Time for a brain break! “Find Someone Who” and “Give One, Get One” are get-to-know games with a kinematic component. Let your middle and high school students walk and talk about weather as they review.
These partner and circulating speaking tasks will maximize the participation in your classroom. This activity is in Microsoft Word .doc form so that you can customize the discussion to fit the needs of your students.
Give students a few minutes to brainstorm as much as they can. Students use a pencil and walk around the room to find someone to quiz with. They give one answer to get one answer from each other, with back and forth speaking in pairs, alternating generating oral responses. After a given amount of time, teacher stops and debriefs students with “Takeoff/Touchdown” formative assessment.
These Concept Enhancement Routines have the following learning objectives and outcomes:
SWBAT explain how air masses flow from regions of high pressure to low pressure causing weather at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide.
SWBAT understand natural hazards such as severe weather events (hurricanes, tornadoes, floods) are preceded by natural phenomena and are thus predictable with the use of data analysis and technologies. Mapping the history of such events can help forecast the locations of such events.
These Concept Enhancement Routines are classroom tested to help students with the following Florida Next Generation Sunshine State Standards in Science:
SC.6.E.7.3: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation.
SC.6.E.7.7: Investigate how natural disasters have affected human life in Florida.
SC.6.E.7.8: Describe ways human beings protect themselves from hazardous weather and sun exposure.
SC.912.E.7.5: Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
SC.912.E.7.6: Relate the formation of severe weather to the various physical factors.
SC.912.E.7.8: Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
These Concept Enhancement Routines are classroom tested to help students with the following Next Generation Science Standards:
MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.
MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.