ED200 Technology Integrated Lesson Plan Template

Lesson Title: Subject Area: Teacher Name:

Understanding weather Technology

Grade Level: Time Frame:

6-8 Grade Several 45 minute long class periods

Yenifer Edith Garcia Argueta Irma Judith Orellana Maldonado

Students will understand the following: 1. Infrared rays from the sun enter Earth's atmosphere. The gas carbon dioxide (CO 2), which is given off by oxygen-breathing organisms and produced by the burning of fossil fuels, traps the sun's warmth within Earth's atmosphere. This phenomenon is known as thegreenhouse effect . 2. The greenhouse effect is important to life on Earth because it provides our planet with the warmth it needs for animal and plant life to thrive. 3. The burning of certain fuels creates excess CO2, which traps even more heat within Earth's atmosphere, possibly creating a phenomenon known as global warming , which may be harmful to life on Earth. Joyce Nelson Bailey, master science teacher, nature lover, and freelance curriculum writer.

Summary:

http://www.discoveryeducation.com/teachers/free-lesson-plans/understanding-weather.cfm Lesson Plan adapted from:

Connection to PA Core Curriculum Standards:

1.2.5 A. Read and understand essential content of informational texts and documents in all academic areas. Differentiate fact from opinion across texts. Distinguish between essential and nonessential information across a variety of texts, identifying stereotypes and exaggeration where present. Make inferences about similar concepts in multiple texts and draw conclusions. Evaluate text organization and content to determine the authors purpose and effectiveness 1.2.5 B. Use and understand a variety of media and evaluate the quality of material produced. Use a variety of media (e.g., computerized card catalogues, encyclopedias) for research. Evaluate the role of media as a source of both entertainment and information. Use established criteria to design and develop a media project (e.g., script, play, audiotape) for a targeted audience. 1.2.5 C. Produce work in at least one literary genre that follows the conventions of the genre. 1.4.5 B. Write multi-paragraph informational pieces (e.g., essays, descriptions, letters, reports , instructions). Include cause and effect. Develop a problem and solution when appropriate to the topic. Use relevant graphics (e.g., maps, charts, graphs, tables, illustrations, photographs).

1.4.5 C. Write persuasive pieces with a clearly stated position or opinion and supporting detail, citing sources when needed. 1.5.5 A. Write with a sharp, distinct focus identifying topic, task and audience. 1.5.5 B. Write using well-developed content appropriate for the topic. Gather, organize and select the most effective information appropriate for the topic, task and audience. Write paragraphs that have a topic sentence and supporting details. 1.5.5 D. Write with an understanding of the stylistic aspects of composition. Use different types and lengths of sentences. Use precise language including adjectives, adverbs, action verbs and specific details that convey the writers meaning. Develop and maintain a consistent voice. 1.6.5 A. Listen to others. Ask pertinent questions. Distinguish relevant information, ideas and opinions from those that are irrelevant. Take notes when prompted. 1.6.5 C. Speak using skills appropriate to formal speech situations. Use complete sentences. Pronounce words correctly. Use appropriate volume. Pace speech so that it is understandable. 1.6.5 F. Use media for learning purposes. Compare information received on television with that received on radio or in newspapers. Access information on Internet. Discuss the reliability of information received on Internet sources. Explain how film can represent either accurate versions or fictional versions of the same event. Explain the role of advertisers in the media. Use a variety of images and sounds to create an effective presentation on a topic. 1.8.5 A. Select and refine a topic for research. 1.8.5 B. Locate information using appropriate sources and strategies. Evaluate the usefulness and qualities of the sources. Select appropriate sources (e.g., dictionaries, encyclopedias, other reference materials, interviews, observations, computer databases). Use tables of contents, indices, key words, cross-references and appendices. Use traditional and electronic search tools. 1.8.5 C. Organize and present the main ideas from research. Take notes from sources using a structured format. Present the topic using relevant information

Technology Standards:

3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. Plan strategies to guide inquiry. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. Process data and report results.

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. Advocate and practice safe, legal, and responsible use of information and technology. b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. Demonstrate personal responsibility for lifelong learning. d. Exhibit leadership for digital citizenship. 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.

1. What makes our weather change from day to day? Explain how wind, water, the surface of the Earth, and the energy from the sun work together to influence what happens to our weather. 2. Scientists often use models to help them understand and predict the weather. Have you ever used a model before? Explain what your model was and how it helped you to either understand something more clearly or predict what would happen in a particular situation. Discuss any potential drawbacks to using models for predictions.

Essential Questions: (Objectives)

3. As the old saying goes, hindsight is better than foresightpeople often see things more clearly after they've happened than before they've happened. Discuss the challenges that your local weather forecaster faces each day when determining the weather report. 4. There are some scientists who follow tornadoes in specially equipped cars to study them more closely. These scientists were used as the basis for the popular movie Twister . What characteristics and training would qualify someone for such a dangerous task? Would you consider having a job such as this yourself? Why or why not? 5. Discuss the ways in which human activities might be affecting Earth's climate. 6. Despite the fact that hurricanes batter the southeastern coast of the United States year after year, people continue to choose to build homes there. Speculate about why this is the case, and discuss the role that our government should (or should not) play in either promoting or discouraging these choices.

Assessment:

Each student will create a PowerPoint presentation to present to their classmates the information they found. The teacher will have a rubric to grade each student on their presentation skills and their collected information.

Prerequisite Knowledge:

Basic research skills- how to use the internet and computer Be familiar to the PowerPoint Program Know how to find and comprehend sources Construct a paragraph

Computers, Printers, Digital Camera

Materials and Resources:

Hardware Software Other Materials

Word, PowerPoint -Books -Colored Pencils/Crayons (optional to use in presentation)

Procedures:

1. To assess what your students already know about the greenhouse effect, ask them to explain to you how Earth stays warm enough for animal and plant life to survive and thrive. If they say that the sun provides Earth with warmth, go on to ask them what keeps the sun's warmth within Earth's atmosphere. 2. If students' answers do not include the greenhouse effect, introduce the term to them now. 3. Even if students have heard of the greenhouse effect, they may not fully understand how the process works. Have them use materials you have provided and the Internet to research the greenhouse effect. They should come away understanding the following: Infrared rays from the sun enter Earth's atmosphere. The warmth given off by the sun's infrared rays is trapped within Earth's atmosphere by the gas carbon dioxide (CO2) in the atmosphere. O2is given off by green plants. The burning of certain fuels, such as the gas used by cars, creates excess CO2. Some scientists and environmentalists believe that excess CO2may be trapping too much of the sun's heat and causing global warminga rise in temperature that could prove harmful to life on Earth. 4. Explain to your students that the phenomenon they have been researching is called "the greenhouse effect" because Earth can be compared, in certain ways, to a greenhouse in which plants are grown. Tell them that they are going to create their own model greenhouses to observe the greenhouse effect firsthand. 5. With your class, brainstorm a list of structures in their everyday lives that act as greenhouses that is, that take in the sun's warmth and trap it. Examples are cars with nontinted windows or rooms with large window areas. 6. Divide your class into groups, assigning each group the following tasks: Design a structure that will act as a greenhouse. Create the structure. Measure and record the changing temperatures within the structure over a 24-hour period. 7. Allow time for groups to plan and design their greenhouses, cautioning students to plan structures that will require only materials that can be easily obtained at home or in school. Group members should collect the materials they will need that afternoon and bring them to school the following day, when they will build their structures. 8. When each group has built its greenhouse, have students take and record the temperature inside the greenhouse. 9. Leave each greenhouse on a windowsill where it will receive a sufficient amount of warmth from the sun to raise the temperature, or leave each greenhouse under a lamp with a strong incandescent bulb. 10.Have group members observe and record temperatures at regular intervals for several hours. 11.The changes in temperature within each group's greenhouse should be recorded by each student on a graph that shows times of day on one axis and temperature readings on the other. 12.Have each student write a summary of his or her data and an explanation of his or her

observations.

Modifications for Differentiated Instruction:

For gifted students, the teacher will have them create a PowerPoint as well as another visual of their choice. I will also encourage them to have more sources. For special education students, the teacher will not require them to have as many sources. They also will only have to research a few facts about their country.