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Lessons & Units

A database of lessons and units searchable by content and cultural standards, cultural region and grade level. More units will be available soon. You can use Acrobat Reader to look at the PDF version of the Cover Sheet for the Units and Self-Assessment for Cultural Standards in Practice.

Winds
And
Weather

by Jonas Ramoth and Sidney Stephens

Activity 2 - Weather Journals

Summary

Since weather results from the ever-changing, dynamic, interplay of multiple forces, attentive observation of weather signs throughout the day is critical to accurate forecasts. The TF will undoubtedly encourage students to develop the habit of checking weather first thing in the morning and at night. To further promote such attentive observation, students use personal weather journals throughout this unit to record their daily weather observations. Journals are also used to record thoughts and understandings about weather gleaned from the TF, class, or community studies.


Materials

Personal weather journals for each student (note - since they are to be used all year, they should be sturdy and roomy
Procedure:

1. Ask the students when they think the best time to observe the weather is. (Some may say the first thing in the morning and the last thing at night, others may say periodically throughout the day and still others may not have an opinion)

2. Help them think about how quickly the weather can change and the need to constantly pay attention to their environment. Explain that one of the goals of the weather unit is for them to become keen observers of their world and that one of the ways they will do this is by keeping a journal. Let them know that they can record as much information as they'd like in their journals including weather sayings or predictions they hear, pictures, feelings, or community actions. At a minimum they should:

observe the weather everyday on their way to school and record their observations in class first thing in the morning and;

observe the weather at mid-day and record information.

3. After each journal entry, hold a short class discussion of what was noticed and what they think it means. Key aspects of this discussion can be entered in the class weather log.

4. Collect student journals on a weekly/biweekly basis and respond to their entries (EA).


 

Standards

Section I - Observing Locally

Section II - Understanding Wind

Section III - Connecting Globally

Appendix A - Selawik Weather Information from Jonas Ramoth

Appendix B - Assessment

Appendix C - Weather Resource List

Appendix D - Interdisciplinary Integration


 

 

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Handbook for Culturally Responsive Science Curriculum by Sidney Stephens
Excerpt: "The information and insights contained in this document will be of interest to anyone involved in bringing local knowledge to bear in school curriculum. Drawing upon the efforts of many people over a period of several years, Sidney Stephens has managed to distill and synthesize the critical ingredients for making the teaching of science relevant and meaningful in culturally adaptable ways."

 

 

Go to University of AlaskaThe University of Alaska Fairbanks is an affirmative action/equal opportunity employer and educational institution and is a part of the University of Alaska system.

 


Alaska Native Knowledge Network
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Last modified August 18, 2006