## Reflection: Student Self-Assessment Forecasting the Weather - Section 4: Reflect

Now students engage in the practice of comparing for the purpose of self-assessment. By 8th grade, most students have been exposed to creating graphic organizers to find differences and similarities, such as a Venn Diagram. For this activity, students compare their forecast to the actual weather map for the next day. Not an easy task for most, let alone a 13-14 year old.

You may need to provide more detailed instructions when students are comparing. Include criteria that you want to see them include in their written analysis. Providing more structure and clarity on what they should compare can be a more useful approach than simply asking them to compare everything. For instance, in this activity I ask my students to compare their predicted position of fronts to the actual position and then provide an explanation as to why the fronts were in their locations. This explanation includes a description of the movement of air masses and interactions between cold/warm fronts and high/low pressure systems. This way they have to not only look for similarities and differences but also how various systems interact.

In addition, you may want to ask them to reflect on what they learned. Some suggested questions they might address include:

• What they were right and wrong about.
• How confident they are about their model and why.
• What they did well and what they could have down better.

Reflecting on the accuracy of a model
Student Self-Assessment: Reflecting on the accuracy of a model

# Forecasting the Weather

Unit 2: Effects of Heat Energy Transfers on Earth's Atmosphere
Lesson 14 of 14

## Big Idea: This culminating activity challenges students to use what they have learned about air masses and fronts to forecast the weather.

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Standards:
Subject(s):
Science, Weather and Atmospheric Science, Gas Laws, Air Pressure
65 minutes

### Ryan Keser

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