Introduction
Good Morning Meteorologists! I would like to welcome you to the National Weather Service team! You will be using your prior knowledge and new research to create a presentation on the different wether trends for a ciy of your choice.
Task
Students will be working with a partner to learn about weather around the world. Each group is responsible to pick a city anywhere in the world to research. The pairs will track their city for the next five days using, http://www.weather.com/
Once groups have collected all of their information they will create a presentation. Choosing either a powerpoint or poster to present at the up coming science fair.
Process
Step One:
Before moving forward students will research some common weather terms:
Advection, Barometer, Climate, Cyclone, Drought, El Nino, Occluded front, Tornado, Waterspout.
One partner will be researching what each term means, while the other will be filling out the worksheet, explaining the findings. Each group is responsible to pick a city anywhere in the world to research. Although not every city will be expierncing this sort of weather during our tracking, they are important terms for us to understand to move forward in our understanding of weather.
Names: _______________________________ Date: __________________
Advection:
Barometer:
Climate:
Cyclone:
Drought:
El Nino:
Occluded Front:
Tornado:
Waterspout:
Step Two:
Once your team has completed the common weather terms worksheet, you will begin filling out the table on your city for the next five days.
Names: _________________________________ Date: ___________________
City: ___________________________________
|
|
Temperature |
Type of Weather (sunny, cloudy, rainy, etc.) |
|
Day One |
|
|
|
Day Two |
|
|
|
Day Three |
|
|
|
Day Four |
|
|
|
Day Five |
|
|
Step Three:
After five days of recording students will begin to collect more research and background on their city. Students need to find and record the location of their city (where is it in the world), what the most extreme weather they've ever experienced, the average temperature, the highest and the lowest temperature ever recorded, average rainfall/snowfall (if applicable for your city), and what season your city is currently in.
Step Four:
Now that all of your research is completed you and your partner need to begin making your powerpoint or poster to present to the class. Decide who will present and make which parts of the presentation. Make sure you include all of the pieces needed, be sure to look in the evaluation tab so you know you've included all aspects.
Evaluation
|
|
Nonsatisfactory
0 |
Developing
1 |
Accomplished
2 |
Exemplary
3 |
Score |
|
Key Terms |
Students didn’t complete the key terms worksheet |
Some terms were filled out, but not completed |
All terms were filled out, but definitions were word for word |
All terms are filled out and definitions in their own words |
|
|
Daily Recording |
Students didn’t pick a city, or record any weather |
Recorded weather for the first two days but never finished |
Most weather was recorded, but students didn’t complete whole assignment |
All weather was recorded |
|
|
Group Work |
No members of the group were focused or engaged |
Only one member was engaged but not for whole product |
Both members were involved but did not fulfill task |
Both members were actively involved and engaged through whole process |
|
|
Visual Content |
No visual was completed |
Made visual but information was incorrect |
Visual represents students work |
Visual was correct, accurate, easy to look at and understand |
|
|
Final Presentation |
Students did not complete a final presentation |
Attempted final presentation but nothing was clear |
Students created a correct representation of their work |
Presentation accurately represented students city, containing all pieces needed to fully understand the project |
|
Conclusion
Congratulations! You have completed the WebQuest on Weather Around The World! I hope that you have enjoyed this task and were able to use prior knowledge you had about weather and were also able to push forward and achieve more knowledge. After completing this WebQuest I hope you can all see how odd and different weather can be all over the world.
References:
E. (2015). Index of Common Weather Terms with their Definitions. Retrieved November 2,
2015, from http://www.eldoradocountyweather.com/wxtermsindex.html
National and Local Weather Forecast, Hurricane, Radar and Report. (n.d.). Retrieved November
2, 2015, from http://www.weather.com/
Credits
I want you to answer the following questions in this reflection:
1) Did you enjoy the process of creating a webquest? Why or why not?
I found this assignment to be very stressful. When first looking a the assignment I didn't even know where to go or how to start. After looking at others WebQuests and talking with one of my other professors I was able to complete the assignment. Looking back I do this is assignment was a good one because it allowed me to learn about something that I didn't know before and now I would be agle to do it again if needed. It was cool to design my own website and make something that I may be able to use later on in my teaching career.
2) How will your webquest help learners better understand material?
I believe this WebQuest would be very knowledgeable for students and very engaging. It is a completely different way to teach students and give them a chance to work either individually or in a group and be able to expand their knowledge. It allows them to figure things out for themselves, but also ask questions from the teacher if they need more help.
3) Why is it essential to have students use technology in their learning?
In todays world everyone needs to know how to use technology effectively. Students are beginning to use technology younger and younger which is good because when they get to upper level grades they will be pros and will be able to help themselves.
4) What are the benefits of using Webquests for teachers and students?
This allows teachers to see what students will be able to understand on their own and what they need more guidance with. I think this is great for students because it allows them to see a different type of teaching style and be more independent which is great as they get older. WebQuests allow students to be actively engaged through the entire process and teach themselves in a sense.
Teacher Page
Standards in WebQuest:
Next Generation Science Standards
MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
Common Core State Standards
English Language Arts Standards » Science & Technical Subjects » Grade 6-8
Key Ideas and Details:
CCSS. ELA-LITERACY.RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.
Craft and Structure:
CCSS.ELA-LITERACY.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.