The Arizona STEM Acceleration Project
STEM-infused English Language Development (ELD): Citizen Science (part 1)
Cloud observations to support scientific discourse in the ELD classroom (adaptable to integrated or targeted)
STEM-infused English Language Development: Citizen Science (part 1)��Cloud observations to support scientific discourse in the ELD classroom
An ELD lesson adaptable for:�-- Age/grade level�-- Levels of English proficiency�-- Integrated/Targeted classrooms
Emily Bogusch
6/1/2023
Overview
This lesson models STEM instruction in the context of an ELD classroom. The emphasis here is on scientific academic discourse. The lesson itself introduces students to a Citizen Science observation application freely available through NASA (GLOBE Observer). In this lesson, students make scientific observations of clouds and contribute them to the GLOBE database.
This lesson is based on a talk delivered at OELAS, the state of Arizona’s annual English Language Acquisition conference. The conference presentation and supplementary materials/links are available here. The site includes my own 5E template for targeted/integrated EDL STEM learning sequences, and tips/hints for using the GLOBE program.
NGSS Standards
NGSS Performance Expectation | ||
MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems. | ||
Science & Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. | The Roles of Water in Earth's Surface Processes (ESS2.C): The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. Weather and Climate (ESS2.D): Because these patterns are so complex, weather can only be predicted probabilistically. | Cause and effect relationships may be used to predict phenomena in natural or designed systems. Feedback (negative or positive) can stabilize or destabilize a system. |
STEM-specific language development strategies
AZ ELP/ELA Standards
ELP Standard 7: Students will conduct research and evaluate and communicate findings to answer questions or solve problems.
ELA Reading Informational Texts Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
ELA Writing Standard 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Content Objective | Students will classify clouds through structured observations/data collection for NASA's GLOBE Observation project. Students will create their own research question related to cloud observation, design their investigation, collect and analyze data, and create a poster explaining their findings. | |
Language Objective | Students will conduct research and evaluate and communicate findings to answer questions or solve problems. | |
Vocabulary | Front-load: citizen-science, observations, data collection, transparent | Embedded: protocol, cirrus, cumulous, stratus, alto-, -nimbus, strato-, altitude, translucent, opaque |
Course/Unit: Earth Science/Weather and Climate
Required:
List of Materials
Objectives | |
Engage | Students will describe types of clouds from photographs. |
Explore | Students will learn more about cloud types and make observations using observation sheet or phone app. |
Explain | Students will pose a research question relating to the cause or effect of certain types of cloud cover |
Elaborate | Students will gather data and background information to address their research question and create a model |
Evaluate | Students will present their investigations via a poster |
Agenda
How do scientists from around the world collaborate with each other?
Guiding Question
Engage – Teacher Slide
Science Concept�Language Function | Teacher Tasks�Teacher prompts | Student Tasks�Language response frames |
| Teacher prompts students to describe what they see.��Teacher discusses different ways of describing things with language, and the importance for shared vocabulary when working within a community. Highlight different words that refer to the same idea.��After the discussion, have students create a written description of one photograph. | Students describe clouds using short phrases or words.��The cloud is ...�I see ... and ...�To me it looks like ... |
Students will describe two types of clouds from photographs. | ||
describe, inquire | Evaluate: Teachers should take note of any students already familiar with specific types of clouds, or words in other languages that could be referenced later. For example, the Spanish "nube" is from the same root as a "nimbus" cloud (nimbus is Latin for cloud, may be related to nebula). |
Engage
Engage
Engage
Now choose one of the photos and write a more detailed description of the clouds.
Explore – Teacher Slide
Science Concept�Language Function | Teacher Tasks�Teacher prompts | Student Tasks�Language response frames |
| This stage may take several days. Students should continue making daily observations in addition to any further activities/instruction on: 1) the weather or atmosphere or 2) the scientific process and experimental design. | I observed _______(number and type) clouds and ... I identified the clouds as ______ because _______. I predict ______ when _______. |
Students will learn more about cloud types and make observations using observation sheet or phone app. --watch short videos explaining NASA's Globe project and citizen science projects | ||
Evaluate: Teachers review student's identifications together as a class, try to reach consensus if there is disagreement | ||
identify, classify/ categorize, predict |
How and why to study clouds
Cloud identification training
THINK: Study the cloud and review the cloud charts. Decide what kind of cloud it is, based on the charts.
PAIR: Tell your partner which cloud you think it is, and explain your reasoning. Does your partner agree? Try to reach a consensus.
SHARE: Have each group at your table report their findings. Did all the groups reach the same conclusion?
Cirrocumulus clouds sometimes appear in parallel bands like these clouds. This is also called a "mackerel sky" because the clouds look like the scales of a mackerel fish.
( Courtesy of UCAR Digital Image Library)
�
This is an image of cirrus clouds.
( Courtesy of Lisa Gardiner)
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This photograph of a cumulonimbus cloud was taken near Fort Lupton, Colorado. You can see some towers growing in this cloud.
(Photo courtesy of Gregory Thompson)
This image of cumulus clouds was taken in the mountains of Colorado. You can tell this was taken in the mountains because some of the clouds appear to be below the person taking the photograph!
(Courtesy of Olga and Sergei Kuznetsov)
Was it easy?
Remember:
NOVA’s Cloud Lab has hundreds of clouds for you to try to classify!
Using the GLOBE application on mobile devices
Note to teachers:
My own step-by-step instructions for starting with GLOBE are available here, but since they are always changing, my suggestions may be of limited use. Replace this text box with your own instructions if you are using this presentation with students. Backup link.
Think about cloud classification. What are some ways scientists from around the world collaborate with each other?
Discussion Question
What next?��Depending on your class and its language goals, you may decide to conclude your study of clouds, or to branch off into a different direction than I have.��This 5E learning sequence continues in “part 2” of the STEM-infused English Language Development (ELD): Citizen Science.