Research Paper: Thematic Content Area Reading Literacy and Learning Across the Curriculum to Label Strategies

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Weather Lesson Plan

Introduction to Weather -- Part 1 -- Weather and Weather Systems (Multi-Day)

Grade Level -- Easily adaptable from 3-6 grades, depending on depth, vocabulary, and speed of lesson.

Science, part of unit on Earth science and systems.

Long-Term Goal -- Basis for larger unit on Globalism and Global Climate Change. Students will be introduced to basic weather definitions and systems; meteorological measures and the interrelationship between weather patterns and climate. Students will also understand Gaia concept of earth as a living organism.

Standards -- Science: systems, change, physical properties, light, water, climate; Math: measurements, ratios, rates, percentages, reasoning, problem solving; Language Arts: synthesis and analysis of disparate data.

Materials - Handouts, art supplies; Internet access; globe, maps, DVD player and television

Student's Goals -- I will be able to define and describe the earth's major weather systems; I will be able to describe the water cycle and the sun's role in weather; I will be able to define and describe the major types of clouds; I will be able to explain why understanding the weather is an important scientific skill.

7. Assessments -- Pre: class discussion and review of basic skills necessary to begin lesson; Post: group discussions and presentations, round robin question and answer; paragraph writing and ability to give cogent reasons for opinions.

8. Learning Experiences: The lesson is divided into small components that, when taken together, are the basis for weather terms and measurements:

Introductory handout with terms, diagrams and basic concepts; discuss weather system, show short film on basic weather patterns

ACTVITIY -- break into groups, assign a storm system to each group; each group will research that system and associated terminology, then present to group using drawings or original art.

Discuss water cycle and why it is crucial for health of the planet

Discuss cloud types and their typical indications

ACTIVITY -- Break into groups, have each group draw and then explain a portion of the hydrological cycle and its importance in the overall health of the earth.

ACTIVITY -- Break into groups, assign each group a cloud type; the group writes a manual for that cloud with illustrations; what the cloud does, how formed, where located, etc.

Terminology Review -- review terms and meanings, round-robin until 80-90% of class understand words.

ACTIVITY -- Using weather related shapes and basic weather vocabulary; students will complete custom crossword puzzle.

Circle the Wagons -- Tie together with discussion questions on: what controls most of Earth's weather; why do different places on Earth have different weather; how might human activity affect weather; explain Gaia concept (what are the lungs of the earth, the spine, etc.) Discuss ways the world is interrelated.

Each student will understand that at the end of this lesson block they will be expected to give a brief, 1-2-minute weather report to the school, one student per day, for one month over morning announcements

9. Vocabulary Development - Air pressure, Altitude, Cirrus Cloud, Climate, Clouds, Cumulus Cloud, Depth, Dew, Dew point, Ecology, Ecosystem, Evaporation, Gaia, Hail, Humidity, Meteorology, Precipitation, Pressure, Rain, Saturation, Sleet, Snow, Stratus Cloud, Water Vapor, Water Cycle, Weather, Wind, Wind Speed.

10. Reading Component -- The students have been exposed to a number of new ideas and vocabulary with this lesson. In order to move upward using Bloom's Taxonomy, we need to actively encourage thinking from rote memorization to actual synthesis and evaluation. Students have used reading and writing skills above doing crossword puzzles, describing their cloud, and forming basic factual knowledge assumptions. Now, we will assume an upper level (4-6) and assign The Cloudspotter's Guide, as a class reading assignment. This may require overnight or more than one day of reading. Once the book is read ask the students to think about all the things they learned about clouds in the entire unit, then write a 1 page "What if" scenario picking one cloud type, and hypothesizing that they are on a world in which that is the ONLY cloud type or that suddenly, that CLOUD TYPE does not exist on earth. What will happen? Why? Use passages from the assigned book to buttress arguments. This forces several skills and uses several learning styles so that we will cover almost everyone in the class. By the time the student works through the pyramid, we will not only have taught the unit on clouds and the requisite science standards, but approached the unit from a multidisciplinary perspective, most formally focused on CRITICAL THINKING:

11. Family Interaction - Student will be asked to watch the local weather report with a family member. Student will ask family member their opinion on how the weather might affect their particular plans for the week. Students will be asked to use the handout of terms and circle those terms that were used in the weather forecast. Students will come to class with a one paragraph summary of the forecast, what they learned, and how it will affect their family.

12. Potential Group/Class Project- Invite local weather personality to class to talk about the weather, his/her career, what a meteorologist does; participate in class competition; winner gets to appear on local television to read a portion of the weather.

13. Extension -- For advanced learners or students that need additional stimuli: Water, Water Everywhere -- The Future of Water Shortages (Source material at: http://www.nationalgeographic.com/xpeditions/lessons/04/g912/newswater.html).

A. Long-Term Goal -- Most Americans take an endless supply of clean water for granted. In much of the world, though, this is not true. This lesson will familiarize students with the realities of water issues in other nations, as well as the United States, and what the future may hold.

B. Standards -- Science: physical characteristics and processes; biological networks; Math: population dynamics, reasoning, problem solving; Social Studies: demography, cooperation and conflict, haves vs. have nots; Language Arts: synthesis and analysis of disparate data.

C. Materials - Handouts, computer with internet access, paper, writing instrument.

D. Student's Goals -- I will be able to define and discuss the hydrological cycle. I will understand that pure water is a luxury for many; I will be able to locate a news story about water, search the Internet for related stories, and compare and contrast information about water and water shortages.

E. Assessments -- Pre: class discussion and review of basic skills necessary to begin lesson, basic understanding of weather and weather patterns; Post: group discussions and presentations, quality of research (vetting of sources).

F. Learning Experiences -- Opening: Explain to students that this lesson is designed to help them develop investigational skills. Ask them to first read the National Geographic News story, Ban Sale of Water for Profit. Tell students they will be seeking related stories at other sites to gain more information on the scarcity of water and its impact on humans and the environment.

G. Development:Activity 1: Have students work in small groups or individually to find another National Geographic News story about the scarcity of water. [Note: Students can do this by going to the National Geographic News site and searching for "water."] Then have them search other Internet sites for related stories. Students can begin their research with the following sites: Arizona Water Resource: Global Weather Shortage Looms in New Century http://ag.arizona.edu/AZWATER/awr/dec99/Feature2.htm

Water Woes & Wet Water Shortage

http://whyfiles.org/131fresh_water/2.html

http://www.sciencentral.com/articles/view.php3?article_id=218391704

H. After students have read several articles, have them compare and contrast the material in the articles. Have students work together to complete this interactive Venn diagram to compare information they have read about countries in each of these situations. Instruct students to use the note-taking tabs in the interactive to cite their sources and make additional notes about the details they add to their Venn diagrams.

I. Activity 2: Have students identify nations both where the water supply is a problem, and where fresh water is so… [END OF PREVIEW]

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"Thematic Content Area Reading Literacy and Learning Across the Curriculum to Label Strategies."  Essaytown.com.  August 1, 2010.  Accessed May 27, 2019.
https://www.essaytown.com/subjects/paper/thematic-content-area-reading-literacy/458349.