented to the class.

Grading Rubric: Students will be graded as a group based on the following rubric: 3 Story Story is welldeveloped and includes logical plot, characters, and setting. Understanding It is clear that students fully understand and explain the concepts. 2 Story is welldeveloped, but missing an element. 1 Story missing some elements. Plot does not have a logical order. Students struggling with the concepts. Missing some information or incorrect explanation. Unclear what the main idea is; Too broad. 0 Story not developed well. Missing several elements. Students do not understand concepts and do not give any explanation. Story does not appear to have a main idea or focus. Score

Minimal mistakes of explaining concepts.

Clarity

The main idea is clear and specific.

Main idea is fuzzy or needs to be more specific.

TOTAL: ___________
8-9 = A 6-7 = B 4-5 = C 2-3 = D 0-1 = E

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Compiling and Graphing Data Collected Core subject: Science/Mathematics/Visual Arts Age group: 6th Grade Curriculum Target / Bench Mark: o Science: II.1.1: Evaluate the strengths and weaknesses of claims, arguments, or data. II.1.3: Show how common themes of science, mathematics, and technology apply in real-world contexts. o Mathematics: III.1.2: Organize data using tables, charts, graphs, spreadsheets and data bases. III.1.3: Present data using a variety of appropriate representations and explain why one representation is preferred over another or how a particular representation may bias the presentation. III.2.3: Draw, explain and justify conclusions based on data. o Visual Arts Collective Values points (creativity wheel): I can see more than one way of looking at things. I trust my feelings about things. I try out lots of different ways to do things and solve problems. I can see how others work differently to achieve their purpose. I can see if my work has achieved its purpose. I am prepared to try things out even if they might not work.

Learning outcomes: Students will be able to evaluate and represent data using several different methods. Students will be able to organize data and find trends in data. Students will be able to draw conclusions and explain their findings.

Duration: 1 hour Materials: o Student journals o Calculators o Craft supplies for students to represent interesting data

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Description: Students will be asked to organize the data and information they have collected throughout the week and represent it visually. This can be with graphs, tables, charts, or infographic posters. Students should represent at least 3 different sets of data, using 3 different methods. Student work will be presented and explained to the class.

Grading Rubric: Students will be graded by the following rubric: Creativity 3 Students final product was original. Evident that students put thought into the assignment. Used 3 different methods of representing data. 2 Students final product was not original or it is evident that students put forth little effort. Used 2 different methods of representing data. Student correctly represented 2 different sets of data. Minimal mistakes in explanation of concepts and representations. 1 Students final product was not original. Evident that students did not put forth effort. Used only 1 method of representing data. Student correctly represented one set of data. Students struggling with the concepts. Missing information or incorrect explanation. 0 Student did not do assignment. Score

Data

Student correctly represented 3 different sets of data. Understanding It is clear that students fully understand the concepts and are able to explain their representations.

Student did not represent any data.

Student does not explain representation or leaves out explanation.

TOTAL: ________
8-9 = A 6-7 = B 4-5 = C 2-3 = D 0-1 = E

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Final Project (Overall Assessment) Core subject: Science/Mathematics/Language Arts/Fine Arts Age group: 6th Grade Curriculum Target / Bench Mark: o Science II.1.1: Develop an awareness of the need for evidence in making decisions scientifically. II.1.2: Show how science concepts can be illustrated through creative expression such as language arts and fine arts. o Mathematics I.1.3: Use patterns to describe real-world phenomena. III.1.3: Present data using a variety of appropriate representations and explain the meaning of the data. o Language Arts 3.1: Integrate listening, speaking, viewing, reading, and writing skills for multiple purposes and in varied contexts. 11.3: Organize and analyze information to draw conclusions and implications based on their investigation of an issue or problem. 11.4: Using multiple media, develop and present a short presentation to communicate conclusions based on the investigation of an issue or problem. o Fine Arts Collective Values points (creativity wheel): I can create things in my mind. I can see more than one way of looking at things. I am able to try out new things. I try out lots of different ways to do things and solve problems. I can think of unusual ways of doing things. I can see how others work differently to achieve their purpose. I can see if my work has achieved its purpose.

Learning outcomes: Students will be able to show understanding and mastery of a topic winter weather. Students will be able to represent their understanding visually.

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Duration: 45 minutes 1 hour class time to work on project. Students will be allowed to take their work home over the weekend to finish. Presentations will be the following week. Materials: o Craft supplies of ALL sorts Markers, crayons, colored pencils Glue Colored paper Paper Paint/Paintbrushes Washers, screws, etc. Recyclable materials (egg cartons, newspapers, magazines, plastic jugs, etc.) Computers available Description: Students will be asked to create something that describes what theyve learned about winter weather. It must describe at least 3 concepts in detail. They will draw information from lessons, writings, and what theyve recorded in their journals throughout the week. Their options are completely open for this project. They can do anything: drawing, painting, sculpture, diorama, collage, dance, song, poem, folktale, skit, website, etc.

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Grading Rubric: This project will be the students final assessment and will be worth a total of 30 points, based on the following rubric: 5 Creativity Final product is unique and inventive. Found a clever or surprising way to interpret the assignment. Understanding Student applied knowledge correctly. Used data confidently and accurately. Content Student knows a lot about the subject and included it in their final project. Effort 3 Final product is acceptable, but not unique or innovative. Contains similar elements as other projects. Student applied most knowledge correctly. Used most data accurately. 1 Final product lacking innovation and originality. Appears to be forced or put together haphazardly. Student applied minimal knowledge. Used some data accurately. Student did not include much information. SCORE

Presentation

Audience Member

Student could have included more information about the subject in their project. Final product has Final product is been well thought thought out, but out. It is clear that the missing some student put forth a finishing touches. strong effort. Student project was Student project was interesting and the interesting to most student was able to and the student was accurately explain all able to accurately parts of the project. explain most of the project. Student was a Student was present respectful audience in the audience; sat member; sat quietly quietly but did not with all attention on have all attention on the presenter. the presenter.

Final product looks unfinished. Appears as if student did not put forth effort. Student project was unexciting and student was able to accurately explain some of the parts of the project. Student was a poor audience member; interrupted, did not pay attention to the presenter.

TOTAL: ______
25-30 = A 19-24 = B 13-18 = C 7-12 = D 0-6 = E