3. What are different seasons the sky
produces, what are the
characteristics, and how do they
affect us?
4. How is rain, temperature, and wind speed affected on a weekly
bases, how often does it change, and why?
•Winter
•Spring
•Fall
•Summer
•Degrees F
•mL
5. How does all of this information fit together, how could it
change over the future, and finally what are your new thoughts
in regards to the sky?
6. The Sky?
• Up in the Sky by David Lumerman
• http://www.lil-fingers.com/sky/index.html
7. TEKS
• (21) Writing/inquiry/research. The student uses writing as a tool for learning and
research. The student is expected to:
– (A) frame questions to direct resarch (4-8);
– (B) organize prior knowledge about a topic in a variety of ways such as by
producing a graphic organizer (4-8);
– (C) take notes from relevent and authoritative sources such as guest speakers,
periodicals, and on-line searches (4-8);
• (2) Scientific processes. THe student uses inquiry methods during fields and
labaoratoryinvestigations. the student is expected to:
– (A) plan and implement descriptive investigations including asking well-
defined questions, formulating testable hypotheses, and selecting and using
equipment and technology;
– (B) collect information by observing and measuring;
– (C) analyze and interpret information to construct reasonable explanations
from direct and indirect evidense;
8. TEKS
• (4.3) Number, operation, and quantitative reasoning. The students adds and subtracts to solve
meaningful problems involving whole numbers and decimals. The student is expected to:
– (A) use addition and subtraction to solve problems involving whole numbers; and
– (B) add and subtract decimals to the hundredths place using concrete objects and
pictorial models.
• (4.4) Number, operation, and quantitative reasoning. The student multiplies and divides to solve
meaningful problems involving whole numbers. The student is expected to:
– (A) model factors and products using arrays and area models;
– (B) represent multiplication an division situations in picture, word, and number form;
– (C) recall and apply multiplication facts through 12X12;
– (D) use multiplication to solve problems (no more than two digits without technology);
and
– (E) use division to solve problems (no more than one digit divisors and three digit
dividends without technology).
• (3) Scientific processes. The student uses critical thinking and scientific problem solving to make
informed decisions. The student is expected to:
– (A) analyze, review, and critique scientific explanations, including hypotheses and
theories, as to thier strengths and weaknesses using scientific evidence and information;
– (B) draw inferences based on information related to promotional materials for products
and services;
– (C) represent the natural world using models and identify thie limitations;
9. TEKS
• (15) Writing/purposes. The student writes for a variety of audiences and purposes,
and in a variety of forms. The student is expected to:
– (A) write to express, discover, record, develop, reflect on ideas, and to
problem solve (4-8);
– (C) write to inform such as to explain, describe, report, and narrate (4-8);
• (4.14) Underlying processes and mathematical tools. The student applies Grade 4
mathematics to solve problems conneted to everyday experiences and activities in
and outside of school. the student is expected to:
– (A) identify the mathematics in everyday situations;
– (B) solve problems that incorporate understanding the problem, making a
plan, carrying out the plan, and evaluating the solution for reasonableness;
– (C) select or develop an appropriate problem-solving plan or strategy,
including drawing a picture, looking for a pattern, systematic guessing and
checking, acting it out, making a table, working a simpler problem, or working
backwards to solve a problem; and
– (D) use tools such as real objects, manipulatives, and technology to solve
problems
10. Work Cited
• Blogs:
• Austin News: Jim Spencer
• http://blogs.kxan.com/weather/
• This is an Austin meteorologist that blogs about the weather, explains how the weather will affect us, and
why it might be the way it is. Very informative.
• Weather Machine: Janice Dean
• http://weather.blogs.foxnews.com/
• This blog is another weather blog by a meteorologist but from another station so it offers another
perspective and style.
• Images:
• National Geographic Video: Weather 101: Ted Szukalski
• http://www.worldweatherpost.com/2009/05/27/national-geographic-video-weather-101/
• This is an image of the sky when it is raining.
• http://www.freefoto.com/preview/9906-07-3?ffid=9906-07-3&k=JuBlue+sky+and+white+clouds
• Image of a Jet Blue Sky and White Clouds
• http://www.freefoto.com/preview/901-02-8585?ffid=901-02-8585&k=Winter+trees+with+a+grey+sky
• Picture of winter trees with a grey sky
• http://www.freefoto.com/preview/19-10-11?ffid=19-10-11&k=Spring
• Picture of spring
• http://www.freefoto.com/preview/1218-57-17?ffid=1218-57-
17&k=Fall+Color%2C+New+Hampshire%2C+USA
• Picture of Fall Color, New Hampshire, USA
11. Work Cited continued
• Video:
• National Geographic Video: Weather 101
• http://www.worldweatherpost.com/2009/05/27/national-geographic-video-weather-101/
• This is a video explaining how weather happens for every type of weather. Very informative
and covers the broad spectrum of weather and how the sky operates.
• Information:
• Time for a Change... of Season: Paige Williams
• http://www.msnbc.msn.com/id/3077384/
• This site gives some information as to why the seasons change based on scientific reasoning.
• The quot;Weather Dudequot;: Nick Walker
• http://www.wxdude.com/
• This site goes very in depth with information and games regarding weather.
• Slide Cast:
• Up in the Sky: David Lumerman
• http://www.lil-fingers.com/sky/index.html
• This site is like a mini story that in a very basic way explains what all is in the sky, very fun and
cute.
