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This four lesson resource was designed to support the Science 10 weather unit. Lessons examine cultural perspectives on weather and weather predictions with an emphasis on the aboriginal oral history of weather translating. Four activities are included to explore the idea that weather patterns can be identified using both traditional ecological knowledge as well as today's technology. Students review an oral history document summarizing First Nations weather translations, research and present other cultural weather sayings and complete a five-day homework project that involves making weather predictions based on the collection of personal weather data and the meteorological forecast of the day.
Lesson One: Introduction
After reviewing the terms weather and climate, students discuss questions which ask them to reflect on how sensory perceptions help to establish a knowledge base of the local environment so as to adequately prepare for the weather. They then make notes on First Nation's oral history which involves predicting weather using animal behavior and appearance, plant orientation, wind direction and astronomy.
Lesson Two: Cultural Weather Sayings Research
Students find the answers to guided questions on cultural weather sayings. They supplement computer research with information gathered from friends and family.
Lesson Three: Cultural Weather Sayings Sharing
After sharing the research gathered in lesson two, students work on a performance task for testing their comprehension of the cultural teachings.
Lesson Four: Weather Forecasting Journal
Students collect personal weather data (temperature, wind, cloud, plants, animals, astronomy) to predict weather. They compare their predictions to the meteorological forecast of the day.
This resource can be used to address outcomes in high school science courses associated with the study of weather and the art of weather forecasting. It could also be used as an enrichment project to emphasize the cultural importance of oral history, traditional ecological knowledge, and the use of both traditional and technological methods in dealing with the challenges of the 21st century.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
Although there is an emphasis on First Nations oral history, the resource explores the use of different types of cultural perspectives on weather and weather predictions. The resource also recognizes the merits of combining these with current technologies.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
This resource introduces the use of indigenous knowledge to predict weather patterns and in doing so emphasizes the interconnections of society and the environment.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
This resource has thought-provoking activities which promote dialogue and discussion.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
There is no authentic action plan.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Satisfactory|
The resource fosters respect for Indigenous knowledge and the emphasizes the importance of oral history in any culture.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Satisfactory|
The tracking of weather easily accommodates out-of doors experience. The resource certainly promotes the value of the natural world and the importance of preserving it.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
The completion of the weather journal brings relevance to the lives of the learner.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
This resource promotes both past and present methods for weather prediction.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
A combination of structured and guided inquiry is used. Students apply what they have learned to make their own predictions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
This is primarily a science resource, but there are opportunities for addressing outcomes in language arts, and social studies.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Activities teach to both the cognitive and affective domains. There are no accommodations suggested for people with learning difficulties but appropriate groupings could help address this.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The weather journal does involve the collection of weather data, but most information is accessed via the internet and other media.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Answer keys for reflection questions and the performance assessment tools are provided. There is also a rubric for the weather journal.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
There are no thorough descriptions characteristic of case studies. The oral history of weather prediction is described in general terms only.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Satisfactory|
The students are given choices and options to explore in their weather journals.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|