GLOBE Student Research Climate Campaign
Webinar Series
Webinar 1: Introduction
This webinar was conducted on Tuesday, February 7th, 2012.
Note: The usernames/passwords used during the recording are now disabled and the Lino-it Ice-Breaker is now closed for posting.
Schedule
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Resources
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I. Introductions 0:00-0:30
Introducing the GLOBE Program
Let's get to know each other
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Resources
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II. Workshop Expectations 0:30-0:35
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| III. Activity From Weather to Climate – Looking at Air Temperature Data 0:35-1:10 |
Link to Climate Foundations GLOBE Page
(See below for our activity graphs)
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| IV. Homework (for those seeking certification) 1:10-1:15 |
Find out what your students know about weather and climate.
You could do this by holding a discussion or doing the From Weather to Climate Activity or by selecting a different activity.
Answer these questions using the COMMENT Section at the bottom of this page (or by email to Marcy):
- What do your students know about weather and climate?
- What misconceptions do they have?
- How might you address these misconceptions with your students?
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| V. Open Q & A 1:15-1:30 |
We'll try to end each session with time to address class and technical questions, share progress, etc.
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From Weather to Climate - The Distance Version
Please only open the graphs as you are asked to review them! Please only look at your own group's graphs until after the webinar activity!
DOWNLOAD THE EXCEL FILE USED TO MAKE THESE GRAPHS: From_weather_to_Climate_webinar_files.xlsx
Extra Resources:
I found this nice website that explains how to create a climatograph: http://www.k12science.org/curriculum/weatherproj2/en/docs/climatogram.shtml
I think that the GLOBE climatographs calculate the average monthly high and lows slightly differently than in this example. In GLOBE's climatographs the average for the month is always equal distance between the high and the low for the month - the highs and lows are calculated from the average range. In this example the highs are calculated by averaging all the highs and the lows are calculated by averaging all the lows.
If you do a lot with climatographs, your students to explore both ways to calculate and decide which they think provides the most useful graph and why.
Your Weather & Climate Statements:
"Weather is what I have hanging on my hooks in my entryway right now. Climate is the whole pile of junk clothing I have in my closet."
"climate is an extended trend - weather is data"
"Weather is a measurement of conditions during a relatively short time period and Climate is the average conditions gathered over a large amount of time."
"Weather is what is happening now and climate is weather over a period of time."
"Weather changes frequently."
"Weather is a daily occurrence that varies based on frontal systems. Climate is an overall look at the average temperatures throughout the year of any give place."
"Weather could be described with the daily and weekly graphs, while the yearlong graph better represents climate."
Nice job!!!
Comments (1)
morgen said
at 4:26 pm on Feb 8, 2012
What do your students know about weather and climate?
3rd and 4th grade students had difficulty articulating specific differences between climate and weather. After reading a couple of definitions of each term and breaking the terminology down to match their prior knowledge, students were able to describe weather as daily conditions and climate as longer term weather trends which are comparable over a period of time.
What misconceptions do they have?
When asked to define weather, students started by describing variables like rain, snow, hot, cold, hurricanes, tornados and hail storms. Climate was a term that they immediately connected to “Global Warming”.
How might you address these misconceptions with your students?
I had them describe what the Meteorologists on the local news stations tell them about the days weather conditions. Students were able to grasp that weather is the conditions (e.g., temperature, precipitation, wind) of our community on a specific day.
By using a timeline scenario, students could understand that weather was daily (short term) and climate was the averages of weather conditions over time (long term).
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