CASA K12 TEACHERS PROGRAM ACTIVITIES

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CASA K-12 TEACHERS PROGRAM ACTIVITIES

• PRESENTED BY
• MARIA DEL CARMEN ORTIZ RODRIGUEZ
• JUAN CANCIO ORTIZ SCHOOL
• LAJAS, PUERTO RICO
• NOVEMBER 5, 2005

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MAIN OBJECTIVE

• PRESENT THE ACTIVITIES REALIZED DURING THE FIRST
  SEMESTER OF 2005-06 SCHOOLAR YEAR USING THE
  INFORMATION OBTAINED DURING THE CASA K-12 CONTENT
  INSTITUTE ENGINEERING FOR TEACHERS SUMMER
  PROGRAM IN JULY 2005.

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SCIENCE AND TECHNOLOGY/ENGINEERING LEARNING
STANDARD

• Strand 1 Earth and Space Science
• Learning standards
• a. Describe the weather changes from day
  to day and over the seasons.
• b. Explain how air temperature, moisture,
  wind speed and direction, and
  precipitation make up weather in a
  particular place and time.
• Massachusetts Science and Technology/Engineering
  Curriculum Framework, may 2001, p. 21 23.

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SCIENCE AND TECHNOLOGY/ENGINEERING LEARNING
STANDARD cont.

• Strand 1 Earth and Space Science Learning
  standards cont.
• c. Distinguish among the various forms
  of precipitation (rain, snow, sleet, and
  hail), making connections to the weather in
  a particular place and time.
• Massachusetts Science and Technology/Engineering
  Curriculum Framework, may 2001, p. 24.

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SCIENCE AND TECHNOLOGY/ENGINEERING LEARNING
STANDARD cont.

• Strand 1 Earth and Space Science Learning
  standards cont.
• d. Describe how global patterns such as
  the jet stream and water currents
  influence local weather in measurable terms
  such as temperature, wind direction and
  speed, and precipitation.
• Massachusetts Science and Technology/Engineering
  Curriculum Framework, may 2001, p. 24.

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SCIENCE AND TECHNOLOGY/ENGINEERING LEARNING
STANDARD cont.

• Strand 1 Earth and Space Science Learning
  standards cont.
• e. Differentiate between weather and
  climate.
• Massachusetts Science and Technology
• /Engineering Curriculum Framework, may 2001,
• p. 24.

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SCIENCE AND TECHNOLOGY/ENGINEERING LEARNING
STANDARD cont.

• Strand 1 Earth and Space Science
• 1. Matter and Energy in the Earth System
• 1.5 Explain how the transfer of energy
  through radiation, conduction, and convection
  contributes to global atmospheric process,
  e.g., storms, winds.
• Massachusetts Science and Technology/Engineering
  Curriculum Framework, may 2001, p. 31.

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SCIENCE AND TECHNOLOGY/ENGINEERING LEARNING
STANDARD cont.

• Strand 1 Earth and Space Science
• 1. Matter and Energy in the Earth System
• 1.10 Describe the various conditions
  associated with frontal boundaries and
  cyclonic storms and their impact on human
  affairs, including storm preparations.
• Massachusetts Science and Technology/Engineering
  Curriculum Framework, may 2001, p. 31.

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Science Standards of Puerto Rico

• Number 3 Systems and Models
• The student is capable of known what is a
  system, their interactions, functions and
  components. Also the student will be able to
  design and construct physic models that represent
  situations using technology.
• Estandares de Excelencia Programa de Ciencias
  agosto 2000, p. 28.

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Science Standards of Puerto Rico cont.

• Number 3 Systems and Models
• a. Concept and Fundamental Idea
• 1. The atmosphere is a dynamic system in
  which occur energy transformation
  continuously.
• 2. The atmosphere will be represented by
  models as capes or stratification like the
  wind patterns or the climatic
  components.
• Estandares de Excelencia Programa de Ciencias
  agosto 2000, p. 30.

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Science Standards of Puerto Rico cont.

• Number 3 Systems and Models
• b. Execution strands
• 1. The student will identify the atmospheric
  system components like weather
  pattern, climate and temperature.
• 2. The student will identify and explain
  different kinds of systems like
  physiological, solar, meteorological,
  mixture and compound machines.
• Estandares de Excelencia Programa de Ciencias
  agosto 2000, p. 33, 35.

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Science Standards of Puerto Rico cont.

• Number 3 Systems and Models
• b. Execution strands cont.
• 3. The student will use models to
  predict populations, climate and matter
  changes.
• Estandares de Excelencia Programa de Ciencias
  agosto 2000, p. 36.

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Science Standards of Puerto Rico cont.

• Number 4 Energy
• The student will be able of inquiry about the
  manifestations, forms, transferences,
  transformations and conservation of the energy.
• Estandares de Excelencia Programa de Ciencias
  agosto 2000, p. 39.

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Science Standards of Puerto Rico cont.

• Number 4 Energy
• a. Concept and Fundamental Idea
• 1. The weather and their patterns in
  Earth are associated with the solar
  energy that the planet receive.
• 2. The interaction between the solar energy,
  the Earth, the atmosphere and the seas
  are the cause of the climatologic events in
  the planet.
• Estandares de Excelencia Programa de Ciencias
  agosto 2000, p. 40 41.

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Science Standards of Puerto Rico cont.

• Number 4 Energy
• b. Execution strands
• 1. The student will describe that the
  factors that affect the weather and the
  climate are the winds patterns, the
  temperature, the cloud formations and the
  climate zones.
• Estandares de Excelencia Programa de Ciencias
  agosto 2000, p. 46.

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Science Standards of Puerto Rico cont.

• Number 6 The Conservation and Change
• The student is capable of identify changes,
  describe their patterns and the factors that
  produced it, he will describe the conservation of
  some properties, the conservation of mass and
  energy and make decisions that promote the
  conservation of the species and the environment.
• Estandares de Excelencia Programa de Ciencias
  agosto 2000, p. 71.

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Science Standards of Puerto Rico cont.

• Number 6 The Conservation and Change
• a. Execution strands
• The student explain the physics changes that
  occur in the Earth planet related with the
  atmospheric, biochemistry, geochemistry and
  hydrologic process.
• Estandares de Excelencia Programa de Ciencias
  agosto 2000, p. 71.

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ACTIVITIES

• Themes
• a. Twister movie (four days, October 05)
• Observation and analysis of the movie using an
  United State Political Map to graph the
  incidences of twisters in the american nation.
• Twister The dark side of nature, Warner
  Brothers, 1996.

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ACTIVITIES cont.
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ACTIVITIES cont.

• Themes
• b. Hurricanes (seven days, October 05)
• Definition, season, parts, types of tropical
  cyclones, where is formed, instruments used to
  observe it, agencies that inform about it,
  bulletine, Saffir-Simpson scale, what to do
  before, during and after the hurricane and a lab
  where the students has to mark the trajectory of
  some fancied hurricanes.
• PR-SSI Huracanes en Puerto Rico, Guia del
  maestro, 2000

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ACTIVITIES cont.
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ACTIVITIES cont.

• Themes
• c. Meteorology (November 05 )
• Weather forecasting, Clouds, Air mass, Fronts,
  Extreme weather conditions, Climatic zones, and
  Cloud observation project.
• Descubrimiento 9, 1998, p. 130 - 139

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ACTIVITIES cont.
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ACTIVITIES cont.

• Future Themes
• d. Atmosphere
• Descubrimiento 9, 1998, p. 114 -126.

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Thank's