Weather Phenomena: Fact or Fiction
Grades 1 and 5
Bethlehem Elementary School
The following are just some of the state standards that our project supports:
ICT
Ed 306.42 Information and Communication Technologies Program. (1) Develop knowledge of ethical,
responsible use of technology tools in a society that relies heavily on knowledge of information in its
decision-making;
(2) Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create
information within the context of the core subjects of: a. Reading ; c. English and language arts; d.
Science; e. Social studies, and geography; f. Arts;
ISTE NETS Standards
1. Creativity and Innovation
a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a
means of personal or group expression.
2. Communication and Collaboration
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media. b. communicate information and ideas effectively to multiple audiences using a
variety of media and formats. d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources
and media.
4. Critical Thinking, Problem Solving, and Decision Making
a. identify and define authentic problems and significant questions for investigation. b. plan and manage
activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or
make informed decisions. d. use multiple processes and diverse perspectives to explore alternative
solutions.
5. Digital Citizenship
a. advocate and practice safe, legal, and responsible attitudes toward using technology that supports
collaboration, learning, and productivity.
6. Technology Operations and Concepts
a. understand and use technology systems. b. select and use applications effectively and productively.
Reading
R:B:1:1.2: Reading from a wide range of genres/ kinds of text and a variety of authors (e.g., literary,
informational, and practical texts)
R:IT:5:1.3: Organizing information to show understanding (e.g., representing main/central ideas or details
within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting
R:B:5:3.3: Gathering, organizing, and interpreting the information
Writing
W:IW:1:3.1: Including details/information relevant to topic (details/information may take the form of
pictures with captions, “words”, “sentences”, or some combination)
W:EW:5:1.1: Creating a clear and coherent (logically consistent) story line (Local)
W:EW:5:2.1: Using relevant and descriptive details to advance the plot/story line (Local)
W:EW:5:2.2: Using dialogue to advance plot/story line (Local)
W:EW:5:2.6: Selecting and elaborating important ideas; and excluding extraneous details
W:IW:5:3.2: Including sufficient details or facts for appropriate depth of information: naming, describing,
explaining, comparing, using visual images (Local)
Science
S:SPS3:2:3.5 Provide examples of how people throughout history have used legends and stories to explain
how the world works.
S:SPS4:12:6.1 Create a culminating team project that demonstrates content knowledge and conceptual
understanding and shows connections between science content and real-world settings.
S:SPS4:12:6.2 Collect, synthesize, and report information from a variety of points of view.
S:SPS4:12:9.1 Collaborate with interested learners using appropriate web resources and publication media
such as journals (print and electronic).
S:SPS4:2:5.1 Use computer software and various technologies as appropriate to display and communicate
information and ideas.
S:SPS4:4:5.1 Use a variety of equipment and software packages to enter, process, display, and/or
communicate information in different forms using text, tables, pictures, and sound (e.g., brainstorming
software, collaboration software, telecommunications, presentation software, digital cameras, projectors).
Social Studies
SS:WH:5: Social/Cultural
Students will demonstrate their understanding of the diversity of values, beliefs, and practices of
individuals and groups over time.
The Arts
Music - Curriculum Standard 3 : Improvise melodies, variations, and accompaniments. Students will be
able to: improvise short songs and instrumental pieces, using a variety of sound sources, including
traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by
electronic means.
Theater - Curriculum Standard 1: Students will create theatre through improvising, writing and
refining scripts. Students will be able to collaborate to select interrelated characters,
environments, and situations for classroom dramatizations; improvise dialogue to tell stories,
then formalize their improvisations by writing or recording the dialogue.
Curriculum Standard 2 : Students will act by developing, improvising, communicating and
sustaining characters. Students will be able to: imagine and clearly describe characters, their
relationships, and their environments; use variations of locomotor and nonlocomotor movement
and vocal pitch, tempo, and tone for different characters; assume roles in classroom
dramatizations based on personal experience and heritage, imagination, literature, and history.
Visual Arts - Curriculum Standard 1 : Apply appropriate media, techniques, and processes. Students will
be able to: use various materials, techniques, and processes to communicate and express ideas, experiences,
and stories; use art materials and tools in a safe and responsible manner; communicate and express ideas
symbolically.
Lesson Plans
These lessons will take place during LoTi time in two one hour sessions a week for 6 weeks
and will continue into art and music class in weeks 3, 4 and 5. Classroom, library and computer time will
also be available.
Weather Myths
Our students will create e-books to explain weather phenomenon. Fifth and first grade students
will work together in small groups and be given the choice of creating an e-book that gives
fictional explanations of different types of weather or creating an e-book that gives factual
explanations of weather phenomenon or a combination of the two.
Objective: Students may use creative writing to create a fictional explanation of certain weather
phenomenon.
Background:
1. Early cultures created their own myths to explain their surroundings. Myths were
used to explain common occurrences such as how lightning happens, why there
are rainbows, how hail can form in summer.
2. Students are encouraged to be as creative as possible in their weather story.
3. The story should include a setting, characters, plot, a climax and conclusion.
Factual information for the weather phenomenon should also be included
Activity:
Read aloud several Native American weather myths/folktales.
Have the students brainstorm different weather phenomenon. Brainstorm possible
explanations for the weather.
Weather myth examples:
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Why does lightning occur?
Why causes snow?
Why does thunder boom?
Why does lightning move so fast?
Why do we have rain?
What is a hurricane and how does it form?
What causes the wind to blow?
Week One (1st and 5th grade students)
Introduce the essential question
Brainstorm types of books
Show examples of EBooks
Week Two (1st and 5th grade students)
Generate a list of weather phenomena
Begin grouping based on interest, compatibility and topics
Read Aloud two stories from: Weather Legends: Native American by Carol G.
Vogel
Previewed EBooks online
Begin research (Media Center time and classroom)
Week Three
(1st and 5th grade) Read Aloud: Stories from African Folktales (Pantheon
Fairy Tale & Folklore) by Roger Abrahams
(5th grade) Continue Research
(1st and 5th grade) Review Inspiration and Kidspiration in Technology Class
(students have already been introduced to this software)
(1st and 5th grade) Use Inspiration and Kidspiration to plan the steps
involved in the project and to help organize the writing process.
(5th grade) Research (media center time and in classrooms)
(1st and 5th grade) Storyboard projects
(5th grade) Begin writing the scripts
Week Four
(5th grade) continue to work on scripts, now with 1st grade
(5th grade) Mini lessons on creative drama with Principal Mrs. Herzog
(1st and 5th grade) Mini lessons on importance of audio
(1st and 5th grade) Begin illustrations
(1st and 5th grade) Mini lessons on using the Mimio and its capabilities
(5th grade) Practice and rehearse scripts using MP3 players
(1st and 5th grade) Revise and edit scripts
(1st and 5th grade) Art work during art class with Mrs. Hubbard and Ms.
Scott
(1st and 5th grade) Paula Churchill (from NCES) visit all day –
Demonstrations and mini lessons (Animation, PowerPoint, Audacity and Movie
Maker) Sessions with 5th grade
Weeks Five and Six
(1st and 5th grade) Art (backgrounds, animation) work during art class
(1st and 5th grade) Audio work during class choosing appropriate music
(5th grade) Download audio and video into student folders
(1st and 5th grade) Create and/or locate props/background
both Practice and rehearse scripts using MP3 players and flip cameras
(1st and 5th grade) Demonstration of the use of Blue Screen
(5th grade) Continue to refine EBooks
Week Seven
(Adults) Finishing touches on EBooks
Paula Churchill (from NCES) help with final presentations with students
Present and Celebrate