Introduction
Weather and climate are essential components in any educational platform. Weather and climate’s scientific approach helps enlighten students on basic principles such as dressing mode and type of food to take. Students are less concerned with the in-depth analysis of weather patterns but instead focus on the most apparent results, such as sunny or cloudy. The curriculum evaluation is based on the student’s ability to retain essential components and improve academic performance. The implementation of a science theme is the critical attribute towards the improvement of performance-based attributes on environmental changes. Children have varied rates of understanding, and it would be essential to evaluate them before engaging the specific scientific theme. The developmental appropriateness of Weather and climate is based on the practical rather than the theoretical approach. Children will learn and examine the environmental circumstances based on their exposure to modern technology and scientific themes.
Develop
Book Lists
Shepardson, D. P., Niyogi, D., Choi, S., & Charismata, U. (2019). Seventh-grade students’ conceptions of global warming and climate change. Environmental Education Research, 15(5), 549–570.
To achieve a sustainable environment, there is a need to control human activities and create a greener environment for our health benefit. The author highlights the concept of global warming to seventh-grade students. The basic ideas on what causes global warming and climatic changes are well illustrated—human activities such as deforestation and carbon remittance from industries (Shepardson et al.,2019).
Nankervis, M. (2018). The effect of Weather and climate on bicycle commuting. Transportation Research Part A: Policy and Practice, 33(6), 417-431.
The changes in Weather and climate have adverse effects on transportation. Bicycle commuting is relatively dependent on the nature of the Weather. During the rainy season, bicycles are rarely used as means of transportation. Studying weather patterns before engaging in transportation helps children actively engage in weather forecasting activities (Nankervis, 2018). The author highlights the need to examine whether patterns in school and before engaging in social events.
Brown, P. L., & Concannon, J. (2016). Students use the PSOE (predict, share, observe, and explain) model to understand Weather and climate. Science Activities, 53(3), 87–91.
The author presents technological advancements to improve performance in Weather and climatic studies. The technological aspects of the Weather and climate are relatively linked with the available information on the PSOE model. Students can use this model to understand weather patterns and provide affordable means of studying Weather (Brown & Concannon, 2016).
Royce, C. A. (2020). Weather Versus Climate: What’s the Difference? Science and Children, 58(2), 18–22.
There is a difference between climate and Weather; The author indicates the scientific differentiation of these two terms, which helps in a more profound analysis of the various climatic conditions and weather patterns (Royce, 2020). Weather implies the short-term atmospheric conditions, while climate is the specific conditions in a specific region experienced over a long time.
Henriques, L. (2020). Children’s ideas about Weather: A review of the literature. School Science and Mathematics, 102(5), 202-215.
The author presents the importance of evaluating children’s ideas in weather analysis and climatic conditions. This involves the application of social sciences and basic information relating to the changes in weather patterns (Henriques, 2020). The resultant effects of embracing children’s ideas about Weather are to instill positive information in accurate meteorological analysis. The application of scientific knowledge in weather patterns helps in providing a better avenue to monitor climatic behavior.
Curriculum Map
The weather-related lesson may be easy to create. It involves various activities, which are the primary curriculum map for the children. Set up a classroom weather station, share observations and fun about Weather, track hurricanes, and learn about funnels clouds. Read and watch local weather forecasts by applying available weather measuring tools, and keep a weather journal throughout the school year. Weather for a kid should always be fun and educational to help children broaden their understanding of Weather and climate. Include various types of weather-related items in the classroom.
Family Newsletter
“Temperatures in New York are likely to increase in the coming weeks. The winter session will come to an end. This will lead to improved economic activities, and families are advised to consider lighter clothing for children. The drastic changes in Weather have been contributed by increasing temperatures. There will be various upcoming school-based events based on the weather patterns. These includes children’s trips to the springs of Oklahoma, however, there will be further communication on this depending on the Weather and climatic conditions. Sporting activities will continue for the rest of year despite the cold weather conditions. To improve a child’s academic and social life, they need to incorporate both academic and non-academic activities in their daily welfares. According to the New York Times analysis on weather statistics, Weather in the United States is set to have more heat and cold records”.
Community Resources
- Resource 1. National weather service Education
- Resource 2. The Global Learning and Observation to Benefits the Environment (GLOBE) Programs.
These resources are available to learners and the general public. The community can acquire relevant information associated with climate and weather patterns. The educational resources will help children gain good Weather and climate science knowledge. The key objectives of this learning activity are to create a positive influence on the children by identifying possible technological materials, especially for students with special needs. The learning center-based activities, such as weather measurements and translation on its impacts on the general human welfare, will assist in maintaining a positive approach to improving the study output.
The learning activities are culturally appropriate for students based on their age brackets and individual abilities. Weather and climate are general scientific topics universally applicable to every student. The curriculum experiences are connected to the identified standards of maintaining professionalism and improving awareness of the output required at the end of the study period.
Weather and climate are the basic science norm for every person, especially the young generations, who can help in mitigating health risks. Understanding weather pattern is the basic idea for perfect planning. Therefore, it is essential to train students on the importance of weather and climate intervention measures to raise a visionary and scientifically intensive generation.
References
Brown, P. L., & Concannon, J. (2016). Students’ use of the PSOE model to understand Weather and climate. Science Activities, 53(3), 87-91.
Henriques, L. (2020). Children’s ideas about Weather: A review of the literature. School Science and Mathematics, 102(5), 202-215.
Nankervis, M. (2018). The effect of Weather and climate on bicycle commuting. Transportation Research Part A: Policy and Practice, 33(6), 417-431.
Royce, C. A. (2020). Weather Versus Climate: What’s the Difference? Science and Children, 58(2), 18-22.
Shepardson, D. P., Niyogi, D., Choi, S., & Charismata, U. (2019). Seventh-grade students’ conceptions of global warming and climate change. Environmental Education Research, 15(5), 549-570.