Proyecto integrado meteorologia 2011 by elisa lopez

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TITULO: Becoming weatherwise CURSO: 1º ESO

NIVEL MCER:A1+/A2 CN, CS, EF, ART, MAT, L2, LE, Breve Descripción De forma individual y en grupo los alumnos participarán a lo largo del curso en un proyecto cuyo hilo conductor lo constituirá la meteorología y el mantenimiento de una estación meteorológica; este proyecto les brindará la oportunidad de familiarizarse con el funcionamiento de las estaciones meteorológicas y el proceso de investigación así como de recogida de datos, al tiempo que se fomenta la lectura e interpretación de mapas y gráficos, la extracción de información general y específica (sección meteorológica de revistas y periódicos, textos discontinuos, etc.), la interacción oral y se proporciona un entorno real en el que los alumnos puedan aplicar los conocimientos adquiridos en C. Naturales, C. Sociales, Matemáticas, Inglés, Lengua, Dibujo y Educación Física. Uso de técnicas Lectura e interpretación de Organización de datos en tablas. simples en la imágenes y mapas Cálculos y estimaciones. Inferencia de resolución de significados problemas Identificación de los componentes Matemáticas Escucha y del clima comprensión de mensajes Interpretación de datos e informaciones La atmósfera

The Weather forecast

Fenómenos atmosféricos. Tiempo y clima

What’s the weather like? Experimentación

Instrumentos para medir la temperatura, la presión, etc.

Práctica deportiva

A continuación se indican algunas de las tareas previstas: a) Make a Weather Station- realización de maquetas y/o carteles de los distintos instrumentos usados en el campo de la metereología y presentación de los mismos. Entre los instrumentos se incluyen los siguientes: Barometer, Thermometer, Rain gauge, Wind vane, anemometer b) Use of Internet to observe the weather c) Track the weather like a meteorologist: recogida de datos, cumplimentación de tabla y creación de gráficos (en cada clase se exhibirá un gran gráfico en el que se indicarán las anotaciones realizadas). Aplicación de conocimientos matemáticos sobre análisis de datos a la hora de realizar interpretaciones y comparaciones. Posible variación: recogida de datos sobre temperatura más alta y baja a partir de sección dedicada al tiempo en el periódico local). Producto: gráficos, tablas y presentación de resultados d) Cloud spotting : estudio de los distintos tipos de nubes y creación de tablas ilustrativas (ver anexo) e) The Weather Channel: Predicción del tiempo, a partir de mapas f)

Olympic Sports and Weather: análisis de la influencia de la climatología en la práctica deportiva (Winter and summer sports, how to protect from hot and cold weather), así como de los programas olímpicos de invierno y verano, y reflexión de la climatología, la latitud y la altura en el diseño de dichos programas y los rendimientos deportivos.

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El producto final que recogerá todas las tareas realizadas consistirá en la presentación de una videoinforme o foto-informe, que llevará por título “Photographing the weather” 

Descriptores PEL

Interdisciplinariedad

Activ. Complementaria/ extra-escolar Destrezas Educ. para la Paz Educ. para Europa Educ. para la Salud

Soy capaz de describir con términos sencillos el tiempo atmosférico, y realizar predicciones  Sé encontrar información especifica en gráficos, tablas, hipertextos  Sé nombrar los distintos tipos de nubes, los aparatos de medición meteorológica TICs (uso de la hoja de calculo para el tratamiento de los datos, recogida de información, comunicación y tratamiento de la información)

Concurso de fotografía matemática IV: Maths and Meteorology ESCUCHAR___XCONVERSAR__X_HABLAR__XLEER_X ESCRIBIR_X Educación en Valores Educ. por el patrimonio Educ. moral y cívica Educ. multicultural X Educ. medioambiental Educ. para la Igualdad Otros,…………………………

Objetivos (no más de 4 o 5)

Contribución al desarrollo de las competencias básicas LIN

MAT

FIS

X X

SO C

Observar y describir el tiempo Recoger datos y presentarlos por medio de tablas, gráficos

X X

Realizar predicciones Aprender a usar diferentes instrumentos (medición de temperatura, viento, precipitaciones, humedad, etc.) Trabajar cooperativamente en el mantenimiento de la estación y en la realización de trabajos en grupo (Weather Channel, compilación de actividades deportivas) Contenidos (los indicados en cada una de las programaciones)

X X

_X Comprender

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_X Aplicar

ART

APR

INIC

Criterios de evaluación (los indicados en cada una de las programaciones)

Dominio cognitivo _X Memorizar

DIG

Instrumentos de Evaluación Registro de observación Co-evaluación

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__XAnalizar

_X_Evaluar

_X Crear

Matriz de valoración de cada uno de los productos/tareas realizadas (carteles, gráficos, presentación, etc.) Resultados y productos o Fotografías y video-informe (Presentación fotográfica -Photographing the weather) o Construcción de maquetas o Exposición oral o Posters científicos/ gráficos o Resolución de problemas o Grabación de” Weather Channel” (L2) o Informe (recopilación de actividades físicas clasificadas en función de meteorología) Materiales y recursos empleados - Recursos varios disponibles en http://www.ciese.org/curriculum/weatherproj/teacher_lessons.html - http://eo.ucar.edu/webweather/ - http://sydney.edu.au/science/uniserve_science/school/curric/k_6/weather.html http://globe.gov/ - Cd Recursos interactivos de idiomas. Malted. - Biblioteca - Ordenador /cartulinas/ otros - Estación meteorológica DESARROLLO DE LA TAREA PRE- TAREA Dressed for the weather TAREA Let’s investigate INTERMEDIA “ Olympic Sports and Weather” “Weather instruments and components” TAREA

T1 Track the weather like a meteorologist Recogida de datos – periódicos, TV, radio- y mantenimiento de la estación meteorológica . Producto: Class weather poster T2 Cálculo y representación Producto: gráficos y mapas T3 Cloud spotting Producto: poster ilustrativo T4 The Weather Channel Producto: grabación/role-play

POST- TAREA

Concurso de fotografía matemática: Maths and Meteorology Presentación de Video-informe/ foto- informe (Encuentro ARCE) Photographing the weather

Refuerzo Ampliación

Atención a la Diversidad Peer teaching/ trabajo en parejas Fichas de trabajo 1. Weather math 2. Literature connection 3. Weather-wise holidays- planificación de vacaciones 4. Estudio de los factores que afectan la temperatura - latitude, elevation,

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5. 6. 7. 8.

local geography, etc. Estudio de la diferencia entre weather and climate en la zona en cuestión y realización de informe Looking in on the Weather What happens at night Storm Forecasting

OBSERVACIONES: Se contemplará la posibilidad de organizar una exposición de todos los trabajos y maquetas realizadas

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Recogida de datos: Date

Date

_____

Date

Temperature Precipitation Wind Dir. Wind Speed Humidity Pressure Cloud Type Variación: hoja de cálculo/ Base de datos Cloud Chart: Cloud type

_____

____

Height of clouds Cloud colour Cloud Group Vertical Growth of Cloud Cloud Observation Cloud Picture/ photo

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How to make a climograph using open office http://www.escuelatic20.com/como-hacer-un-climograma-en-open-office/788 Math and Meteorology: http://www.activemath.com/pdf/careerUnit.pdf

Math and Meteorology: Problemas matemáticos “WEATHER MATHS” (Fuente: edhelper) 1. In the morning, the wind was blowing fifteen miles per hour northwest. By the afternoon, the wind was blowing five miles per hour stronger, but in the exact opposite direction. What is the direction and the speed of the wind in the afternoon?

2. Yesterday's high temperature was twenty-six degrees Fahrenheit warmer than yesterday's low temperature. If yesterday's high temperature was eighty-one degrees Fahrenheit, what was yesterday's low temperature?

3. Nicholas' weather station recorded a high 4. Last week, there were three rainy days, three temperature of sixty-six degrees Fahrenheit. sunny days, and the rest of the week was Kayla's weather station recorded a high cloudy. How many days last week were cloudy? temperature that was seven degrees warmer than Nicholas'. What did Kayla's weather station record as the high temperature? 5. Zachary's weather station recorded a high temperature of fifty-five degrees Fahrenheit. Taylor's weather station recorded a high temperature that was five degrees colder than Zachary's. What did Taylor's weather station record as the high temperature?

6. It snowed four inches on Monday, five inches on Tuesday, and ten inches on Wednesday. On Thursday two inches of snow melted. How much snow is left?

7. The current temperature is eighty-four degrees 8. On Thursday, sunrise was at 5:58 a.m.. Four Fahrenheit. On the same day in 1972 the record days earlier on Sunday, sunrise was two high temperature was set at ninety-seven minutes earlier.What time was sunrise on

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degrees Fahrenheit. How much warmer must it get for the temperature to break the record set in 1972?

Sunday?

Weather

1. The average weekly rainfall during the past twenty-five weeks was eight millimeters. During this period, what was the total rainfall in centimeters?

2. The speed of four tornadoes were 102 mph, 78 mph, 96 mph, and 84 mph. What was the average speed of the tornadoes?

3. At 1:37 p.m., a storm that is forty-eight 4. The average monthly precipitation during the kilometers away is approaching at a speed of past seven months was 1.58 inches. If this trend twenty kilometers per hour. Approximately what continues, how much precipitation will fall during time will the storm arrive? the coming year? 5. It snowed thirty inches each month for three months. What was the total amount of snow?

6. Monday's sunrise is at 5:51 a.m. and sunset at 7:34 p.m.. During the next week, the sun will rise two minutes earlier each day and will set one minute later. Assuming clear skies, how many hours of sunlight will we have from Monday through Friday?

Weather

1. In March, the weather was sunny for fourteen 2. It snowed three inches on Wednesday and five days, cloudy for nine days, and rainy the rest of inches on Friday. There are still one and onethe month. In April, the weather was sunny for fourth inches of snow on the ground. How much eleven days, cloudy for nine days, and rainy the snow has melted? rest of the month. In May, the weather was sunny for fourteen days, cloudy for ten days, and rainy the rest of the month. How many days did it rain all together in March and April? 3. A total of twelve and seven tenths inches of rain 4. On Tuesday, the temperature was negative have fallen this year. The normal amount of rain eleven degrees Fahrenheit. On Wednesday, the to have fallen by this time is twenty and thirtytemperature rose twenty-six degrees eight hundredths inches. How much below Fahrenheit. What was the temperature on normal is this year's rainfall? Wednesday? 5. It rained half of an inch on Monday, three-fifths of an inch on Tuesday, and three-fourths of an inch on Wednesday. How many inches did it

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6. Yesterday, Washington's high temperature of fifty-one degrees Fahrenheit was forty-seven degrees Fahrenheit warmer than Calgary's high

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rain altogether?

temperature. The difference between Calgary's low temperature and Calgary's high temperature was eleven degrees Fahrenheit. What was Calgary's low temperature?

Temperatures Connor and Matthew each live in a different city. Each Thursday for ten weeks, they recorded the high temperature. The data below is the high temperature, in Fahrenheit, that they recorded. Connor's data: 50, 51, 50, 66, 60, 66, 71, 70, 72, 65, and 70. Matthew's data: 72, 82, 76, 84, 77, 73, 70, 67, 67, 56, and 65. All calculations should be rounded to the nearest tenth. 1. What is the range of temperatures in Connor's data?

2. What is the mean, median, and mode for Connor's data? for Matthew's data?

3. If you combined the data for both cities, what would be the mean, median, and mode for the combined data?

4. Connor added one more week to his data. The median of all of his data is now 62.8, rounded to the nearest tenth. What was the new temperature value that Connor added to the data?

5. Using Matthew's data, what was the mean temperature in Celsius?

6. Matthew calculated the median to be 71, however he forgot to include one number when calculating the median. Which number did Matthew forget?

7. What is the variance and standard deviation of Connor's data?

8. What is the variance and standard deviation of Matthew's data?

9. What would be a good prediction for the high temperature the next two weeks in Matthew's city? Why?

10. If you could spend the next month in either city, whom would you want to visit? Why?

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The newspaper listed the daily high and low temperatures for four cities (Manila, Anchorage, Rome, and Atlanta). The high temperatures were: sixteen degrees Celsius, ten degrees Celsius, negative nine degrees Celsius, and thirty-eight degrees Celsius. The low temperatures were: negative fifteen degrees Celsius, negative one degrees Celsius, twenty-three degrees Celsius, and two degrees Celsius. Figure out the high and low temperature for each city. 1. The difference between Rome's high and low temperature was eleven degrees Celsius. 2. The difference between Atlanta's low temperature and Manila's high temperature was thirty-six degrees Celsius. 3. Anchorage's high temperature was not sixteen degrees Celsius. 4. Rome's high temperature of the day was colder than sixteen degrees Celsius. 5. Anchorage had the lowest low temperature of the day. 6. Rome's low temperature of the day was fourteen degrees Celsius warmer than Anchorage's low temperature of the day.

The National Weather Service reported the normal monthly precipitation (25.28 inches, 26.34 inches, 21.48 inches, and 24.93 inches) for four cities (Los Angeles, Philadelphia, Winnipeg, and Anchorage). The total precipitation this month, relative to the normal precipitation, for the four cities was: 5.62 inches, -3.44 inches, 4.75 inches, and -3.15 inches. Figure out the normal and actual precipitation for each city.

1. Anchorage had twenty-two and nine tenths inches of rain this month. 2. The city that normally has twenty-four and ninety-three hundredths inches of rain had thirty and fiftyfive hundredths inches of rain this month. 3. If Winnipeg had rained three and fifteen hundredths inches more this month, then Winnipeg would have had normal precipitation. 4. Philadelphia's precipitation for the month was above normal. 5. Philadelphia had thirty and three hundredths inches of rain this month.

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SUMMER AND WINTER OLYMPIC GAMES 1. Host countries and cities in the last five editions Make a red dot or circle in the places where the last five editions of the Olympic Summer Games have been held, and a blue one where the last five editions of the Olympic Winter Games have been held.

What climate or weather factors affect sports performance?  Height  Temperature  Latitude  Nº inhabitants  Others, …… Let’s investigate! Search the web or check your textbook and find out the following information for each of the countries you marked on the map

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Country

City

SUMMER GAMES Height Latitude Inhabitants

Overall Temperature

WINTER GAMES

Select eight sports included in the Olympic summer program and other eight belonging to the winter program. SUMMER GAMES

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2. What to wear in cold and hot weather 1.- List the clothes that help you be protected from cold weather

2.- What do you wear to be protected from hot weather?

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Good Weather Forecast: let’s make plans for the weekend a) Interactive lesson (Malted) b) Activity Book c) Lesson plan

Dream Jobs: Becoming a meteorologist http://www.bbc.co.uk/schools/studentlife/careersandchoices/dreamjobs/science andresearch/meteorologist.shtml

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TÍTULO: SEC1_GOOD WEATHER FORECAST IDIOMA: INGLÉS NIVEL: 1º ESO OBJETIVOS 1. GENERALES:

2010

NIVEL MCRE: A1/A2

1. Escuchar y comprender información general y específica de textos orales en situaciones comunicativas variadas, adoptando una actitud respetuosa y de cooperación. 2. Expresarse e interactuar oralmente en situaciones habituales de comunicación de forma comprensible, adecuada y con cierto nivel de autonomía. 3. Leer y comprender textos diversos de un nivel adecuado a las capacidades e intereses del alumnado con el fin de extraer información general y específica, y utilizar la lectura como fuente de placer y de enriquecimiento personal. 4. Escribir textos sencillos con finalidades diversas sobre distintos temas utilizando recursos adecuados de cohesión y coherencia. 5. Utilizar con corrección los componentes fonéticos, léxicos, estructurales y funcionales básicos de la lengua extranjera en contextos reales de comunicación. 6. Desarrollar la autonomía en el aprendizaje, reflexionar sobre los propios procesos de aprendizaje, y transferir a la lengua extranjera conocimientos y estrategias de comunicación adquiridas en otras lenguas. 7. Utilizar estrategias de aprendizaje y todos los medios a su alcance, incluidas las tecnologías de la información y la comunicación, para obtener, seleccionar y presentar información oralmente y por escrito. 8. Apreciar la lengua extranjera como instrumento de acceso a la información y como herramienta de aprendizaje de contenidos diversos. 2. ESPECÍFICOS: COMPRENSIÓN ORAL EXPRESIÓN E INTERACCIÓN ORAL COMPRENSIÓN LECTORA EXPRESIÓN ESCRITA

Reconocer palabras y expresiones que se usan habitualmente para describir condiciones meteorológicas, planes, actividades Utilizar frases y expresiones sencillas para indicar planes, describir condiciones meteorológicas. Plantear y contestar preguntas sencillas- planes, tiempo, actividades de tiempo libre Comprender expresiones más comunes empleadas a la hora de describir las condiciones meteorológicas. Leer textos muy breves y sencillos. Encontrar información específica y predecible (tiempo, ropa) Escribir correos electrónicos breves

COMPETENCIAS BÁSICAS Competencia en comunicación lingüística Tratamiento de la información y competencia digital. Competencia social y ciudadana Competencia para aprender a aprender.

Escuchar, hablar y conversar Leer y escribir buscar, obtener, procesar y comunicar información Saber dialogar( Respetar turnos de palabra) Trabajar cooperativamente (webquest) Autoevaluarse y usar los conocimientos adquiridos para mejorar las producciones propias Planificar e identificar tareas a realizar

Autonomía e iniciativa personal CONTENIDOS Nocionales El tiempo y los planes Socio-culturales El tiempo- Poemas tradicionales Léxico semánticos Tiempo atmosférico : adjetivos (sunny, windy, foggy, cloudy, rainy, cool, warm,clear); fenómenos atmosféricos (snow, ice,) collocations and compound nouns (sun-shine, rain-fall, snow-storm, etc.), antónimos (better-worse, dry- wet, freezing-boiling, hot-cold Ropa:hat, fur coat, sandals, boots, gloves, shorts, scarf, pullover, coat, umbrella, sweater. Actividades de tiempo libre (rent a video, stay in, play chess, go to a concert, go to a party, etc. Gramaticales Going to (intenciones, planes), Uso del verbo TO BE en expresiones de tiempo (it’s windy, etc..), Revision del uso del presente continuo (It’s raining, it’s snowing) Ortográficos Vocabulario especifico Fonéticos Pronunciación de vocabulario especifico; pronunciación de contracciones it’s; y de la expresión “going to” Sociolingüísticos Normas de cortesía (correo electrónico) Funcionales Expresión de planes de futuro- going to Discursivos And, because Criterios de evaluación 1.- Comunicarse oralmente participando en conversaciones y en simulaciones sobre planes de futuro y descripción de condiciones meteorológicas 2.- Redactar textos breves (correo electrónico, mensajes breves) en diferentes soportes utilizando las estructuras, las funciones

Elisa María López Cabrera

SEC1_GOODWEATHER FORECAST

2010

y el léxico adecuados (expresar planes y describir el tiempo

BREVE DESCRIPCIÓN DE LA UNIDAD ESTRUCTURA DE LA UNIDAD CAPÍTULO ACTIVIDAD Chapter 1: Presentation Chapter 2: Describing Talking about the weather the weather Objetivo de las actividades: introducir los términos y expresiones More weather que se usarán words posteriormente para describir el tiempo y los What’s the fenómenos atmosféricos. weather like? Familiarizar a los alumnos/as con las estructuras más frecuentes a la hora de describir el tiempo (uso How’s the del verbo To Be y del weather presente continuo) today? Pronunciation Extreme Weather Chapter 3: Dressing for the weather Objetivo: repasar el vocabulario usado para nombrar indumentaria más común.

Dressing for the weather

Writing an Email Chapter 4: Reading about the weather Objetivo: practicar la lectura y comprensión de breves textos en los que se describe la previsión del tiempo. Familiarizar al alumnado con breves poemas relacionados con la temática del tiempo. Extensión: se propone la creación de una predicción meteorológica a partir de un mapa

Chapter 5: Talking about the Plans Objetivo: familiarizar al

Weather reports (3 panels: two weather reports and one poem by Stevenson)) Weather Report Extra: creating weather reports Poem

Dialogue: A party Pronunciation

Elisa María López Cabrera

¿CÓMO USAR LA ACTIVIDAD?

Dificultad

Matching exercise- (drag and drop words) Panel 1: Words and Common symbols used in maps Panel 2: Adjectives describing weather elements (temperature, precipitation and cloudiness) Matching exercise (drag a line to the correct word) Revision of common collocations and compound words (sun-shine, rain-fall, temperature-rise) Memory Exercise Click and find the pairs (Uso del presente continuo para describir la situación actual- it’s snowing, it’s drizzling, etc.) y del verbo TO BE en expresiones tales como It’s sunny, It’s cloudy, etc.. Extension: dar respuesta real a la pregunta What’s the weather like? y grabar la respuesta- posteriormente escuchar Matching exercise (drag the arrow to the correct word) Find the opposites- better/worse

Easy

Listen to the words and then record your own voice. Listen to this recording again Extension exercise: Hangman Practise Words used to describe wild weather and extreme conditions- tornado, blizzard, frost, etc Multiple Choice exerciseClothes, weather and seasons Panel 1: Choose the clothes you will put in your suitcase depending on the destination and the season Panel 2: sensible choices taking into account the destination and the season- Decide if it is right or wrong to put that in your suitcase Extension: Choose one of the destinations and record all the things you will put in your suitcase- use the words which have appeared in the exercise Writing Students will have to answer to an email they’ve just received, indicating what the clothes is like and the most appropriate clothes and footwear. Weather report 1: what a story! (cloze text)- listen and complete using the words given Weather report 2: (cloze text)-

Easy

Easy Easy

Easy

Hard Normal

Hard

Hard Normal

Listen to the news and choose the right option

Normal

In pairs, create your own weather report and record it

Normal

A poem by Stevenson: order the words and reconstruct the poem. Listen and check. A Traditional Poem – listen and copy (dictation) Extra: record the poem and listen to the recording Record your part and then listen to this recording. Compare it with the original Listen to the following sentences . Record your voice and listen to

Hard Hard Hard Normal

SEC1_GOODWEATHER FORECAST

alumnado con el uso de going to para indicar planes Chapter 6: Putting all together: planning a visit Objetivo: practicar la expression de planes de future e introducir expresiones habituales (actividades de tiempo libre) Self-assessment Objetivo: darle la oportunidad al alumnado de autoevaluar el aprendizaje realizado y ponerlo en práctica- para lo cual se proporciona otro mapa Extra: Webquest Extra: Activity Book

2010

your own recording Activities for the weekend Asking about plans Emailing about plans

I can/ I can’t Weather report

Memory game- read the words and try to remember as many weekend activities as possible Writing: students write questions using going to

Easy Normal

Writing: students have to check the weather forecast and then write an email telling their friend about what they are going to do

Hard

Students will try to assess their knowledge by indicating which tasks they can do and which ones they can’t Using a weather map, students will be asked to write about the weather and the most appropriate clothes

Normal

At the end of the lesson, students will be given the opportunity to work in groups and use what they have learnt so far. They will be asked to plan a trip, deciding the best time of the year, what they are going to do and what they are going to put in their suitcase. (printed version provided)

CLAVE DE LAS ACTIVIDADES ACTIVIDAD Describing the Weather

More Weather words

CLAVE Panel 1 Sunny Cloudy Windy Rainy Foggy Snowy Sun- shine Temperature-rise Snow-storm Rain-fall Wind-blow

Panel 2 Temperature- warm and cool Precipitation- snow and ice Cloudiness- Cloudy and clear

What’s the weather Like?

It’s raining- It’s drizzling- It’s snowing- It’s drizzling- It’s sunny- It’s cloudy- It’s foggyIt’s windy

How’s the weather today

Better- worse; hot- cold; wet-dry; freezing-boiling; cloudy- sunny

Extension: extreme weather

Dressing for the weather Elisa María López Cabrera

1. 2. 3. 4. 5. 6.

Blizzard Storm Tornado Snow Drought Frost

SEC1_GOODWEATHER FORECAST

Panel 1 1. 2. 3.

Boots Gloves- fur coat-scarf umbrella

2010

Panel 2 4.- Wrong 5.- Wrong 6.- Right

(free answer)

Weather reports Panel 1:tornadoes-hot-dark-raining-storm-thunder-rain-sun-weather Panel 2:forecast-cloudy-rainy-degrees-cold- going-snow Panel 3: (poem by Stevenson) The rain is raining all around It falls on field and trees It rains on the umbrellas here and on the ships at sea

Listening to the weather forecast

1.- True 2.- True 3.-False 4.-True 5.-below 0 6.-Yes, it is Tapescritpt:

Good evening and welcome to our Radio 4 weather report. Let’s see what the weather’s going to be like this weekend. In Seattle, it’s going to be cloudy and rainy, with a temperature of around 65 degrees Fahrenheit. At the end of the day there may be some sunny spells and temperatures can rise a little. In the North Eastern United States, the weather conditions are not much better. Unfortunately for all of you who live in New York, this weekend is going to be really wet and cold, so don’t forget your umbrellas. It’s going to rain all day long in the Big Apple. Lovely weather for ducks!! On Sunday things can get even worse. In the morning the rain can turn to snow so watch out , if you are planning to spend the day out. Apparently, it’s going to be really windy, with winds coming from the North, so temperatures can get below 0. And that’s the weather forecast for this weekend. Have a good day!

Extra: Your Own Weather Report (free answer)

A traditional poem

Elisa María López Cabrera

SEC1_GOODWEATHER FORECAST

The rain- it rains every day Upon the just and the unjust fella, But more upon the just because The unjust has the just’s umbrella

Dialogue: A party Dialogue (speaking)

Pronunciation No key

Chapter 6 Presentation panel

Activities for the weekend Memory game

Asking about plans What are you going to wear? What are you going to eat? Where are you going to go on holidays? What are you going to do after lessons? Where are you going to stay? Who is going to win the Champions League?

Emailing about Plans Free answer

Self-assessment Free answer

assessment

Elisa María López Cabrera

2010

SEC1_GOODWEATHER FORECAST

2010

Free answer

EJERCICIOS DE EVALUACIÓN DE LA UNIDAD EN VERSIÓN IMPRIMIBLE Para la evaluación se proponen tres instrumentos básicamente a) Autoevaluación (incluida al final de la unidad) b) Un ejercicio escrito y oral, en el que a partir de un mapa de Estados Unidos los alumnos/as han de responder a preguntas sobre el tiempo y la ropa más adecuada. c) Al final del cuaderno de trabajo, se han incluido tres ejercicios de evaluación a.

En el primero y a partir del mismo mapa los alumnos responden a preguntas sobre el tiempo y la indumentaria

b. En el segundo han de nombrar las actividades de tiempo libre que aparecen i. Clave: rent a video- go to a concert- play chess- read- surf on the Internet- stay in ii. Se propone una actividad de extension, en la que el alumno añadiria más actividades de tiempo libre c. En el tercero se propone que escriban un email indicando el tiempo que hace en el Este del país y las actividades de tiempo libre.

Elisa María López Cabrera

LET’S MAKE PLANS FOR THE WEEKEND

DATE:

NAME:

INTRODUCTION

Did you know that the weather affects all our lives in some way or another? It determines the type of clothes you wear, the free time activities and games you enjoy or even where and when you go on holidays. So, it is not strange that everybody talks about the weather. Thousands of people look over the Internet to know about the local or global weather. Millions watch the weather forecast on TV before making plans for the weekend. In this unit, we will learn to talk about the weather and describe plans. Are you ready?

Objectives At the end of this unit, most of you should be able to: - Describe weather conditions - Name clothes - Name free time activities - Ask and answer about plans for the future - Write an email giving information about plans for a school visit TALKING ABOUT THE WEATHER 1. Describing the weather: words and icons

REMEM

BER

A. Words and icons 1. 2. 3. 4. 5. 6.

NOUN+ Y Example s: Sun- Su nny Wind-W indy

............................ ... ............................... ............................... ............................... ............................... ...............................

B. Weather Elements Temperature Precipitation Cloudiness 2. Talking about the weather: compounds and collocations

temperature

rise

Combinations 1. Rainfall 2. 3. 4. 5.

blow

wind rain snow

sun

fall storm

shine

3. Talking about the weather: What is the weather like? 1. 2. 3. 4.

5. 6. 7. 8.

LETâ&#x20AC;&#x2122;S MAKE PLANS FOR THE WEEKEND

Better!!

4. How is the weather today? Find the opposite word

1. BETTER

2. HOT

3. WET

4. FREEZING

5. CLOUDY

5. Extra: Extreme Weather 1. A heavy snowstorm 2. Heavy rain accompanied by strong winds and even thunder and lightning 3. A violent column of air which travels rapidly and usually destroys everything 4. Small balls ice which fall from the sky 5. A long spell of very dry weather 6. Weather with a temperature below freezing point

1. What do you put in your suitcase? ATHENS

NORWAY

AN ISLAND IN THE CARIBBEAN SEA

2. Practice: Now answer this E-mail To: Subject: Reply

LET’S MAKE PLANS FOR THE WEEKEND

hat fur coat sandals boots gloves shorts scarf coat umbrella pullover sweater

DRESSING FOR THE WEATHER Extension: Choose one of these holiday places and list the clothes you will put in your suitcase

Hi, What’s the weather like over there? Do we need to bring along any special clothing or footwear?

READING ABOUT THE WEATHER 1. Read the News Report and complete the following chart Where: When: What:

2. Check the Weather Forecast and then complete the following table, using the appropriate symbol Saturday

Sunday

Chicago

New York 3. Use the following POEM by Robert Louis Stevenson as a model to write a short text about the Sun, The Wind, The Snow or any other Weather Element The Rain

You can also become famous!!

The rain is raining all around, It falls on field and tree, It rains on the umbrellas here, And on the ships at sea.

TITLE:

DID YOU KNOW THAT Robert Louis Stevenson also wrote Kidnapped and Treasure Island?

TALKING ABOUT PLANS 1. Listen to the DIALOGUE and then complete the chart Plan(s) Place Time:

LETâ&#x20AC;&#x2122;S MAKE PLANS FOR THE WEEKEND

2. Listen again and try to order the dialogue.

Jim: Hi, Jean. This is Jim. How are you doing?

Jean: Oh, it sounds good. Who’s going to the party?

Jean: What time is the party going to start? Jean: Bye

Jean: Fine, thanks

Jim: We’re going to have a party in the garden. Would you like to come?

Jim: Don’t worry, the weather forecast for the weekend is good.

Jim: How about 8:30?

Jim: are you busy on Friday evening? Jean: 8:30 is fine. See you then but only if it stops raining. Jean: No, I’m free. Why? Jim: All our friends. We are going to have a barbecue.

3. Extra: In pairs, make plans for the weekend and then write a dialogue, similar to the one above.

4. Recording: listen to your recording and compare it to the original one. Tick the appropriate box in each case

Sentence 1

Sentence 5

Sentence 2

Sentence 6

Sentence 3

Sentence 7

Sentence 4

Sentence 8

5. Rhythm: Have you got an ear for music and sounds? Let’s see- Read this poem aloud- ask your partner to grade you from 1 to 10

“The rain it raineth on the just fella- but mostly on the just, because the unjust hath the just’s umbrella” My Mark

LET’S MAKE PLANS FOR THE WEEKEND

5. What are we going to do? Ask three of your friends about their plans and complete the chart.

6. Grammar Practice: Making Questions Use “going to”

1. 2. 3. 4. 5. 6.

LET’S MAKE PLANS FOR THE WEEKEND

PUTTING ALL TOGETHER

PLANS FOR A SCHOOL VISIT Print your email and glue it here

M E

L I

LET’S MAKE PLANS FOR THE WEEKEND

SELF-ASSESSMENT

I can understand simple information about the weather ( for example “cold”, “hot”, “cloudy” and temperatures) I can understand some words and expressions when people are talking about plans (for example activity, time and place) I can understand simple questions (for example, What’s the weather like?, What are you going to do?) TALK

I can answer ask and answer simple questions (for example, about the weather, clothes or the weekend), using short sentences and individual words

I can name 8 weather words or more. I can name basic clothing items (for example coat, jacket, trousers, belt, etc.) I can give some information about myself and other people (for example, plans for the weekend) I can use simple words to describe the weather

I can use understand simple texts, for example weather forecasts, using visual aids. I can understand simple instructions I can find simple information about free time activities, seasons, weather, etc. on specific websites.

I can write a short message (for example an email) giving information about the weather or plans for a visit I can complete basic forms, questionnaires, charts and tables

GREAT

GOOD

POOR

MY EFFORT LET’S MAKE PLANS FOR THE WEEKEND

A. Use the information given in the following map to answer these questions?

1.-Whatâ&#x20AC;&#x2122;s the weather like in the North of USA? and on the East coast? 2.- Imagine that you travel there, what clothes will you put in your suitcase?

B. Look at the pictures and name the following free time activities:

Can you think of any more free time activities? C. Write an email to a friend telling him about the weather in the South of the States and your plans for the weekend

LETâ&#x20AC;&#x2122;S MAKE PLANS FOR THE WEEKEND

Chapter 1

Math and Meteorology A meteorologist is a scientist who uses scientific principles to explain, understand, observe, and forecast the Earth’s atmospheric phenomena and weather. While we’re used to seeing meteorologists on TV forecasting and predicting the weather, not all meteorologists specialize in this field. Some meteorologists specialize in air pollution, changes in the global climate, and/or numerical analysis and forecasting. The mathematics of meteorology is varied and sometimes quite complicated. Meteorologists collect data and use this data to make weather predictions; apply formulas to calculate heat indexes, dew point, and wind chill factors; and record weather phenomena, including record temperatures, rainfalls, and so on. The mathematics of meteorology is algebra, data collection, organization and analysis, graphing, computation and percentages, and a great deal of problem solving.

Teacher

Keeping Track of Highs and Lows

Materials Needed • Weather reports for a ten-day period • Colored pencils • “Data Collection Sheet” (p. 5) for each student • “Data Graphing Sheet” (p. 6) for each student Background Information and Suggested Teaching Strategies This lesson takes place over a ten-day period of time, but students can enter their data on the data table and on the graph daily. Because some students have difficulty with assignments that span an extended period of time, daily recordings narrow the duration of the activity. On the line graph, a different-colored pencil should be used to record the high and low temperature for each day. Students can connect the coordinates because the temperature fluctuates between highs and lows. Students will also design a bar graph to compare the highs and lows. You can ask students to analyze the graphs using the following types of questions: 1. Was the difference between the high and low temperature consistent? 2. What was the average difference between the high and low temperatures during this ten-day period?

• Chapter 1: Math and Meteorology

3. Do you think the data we obtained now would be the same at other times of the year (at different seasons)? 4. Did all of the highs occur during the same time of day? Did all of the lows appear during the same time of day? Why do you think this occurred?

Communicating through Journaling You designed two different graphs to represent the data you collected. Which graph do you think better pictured the data? Explain your answer. Possible Extension Ideas Students can enter the data into a computer spreadsheet and use the computer to design different types of graphs (such as bar graphs) Students can experiment with a variety of different graphs. Ask them which of these graphs are appropriate and which are not.

Math Skills • Collecting data • Assigning units to graph coordinates • Graphing

Keeping Track of Highs and Lows

Activity

Name _ ___________________________________________

Date _______________

Directions: Use the table below to record the high and low temperatures for your city for ten days. Then design a line graph to show the range of daily temperatures in your area.

Date Temp

Title _______________________________________________________

Temperature

Data Collection Sheet

Date

Chapter 1: Math and Meteorology •

Keeping Track of Highs and Lows

Activity

Name _ ___________________________________________

Date _______________

Directions: Use the temperature data from the “Data Collection Sheet” to design a double bar graph of the high and low temperatures. Be sure to label the two axes of your graph.

Temperature in F°

Title ____________________________________________

Date • Chapter 1: Math and Meteorology

Data Graphing Sheet

Teacher

Continental Hot Spots Math Skills • Substituting for a variable (algebra) • Converting temperature • Using computation skills Materials Needed • “Continental Hot Spots” (p. 8) activity sheet for each student • Calculators Background Information and Suggested Teaching Strategies This activity asks students to convert temperatures from degrees Celsius to degrees Fahrenheit. This can be done by substituting the Celsius temperatures into a given equation, but it is a good idea to give students some benchmarks to help them better understand the approximate associations between the two scales. These are some familiar benchmarks: 1. Normal body temperature: 98.6°F " 37°C 2. Room temperature: 68°F " 20°C 3. Freezing point of water: 32°F " 0°C

continents and at the South Pole. Students are asked to convert the temperatures given in degrees Celsius to degrees Fahrenheit. There are a number of Web sites that contain conversion calculators. One of these is http://www.onlineconversion. com/temperature.htm. This site also converts to degrees Rankine, Reaumur, and Kelvin.

Communicating through Journaling You are in a country where temperature is recorded in degrees Celsius. The local news tells you that the high for the day will be 24°. Without actually doing a conversion, how could you estimate this temperature in degrees Fahrenheit? About how many °F is 24°C? Explain how you solved this problem. Answer: Students can use a variety of strategies to solve this problem. 24°C " 75°F

Possible Extension Ideas Students can use the Internet to research other temperature scales. The conversion calculator shown above can be used to convert temperatures in these scales to Fahrenheit.

4. Boiling point of water: 212°F " 100°C 5. A hot summer day: 90°F " 32°C 6. A very cold winter day: 10°F " –12°C In other words, every 1° on the Celsius scale is approximately 2.12° on the Fahrenheit scale or every 1° on the Fahrenheit scale is approximately 0.47° on the Celsius scale. The conversion formulas are:

Activity Answers These answers have been rounded to the nearest degree: Africa 136°F North America 135°F Asia

129°F

Australia

127°F

5 Fahrenheit to Celsius: C° = – 9 (°F – 32°)

Europe

122°F

9 Celsius to Fahrenheit: F° = (– 5 × °C) + 32°

South America

120°F

The table in “Continental Hot Spots” records the highest temperatures recorded on each of the

Antartica

59°F

South Pole

7°F

Chapter 1: Math and Meteorology •

Continental Hot Spots

Activity

Name _ ___________________________________________

Date _______________

While temperature varies from place to place on the Earth, in most places the temperature is always between +50°C and –50°C. Just how hot or cold is this? In most of the world, temperature is measured using a scale developed in 1742 by a scientist named Anders Celsius. In the United States, we still use a scale developed in the early 1700s by a scientist named G. Daniel Fahrenheit. If you are given temperatures in degrees Celsius and you wish to convert it to degrees Fahrenheit, you can use this formula:

)

9 F° = – × °C + 32° Directions: The following table shows the highest temperatures recorded in each of the continents of the world and at the South Pole. Use the conversion formula to problemsolve what these temperatures would be on the Fahrenheit scale. These temperatures have been rounded to the nearest degree.

Continent

Place

Year

Degrees Celsius

Africa

El Azizia, Libya

1922

North America

Death Valley, CA

1913

Asia

Tirat Tsvi, Israel

1942

Australia

Cloncurry, Queensland

1889

Europe

Seville, Spain

1881

South America

Rivadavia, Argentina

1905

Antarctica

Vanda Station

1974

South Pole

Unpopulated

1978

–14

• Chapter 1: Math and Meteorology

Degrees Fahrenheit

Continental Hot Spots

Teacher

Let’s Climb a Mountain Math Skills • Using ratio and proportion to solve problems • Scale drawing • Computing percentages • Analyzing using statistics Materials Needed • “The Temperature at the Top” activity sheet (p. 11) for each student • “Drawings to Scale” activity sheet (p. 12) for each student • Calculators • A world map (extension activity) Background Information and Suggested Teaching Strategies Begin the lesson by discussing the information given at the beginning of the activity sheet. After reading it with students, ask: “What do you think is meant by the fact that ‘temperature drops 3.5°F for every 1,000 ft’ ”? How do you know that it is colder on the top of a mountain than at its base? Why do you think this occurs? How do you think this might affect mountain climbers? How do you think you might solve this type of problem? What strategies could we use?” Give students an opportunity to discuss possible strategies because there are many ways to get to the correct answer. When students begin their calculations, remind them that there are questions that help to analyze their answers—remind them that these must be answered, as well.

A final activity asks students to draw a scale model of two mountains, Mt. Cook in Oceania and Mt. Everest in Nepal/Tibet. The graph paper 1 is – 4 inch. Students need to problem-solve a scale that will allow both mountains to be drawn on this size paper.

Communicating through Journaling Using metric measurements, temperature drops approximately 6.5°C for every 1,000 meters. Mt. Everest is 8,846 meters. How many degrees Celsius is the drop in temperature? Answer: approx. 52.50°C.

Possible Extension Ideas 1. Using a world atlas or world map, ask students to locate each of the countries mentioned in the activity. 2. Students can use the Internet to research information about the tallest mountains. Some possible sites are: http://www.scaruffi.com/travel/tallest.html http://hypertextbook.com/facts/2001/ BeataUnke.shtml

Chapter 1: Math and Meteorology •

Let’s Climb a Mountain

Teacher

Activity Answers All measurements have been rounded to the nearest whole unit.

Mt. Everest

–34

Mt. Aconcagua

–12

Mt. McKinley

–3

Mt. Kilimanjaro

0.3

Mt. Elbrus

Vinson Massif

Puncak Jaya

Mont Blanc

Mt. Cook

Mt. Kosciusko

1. The range is 29,022 – 7,310 = 21,712 ft. 2. The median height is (18, 506 + 16,050) ÷ 2 = 17,278 ft. 3. About four times the height

10 • Chapter 1: Math and Meteorology

The Temperature at the Top (°F):

Let’s Climb a Mountain

Activity

Name _ ___________________________________________

Date _______________

The Temperature at the Top Did you know that the higher you go up a mountain, the colder it becomes? Because air cools as it rises, the temperature drops approximately: 3.5°F for every 1,000 ft What if it were 68° F at the base of each of these mountains? What would the temperature be at the very top? Directions: Use the ratio to help you solve these problems.

Name of Mountain

Location

Height in Feet

Mt. Everest

Nepal/Tibet

29,022

Mt. Aconcagua

South America

22,841

Mt. McKinley (Denali)

Alaska, USA

20,320

Mt. Kilimanjaro

Africa

19,336

Mt. Elbrus

Russia

18,506

Vinson Massif

Antarctica

16,050

Puncak Jaya

New Guinea

16,023

Mont Blanc

France/Italy

15,774

Mt. Cook

New Zealand

12, 316

Mt. Kosciusko

Australia

Temperature at the Top (°F)

7,310

Use the temperatures you calculated to help you answer these questions: 1. What is the range of heights of the mountains in this table? ____________ 2. What is the median height of these mountains? ____________ 3. How many times taller is Mt. Everest than Mt. Kosciusko? ____________

Chapter 1: Math and Meteorology • 11

Let’s Climb a Mountain

Name _ ___________________________________________

Activity

Date _______________

Directions: Use the graph paper to draw Mt. Cook (12,316 ft) and Mt. McKinley/Denali (20,320 ft) to scale. 1 1 – The scale is – 4 inch = 750 ft. Each square is 4 inch.

12 • Chapter 1: Math and Meteorology

Drawings to Scale