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Lesson Overview: Thematic Weather and Seasons Unit is designed to integrate technology into a learning activity in order for young learners to utilize 21st Century skills. The lessons cross all content curriculums and require active discussion and critical thinking skills. Students will learn how math, spreadsheets and graphs are useful to compare weather information. They will communicate globally about their favorite weather activities. Primary source documents will be used to learn about weather facts from past to present. Students will be able to describe how weather conditions affect their everyday lives through experience writing, digital storytelling, photography, audio, and music. The students will appreciate how weather forecasts keep us safe and ready for any weather conditions. Curriculum Subject(s) and subject area(s)/topic(s): Subjects: math, science, language arts, social studies, the arts, music, and technological literacy Estimated duration: 31-45 days Grade Level: Kindergarten (appropriate up to grade 2) Curriculum Goal(s): New Jersey Core Curriculum Standards Students will be able to: Technology • • • • • • Use technology terms in daily practice. Create a document with text using a word processing program. Demonstrate the ability to navigate in virtual environments that are developmentally appropriate. Use digital tools and media-rich resources in order to enhance creativity and the construction of knowledge. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using electronic tools. • Understand that information accessed through the use of digital tools
assists in generating solutions and making decisions. • • • Describe how technology products, systems, and resources are useful at school, home, and work. Collect and post the results of a digital classroom survey about a problem or issue and use data to suggest solutions. Communicate with students in the United States or other countries using digital tools to gather information about a specific topic and share results. Math • • • • • • • Understand and evaluate temperature in degrees Fahrenheit. Recognize and describe changes over time (e.g., temperature, height). Evaluate data collected from the student’s everyday experiences. Use the language of mathematics to express mathematical ideas precisely. Create pictorial representations from collected data (e.g., diagrams, charts, or tables). Make and compare graphical representations (e.g., a line graph). Use technology to gather, analyze, and communicate mathematical information. Science • • Arts • • Use voice and movement in solo, paired, and group pantomimes and improvisations Explore the use of a wide array of art mediums and select tools that are appropriate to the production of works of art in a variety of art media. • • • Social Studies Observe and document daily weather conditions and discuss how the weather influences activities for the day. Understand that people view and interpret events differently because of the times in which they live, the experiences they have had, the perspectives held by their cultures, and their individual points of view. Examine current weather conditions including air movement, clouds, and precipitation. Evaluate how weather conditions affect our daily lives.
Language Arts • • • • • • • • • • Demonstrate understanding of the function of a book and its parts, including front and back and title page. Use new vocabulary and grammatical construction in own speech. Attempt to put ideas into writing using pictures, developmental spelling, or conventional text. Participate in group writing activities such as experience stories, interactive writing, and shared writing. Show and talk about work samples containing pictures, developmental spelling, or conventional text. Interpret simple graphs, charts, and diagrams. Draw conclusions from information and data gathered. Produce stories from personal experiences. Attempt to use new vocabulary learned from shared literature and classroom experiences. Use technology terms in daily practice.
Lesson 1: Weather Watchers
Objectives: At the completion of this lesson, the student will be able to: • • • • • • • • Identify types of weather. Identify the four seasons. Discuss how the weather changes daily. Calculate a monthly weather calendar in an Excel program. Demonstrate how to use Microsoft Excel to display data. Compare data, using Excel, to create different types of graphs. Evaluate daily weather changes, and interpret their monthly weather graph. Discover why graphs and charts help organize data.
Prerequisite skills: Students need a firm grasp with one to one correspondence while counting. Students should have background with computers and how to control a mouse. The lesson can be done without this prerequisite, but a teacher's
assistant or adult helper may be needed. National Educational Technology Standards for Students: • • • • • Create original works as a means of personal or group expression Identify trends and forecast possibilities Plan strategies to guide inquiry Process data and report results Collect and analyze data to identify solutions and/or make informed decisions • Use multiple processes and diverse perspectives to explore alternative solutions • Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
• Demonstrate a sound understanding of technology concepts, systems,
and operations. • Understand and use technology systems
• Select and use applications effectively and productively
Lesson Procedure: Motivational – Preparatory activities: Students will view the PBS video: Martha Skits Under the Weather. Facilitate a discussion about why it is important to gain access to a weather report. Information Presentation and Information Processing (analysis/synthesis) Activities: Students view Brain Pop Video: Tally Charts and Bar Graphs. Discuss the importance of tally charts and bar graphs in everyday life. Application Activities:
Complete all procedures within the Weather Spreadsheet and Graphing Activities. This will allow students to actively participate in a daily weather discussion while learning the importance of spreadsheets and graphing. Closure/Review Activities: Have students play the Brain Pop Game Picture Maker to practice their newfound tally and graphing skills. In order to review the four seasons and preview learning for the next lesson, facilitate another discussion with the students discussing weather changes throughout each season. Lesson 2 will concentrate on dressing for the seasons, so prompt children to discuss the weather using their senses. How does the weather feel? What do you hear outside? What do you see during each season? Do you smell anything different during the season or eat special foods? Each child should have a chance to contribute to the discussion. Create a graphic organizer about the weather conditions throughout the seasons using the Season’s brainstorming map. Assessment/Evaluation: This rubric can be used for both the Monthly Weather Graph and the Favorite Season Graph (if each child created their own). Rubric for Excel Monthly Weather Data and Graph Accommodations: More information on each accommodation can be found at Assistive Technologies. • Students with Cognitive Difficulties: Students should have an aide available to assist with the each child’s assignment. Hip Step-Talking Sequencer should be used with non-verbal students, allowing them to participate in classroom discussions. • Students with Physical Difficulties: Interactive Mouse for PC provides physically disabled students to participate using Excel. • Students with Sensory Difficulties: EasyRead can be used for students with vision problems. Students can magnify the Excel screen according to their needs. • At-Risk Students: Free NaturalReader 9.0 will assist students who cannot
read words or numbers on the screen. • Gifted and Talented Students: Tallymander 2.0 will give the gifted learner opportunities to keep track of online poll data. Students can also create more polls and graphs related to the Weather Unit. Materials, resources and equipment: Internet access, Microsoft Excel, access to a computer lab or time for each student to use a computer individually, Assistive Technology Resources, iPod Touch or iPhone for each gifted learner Lesson 2: Traveling the World through the Seasons! Objectives: • • At the completion of this lesson, the student will be able to: Identify weather conditions around the world the world
• Discover weather conditions can vary on the same day in each part of • • • • •
Communicate globally about the daily weather Compare seasonal activities Create a digital book about the seasons Create photographs to tell a story Use a digital camera in order to upload photographs
Prerequisite skills: Students are required to understand the basic functions of a computer and digital camera. Prior knowledge about the four seasons will be needed for an eBook creation. National Educational Technology Standards for Students: • • • • Apply existing knowledge to generate new ideas, products, or processes Create original works as a means of personal or group expression Use models and simulations to explore complex systems and issues Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environment and media
• Communicate information and ideas effectively to multiple audiences
using a variety of media and formats • • Develop a cultural understanding and global awareness by engaging with learners of other cultures Select and use applications effectively and productively
• Transfer current knowledge to learning of new technologies
Lesson Procedure: Motivational – Preparatory activities: Students will view the video from Syd the Science Kid: One Day in December, All Around the World. Discuss how the weather changes within each region emphasizing that various weather conditions occur in different regions on the same day. Questions include: • • • • How is the weather different throughout the video? What activities did you see in the video? Why can we not do all of these activities today where we live? What was your favorite weather activity shown in the video?
Have students complete the Visual Arts Lesson to introduce photographs and enhance motivation through communication with pictures. Information Presentation and Information Processing (analysis/synthesis) Activities: Read the eBook I created for this lesson as an introduction to seasonal clothing sight words. This digital book includes how people typically dress for the seasons in our area. Digital Storytelling: Activity 1. Students will create their own Traveling the Seasons eBook included at Digital Storytelling: Activity 2. Application Activities: Have the students complete all procedures for the Social Networking Activities. Students will communicate globally about the weather and their favorite seasonal activities. Closure/Review Activities: Review dressing correctly for the seasons with
a cute bear game at What’s the Weather? You can find a complete review of this program within my unit links at Games and Simulations Test Drives. Lesson 3 concentrates on hurricanes from the past and future. In order to provide some background information, ask the students how we are informed that a storm is approaching. Brainstorm ways we get a weather report. Review ways we prepare for an approaching storm and what clothing we would need. You may wish to show the video on the Arts Glogster: How's the Weather? Dance. For an extra physical education lesson, students can participate in the Rainy Day Exercises included within the glogster. Assessment/Evaluation: Teacher will assess how well students can take photographs using the following checklist Beginning use of digital cameras Evaluate students’ eBook creations using the following rubric: Digital Story telling Rubric Check students’ progress while playing What’s the Weather? Accommodations: More information on each accommodation can be found at Assistive Technologies. • Students with Cognitive Difficulties: Hip Step-Talking Sequencer should be used with non-verbal students, allowing them to participate in classroom discussions. Use Word Prediction in order to tell a story for eBook creation. An adult should help cut and paste the word prediction into the eBook website. • Students with Physical Difficulties: Interactive Mouse for PC provides physically disabled students to participate using Excel. Switch Adapted Pan Tilt System allowing students to take their own photographs.
• Students with Sensory Difficulties: The Elite ll Clasic Audio System for auditory deficient learners. EasyRead can be used for students with vision problems. Students can magnify the Excel screen according to their needs. • At-Risk Students: Free NaturalReader 9.0 will assist students who cannot read words or numbers on the screen. Talking Dictionary will facilitate
spelling difficulties and vocabulary. • Gifted and Talented Students: The Animated Internet can be used when students have completed assignments and can work individually at their own pace. Materials, resources and equipment: Internet access, Microsoft Excel, access to a computer lab or time for each student to use a computer individually, Assistive Technology Resources, iPod Touch or iPhone with assistive application Lesson 3: Weather History: Past and Present Objectives: • • • • • • • At the completion of this lesson, the student will be able to: Discuss the importance of weather forecasting Evaluate weather maps to predict the weather Analyze primary source documents about different hurricanes from the past Create their own primary source document in the form of a news report Identify the different types of precipitation Compare weather forecasting from the past and today
Prerequisite skills: Students should be knowledgeable about types of extreme weather. Students should be able to navigate a website to complete a task. The children should understand have a firm grasp with phonics skills in order to arrange thoughts writing.
National Educational Technology Standards for Students:
• • •
Apply existing knowledge to generate new ideas, products, or processes Create original works as a means of personal or group expression Use models and simulations to explore complex systems and issues
Identify trends and forecast possibilities using a variety of media and formats
• Communicate information and ideas effectively to multiple audiences
• • • • Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity Demonstrate personal responsibility for lifelong learning Exhibit leadership for digital citizenship Understand and use technology systems
Lesson Procedure: Motivational – Preparatory activities:
Have students view the video Martha Speaks Precipitation. Make a list of the different types of precipitation they saw in the video. View the video: KTNV Weather School. Explain how weather instruments shown in the video are used to make a weather forecast. Discuss why it is important to watch the latest weather forecast. Questions can include: • • What do you think it was like before we had the new methods to inform us of the latest weather? How did people know when a storm was approaching? coming to our area?
• What would happen if we did not know a snowstorm or hurricane was • What dangers would there be without a weather report?
Information Presentation and Information Processing (analysis/synthesis) Activities:
Complete the steps in Weather History Comes Alive: Activity 1: Part 1 with the students. Students will view primary source documents to gain an understanding of hurricanes and storms from the photographers and writer's point of view.
Application Activities: Complete Activity 1: Part 2 with the students. They will use the computer to make their own primary source document about their own personal experience with a storm. Closure/Review Activities: From the Symbaloo Stem Start Page, students can play the Ed Heads Weather Game to predict the weather using symbols and a weather map. Review the meaning of each of the weather symbols before allowing the students to play on their own. Extension: Have the children present all of their work during a "Celebrate the Weather" day in your classroom. Parents and teachers can visit the children to view all of their songs, writings, voice thread, photographs, ePal collaborations, monthly weather graph, etc. This would be a great time to reveal the results of the "Favorite Seasons" online poll that friends, family, classmates, and teachers took part in. This new graph can be a collaborative effort by the children. Make the day special to celebrate their learning. Students should dress up according to different types of weather. Groups can give weather reports. Foods from each season can be shared together. The classroom can be decorated to go with the Weather Theme. It will be a proud moment for the children and a wonderful experience for everyone.
Observe students playing Ed Heads Weather Game to be assured they understand the map symbols used during a weather report. Observe each student’s contribution to class discussion. Rubric.
• Evaluate each student’s Be a Reporter writing using the Be a Reporter
Accommodations: More information on each accommodation can be found at Assistive Technologies. • Students with Cognitive Difficulties: Hip Step-Talking Sequencer
should be used with non-verbal students, allowing them to participate in classroom discussions. Use Word Prediction can be used to tell a story for the Be a Reporter activity. An adult should help cut and paste the word prediction onto the eBook website. • Students with Physical Difficulties: Interactive Mouse for PC provides for physically disabled students the ability to use the computer • Students with Sensory Difficulties: The Elite ll Clasic Audio System can be used for auditory deficient learners. EasyRead can be used for students with vision problems. Students are able to magnify the Excel screen according to their needs. • At-Risk Students: Free NaturalReader 9.0 will assist students who cannot read words or numbers on the screen. Talking Dictionary will enhance spelling difficulties and vocabulary. • Gifted and Talented Students: The Animated Internet can be used when students have completed assignments and can work individually at their own pace. FEMA for Kids: The Disaster Area website can be used for enhanced learning about extreme weather. All activities can be incorporated at the child’s pace. Materials, resources and equipment: Internet access, access to a computer lab or time for each student to use a computer individually, assistive, if available, Evaluation Rubric
“The Technology Integration Planning Checklist” Assessment of Lessons and Courses Phase I: Determining Relative Advantage--Why Use Technology?
Do I have topics, curriculum objectives, or insights I have difficulty Are any of the above a good match for a technology-based solution?
teaching? What is the relative advantage of the technology-based solution? Learning through visual, auditory, and kinetic means along with many opportunites for the students to express themselves through various media. Yes Is the relative advantage sufficient to justify the effort and expense of using these solutions?
Phase 2: Deciding on Objectives and Assessments--How Will I Know Students Have Learned? What outcomes do I expect of students after the instruction to show me they have learned? Students will demonstrate knowledge of the lesson objectives through discussion, activity completion, and scoring rubrics. What is the best way for me to assess students' learning (e.g., written tests, products)? Teacher observation, student discussion, games, activities, and rubric evaluation. Do the assessment instruments (e.g., tests, rubrics) exist or do I have to develop them? All rubrics are provided. Teacher observation is an individual process thought out by each classroom teacher's unique way of record keeping.
Phase 3: Designing Integration Strategies--What Teaching Strategies Will Work Best? Both Combo Combo these? What strategies should I use to encourage female and minority student involvement? Be sure to facilitate all learners and encourage everyone to participate in Will the instruction be single subject or interdisciplinary? .Will students work as individuals, pairs, small or large groups, .Should activities be directed, constructivist, or a combination of
whole class, a combination?
discussions, activities and projects equally. Hold individual conferences to ensure all students are comfortable with the assignments and facilitate any struggler no matter the race or ethnicity. What sequence of activities should I teach? All activities are given in my recommended sequence. Of course, this can be adjusted to your classroom needs. Will students have enough time to learn the technologies before I begin grading? I gave an estimated time but teachers will need to adjust timing according to the needs of the classroom and district to assure all learning activities are successful learning components for the children. I recommend timing as a guide only. Yes Do I have demonstrations of equipment and the software skills student will need? Phase 4: Preparing the Instructional Environment--Are the Essential Conditions in Place to Support Technology Integration? 25 25 How many computers and copies of software do I need to carry out the How many computers and copies of software are available? Over what time period and for how long will technology activities? 45 days Yes Yes
resources be needed? Do I need to schedule time in a lab or media center? Do I need to schedule projection devices or large-screen monitors for
demos? What other equipment, software, media, and resources will I need? I recommend a Smart-board or projector for demonstrations. All activities require internet access. Excel is recommended but Google Docs can also be used. Assistive technology resources should be available for disabled students. Digital cameras are recommended along with a scanner or flash drive. Yes Yes Yes Yes Are the uses I am planning legal according to copyright laws? Have I provided for students' privacy and safety? Have I made all necessary access provisions for students with physical Am I familiar with troubleshooting procedures specific to the hardware
or software? Yes Yes Yes Have I built in time to test-run an equipment setup before the students Have I built in time to back up important files? Have I trained students Do I have a backup plan if I cannot use the resources as I had planned? arrive? to back up theirs? Never forget the value of crayons, paint, and music with kindergarten children.
Phase 5: Evaluating and Revising Integration Strategies--What Worked Well? What Should Be Improved? N/A N/A N/A N/A Were objectives achieved? What evidence do I have to indicate Have I solicited feedback from students about how to improve Do data and comments indicate changes are needed to improve Are there other ways to arrange technology resources or activities to success? activities? outcomes? improve results?
Taken from: The Technology Integration Planning Checklist Detail