Shared Learning Objectives Project
2005-2006
District: Duanesburg Central School
School District Representative: Mrs. Cinda O'Brien, AIS Reading Teacher/Coordinator
SLO Project Name: Weather Topics
Authored by: Mrs. Theresa McCabe, 3rd grade teacher
E-mail:
Homepage address:
Grade levels: 3rd grade
Subject areas: Science, Technology, and ELA
Learning context:
SCIENCE STANDARD 4: The Physical Setting
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.
KEY IDEA 1:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
PERFORMANCE INDICATOR 1.1
1.1a Natural cycles and patterns include: (PI)
(EXEMP) Weather changing from day to day and through the seasons
KEY IDEA 2:
Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
PERFORMANCE INDICATOR: 2.1
Describe the relationship among air, water, and land on Earth.
Major understandings:
2.1aWeather is the condition of the outside air at a particular moment. (PI)
2.1bWeather can be described and measured by: (PI)
(EXEMP) wind speed and direction
(EXEMP) form and amount of precipitation
(EXEMP) general sky conditions (cloudy, sunny, partly cloudy)
SCIENCE STANDARD 4 KEY IDEA 2 continued…
2.1eExtreme natural events (floods, fires, earthquakes, volcanic eruptions, hurricanes, tornadoes, and other severe storms) may have positive or negative impact of living things. (PI)
KEY IDEA 3:
Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
PERFORMANCE INDICATOR 3.1
Observe and describe properties of materials, using appropriate tools.
Major Understandings:
3.1dMeasurements can be made with standard metric units and nonstandard units. (PI)
3.2Describe chemical and physical changes, including changes in states of matter. (PI)
Major Understandings:
3.2bTemperature can affect the state of matter of a substance. (PI)
3.2cChanges in the properties or materials of objects can be observed and described. (PI)
KEY IDEA 4:
Energy exists in many forms, and when these forms change energy is conserved.
PERFORMANCE INDICATOR 4.2
Observe the way one form of energy can be transferred into another form of energy present in common situations (e.g., mechanical to heat energy, mechanical to electrical energy, chemical to heat energy).
Major Understandings:
4.2aEveryday events involve one form of energy being changed to another. (PI)
(EXEMP) the Sun’s energy warms the air and water
TECHNOLOGY STANDARD 5
Students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs.
PERFORMANCE INDICATORS
2.Technological tools, materials, and other resources should be selected on the basis of safety, cost, availability, appropriateness, and environmental impact; technological processes change energy, information, and material resources into more useful forms. (PI)
(EXEMP) Students will explore, use, and process a variety of materials and energy sources to design and construct things.
(EXEMP) Use appropriate graphic and electronic tools and techniques to process information.
3.Computers, as a tool for design, modeling, information processing, communication and system control, have greatly increased human productivity and knowledge. (PI)
(EXEMP) Students will use the computer as a tool for generating and drawing ideas.
ELA STANDARD 1 GRADE 3 READING
Standard 1: Students will read, write, listen, and speak for information and understanding.
PERFORMANCE INDICATORS
1.Locate and use library media resources to acquire information, with assistance. (PI)
2. Read unfamiliar texts to collect data, facts, and ideas. (PI)
3. Use text features, such as captions, charts tables, graphs, maps, notes and other visuals to understand informational texts, with assistance. (PI)
4. Identify and interpret facts taken from maps, graphs, charts, and other visuals. (PI)
ELA STANDARD 1 continued…
5. Compare and contrast information on one topic from two different sources. (PI)
ELA STANDARD 1 GRADE 3 WRITING
Students will read, write, listen and speak for information understanding.
PERFORMANCE INDICATORS
1.Use at least two sources of information in writing a report. (PI)
2. Take notes to record data, facts, and ideas, following teacher direction. (PI)
3. State a main idea and support it with facts and details. (PI)
4. Produce clear, well-organized reports and accounts that demonstrate understanding of a topic. (PI)
STANDARD 3 GRADE 3 WRITING
Students will read, write, listen, and speak for critical analysis and evaluation.
PERFORMANCE INDICATORS
1. State main idea, theme, or opinion and provide supporting details from text. (PI)
2. Use relevant examples, reasons, and explanations to support ideas. (PI)
3. Use effective vocabulary in expository writing. (PI)
4. Use details from stories or informational texts to predict or explain relationships between information and events. (PI)
5. Use ideas from two sources of information to generalize about causes, effects, or other relationships. (PI)
ASSESSMENT:
The students will complete a worksheet called “EXPLORING WEATHER”. These are the questions posed to the students on the worksheet:
Names ______Weather Group______
______Class ______
______
1.What is a ______?
______
What causes this______?
______
2.Are there other names for the type of weather you are studying? What other names did you find?
3.Where would the type of weather you studied be found in the world? Why?
______
4.Advice: How can we protect ourselves? Are there ways to prepare
for these conditions so we can be safe?
5.Think about how you could share what you learned with your classmates. What type of presentation would you like to create to explain what you know?
ASSESSMENT continued: The students will successfully complete the project that describes a natural weather phenomenon (including definition and cause). Locations of where weather may occur. Explanation of safety tips for people living in locations which may have specific weather conditions.
PROCEDURE:
Prior to this lesson, Steve Capparizo had come to visit the 3rd graders at our school to discuss weather. The students also acquired scientific knowledge through a basic weather unit. The prerequisite included basic understanding of the impact air has on the weather. Students learned of layers of the atmosphere, hot and cold air, moving air, and water in the air.
1.Children were divided into groups and each group had a specific weather topic to explore/research. They could choose from rain, tornado, thunder and lightning, water cycle, how air moves, hurricane tidal wave, forecasting weather and weather instruments.
2.Each group was given specific time period of 30 minutes within the first two days to go the library and use the OPAC and internet/databases to gather information they would need for their project. An adult supervised and assisted when needed.
3.After each group gathered information from the library, they worked on extrapolating information to complete the “Exploring Weather” worksheet. Once the task of streamlining the information was completed, students began the process of deciding how to present the information to other third grade students. The information was synthesized and visual models were created. Models included posters, charts, lists, water experiments and models of weather phenomenon.
4. Students were then given time to practice their presentations.
5. Finally students presented their topics to other third grade classroom.
6. These presentations were videotaped and downloaded onto the computer.
7. Finally, each presentation was given a subtitle and all presentations were burned onto DVDs for each presenter.
INSTRUCTIONAL MODIFICATIONS:
For the students who received special education services or academic intervention services in reading, some help was given with reading and organizing the project.
TIME REQUIRED:
Approximately 3 weeks
RESOURCES:
The library was used as means of researching their topics. The following websites were used:
- OPAC (online patron access catalog)
- EBSCO database
- Searchasaurus
REFLECTIONS:
The teacher felt like this was a real team effort! The school media/librarian, the students, the parents, special education teacher, AIS teacher, the technology specialist from BOCES and finally the regular classroom teacher were all involved in this project! The students worked cooperatively in groups and were able to use their strengths in showing their final projects!