Weather And Climate - University Of Texas At Austin
2275 Speedway, Mail Code C9000Austin, TX 78712(512) 471-5847www.esi.utexas.eduWeather and ClimateLesson Plan for Grades: Middle SchoolLength of Lesson: 90 minutesAuthored by: UT Environmental Science InstituteDate created: 05/10/2017Subject area/course: MathematicsMaterials: “Fun size” bags of M&M’s or Skittles; or beads - mix of colors/shapes (divided into small bags) Poster board, markersTEKS/SEs:§111.26. Mathematics, Grade 6; §111.27. Mathematics, Grade 7; §111.28. Mathematics, Grade 8(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstratemathematical understanding. The student is expected to: (D) communicate mathematical ideas, reasoning, and their implications using multiple representations,including symbols, diagrams, graphs, and language as appropriate; (E) create and use representations to organize, record, and communicate mathematical ideasLesson objective(s): Students will understand the difference between weather and climate. Students will develop a graph that tracks the differences between weather and climate in an area.Differentiation strategies to meet diverse learner needs: The teacher should ask students whether they prefer to read or watch videos to learn about concepts; thenhave students learn in their preferred learning style. ELL students and students with learning disabilities should have multiple forms of instruction includingvisual and written instruction sheets as well as a verbal instruction and demonstration.ENGAGEMENT (5 minutes) Teacher discusses with class “What is the difference between weather and climate?”. Watch Hot Science –Cool Talks #105 highlight video (total time 3:33) or from the full video (from 10:14 – 10:43). Weather is what is happening right now. Climate is range in a given location.EXPLORATION (20 minutes) As a class, go over the different colors available in the candy (or bead) bag and assign a different weathertype for each color. Students will use their bags to describe the climate for a Texas city/town. Teams develop a chart with the results and share their results in a brief 3 minute presentation.EXPLANATION (35 minutes) Each team presents their results in a brief 3-minute presentation sharing:o What is the name of their Texas city/town and time period?o Which weather type was most common in your city/town? Least common?ELABORATION (20 minutes) Teams calculate averages for each type of weather and create a graph comparing their city to the area.EVALUATION (10 minutes) Posters are displayed in a gallery walk. Each team evaluates two other posters using the included rubric.SOURCES AND RESOURCES Dr. Katharine Hayhoe’s Hot Science – Cool Talks #105, “Climate and Faith, Money and Politics”,www.hotsciencecooltalks.org “What’s the Difference Between Weather and Climate?”, Little Shop of /1
2275 Speedway, Mail Code C9000Austin, TX 78712(512) 471-5847www.esi.utexas.eduWeather and ClimateEXPLORATION ACTIVITY (20 minutes):Purpose: Students will understand the difference between weather and climate.Materials: “Fun-sized” bags of M&M’s, skittles or other multicolored candy; or Small bags of assorted color and size beadsSafety Information: If you have students with food allergies (i.e. chocolate or peanuts) use the beads instead.Procedure: Class is divided into different teams of 3-4 students. Assign each group a random Texas city/town andmonth. Provide one candy (or bead) bag per team. As a class, go over the different colors available in the candy (or bead) bags and assign a different weathertype for each color. Purple may be cool and rainy; orange may stand for sunny and hot. Have students fillout the chart with the weather types for each color. Groups open their bags of candy (or beads) and take out one candy (or bead). Have each team describe what the weather was like for that first day.Next, each team will pour out all the candies (or beads) in their bag and count how many timeseach kind of weather type appeared in their bag (weather in each city).Remind students: Weather is what is happening right now. Climate is range in a given locationwhich may describe average weather over long periods of time.Each team create a chart which reports the weather in their Texas city/town for the given timemonth. Teams will have 3 minutes to provide a brief presentation and answer the followingquestions:o Texas city/town and time period.o Which weather type was most common in your city/town? Least common?2
2275 Speedway, Mail Code C9000Austin, TX 78712(512) 471-5847www.esi.utexas.eduWeather and ClimateEXPLORATION ACTIVITY (STUDENT HANDOUT):1.ColorYou are a team of scientists researching weather trends in your area.As a class, assign the different colors of candy or beads a weatherdescription (sunny and warm, cool, cloudy, rainy, etc.).Weather Description2. Take out ONE PIECE out of your bag. What is the weather like for that day?3. Count the number of times each color appeared in your whole bag.ColorNumber in Bag4. Answer the following questions about the weather in yourTexas city/town. Your team will need to provide a brief 3-minutepresentation with the information below. Name your Texas city/town and time period. Which weather type was most common in your city/town? Least common? Do you think you could predict the weather on any given day?3
2275 Speedway, Mail Code C9000Austin, TX 78712(512) 471-5847www.esi.utexas.eduWeather and ClimateEXPLORATION ACTIVITY (20 minutes):Purpose: Students will create a graph comparing their city’s weather with the climate in the area.Materials: Poster boards MarkersSafety Information: N/AProcedure: Each team calculates the average for each weather type in the area (whole classroom). As a class, go over how averages are calculated. For each weather type, add the number of times thecorresponding color appeared in ALL the bags in the classroom. Then, divide by the number of bags in theclassroomWeather Type Average total number of candies (beads) of specific color in ALL bagsnumber of bags in the classroom Teams calculate the averages for each type of weather. Then, fill out the chart comparing theaverages for the area (climate) vs. the weather for their city.Teams create a graph comparing the two sets of data. Graphs should include:o Titleo Labeled x and y axiso LegendGraphs will be evaluated in a gallery walk. Each team evaluates graphs of two other teams.Evaluation rubric is included at the end of the elaboration handout.4
2275 Speedway, Mail Code C9000Austin, TX 78712(512) 471-5847www.esi.utexas.eduWeather and ClimateELABORATION ACTIVITY (STUDENT HANDOUT):5. Find the averages for each type of weather in all the bags inthe classroom. Use the space below to calculate the averages.Weather Type Average total number of candies (beads) of specific color in ALL bagsnumber of bags in the classroomWeather Type #1Weather Type #2Classroom Average:Classroom Average:Weather Type #3Weather Type #4Classroom Average:Classroom Average:Weather Type #5Weather Type #6Classroom Average:Classroom Average:5
2275 Speedway, Mail Code C9000Austin, TX 78712(512) 471-5847www.esi.utexas.eduWeather and Climate6. Compare the weather in your city and the area (climate).Weather TypeYour CityArea(classroom average)7. Create a graph showing the weather in your city vs. the climatein the area (classroom average for each type of weather).Include the following: Graph Title Label x and y axis LegendGraphs are displayed in a gallery walk. Each team must evaluatetwo other posters using the rubric below.1Two or more of thefollowing componentsare missing orincomplete – graphtitle, x and y axis, orlegend. Averages notcalculated correctly.2One of the followingcomponents aremissing or incomplete– graph title, x and yaxis, or legend.Averages notcalculated correctly.3Graph labels (title,x and y axis,legend) correctlylabeled. Averagesnot calculatedcorrectly.4Graph labels (title, xand y axis, legend)correctly labeled.Averages correctlycalculated.6
Weather and Climate 6 2275 Speedway, Mail Code C9000 Austin, TX 78712 (512) 471-5847 www.esi.utexas.edu 6. Compare the weather in your city and the area (climate). Weather Type Your City Area (classroom average) 7. Create a graph showing the weather in your city vs. the climate
6/30/2019 1 Physical Geography: Weather and Climate Chapter 4 Weather vs. Climate Weather –short-term, day-to-day expression of atmospheric processes Ex. - Today is clear, cold and sunny Climate –long-term, average conditions Usually at least 30 years of daily weather data (temperatures and precipitation)
Weather instruments are used to measure and record the weather. Weather instruments can be found in weather stations on land. The Met Office has hundreds of weather stations all over the UK. Weather instruments are also found at sea. They are found on some ships, but mainly on weather buoys designed to monitor weather and sea conditions.
weather/climate spectrum. This chapter provides basic information to understand weather, climate, climate variability and climate change, and then discusses some analytical methods used to address the unique challenges presented when study-ing these exposures. CHAPTER 2 Weather and climate:
Weather VS. Climate Climate describes average weather conditions over longer periods and over large areas.Ex : Mediterranean climate (hot dry summer, cool wet winters) Weather describes the day-to-day conditions of the atmosphere. Weather can change quickly - one day it
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