Reflection: Classroom Setup Wind Velocity & Pressure Gradient - Section 2: Do Now & Objective(s)


I feel like the issuance of question types in the daily Do Now might be confusing, so I wanted to explain a bit more about the process of question selection. For one, there is a weekly assessment in my class that tests material learned from the previous week. This is in addition to end-of-unit assessments, school-wide quarterly Interim Assessments (IAs), and other normalized testing structures prevalent in most other schools. Luckily, these assessments provide valuable data on standards, material, and question types that students tend to struggle with or need extra support on. This knowledge is taken in concert with previously known material and pedagogical knowledge about the course itself - common misconceptions, preventative question types, and the like. So the Do Now question selection is a fairly deliberate process. It involves standards-review and data-based question and content analysis, which I can provide a necessary example for. In this lesson, students are asked to graphically represent the relationship between air pressure and air temperature, in addition to providing some information on weather instrumentation, with a final question provided from the first unit. The last question comes from recent Interim Assessment data and the necessity to review that standard, while the first two questions are isolated and identified problem areas from the former weekly assessment that students might need to see again. 

  Do Now - Question Selection
  Classroom Setup: Do Now - Question Selection
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Wind Velocity & Pressure Gradient

Unit 5: Meteorology
Lesson 12 of 17

Objective: SWBAT interpret air pressure on an isobar map and examine where wind speed is highest and lowest as a consequence of air pressure gradient

Big Idea: Students learn that air velocity can be determined on an isobar map by looking at the relative pressure gradients in this meteorology lesson

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