Content Area: Science Grade Level(s): 4th Grade Content Standard Addressed: - S4EA. Obtain, evaluate, and communicate information to predict weather events and infer weather patterns using weather chart/maps and collected weather data. Technology Standard Addressed: - 3- Knowledge Constructor Selected Technology Tool: BrainPOP.com URL(s) to support the lesson (if applicable): https://www.brainpop.com/science/weather/weather/ Type of Instructional Software: ☐ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references
Features of this software (check all that apply):
☐ Assessment Monitoring/Reporting ☐ Allows teacher to create customized lessons for students ☐ Multi-user or collaborative functions with others in the class ☐ Multi-user or collaborative with others outside the class ☐ Accessible to students beyond the school day ☒ Accessible via mobile devices ☒ Multiple languages ☒ Safety, security and/or privacy features
- For English Language Learners I would have the captions on throughout the video so that the students can hear English but also implement their home language in the lesson through the captions. Students who need to go back and rewind the video multiple times will be allowed to do so as needed. When everyone is finished watching the video we will then as a class take the quiz together which provides me with a formative assessment to gather the knowledge that the students took away from the video. Lesson idea implementation: Spring 2018_SJB Instructional Software To begin this lesson the teacher will introduce the vocabulary that students need to pay attention to throughout the lesson. The teacher will then use the BrainPOP video to introduce the weather lesson, allowing students the time needed to really understand the video. After the video the teacher will have create a classroom discussion and take the quiz over the video that was watched, allowing all students to answer the questions and their reasoning behind their answers. As a class we will then go outside to check the weather for ourselves, using appropriate weather tools, while also introducing other weather tools. When everyone is back in the classroom, they will then be assigned to individually create their own weather forecast, through a video recording or a weather poster. If students decide to create a weather video they will be allowed to work with a partner. In doing this the students will have to use higher order thinking to create their what weather forecast they want to and provide the information needed to get an A on the assessment. The students will have three days during science class time and time at home to complete this project. The students will be given a rubric providing them with the different features that they need to include in their project. The projects will be presented to the class by each student to conclude the lesson on this standard. While students are presenting their projects, I will take notes on the rubric as to what I like and what can be improved or what is missing from the project. Reflective Practice: After creating this lesson, I think that the activities that I plan to implement in this lesson will impact students learning by grabbing the student’s attention and engaging them in a fun and interesting lesson that will keep them engaged. To further extend this lesson I would find a simulation that allows the student to create their own weather through the adjustment of temperature and other factors that impact weather. The technology tool that I would use to further enhance this lesson plan is through using the interactive weather maker found at http://teacher.scholastic.com/activities/wwatch/sim/game.htm.