Weather or Not? – Weather vs. Climate (STEM 4.0) Project Based STEM Activities for Middle Grades Science Project Based STEM (Science, Technology, Engineering and Mathematics) activities create a learning environment in which students investigate and engineer solutions to real-world problems, and construct evidence-based explanations of real-world phenomena within their science content. Students are also provided the opportunity to re-design models they have developed, based on peer feedback and reviews. Through these engineering practices within the content, students can gain a deeper understanding of science and are exposed to how STEM relates to their education and future career goals. Engagement or Each team will distinguish between weather and climate. It is important Introduction: that students understand how weather patterns and the kinds of weather that occur relate to climate. Standard SC.6.E.7.6 Differentiate between weather and climate. Alignment: SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Set-Up Teacher Suggested 2-3 traditional class periods Student Timeframe: MAFS.6.SP.1 Develop understanding of statistical variability. Recognize that a measure of center for a numerical Standards: MAFS.6.SP.1.3 data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. Define You have been recruited by your local weather station to develop or climatographs for several cities. The weather data has been station’s tampered with and it not identified by the city. Luckily, you still have Need 1 access to climatographs. the Step Problem Identify
Weather or Not? – Weather vs. Climate (STEM 4.0) Project Based STEM Activities for Middle Grades Science Project Based STEM (Science, Technology, Engineering and Mathematics) activities create a learning environment in which students investigate and engineer solutions to real-world problems, and construct evidence-based explanations of real-world phenomena within their science content. Students are also provided the opportunity to re-design models they have developed, based on peer feedback and reviews. Through these engineering practices within the content, students can gain a deeper understanding of science and are exposed to how STEM relates to their education and future career goals. Teacher Set-Up Engagement or Introduction: Each team will distinguish between weather and climate. It is important that students understand how weather patterns and the kinds of weather that occur relate to climate. Standard Alignment: SC.6.E.7.6 Differentiate between weather and climate. SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Suggested Student Timeframe: 2-3 traditional class periods Standards: MAFS.6.SP.1 Develop understanding of statistical variability. MAFS.6.SP.1.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. Step 1 Identify the Need or Problem Define You have been recruited by your local weather station to develop climatographs for several cities. The weather station’s data has been tampered with and it not identified by the city. Luckily, you still have access to climatographs.
Grade_6_Essential%20Labs%202017%20Teacher%20Final.docx