Kate Cervone Professor Moroney EDU 521 April 30, 2012 Grade: 2 Topic: Weather Content Area: MST “My Favorite Weather” Lesson Plan Instructional Objective After observing a BrainPop video about weather, the students will participate in constructing a class bar graph, and then create one on Kids Zone online independently. Standards and Indicators Mathematics, Science, and Technology Standard #3: Mathematics Students will understand the concepts of and become proficient with the skills of mathematics; communicate and reason mathematically; become problem solvers by using appropriate tools and strategies; through the integrated study of number sense and operations, algebra, geometry, measurement, and statistics and probability. This will be evident when students participate in creating a class bar graph and answer questions analyzing the results. Mathematics, Science, and Technology Standard #4: Science Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. This will be evident when the students watch the BrainPop video and identify weather words in the color reveal activity. NETS Standard 6: Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a) understand and use technology systems. b) select and use applications effectively and productively. c) troubleshoot systems and applications. d) transfer current knowledge to learning of new technologies. This will be evident when students construct their bar graph on Kids Zone online, as well as continue their Weather Journal Blogs. Motivation The students will watch a BrainPop video, Weather, to refresh important meteorological keywords. Materials Computer BrainPop website Kids Zone online website Blogger online program website Chalkboard/Smart Board/white board Chalk/Smart Board markers/dry erase markers Bar graph homework worksheet Text-to-speech software Strategies Whole group instruction Adaptations For the student with a hearing impairment, they will use text-to-speech software to help create the bar graph online. For the ESL student, they will watch the BrainPop ESL version of Weather. Differentiation of Instruction Teachers recognize that not all students learn the same way. The tactile learners will create a physical graph displaying the graph information. The visual-spatial learners will creatively design their bar graphs using art materials. Developmental Procedures The students will watch a BrainPop video, Weather to refresh important meteorological keywords, as well as review the color reveal activity. (What are some important weather words for us? How do you know how to prepare for the weather?) The students will participate in a class discussion identifying their favorite kind of weather. (What kind of weather is your favorite? Why? What kind of weather is your least favorite? Why?) The students will create a class tally chart and bar graph about their favorite kinds of weather and answer questions summarizing the results. (Based on the bar graph, which type of weather do the most classmates like? Based on the bar graph, which type of weather does our classmates like the least?) The students will use the information from the class to create their own bar graphs on Kids Zone online. (How can we design a bar graph on the computer? Will the results be the same?) Assessment The teacher will collect and formally assess the bar graph printout created online. Independent Practice As a homework assignment to be collected, the students will complete the Bar Graph of Pets worksheet. Follow-Up Academic Enrichment: For the student who easily achieve the objective, they will develop their own survey to give the class, to then create their own bar graph. They will present their results to the class. Academic Intervention: For the student who did not meet the objective, the teacher will work one-on-one with them. References Bar Graph of Pets worksheet. (n.d.). Super Teacher Worksheets. Retrieved from www.superteacherworksheets.com/graphing/bar-graph-simple-6_TWNBN.pdf Create A Graph. (n.d.). National Center for Education Statistics (NCES) Home Page, a part of the U.S. Department of Education. Retrieved from http://nces.ed.gov/nceskids/createagraph RubiStar Home . (n.d.). RubiStar Home. Retrieved from http://rubistar.4teachers.org/ Graphing : "Our Favorite Weather" Teacher Name: Ms. Cervone Student Name: CATEGORY ________________________________________ 4 3 2 1 Neatness and Attractiveness Exceptionally well designed, neat, and attractive. Colors that go well together are used to make the graph more readable. A ruler and graph paper (or graphing computer program) are used. Neat and relatively Lines are neatly attractive. A ruler and drawn but the graph graph paper (or appears quite plain. graphing computer program) are used to make the graph more readable. Accuracy of Plot All points are plotted All points are plotted All points are plotted correctly and are correctly and are correctly. easy to see. A ruler is easy to see. used to neatly connect the points or make the bars, if not using a computerized graphing program. Data Table Data in the table is Data in the table is Data in the table is Data in the table is well organized, organized, accurate, accurate and easy to not accurate and/or accurate, and easy to and easy to read. read. cannot be read. read. Title Title is creative and clearly relates to the problem being graphed (includes dependent and independent variable). It is printed at the top of the graph. Title clearly relates to A title is present at A title is not present. the problem being the top of the graph. graphed (includes dependent and independent variable) and is printed at the top of the graph. Labeling of X axis The X axis has a clear, neat label that describes the units used for the independent variable (e.g, days, months, participants\' names). The X axis has a clear label that describes the units used for the independent variable. The X axis has a label. The X axis is not labeled. Labeling of Y axis The Y axis has a clear, neat label that describes the units and the dependent variable (e.g, % of dogfood eaten; degree of satisfaction). The Y axis has a clear label that describes the units and the dependent variable (e.g, % of dogfood eaten; degree of satisfaction). The Y axis has a label. The Y axis is not labeled. Appears messy and \"thrown together\" in a hurry. Lines are visibly crooked. Points are not plotted correctly OR extra points were included.