WINTER STORMS
WINTER STORMS
Grade level: 4-8
SCIENCE STANDARDS
4.1.1 Students will develop an understanding of systems, order, and organization.
4.1.2 Students will develop an understanding of evidence, models, and explanation.
4.5.3 Students will develop an understanding of the changes in the earth and sky.
4.7.3 Students will develop an understanding of environmental changes.
4.7.4 Students will develop an understanding of how science and technology helps communities resolve problems.
8.1.2 Students will develop an understanding of evidence, models, and explanation.
8.2.1 Students will develop the abilities needed to do scientific inquiry.
8.5.1 Students will develop an understanding of the structure of the earth.
8.7.3 Students will develop an understanding of natural hazards.
LANGUAGE ARTS STANDARDS-SPEAKING
4.3.1 Students will pose questions and contribute their own information or ideas in group discussions in order to acquire new knowledge.
4.3.2 Students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and information to be conveyed.
8.3.1 Students will pose questions and contribute their own information or ideas in class discussions in order to acquire new knowledge.
8.3.2 Students will make oral presentations that demonstrate appropriate considerations of audience, purpose, and information to be conveyed.
LANGUAGE ARTS STANDARDS-LISTENING
4.4.1 Students will gain information or complete tasks by listening.
8.4.1 Apply listening skills in a variety of settings.
OBJECTIVE
Understand and explain the concept of the movement of winter storms.
ACTIVITY
Pretend you are a television weather person who must explain the winter storm now coming into your area. Use as many of the following terms in your explaination as you can:
|
snow freezing rain |
blizzard |
nor'easter |
white out |
jet stream |
|
lake effect snow |
sleet |
polar air mass |
troposphere |
wind chill |
|
low pressure |
cirrus clouds |
nimbostratus clouds |
stratus clouds |
winter storms |
ASSESSMENT IDEAS
A rubric can be made to identify the number of vocabulary words used in each student's explanation. The more words used correctly, the higher the individual grade.
A check list can also be utilized to determine which vocabulary words are correctly or incorrectly used. No grade is necessary.
Students may be video taped during their explanation, and the tape may be kept in individual portfolios.