Problem Based Learning
Rainfall Here, Rainfall There
Focal TEKS (Texas Essential Knowledge and Skills):
*Note: this unit was written for fifth grade, however, may be easily modified for several grades.
112.7. Science, Grade 5
(a) Introduction.
(1) In Grade 5, the study of science includes planning and implementing field and laboratory investigations using scientific methods, analyzing information, making informed decisions, and using tools such as nets and cameras to collect and record information. Students also use computers and information technology tools to support scientific investigations.
(2) As students learn science skills, they identify structures and functions of Earth systems including the crust, mantle, and core and the effect of weathering on landforms. Students learn that growth, erosion, and dissolving are examples of how some past events have affected present events.
(b) Knowledge and skills.
(11) Science concepts. The student knows that certain past events affect present and future events. The student is expected to:
(A) identify and observe actions that require time for changes to be measurable, including growth, erosion, dissolving, weathering, and flow.
Time: 1 hour
Materials: COW (laptop Computers On Wheels) with Internet access, science journals, graph paper, colored pencils
Procedure:
1. Begin discussion by asking if anyone has ever visited California. Have a few students share their experiences; particularly how the environment of California differs from Texas. Comments may include difference in humidity, vegetation, amount of water, and weather. Refresh student memories of the picture of the recent landslide in Laguna Beach, California. Ask students for suggestions on the cause of this landslide. You may also wish to revisit the news article about Laguna Beach's landslide. Once rain is mentioned, take this opportunity to segue into a discussion on whether El Paso has enough rainfall for this type of landslide to occur.
2. Brainstorm ways of comparing annual rainfall amounts of Laguna Beach to El Paso. Suggest using the Internet to find data.
3. Tell students they will be responsible for recording monthly average precipitation for both Laguna Beach and El Paso using The Weather Channel site as a reference. Students will enter one city at a time and click on "Averages and Records". Inform students what the average is comprised of (i.e. it is not just from one year). Once in this menu, have students choose the "Table Display" and record monthly averages in science journals.
4. At this point, students will need to plan out and construct a bar or line graph showing both Laguna Beach and El Paso precipitation averages. List the following requirements for all to see: Graphs will need a title, subtitles along the x and y axes, a color key, an appropriately labeled numerical scale, and will need to be clear and accurate.
5. Once graphs are completed, students may return to the Weather Channel web site and choose "Compare Locations" from the drop-down "Monthly Averages" menu. It is helpful to enter Laguna Beach as the first city, then El Paso. This comparison graph can be compared to student generated graphs.
6. Allow 5 minutes for journal entries.
Pedagogical Methods:
The use of technology and role-play are the major pedagogical methods in this activity. Most students are familiar with the Weather Channel and I feel it will be engaging for them to research such a well known site. Aside from the fact that students are drawn to using technology, this lesson also requires them to organize data in a way that they can compare, contrast, and find patterns and relationships. Be sure to frequently refer to your class as a team of building inspectors and encourage them to begin compiling all that has been learned. They will soon be making their educated final decisions.
Assessment:
Graphs should be assessed based on the required components listed in procedure #4. To encourage students to do their best, you may tell them that these graphs will become a part of a file that can be created to go along with the justification of their final decisions. Journal entries should continue to stress what new discoveries have been made and any new questions.
Community Resources:
Local meteorologists would be a great resource for students during this activity. If one is not able to visit the class, perhaps one would agree to answering a few emails from the class, or even agree to a short video conference. A tour of the weather studio where students would be able to see weather instruments used could also be tied in.
Web Sites:
The Weather Channel
Use this site to enter a U.S. city, then select the "Averages and Records" to display annual precipitation. Choosing the "Table Display" option may be better for this activity.
Bonham Elementary
EPISD
For further information or comments, please contact hclick@utep.edu .