Sunshine State Standards
1. SC.5.E.7.3- recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time.
2. SC.5.E.7.4- Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time.
3. SC.5.E.7.5- recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts and mountians. 4. SC.5.E.7.6- describe characteristcs (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water.
ASSURE MODEL
Analyze Learners- This science class consists of 20 5th graders, 11 girls and 9 boys. 90% of the students are bright and catch on quickly, one student is in the ESE program and the others sometime just need a push to get going. Most of the class is always excited to learn new things and the class has learned a little about weather from their previous year in 4th grade.
The class is a mixture of visual, auditory and kinesthetic learners. 70% of the students are more kinesthetic learners, 25% are visual and 5% are auditory. The poster project is geared towards the kinesthetic learner but we will have a discussion to involve the auditory learner and writing on the board and research for the visual. Also for the visual learners we will be taking a feildtrip to the local weather station to observe and ask questions.
State Your Objectives-
Students will analyze different types of weather using brainstorming techniques to understand basic weather in 15-20 min. of day one with 100% participation.
Given a list of six different types of weather maps, students will research the maps online to complete an assignment for the rest of day one to have a better understanding of the maps. This assignment will be completed with 95% accuracy.
Students will begin brainstorming about what their weather map will contain. They will watch and evaluate clips of weather announcements online to visualize what their end project may look like. Students will also divide up the tasks needed to complete their video project. These assignments will completed by the end of the day.
Students will go to the library and 100% of the groups will check out the video cameras.
Students will retain knowledge from the visit to the local news staion with 90% accuracy.
Using their researched information, posters, markers, scissors, and stickers’ students will create a video and present national weather maps showing different conditions with 95% accuracy.
Select Media and Materials-
Smart board for brainstorming.
Classroom computers for internet research
An actual meteorologist for questioning
Poster with U.S. outline
Markers, scissors, stickers, glue
Digital Video Camera
Computer
Television
Utilyze Media and Materials-
The smart board would be used to write and draw out the class’s ideas about different types of weather and how today weather is different from tomorrow. This brainstorming technique gives students ideas on how their poster might look when they are broken into groups and start designing. Some ideas must be thought of ahead of time to help guide students brains into the right direction about weather.
Once broken into the six groups each group will be assigned a computer and begin researching their specific weather map. Each group will also be given specific website links that I previously found to help the process move along faster. I will also ensure I evaluate the quality of content and information of the links. The website links will be written on the board to facilitate the research.
Visiting the local news station the students will have the opportunity to see what goes in to a weather announcement and ask questions about their particular weather map.
The materials to be used in this lesson are the tools needed to create the weather maps. The poster board with the U.S. outline, markers, scissors, stickers and glue will be handed out prior at the time of creation. The poster should be large enough with bright colors to be able to be seen in the on T.V. during presentations. Students will know what their map will look like because of the internet examples given during their research. It is very important that I have enough materials to go around.
The students will be using video cameras to create their own weather announcement. I have to ensure that the students have ample time to complete their video because their presentation is due on friday.
Require Learner Paticipation- 1. The introduction to this assignment is the discussion and class brainstorming. The ideas posted on the smart board are to accommodate the visual learners. This discussion is very important to pay attention to because it gives information that will be used on their posters and knowledge of what they will be seeing in internet examples. This discussion time should take around 15-20 minutes.
2. The class is then divided in to six groups, two groups of four and four groups of three, chosen randomly. With my choosing I will ensure the slower learners are evenly distributed in the groups. Each student must help find information, design the poster and present the poster. Dividing the groups should take about 3-5 minutes. 3. The groups are then to move to the computer area and begin looking up the given links to see examples of the weather maps. The students are to look at the assigned map and discuss the characteristics of it. They are to also discuss what they want their poster map to look like based on what they see in their research. This will take the rest of the given science time in class (about 20-25min).
4. Students will visit the local news station to observe what a weather announcement is about. They will also be given the opportunity to ask any question they need answered to ensure their weather map presentation is as accurate as possible.
5. At the beginning of the next class students are to finish up discussing what their poster should look like while I hand out the materials needed to create the weather maps. Students will then begin work on their maps using markers, pencils, stickers, glue and scissors. Everyone should contribute to the final outcome of the poster. Each group will also take turns visiting the library to check out their digital video camera. I will allow the students the entire class time to create these posters and put together the power point which will be uploaded to the page.
6. The students will have the class to shoot their videos as to ensure great work is produced. (1 hour) The students will also be expected to finish their video for homework.
7. When the class meets again the Monday the students will gather their poster and videos and get ready to present. We will review the things we learned over the past week about weather. Each group will then be randomly called up to present their weather map announcement. Every group member should be able to answer questions from myself or the class. (5-7 min per presentation) Once presentations are over they will be turned in for grading.
8. After presentations the class will be given a worksheet to complete going over all the weather maps and types of weather we have learned about. This will take up the rest of the class time and if the students don’t complete it they may take it home for homework.
9. The students must be ready for a quiz on Tuesday.
Evaluate and Revise-
Poor
Average
Excellent
Participation (20 out of 100)
The student didn’t participate or rarely participated.
The student participated in 2 out of 3 of the group’s activities.
The student participated in all 3 parts of the group project.
Content (20 out of 100)
The map doesn’t accurately represent the given map.
The main point of the map is represented but it is missing other parts.
All important parts of the researched map is represented
Design (30 out of 100)
The map has no title or key and the colors are misrepresented.
The map has a title but it is not at the top of the poster, the key has proper symbols, poster has little color but the color is represented properly.
The map has a title at the top of the poster, the key is easy to read and shows proper symbols, and the poster has lots of color represented perfectly.
Presentation (30 out of 100)
The students didn’t understand their weather map or could not correctly answer questions.
The students understood their weather map but couldn’t answer most questions.
The students understood their weather map and could correctly answer all questions correctly.
Bloom’s Taxonomy Levels: This lesson plan involves many areas of the six areas of Bloom’s Taxonomy. Students will analyze different types of weather using brainstorming techniques. Students will research their given maps online to have a better understanding of the maps. Students will watch and evaluate a weather forecast clip to visualize what their video will look like. Students will retain knowledge from the visit to the local news station and presentations for a quiz. Students will create a video and present national weather maps showing different conditions.
Can You Predict the Weather?
Sunshine State Standards
1. SC.5.E.7.3- recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time.
2. SC.5.E.7.4- Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time.
3. SC.5.E.7.5- recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts and mountians.
4. SC.5.E.7.6- describe characteristcs (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water.
ASSURE MODEL
Analyze Learners-
This science class consists of 20 5th graders, 11 girls and 9 boys. 90% of the students are bright and catch on quickly, one student is in the ESE program and the others sometime just need a push to get going. Most of the class is always excited to learn new things and the class has learned a little about weather from their previous year in 4th grade.
The class is a mixture of visual, auditory and kinesthetic learners. 70% of the students are more kinesthetic learners, 25% are visual and 5% are auditory. The poster project is geared towards the kinesthetic learner but we will have a discussion to involve the auditory learner and writing on the board and research for the visual. Also for the visual learners we will be taking a feildtrip to the local weather station to observe and ask questions.
State Your Objectives-
Select Media and Materials-
Utilyze Media and Materials-
Require Learner Paticipation-
1. The introduction to this assignment is the discussion and class brainstorming. The ideas posted on the smart board are to accommodate the visual learners. This discussion is very important to pay attention to because it gives information that will be used on their posters and knowledge of what they will be seeing in internet examples. This discussion time should take around 15-20 minutes.
2. The class is then divided in to six groups, two groups of four and four groups of three, chosen randomly. With my choosing I will ensure the slower learners are evenly distributed in the groups. Each student must help find information, design the poster and present the poster. Dividing the groups should take about 3-5 minutes. 3. The groups are then to move to the computer area and begin looking up the given links to see examples of the weather maps. The students are to look at the assigned map and discuss the characteristics of it. They are to also discuss what they want their poster map to look like based on what they see in their research. This will take the rest of the given science time in class (about 20-25min).
4. Students will visit the local news station to observe what a weather announcement is about. They will also be given the opportunity to ask any question they need answered to ensure their weather map presentation is as accurate as possible.
5. At the beginning of the next class students are to finish up discussing what their poster should look like while I hand out the materials needed to create the weather maps. Students will then begin work on their maps using markers, pencils, stickers, glue and scissors. Everyone should contribute to the final outcome of the poster. Each group will also take turns visiting the library to check out their digital video camera. I will allow the students the entire class time to create these posters and put together the power point which will be uploaded to the page.
6. The students will have the class to shoot their videos as to ensure great work is produced. (1 hour) The students will also be expected to finish their video for homework.
7. When the class meets again the Monday the students will gather their poster and videos and get ready to present. We will review the things we learned over the past week about weather. Each group will then be randomly called up to present their weather map announcement. Every group member should be able to answer questions from myself or the class. (5-7 min per presentation) Once presentations are over they will be turned in for grading.
8. After presentations the class will be given a worksheet to complete going over all the weather maps and types of weather we have learned about. This will take up the rest of the class time and if the students don’t complete it they may take it home for homework.
9. The students must be ready for a quiz on Tuesday.
Evaluate and Revise-
Bloom’s Taxonomy Levels:
This lesson plan involves many areas of the six areas of Bloom’s Taxonomy. Students will analyze different types of weather using brainstorming techniques. Students will research their given maps online to have a better understanding of the maps. Students will watch and evaluate a weather forecast clip to visualize what their video will look like. Students will retain knowledge from the visit to the local news station and presentations for a quiz. Students will create a video and present national weather maps showing different conditions.