Lightning+Bolts

Lightning Bolts by Jennifer Chiriac Beverly Wedderburn Shemphill Johnson __Scott Anello__

Currently, we are starting our PBL unit on weather called "Is all this storming normal?"

Students will be able to -Classification of clouds. -Identify how clouds are formed. -State the different types of perciptiaton.
 * Goals and Objectives:**

Pysical Science 2.2.i
 * Content Standards:-**

Identifying cloud formation. Describing characteristics of severe weather Create and read a thermometer
 * Skills & Content:**

Is all this storming normal? How does weather affect our survival?
 * Essential Questions:**

Are humans affected by weather globally? -Shapes and sizes of clouds -Types of clouds -Types of Percipitation (rain, snow, sleet, hail) -Types of severe weather (hurricanes, tornadoes, floods, blizzards, typhoons, thunderstorms, twister) -Weather maps (symbols, color coding, forecasting) METEOROLOGY
 * Subtopics**

-Report on types of clouds/weather. -Weather forecasting and weather map creation. -Video/powerpoint/podcast on severe weather -Create a weather station and record the results for a 2 week period on a chart.
 * Projects**

1.** Written Report- Observation of Clouds, Data Collection RUBRICS: @http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=1874885& 2. Weather Forecasting - Pretending you are on the weather channel. RUBRICS : [] 3. Weather Station- Weather Map, Barometer RUBRICS: @http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1874866 4. Severe Weather Podcast -videotape and powerpoint. RUBRICS: []&
 * Final products

This lesson is differentiated by different learning styles. Students are able to choose which group they work with. We have incorporated multiple intelligences into the 4 final projects.
 * Differentiation**

@http://www.weather.com/ @http://www.fema.gov/kids/index.htm @http://www.jason.org/public/whatis/start.aspx @http://glencoe.mcgraw-hill.com/sites/0078771285/ @http://www.fi.edu/weather/todo/todo.html @http://weathereye.kgan.com/cadet/lessons.html @http://www.bbc.co.uk/schools/whatisweather/ @http://edheads.org/activities/weather/
 * Resources

WEATHER PRESENTATION**


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Descripton of Procedure || Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. No adult help was needed to accomplish this. || Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. Some adult help was needed to accomplish this. || Procedures were outlined in a step-by-step fashion, but had 1 or 2 gaps that require explanation even after adult feedback had been given. || Procedures that were outlined were seriously incomplete or not sequential, even after adult feedback had been given. ||
 * Idea || Independently identified a question which was interesting to the student and which could be investigated. || Identified, with adult help, a question which was interesting to the student and which could be investigated. || Identified, with adult help, a question which could be investigated. || Identified a question that could not be tested/investigated or one that did not merit investigation. ||
 * Diagrams || Provided an accurate, easy-to-follow diagram with labels to illustrate the procedure or the process being studied. || Provided an accurate diagram with labels to illustrate the procedure or the process being studied. || Provided an easy-to-follow diagram with labels to illustrate the procedure or process, but one key step was left out. || Did not provide a diagram OR the diagram was quite incomplete. ||
 * Display || Each element in the display had a function and clearly served to illustrate some aspect of the experiment. All items, 6, graphs etc. were neatly and correctly labeled. || Each element had a function and clearly served to illustrate some aspect of the experiment. Most items, 6, graphs etc. were neatly and correctly labeled. || Each element had a function and clearly served to illustrate some aspect of the experiment. Most items, 6, graphs etc. were correctly labeled. || The display seemed incomplete or chaotic with no clear plan. Many labels were missing or incorrect. ||
 * Conclusion/Summary || Student provided a detailed conclusion clearly based on the data and related to previous research findings and the hypothesis statement(s). || Student provided a somewhat detailed conclusion clearly based on the data and related to the hypothesis statement(s). || Student provided a conclusion with some reference to the data and the hypothesis statement(s). || No conclusion was apparent OR important details were overlooked. ||
 * Data Collection || Data was collected several times. It was summarized, independently, in a way that clearly describes what was discovered. || Data was collected more than one time. It was summarized, independently, in a way that clearly describes what was discovered. || Data was collected more than one time. Adult assistance was needed to clearly summarize what was discovered. || Data was collected only once and adult assistance was needed to clearly summarize what was discovered. ||