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for the Units and Self-Assessment
for Cultural Standards in Practice.
Winds
And
Weather
by Jonas Ramoth and Sidney Stephens
Appendix B - Assessment
Assessment Table - Winds and Weather
|
Skills and Knowledge |
Primary Learning Activities |
Assessment |
|
Develop respect for elders and others who have learned to read the weather
|
« Traditional Forecaster
« Community Memories
|
« Elder input, observation and informal interview
« Student response to weather scenarios
« Pictures, posters, poems, stories created/shared
« Weather Journal
|
|
Recognize that weather cannot be controlled and must be respected
|
|
Use local weather knowledge and skills to make decisions about how to
prepare for weather conditions.
|
|
Develop the habit of frequently observing the weather and becoming familiar
with specific signs, changes and patterns of local significance.
|
« Traditional Forecaster
« Weather Journals
« Conducting and Analyzing Local Studies
|
« Elder input
« Weather Journal. « Conducting
and Analyzing Local Studies Scoring Guide
« Apply sections of primary learning activities
|
|
Describe how the local society, culture, history and environment have
affected the development of scientific knowledge
|
« Traditional Forecaster
« Community Memories |
« Connecting section of Designing Local Studies Scoring Guide
« Pictures, posters, essays, stories
etc. (see Traditional Forecaster
Apply/Assessment)
« Unit Reflection (see Appendix ) |
|
Skills and Knowledge |
Primary Learning Activities |
Assessment |
|
Design and conduct an investigation of local weather using appropriate
tools and techniques.
|
« Agreeing on Terms
« Designing Local Studies
« Conducting and Analyzing Local Studies
|
« Designing
Local Studies Scoring Guide « Conducting
and Analyzing Local Studies Scoring Guide
|
|
Make qualitative and quantitative observations, interpret data and use
this information to explain everyday phenomena and make predictions.
|
« Weather Journals
« Conducting and Analyzing Local Studies
« GLOBE Protocols and Learning Activities |
« Weather Log/Journal entries
« Process Skills Checklist « Conducting
and Analyzing Local Studies Scoring Guide
« Performance Event - Daily Changes
« Assessment suggestions on GLOBE pages 2-40 and
7-27
|
|
Understand that differential heating of air masses produces both local
breezes and global winds. |
« Activity Series 1- Convection
« Activity Series 2 - Heat Absorption and Radiation
« Activity Series 3 - Topography |
« Embedded Assessments
« Learning Cycle Model Scoring Guide
« Process skills checklists
« Apply sections each activity series
«PALS Performance Tasks (http://www.ctl.sri.com/pals/:
« School Temperatures
« Heat Retention
« Sun and Temperature
|
|
Understand that global patterns of atmospheric movement influence local
weather. |
« Activity Series 4 - Heating the Earth
« Activity Series 5 - Global Winds |
Process Skills Observational Checklist (Used on multiple activities) Student Name ___________________________________________________________
|
Date
|
3/1
|
3/4
|
3/6
|
3/8
|
|
Observation
|
|
|
|
|
|
Measurement
|
|
|
|
|
|
Data Collection
|
|
|
|
|
|
Classification
|
|
|
|
|
|
Prediction
|
|
|
|
|
|
Inference
|
|
|
|
|
|
Communication
|
|
|
|
|
Designing Local Studies
Teacher Scoring Guide*
| |
Developing
|
Proficient
|
Exemplary
|
| Connecting
Links local cultural knowledge, experiences, and observations to creation
of a weather investigation. |
« You did not make clear connections between cultural
knowledge and your investigation
« You did not analyze the adequacy of your present
cultural knowledge
|
« You identified, explained or illustrated related
knowledge, experiences and observations and used them as a basis for
your study.
« You analyzed the adequacy of your present cultural
knowledge |
« You clearly explained and made explicit connections
to cultural knowledge, experiences and observations and used them as
a basis for your study.
« You analyzed the adequacy of your present knowledge
and made a plan for gaining necessary information. |
| Designing
Develops a plan to guide the investigation |
« The plan you wrote was confusing or didn't address
the topic identified.
« Your plan inconsistently reflected the importance
of clear language, careful observation and measurement.
« You made inappropriate or no decisions concerning
quantitative and qualitative methods, use of estimation or units.
« You did not create a clear data-recording tool.
« You did not make or respond to suggestions for
improvement in your design. |
« The plan you designed made sense and could be followed
by others without further explanation.
« Your plan showed the importance of clear language,
careful observation and measurement.
« Your decisions about qualitative and quantitative
methods, estimation and use of units were mostly appropriate.
« You created a clear data-recording tool.
« You reconsidered your design by describing problems
and making improvements |
« You wrote a very comprehensive plan that directly
outlined all aspects of your investigation.
« Your plan showed the importance of clear language
and integrated the most appropriate techniques for observation and
measurement.
« You made appropriate decisions about qualitative
and quantitative methods and use of units.
« You created a clear and detailed data-recording
tool.
« You repeatedly reconsidered your investigation
design by describing problems and making improvements. |
Conducting and Analyzing Local Studies
Teacher Scoring Guide**
| |
Developing
|
Proficient
|
Exemplary
|
| Investigating
Carries out procedures of a plan to collect and organize data |
« You recorded some observations and/or measurements
as you carried out weather studies.
|
« You clearly recorded all necessary observations
and/or measurements. |
« You clearly and completely recorded all necessary
observations and measurements and added detailed observations when
appropriate. |
| Constructing Meaning
Assembles and explains ideas through reflection, analysis and interpretation
for application and / or further meaning. |
« You missed important patterns or relationships
in the data.
« You had trouble connecting what you knew when you
started with what you learned in this study.
« You did not use your observations or data to give
reasons for your thinking.
« You did not ask questions about ideas or applications
related to this study.
|
« You recognized important patterns and relationships
in your data.
« You explained how what you learned from this investigation
fit in with what you already knew.
« You referred to your observations and data to support
your conclusions.
« You wondered about ideas related to this study
and asked interesting questions.
|
« You explored important patterns and relationships
in your data.
« You discussed similarities and differences between
what you knew when you started and what you found out.
« You explored reasons for your conclusions by using
your observations and data as evidence.
« You posed questions for further investigations.
|
| Communicating
Provides oral, graphic, and or written support of the investigation |
« Your presentation was somewhat clear and organized
but needed more detail
« You chose narrative, graphs, charts, tables and
or pictures that required the reader to infer in order to understand
your ideas and thoughts. |
« You presented a clear, organized and detailed description
of your work.
« You chose narrative, graphs, charts, tables, and/or
pictures that clearly communicated my ideas. |
« Your presentation was focussed and purposeful.
« You chose narrative, graphs, charts, tables and
/ or pictures that enhanced and strengthened the communication of your
ideas. |
PERFORMANCE EVENT - DAILY CHANGES (Student version) GROUP WORK
1. Each student group of 4 will need copies of afternoon
weather log entries for 1 week (as provided by teacher).
2. As a group you are to construct a data table or other
visual display comparing the weather as reported in the weather log. Be sure
to include as
many aspects of the weather study as possible in as much detail as necessary.
Create display in space below. EACH STUDENT WILL NEED THEIR OWN COPY OF WHATEVER
TABLE OR DISPLAY THEY CREATE.
3. As a group, discuss the daily weather, recording
key points of discussion individually below:
INDIVIDUAL WORK_________________________________________________
4. Use your group table or display to help you describe
what change, if any, you observed in the temperature, wind or atmosphere
between Monday and
Friday. Be sure to support your conclusions with data.
5, Use your table or display to help your describe what
effect, if any, weather seemed to have on village activities.
6. Compare the weather log observations with the observations
of the Traditional Forecaster? Were they the same or different? Use examples
to support your conclusions.
If they were different, how might you explain those differences?
Performance
Event - Daily Changes (Teacher scoring guide) Performance Expectations:
« Organizing and representing data
« Formulating conclusions from data
« Recognizing that weather changes daily even though weather
changes may be slight Sample Data Table
(Pictures, graphs or other representations are acceptable as long as data
is clearly and accurately recorded)
| |
Temp.
|
Wind
|
Sky
|
Trad. Fore.
|
Village Act.
|
|
Monday |
Very cold |
Calm |
Clear |
Still cold |
People indoors or chopping wood. Dogs in houses |
|
Tuesday |
Cold |
Calm |
Clear |
No change yet |
Same |
|
Weds |
Cold |
Light Breeze
/South |
Haze |
Wind, sundog, maybe a change |
Same |
|
Thursday |
No Comment |
Surface Wind/
East |
Low clouds |
Will get warmer |
Trappers preparing to check lines |
|
Friday |
No Comment |
|
Overcast |
Will hold for awhile |
Trappers out |
Scoring Guide
Stage 4 Student clearly represents data in table (graphic)
and accurately interprets data to describe changes in temperature, wind and
atmospheric conditions.
Accurately describes the effect of weather on village communities and uses
data to support description. Specifically compares weather data with TF data
and
notes that the Traditional Forecaster tended to focus on possible weather changes
without describing observations in detail.
Stage 3 Student table (graphic) is well done and data
interpretation generally accurate but may contain minor flaws or omissions.
Accurately describes trend
in village activities but may not sufficiently support conclusions with data.
Notes accuracy of TF but non-specific about comparisons of class log.
Stage 2 Student attempts to represent data and interpret
it but may represent only part of the data or consider only partial data
or not support conclusions
with data. Comparison of weather to village activity may be somewhat vague,
as may TF comparison. Overall response may contain major flaws.
Stage 1 Student makes unsuccessful attempt at a table
or graphic. Makes statements about weather without data. Overall response
is vague, poorly defined
and contains major flaws.
LEARNING CYCLE MODEL SCORING GUIDE
|
----Exploration----
|
|
1
|
2
|
3
|
- Initiates activities with no forethought or avoids activity completely
- ignores needs and contributions of peers
|
- interacts with phenomena as instructed
- works politely with peers, but sticks to personal agenda
|
- asks clarifying questions
- uses a variety of methods to interact with the subject
- works cooperatively with peers and gains insights from their activities
|
- no organized attention or skills applied to task at hand
|
- measurements, observations, and classifications are recorded, but
with little attention to detail
|
- makes careful observations, measurements, and classifications
- records measurements, observations, and inferences
|
- shows minimal intellectual interaction with materials being manipulated
|
- fluid interactions with phenomena, but they sometimes are off target
with intended activities
|
- identifies and seeks to expand personal understanding of the concept
or phenomena
|
|
----Generalize----
|
|
1
|
2
|
3
|
- shows little participation in discussions
- demonstrates non-supportive behavior for others' input
|
- engaged in discussion as a participant
- does not initiate many questions
|
- asks thoughtful questions
- shows respect for other ideas
|
- does not distinguish between observations and inferences
- looks upon guesses as fact
|
- has basic understanding of the differences between observation and
inference.
- understands that a hypothesis is a kind of scientific guess
|
- distinguishes between observations and inferences
- identifies relevant observations and interpretations
- looks upon guesses as hypotheses to be tested
|
- jumps to conclusions that are not based upon recent manipulations
of the phenomena
|
- considers data before making conclusions
|
- avoids jumping to conclusions
- identifies alternative explanations for phenomena
|
|
----Apply----
|
|
1
|
2
|
3
|
- does not recognize applicability of knowledge gained from both successes
and failures of experimental process
|
- creative application ideas, but they do not address personal or societal
needs
|
- offers to apply new knowl-edge to positive benefit of society
|
- does not refer to principles and concepts discovered in earlier generalizations
|
- applications loosely associated with principles of concept
|
- refers to principles which were discovered in the generalize stage
in spite of new context
|
- does not offer applications of new knowledge regardless of context
|
- applications offered, but does not transcend original context
|
- transfers application of concept to new context
|
Unit Reflection
In this weather unit you have learned about weather from at least two different
points of view (1) traditional weather knowledge; and (2) Western science knowledge.
Each of these views represents a different knowledge system, each with its own
way of looking at the world.
By writing, drawing, creating lists or some other means explain:
1. How Iñupiaq people view the weather.
2. How Western scientists view the weather.
3. The similarities between these two systems.
4. The differences between these two systems.
5. When and why each perspective can be useful.
*Adapted from Northwest Regional Educational Laboratory (1999),
Science Inquiry Scoring Guide
** 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." |
