Title	¿Qué tiempo hace?
Unit/Activity No.	Human Geography Unit 1/Activity 5
Geographic Topic	Climatic patterns
Language Topic	Weather
Language Function	Describe
Language Standard	1.1, 1.3, 3.1
Geography Standard	1, 4, 15

I. BACKGROUND INFORMATION FOR TEACHERS

Teacher Instructions

Step 1.	Before class prepare a handout and a transparency.
Step 2.	Distribute a blank map of Oregon to each student. Place students into pairs and distribute one copy of the activity to each group.
Step 3.	Using the map provided, prepare two different transparency weather maps of Oregon that will be projected onto the overhead; one for Estudiante A and the other for Estudiante B. Each map should include weather icons (provided) and the temperatures of cities in the different geographical regions of Oregon.
Step 4.	Place a transparency map onto the overhead and allow one student from each group to be interviewed about Oregon’s weather. As the students listen to their partners describe the weather they will record the information on their own map.
Step 5.	Allow students to switch roles by repeating Step 4 and using the second transparency of Oregon’s weather.
Step 6.	Once each student has recorded information about Oregon’s weather, distribute a climograph to each student. Place the provided information about Oregon’s and Mexico’s weather onto the overhead, then allow students graph and compare the weather from one city in Oregon and one city in Mexico (temperatures provided).
Step 7.	Have students share their climographs with the class.

Materials

Two maps of the state of Oregon, each with different features labeled (cities, counties, major rivers, etc.), and different weather features indicated with icons.

Erasable ink pens for writing on transparencies.

Suggestions

To generate a variety of maps, start with printouts/photocopies of the outline of the state with physical features. Then overlay clear transparency, writing in different cities on each transparency.

If necessary, review the difference between Farenheit and Celcius systems for telling temperature.

For a model of a climograph, see http://maps.esri.com/climo/help.html, http://maps.esri.com/climo/climograph.html

For detailed instructions of how to produce a climograph using Microsoft Excel, see http://www.geo.appstate.edu/ncga/resources/lessons/climograph_making.html.

Resources

Recommended internet sites:

http://CNNenEspañol.com

http://www.mexonline.com/weather.htm

http://www.surf-mexico.com/

Vocabulario útil

¿Qué tiempo hace?	What's the weather?
hace _____ grados, está a _____ grados	it’s _____ degrees
hace fresco	it’s cool
hace buen tiempo	it’s nice weather
hace (mucho) sol	it’s (very) sunny
hace (mucho) calor	it’s (very) hot
está (muy) seco	it’s (very) dry
hace mal tiempo	it’s bad weather
hace (mucho) frío	it’s (very) cold
hace (mucho) viento	it’s (very) windy
hay (mucha) niebla	it’s (very) foggy
hay hielo	it's icy
la tormenta	Storm
hay relámpagos	it’s lightning
está (muy) despejado	it’s (very) clear
está (muy) nublado	it’s very cloudy
hay (mucha) humedad	it’s (very) muggy, humid, wet
nieva (mucho)	it’s snowing (hard)
llueve (mucho)	it’s raining (hard)
está chispeando, está lloviznando	it’s drizzling
centígrado	Celsius/centigrade
Fahrenheit	Fahrenheit

II. STUDENT ACTIVITY HANDOUTS

Handout 1

Paso 1 (Speaking). You and your partner will ask each other what the weather is like in different cities/towns in your state. Use your map to describe the weather in each place, and write in the details that are missing on your own map.

Modelo: Florence

Estudiante A: ¿Qué tiempo hace en Florence?
Estudiante B: Hace mucho viento en Florence hoy. Hace 58 grados.

ESTUDIANTE A:

1. Eugene

2. Burns

3. Ontario

4. Salem

5. Newport

6. Pendleton

7. Ashland

8. Enterprise

ESTUDIANTE B:

1. Klamath Falls

2. Bandon

3. Corvallis

4. John Day

5. Woodburn

6. Astoria

7. Roseburg

8. La Grande

Paso 2 (Graphing). Create a climograph (climograma) of two cities, one in Oregon and one in Mexico. Compare the differences between the two and present to the class.

III. VISUAL AIDS FOR TEACHERS

Transparency 1

Transparency 2

Transparency 3

Transparency 4

Temperaturas: México, D.F.

	ene	feb	mar	abr	may	jun	jul	aug	sep	oct	nov	dic	Año
°C	12.9	14.5	16.4	18.1	18.7	17.9	17.2	17.1	16.7	15.6	14.2	13.0	16.0
°F	55.2	58.1	61.5	64.6	65.7	64.2	63.0	62.8	62.1	60.1	57.6	55.4	60.8

Precipitación: México, D.F.

	ene	feb	mar	abr	may	jun	jul	aug	sep	oct	nov	dic	Año
mm	8.1	5.2	11.4	19.4	48.7	105.8	128.5	121.0	109.6	44.3	15.3	6.5	634.3
in.	0.3	0.2	0.4	0.8	1.9	4.2	5.1	4.8	4.3	1.7	0.6	0.3	25.

Datos de http://www.worldclimate.com

IV. FOLLOW-UP ACTIVITIES

1. Students can also identify the geographical location of the cities after they describe the weather:

MODELO

Hace fresco en Corvallis porque Corvallis está en el valle Willamette entre Salem y Eugene. Está lejos del desierto.

2. Extension activity: ¿Cómo es el tiempo en México?

Students work in pairs doing an investigation of the weather in México, D.F. Using a map of Mexico and a key with weather icons and a table which shows temperatures in Fahrenheit as well as Celsius (this could actually be made by the students in a short F/C temperature lesson—interdisciplinary with math), they will work together to write on the map to indicate the current (or recent) weather in the Mexican capital.

Materials

Each pair will receive a map of Mexico. (http://www.lib.utexas.edu/maps/mexico.html) They will also get a key with weather icons and a table which shows temperatures in Fahrenheit as well as Celsius. Pens or markers to write on the map. Students will either need printed information about recent weather, or access to the internet.

Assessment Ideas

Students role-play meteorologists, describing current weather conditions in a specific region of Oregon or Mexico. Students work in groups of three, creating a weather report and map. One of the group members is “on location,” and is interviewed by the reporter. Can be expanded to include additional vocabulary, i.e., sports, celebrations happening in the same location, and narrating in the past tense.

Notes

The resulting maps for this activity can be used to compare/contrast with the maps of Oregon that the students used in ¿Qué tiempo hace? above. All of the maps produced can be used in the unit assessments (SP-4101, SP-4103).