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Be a weather man  power point
Be a weather man  power point
Be a weather man  power point
Be a weather man  power point
Be a weather man  power point
Be a weather man  power point
Be a weather man  power point
Be a weather man  power point
Be a weather man  power point
Be a weather man  power point
Be a weather man  power point
Be a weather man  power point
Be a weather man  power point
Be a weather man  power point
Be a weather man  power point
Be a weather man  power point
Be a weather man  power point
Be a weather man  power point
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Be a weather man power point

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  • 1. Be a WeatherMan/Woman EME 2040.601 Courtney Taylor Nicole Leahy Tony Mitchell Katie Bracciano
  • 2. Our Lesson Title: Be a Weather Man/Woman Grade: 5th Area of Study: Mathematics and Science Duration: 4-30 minute lessons 1-90 minute lesson
  • 3. Sunshine State Standards Sunshine State Standard-SS.3.A.1.2: Utilize technology resources togather information from primary andsecondary sources.
  • 4. Net-S NETS-S.6 – Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:1. Understand and use technology systems.2. Select and use applications effectively and productively.3. Transfer current knowledge to learning of new technologies.
  • 5. Objectives The student will use their math skills by learning how to use a formula and a calculator to convert Fahrenheit to Celsius. The student will learn how to enter information into Microsoft office and create a bar graph with the data they have collected.
  • 6. Materials and Resources Computers Calculators Thermometers Paper Pencil Microsoft Office* All materials will be provided
  • 7. Issues and Problems Having teachers change their teaching styles to meet the vision described in the NCTM standards is not an easy task. Minimal content preparation in Mathematics and Science for Elementary Education teachers. Limited amount of time because teachers are usually more focused on things that will be on test Science related topics frequently get left out.
  • 8. Technology Integration Strategies It helps to foster mathematical problem solving because in order to solve a problem have to draw on their knowledge and through this process they will often develop new mathematical understandings. It helps to motivate skill building and practice that is an important foundation in which they will learn more advanced skills from. Supporting scientific inquiry skills that make data collection and analysis more manageable. Accessing science information and tools by using the computer, a thermometer, calculator, and Microsoft Office.
  • 9. Technology Integration Strategies (Continued..) To allow for all students the equal opportunity to learn we will allow for students to work in pairs. Putting a students who is struggling with one who seems to grasp the concept easily. For students who are gifted or catching on very quickly we could have them also make a bar graph of what they recorded from watching the news throughout the previous week.
  • 10. Adaptations We will have students working in pairs one student who is struggling and one who is doing well. The teacher may also provide some of the calculations for students if they cant figure it out on their own. The teacher will be walking around and helping anyone who needs it.
  • 11. Sequence Previous Week: Spend some time watching the weather for the week and recording what you found. (10 minutes). Monday- Friday:1. Going outside and taking the temperature (10 minutes).2. Making Calculation (5 minutes).3. Talking about what we found that day. Why it is like that? (15 minutes). Friday:1. On top of the other stuff we will also spend time putting together our graphs. (1 hour).
  • 12. Procedures- Intro Step 1: Have students watch the evening weather cast for the week.
  • 13. Procedures  Step 2: Record daily temperatures and make calculation from Fahrenheit to Celsius. *Rounded to the nearest 10. Monday Tuesday Wed. Thursday FridayTemp. in 79’F 80’ F 79’F 74’F 72’FFahrenheitCalculationCelsius 26’C 27’C 26’C 23’C 22’C
  • 14. Procedures Step 3: Make a bar graph comparing what the weather was suppose to be and what it actually was. 85 80 75 70 Prediction from 65 News 60 Actual
  • 15. Procedures Step 4: Make a graph comparing the Fahrenheit temperature to the Celsius.100 80 60 40 20 Fahrenheit 0 Celsius
  • 16. Assessments The teacher will collect the journals at the end of everyday where the students have been recording their data and making their calculations to make sure everyone is on the right track. At the end of the week the bar graphs will be collected and graded, as the main source of assessment.
  • 17. Reflection Students were able to work together to help each other read thermometers, and create graphs. By having them view predictions from the weather channel, they were able to view the accuracy of the news predictions vs. their recorded data. If students were easily completing the task while working with others, perhaps a revision to the lesson could be made requiring each student to work by themselves. They could still collaborate and offer assistance, but be required to read and record data, and create their own graphs. Students really enjoyed this lesson. Most of their parents at home watch weather predictions on a daily basis so it was helpful for them to view those predictions in conjunction with recording their own data. It was also helpful for them to be exposed to the metric system, so they understand different ways of recording the same data.
  • 18. Conclusion Through the use of technology students are able to play a more hands on part allowing for increased student engagement. Technology is a great way to not only teach your students a lesson but at the same time teach them how to use important technological tools that may be useful in the future.

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