Lesson Plan
Course Title: Research in Info Tech Solutions
Session Title: IT Production Challenge: Take The
Meteorological Data Challenge
Lesson Duration: Four Weeks/ 20 days/ 600 minutes
Performance Objective:
Upon completion of this assignment, the student will be able to apply the scientific method to a
scientific or mathematic real world issue and conduct research, collaborate with professionals
in the field, create a database product, test the database product, and communicate and
publish results using information technology mediums.
Specific Objectives:
• Students will research how the scientific method is used in “real world” situations.
• Students will identify a problem in the information technology field from their research to
analyze and offer a solution.
• Students will conduct interviews with professionals in the field to validate their research on
how the scientific method is used in a “real world” situation.
• Students will choose to create one of the following: an engineer model, informative blog,
website, iBook, or an informative video.
• Students will analyze and evaluate the product that is created.
• Students will publish their content for the world to view.
• Students will reflect on the process and utilize social media to market their creation and
reflections
• Students will challenge other students in the world to produce a similar product.
Preparation
TEKS Correlations (130):
3. The student applies communication, mathematics, English, and science knowledge and
skills to research and develop projects. The student is expected to:
(A) demonstrate proper use of written, verbal, and visual communication techniques consistent
with information technology industry standards;
(B) demonstrate proper use of mathematics concepts in the development of products or
services; and
(C) demonstrate proper use of science principles in the development of products or services.
4. The student uses a systems approach for conducting technological research to discover a
problem in the field of information technology with the appropriate supervision and guidance.
The student is expected to:
(A) identify a problem relating to information technology; and
(B) describe and use the approach for conducting a research activity.
5. The student creates a technological solution for a problem in the field of information
technology. The student is expected to:
(A) apply critical-thinking strategies to develop a solution using appropriate technologies and
resources, information technology concepts, and industry standards; (B) apply decision-making
techniques to the selection of technological solutions; and
(C) explain how the proposed technological solution will resolve the problem.
6. The student designs, creates, and implements a product or service that addresses a
problem in the field of information technology and incorporates the solution. The student is
expected to:
(A) work closely with a mentor throughout the design, creation, and implementation process;
(B) develop a product or service that meets a specified need following a problem-solving
strategy;
(C) identify areas where quality, reliability, and safety can be designed into a product or
service;;
(E) develop a sustainability plan for the product or service;
(F) develop an evaluation method for analyzing the effect of the product or service on client
satisfaction and problem resolution;
(G) develop a project portfolio that documents the research and development process; and
(H) present the portfolio to a panel of professionals using formal presentation skills.
Instructor/Trainer
References:
http://www.lib.ncsu.edu/gis/noaaclim.html
http://www.k12science.org/curriculum/weatherproj2/en/activity1.shtml
Search online for examples of a Challenge Based Lesson
http://beyondweather.ehe.osu.edu/issue/we-study-earths-climate/collecting-climate-data
http://eo.ucar.edu/webweather/forecasttips.html
Search online for Introduction Video on Weather Forecasting Technology
Search online for NASA Connect Video on Predicting Weather
Instructional Aids:
Research and Interview Rubric
Database/Spreadsheet Recording Student Handout
Take The Meteorological Data Challenge Student Handout
Information Technology Challenge Assessment Rubric
Teacher will also need to conduct an internet search and create their own Integration Tools for
Creation and Collaboration Document to use as a guide
Materials Needed:
Access to a computer/laptop, internet, spreadsheet, word processing, presentation, and web
site development software.
Equipment Needed:
Laptop/Computer, Presentation Software, Video Editing Software, Video Conferencing
Software, Word Processing Software, wind vane, barometer, thermometer and rain gauge
Learner
Students should be exposed to the scientific method, be proficient in research process, and
media literacy.
Students will need prior knowledge or a brief overview in weather patterns, temperature
measurement, spreadsheet software and functionalities, satellite communication systems,
barometric pressure, temperature, wind speed, wind direction, precipitation, humidity, use of
scientific measuring instruments, and robotic functionalities.
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Introduction
Introduction (LSI Quadrant I):
Engage: Students watch a short informational video on weather forecasting
technology. After viewing the teacher will pose a thought provoking question. To
see examples of motivational videos, please refer to the Reference section.
How does information technology contribute the global effort for the understanding
of global weather phenomenon?
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Outline
Outline (LSI Quadrant II):
Research: Each student will keep a daily recording
of weather for two weeks using a spreadsheet or
database. Students will create a
spreadsheet/database and add weather information
daily to their journal. DATE, HIGH TEMP, LOW
TEMP, AVG TEMP, NORMAL TEMP,
PRECIPITATION, WIND DIRECTION, WIND
SPEED, AIR PRESSURE
Students will conduct research to answer higherlevel questions in groups. Each participant in the
group will be assigned a research question.
Questions will include the following:
•
•
•
•
•
•
•
•
•
How does weather affect economic
conditions?
Why is weather prediction important and
how does that affect industry?
How do top experts in the field employ
weather prediction software?
How are information technologies utilized by
meteorologists?
How do meteorologists record data in a
database?
What types of data and data fields are used
in a weather database?
How do meteorologists utilize the scientific
method during their attempt to predict future
weather patterns?
How is weather information and data
collected and distributed by meteorologist
experts?
What mediums are used to broadcast
weather forecasts?
Instructor Notes:
Take The Meteorological
Data Challenge Document
Database/Spreadsheet
Recording Document
Research and Interview
Rubric
Remind students to employ
media illiteracies during
internet search.
Encourage students to utilize
knowledge search engines
and/or advanced search
options to ensure credible
research.
Find professionals via social
media for students to
connect learning to
professional learning
networks.
Collaborate: Students will utilize collaboration tools
to brainstorm ideas with professionals in the field.
Students will share content and knowledge from
research and daily journaling activities, which will
include a student created database or spreadsheet
to record weather data. Students will submit an
individual research reflection and group research
presentation.
Develop a virtual
collaboration place for
teachers and students to
collaborate.
Student Generated
Database/Spreadsheet
Journal Recording Document
Research and Interview
Rubric
Teacher-created Integration
Tools for Creation and
Collaboration Document
Develop a web based product to contribute written
and video content on the importance of weather
prediction and to service weather activity reporting
data to a global audience.
Instructor will need to provide
possibilities of blog tools to
students and instruct on
features associated with
each tool.
Teacher-created Integration
Tools for Creation and
Collaboration Document
Information Technology
Challenge Rubric
Share Weather content: blog, prototype, and
informative video via social media using
telecommunications and web technologies
background knowledge from prior courses.
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Instructor will decide to
develop a classroom or
individual student social
media account, or Project
Share Group. The instructor
will need to check local policy
before implementing social
media component.
Application
Guided Practice (LSI Quadrant III):
Before beginning the challenge, students will research weather patterns, weather
prediction software and products. Students will need to answer the following
question. How do industry and the public utilize information technology to better
understand weather? Students will begin recording a daily weather journal in a
spreadsheet or database program. The following information will be collected
individually for research: DATE, HIGH TEMP, LOW TEMP, AVG TEMP, NORMAL
TEMP, PRECIPITATION, WIND DIRECTION, WIND SPEED, AIR PRESSURE.
Students should interview professionals via video conferencing to find out how they
should approach the construction of a weather station. Students should research in
groups’ questions on weather patterns, weather prediction practices, and sharing of
content. Each student in the group will be responsible for one research question.
After conducting research, students will share with their group and teach the group
content found or presented. Students will then develop a presentation or movie on
how to develop an online weather station or weather communication station.
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Independent Practice (LSI Quadrant III):
After conducting research and collaborating, students will build an online weather
communication website and database. Students will apply the scientific method
during this process and begin publishing daily reflections and data related to
weather patterns on a blog and spreadsheet. Content will be shared via social
media for the world to utilize and appreciate.
Summary
Review (LSI Quadrants I and IV):
Ask students higher order thinking questions daily to ensure understanding.
Ask students to create a video reflection on what they have learned during this
process.
Ask students to pose a question on a forum and respond to at least two student
peer questions to give students the opportunity to pose questions, review content,
and teach or share information with classmates.
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Evaluation
Informal Assessment (LSI Quadrant III):
Peer Evaluation, Reflection, and Blog Quality
Formal Assessment (LSI Quadrant III, IV):
Final Product Showcased and Published for World to view. Please utilize rubric
and share with students’ expectations early in the lesson.
Extension
Extension/Enrichment (LSI Quadrant IV):
Students could produce daily weather news reports or capture data to share on a
website for their entire community to utilize.
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Verbal/
Linguistic
Logical/
Mathematical
Visual/Spatial
Musical/
Rhythmic
Bodily/
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Teaching Strategies
Lecture, discussion, journal
writing, cooperative learning,
word origins
Problem solving, number
games, critical thinking,
classifying and organizing,
Socratic questioning
Mind-mapping, reflective
time, graphic organizers,
color-coding systems,
drawings, designs, video,
DVD, charts, maps
Use music, compose songs
or raps, use musical
language or metaphors
Use manipulatives, hand
signals, pantomime, real life
situations, puzzles and board
games, activities, roleplaying, action problems
Reflective teaching,
interviews, reflective listening,
KWL charts
Cooperative learning, roleplaying, group brainstorming,
cross-cultural interactions
Natural objects as
manipulatives and as
background for learning
Socratic questions, real life
situations, global
problems/questions
Personal Development
Strategies
Reading, highlighting, outlining,
teaching others, reciting information
Organizing material logically, explaining
things sequentially, finding patterns,
developing systems, outlining, charting,
graphing, analyzing information
Developing graphic organizers, mindmapping, charting, graphing, organizing
with color, mental imagery (drawing in
the mind’s eye)
Creating rhythms out of words, creating
rhythms with instruments, playing an
instrument, putting words to existing
songs
Moving while learning, pacing while
reciting, acting out scripts of material,
designing games, moving fingers under
words while reading
Reflecting on personal meaning of
information, studying in quiet settings,
imagining experiments, visualizing
information, journaling
Studying in a group, discussing
information, using flash cards with
other, teaching others
Connecting with nature, forming study
groups with like minded people
Considering personal relationship to
larger context
Research and Interview Rubric
Using questions developed by each group, students will interview a weather expert in the
weather and meteorology field. Questions need to focus on how information technology is used
in the field to develop products, informing the public on weather conditions. Students will utilize
information from prior research to extend research beyond the classroom by interviewing a
professional in the field. Each section/question will be rated on the following:
Criteria
Yes
No
Did the research begin with a stated hypothesis driven by a
“how or why” question?
Did the group conduct a documented collaborative assessment
of background research needed and was the entire group
actively engaged and responsible for finding or researching a
particular research piece/task/question?
Did each member of the group research and gather data from a
range of databases, electronic resources, and primary sources?
Did each member of the group submit a question for an expert
interview prior to the interview? Were questions appropriate
and open ended?
Did the group process information presented from research and
expert interview in a professional digital format, citing sources,
interview paraphrased, supportive database, examples of
information technology used in the meteorology field, and
supportive documentation showing that the entire group
gathered new knowledge as to how information technology is
used in a “real world” business environment?
Did each member of the group document using digital journal
weather information, research specific to their part in the group,
and offer citations following properly Works Cited format.
Did each group member offer a digital reflection from research?
Total Points: Number of Yes Responses/7
Additional Comments
___________________
Database/Spreadsheet Recording Handout
Using information and resources online create a spreadsheet or database to journal weather
patterns, which your group will use when creating a product for the weather challenge. The
following Field Names should be included in your journal: DATE, HIGH TEMP, LOW TEMP,
AVG TEMP, NORMAL TEMP, PRECIPITATION, WIND DIRECTION, WIND SPEED, AIR
PRESSURE. Determine appropriate data types for each field name. Please use the following
guidelines, which will also be used for your assessment for this piece of the Weather Challenge.
Criteria
Did you create a
database to
include
appropriate field
names and data
types?
Did you record
information daily
and
appropriately?
Will you be able
to create graphs
or charts from
data recorded?
Did you include
sources in your
recording?
Is the final
product exported
as a report and
formatted
professionally to
include bold
headings,
readable and
valid data, and
informative
charts?
5
(Excellent)
Database is well
planned, includes
clear and
appropriate field
names and data
types.
Information is
valid and
accurate, clearly
searchable.
Data is structured
so an effective
chart to compare
data over time is
clearly and easily
generated.
Many sources are
included.
Final product is
very professional,
graphics used,
multiple
productivity
sources used,
information is
reliable and
accurate, no
spelling and
grammar issues.
4
(Good)
Database
includes field
names and
appropriate data
types.
3
(Average)
Database is
planned, field
names and
data types
could be
clearer.
Some data is
not reliable.
2
(Poor)
Field names
and data
types are not
appropriate.
1
(Very Poor)
Little to no
effort given.
Data is
inaccurate,
missing, etc.
Little to no
effort given.
Charting is
possible, but the
type of data
used for
charting does
not compare
information over
time.
Some sources
are included.
Data is
structured so
that charting is
possible.
Information
presented
cannot be
used for
charting.
Little to no
effort given.
A few sources
are included.
One source is
included.
Little to no
effort given.
Final product is
very
professional,
graphics used,
multiple
productivity
sources used,
information is
reliable and
accurate, 1-2
spelling and
grammar
issues.
Final product is
professional,
some
information
reliability
issues, 3-5
spelling and
grammar
issues.
Final product
is missing
formatting
pieces,
charts, and
multiple
spelling and
grammar
issues.
Little to no
effort given.
Information is
valid and
accurate.
Final Grade: Total Points Awarded/25
Additional Comments
_______________________
Take The Meteorological Data Challenge!
Congratulations! You have been asked to assist your local community by developing an
automated weather system to help your community stay informed on local weather patterns and
weather events.
Research
In groups, you will need to fulfill role and research information to answer the question assigned
to your role.
Leader: You are responsible for leading
discussions, introducing group, and keeping
everyone on target.
How does weather affect economic
conditions?
How do top experts in the field employ
weather prediction software?
Recorder: You are responsible for cataloging
all group responses into one presentation or
video clip.
Why is weather prediction important and how
does that affect industry?
How is weather information and data collected
and distributed by meteorologist experts?
Presenters: You are responsible for
presenting the entire groups answers to the
class.
How do meteorologists utilize the scientific
method during their attempt to predict future
weather patterns?
What mediums are used to broadcast weather
forecasts?
Collaborate
As a group, think of higher-level questions to use for an interview via Skype or video
conferencing with a professional in the field. After interview and data collection, share with your
class and the world your research using a presentation medium.
Challenge
Take the Weather Challenge and as a team, develop a product to include an informative
weather website to be used by your community for weather prediction. During the entire
process, follow the steps of the scientific method and keep a daily blog or record on your
experiences. Remember that you are creating content for the world to appreciate and think of
how your model could be implemented to help your community. Ideas include weather
informative blog, creating an automated weather system, weather program, Weather channel, or
newscast.
Information Technology Challenge Assessment Rubric
Student Name
Challenge Activity
Criteria
5
(Excellent)
4
(Good)
3
(Average)
2
(Poor)
1
(Very
Poor)
Did the group
develop a web
based product
using information
technology
components to
inform the public
on meaningful
weather
information?
Web Product is
very professional,
informative,
interesting, adds
value to the
community.
Addresses all
target market
needs.
Web Product is
professional and
adds value to the
community. Target
market needs are
addressed.
Web product is
informative.
Information is
presented, but
lacks in providing
value to the
community. It fails
to meet some
target market
needs
Web product is not
informative or
interesting. It fails
to address target
market needs.
Little to no
effort given.
Did the product
follow the
principles and
elements of
design?
All graphics,
multimedia, fonts,
and color
schemes follow
principles and
elements of
design.
Uniformed,
professional look,
website is very
pleasing to the
eye.
Graphics,
multimedia, color
schemes, and
fonts do follow the
principles and
elements of
design. The
website is
uniformed and
professional.
Some fonts or
color choices are
not pleasing to the
eye, lacking in
consistency,
graphics poor
quality and do not
follow the
principles and
elements of
design.
Many problems
with color choices
and consistent use
of fonts. Parts are
not readable.
Little to no
effort given.
Is the product
functional and
authoritative? Was
there research to
support information
provided? How
was it provided?
Information is
very current,
research is
evident and
documented
professionally
following MLA or
APA styles, links
are provided to
reputable
sources, layout is
very consistent
and easy to
navigate.
Information is
current, research
is evident, links
are provided to
reputable sources,
layout is
consistent, and
website is
navigated easily.
Information is not
as current,
research is out
dated, but links
are provided.
Website is
confusing to
navigate.
Information is not
current. Research
is lacking, no links
are provided, and
layout is very
confusing.
Little to no
effort given.
How did the group
provide digital and
interactive
multimedia
components to
their product?
Were digital
components quality
and how do
components create
Many examples
of multimedia is
provided, quality
graphics and
videos, digital
citizenship is
evident and
sources are
clearly provided.
All multimedia
Examples of both
video and
graphics are
provided. Digital
citizenship is
evident and
sources of
multimedia are
clearly provided.
Appeals to target
Only graphics are
provided. Videos
are not included.
Digital citizenship
is evident with
sources of
graphics clearly
stated.
Fails to meet
target market
needs. Graphics
are provided, but
digital citizenship
is not evident.
Little to no
effort given.
interest to group’s
target market?
provided appeals
to target market
needs.
Criteria (cont…)
5
(Excellent)
Is information
communicated to
the public in a
creative way?
How?
Very creative and
interesting
approach. All
content is very
interesting and
fun to look at.
Addresses target
market needs in
a unique way.
Information
presented is
relevant and
follows a clear
and simple
systemic
approach. Very
effective to
audience.
Many information
systems and
technologies are
used to include
examples from all
prior courses.
Product is a
clearly research
driven. Strong
example of
research
How did the group
utilize information
from weather
database/journal in
a meaningful way to
the public? How
was information
presented? Is it
effective? Why or
why not?
Did the group
create a product
that utilizes
digital/interactive
media, web
technologies,
programming, and
communication
technologies?
market needs.
4
(Good)
3
(Average)
2
(Poor)
1
(Very
Poor)
Creative and
interesting
website. Content
is communicated
to catch target
market attention.
Some content is
communicated in
an interesting way.
Lacks in creativity.
Content is not
communicated in
a fun or interesting
way.
Little to no
effort given.
Information
presented is
relevant. Many
steps are used.
Follows a
systemic
approach.
Effective to
audience.
Information
presented is
relevant. Lacks in
a systemic
approach.
Information is not
relevant and no
systemic approach
is used.
Little to no
effort is
given.
Many information
systems and
technologies are
used to include
examples from all
prior courses.
Product is a
clearly research
driven.
Some information
systems and
technologies are
used to include a
few examples
from prior courses.
More research
needed.
Lacking in
connection to prior
courses. Little to
no research
conducted.
Little to no
effort.
Total Points
Awarded
Final Grade: Points Awarded/35 =
Additional Comments
____________________________