6th+grade+Weather+project

Overview of Sixth Grade Science research Students will be asked to create a project of their choice that will demonstrate their knowledge of the weather topic they chose. Students will be taken through the six step process of recognizing prior knowledge, defining their questions, using an inquiry chart to develop their questions, identifying where to find information relevant to their search and identifying information that is relevant. Students will combine this information with other students who have identified similar topics and create a media that displays their combined knowledge. The two six grade classes will be working on this project for five or six weeks.

Objectives for Sixth grade unit for Weather Students will be able to brainstorm prior knowledge about the topic weather. Students will follow the six steps used for information problem solving: Task definition, Information seeking strategies, Location and Access, Use of information, Synthesis, and Evaluation. Students will create a final project demonstrating an increased knowledge of weather. Students will practice note-taking, and locating sources to obtain information. Students will use graphic organizers to categorize the information obtained. Students will classify information in like categories for presentation. Students will correctly cite sources used for information. Students will demonstrate increased knowledge of topic.

Procedure: Students will identify their prior knowledge of and identify vocabulary associated with weather. Students will practice looking for information on OPAC and taking notes. Students will make inquiries about an area of interest until a question is formulated for research. Students will gather and organize information using technology. Students will coordinate their efforts with fellow students and create a project demonstrating new knowledge in an organized fashion.

A_ B_ C_ D_ E __ F __ G_ H_ I __ J __ K_ L __ M ___ __ N ___ __ O ___ __ P __ Q_ R_ S __ T __ U_ V_ W_ X_ Y_ Z_

Worksheet: A to Z list || R esponsibility for materials and ability to check out and return materials. Locates and uses electronic online sources OPAC || 2. Inform students we are going to begin a new project and it will involve weather. They will begin by completing an A to Z list of weather terms and vocabulary. Students will begin writing by themselves for fifteen minutes and then can ask help from their table mates to fill out more letters. As many words as can fit into each letter is ok. Ex. Cloudy, cumulus, cirrus, cyclone. Tidal wave, tsunami, tornado, twister Let students know we will be adding more terms tomorrow after watching videos about extreme weather and we will go over the list to see if we have everyone's input.. 3. Students can take books out when they have put their worksheet inside their folder. ||
 * **Week of** || **November 9 & 12** ||
 * **Grade** || **Sixth** ||
 * **Class** || **Carter Arnot** ||
 * **Day** || **1**-2 **5-**6 ||
 * **Period** || **10th** ||
 * **Time** || **2:09 – 2:48** ||
 * **Materials** || Book/s:
 * **Objectives** || **//__Library Awareness Skills:__//**
 * //__ Lifelong Learning Skills: __//**
 * //__ Information Problem Solving: __//**
 * **Procedure** || 1. Welcome students in to Library take Attendance. Have a student hand their folders out while attendance is taken. First student will begin, a new student each day will pass out folders.
 * **Analysis** || ||

Smart board videos saved ||
 * **Week of** || **November 10 & 13** ||
 * **Grade** || **Sixth** ||
 * **Class** || **Carter Arnot** ||
 * **Day** || 1**-2** 5-**6** ||
 * **Period** || **10th** ||
 * **Time** || **2:09 – 2:48** ||
 * **Materials** || Book/s: A to Z list
 * **Objectives** || **//__Library Awareness Skills:__//**
 * //__Lifelong Learning Skills:__//**

Locates and uses electronic online sources OPAC || 2. Have second student hand out folders while attendance is taken. Remind students that they have begun filling out their A to Z list of weather terms and vocabulary which will be used for their project. Students should take their sheet out of their folder and have it ready to write more terms they hear during the videos. 3. Students will watch several videos which demonstrate different weather events that will stimulate their knowledge of weather terms and write down more terms. 4. Students will share terms for each letter of the alphabet to complete their lists. If time allows students will be asked to determine labels for categories we can start putting these terms under to classify them. 5. Dismiss at 2:45 ||
 * //__Information Problem Solving:__//**
 * **Procedure** || 1. Welcome students in to Library.
 * **Resources** ||  ||

Worksheet: classifying sheet || Behavior and etiquette of a good library user Information Problem Solving Question Formulates questions based on information needs. || 2. Have third student hand out folders while attendance is taken. Remind students that they have begun filling out their A to Z list of weather terms and vocabulary which they have been determining categories for. We will continue to classify terms under determined categories and establish new ones as needed. There should be four general categories identified: Types of weather, Extreme types of weather, technology used to monitor, predict and record weather, and effects of weather on the earth. Students will label the categories when we finish defining them. 3. Once students have finished classifying all terms, they will be directed to think about a topic they would be interested in finding out more about. Students will be asked to try to formulate a question to be able to focus their research. Students will have one week to determine their question. I will provide some direction for students to narrow their focus on one aspect of weather. Providing examples such as: How do air currents affect our weather? What causes a tsunami to form? What causes hail to form? What does a meteorologist do? What type of system is used to track the weather? Ow can What t 4. Students can look for books the last ten minutes of class. ||
 * **Week of** || **November 18 & 20** ||
 * **Grade** || **Sixth** ||
 * **Class** || **Carter Arnot** ||
 * **Day** || **1**-5 **5-**6 ||
 * **Period** || **10th** ||
 * **Time** || **2:09 – 2:48** ||
 * **Materials** || Book/s:
 * **Objectives** || **//__Library Awareness Skills:__//**
 * //__Lifelong Learning Skills:__//**
 * //__Information Problem Solving:__//**
 * **Procedure** || 1. Welcome students in to Library.
 * **Analysis** ||  ||


 * Name:

Date: || Research Question 1 || Research Question 2 || Research Question 3 ||
 * Research Source ||  ||   ||   ||
 * Research source ||  ||   ||   ||
 * Research Source ||  ||   ||   ||

Encyclopedia article Worksheet: Fact gathering and citation || Behavior and etiquette of a good library user Practices media literacy Information Problem Solving Question Formulates questions based on information needs. || We are now at the second step of information seeking. What sources can you use to obtain information about the weather? Students will identify the internet, encyclopedias, magazines and books.
 * **Week of** || **November 19 & 23** ||
 * **Grade** || **Sixth** ||
 * **Class** || **Carter Arnot** ||
 * **Day** || 1-**2** 5**-6** ||
 * **Period** || **10th** ||
 * **Time** || **2:09 – 2:48** ||
 * **Materials** || Book/s:
 * **Objectives** || **//__Library Awareness Skills:__//**
 * //__Lifelong Learning Skills:__//**
 * //__Information Problem Solving:__//**
 * **Procedure** || # Attendance and hand out folders.
 * 1) Students will take out their organizer and identify the categories that they have created using weather terms.
 * 1) Students will use the encyclopedia article about weather, to gather preliminary information and write a citation.
 * 2) Students will look for and **highlight subject headings, italicized words, and guide words in the article** and discuss what they are used for. Students should be familiar with these words to help them identify information they might need. Students will be asked to look through the article and identify **by highlighting weather related words.** We will then go through the article to identify the type of information that would be important to them.
 * 3) **Students will then identify where the article came from and identify where in an encyclopedia they would find an index to help them locate information if they wanted to use a print source for information.**
 * 4) Students will be asked to look for the citation side of their paper and **cite the article together.** ||
 * **Analysis** ||  ||

Name Classifying sheet
 * || Types of weather || Extreme types of weather || Technology used to predict, monitor and record weather || Effects of weather on the earth ||

Topic chosen

Worksheets: Classification sheet Inquiry Chart || __Practices media literacy__
 * **Week of** || **November 30 & December 2** ||
 * **Grade** || **Sixth** ||
 * **Class** || **Carter Arnot** ||
 * **Day** || **1-**2 **5-**6 ||
 * **Period** || **10th** ||
 * **Time** || **2:09 – 2:48** ||
 * **Materials** || Book/s:
 * **Objectives** || **//Library Awareness Skills://**
 * //Lifelong Learning Skills://**
 * //Information Problem Solving://** ||
 * **Procedure** || # Welcome students in to Library.
 * 1) Students will take out their organizer and write their question on the bottom.
 * 2) Tell students they **will be searching for an answer to their question and will be using several sources to find information.** We will be learning to research following several steps. We have already begun the first step **Task definition** gathering background knowledge and identifying the task. (learning more about the weather) Formulating questions will be our next task.
 * 3) Students will be directed to look at the chart on the smart board. Students will have a blank one. Students will identify what their question is and determine how to break it down.
 * 4) We have identified our question and need to think about what direction they will go in looking for information. Students will have & use a research notes sheet and identify what questions they might ask to find the information they are looking for. We will practice with the question What causes an earthquake?
 * 5) My **guiding question is what causes an earthquake?** I might need to first identify **what is an earthquake** so I would also write that in as a question. I might wonder **what area is most likely to experience an earthquake?** What else might I need to answer my question about what causes an earthquake?
 * 6) Advise students that they will need to complete this process to effectively gather information. They also may decide they need to add more or change their questions in order to effectively search for information to answer their question. As long as they are not changing their question every day and starting over it is okay to revise their questions. ||
 * **Analysis** ||  ||

NAME __Inquiry Chart for fact gathering__
 * Topic || Guiding Question 1 || Guiding Question 2 || Guiding Question 3 || Guiding Question 4 || Other interesting facts || New questions ||
 * What we Know ||  ||   ||   ||   ||   ||   ||
 * Source 1

World Book encyclopedia Student edition ||  ||   ||   ||   ||   ||   ||
 * Source 2 ||  ||   ||   ||   ||   ||   ||
 * Source 3 ||  ||   ||   ||   ||   ||   ||
 * Source 4 ||  ||   ||   ||   ||   ||   ||
 * Summary ||  ||   ||   ||   ||   ||   ||

NAME __Inquiry Chart for fact gathering__
 * Topic || Guiding Question 1 || Guiding Question 2 || Guiding Question 3 || Guiding Question 4 || Other interesting facts || New questions ||
 * What we Know || What causes an earthquake ? || What is an earthquake ? || What areas are most likely to experience an earthquake? ||  ||   ||   ||
 * Source 1

World Book encyclopedia Student edition ||  ||   ||   ||   ||   ||   ||
 * Source 2 ||  ||   ||   ||   ||   ||   ||
 * Source 3 ||  ||   ||   ||   ||   ||   ||
 * Source 4 ||  ||   ||   ||   ||   ||   ||
 * Summary ||  ||   ||   ||   ||   ||   ||

2 ||
 * **Week of** || **December 1 & 3** ||
 * **Grade** || **Sixth** ||
 * **Class** || **Carter Arnot** ||
 * **Day** || **1-2 5-6** ||
 * **Period** || **10th** ||
 * **Time** || **2:09 – 2:48** ||
 * **Materials** || Book/s: ||
 * **Objectives** || **//Library Awareness Skills://**
 * //Lifelong Learning Skills://**
 * //Information Problem Solving://** ||
 * **Procedure** || 1. Welcome students in to Library.
 * **Analysis** ||  ||

2. ||
 * **Week of** ||  ||
 * **Grade** || **Sixth** ||
 * **Class** || **Carter Arnot** ||
 * **Day** || **1-2 5-6** ||
 * **Period** || **10th** ||
 * **Time** || **2:09 – 2:48** ||
 * **Materials** || Book/s: ||
 * **Objectives** || **//Library Awareness Skills://**
 * //Lifelong Learning Skills://**
 * //Information Problem Solving://** ||
 * **Procedure** || 1. Welcome students in to Library.
 * **Analysis** ||  ||

2. ||
 * **Week of** || **October 9th** ||
 * **Grade** || **Sixth** ||
 * **Class** || **Carter Arnot** ||
 * **Day** || **1-2 5-6** ||
 * **Period** || **10th** ||
 * **Time** || **2:09 – 2:48** ||
 * **Materials** || Book/s: ||
 * **Objectives** || **//Library Awareness Skills://**
 * //Lifelong Learning Skills://**
 * //Information Problem Solving://** ||
 * **Procedure** || 1. Welcome students in to Library.
 * **Analysis** ||  ||

2. ||
 * **Week of** || **October 9th** ||
 * **Grade** || **Sixth** ||
 * **Class** || **Carter Arnot** ||
 * **Day** || **1-2 5-6** ||
 * **Period** || **10th** ||
 * **Time** || **2:09 – 2:48** ||
 * **Materials** || Book/s: ||
 * **Objectives** || **//Library Awareness Skills://**
 * //Lifelong Learning Skills://**
 * //Information Problem Solving://** ||
 * **Procedure** || 1. Welcome students in to Library.
 * **Analysis** ||  ||

2. ||
 * **Week of** || **October 9th** ||
 * **Grade** || **Sixth** ||
 * **Class** || **Carter Arnot** ||
 * **Day** || **1-2 5-6** ||
 * **Period** || **10th** ||
 * **Time** || **2:09 – 2:48** ||
 * **Materials** || Book/s: ||
 * **Objectives** || **//Library Awareness Skills://**
 * //Lifelong Learning Skills://**
 * //Information Problem Solving:__//** ||
 * **Procedure** || 1. Welcome students in to Library.
 * **Analysis** ||  ||