Group+01+Jess'+Activity

“How //Do// the People in Our Community use Weather Forecasts?” An Explorative Science and Technology Activity. **__Activity__**:

In groups of two, students will determine how people in our community use weather forecasts. The pairs will be required to think of and explain how __6-8__ occupations/community members use weather forecasts in their everyday lives. Students will be encouraged to perform interviews within the community. When interviews are not feasible, students can research within available library resources or using the internet’s kid-friendly search engine, KidRex.

Students will also be asked to find __four__ examples of weather folklore. While interviewing, students will ask the individual if he/she knows of any weather related folklore that helps them to predict weather. Those who did not have an opportunity to interview can research weather folklore facts, choose one, and pair it with the occupation/community member with whom it would most likely relate (see demonstration concept map for further clarification).

Students will represent their findings //visually// by creating a concept map. The teacher will perform a whole-class minilesson on “How to Create a Concept Map.” This is an opportunity for students to familiarize themselves with the program “CMAP Tools.” The teacher will present the PowerPoint presentation to the class demonstrating the screen shot and step instructions in creating a concept map (see attach PowerPoint presentation on the Wiki page).

The pairs of students will then create their own concept maps, which will be entitled, “How the People in Our Community use Weather Forecasts.” The concept map should include: the __6-8__ occupations, photos of people in these occupations, an explanation of //how// those individuals use weather forecasts in the occupations, and __four__ weather related folklore facts. Students can include photos of the individuals they interviewed if permitted by that person. These images can be pasted in the “Weather Folklore Finds” section of the concept map.

**__Time Frame__**: Total: 5 periods (40 minutes each) Interviews will be conducted outside of class time. The teacher must consider the time required to gather information, whether it is through interviews or research. One 40 minute class period should be granted to perform research. The next class period will be required for the “How to Create a Concept Map” PowerPoint presentation. The teacher should then allot 2-3 classes of 40 minute periods for the purposes of creating and editing the concept maps.

**__Materials__**: 1 computer per pair of students, the program “CMAP Tools” (on the computer the students will be using), access to the Internet, paper and pencil for jot notes/recording their findings.

**__Digital Learning Resource__**: Students should perform any Internet research using “KidRex,” the student-friendly search engine: []. This search engine allows students to search the Internet without risk of stumbling upon inappropriate content.

**__Curriculum Connections__**: This activity meets outcomes from both the Science and Language Arts grade five curriculum guides. __Science__: __Measuring and Describing Weather__ (105-2) Students will be expected to <span style="font-family: Georgia,serif; font-size: 120%;">__Predicting the Weather__ <span style="font-family: Georgia,serif; font-size: 120%;">(107-5) provide examples of the way weather forecasts are used by various people in their community <span style="font-family: Georgia,serif; font-size: 120%;">__Language Arts__ <span style="font-family: Georgia,serif; font-size: 120%;">__General Curriculum Outcome__: <span style="font-family: Georgia,serif; font-size: 120%;">Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations. <span style="font-family: Georgia,serif; font-size: 120%;">__Specific Curriculum Outcome__: <span style="font-family: Georgia,serif; font-size: 120%;">-use a range of strategies in writing and other ways of representing to <span style="font-family: Georgia,serif; font-size: 120%;">-frame questions and answers to those questions <span style="font-family: Georgia,serif; font-size: 120%;">- record, develop, and reflect on ideas, attitudes and opinions <span style="font-family: Georgia,serif; font-size: 120%;"> <span style="font-family: Georgia,serif; font-size: 120%;">__General Curriculum Outcome__: <span style="font-family: Georgia,serif; font-size: 120%;">Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
 * <span style="font-family: Georgia,serif; font-size: 120%;">identify and use weather related folklore to predict weather

<span style="font-family: Georgia,serif; font-size: 120%;">__Specific Curriculum Outcome__: <span style="font-family: Georgia,serif; font-size: 120%;">-answer, with increasing independence, their own questions and those of others by selecting relevant information from a variety of texts <span style="font-family: Georgia,serif; font-size: 120%;">- respond to personal, group, and instructional needs for information through accessing a variety of texts <span style="font-family: Georgia,serif; font-size: 120%;">- demonstrate an understanding of how classification systems and basic reference materials are used to facilitate research <span style="font-family: Georgia,serif; font-size: 120%;">- use a range of reference texts and a database or an electronic search to aid in the selection of texts

<span style="font-family: Georgia,serif; font-size: 120%;">**__Teaching approach/Rationale__**

<span style="font-family: Georgia,serif; font-size: 120%;">This is an excellent activity to introduce students to the benefits of using technology in their studies/work. Concept maps are forms of semantic organizers; visual representations that help students organize their thoughts (Reutzel, 2008, p.155). These organizers will help clarify topics for visual learners, and will help them relate newly learned information to their pre-existing schemas (Reutzel, 2008, p.155). Students will also see that concept maps can be used in functional and practical ways, as they display information in a concise and organized manner. <span style="font-family: Georgia,serif; font-size: 120%;">Students will also gain valuable experiences while interviewing community members. They will learn to communicate effectively; ask relevant questions and listen for necessary information. Students will have an opportunity to consider the perspectives of others and can learn to appreciate their contributions to our community.

<span style="font-family: Georgia,serif; font-size: 120%;">**__*Note__**: Weather facts that were used in the demonstration concept map were retrieved from the website [].

<span style="font-family: Georgia,serif; font-size: 120%;">**__Bibliography:__** <span style="font-family: Georgia,serif; font-size: 120%;">Reutzel, D., Cooter, R. (2008). //Teaching Children to Read: The Teachers Makes the Difference//. Merrill Prentice Hall.

<span style="font-family: Georgia,serif; font-size: 120%; line-height: 0px; overflow: hidden;">
 * <span style="font-family: Georgia,serif; font-size: 120%;">Instructions and Screenshots for Creating a Concept Map: **

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 * <span style="font-family: Georgia,serif; font-size: 120%; line-height: 0px; overflow: hidden;">Demonstration of Student's Final Product: **