Learner Description - ten first graders and eight second graders from the Northwest suburban area outside of Chicago.

Overview - Brief description of the unit

We study weather and environment on alternate years. We are also studying some countries of Africa and Europe this year. We will concentrate primarily on weather, but insert comparisons of weather and climate between our chosen African and European countries and Prospect Heights, Illinois.

What will be taught? -

Students will be able to understand the properties of air, understand how air affects weather, and compare/contrast weather conditions/climate in various parts of the world. We will also see the affect of weather on our clothing, economy, and environment.

How will it be taught? -

Much information at this grade level will need to be guided and modeled by the teacher. Students will always be included in demonstrations, set up, etc., plus also be encouraged to repeat experiments, and continue research outside of class. This is a possible, yet non-inclusive list of materials to be utilized:

Weather Channel materials, videos, internet, experiments, personal weather materials, WBBM software, CDs

What will students do and learn? -

Students will use the internee to obtain the weather daily. Students will record and analyze the data in numerous ways. Students will document their findings and research by :

Kid Pix slide show, AppleWorks slide show, spreadsheet, and graphs, The Graph Club, HyperStudio, or a book.

Students will read and learn to highlight important information from research materials. Some students will take notes from library books. Students will work cooperatively, write a paragraph, and make a presentation to the class, school board, or school improvement committee, using manipulatives, visuals, etc.

Rationale - Purpose of the unit as a whole

Why would you teach this unit?

Our current curriculum guide specifies that we study weather. Students will gain a better understanding of how weather changes occur as they discover the factors and properties of different climates and the

conditions attributing to the different types of weather they study.  They

will also increase their understanding of how weather can and does affect

their environment. Students will be able to locate information to determine

the temperatures in various countries and then graph and report their

information to determine similarities and differences of these countries. Students also have the opportunity to use their communication skills in presenting information learned, in writing and orally. 

Why would this qualify as an engaged learning unit?

These engaged learning indicators are addressed. -

Responsible for learning

Strategic

Energized by learning

Collaborative

Authentic

Challenging

Multidisciplinary

Performance-based

Generative

Seamless and ongoing

Equitable

Interactive

Generative

Collaborative

Knowledge-building

Empathetic

Heterogeneous

Equitable

Flexible

Facilitator

Guide

Co-learner

Explorer

Cognitive Apprentice

Teacher

Producer 

Why is technology an important component of this unit?

Internet access to <www.weather.com> as well as other sites from our District 23 web site "Curriculum Links" were looked at by all students during computer lab and classroom time. Word processing on AppleWorks was used to type final reports. Students utilized proofreading using Spell check, use of the mouse for cursor functions, and the tab key for indentation of paragraphs. The spreadsheet and graphs in

AppleWorks, Sammy's Science House, The Graph Club and Kid Pix were used to illustrate temperatures and forms of weather. The digital camera played an important role. The teacher documented students' learning and collaboration, documented project tasks and outcomes. The video camera was used to videotape Mr. Nickel's presentation. 

Why is the project authentic/meaningful, and challenging for students?

As the world is becoming smaller in this technological age, there is a better chance of students traveling abroad or communicating long distances. They need to understand that other areas of the world differ in climate, and how climate affects people, resources, geography, etc.

This project also develops research and presentation skills that are needed now and for future life experiences.

The use of technology has almost become a way of life in our present world. Knowledge of its capabilities is essential.

Particularly with a combination class, there are sufficient activities for each student to seek his/her own level and expertise area. 

Goals - Content, Cognitive and Social - 

What new attributes (knowledge, skills, attitudes) do you expect students to gain? 

What new knowledge do you expect the students to learn? -

Students will learn about weather and climate, and determine similarities and differences between weather in various areas of the world. In order to do this, students will need to work together cooperatively. Students will utilize a different type of reading to gain information from nonfiction sources. Students will see how important it is to tell correct information, and to use their own words when doing this. We will discuss, and begin documenting some of the sources of our research. 

What skills? -

Research (reading, highlighting important points), cooperative learning (sharing), technological skills (internee, word processing, graphing), presentation skills (listening and speaking), evaluating skills (rubrics), critiquing and debriefing skills 

What attitudes? -

An understanding of how weather determines and is affected by geography, resources, and activities of an area.

What state standards does the unit address? -

¨ Comprehend a broad range of reading materials

¨ Use correct grammar, spelling punctuation, capitalization and structure

¨ Compose well-organized and coherent writing for specific purposes and

audiences

¨ Communicate ideas in writing to accomplish a variety of purposes

¨ Listen effectively in formal and informal situations

¨ Speak effectively using language appropriate to the situation and audience

¨ Locate, organize, and use information from various sources to answer

questions, solve problems and

   communicate ideas

¨ Analyze and evaluate information acquired from various sources

¨ Apply acquired information, concepts and ideas to communicate in a variety

of formats

¨ Locate, describe and explain places, regions, and features on the Earth

¨ Analyze and explain characteristics and interactions of the Earth's

physical systems

¨ Understand relationships between geographic factors and society

¨ Understand how social systems form and develop over time

¨ Know and apply the concepts, principles and processes of scientific inquiry

¨ Know and apply concepts that describe how living things interact with each

other and with their environment

¨ Know and apply concepts that describe the features and processes of the

Earth and its resources

¨ Know and apply concepts that explain the composition and structure of the

universe and Earth's place in it

¨ Know and apply the accepted practices of science

¨ Know and apply concepts that describe the interaction between science,

technology and society

¨ Apply skills and knowledge necessary to create and perform in one or more

of the arts

¨ Demonstrate knowledge and use of numbers and their representations in a

broad range of theoretical and

  practical settings

¨ Investigate, represent and solve problems using number facts, operations

and their properties, algorithms, and

relationships

¨ Measure and compare quantities using appropriate units, instruments and

methods

¨ Estimate measurements and determine acceptable levels of accuracy

¨ Solve problems using systems of numbers and their properties

¨ Organize, describe and make predictions from existing data

¨ Formulate question, design data collection method, gather and analyze data

and communicate findings

- Determine, describe and apply the probabilities of events

Learning activities -

We began with the "think we Know" and "Want to learn" parts of K-W-L.

We used materials supplied by TCI The Weather Channel. This included written materials with experiments and videos. Personal teacher materials included many experiments, books, and worksheets. Students visited the internee daily, using <weather.com> to gather weather information for Prospect Heights, Berlin, Nairobi, Cairo, and Johannesburg. We visited the Prospect Heights Library to research each chosen topic. Students wrote notes to help organize their thoughts.

Students researched information, wrote reports using subject/verb agreement, appropriate capitalization and punctuation, and correct spelling. Final reports needed to demonstrate focus, organization, elaboration and integration. Visuals needed to be created, using Kid Pix.

Mr. Nickel, a licensed pilot for LifeLine, gave a presentation to our class, bringing along artifacts for the students to handle and see. Groups of children were able to present our weather information at a Board of Education meeting and a School Improvement Meeting. This provided students with a chance to use their presentation skills.

Student Assessment -

I measured students' knowledge of the subject by observation of their predictions and results of experiments, written pages for our ABC Weather book, observation of their use of the computer, and observation of their oral presentations at various meetings.

Resources -

We invited Mr. Nickel, a LifeLine pilot, to present to our class. We utilized library books, pamphlets, magazines, the internee, and maps for research. Computers, printers, access to the internee, and word processing, graphics, and graphing programs were used. 

Management -

Students worked in groups or individually, as required for their job. If more room was needed, desks were easily moved. Access to computers was always available, either in the classroom or in the lab.

Unit Evaluation - 

Overall, I think our unit was quite successful. Enthusiasm was high, and the students were energized by their learning. They enjoyed being the explorer, producer, and teacher. Being a multidisciplinary unit, all of students' assets could be utilized. Students were allowed to challenge themselves as much as they wanted. Students seemed to learn a lot from our debriefing sessions.

Finding appropriate reading material at this age level was difficult. It was difficult to keep enthusiasm high, since this was a year long project. However, it did help them to see the change in weather, and how it is always a part of their life and will always affect their clothes, activities, etc. Although I was unsuccessful this year in obtaining a meteorologist to visit us, I would try to get one again. I am interested in seeing how next year's second graders will work after being introduced to this form of learning this year.