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Webquest for 3rd graders on weather!

Webquest for 3rd graders on weather!

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    Weather Watchers Weather Watchers Presentation Transcript

    • Weather Watchers Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 3rd Grade (Weather) Designed by: Ashley Stafford [email_address] Based on a template from The WebQuest Page
    • Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] YOU ARE A WEATHER NEWS TEAM RESEARCHING WEATHER You will be divided into groups of three members with each person having a specific task to complete. Your group will gather information from various websites about the two types of weather you choose to research. Research questions will be given for guidance in your research. When research is complete, your group will create a newsletter, a spreadsheet, and a power point presentation about your two types of weather. Your news team will get to be on television! Choose two types of weather to research. Examples to choose from:
      • Winter Storms
      • Rain
      • Tsunami
      • Wind
      • Hail
      • Tornados
      • Lightning/Thunderstorms
      • Floods
      • Hurricanes
      • Blizzards
    • The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • By the end of this project, your group should:
      • Learn how to work together as a team
      • Have a variety of research on your two types of weather
      • Create a newsletter about your two types of weather based on your research
      • Create an Excel spreadsheet showing which states in the United States have your types of weather
      • Create a small power point presentation with data and picture about your weather (This presentation will be filmed so that your news team gets a chance to be on television!  )
      Title
    • The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • You will be divided into groups of three where you will each get assigned one of the following roles:
        • Meteorologist – the weather expert whose job is to research what the two different types of weather are. Some questions that may help you are:
          • What are they?
          • How do these types of weather form?
          • How strong can they get?
        • Weather Chaser – the one who travels around the United States whose job is to observe the two kinds of weather. Some questions that may help you are:
          • Are there warning signs? (Ex: cloud formation, sky color, wind, etc.)
          • What time of year is this type of weather most likely to occur?
        • Cartographer – the expert on maps whose job is to research where these types of weather occur in the United States. Some questions that may help you are:
          • Where do these types of weather occur in the United States?
          • Where do they occur the most?
          • Where do they occur the least?
      • You will gather information based on your assigned roles and record the data in a journal. Use the Internet to research your types of weather. Some helpful websites are:
        • Tornados, Hurricanes, Storms, Blizzards: http://eo.ucar.edu/webweather/
        • Hurricanes: http://www.miamisci.org/hurricane/
        • Lightning/Thunder: http://weathereye.kgan.com/cadet/lightning/thunder.html
        • Floods: http://www.fema.gov/kids/floods.htm
        • Tsunami: http://www.fema.gov/kids/tsunami.htm
        • Rain and Floods: http://www.weatherwizkids.com/Rain.htm
        • Wind: http://www.weatherwizkids.com/wind1.htm
        • Hail: http://www.kidsgeo.com/geography-for-kids/0119-hail.php
        • Winter Storms: http://www.weatherwizkids.com/winter_storms.htm
        • Most Weather: http://www.weatherwizkids.com/index.htm
        • (The process is continued on the next page!)
    • The Process Continued… Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • When you are done researching your two types of weather, your group will share with each other what you found while researching.
      • As a group, create a one page newsletter about your two kinds of weather (you can include pictures if you want!). This should include a definition of what your weather is, where it occurs in the United States, warning signs, and interesting facts.
      • As a group, create an Excel spreadsheet that shows the states in the United States that have your types of weather. In the column headings write the weather, and in the row headings write the states. If the states have a particular weather, type in YES, and if not, type in NO. (Hint: While the weather chaser is gathering data, it would be helpful to make a list of states. If the state has a kind of weather put a check by it. This will help in your spreadsheet assignment!)
      • As a group, create a small power point presentation with 2-3 slides on each type of weather. Include the information from the newsletter, and also include pictures here. Be prepared to present this slideshow to the class. You will be filmed during your presentation to get the feeling that you are a weather news team on television!
    • Evaluation Example: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Internet Use Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. Notes Notes are recorded only with peer/teacher assistance and reminders. Notes are recorded. Notes are recorded legibly and are somewhat organized. Notes are recorded and organized in an extremely neat and orderly fashion. Amount of Information One or more topics were not addressed. All topics are addressed, and most questions answered with 1 sentence about each. All topics are addressed and most questions answered with at least 2 sentences about each. All topics are addressed and all questions answered with at least 2 sentences about each, showing that the student understands weather processes of Earth and how it is related to the natural world. Organization The information appears to be disorganized. Information is organized, but paragraphs are not well-constructed. Information is organized with well-constructed paragraphs. Information is very organized with well-constructed paragraphs and subheadings. Group Work Did not contribute research to the group assignments and did not work well in the group. Contributed research to the group assignments but did not work well in the group. Worked well in the group and contributed research to the assignments. Worked very effectively in the group and participated in group work. Contributed to each assignment. Did assigned research.
    • Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • When you are finished with this assignment, you should be able to describe multiple aspects of your two types of weather that you researched. You will know how to write a newsletter, use Excel, and use power point. You will have learned how to work effectively as a group to complete this assignment. Lastly, you will have hopefully had fun and learned a lot about weather!
      • Any more interest in weather?!?! Visit these websites:
        • http://teacher.scholastic.com/activities/wwatch/
        • http://www1.bellevuepublicschools.org/curriculum/k6web/thirdgrade.html
        • http://www.ahisd.net/campuses/cambridge/grade3/3rdscience.htm
        • http://www.lc-ps.org/Schools/Carkenord/mediaCenter/sitesByGrade/thirdGrade.htm
        • http://www.sfscience.com/english/grade_3/unit_C/chap_4/index.htm
        • http://library.thinkquest.org/3805/websites/website.htm
    • Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Thanks to Creative Commons for many pictures: http://www.thoughtshigherthanmine.com/Images/Lightning_storm.jpg http://web.uvic.ca/ling/assets/images/2006misc/snow.jpg http://www.corriere.it/Media/Foto/2003/01_Gennaio/27/TORNADO.jpg http://www.allthegoodness.com/images/evap_09_clouds.jpg http://unsanity.org/brian/sunset1_1280x1024.jpg http://members.aol.com/danglick01/Sunset1.jpg http://www.ics.uci.edu/~eppstein/pix/uhfall/SunsetTurbulent-m.jpg http://solarider.org/my-pics/clouds-25-03-2006.jpg http://www.stephenbrooks.org/ss/clouds/clouds.jpg http://www.lois-space.net/Pictures/Aurora_Uppsala041108.jpg http://members.aol.com/danglick01/sunset6.jpg View this presentation at: www.slideshare.net
    • Weather Watchers (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 3rd Grade (Weather) Designed by Ashley Stafford [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
    • Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page I am not sure where this lesson originated; I just knew I wanted to create a lesson on weather for 3 rd graders. This lesson is about weather and many aspects of weather, such as where a type of weather occurs in the United States, if there are warning signs that a type of weather is about it occur, the definitions of types of weather, how types of weather form, and how serious they can get. Evaluation Teacher Script Conclusion
    • Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is for young learners in 3 rd grade and is a fun way to get the students interested in weather. The learners will need to know basic knowledge of power point, Excel, and writing small paragraphs. The students will also need basic knowledge on the Internet and how to look up information. Evaluation Teacher Script Conclusion
    • Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • Colorado Science Standards Addressed:
      • Science Standard 1: Students apply the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
      • Science Standard 4: Earth and Space Science: Students know and understand the processes and interactions of Earth's systems and the structure and dynamics of Earth
      • Science Standard 5: Students understand that the nature of science involves a particular way of building knowledge and making meaning of the natural world.
      • In this lesson, students learn how to work effectively in groups, how to research and gather data on the Internet, how to use power point and Excel, and how to create a newsletter. Students will learn how to organize data through the multiple assignments of this lesson. After doing all of this, students will gain a meaningful understanding of weather.
        • .
      Evaluation Teacher Script Conclusion
    • The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • The students will be divided into groups of three where they will each get assigned one of the following roles:
        • Meteorologist – the weather expert whose job is to research what the two different types of weather are. Some questions that may help you are:
          • What are they?
          • How do these types of weather form?
          • How strong can they get?
        • Weather Chaser – the one who travels around the United States whose job is to observe the two kinds of weather. Some questions that may help you are:
          • Are there warning signs? (Ex: cloud formation, sky color, wind, etc.)
          • What time of year is this type of weather most likely to occur?
        • Cartographer – the expert on maps whose job is to research where these types of weather occur in the United States. Some questions that may help you are:
          • Where do these types of weather occur in the United States?
          • Where do they occur the most?
          • Where do they occur the least?
      • The students will gather information based on their assigned roles and record the data in a journal. They will use the Internet to research their types of weather. Some helpful websites:
        • Tornados, Hurricanes, Storms, Blizzards: http://eo.ucar.edu/webweather/
        • Hurricanes: http://www.miamisci.org/hurricane/
        • Lightning/Thunder: http://weathereye.kgan.com/cadet/lightning/thunder.html
        • Floods: http://www.fema.gov/kids/floods.htm
        • Tsunami: http://www.fema.gov/kids/tsunami.htm
        • Rain and Floods: http://www.weatherwizkids.com/Rain.htm
        • Wind: http://www.weatherwizkids.com/wind1.htm
        • Hail: http://www.kidsgeo.com/geography-for-kids/0119-hail.php
        • Winter Storms: http://www.weatherwizkids.com/winter_storms.htm
        • Most Weather: http://www.weatherwizkids.com/index.htm
        • (The process is continued on the next page!)
      Evaluation Teacher Script Conclusion
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion The Process Continued…
      • When the students are done researching their two types of weather, the group will share with each other what they found while researching.
      • The groups will create a one page newsletter about their two kinds of weather (they can include pictures if they want!). This should include a definition of what their weather is, where it occurs in the United States, warning signs, and interesting facts.
      • As a group, they will create an Excel spreadsheet that shows the states in the United States that have their types of weather. In the column headings they will write the weather, and in the row headings they will write the states. If the states have a particular weather, they will type YES, and if not, they will type NO. (Hint: While the weather chaser is gathering data, it would be helpful to tell him/her to make a list of states. If the state has a kind of weather put a check by it. This will help in their spreadsheet assignment! The teacher may want to go over Excel briefly before this portion of the assignment.)
      • As a group, they will create a small power point presentation with 2-3 slides on each type of weather (4-6 slides total). They will include the information from the newsletter, and also include pictures in the presentation. They need to be prepared to present this slideshow to the class. They will be filmed during their presentation to get the feeling that they are a weather news team on television!
      • Teacher Notes:
      • This assignment will most likely take 2-3 weeks to complete, depending on the students’ knowledge on Power Point, Excel, and writing paragraphs. Students will work on this assignment during the Science block each day until complete.
      • Assign the students randomly to groups so they learn the full importance of teamwork.
      • The teacher needs to be knowledgeable in both Excel and Power Point so that he/she can help the students and teach it to them if they need to; however, this lesson should be fairly easy even if the teacher only has basic knowledge of the programs. It would be most beneficial if there were at least two teachers in the classroom at a time to help the students.
    • Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • Resources needed for this lesson are:
        • Power Point (at least 3 computers with this)
        • Excel (at least 3 computers with this)
        • Weather books
        • Many weather websites (all listed in the Process section)
        • It would be most beneficial if there could be at least 2 teachers in the classroom whenever the students are working on this project so that students can receive help more efficiently; if a parent or aide has knowledge in Power Point, Excel, and the Internet it would be beneficial to have them in the classroom as well
      Evaluation Teacher Script Conclusion
    • Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Internet Use Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. Notes Notes are recorded only with peer/teacher assistance and reminders. Notes are recorded. Notes are recorded legibly and are somewhat organized. Notes are recorded and organized in an extremely neat and orderly fashion. Amount of Information One or more topics were not addressed. All topics are addressed, and most questions answered with 1 sentence about each. All topics are addressed and most questions answered with at least 2 sentences about each. All topics are addressed and all questions answered with at least 2 sentences about each, showing that the student understands weather processes of Earth and how it is related to the natural world. Organization The information appears to be disorganized. Information is organized, but paragraphs are not well-constructed. Information is organized with well-constructed paragraphs. Information is very organized with well-constructed paragraphs and subheadings. Group Work Did not contribute research to the group assignments and did not work well in the group. Contributed research to the group assignments but did not work well in the group. Worked well in the group and contributed research to the assignments. Worked very effectively in the group and participated in group work. Contributed to each assignment. Did assigned research.
    • Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • The teacher will split students into groups of 3, assign each student a role (meteorologist, weather chaser, and cartographer), and describe exactly what each role means.
      • The teacher will give students a variety of resources to use for gathering information, telling the students exactly what website would be best for their types of weather. If the students cannot read, the teacher can show the students on a projector all the different websites, and they can look up information together.
      • After finding information together, the teacher can tell the children to create a newsletter about their weather. For children who cannot read yet, they can just draw pictures about their weather and tell the teacher something to write by their pictures.
      • Then, the class can make a spreadsheet with the teacher. The teacher can type in the spreadsheet while asking the students questions about where their weather may be found.
      • Then, the teacher can scan the students’ newsletters and use them in a power point presentation that the class makes together. That way, the students feel like they contributed something important to the presentation!
      Evaluation Teacher Script Conclusion
    • Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page When the students are finished with this assignment, they should be able to describe multiple aspects of their two types of weather assigned to them. They will know how to write a newsletter, use Excel, and use Power Point. They will have learned how to work effectively as a group to complete this assignment. Lastly, they will have hopefully had fun and learned a lot about weather from both their research and each other! Evaluation Teacher Script Conclusion
    • Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Thanks to Creative Commons for many pictures: http://www.thoughtshigherthanmine.com/Images/Lightning_storm.jpg http://web.uvic.ca/ling/assets/images/2006misc/snow.jpg http://www.corriere.it/Media/Foto/2003/01_Gennaio/27/TORNADO.jpg http://www.allthegoodness.com/images/evap_09_clouds.jpg http://unsanity.org/brian/sunset1_1280x1024.jpg http://members.aol.com/danglick01/Sunset1.jpg http://www.ics.uci.edu/~eppstein/pix/uhfall/SunsetTurbulent-m.jpg http://solarider.org/my-pics/clouds-25-03-2006.jpg http://www.stephenbrooks.org/ss/clouds/clouds.jpg http://www.lois-space.net/Pictures/Aurora_Uppsala041108.jpg http://members.aol.com/danglick01/sunset6.jpg http://www.chrishiggins.com/blog/archives/images/arizona_clouds.jpg http://homedir-a.libsyn.com/podcasts/29ff959f2ee45f611f84bdaa908d3429/475629e3/burndoc/images/lightning_2.jpg http://www.coolantarctica.com/gallery/scenic/icebergs2/raspberry_snow.jpg http://images.usatoday.com/weather/_photos/2006/09/12/nssl0068.jpg Evaluation Teacher Script Conclusion