Let’s Get Weather Wise:

Students at RHS are not dressed appropriately for the weather

1-210             Ms. Gies                    sgies@schools.nyc.gov

INTRODUCTION

Have you ever looked outside at the weather and noticed that one day it is sunny, the next day it’s freezing cold and snowing, and then two days later it's back to being 50 degrees and sunny out? Have you ever felt confused on what clothes are appropriate to wear to school with all the changing weather? Remember the PPA? We will use the PPA solutions to help us learn more about the different types of weather, NYC Public Schools policies on going outside for recess and how we can appropriately plan your clothing for the day so we don’t have to miss out on recess and other fun outdoor activities.

TASK

You will be starting a new task force in our school. Your job is to become a school meteorologist. You will investigate the various types of weather we have here in Far Rockaway, what types of clothes are appropriate to wear in each type of weather, and help create new school policies so all students better understand what types of clothes to wear to school based on the weather.

You will be working in small groups. In your groups you will create a weather report like a real meteorologist focusing on one type of weather. You will also create a poster to go along with your weather report. Your report should include the type of weather and what types of clothing are appropriate to wear. You may also want to include a few activities or additional fun facts related to the type of weather you are reporting about.

PROCESS/RESOURCES

Using the PPA Process, you will follow the six steps to solving the problem of dressing appropriately for school based on the weather. The six steps of the PPA Process are:

1. Define the problem

2. Gather the evidence

3. Identify the cause

4. Evaluate the existing policy

5. Develop a solution

6. Select the best solution

Define the Problem

With the changing weather, students at RHS are not wearing appropriate clothes to school.

Gather the Evidence

Let’s gather some evidence to see if the students at RHS are wearing the right types of clothing for the weather this week:

● Ask 2 people if they have ever worn clothing that didn’t match the weather, what happened?

● Observe how many students in your lunch period cannot go outside each day for recess, based on your observations do you think it was because of how they were dressed?

● Observe the weather for the week/month. Using this calendar each day mark down the temperature and the type of weather you see. PBS Kids Weather Calendar

Let’s learn more about the weather. Click on the pictures below to watch some non-fiction books, listen to songs, and watch some videos to help you learn all about weather. Fill in the graphic organizer about the weather.

Books:		Songs:	Videos:

Weather Worksheet:

Label the Weather Pictures

Weekly Weather Report

Identify the Cause

Climate Change Information for Kids

Evaluate the Existing Policy

NYC Public Schools Guidelines for Playing Outdoors

Click the link above and read through the guidelines for playing outside. Take notes on:

● What temperatures students are allowed to be outside.

● What temperatures are students not allowed to be outside?

● When it’s cold outside, what types of clothing should students wear so they can go to recess?

● When it’s hot outside, what types of clothing should students wear so they can go to recess?

Develop the Solutions

Solutions:

Now it’s your turn to be a meteorologist on our new RHS weather task force and help your fellow students be better prepared for the ever changing weather here in Far Rockaway.

With your partner, you will pick one type of weather and then create a poster and a short weather report video. Your presentations should include the following items:

● What weather conditions did you choose

○ Temperature

○ What does it look like outside

■ ie: snowy, rainy, sunny, cloud

○ What does it feel like

■ ie: hot, cold, warm, cool, freezing

● Appropriate school clothes

○ What types of clothing would be appropriate for the students at RHS to wear for the type of weather you chose?

○ What makes these articles of clothing important to wear

■ Examples:

● on hot days wear lightweight clothing to help keep your body cool

● On sunny days wear sunscreen to protect your skin

● Wear a hat and gloves if the temperature is lower than ___

○ What happens if you are not wearing the appropriate clothing to school based on the weather? Be sure to review the NYC DOE policies regarding temperatures outside and how they relate to being allowed to go outside for recess.

● Activities

○ What are some activities your fellow classmates can and cannot do based on the weather you chose

As a member of our weather task force your posters will be displayed throughout the building to help students have a better understanding of the types of weather we have here in Far Rockaway and how they can better choose appropriate clothing to wear. We will be sharing your weather reports throughout the year with the RHS community to continue to educate students about the appropriate clothing to wear based on the weather.

You may want to look at this website for ideas on types of clothing to wear during different types of weather.

https://suncrest.burnabyschools.ca/dress-for-the-weather-we-go-outside-everyday/

If you need support, you can use this sentence starter:

When the weather is above/below __ this is how we should dress ____  Then include a guide/pictures on what to wear for each type of weather.

EVALUATION

Task	4	3	2	1
Group Work Collaboration	Excellent evidence of collaboration amongst all team members	Good evidence of collaboration amongst all team members	Some collaboration evident amongst team members	There was little to no collaboration amongst the team members
Knowledge of Content	Excellent understanding and knowledge of the content	Has a good understanding and knowledge of the content	Has some understanding and knowledge of the content	Has limited to no understanding of the content
Video Presentation	Video is very creative. You spoke clearly, making it easy to understand your weather report. Your props, images, and/or outfits matched your weather report and helped enhance your presentation.	Video is creative. You spoke mostly clearly. Your weather report was mostly easy to understand.. Your props, images, and/or outfits mostly matched your weather report.	Video is somewhat creative. You spoke somewhat clearly. Your props, images, and/or outfits somewhat matched your weather report.	Video is somewhat creative. It was difficult to understand your weather report. You did not use props, images, our clothing that matched your weather report, or you left them out completely.
Poster	Poster is very creative. Clear and detailed evidence of a good understanding of the topic is presented on the poster. Drawings/images match the written details.	Poster is creative. Some evidence of a good understanding of the topic is presented on the poster. Drawings/images mostly match the written details.	Poster is somewhat creative. LImited evidence of a good understanding of the topic is presented on the poster. Drawings/images and writing may not match or is unclear.	Poster is somewhat creative. There is no evidence of a good understanding of the topic presented on the poster. Drawings, images, and words are unclear and confusing.

CONCLUSION

In this unit, we learned about the various types of weather and how dressing appropriately affects our school day. If we dress appropriately we are better prepared and able to participate in recess as well as ensuring that we are comfortable in our clothing throughout the school day.

Let us reflect on what we have learned throughout this unit:

How does understanding the weather forecast for the day affect how we should dress?

What are some things we should/shouldn’t wear on a sunny, hot day? Why?

What are some things we should/shouldn’t wear on a cold day?

How does wearing the appropriate clothing affect your ability to participate in recess?

STANDARDS

Science

● K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]

● K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.*[Clarification Statement: Emphasis is on local forms of severe weather and local resources available for preparedness measures.]

ELA

● KR1 Develop and answer questions about a text. (K-ESS3-2)

● KW6 Develop questions and participate in shared research and exploration to answer questions and to build and share knowledge. (K-PS3-1),(K-PS3-2),(K-ESS2-1)

● KSL3 Develop and answer questions to clarify what the speaker says. (K-ESS3-2)

Math

● MP.2 Reason abstractly and quantitatively. (K-ESS2-1)

● MP.4 Model with mathematics. (K-ESS2-1),(K-ESS3-2)

● NY-K.CC Counting and Cardinality (K-ESS2-1),(K-ESS3-2)

● NY-K.MD.1 Describe measurable attributes of objects, such as length or weight, using appropriate vocabulary. (K-ESS2-1)

● NY-K.MD.3 Classify objects into given categories; count the objects in each category and sort the categories by count. (K-ESS2-1)