Weather learning performances

Formative Assessment Question

# of Responses

Answers and Information

 

One spring day the hottest temperature in the U.S. was 90 ̊ F. What was the weather like at the place where it was 90 ̊ F? a. It was sunny. b. It was very humid. c. There was no wind. d. More than one of the above was true. e. More information is needed.

E: 11% (n=1186)

The most frequent responses were D (39%), A (31%) and B (14%). Students might have been drawing more on personal experience than on knowledge of the weather when answering this item.

 

Standard/Benchmark:	Learning Goals: What students should know	Formative Assessment: What do students already know?	Learning Performances: What do you want students to do to show they know?
Source: Iowa Core Curriculum.  Grades 3-5 Earth and Space Standards.  Understand and apply knowledge of weather and weather patterns. Benchmark: Weather is always changing and can be described by measurable quantities such as temperature, wind direction and speed and precipitation.	Students should                         know that weather is affected by many variables.	After conducting the Keeley formative assessment question, only 11% of the students understood that a variety of weather phenomena can affect temperature.	Students will create data charts to graph wind, humidity, sun, clouds, and precipitation. Students will also examine thealtitude of the areas those have chosen to chart. They will journal about the patterns they notice and make predications regarding the data. Students will create travel brochures for one of the place they charted and focus on typical weather in that month or season and give clothing suggestions.

 

1.       Explain how the learning performance you chose would help you understand what students know about the standard you identified (learning goals: what students should know). By correctly documenting the weather in different locations, students will recognized that weather can be described by multiple measurable quantities and that attitude affects weather patterns. Students will be able to show their understanding about weather by noticing patterns and make predictions in their science notebooks using the data they collected. By creating the brochures students will exhibit their knowledge of seasonal weather patterns that are dependent on weather phenomena, altitude and geographic features.

2.       Explain how your Learning Performance contains all five features of inquiry.

Engage: Students will Skype with solider in Afghanistan and teacher’s cousin in Fairbanks, Alaska to discuss the recent, current and future weather of that season.

Evidence: Collect weather data from newspapers or various websites.

Explanation: In small groups, create data charts to graph weather in three areas. Students also need to investigate what else affects weather and then chart altitude, geographic and relevant water features.

Evaluate: Students will journal in science notebooks about weather patterns and make predications based on data . Students will research weather patterns and predictions on various websites.

Communicate: Students will communicate their understandings of weather by creating brochures for their families for one of the places they charted. The brochure should include typical seasonal weather and give packing suggestions.