Mike's+Unit+Plan


 * Daily Lesson GAME Plan **


 * Lesson Title:** World Weather
 * Grade Level:** 9th Grade Earth Science
 * Related Lessons:** Geology, Geography
 * Unit:** Weather

** Goals ** Performance Indicator 2.1 –
 * Content Standards** (NYS Curriculum Standards)
 * 2.1c: Weather patterns become evident when weather variables are observed, measured, and recorded. These variables include air temperature, air pressure, moisture (relative humidity and dewpoint), precipitation (rain, snow, hail, sleet, etc.), wind speed and direction, and cloud cover.
 * 2.1e: Weather variables are interrelated.
 * 2.1g: Weather variables can be represented in a variety of formats including radar and satellite images, weather maps (including station models, isobars, and fronts), atmos- pheric cross-sections, and computer models.
 * 2.1i: Seasonal changes can be explained using concepts of density and heat energy. These changes include the shifting of global temperature zones, the shifting of planetary wind and ocean current patterns, the occurrence of monsoons, hurricanes, flooding, and severe weather.
 * ISTE NETS-S**
 * 1) Creativity and innovation
 * 2) Research and information fluency
 * 3) Critical thinking, problem solving, and decision-making.
 * Instructional Objectives:** Students will research and determine factors that affect the weather and climate of New York and any other location of their choice, and then compare and contrast the differences between the two.

** Action ** Define specific points that students can use to help determine differences in specific locations. Current weather maps will be prepared for students to observe today’s weather throughout the globe. Parameters must also be set for locations that will be out of bounds (ex. – Antarctic locations, other New York locations). Prepare rubric for research and “weather forecast” Create short PowerPoint of weather patterns, phenomena and locations, which includes recent forecast for Finger Lakes Region.
 * Before-Class Preparation**
 * 1) Location and geography
 * 2) Historical climate
 * 3) Weather phenomena
 * 4) Weather Forecast

**During Class** Rubric || Students’ previous experiences and knowledge of New York, and research findings should help to determine what they are to look for when researching their second locale. || Laptop Computers || After each student completes the bellringer they will split up into their respective groups. ||  || Smart Board || Informal meetings with each group throughout this time will help me to determine where students are headed and if they need to be redirected or need some assistance. Groups should also begin to assemble their presentations and weather forecasts. Completion of presentation and forecasts will be homework. || Laptop computers Presentation software Cameras or camcorders || After bellringer groups will begin to assemble necessary materials for presentations. ||  ||
 * Time || Instructional Activities || Materials and Resources ||
 * 10 minutes || Introduce project with short discussion of differences between 2 starkly contrasting locations. Show PowerPoint to highlight points of interest in choice of locations. Hand out rubric and explain details of project such as climate, geography, latitude, seasons, etc. || Computer with PP
 * 15 minutes || Have students individually write a short description of what they know about New York’s weather and climate. Students will then choose their location they would like to research and write it at the top of the paper. When everyone has chosen a location they will find 1 or 2 others who share their location or similar locales and partner up for the rest of the project. ||  ||
 * 20 minutes || The remainder of this period will be given to students to find websites and other information on the weather, climate and factors affecting the Finger Lakes region of New York.
 * 5 minutes (Day 2) || Bellringer: One factor that affects the climate of New York?
 * 10 minutes || Today’s Finger lakes forecast and maps of current weather conditions, Jet streams, and temperatures. A short discussion will follow for students to make connections between locations. || Computer
 * 30 minutes || Begin the second part of the research process by asking students “Why did you choose your second location?” Most responses should give a starting point for students.
 * 15 minutes || Bellringer: One factor that affects the climate of your chosen location?
 * 35 minutes || Presentations ||  ||

** Monitor **
 * Ongoing Assessments:** Students will be continuously monitored to evaluate progress according to rubrics and participation. Informal group meetings will also be used to identify any obstacles and questions groups may have.
 * Accommodations and Extensions:** Provide struggling groups with location specific points of interest. Help all groups make connections between weather statistics.

Mike, You have designed a nice project that builds critical thinking and collaboration skills. Students will definitly learn how changes in the jet stream, geography and temperature can have a significant impact on weather. To possibly help your struggling students you could provide resouces of weather websites or guided notes to keep them on track. Great lesson plan! Greg

Mike, I really like that you gave the students the option to choose their location that they wanted to research. I also think it is a great idea to model what they will be doing by researching New York as a class. I think this will be crucial in their understanding and ability to move forward with the project. Are they able to choose their method of presenting? Nice lesson! Kelley

** Daily Lesson GAME Plan 2 **


 * Lesson Title:** Weather Phenomena
 * Grade Level:** 9th Grade Earth Science
 * Related Lessons:** Emergency Preparedness
 * Unit:** Weather

** Goals ** Performance Indicator 2.1 –
 * Content Standards** (NYS Curriculum Standards)
 * 2.1b The transfer of heat energy within the atmosphere, the hydrosphere, and Earth’s interior results in the formation of regions of different densities. These density differences result in motion.
 * 2.1f Air temperature, dewpoint, cloud formation, and precipitation are affected by the expansion and contraction of air due to vertical atmospheric movement.
 * 2.1h Atmospheric moisture, temperature and pressure distributions; jet streams, wind; air masses and frontal boundaries; and the movement of cyclonic systems and associated tornadoes, thunderstorms, and hurricanes occur in observable patterns. Loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.
 * ISTE NETS-S**
 * 1) Creativity and innovation
 * 2) Research and information fluency
 * 3) Critical thinking, problem solving, and decision-making.
 * Instructional Objectives:** Students will research weather phenomena that affect the United States. Students will utilize the Internet and weather professionals to develop a preparedness pamphlet for weather emergencies.

** Action ** Prepare short video clip with disaster footage and aftermath. Set up a class Twitter account, and organize class blog website. Book laptop cart for classes. Create a list of possible websites to find information and other locations they can use the class Twitter account. Contact local colleges, weather stations for weather professionals who will answer student questions on either Twitter or blog. Prepare rubric for pamphlet:
 * Before-Class Preparation**
 * 1) Pamphlet design
 * 2) Disaster locales
 * 3) Emergency supplies and kits
 * 4) Communication

**During Class** I will share my experience in hurricanes and flooding, and then open up the floor for student experiences. || Computer with PP || Give students a tour of both Twitter and blog, and how they can communicate with weather professionals to ask questions and gain information. || Rubric Past student pamphlets Computer || Students will be required to print out information on their specific disaster for next class. || Laptop Computers || After each student completes the bellringer they will get a laptop. || Laptop computers || Smart Board || Students will have this time to find any information they may need and begin assembling their pamphlet. || Laptop computers Presentation Software or cardstock. || kit? ||  ||
 * Time ||  Instructional Activities  ||  Materials and Resources  ||
 * 15 minutes || Start class by showing disaster video clip(s) that affect the United States. Show pictures of flooding in New York from hurricane Irene, and 1972 Corning.
 * 15 minutes || Pass out rubric and explain pamphlet project. Share past student pamphlets to give students basic idea of what they are to develop.
 * 15 minutes || Students will be give the remainder of period to research major weather disasters in the United States and choose one type of disaster to research.
 * 5 minutes (Day 2) || Bellringer: Where does your disaster tend to occur?
 * 10 minutes || As a class look at both the class Twitter account and blog website to review any posts. Give class any time to ask questions about Twitter and the blog that they may have. || Computer
 * 30 minutes || Research and creation time.
 * 15 minutes || Bellringer: What supplies do you recommend keeping in your
 * 35 minutes || Presentations ||  ||

** Monitor **
 * Ongoing Assessments:** Students will be continuously monitored to evaluate progress according to rubrics and participation. I will log on to blog and Twitter after each class to check on student submissions and professional responses.
 * Accommodations and Extensions:** Provide struggling students with lists of websites they may find answers on. I will also provide short lessons on how to use social media websites.

Mike,

One idea for this lesson would be to design a social network of weather that is similar to one that is on the weather channel's website or have students blog on the class blog. Students could write live accounts of what it would be like to be in a natural disaster. They could bring their feelings and emotions in and meet their content. Just an idea! Good luck!

Jennifer

Mike,

I really like the inclusion of video eye-openers and with a topic like weather disasters as I’m sure it will capture student interest. I am curious as to how the students like using Twitter for school activities. When using Twitter I have always been cautious because anyone can see and comment on the discussion outside of your student roster. Is there a way you make your interactions more secure? I really think your unit will be both educational and entertaining for your classes.

Mike Larson