Be a Weather Man/Woman

EME 2040.601Courtney Taylor

Nicole LeahyTony Mitchell

Katie Bracciano

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

Sunshine State Standards

Sunshine State Standard- SS.3.A.1.2: Utilize technology resources to gather information from primary and secondary sources.

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.

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.

Materials and Resources Computers Calculators Thermometers Paper Pencil Microsoft Office

* All materials will be provided

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.

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.

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.

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.

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).

Procedures- Intro Step 1: Have students watch the

evening weather cast for the week.

Procedures Step 2: Record daily temperatures and

make calculation from Fahrenheit to Celsius. *Rounded to the nearest 10.

Monday Tuesday Wed. Thursday

Friday

Temp. in Fahrenheit

79’F 80’ F 79’F 74’F 72’F

Calculation

Celsius 26’C 27’C 26’C 23’C 22’C

Procedures Step 3: Make a bar graph comparing

what the weather was suppose to be and what it actually was.

Mon

day

Tues

day

Wed

nesd

ay

Thur

sday

Frid

ay60657075808590

Prediction from NewsActual

Procedures

Step 4: Make a graph comparing the Fahrenheit temperature to the Celsius.

Mon

day

Tues

day

Wed

nesd

ay

Thur

sday

Frid

ay0

20406080

100

FahrenheitCelsius

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.

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.

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.