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Winds
And
Weather
by Jonas Ramoth and Sidney Stephens
Activity 5 - Conducting and Analyzing Local Studies
| Summary |
Students carry out the class weather study: recording, organizing and
discussing data daily and keeping track of this work in their journals.
Once sufficient data have been collected, students look for patterns and
relationships in data, link these with what they know and with traditional
knowledge, and ask questions related to the investigations. By so doing,
student knowledge of local weather patterns as well as student analysis,
inference and prediction skills are improved over time.
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| Materials
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« Daily Observation Sheets (compiled in binder)
« Class Weather Log summaries (compiled in binder)
« Class Weather Log overhead
« Any other materials needed to make observations
« Conducting and Analyzing Local Studies, Student
Scoring Guide
« Student journals/folders
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| Procedure
Gear-Up
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1. Once all students are familiar with each of the observations, the
weather study can rotate between one or two designated weather watchers
per day. Let them create a schedule for this (or you can) but also remind
them that their own personal observations are to be continued and shared.
2. Tell students that they are now beginning the second phase of their
study in which they will collect and analyze their data. Provide them
with a copy of the Conducting and Analyzing Local Studies Student Scoring
Guide and discuss/clarify expectations. Let them know that their work
will be self-assessed and teacher-assessed using this guide and that the
TF will also review their work.
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Conducting and Analyzing Local Studies Student Scoring Guide*
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Developing
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Proficient
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Exemplary
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| Investigating Carries out procedures of a plan to collect and organize data
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« I recorded some
observations and/or measurements as I carried out weather studies.
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« I
clearly recorded all necessary observations and/or measurements. |
« I clearly and
completely recorded all necessary observations and measurements and
added detailed observations
when appropriate.
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| Constructing
Meaning Assembles and explains ideas through reflection, analysis and interpretation
for application and / or further meaning.
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« I missed important
patterns or relationships in the data. « I
had trouble connecting what I knew when I started with what I learned
in this study. « I did not
use my observations or data to give reasons for my thinking. « I
did not ask questions about ideas or applications related to this
study.
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« I
recognized important patterns and relationships in my data. « I
explained how what I learned from this investigation fit in with
what I already knew
and with traditional knowledge. « I
referred to my observations and data to support my conclusions. « I
wondered about ideas related to this study and asked interesting
questions.
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« I
explored important patterns and relationships in my data. « I
discussed similarities and differences between traditional knowledge,
what I knew when I started
and what I found out. « I explored
reasons for my conclusions by using my observations and data as
evidence. « I posed
questions for further investigations.
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| Communicating Provides oral, graphic, and or written support of the investigation.
Presentation appropriate for audience
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« My presentation
was somewhat clear and organized but needed more detail « I
chose narrative, graphs, charts, tables and or pictures that required
the reader to
infer in order to understand my ideas and
thoughts.
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« I
presented a clear, organized and detailed description of my work. « I
chose narrative, graphs, charts, tables, and/or pictures that clearly
communicated my ideas. « My presentation
was appropriate for my audience |
« My presentation
was focussed and purposeful. « I
chose narrative, graphs, charts, tables and / or pictures that
enhanced and strengthened the communication of my
ideas « My presentation took
into account the various interests and needs of my audience.
|
| Explore |
2. The weather watchers will make the observations at the designated
time(s) and record their observations on the Daily Observation Sheet.
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| Many variables complicate the task of analyzing weather data. Sometimes
more than one weather-influencing agent is operating at the same time,
making it hard to decide which of the data are most important/related.
And sometimes, the time scale for predicted change may be delayed
by days or take place in a matter of hours. e.g. a ring around the
moon is predictive of very cold weather in winter, but that cold weather
may not arrive for several days after the halo itself. Or, a predicted
weather change may happen very quickly and then change again all within
a few hours and thus be missed by class data. This makes analysis
of data difficult but also reinforces the need for both frequent and
long term observation and analysis. |
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3. Upon return to class, the weather watchers will transfer their data
to both the Class Weather Log binder and the overhead. They will store
their Daily Observation Sheet in their folder for later assessment using
the Investigating portion of the scoring guide.
4. Using Class Weather Log overhead, help class analyze changes from
yesterday by asking questions such as: Is it warmer/colder? Windier/less
windy? Cloudier/clearer? Has the wind direction changed? According to
the TF, do any of these observations indicate that a change in weather
might occur? What are your ideas about why changes occurred or didn't
occur? Ask students to record these discussions in the Constructing
Meaning portion of their journal. (EA - communication, inference,
using data to construct an explanation)
5. Once students are comfortable comparing daily weather changes, have
them review a month of data for the purpose of analyzing trends and patterns.
If students are experienced at analyzing raw data, you might have them
work in groups of 3 or 4 to create a table, pictures or some other kind
of graphic organizer to make analysis easier. If they are not experienced,
you might want to guide them through the analysis as described below.
Again, such analysis should be recorded/saved in the Constructing Meaning
portion of their journal or folder.
« Provide student groups with copies of 4 weeks of
the Class Weather Log summaries (20 entries). Have them cut the Weather
Log apart on the
horizontal lines so that each day's weather (including analysis of change)
is on a separate strip of paper. Have students divide these strips
within
their group so that each student has 5 or 6 strips.
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Sample Weather Log
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Date |
Wind Direction & Effect on Visible Things |
Cloud Cover & Movement |
Snow &
Rain
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Temp. in F° and notes
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Animal/
Human
Activity
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Notes |
Weather change predicted?
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« Ask if there is a dominant wind direction in Selawik
and instruct student groups to sort their strips into piles according
to wind direction only
(e.g. all strips with north winds prevailing would be put into one pile,
all strips with south winds into another and so forth)
« Ask students to count the number of instances of
each type of wind direction and have each group report its findings.
Help them think mathematically
about the findings and their significance (e.g. if east winds were recorded
12 of the 20 days, is it fair to say east winds prevailed? How about
8
of 20 days? How do these findings compare with their knowledge/expectations?
With those of the TF?)
« Continue with single sorts such as dominant temperature,
cloud cover, wind speed etc.
« Once students are adept at analyzing single factors
have them look for relationships such as wind direction/temperature;
wind direction/cloud
cover; cloud cover/ temperature etc. Again, they would sort by one factor
such as wind direction and then sort again to see if there was an accompanying
trend in temperature associated with that wind direction. (See sidebar
previous page.)
« Such analysis should continue looking both at daily
trends (e.g. winds picking up in the afternoon, clouds settling in
at night, clouds or wind
coming from a dominant direction etc.) and at signs or clusters of signs
predictive of change.
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| Apply/Assess |
7. Students compile a list of their findings to date and share it with
another class. Also have them share it with the TF and their families,
asking for input/revising as necessary.
8. Students take turns giving their weather forecasts over the P.A. system
daily.
9. Students create pictures, posters, poems etc. to communicate their
understanding of traditional weather knowledge to younger students.
10. Read or provide students with another weather scenario like the following: Pretend
that it is January and that a prominent halo was seen around the
moon for 2 nights, 3 days ago. The temperature has been around
0· for the past several days, there are a few clouds and a light
breeze is blowing from E/NE. You would like to take the snow machine
to visit your
family in Buckland. Would this be a good time to travel there? Why
or why not?
Ask students to write their response in their journals. Encourage them
to use evidence from their own weather journals as well as the class weather
log to justify their answer.
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| Assessment |
« Embedded assessment as indicated in lesson text
« Traditional Forecaster reviews analyses and presentations
« Teacher and student completion Conducting and Analyzing
Local Studies Scoring Guides and conference
« Performance Event, Daily Changes (see Appendix
B)
|
* Adapted from Northwest Regional Educational Laboratory (1999),
Science Inquiry Scoring Guide
Standards
Section I - Observing Locally
Section II - Understanding Wind
Section III - Connecting
Globally
Appendix A - Selawik Weather Information from
Jonas Ramoth
Appendix B - Assessment
Appendix C - Weather Resource
List
Appendix D - Interdisciplinary Integration
Handbook
for Culturally Responsive Science Curriculum by Sidney Stephens
Excerpt: "The information and insights contained in this document will be
of interest to anyone involved in bringing local knowledge to bear in school
curriculum. Drawing upon the efforts of many people over a period of several
years, Sidney Stephens has managed to distill and synthesize the critical ingredients
for making the teaching of science relevant and meaningful in culturally adaptable
ways." |
