MAckerman

Context for Diverse Text Set: A seventh grade science class working on a unit on weather. The students would most likely include above and below average readers as well as mild learning disabilities.

Text #1 - Citation: (2004). //Scholastic atlas of weather//. Montreal, Canada: Les Editions Quebec Amerique Inc. - Text Summary: This atlas has sections on basic information on forms of weather, extremes weather reaches, what the causes are over the planet, how to predict weather, facts, and activities. - Rationale: This is a basic resource that the students can use to answer some of their questions and to can be used for reference in projects and activities. - Use of Text: I would have this available in the classroom for the students use as they feel they need it. It would be available for reference in projects and activities to help them gather information and to guide them in answering questions that may arise. - Attachment: Available in the Curriculum Materials Library at URI Kingston Campus. Call # - QC 981.3 .S34 2004
 * A. Print Resources**

Text #2 - Citation: Silverstein, S. (1974). Rain. In, //Where the sidewalk ends// (pp. 40). New York, New York: Harper Collins Publishers. - Text Summary: This is a poem about a boy who looked up when it was raining and now has rain in his head and that now he is not the same. - Rationale: This simple poem could capture the attention of a class who is less than enthused about the topic or needs to overcome other distractions (within the school or outside of it). - Use of Text: I would have this poem posted on the wall during this unit of study and then it would be available if I needed to use it to focus the class. - Attachment: page 6.

Text #3 - Citation: Goodman, B. (1989). //All about the weather activity book//. New York: Scholastic Inc. - Text Summary: Has a collection of activities such as connect the dots, ‘one of these is not like the other’, coloring, memory skills, and others related to weather. Mainly for younger students. - Rationale: It can be used for a relaxing fun way to reinforce knowledge that the students learn in the classroom. It can also be used to inspire a teacher to create other similar sheets for the students which are at the level of the learner. - Use of Text: This can be used if other work is finished early and most of the students need more time with an activity or project. It can also be used as a homework assignment that reinforces concepts that were covered in the class, but is something that any student could complete on their own. I could also use it as an example in creating other worksheets which are fun but reinforce the topics covered in this unit. - Attachment: Available in the Curriculum Materials Library at URI Kingston Campus. Call # - QC 980 G773 1989 (excerpts found on pages 7-11 of this document).

Text #4 - Citation: Cochran, J.(1992) //Integrating Science & Literature//. Nashville, TN: Incentive Publications. dePaola, T. (1975) The cloud book. United States of America. - Text Summary: ISL has various activities and worksheets that go along with popular children’s books including __Cloud__. Cloud is about - Rationale: Link a classic children’s book on weather to scientific activities. - Use of Text: Can use this as an introduction to weather or I can read it to the whole class and those who are done previous projects can start one on the book. - Attachment: ISL is available in the Curriculum Materials Library at URI Kingston Campus. Call # - QC Q181 C621 1982 and __Cloud__ which is a children’s book not included here due to its length. (activity from ISL on __Cloud__ included on pages 12-15 of this document).

Text #5 - Citation: //Intelicast.com.// Retrieved February 27, 2008, from Intelicast.com the authority in expert weather Web site: http://www.intellicast.com/Local/Default.aspx?redirectUrl=/Local/History.aspx&country=United%20States. - Text Summary: Compilation of monthly and within month records of the average and record highs and lows, as well as the average precipitation and snow. - Rationale: Students will have an account of the past to compare to what they find happening over their own long term study of the weather. - Use of Text: To compare the differences between areas, and within a given area over a period of time or to compare the past with today. - Attachment: can be found at http://www.intellicast.com/Local/Default.aspx?redirectUrl=/Local/History.aspx&country=United%20States where I used three samples from Rhode Island, one from Boston Massachusetts and one from Miami Florida.

Text #6 - Citation: Platt,J. (2006). //A walk in the clouds with a NASA Satellite//. Retrieved February 27, 2008, from Web site: http://www.nasa.gov/multimedia/podcasting/cloudsat-20060417-transcript.html. - Text Summary: an audio interview about new technology that will collect data on clouds from space. - Rationale: Gives students an understanding of the developments in technology that relates to weather and why it is important. - Use of Text: Can play for students and ask what they feel about it. Why is this important to you, how does it impact you, how will this change weather prediction. This can help wrap up a segment on weather and will help keep students curious and learning throughout the unit. - Attachment: Can be heard at http://www.nasa.gov/multimedia/podcasting/cloudsat-20060417-transcript.html.
 * B. Media Resources**

Text #7 - Citation: Koermer, J. //Plymouth state meteorology program cloud boutique//. Retrieved February 27, 2008, from Web site: http://vortex.plymouth.edu/clouds.html/ - Text Summary: Basic descriptions of clouds including photographs of each. - Rationale: To allow the students a look at cloud types (since the weather outside does not always show us what we want it to on any given day!) - Use of Text: When discussing different types of clouds and precipitation it will give students a look at what is being described. - Attachment: Can be viewed at http://vortex.plymouth.edu/clouds.html/.

Text # 8 - Citation: //National and local weather//. Retrieved February 27, 2008, from The Weather Channel Web site: http://www.weather.com/?from=globalnav - Text Summary: Web site that can be used for maps, videos, weather news and related articles. - Rationale: Allows for students to manipulate the maps to view the world and its weather patterns as they occur. Can be used as a resource for students to find out about current news issues related to weather. Students will be able to keep track of the weather in a given area over a period of time. - Use of Text: This would allow students to keep track of the weather in various locations over the world and become familiar with reading various forms of maps and scales. Students could be grouped or work individually over a period of time to compile data and then report out on what the weather was like in the area they studied. This can be tied into other content areas or even within the classroom for multicultural education depending on the areas and times you choose to study. - Attachment: Can be manipulated through http://www.weather.com/?from=globalnav.
 * C. Online Interactive Resources**

Text #9 - Citation: NOVA. //Mountain weather (flash)//. Retrieved February 27, 2008, from Web site: http://www.pbs.org/wgbh/nova/kilimanjaro/weat-flash.html - Text Summary: Interactive view of mountains effect on weather. - Rationale: Students get to manipulate the weather in relation to a mountain to find out what happens. - Use of Text: This will be an activity for further exploration that will be available to students who need help understanding the concept or have completed work early. It will also get them thinking of why other locations have different weather patterns as Rhode Island never sees a rain shadow since there are no major mountains here. - Attachment: Can be found at and played with at http://www.pbs.org/wgbh/nova/kilimanjaro/weat-flash.html.

Text #10 - Citation: Kwitter, K. & Souza, S. (1998). //Atmosphere & weather hands on science series//. United States: Walch Publishing. - Text Summary: It comprises a series of hands on activities with teacher reference pages that include objectives, standards, materials list, internet resources, quiz questions, a rubric, potential adaptations for students and hints for discussion and several student activity pages. - Rationale: Resource for teachers to incorporate hands on learning into the classroom that has been written by and trial tested by teachers. - Use of Text: This would be a resource for me to develop a lesson around to include hands on activities for students. All of the activities can be completed in the classroom or even at home if a student wishes to pursue a topic further. - Attachment: Available in the Curriculum Materials Library at URI Kingston Campus. Call # - QC 869.3 K85 1998 (sample lab found on pages 16-21 of this document).
 * D. Instructional Resources**

Using these Texts together in the classroom: These sources would all be available or used within a classroom in various ways. The poem __Rain__ could be posted within the classroom for students to view or to be used if necessary to regain the classes’ attention back onto the topic. To introduce the topic I could have historical data around the room for various locations along the eastern coast of the US focusing in Rhode Island. I could begin by asking questions such as what the students found and then probe them for questions. If they don’t come up with any I could ask deeper questions into why they think the weather is different and what causes it. We could brainstorm on the board and then have them research their theories. Hopefully internet would be a source for them, but in the classroom I would have the __Scholastic Atlas of Weather__ available. If they get online I would direct them to http://www.pbs.org/wgbh/nova/kilimanjaro/weat-flash.html (the flash player interaction on how mountains affect the weather). Once they have begun to find information on how the weather is manipulated I could read __Cloud__ and use the Integrating Science and Literature activity associated with it. This would encourage them to research the various forms of clouds and what they mean and what type of weather they forecast. http://vortex.plymouth.edu/clouds.html/ is one resource they can use to help research the types of clouds and the local weather web site ([|http://www.weather.com/?from=globalnav)] may also lead them into what weather is foretold by which type of clouds. Once the students have begun to decipher the weather maps I could use the lab from //Atmosphere & weather hands on science series// which deals with reading meteorological maps. At this point I could use the activity book to reinforce various concepts through homework and extra activities for struggling students. As the students develop projects on the changes in weather over time and over land areas and why they may be occurring I can introduce the possibilities of new technologies and what they may be able to do in the future through the NASA pod cast on the new satellite This will also be a good way to wrap up the unit while still keeping the interest of the students throughout.

Learning Objectives:

Content area Earth and Space Science Expectation 1 (grades 5-8): -Explain the processes that cause the cycling of water into and out of the atmosphere and their connections to our planet’s weather patterns. -Explain the role of differential heating or convection in ocean currents, winds, weather and weather patterns, atmosphere, or climate by (4a) explaining cause and effect relationships between global climate and energy transfer and (4b) using evidence to make inferences or predictions about global climate issues. Classroom Objectives: -Students are able to identify various cloud types and what weather they are associated with. -Students manipulate maps and are able to read various forms and measurements associated with meteorology. -Students understand the water cycle and its relation to the weather. -Students understand how the sun impacts the water cycle and how the water cycle impacts the weather patterns, atmosphere and climate through energy transfer.

Reading R–7–2.1 Vocabulary Strategies by the end of Grade 7: -Students identify the meaning of unfamiliar vocabulary by using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes, base words, common roots, or word origins; or context clues; or other resources, such as, dictionaries, glossaries, thesauruses; or prior knowledge) Classroom Objectives: -Students learn vocabulary associated with weather such as cloud names, weather patterns and the terms on why weather occurs and how it moves on a map. -Vocabulary is understood by students through the roots of the words and they can form understanding of unknown words through recognizing the roots of words they already have learned.