Student: Lesley A.

Rhoden Course: EDU 521 Grade: 1st Topic: Weather

Professor: R. Moroney Date: December 12, 2012 Content Area: Science

Instructional Objective Following a class discussion about temperature and the weather, students will have a class discussion identifying what clothing is worn in each type of weather using the "Guess the Dress" iPad app and a SMARTBoard. Students will then create an opinion-based story, which will be graded using a teacher created rubric, about perfect weather creating a perfect" day.

Key Concept Students will demonstrate their knowledge of weather conditions and how it affects daily life.

Standards and Indicators Learning Standards for New York State Arts Standard 1: Creating, Performing, and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.

Indicator: This will be evident when create a digital illustration to accompany their My Perfect Day story.

English Language Arts Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Indicator: This will be evident when students engage in a teacher lead discussion about the appropriate clothing for various weather conditions.

English Language Arts Standard 3: Language for Critical Analysis and Evaluation Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Indicator: This will be evident when participate in a teacher lead discussion about the appropriate clothing for various weather conditions and answer questions validating their choice of clothing for various weather conditions.

English Language Arts Standard 4: Language for Social Interaction Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Indicator: This will be evident when students engage in communication with one another regarding the appropriate types of clothing for varying weather conditions.

Health, Physical Education, and Family and Consumer Science Standard 3: Resource Management Students will understand and be able to manage their personal and community resources.

Indicator: This will be evident when students engage in a teacher lead discussion about the appropriate clothing for various weather conditions and explain how and where they will get the necessary clothing for each type of weather.

Mathematics, Science, and Technology Education Standard 1: Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Indicator: This will be evident when students use portions of the scientific method to engage in a teacher lead discussion about the appropriate clothing for various weather conditions and analyze the given environment to choose the appropriate clothing in the Guess the Dress activity. Mathematics, Science, and Technology Education Standard 2: Information Systems Students will access, generate, process, and transfer information using appropriate technologies.

Indicator: This will be evident when students use iPad applications to participate in the Guess the Dress activity and in the creation of the My Perfect Day illustrations.

Mathematics, Science, and Technology Education 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.

Indicator: This will be evident when students demonstrate their knowledge of the characteristics of different types of weather and temperature when they engage in a teacher lead discussion about appropriate clothing for various weather conditions and participate in the Guess the Dress activity.

Mathematics, Science, and Technology Education Standard 5: Technology Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

Indicator: This will be evident when students use the iPad to create their illustrations to their My Perfect Day stories and when using the SMART/Promethean Board and iPad in the Guess the Dress activity. Mathematics, Science, and Technology Education Standard 7: Interdisciplinary Problem Solving Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

Indicator: This will be evident when students apply their knowledge of the characteristics of different types of weather and temperature to choosing the appropriate clothing for various weather conditions in the Guess the Dress activity and in the creation of their My Perfect Day stories.

Common Core Standards 1.W.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Indicator: This will be evident when students create their opinion-based My Perfect Day stories and discuss why they selected particular weather conditions.

1.W.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Indicator: This will be evident when students choose which facts to use in the creation of their opinion-based My Perfect Day stories centered on a particular weather conditions.

1.W.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Indicator: This will be evident when students create their opinion-based My Perfect Day stories and discuss explain why the selected weather conditions are their favorite based on personal experiences.

1.SL.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by responding to the comments of others through multiple exchanges. c. d. Ask questions to clear up any confusion about the topics and texts under discussion. Seek to understand and communicate with individuals from different cultural

backgrounds.

Indicator: This will be evident when students actively participate in a teacher lead discussion about what to wear in various types of weather.

1.SL.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Indicator: This will be evident when students actively participate in a teacher lead discussion about what to wear in various types of weather and in the Guess the Dress activity.

1.SL.3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Indicator: This will be evident when students actively participate in a teacher lead discussion about what to wear in various types of weather.

1.SL.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Indicator: This will be evident when students actively participate in a teacher lead discussion about what to wear in various types of weather.

1.SL.5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Indicator: This will be evident when students create illustrations to their My Perfect Day stories.

1.SL.6: Produce complete sentences when appropriate to task and situation.

Indicator: This will be evident when students actively participate in a teacher lead discussion about what to wear in various types of weather and in the Guess the Dress activity.

1.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Indicator: This will be evident when students write their My Perfect Day stories, and actively orally participate in a teacher lead discussion about what to wear in various types of weather and the Guess the Dress activity.

1.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Indicator: This will be evident when students write their My Perfect Day stories.

ISTE NETS for Students

1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes

b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues

Indicator: This will be evident when students use the iPad and SMART/Promethean board to participate in the Guess the Dress activity and use the iPad to create illustrations to accompany their My Perfect Day stories.

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 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

Indicator: This will be evident when students use the iPad and SMART/Promethean board to analyze the given environment to properly participate in the Guess the Dress activity.

6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. b. Select and use applications effectively and productively

Indicator: This will be evident when students use the iPad and SMART/Promethean board to

participate in the Guess the Dress activity and use the iPad to create illustrations to accompany their My Perfect Day stories.

Motivation The students will watch a Sesame Street video about the rainy weather and what to wear in different types of weather.

Materials 1. Computer(s) 2. iPad(s) 3. Guess the Dress iPad application 4. Drawing Free iPad application 5. Smart Board/Promethean Board 6. Lined Paper 7. Blank Paper 8. Pens 9. Pencils 10. Crayons 11. Colored Pencils 12. Markers

Strategies Group discussions, direct instruction, indirect instruction, and teacher demonstration.

Adaptation The student who has a visual disability will be placed in the front of the class during the use of the Smart/Promethean Board.

The student who has a learning disability in writing will be provided with a note taker.

The student who is an English language learner will be provided the vocabulary for the lesson two school days prior to the lesson. Differentiation of Instruction The teacher realizes not all students do not learn or work at the same pace. Therefore, the class will be divided by pace.

Group A: Students will be given 15 minutes to write their Perfect Day stories. Group B: Students will be given 20 minutes to write their Perfect Day stories. Group C: Students will be given 25 minutes to write their Perfect Day stories.

Developmental Procedures Activities 1. The teacher will lead students in a class discussion about what types of clothing is worn in each type of weather and for what temperature. (What type of clothing is worn in hot and sunny weather? When do you wear rubber boots? Should you wear sandals when it is snowing? When is it important to wear extra layers of clothing?) 2. Students will use the class iPad, and the SMART/Promethean Board to use the Guess the Dress app and help characters choose the best items to wear for each type of weather. (Which kind of hat did you wear for a Spring day? When did you choose the fleece/furlined boots? Why was the character upset when you did not choose the proper clothing for the weather? What was your favorite outfit?)

3. Students will create an opinion-based story about weather conditions that will create the perfect day and what they can wear and do because of the selected weather. (In your opinion, what are the perfect weather conditions? In your opinion, what are the worst types of weather? Why did you choose particular items of clothing? Why do the weather conditions you chose make your day perfect?) 4. Students will create an illustration to accompany their My Perfect Day stories using the Drawing Free application on the iPad. (What part of your story will you illustrate? Why did you select that part of the story? Why did you select certain colors to describe your weather? Do you believe certain colors represent certain types of weather conditions?) Assessment The teacher will assess students The Perfect Day stories using a teacher created rubric

Independent Practice For homework, students will create a weather wheel with a collage of pictures of the clothing they should wear for the type of weather in each section.

Follow-Up Direct Teacher Intervention Under direct intervention with the teacher, students who did not meet the objective will be given pictures of four types of weather and a selection of clothing pictures on the SMART/Promethean Board. The student will draw a line from the clothing to the type of season it is worn in.

Academic Enrichment

For students who met or surpassed the objective, they create a weather dress up game for their favorite character and present it to the class.

Teacher References Cooney, T. (2008). Scott Foresman science (Diamond ed., student ed.). Glenview, Ill.: Pearson/Scott Foresman. Cousins, L. (20112006). Maisy's wonderful weather book (2nd U.S. ed.). Cambridge, MA: Candlewick Press. Heddle, R., & Shipton, P. (1993). Science with weather. London, England: Usborne Pub. Jones, R. M. (2002). Harcourt science. Orlando: Harcourt School Publishers. Jones, R. M. (2002). Harcourt science. Orlando: Harcourt School Publishers. Rice, D. (2012). Weather. Huntington Beach, CA: Teacher Created Materials. Snedeker, J. (2012). The everything kids' weather book: from tornadoes to snowstorms, puzzles, games, and facts that make weather for kids fun!. Avon, Mass.: Adams Media.