Engaged Learning with Technology
Unit Framework
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Title: Keeping Track of the Temperature/Predicting the Weather
Subject and Level: Science 1st/2nd Graders
Learner Description: all students in the class will participate in this activity. This will include English Language Learners, regular education students and children with Special Education needs.
Overview: Students will keep track of the temperature during the month of February. Using a weekly log sheet, each student will make a prediction of what they think the temperature will be during our “Morning Meeting”. The Calendar person will use the Internet to look up the actual temperature. (This information will also be displayed on the monitor.) Students will record the actual temperature on their weekly log sheet. We will then discuss the differences between their predictions and the actual temperature and how we will use this newly acquired information in our everyday lives.
Rationale: Weather is all around us and it impacts all of us everyday. Weather is a universal concept that can have a high level of interest from all students regardless of learning levels or English language ability. Students will begin to understand the impact weather has on their daily lives and how they can better prepare for outdoor activities and events. Technology is a major component in this unit because we need to access the actual daily temperature in Prospect Heights using the Internet. Also, the children will have the opportunity to learn how to graph their data using an Excel spreadsheet to create their graph. The project was authentic, meaningful and challenging because each student made their own predictions, used this to decide what to wear outside during recess and were then required to determine the difference between their predicted temperature and the actual temperature. It was easier to figure out the difference when the two numbers were closer together. Children quickly realized that they needed to make good/accurate guesses in order to make the subsequent steps easier. They needed to be aware of what it felt like when they came to school every morning and think about if it would get warmer about how many degrees they should add to that temperature reading. When we talked about their predictions and the actual temperature, everyone was required to speak in complete sentences, using language and skills that made sense. Students used words such as; less than, warmer, higher, lower, and colder. This part was very challenging for the ELL students but they soon learned the correct words to explain what they were trying to explain.
Goals: students will learn about making temperature predictions, begin to understand how to make educated guesses about the weather and realize the seasonal patterns that effect them everyday.
State Goals
English Language Goal 4.B. – Speak effectively using language appropriate to the situation and audience.
English Language Goal 5.A. – Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
Mathematics Goal 6.A. – Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings.
Mathematics Goal 6.C. – compute and estimate using mental mathematics, paper-and-pencil methods, calculators and computers.
Mathematics Goal 7.A. – Measure and compare quantities using appropriate units, instruments and methods.
Mathematics Goal 7.B. – Estimate measurements and determine acceptable levels of accuracy.
Mathematics Goal 10.A. – Organize, describe and make predictions from existing data.
Mathematics Goal 10.B. – Formulate questions, design data collection methods, gather and analyze data and communicate findings.
Science Goal 11.A. – Know and apply the concepts, principles and processes of scientific inquiry.
Science Goal 11.E. – Know and apply concepts that describe the features and processes of the Earth and its resources.
Science Goal 11.F. – Know and apply concepts that explain the composition and structure of the universe and Earth’s place in it.
Science Goal 13.A. – Know and apply the accepted practices of science.
Learning Activities: All students were required to complete a daily log sheet showing their prediction of what they thought the actual temperature would be after we were done with Morning Meeting. The Calendar Person was responsible for locating the temperature on the Internet by going to weather.com. This site gives the actual temperature in Prospect Heights and the specific time. Then the children figured out the difference between their prediction and the actual temperature. Some students then explained what they predicted, how many degrees difference and if their prediction was warmer or colder than the actual temperature.
After the class kept track of temperature for one month, we made a chart using the data from one completed week. Using this information students were also taught how to make a graph using an Excel spreadsheet. This part of the project was done during Computer Lab time and in the classroom using the K-2 laptops. All of the completed log sheets, tables and graphs were kept in a Weather Folder made by each student.
Student Assessment: When doing the assessment of this unit many components were considered besides the essential question: “How close was my prediction to the actual temperature during Morning Meeting?” Some of the items of knowledge that were supposed to be understood were: how well did the students understand the difference between warmer and colder (how a thermometer works), developing a strategy to calculate differences, using correct verb tense and descriptive narrative in their oral answers about differences. Finally, being able to follow directions in order to make and chart and subsequent graft to visually see the differences between their predications and the actual temperatures. A rubric was developed by the students to assess their completed Weather Packet. I also, took anecdotal notes to keep track of student’s growth in language, speaking, and social skills.
Management: I designed and then created my own log sheets for the children to keep track of their weekly weather predictions and then the actual temperatures. We did most of the graphing work during Computer Lab time but it was also necessary to use the K-2 Laptops. It was very easy to schedule time to have the laptops in our classroom for entire days at one time. Having access to these extra computers, allowed students to make effective use of their seatwork time. When making their daily predictions and comparing these to the actual temperature students were required to work independently. Students were allowed to work with a buddy to complete their graphs. Some students became the graphingexperts and were used as the resources in the classroom to assist other students and to trouble shoot the simple or common errors that they had already encountered.
Unit Evaluation: The most effective aspect of this unit was that students were able to make accurate predictions about the daily temperature. They realized quickly that it was easier to figure out differences when their prediction was closer to the actual temperature. Therefore, they had to be more aware of how it felt outside when they came to school in the morning and remember this in order to make a good guess. Everyday the children became more and more aware of the temperature and how it felt. This unit about the weather was engaging for all learners and all students were expected to attempt to make a sensible prediction. Integrating my directed reading curriculum with this Science information helped to cover more non-fiction genre for my students.
The daily log sheet for the predictions should have included space to draw pictures. It would have been easier to manage also, if all of the log sheets were secured in one packet versus one week at a time. Another aspect to change would be the timing of this unit. If it were done in the Spring with temperatures that vary more, it may have challenged the children to be even more observant of the weather around them.
The most ineffective aspect of this unit was that my ELL students had very limited knowledge of terms such as: educated guess, variable, humidity, forecast, and comparing. Next time, I will plan with the ELL teacher so we will both be covering weather at the same time and using this time more efficiently to benefit these children. Some of the ELL students were very adept at following directions in the Computer Lab and were able to convert their table of predictions and actual temperatures into a graph using the Excel program and my step by step directions.
1. Student’s Learning/Understanding of Essential Question i.e. “How close was my prediction to actual temperature?”
2. Assessment Tools
3. Learning Activities