Developing Educational Leadership

This team is planning a lesson which demonstrates how damaging winds get energy. Humid air and polar winds combine to create this severe weather phenomena.

These students are researching various types of severe weather. They are using a graphic aid to frame their work. After, they will be creating a lesson for their peers that demonstrates how the energy needed to create these weather phenomena is formed.

Students are creating a “Gyre” (a large system of circulating ocean currents).

Shout Out to Maggie D. For this Model Weather Map!!

We put ice cubes in a brown with cold water. Then, we poured hot water over it, and cream wrapped the bowl. Next, we put scalding water on the cream wrap. It created fog! We eventually put in food coloring to show it even better!

We learned how different fronts (cold, warm, stationary, and occluded)are created. Students used colored water (boiling and cold) to observe how varying molecular movement influences the energy needed to create wind and precipitation.

This student used one of the seven factors that influence climate (proximity to water) in their claim. They used both qualitative and quantitative data to support their claim. They also created a cohesive reasoning statement which nicely summarizes new knowledge.

Students demonstrated practical comprehension of the factors that influence climate across the globe and received feedback on their responses (See Model Paper)

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We attempted to showcase each climate poster from every class but discovered when trying to download multiple images, some were upside down or reversed. This model shows that several factors influence the climate of cities around the world. During a gallery walk, students are searching for “Sister Cities” that share similar climates. Students are analyzing the common features from each city that influence the climate.