Schmitz

link to view in Microsoft Word


 * Grade Level: ** 2 **Subject:** Earth Science


 * Concept ** : Weather Analysis. Specifically weekly forecast

// (If applicable attach rubric, test or other assessment instrument // || A.4.2
 * // Alignment of standards, objectives and assessment(s)t for student learning //**// : //
 * // Model Academic Standard(s) or Early Learning Standard (EC majors) // ||  // Learner Outcomes/ Objective(s) //  ||  // Type of Assessment(s) //

Collect information, make predictions, and offer explanations about questions asked. || Students will be able to navigate on an Ipad to find weather forecast in order to predict the type of clothing to wear to school in relation to the weekly weather forecast. || Students will have individual Ipads and worksheets. Students will need to find the weather icon on the Ipad to find the five day forecast for the current week. In order to assess their understanding of a change in weather (temperature and seasons) the students will complete a worksheet that describes types of clothing in relation to the change in weather. ||


 * Teacher background knowledge needed for the lesson: **


 * I will need to have background knowledge of an Ipad.
 * I will need to be familiar with Board Maker and Microsoft Word.
 * Terms: snow showers, rain showers, thunderstorms, sunny, mostly sunny, cloudy, mostly cloudy, windy, high temperature, low temperature, % chance of precipitation, and degrees Fahrenheit.


 * Student prior knowledge needed for this lesson and student’s possible misconceptions about what is going to be taught: **


 * Students need basic knowledge to navigate an Ipad. I will give specific instructions to find the weekly forecast on the Ipad.
 * Students must understand basic weather terms (rain, snow, sun, clouds). I will build weather terminology from what the students already have an understanding.


 * Type of lesson (__introduces__ a concept/skill/strategy, continues __development__ of a concept/skill/strategy, __completes__ instruction of a concept/skill/strategy): Rationale for the lesson: **

This will be an introductory lesson to weather analysis. Students will be knowledgeable of basic weather terms and I will build on their current knowledge and vocabulary of weather. The lesson will also be an introductory lesson for temperature and/or season change so the students gain an understanding of wearing different clothing for different weather. Students will understand they need to be prepared for different types of weather.


 * Teaching Strategies/approaches: **

In order to gain an understanding of what the students comprehend about weather I will begin the lesson with a class discussion of weather. I will be using hands-on approach to teaching this lesson through interactive learning and discovery learning. The students will complete individual worksheets in relation to weather.


 * Classroom management considerations: **

I will remind the students during the class discussion that they need to raise their hand to answer questions. In order to make sure students are staying on task while working with the Ipad, I have a step by step list of how to find the local weekly forecast. I will be walking around the classroom to ensure every student is on the correct website for the weather forecast. We will be navigating on the Ipads as class so the students feel comfortable asking questions as they arise.


 * Materials: **

Ipad Worksheet Pen/pencil Visuals of different types of weather


 * Procedures: (__Detailed__ list of steps) **
 * Engagement

I will start the lesson with weather that they are familiar with. I will ask the class questions about the seasons in Wisconsin. What is winter like in Wisconsin compared to summer? How do we dress differently from season to season? What type of activities do we engage in winter compared to summer? (Allow for the students to draw upon personal experiences with weather.) Describe the pictures of the different types of weather.


 * Development of lesson


 * I will grow off of the knowledge of the students. I will cover vocabulary that the students may not be familiar with (precipitation, % chance of precipitation)
 * I will describe the worksheet to be completed using the local weekly forecast. Using the Ipad we will determine the type of clothing we will need to wear for the week.
 * Distribute Ipads to students.
 * Find “Weather Channel” icon. (touch)
 * Touch “Local”
 * Weather Channel first shows the weather “Right Now”
 * Describe what weather descriptions mean and describe numbers?
 * Touch and slide to view the weekly forecast
 * Ask students to find high and low temperatures for the week
 * Specific weather forecast (sun, rain, snow)
 * What day is the warmest day?
 * What kind of coat do I need to wear?
 * What day is the coldest?


 * Accommodations to support student learning

I will walk around the classroom to ensure students are not having problems navigating with the Ipads. If students are struggling I will work with them on a more personal basis. I will encourage students to ask questions as they arise. If students are more comfortable with a computer instead of an Ipad they can use a computer in place of an Ipad.


 * Closure of the lesson

Students who finish the worksheet before other students may explore other applications on the Ipad. I will close the lesson by giving a summary of terminology. We will go over the worksheet as a class, but the students will still hand in the worksheet as a form of attendance and participation.


 * Extension Activity/Homework Assignment (if appropriate)

Journal activity “How is this information helpful? What else can we use with the knowledge of a weekly forecast?


 * ­­­­­­­­­­Note : ** Form for reflecting on the lesson can be found in the portfolio manual).


 * Blank Sample Student Sample**

__ Project Narrative __


 * 1) Check out an Ipad and collect a worksheet
 * 2) Navigate around Ipad
 * 3) Find the Weather Icon
 * 4) Click on icon
 * 5) Find “Local” icon and click (touch)
 * 6) Navigate around weather channel website to find the 5 Day forecast.
 * 7) Write correct information on worksheet.
 * 8) Temperature right now
 * 9) Weather right now
 * 10) Highs and lows for next for days
 * 11) Weather for the next for days
 * 12) Answer “What day is the warmest?”
 * 13) Correctly identify the type of jacket to wear based on the weather
 * 14) Answer “What day is the coldest?”

Once students have completed the worksheet they are allowed to investigate on the Ipad. The homework assignment for the lesson is to write in journal “How is this information helpful? and What else can we do with the weekly forecast?” The students may begin their journal assignment after they have completed the worksheet and handed it in for grading.


 * || Student Name: ________________________________________ || ||


 * CATEGORY  || **4 ** || **3 ** || **2 ** || **1 ** ||
 * **Identifies important information ** || Student lists all the main points of the lesson without having the worksheet in front of him/her. || The student lists all the main points, but uses the worksheet for reference. || The student lists all but one of the main points, using the worksheet for reference. S/he does not highlight any unimportant points. || The student cannot important information with accuracy. ||
 * **Identifies details ** || Student recalls several details for each main point without referring to the worksheet. || Student recalls several details for each main point, but needs to refer to the worksheet, occasionally. || Student is able to locate most of the details when looking at the worksheet. || Student cannot locate details with accuracy. ||
 * **<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Relates Graphics to Text ** || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student accurately explains how each graphic is related to the text, and accurately determines whether each graphic agrees with the information in the text. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student accurately explains how each graphic is related to the text. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student accurately explains how some of the graphics are related to the text. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student has difficulty relating graphics to the text. ||
 * **<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Summarization ** || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student uses only 1-3 sentences to describe clearly what the lesson is about. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student uses several sentences to accurately describe what the lesson is about. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student summarizes most of the lesson accurately, but has some slight misunderstanding. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student has great difficulty summarizing the lesson. ||


 * || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student Name: __Jamie Zook_____ ||


 * <span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">CATEGORY  || **<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">4 ** || **<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">3 ** || **<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">2 ** || **<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">1 ** ||
 * **<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Identifies important information ** || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student lists all the main points of the lesson without having the worksheet in front of him/her.
 * <span style="font-family: "Arial","sans-serif"; font-size: 12px;">3.5 ** || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">The student lists all the main points, but uses the worksheet for reference. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">The student lists all but one of the main points, using the worksheet for reference. S/he does not highlight any unimportant points. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">The student cannot important information with accuracy. ||
 * **<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Identifies details ** || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student recalls several details for each main point without referring to the worksheet. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student recalls several details for each main point, but needs to refer to the worksheet, occasionally.
 * <span style="font-family: "Arial","sans-serif"; font-size: 12px;">3 ** || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student is able to locate most of the details when looking at the worksheet. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student cannot locate details with accuracy. ||
 * **<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Relates Graphics to Text ** || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student accurately explains how each graphic is related to the text, and accurately determines whether each graphic agrees with the information in the text. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student accurately explains how each graphic is related to the text.
 * <span style="font-family: "Arial","sans-serif"; font-size: 12px;">3 ** || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student accurately explains how some of the graphics are related to the text. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student has difficulty relating graphics to the text. ||
 * **<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Summarization ** || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student uses only 1-3 sentences to describe clearly what the lesson is about.
 * <span style="font-family: "Arial","sans-serif"; font-size: 12px;">4 ** || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student uses several sentences to accurately describe what the lesson is about. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student summarizes most of the lesson accurately, but has some slight misunderstanding. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Student has great difficulty summarizing the lesson. ||

Grade 13.5/16

Jamie completed worksheet with 100% accuracy. He understood the weather analysis, but struggled with answering questions of information we discussed in class. Journal has not been graded yet.

__ Class Description __

This is a second grade class with twenty-one students. It is 48% girls and 52% boys in the classroom. The students are highly motivated and always eager to learn. We are studying the world around us and incorporating the weather into our daily lives. With every lesson in the second grade we are exploring the environment and how it affects us. In Science we are learning about weather, for example the types of clouds, rotation of sun and the moon. This is an introductory lesson to the unit by investigating the daily weather and how it affects our lives. I have included a journal activity for Language Arts. Students need to enter the lesson with minimal knowledge. Students need to understand the seasons of Wisconsin and the types of weather for each season. I chose the lesson for this time of year in order for the students to understand it is getting colder and we need to be prepared for the decrease in temperatures.

__ Student Resources __ [|www.weather.com] __ Bibliography __ [|www.boardmakershare.com] [|www.weather.com] Lever-Duffy J. and McDonald J.B. (2011) The ISTE Standard for Teachers. //Teaching and Learning with Technology//, 8. Lever-Duffy J. and McDonald J.B. (2011) A View of the Teacher. //Teaching and Learning with Technology//, 34. Lever-Duffy J. and McDonald J.B. (2011) Bloom’s Taxonomy. //Teaching and Learning with Technology//, 57. __ NETS Standards for Teachers __ With this lesson I am engaging students in exploring real world issues and solving authentic problems using digital tools and resources. I customized a lesson to personalize activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources. After completion of this lesson students can collaborate with peers, parents and community members using digital tools and resources to support student success and innovation. I will address the diverse needs of the learners by using learner centered strategies and providing equitable access to appropriate digital tools and resources (Students are able to use computer instead of Ipad if they are more comfortable.) The students will participate in local and maybe even global learning communities to explore creative applications of technology to improve student learning.
 * 1) Forecast
 * 2) 5 day forecast
 * 1) Facilitate and Inspire Student Learning and Creativity
 * 1) Design and Develop Digital Age Learning Experiences and Assessments
 * 1) Model Digital Age Work and Learning
 * 1) Promote and Model Digital Citizenship and Responsibility
 * 1) Engage in Professional Growth and Leadership