Lesson Idea Name: Weather Charts

Content Area: Science

Grade Level(s): 4th grade
Content Standard Addressed: ESS2.D: WEATHER AND CLIMATE ● Weather is the minute-by-minute to day
-by-day variation of the atmosphere’s condition on a local scale. Scientists record the patterns of the weather
across different times and areas so that they can make predictions about what kind of weather might happen
next. Climate describes the ranges of an area’s typical weather conditions and the extent to
which those conditions vary over years to centuries.

Technology Standard Addressed: 5. Computational Thinker

Students develop and employ strategies for understanding and solving problems in ways that leverage the
power of technological methods to develop and test solutions.
b. collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various
ways to facilitate problem-solving and decision-making

Selected Technology Tool: Google Spread sheets

URL(s) to support the lesson (if applicable): https://docs.google.com/spreadsheets/d/1l2UZdPgSN-

UgZb2h3EkmXT55z8-oREuNR6vZlMgAgzM/edit#gid=0
https://docs.google.com/spreadsheets/u/1/
https://crazyeasystem.com/google-sheets-activities-for-kids/
https://www.turtlediary.com/game/weather-report.html

Bloom’s Digital Taxonomy Level(s):

Remembering Understanding Applying X Analyzing Evaluating Creating

Levels of Technology Integration:

Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-driven.
Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.

X Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning newscast,
posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL): The lesson will help the students in order to take away barriers in
learning for the students by using the Universal Design for Learning. Technology will enhance the learning
experience for students so they will be able to engage through sustained effort and persistence that comes
through collaboration and community. There is representation through comprehension when the teacher
helps the students to highlight patterns, critical features, big ideas, and relationships. It helps action and
expression by allowing the students to take physical actions by optimizing access to tools and assistive
technologies.

Lesson idea implementation: During the lesson the students will collaborate in taking the temperature in the
morning and afternoon. During this time the teacher will instruct the students how to use a thermometer and
give answers to the students questions. The project will introduced by explaining that the temperature in day
changes so that there is a low and a high. She will also say that a range of temperature shows weather
someone needs to wear a sweater or not. The teacher will explain how to use the information to put in
Google Sheets. It will take a week to get all the readings. The students learning will be assessed on weather
they are able to put the numbers in the correct place on Google Sheets where they will then make a bar
graph. Also, by the numbers on the temperature of the day whether the students should have worn a sweater
or not.
The final product will be used to inform the teacher which child is having a hard time grasping how to
measure the temperature and putting that information into Google Sheets. The teacher will then use to go
over the software and go over the students reading skills of the thermometer. I will extend it to a higher level
of Bloom’s Taxonomy by having the students create their own forecast and what should be worn for the next
week that gives information to other students in the morning announcements. I will conclude the lesson by
allowing the students to share their Google Sheets with the other students. The teacher will also ask the class
weather the students should wear a sweater for a certain day. I will go over how the forecast with the other
students went. I will give feedback by explaining to the students who do not understand weather they should
wear a sweater or not based on the temperature. I would also give them feedback in giving them instruction
on how to put in the numbers correctly in the Google Sheets.

Reflective Practice: I think that the activities will impact students learning by connecting the concept of
temperature and put into real numbers that could be put into a bar graph showing the high and low for each
day. I could further extend the lesson by talking about the different types of weather such as rain or snow and
how that affects the temperature. Other technology that could be used in this project would be to have an
instructional game called the weather report, weather game. It covers the type of temperature that is usually
during different times of year and types of weather.