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Science Extreme Weather Unit

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Extreme Weather Unit

Abstract
This unit will study extreme weather on Earth but more specifically Mars and Venus. In the first steps it outlines the summary of this unit. The steps that the students have to take in studying these planets are outlined in the objectives. There are three cognitive objectives, one psychomotor, and one affective objective. The students will take this new knowledge of these planets and have to compare and contrast it with each other as well as weather on Earth. They will then have to assemble their own measuring tool for Mars or Venus and then have to defend their tool as the last step in this unit. As the students go through this unit they will be going through the levels of Bloom’s Taxonomy. They will start in the knowledge category as they start off describing weather but will finish in the evaluating category with their final creation presenting and defending why their tool would work on Mars or Venus. By taking these steps, utilizing back ground knowledge, and being able to create and make a measuring tool this would be a great lesson to add to any weather unit that is hands-on and engaging.

Extreme Weather Unit Studying extreme weather on other planets is a very engaging lesson to teach to grades 2-5. It gives the students’ knowledge on weather that we experience on Earth and makes them think beyond that to our whole solar system. They will also be challenged to create their own measuring tools to use on other planets in the solar system.
Summary of the Course or Unit This unit studies extreme weather on Earth and other planets for grades 2-5. In the unit, students will investigate extreme weather on Earth but more specifically on Mars and Venus. The students will learn about instruments used to measure weather and will also design their own measuring tool to use on Mars or Venus. To begin this lesson, student must first be able to define weather. “Weather is the state of the atmosphere at any given time in a certain area. It is a mix of heat or cold, wetness or dryness, calm or storm, clearness or cloudiness” (Weather on the Planets, n.d). Mars, Venus and Earth all have an atmosphere, so therefore they all have weather that can be observed and studied.
Scientists and astronomers are interested in learning more about weather beyond Earth. They know that other planets in our solar system have extreme weather conditions as well. In this unit the students will be looking at the planets Mars and Venus since they are the closet planets to Earth. These two planets also have very active and observable weather which make them perfect for young students to research and study these planets. Sometimes Venus is mentioned as Earth's sister planet since they are both about the same size. “The terrestrial planets are composed primarily of rock and metal and have relatively high densities, slow rotation, solid surfaces, no rings and few satellites” (Venus & Mars, 2011, n.p). Once we study and consider the weather on both Mars and Venus they can then design equipment that can handle extremes of temperature, wind, and other factors. The students must be able to defend their instrument in a final presentation.
Five Terminal Course Objectives
In this unit, the students will look into weather conditions on Earth and other planets in the solar system. They will begin by studying what makes extreme weather happen here on Earth. With this study, they will then carry this new knowledge into studying weather on different planets in the solar system, more specifically Mars and Venus. The students will then examine different weather instruments that could be used on these planets. The students will then choose either Mars or Venus and focus the rest of their study into that one planet. The student will create their own measuring tool for that planet. Lastly, at the end of this unit the students will have to present and defend their measurement tool using scientific research.
Cognitive Objectives
Listed below here are three cognitive objectives. These objectives start on the simpler side and get harder as the lesson goes on.
Cognitive objective one. This objective is that TSW describe weather conditions on planet Mars and Venus.
Cognitive objective two. This objective is that TSW compare and contrast available weather for Mars and Venus and relate it to Earth.
Cognitive objective three. This objective is that TSW determine what modern day weather instruments will work best on Mars and Venus to measure temperature, pressure, and humidity.
Psychomotor Objective
The psychomotor objective for this unit is that TSW be able to assemble a measuring tool for Mars or Venus.
Affective Objective
The affective objective for this unit is that TSW present their measuring tool to the class. The students must be able to defend how and why their measuring tool will work on a certain planet in the solar system.
Enabling Objectives
The following objective will be used to create enabling objectives: TSW be able to assemble a measuring tool for Mars or Venus.
Enabling Objective One
The first enabling objective is TSW list modern day measuring tools that can be used to measure temperature.
Enabling Objective Two
The second enabling objective is TSW compare and contrast the modern day measuring tools and how they would work on another planet vs. Earth.
Conclusion
This is a very engaging lesson that takes the learner into different extreme weather conditions on Mars and Venus. Before they can even begin to research the other planets, they first need to be aware of what weather here on Earth consists of. From there they will take this background knowledge and apply it to their new research about Mars and Venus. TSW start off by just describing weather on these planets which falls into Bloom’s first category of knowledge. Then, the students will take this information and interpret it. Along with the interpretation, the will compare and contrast these weather conditions which falls under the comprehension category of Bloom’s Taxonomy. Next, the students will apply the new information in creating their own measuring tool. I choose this part to go along with my enabling objectives. Before a student can assemble a measuring tool, they must first know of measuring tools that currently exist and how they work. They will carry this information over into creating their own tool. Lastly, the have to defend their measuring tool by evaluating how and why it would work. By taking these steps, the students are starting off in the simpler areas of Bloom and working their way up to higher levels which require more critical thinking. By taking these steps, utilizing back ground knowledge, and being able to create and make a measuring tool this would be a great lesson to add to any weather unit that is hands-on and engaging.

References

Mika, A. (n.d.). Extreme Weather on Earth and Other Planets. - National Geographic Education. Retrieved , from http://education.nationalgeographic.com/education/lesson/extreme-weather-earth-other-planets/?ar_a=1

Venus & Mars. (2011, June ). Venus & Mars. Retrieved , from http://www.aip.org/ history climate/ Venus.htm

Weather on the Planets. (n.d.). Weather on the Planets. Retrieved , from http://lithops.as.
arizona.edu/~jill/EPO/Solarsystem/weather.html

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