Carolina Parker Engaged Learning Project Draft Template

Title of Project: Weather Around the World

Subject(s): Earth science, math, technology
Grade Level(s):4th Grade
Abstract:
Throughout this project, the students will take the role of meteorologists. They will communicate with people
from another country (France) to compare their weather patterns for the duration of one week. Ideally and if
possible, students will also communicate with an expert and they will ask questions related to the topic and the
profession. Throughout the project, students will also read and analyze weather maps, temperature, cloud
coverage, wind direction, and air pressure in both cities to determine potential weather (storms). Students will also
study the relationship between weather and climate, seasons, time differences, etc. Students will also use
technology tools to create a spreadsheet about their data. Students will share their data with other fourth grade
classes, parents, and administrators by posting their project on eClass (Gwinnett county online learning system)
The teacher will be a facilitator throughout the project. The teacher will also coach and assist students in using the
technology throughout the project. For example, the teacher will guide the students in the process of creating a
graph and a slide.
About the collaborating French class:
Nadege Blume Choisel is the French teacher I will be collaborating with in this project. Nadege and I came to the
United States as au pairs in the year 2001. We developed a beautiful friendship that has been maintained
throughout the years. At the end of our au pair year, she decided to go back to France to continue her education,
and I decided to stay in the United States to become a teacher.
About her class:
Nadege has 30 students in her class. It is a mixture of 30 students of which 22 are 3 rd graders and 8 are 4th graders.
She keeps the same class for 2 years. She teachers at a small school in the countryside about one hour south of
Lyon, France. The name of the school is Sainte Marguerite and it is located at 550 Rue de la Republique 07430
Devazieux, France. Here is a link of the school website.
http://www.ecole-sainte-marguerite.fr/index.php?page=accueil

Learner Description/Context:
Minor Elementary is a Title 1 school located in Lilburn, Georgia. The school is the cluster elementary school for
the DHH (Deaf and Hard of Hearing) program for Gwinnett County Public Schools. Our school is highly diverse,
and its demographics are as follows: Hispanic (53%), African American (26%), Asian (14%), White (4%),
Multiracial (2%), Special Education (14%), ESOL (54%), and free and reduced lunch (87%).

Description of learning environment:

The science classroom is set up for students to work in small groups. Students typically work in pairs or in groups
of four. Students enjoy coming to the science classroom because the activities are hands-on which helps them be
involved in what they are doing.

Characteristics of the learner:

For this project, fourth grade students will analyze weather from two different cities, Lyon, France and Atlanta,
GA. Students will be placed into groups of four. They will do different portions of the project and then they
present their data to the class.
For this project, the students will be completing 6 different tasks:
1. Cloud coverage/types of clouds
2. Temperature
3. Air pressure
4. Wind direction and speed
5. Length of the day (sunrise/sunset)
6. Climate- information (data over a long period of time)

Project Rationale:
The concepts of weather and climate are very abstract for students, and I hope this project can help them
understand these concepts better. I also believe that communicating with students from other countries will help
students become more understanding of other cultures. Students at my school enjoy doing hands-on projects that
Jo Williamson, Ph.D., Kennesaw State University
Carolina Parker Engaged Learning Project Draft Template
allow them to use technology, and I believe they will be inspired by this since it can be applied to real life.
Students will also get to experience what it is like to be a meteorologist.

Time Frame:
Students will have 10 periods of 50 minutes to complete the project.

Day 1 and 2: Students will be divided into stations.

Students will introduce themselves and will ask questions to the French students about their school and culture
(introduction). Students will also prepare a few questions they would like to ask the French students about
weather and climate (reserve these questions for other days)

Day 3 and 4: Student will learn French words related to weather and climate. Students will collect data for days 3
and 4 and will add it to their presentation. French and English words will be added to the presentation

Day 5 and 6: Students will ask questions about climate and weather patterns to French Students. Students will
collect data for days 5 and 6 and will add it to their presentation.

Day 7 and 8: Students will learn about air pressure, fronts and types of clouds and how they affect weather.
Students will collect data for days 7 and 8 and will add it to their presentation.

Day 9 and 10: Students will collect data for days 9 and 10 Create a presentation slide about what their data.
Students will share their data and presentations with the class. As a culminating activity, students will send thank
you cards to the students from the French school.

Standards Assessed:

Georgia Science Performance Standards

S4E4. Students will analyze weather charts/maps and collect weather data to predict weather events and infer
patterns and seasonal changes.
b. Using a weather map, identify the fronts, temperature, and precipitation and use the information to interpret the
weather conditions.
c. Use observations and records of weather conditions to predict weather patterns throughout the year.
d. Differentiate between weather and climate.

ISTE Standards for students.

Standard 5: Computational Thinker

Students develop and employ strategies for understanding and solving problems in ways that leverage the
power of technological methods to develop and test solutions.
5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in
various ways to facilitate problem-solving and decision-making.

Standard 6: Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms,
tools, styles, formats and digital media appropriate to their goals.
6d Students publish or present content that customizes the message and medium for their intended audiences.

Standard 7: Global Collaborator

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others
and working effectively in teams locally and globally.
7a Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with
them in ways that broaden mutual understanding and learning.
Jo Williamson, Ph.D., Kennesaw State University
Carolina Parker Engaged Learning Project Draft Template
7b Students use collaborative technologies to work with others, including peers, experts or community members,
to examine issues and problems from multiple viewpoints.

Learner Objectives:
Students will record and analyze weather data from the city of Lyon, France and Atlanta, Ga
Students will create a presentation comparing and contrasting the weather patterns of both cities (Lyon, France
and Atlanta, GA)
Students will understand the weather associated with different types of clouds
Students will explain how weather fronts form and the weather associated with each front
Students will explain the difference between weather and climate
Students will explain how air pressure affects weather

The “hook” or Introduction:

Students will visit the weather channel website. The teacher will review the weather symbols on the map and what
they mean. The students and the teacher will engage in a conversation about weather fronts, air pressure,
precipitation, temperature, etc.
Teacher will introduce the French class to the students (picture of the class) and will explain to the students they
will be collaborating with the class to compare and contrast the weather of both cities. Students will be divided
into groups and will create questions they would ask the class about their assigned weather task. Once the students
have been divided into groups, the teacher will ask the students to complete a task related to each of the weather
topics they will be discussing.

Process:
Below is a detailed schedule of the activities that will take place throughout the project. Attached to this project
are several weather and climate related activities that the teacher can use to reinforce the concept of weather.
These activities will be completed based on the needs of the students.

Class Teacher and Student activities Assessment

sessions
Day 1 and 2 Hook: Students will visit the weather channel website. The teacher Teacher will review the
will review the weather symbols on the map and what they mean. The questions created by the
students and the teacher will engage in a conversation about weather student.
fronts, air pressure, precipitation, temperature, etc.
Teacher will introduce the French class to the students (picture of the
class) and will explain to the students they will be collaborating with
the class to compare and contrast the weather of both cities. Students
will be divided into groups and will create questions they would ask
the class about their assigned weather task. Once the students have
been divided into groups, the teacher will ask the students to
complete a task related to each of the weather topics they will be
discussing
Cloud coverage/types of clouds
Temperature
Air pressure
Wind direction and speed
Length of the day (sunrise/sunset)
Climate- information (data over a long period of time): Students will
research the type of climate both cities are in.

Day 3 and 4 Daily task: Teacher will ask students to choose 10-15 weather words Check for understanding:
they will learn in French. Students will write the definitions of the Teacher will clarify any
words and will post them on Padlet. All students will be allowed to misconceptions about the
Jo Williamson, Ph.D., Kennesaw State University
Carolina Parker Engaged Learning Project Draft Template
give feedback about the words and their meaning. During the meaning of the words the
conference with the French class students are going to discuss the students wrote.
weather words and get the French word for each one.
Days 3-10 ONGOING task: Students will record weather data on
five aspects below from the collaborating city and their own.
Cloud coverage/types of clouds
Temperature
Air pressure
Wind direction and speed
Length of the day (sunrise/sunset)
Students will record their data on a chart and will create a graph at the
beginning of day 3. After that, they will add to that chart and to the
graph each day until the culmination of the project.
Day 5 and 6 Daily Task: Teacher and students will use the Mystery science Questions created by the
website to analyze world climate maps and will learn about the students about climate
different characteristics of each zone. After that, each small group of
students will create questions about the climate of the French city
they are learning about. These questions could be geared toward
clothing, precipitation (snow, rainfall), seasonal changes, etc.
Days 3-10 ONGOING task: Students will record weather data on
five aspects below from the collaborating city and their own.
Cloud coverage/types of clouds
Temperature
Air pressure
Wind direction and speed
Length of the day (sunrise/sunset)
Students will record their data on a chart and will create a graph at the
beginning of day 3. After that, they will add to that chart and to the
graph each day until the culmination of the project.
Day 7 and 8 Daily Task: Teacher will use different resources to teach students Ticket out the door.
about air pressure, fronts and types of clouds. Student will complete How do clouds,
several activities using Mystery science, YouTube, and hands-on labs. temperature, and air
Days 3-10 ONGOING task: Students will record weather data on pressure affect weather?
five aspects below from the collaborating city and their own.
Cloud coverage/types of clouds
Temperature
Air pressure
Wind direction and speed
Length of the day (sunrise/sunset)
Students will record their data on a chart and will create a graph at the
beginning of day 3. After that, they will add to that chart and to the
graph each day until the culmination of the project.
Day 9 and Daily Task: Teacher will use videos created on screencastomatic to Presentation will be
10 show students how to use the Emaze website as well as to how create graded using a rubric.
slides, add pictures and other effects to their presentation. During day
10, students will present their project and will post it on eClass. A
copy of the presentation will be shared with the French Class.
Days 3-10 ONGOING task: Students will record weather data on
five aspects below from the collaborating city and their own.
Cloud coverage/types of clouds
Temperature
Air pressure
Wind direction and speed
Length of the day (sunrise/sunset)
Jo Williamson, Ph.D., Kennesaw State University
Carolina Parker Engaged Learning Project Draft Template

Product:
Students will create a presentation of the data collected. In their presentation, the students will include facts about
the weather and climate of their city and their collaborating city. The student’s presentation will be shared with
other fourth grade classes, parents and other stakeholders through eClass which is the online learning system of
Gwinnett County Public Schools. The teacher will grade the presentation using a rubric.

Technology Use:
Technology Usage
Microsoft Suite or Google Suite Students will use these tools to create
charts, tables, graphs and/or
presentation
Emaze.com or other presentation tool Students will use this to create a
students would like to use presentation
Padlet.com Collaboration with peers, submit
answers, get feedback from the
teacher
Weather Channel.com Students will use this to find data
Mystery science Students will use this to understand
the science behind weather- online
lessons and inquiry labs
You Tube Students will use the approved video
links to learn about weather and
climate such as air pressure,
meteorology and other
Screencast Teacher will use this to create video
tutorials. Student will use video to
learn how to use online tools
Skype Students will use this to communicate
with others throughout the project.
Students will ask the questions they
created to the students from the other
class.
eClass: Gwinnett county online Students will post their final product
learning system on eClass to be shared with other
classes, parents, and administrators
Laptop computers and other devices Students will use these to create the
product and to communicate with
others via the internet
Indicator of engagement
Student centered, challenging,
multi-disciplinary, cooperative
learning.
Student centered, challenging,
multi-disciplinary, cooperative
Student centered, cooperative
learning
Standard based, challenging
Student centered, challenging,
cooperative learning, standard
based
Standard based
Teacher as a guide and
facilitator
Standard based, and student
centered, cooperative
Student centered, challenging,
cooperative
Challenging, student centered,
and cooperative

Jo Williamson, Ph.D., Kennesaw State University

Carolina Parker Engaged Learning Project Draft Template
References and Supporting Material:

 Computers and tablets with internet access

 General school supplies such as paper, markers, pencils, erasers, scissors, glue, construction paper, etc
 Supporting activities such as reading passages. Links for these will be attached as pdf files. Some of those activities
will be extracted from AIMS Earth science available at the Gwinnett Online Research Library. Access to AIMs

References

Emaze. (2017). Retrieved March 3, 2017, from (2017). Retrieved March 3, 2017, from
https://www.emaze.com/education/

Google Docs. (2017). Retrieved March 3, 2017, from https://www.google.com/docs/about/

High and low pressure systems. (2017). Retrieved March 3, 2017, from https://www.youtube.com/watch?
v=_NeFCO_Dww4

Mystery science. (2017). Retrieved March 3, 2017, from https://mysteryscience.com

Padlet. (2017). Retrieved March 3, 2017, from https://padlet.com/my/dashboard

Read Works. (2017, March 3). Retrieved 2017, from http://www.readworks.org/

Rubistar. (2017). Retrieved March 3, 2017, from http://rubistar.4teachers.org/index.php?

screen=CustomizeTemplateDemoChoice&

Screencast-o-matic. (2017). Retrieved March 3, 2017, from https://screencast-o-matic.com/

Skype. (2017). Retrieved March 3, 2017, from https://www.skype.com/en/

Weather Channel (2017). Retrieved March 3, 2017, from https://weather.com/

Weather fronts. (2017, March 3). Retrieved 2017, from

http://www.phschool.com/atschool/phsciexp/active_art/weather_fronts/

Web Weather for Kids (2017). Retrieved March 3, 2017, from https://eo.ucar.edu/webweather/

Jo Williamson, Ph.D., Kennesaw State University