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Tracking the Weather

Tracking the Weather

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Published by Sarah Lombardi

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Published by: Sarah Lombardi on Apr 27, 2013
Copyright:Attribution Non-commercial

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09/28/2014

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Topic:
Tracking The Weather 
Grade:
Kindergarten
Standards:
 
CCSS.Math.Content.K.MD.A.2Directly compare two objects with a measurable
attribute in common, to see which object has “more of”/“less of” the attribute, and
describe the difference.
 For example, directly compare the heights of two childrenand describe one child as taller/shorter 
.
 
5.8.2.B.4. Atmosphere and Water: Describe daily and seasonal changes and patterns in the weather.
 
Objectives:
 
Students will be able to represent weather data by creating bar graphs.
 
Students will be able discuss patterns in weather conditions over time.
Materials:
 
Smartboard
 
 
Large chart paper 
 
Markers
 
 
Crayons
 
 
Colored pencils
 
 
Weather bar graph template (attached)
 Procedures:
Introduction of Content
 
Review of what we’ve learned
 
o
 
We have been learning so many exciting things about the weather these past few weeks! We have learned all about the seasons and how theyaffect us. We have also learned about the different types of clouds and
what they look like”.
 
o
 
“One
of the most important things that we are going to learn about the
weather is how to track it!”
 
What is tracking the weather?
o
 
“ What do we think it means to keep track of something?”
 
Allow three students to respond.
o
 
“We learned so much about meteorologists and how they love to study the
weather. Meteorologists watch the weather and record what ishappening
 — 
they are tracking the weather. They are interested inrecording whether it is sunny or cloudy, raining or snowing.Meteorologists may track weather for a week, a month or even a fewyears!
 
Why do we track the weather?
 
o
 
“Why do we think that
meteorologists and other scientists track the
weather?”
 
Allow three students to respond
o
 
“One of the reasons that people all over the world track the weather 
is took look for patterns and make predictions. If we learn about weather in the past, we can predict
what weather may come in the future”.
o
 
“ Meteorologists use
some of the same tools that we use in our classroomto track the weather. Just like we use bar graphs in math to organize our favorite ice cream flavors, meteorologists use bar graphs to track theweather.* The review of previously learned material in the introduction of the lesson is very beneficial to all students. A review gives students the opportunity to activate prior knowledge in order to understand new content. Mentioning the use of bar graphs in mathclass, allows students make a connection between new materialBar Graph Active Learning
 
Now that we know a little bit about tracking weather lets look at some bar graphs that
meteorologists made to look at patterns in the weather”
o
 
Look at bar graph of rainfall on the smartboard.
 
“ This is a bar graph I made about the number of days
it rained over the past four months. By looking at this graph we can compare the amount of days it rained ineach of these months. Sometimes it is difficult to read such a big graph by lookingat it on a screen. We are going to make this graph with our bodies to represent the
same information!”
 
Instruct students to stand and line up on one edge of the rug. Place four pieces of  paper at the front of the carpet; each with the name of a month on the graph. Start
with the first month on the graph and ask, “ How many days did
it rain in
January?”
When the students answer, ask three of them to stand behind theJanuary paper. They will represent the number of days it rained in January (repeatfor each month).
 
After the student bar graph is completed, ask students questions that will promptthem to notice patterns in the data.
o
 
Which month had the most rainfall?
o
 
Did it rain more days in Jan. or Feb.?
 
 * The student bar graph provides students with a movement break after sitting on thecarpet. This is a great activity for students with attention deficits because it allows for appropriate movement during the lesson. The student bar graph is also beneficial for visual and kinesthetic learners. A bar graph made of students provided learners with aconcrete representation of complex data.Tracking Our Own Weather 
 
You all did such a great job making that bar graph about rain! Since the beginning of the year, we have been tracking the weather during our morningmeeting. I want all of you to make me a bar graph about the weather that we have
 been tracking for this month so far.”
 
“ You can m
ake the bar graph in a few different ways. I want you to include thenumber of days that it was sunny, rainy, snowy and cloudy. Here are some of ways that you can make your bar graph
”.
 
o
 
Large chart paper on the floor (axis already provided).
o
 
Bar graph template on regular sized paper.
o
 
Student bar graph on the carpet.
o
 
Mixed-ability groups (students choose their own group)* Giving students multiple ways to make the bar graph differentiates the product of the
students’ work. Students can demo
nstrate their knowledge in the way that they feel mostcomfortable. Students who like more structured activities will benefit from using thesmall bar graph at a table. Students who enjoy active learning will love making a bar graph on the floor with chart paper or on the carpet with other students.
 
0123456789Jan. Feb. Mar. Apr.
Rainfall
Month

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