TeachNet Project, sponsored with major funding by  AT&T Foundation,  

seeks to improve student achievement by providing training, grants, networking and resource sharing to teachers at seven of the Teachers Network affiliates worldwide.

 

Weather Report

Weather Report

How it works:

In this unit, the Internet and Microsoft Excel are used to integrate earth science (weather), geography, and math (statistics, data analysis) at the upper elementary/middle school level. Students first choose a state and determine the state capital. They then locate the city on a United States map, and determine it's latitude, longitude, and elevation. They predict the weather conditions for their capital and then, for two weeks, collect weather data from a weather website for their chosen city. Pupils learn the difference between degrees Fahrenheit and Celsius, and how to convert from Fahrenheit to Celsius. During classroom discussions they learn about weather conditions, humidity, and barometric pressure, and hypothesize about what might determine the variation in temperatures between cities (proximity to oceans, elevation, distance from equator, etc.). After collecting the weather information for two weeks, students determine the mean, mode, median and the range of their data, and graph the data by hand. They share the mean temperatures they calculated and each student locates and labels their classmates' cities on a national map with the means. The students then make a spreadsheet using Microsoft Excel, use the charting capabilities of Excel to generate graphs of temperature and humidity, and interpret their own and their classmates' graphs.

Assessment: Students are evaluated on participation in class discussions and successfully completing the mapping activities. Their data analysis worksheets and graphs are also evaluated.

Standards: Students will know how to use weather maps and weather forecasts, and understand that weather depends on many variables (earth science). Students calculate the mean, median, mode and range of a set of data and graph their data (math). Students will learn the location of various states and their capitals (social studies).

         Specific content standards are listed at the project site.

What you need:

Estimated number of class periods: This unit consists of four, fifty minute blocks of time and a shorter period of time everyday for two weeks to collect data online.

Software or materials used: To complete the weather unit students must have access to a computer with an Internet connection daily for two weeks. The application Microsoft Excel must be available for creating a spreadsheet and graph.

Keywords: weather, science, math, geography

The Students: This project can be adapted for students of all ability levels. It is most appropriate for students in grades four and above who will have had some exposure to the concepts of mean, mode and median in math and practice in interpreting graphs. The participants should have some knowledge of the computer and using the Internet. Students who had never used a spreadsheet program before did very well in this introduction. English language learners have also successfully participated in the activities in this unit.

Overall Value: The use of the computer to collect weather data online is very motivating. Participants soon recognize the practical use of the Internet while learning about the science of weather. Students' math learning is reinforced when they use meaningful, real-life data to analyze and graph instead of random, meaningless numbers. Microsoft Excel is introduced in this unit and students recognize it as a useful tool with practical applications. They also consider it fun!

Details:

Subject Area:  Science

Second Subject Area: Math

Starting Grade Level: 4

Ending Grade Level: 8

URL:http://foothilltech.org/cmcintyre/weatherunit
/weatherunit.html

Tips for the Teacher: The teacher should be familiar with Microsoft Excel before beginning the unit. Having the students work in pairs when learning a new program helps minimize the volume of questions (by at least half!).

 

 

 



Martha McIntyre is a teacher at Aliso Elementary School in Carpinteria, California. This year she is dividing her day between teaching fifth grade and teaching computer technology to students in grades K-5. She has taught in the Carpinteria Unified School District for twenty-three years, eleven as a special education teacher. Martha has been a Santa Barbara County CTAP Technology Mentor for the last two years