NGSS Lesson Planning Template

Lesson Length: Students will collect data

Grade/ Grade Band: 9th and 10th Topic: Interpreting weather factors and every day over a time span of at least 2
Earth Science students making weather predictions weeks. The final activities will take about
1.5-2 90 minute blocks
Brief Lesson Description: 1- Students will collect local weather data over a period of two weeks using their class weather station and using
manual weather analysis tools. 2-Students will compare the two measurements 3- After collecting two weeks worth of data at
approximately the same time each day students will graph and analyze trends in their data. 3-Students will use their weather data from the
week and NOAA data from across the U.S. to create a weather forecast for Stafford for the next couple of days.
Performance Expectation(s):
1- Students will demonstrate that they can properly read the weather station data and that they can explain how it connects to their manual
weather monitoring tools.
2- Students will show that they can properly use and read the manual weather monitoring tools.
3- Students will be able to explain the data trends of different weather prediction factors.
4- Students will be able to use their weather data to make logical weather forecasts.

Specific Learning Outcomes: Students will learn how to use weather factors such as temperature, barometric pressure, relative humidity,
dew point, wind speed + direction along with an understanding of fronts to make weather forecast reports.

Narrative / Background Information

Prior Student Knowledge: Prior to the final report activity students will need to have gone through instruction and activities that allows
them to be familiar with different types of fronts, the types of air masses they are connected to, and with how the different weather
monitoring tools work + what they read.

Types of fronts
Warm front
Cold front
Stationary front
Occluded front

Weather monitoring tools and factors

Thermometer/ Temperature: Measures the heat of the air and changes when the energy of the air particles change.
Barometer/ Barometric Pressure: Measures the pressure between the particles in the atmosphere
Sling Psychrometer/ Relative humidity + Dew Point: A sling psychrometer uses the difference between a wet and a dry bulb to determine
the percentage of water vapor in the air related to the amount needed to saturate the air at that temperature (relative humidity) and the
temperature at which water will condense (dew point).
Anemometer/ Wind Speed: Measures the wind speed.

Science & Engineering Practices: 10. DisciplinaryCoreIdeas: Crosscutting Concepts:

Students will practice using weather station ES12The student will
and the connected software. - Students will have to write out
investigate and understand their weather reports and use
that energy transfer between skills they learn in their English
the sun and Earth and its classes to do that. They will also
atmosphere drives weather have to use presentation skills that
and climate on Earth. Key they were most likely taught in
concepts include their English classes.
1. a) observation and
collection of - Students will identify patterns in
their data.
weather data;
2. b) prediction of
weather patterns;
3. c) severe weather
occurrences, such as
tornadoes,
hurricanes, and
major storms; and
4. d) weather
 phenomena and the
factors that affect
climate including
radiation,
conduction, and
convection.

Possible Preconceptions/Misconceptions:

- Students often think that a thermometer is easy to understand but many of them have challenges describing how temperature related to
particle movement.

- Students often have challenges understanding how the different factors can be used together to help forecast weather.

LESSON PLAN 5-E Model

***This part of the lesson will be done as an introduction to the data collection process that will occur over at least a two week period***
ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions:

1. Ask students what was the weather like this past year? What weather events stand out to you/ come to your mind when you
think about the weather this year?
- Have students write their responses on whiteboards.
- After I have seen that they have all written responses I will ask if anyone would like to share with the class and allow them to
share (make sure to allow appropriate waiting time). I will share any other events that I see students write down.

2. I will go through a quick presentation of the major interesting weather that happened in Stafford VA this year, and I will go through
some of the most intense weather that happened this year. It will include photos and some quick video clips. The end of the
presentation will say how can we monitor and predict these types of events?

EXPLORE: Lesson Description Materials Needed / Probing or Clarifying Questions:

Materials (for two weeks of data collection)

1. Acu Rite Professional Weather Center
2. Weather station set up
3. Aneroid Barometer
4. Sling psychrometer and chart
5. Rain gauge
6. Anemometer
7. Data log

Materials for final activity

1. Acu Rite Professional Weather Center data
2. Copies of the two week data log information for each group of students
3. Response sheets and instructions for the excel plotting
4. Computer and excel file for each group
5. Detail data from weather station over the past two weeks

Materials for weather report

1. Data collected using weather station from the past two weeks
2. Report worksheet

Two week data collection procedures

At the end of class last 10 minutes as other students are working on their homework
1. There will be a list of who records and measures data each day. We will have a class log where different students will be assigned the task
of checking the weather station reports daily and logging them on paper. That information will be put into an excel.

2. On the first day of data collection the other class collaborative teacher and I will model how to record the data from the weather station
and how to make the manual weather station readings. On each of the next days two students will go outside with one of the teachers at
the end of class and collect the manual data. Two other students will collect the data from the weather station module in the class and
record the data in the class log. The students who did the manual weather data outside will share their data with the students who
collected the data in the classroom and they will also record their data into the class log.
Data Analysis
3. At the end of the two week analysis I will put students into groups of 3
4. At the end of the two weeks students will be asked to plot the data collected by all classes and for them to analyze and interpret
any trends (the instructions will be on their response sheet)

5. Once students plot their data and show the teacher their results, the teacher will provide them with the detailed data collected
over each day with the weather station of the two weeks. They will have to add to their analysis and interpretations of data trends
and answer the other questions on their response sheet.

6. Students will then outline and create their weather forecast report for the upcoming days based on the patterns they see int ehir
data and the fronts they see across the united states.

7. Students will write up a weather report presentation and the will record their weather report.

EXPLAIN: Concepts Explained and Vocabulary Defined:

1. Prior to the final lessons and as students collect their data over two weeks, students will complete notes and activities related to
different aspects of weather that they are monitoring.

2. Throughout this unit the students will study and formatively assess their unit 5 knowledge using
https://quizlet.com/65333296/weather-and-climate-flash-cards/

ELABORATE: Applications and Extensions:

1. Students will graph their data and compare those to the graphs created by the weather station.

2. The students will analyze and reflect on the graph data in their response sheet.

EVALUATE:

Formative Monitoring (Questioning / Discussion): Monitor how the students keep track of data, give warm ups and exits using SMART
response that have them practice predicting the weather.

Summative Assessment (Quiz / Project / Report): Students will graph and analyze their data. Students will then write a report that
demonstrates that they can make logical weather forecasts using the weather data. They will give weather prediction reports based on their
data.

How is technology used for assessment:

1. Students will use the data from the weather stations to graph and analyze trends
2. Students will formatively assess their general unit knowledge
3. Students will complete SMART response entrance and exit activities.

Elaborate Further / Reflect:

- Students will reflect on their response sheet

Extension

- I will have students compare their data to data from other geographic locations on those same days and have them reflect on why
the weather was different or similar. The students should make sure to use their observations to support their reasonings.

- Students will then complete a weather webquest where they interpret weather phenomena based on the factors that are
currently happen in those areas.

How will technology be used assess the teacher

- I will use video to record how I model and give directions for each part of the lesson
- I will also use videos to record how I interact with and assist the students during the classroom activities.