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=Sue's Weather Lesson=

Adapted from a lesson found in: http://www.discoveryeducation.com

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=Lesson Title: Weather and Weather Maps=

Students will:

 * ==Understand basic information about weather==
 * ==Learn about different types of weather maps==

Introduction:
Present students with an engaging question to get them thinking about the weather and what it is composed of: “What are some examples of weather?” will be typed into a graphic organizer document, using such graphic organizing software such as “Diagramly” and a smartboard (the diagram will look something like this: to start). Students will then answer the question, and one student will serve as a scribe, typing in the answers on the computer. Another student will organize the answers by creating the graphics in the graphic organizer.

After the brainstorming, the teacher will show a video about weather. Before showing video, the teacher will cue students to listen for the vocabulary words they’ve already come up with, and for new ones that they might notice. Video: [|Weather Video] (Be sure to cue up the video so as to avoid the advertisement.)

After watching the video, ask the students if they found examples of the previous and new vocabulary. The class will discuss what they saw of the previous vocabulary words, and will add new vocabulary (to the existing diagram) from the film. Using vocabulary listed on the Vocabulary Page, the teacher will add words and ask the students if they’ve heard of them and what they may know about those words, who uses the words, and what they might mean. Additional questions the teacher may want to ask are:
 * Where does weather come from?
 * Where does weather happen?
 * How does weather happen?
 * Is weather always the same?
 * What kind of weather have you experienced, and what was it like?

Ask the students what makes one day’s weather different from the next. Start a new document/diagram in which the answer to these questions are written and displayed on the smartboard. Here are some examples of answers you are looking for:
 * Temperature
 * Precipitation (rainfall, snowfall)
 * Wind speed
 * Humidity
 * Cloud cover

Explain that meteorologists, or scientists who predict and report the weather, use different types of maps to show the elements of weather. Explain that in this lesson, students will work in groups to look at one type of weather map, focus on one aspect of weather, research facts about that aspect, and present each group’s results using [|VoiceThread]. The students can use music, images, text, videos and their own voices to create their presentations.

Divide the class into six carefully constructed groups (divided up to speak to the strengths and learning needs of students involved) and assign each one a different type of map with which to work. The teacher will carefully monitor groups and individuals to ensure that all learning styles, strengths, and obstacles are being addressed and that each is working to the best of their ability to complete the project and learn the most possible while enjoying the process. The Map Types are as follows:


 * 1) Front Maps
 * 2) Precipitation Maps
 * 3) Radar Maps
 * 4) Satellite Maps
 * 5) Temperature Maps
 * 6) Wind-speed Maps

Provide the links and questions for each group on a wiki such as this (see wiki pages on right). Let the students know that they can use the Weather Research Sites (see wiki page to the right), the “Background” links for each map type (to be found within each Map type Page), and they may also research more information on their own using the internet. They may use videos they find online in their presentations as well as images from sites such as “Google Images”. Each presentation should include a map and should answer the questions found in each group's "Map Page".

Students will work on this project at home and during class time. Each group will have a Google Doc to record answers to the questions before they put together their presentations. Some students will use text-to-speech to read through the research, some will use word prediction software and other writing programs, and some will use digital recorders in order to record their answers to the questions before the presentations are put together. Some students may work in pairs at home if they would like.

After the students put together their presentations, each group will present to the class.