At times, just asking a question can spark a discussion. I told my students that I had a friend who wanted to come and visit NJ and she was asking me which month would be the best to go swimming. I asked the students to help me decide which month to recommend. The discussion that followed led us to our lesson evaluating the weather temperature over a two year period. I asked the students if we could predict the weather if knew the what the weather was for that time period in the past they were unsure and wanted to try. Definitely invested in finding an answer!
I created a PowerPoint for this lesson, Does Weather Repeat Itself?. I find that using a PowerPoint helped my students better understand the dynamics of the lesson as well ensured that we were all on the same point at the same time, until they did their own research. It also enabled me to model whole group, what needed to be accomplished when they worked with their partner
Students guessed what months they thought were the hottest and the coldest and started completing the table I created for this lesson, Weather Temperature Data Over Years.Then once they had the data for two previous years, they made predictions and documented all of their findings on AVERAGE TEMPERATURE IN NJ TABLE . Because the students had to find the hottest and coldest months, I felt that they took a closer look at the table than if it was just a fill in the blank and go situation, this is not your typical worksheet.
The discussion at the end was essential if I wanted my students to make even more meaningful connections to the content, for this reason, I createdEvaluate our weather findings and predictions. Not only did it make them think of what the different temperatures represented, but I brought it back to the original question of helping a tourist decide when it would be best to visit New Jersey based on the activity they wanted to do.