Capstone PRoject
Authentic Meteorology & Geology Integration

Purpose
Go beyond the “basics” of
Geology & Meteorology
Student Ownership of
Learning
Authentic Experiences
Long Time Span

Objectives
Objectives #1 - 4:
Student-Centered – students will be making many of
the decisions on the specifics of their studies
Learning & Doing – actively engaged in relevant
activities on a daily basis
Using Information – students gather and use
information from the weather channel to do a statistical
analysis
Facilitator – teacher will guide students through
selections of locations, help find contacts for location, &
assist with selection of product to fit with learning style

Objectives
Objectives #5 & 6:
Flexible grouping based on individual student needs
– students will work alone at times while at other
times will have a partner for data analysis and
proofreading of final project while at other times
there may be large or small group instruction
Multiple Instructional & Learning Modalities –
instruction given in large and small groups with
assistance from our technology specialist during
work time to address all student needs – learning
options for students depending on interests and
abilities

Objectives
Objectives #7 & 8:
Higher-Order Thinking Skills – students
analyze weather data and create a product
highlighting the geologic and meteorological
phenomena for their chosen location
Interdisciplinary – in addition to earth science
students use mathematical reasoning and writing
skills in the final project – there are also be some
historical links

Objectives
Objectives #9 & 10:
Collaboration – contact w/other students from around
the world to learn about their selected location – work
done w/project buddy to proofread work & practice
presentation - students will also share their products
w/students in class & discuss their findings
Performance-Based Assessments– instead of taking a
traditional test of what was learned in geology and
meteorology students are demonstrating their
knowledge gained & depth of understanding through
graphing, drawing, discussing, creating and analyzing
of critical components

Objectives
Objectives #11 & 12:
Multiple Sources of Information – collected from
data and research on-line, in electronic
encyclopedias, and through e-mail contacts with real
people
Technology Integrated– students use data from the
Weather Channel every day to collect data and
gradually build graphs as we learn new concepts,
projects and products are making use of multiple
applications (pages, iMovie, GarageBand, Keynote,
Web 2.0 tools, etc.) on student laptops

Objectives
Objectives #13 & 14:
Learning Styles – LS inventory taken early in course
and used to select product for the final project later
Learning How to Learn – students gradually
build knowledge & must become at ease with making
hypotheses & drawing conclusions from analysis –
questioning skills of their e-mail partners will make
their learning much easier and more thorough

Objectives
Objectives #15 & 16:
Authentic Projects – information will be used from
e-mail partners, on-line research, and gathering of data
on-line via the Weather Channel as real scientists do
Students Act as Professionals – students act as
meteorologists in their data analysis project using
techniques and terminology used in the profession

Timeline
Continues through entire semester (block
schedule with 80 minute classes)
Begins with Learning Style Inventory &
Selection of location students have a personal
connection with in some way (2nd & 3rd day)
Goes across Geology & Meteorology Units
Partner with Virtual Pen-Pal to share data
Project, Paper, & Visuals shared on Wiki (last
week of class)

Project Components
Students select location they are curious about
Learn to collect vital weather data for location
Collect data over entire semester
Geology unit -
As learning topics “talk” w/Virtual pen-pal
Learn about impact of topics in their area
and begin documenting through words and
visuals in preparation for final project

Project Comp -cont.
Meteorology Unit -
Weather Data Analysis assignment
See Weather Data Chart on next slide
More Virtual Pen-Pal discussion to gain better
understanding of weather in the chosen location

Weather Data
Collected

Project Comp -cont.
Final Project of info. learned about location
Choose btw. Travel Channel Video, Museum
Exhibit, Travel Brochure (see next 2 slides)
Work with similar learning styles to brainstorm,
discuss, proofread, & practice presentations
Project, Paper, & Visuals displayed on Wiki
Oral Presentation to share with class

Instruction Page

Project Rubric

Resources
Virtual Pen-Pal contact through:
Student ePal e-mail accounts (initiated by
instructor)
Connections through Taking it Global website
Parent connections (see tri-fold on next slide)
Weather Data from www.weather.com for each
student’s selected location
Rubrics created through www.rubistar4teachers.org

Students Understanding the World
The Initiative The Parents
So, what can YOU do to help? You will be able to
The idea of this project is for students to
follow the progress of your child as this project
learn about meteorology and geology
progresses by going to a website given to each
through a personal connection they can
student a little further into the semester. This
have with a chosen location somewhere
will be a great conversation starter between you
else in the world. I have found that when
and your son/daughter as this project will take
students are able to choose a location they
almost the entire semester to complete.
are curious about it makes learning the
“tough” stu! within the meteorology and Have a talent? Have a little spare time in your
geology curriculums much easier AND it day once a week? We have many ways for you to
seems to make more sense to them. be involved in our class from your home or right
in our classroom. Let me know what works for
We will be making these connections
you... Mrs. Roth’s contact information...
through several di!erent modes that will
end up being similar to an electronic " E-mail address: croth@cysd.k12.pa.us www.wordle.net
version of pen-pals. As we learn about
topics in class the students will be talking " Phone number: 846-6789 The Connections
to their virtual pen-pal about those topics
to see if they are impacting lives in the area Another way to help is by letting me know
in which their “pal” lives. if you have any connections to people in
other parts of the world. The goal is to
Ultimately, students will compile their have a virtual pen-pal for every single
newly acquired information on the student. Maybe you don’t know someone in
computer in various ways to demonstrate Kenya but you might have a nephew in the
the vast knowledge they have gained, not military in Japan. Perhaps your neighbor
just through traditional research but by has a sister that moved to Australia. You
connecting with real people all over the get the idea! Reach out and see if there is
world. Family, friends, and virtual pen-pals someone out there we can work with and
will all be able to view this information and then let me know ASAP...it is never too late
comment on the student work. to make a new connection.
One Side of Flyer to Parents

Desired Outcomes
Deeper understanding of the
workings of our Earth &
Atmosphere
Enjoy the learning processes
Improved grades on final
exam in Geology &
Meteorology
Parents connected to their
child’s learning

Learning made fun!!!