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Weather d. damiano

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Fordham University Tech Class Student Projects - Technology Integration Plans

Fordham University Tech Class Student Projects - Technology Integration Plans

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  • Dana, loved this. I am currently doing a unit on weather for my second grade class, and this would be so cool to have them do. Unfortunately my classroom lacks the technological resources to implement such awesomeness. This would make it so much easier for students to identify different seasons with clear pictures. In addition the videos can create so much motivation for these students and only increase their knowledge on the topic. Did you actually do this with your class? Very jealous :)
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  • Dana,
    I really enjoyed your TIP model. Your pictures were amazing, they were relevant and logical. I also felt that you had a great range of resources for students to access. We are lucky here in New York to experience all the seasons but this lesson would really benefit those students who aren't lucky enough to experience snow in the winter. Your choice of clips were age appropriate and shows that you really know how to engage even the youngest of learners in technology.
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  • The internet is a priceless resource for a unit on weather. Obviously, students could feel disconnected and unenthused when asked to talk about the summertime when it is snowing outside in December. It makes logical sense that students could benefit from visuals and interactive lessons when asked to discuss seasons that are not occurring during the time of study. First graders are especially “in-the-moment” learners, as they are incredibly young. Sometimes, discussing something like summertime when it is nothing but cold outside can be confusing and almost alien for them. The wealth of resources you have prepared in this unit should more than adequately quell any such confusion.

    In addition, you chose clips and resources that work very well with younger children. You chose to show Bambi, which most children that age would love, and youtube clips that are very appropriate given their understanding level and maturity level. Too often, teachers look for “home run” videos that incorporate every single aspect they want to cover in a single resource. You clearly know what your first graders can and cannot handle, and you approach the use of technological resources in an age and understanding-appropriate level.
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    Weather   d. damiano Weather d. damiano Presentation Transcript

    • Technology Integration Plan
      1st Grade - Seasons
      By: Dana Damiano
    • Phase I: Relative Advantage
      • I would like my students to be able to see correlations between weather and the seasons. By using the Internet, I can allow my students the opportunity to learn about and explore different weather conditions and seasons first hand.
      • The Internet is rich with interactive sites on weather and seasons that are appropriate to grade level. Technology-based methods, such as the interactive sites found, do offer a solution with sufficient relative advantage while providing students with a multi-sensory approach to their learning.
      • The sites used for this lesson are free to the public, so there is no cost to the teacher. There is very little required effort and no expenses for the teacher.
    • Phase II: Objectives and Assessment
      Objective:Students will explore and communicate seasonal weather changes through the year, identify the types of weather found in each season, and discuss the different characteristics of each season, such as the typical activities and life processes of living things that occur within each season.
      • Throughout this web-based unit, students will be able to do the following:
      • Use online resources (i.e. Pictures & videos) to gather specific data.
      • Determine the characteristics of various weather conditions connected to each season.
      • Play interactive games involving weather conditions and the different seasons as assessments for the acquired knowledge.
      • Find pictures & information of chosen weather conditions in a season in order to create a presentation using Powerpoint.
    • Phase III: Integration Strategies
      • Instructional method: Constructivist
      • The website activities build on videos and pictures viewed by students as each season is introduced.
      • Support for student season projects will be given during the literacy block. Students will read and respond to stories dealing with weather and the seasons, both fiction and non-fiction. Stories and unit will correlated with their Open-Court unit of weather. This will also supplement their web activities.
      • Students have been exposed to the Internet for highly structured research and have used Microsoft software such as Word & PowerPoint. After choosing a season, students will be given the appropriate websites to look up needed information.
    • Introduction Activity & Week 1: Winter
      Introduce the objectives for this lesson to the whole class by showing it on the smart-board website, Seasons Starter Activity. Review weather conditions, the names of the four seasons and the chart paper definitions with the children.
      Students will have a discussion about each of the pictures shown on the Seasons Starter Activity.
      Students will watch a 1.28 minute video, YouTube - Sesame Street: Abby Changes Seasons, showing the Sesame Street Characters changing the season to winter. They will take notes on the characteristics of winter.
      • After watching the video, students will be grouped in fours to discuss and create a list of the characteristics of winter.
    • Week 1: Winter
      The group that chose to do their projects on Winter will get computer time to look up internet resources on the characteristics of winter and complete their guided PowerPoint Presentations.
      For a week, students will be able to choose from the following websites & complete the following WebQuest:
      Main session part 1
      Winter Wonderland: Task
    • Week 2: Spring
      Students will watch a 1.38 minute video, YouTube- Bambi: Let’s Sing a Gay Little Spring Song, showing a clip from the Disney movie, Bambi, singing about the season to Spring. They will take notes on the characteristics of Spring.
      • After watching the video, students will be grouped in fours to discuss and create a list of the characteristics of Spring.
    • Week 2: Spring
      The group that chose to do their projects on Spring will get computer time to look up internet resources on the characteristics of Spring and complete their guided Powerpoint Presentations.
      For a week, students will be able to choose from the following websites & complete the following WebQuest:
      Main session part 1
      Spring into Learning: Task
    • Week 3: Summer
      Students will watch a 2.50 minute video, YouTube- 4 Seasons in a Year, showing a song singing about the 4 seasons, including Summer. They will take notes on the characteristics of Summer.
      • After watching the video, students will be grouped in fours to discuss and create a list of the characteristics of Summer.
    • Week 3: Summer
      The group that chose to do their projects on Summer will get computer time to look up internet resources on the characteristics of Summer and complete their guided Powerpoint Presentations.
      For a week, students will be able to choose from the following websites & complete the following WebQuest:
      Main session part 1
      Seasons of the Year: Task
    • Week 4: Autumn
      Students will watch a 2.50 minute video, YouTube- 4 Seasons in a Year, showing a song singing about the 4 seasons, including Autumn. They will take notes on the characteristics of Autumn.
      • After watching the video, students will be grouped in fours to discuss and create a list of the characteristics of Autumn.
    • Week 4: Autumn
      The group that chose to do their projects on Autumn will get computer time to look up internet resources on the characteristics of Autumn and complete their guided Powerpoint Presentations.
      For a week, students will be able to choose from the following websites & complete the following WebQuest:
      Main session part 1
      Seasons of the Year: Task
    • Phase IV: Instructional Environment
      • Every student will need the following:
      • Computer with internet connection and a working printer
      • Access to selected webquests and websites according to their selected season
      • Paper and pencils
      • This web-based unit on seasons and weather will take about four weeks to complete.
    • Phase V: Evaluate Integration Strategies
      • I am sure students will enjoy the interactivity involved in this lesson and in creating their final season projects. Children are fascinated by the seasons and this will clarify weather conditions expected in each season.
      • Since this is a 1st grade class, it needs to be very teacher guided in the creation of their Powerpoints. I feel that if I create templates of Powerpoints for each season that prompts students to insert their own information.