Grade 5/6: Science: Weather Trading Cards
Instructional Design: Pat Tymkow
Stage 1 - Desired Results
Students learn about weather phenomena and vocabulary. They learn about temperature, wind speed and direction, the amounts of rain and snow, and the amount and type of cloud cover. They will also learn about human actions that can affect weather and climate.
Below is a pdf file identifying all of the ICT outcomes touched on throughout this project. Click on the file to download it to your computer.
Students will understand that various different weather phenomena contribute to weather conditions.
Students will understand the necessity to use a common vocabulary.
Why is it essential for us to be aware of our weather ?
Why is it important to use a common vocabulary in different fields? Should that vocabulary change?
Students will know and be able to:
Describe patterns of air movement.
Describe different forms of precipitation.
Identify some common cloud types and relate them to weather patterns
Understand that climate refers to long term weather trends
Appreciate how important it is to be able to forecast weather
Stage 2 - Assessment Evidence
There are various different weather phenomena and conditions that exist in Alberta. Your job is to investigate an assigned aspect of weather and provide your classmates with a visual and pictorial representation of your weather phenomena. You will create a trading card from a template to share your findings.
You will be evaluated using the attached rubric.
Other Evidence (Quizzes, test, etc)
Teacher’s observations and questioning
Participation in follow-up activities
Student project self- reflection
Stage 3 - Learning Plan
Teaching and Learning Activities
- Students have been exposed to posters and literature that have stimulated their interest in different weather phenomena.
- Introductory activities included the writing of weather stories, webbing of what they know about weather, and the development of KWL charts.
- Weather folklore has been investigated and illustrated.
- Temperature has been introduced and the students have participated in several experiments.
-Students will contribute to the choosing of weather words to be used in our project. We will refer to our introductory WEB activity for choices.
- Words will be chosen before initial computer period.
- Students will draw on existing knowledge , workbook information and internet in order to locate pictures and appropriate information.
Class 1: Discuss project and show rubric and performance task. Logon. Drag Inspiration document into personal folder. Follow links from Inspiration.
Go to the first web site (St. Gabes) from the Inspiration list and view two movies about the weather. (lesson 1, objective 1)
Class 2: Logon. Search sites for a clear definition. Place URL in a note box. Discuss what a synonym is. Visit thesaurus sites. Save often. Logout
Class 3: Logon. Select appropriate synonym. Search an Interesting Fact. Copy URL of Interesting Fact in a note box. Logout
Class 4: Logon. Drag trading card template to private folder. Begin copying information. Demonstrate how to save a graphic into Appleshare folder. Discuss graphic sizes from Internet sites. Logout
Class 5: Logon. Complete card. Use spell-check. Duplicate onto second template. Logout
Class 6: Logon. Use rubric to self-evaluate before printing. Print. Logout
Additional Teacher Resources
These are documents for teachers and/or students that were developed to support the project. Documents will always be available in pdf format as well as in the original format created (e.g. MS Word, AppleWorks, Inspiration, etc)
Click to download Rubric
The following exemplars represent an excellent, adequate and limited student samples. Please click on the exemplar to download a copy.