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JBarthSteffel Project
Project Overview Part 1: Define
Teacher(s) Name(s): Jessica Steffel
Name of Project:
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Weather and You |
Duration: 1-2 months |
Subject/Course:
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Science |
Grade Level: K-1 |
Other subject areas to be included, if any:
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Language Arts (Reading, Writing, Speaking, Listening) |
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Project Idea
Summary of the issue, challenge, investigation, scenario, or problem:
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Weather affects us every day and many decisions in our lives. Students will investigate daily weather and severe weather. They will use weather tools to collect data. They will create a weather center in the classroom and weather reporting system for the rest of the school.
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Driving Questions |
How does information about the weather affect my daily life and my survival?
How does knowing about the weather help me live.
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Content and Skills Standards to be addressed: |
E.ES.E.2 Weather- Weather changes from day to day and over the seasons.
E.ES.01.21 Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm).
E.ES.01.22 Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind.
E.ES.01.23 Describe severe weather events.
E.ES.01.24 Describe precautions that should be taken for human safety during severe weather conditions (thunderstorms, lightning, tornadoes, high winds, blizzards, hurricanes).
E.ES.E.3 Weather Measurement- Scientists use tools for observing, recording, and predicting weather changes.
E.ES.01.31 Identify the tools that might be used to measure temperature, precipitation, cloud cover and wind.
E.ES.01.32 Observe and collect data of weather conditions over a period of time. |
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T+A |
E |
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T+A |
E |
21st Century Skills
to be expliscitly taught and assessed (T+A) or that will eb encouraged (E) by projectwork, but not taught or assessed:
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Collaboration |
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x |
Other: |
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Presentation |
x |
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Critical Thinking |
x |
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Part 2: Design
"Grabber" to launch inquiry & generate interest: |
Memo from Mrs. Mick (principal) - create a weather report station for the school |
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Assessments: |
Formative Assessments:
(Checkpoints during Project)
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Quizzes/Tests |
x |
Practice Presentations |
x |
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Journal/Learning Log |
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Notes |
x |
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Preliminary Plans/Outlines/Prototypes |
x |
Checklists |
x |
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Rough Drafts |
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Concept Maps |
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Online Tests/Exams |
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Other: |
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Summative Assessments:
(End of Project)
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Written Product(s), with rubric:
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x |
Other Product(s) or Performance(s), with rubric: |
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Oral Presentation, with rubric |
x |
Peer Evaluation |
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Multiple Choice/Short Answer Test |
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Self-Evaluation |
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Essay Test |
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Other: |
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Debriefing
Methods
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(Individual, Group, and/or Whole Class) |
Journal/Learning Log |
x |
Focus Group |
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Whole-Class discussion |
x |
Fishbowl Discussion |
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Survey |
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Other: |
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Resources Needed |
On-site people, facilities: |
National Weather Service, Gaylord – either a field trip, virtual field trip, or visitor |
Equipment: |
Thermometers
Weather stamps
Rain Gauge
Wind sock
Weather vane
Flip Video Camera
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Materials: |
Books about weather and severe weather, chart paper and markers, computers with webcams and software for video / other presentations |
Community resoruces: |
NWS |
Project Teaching and Learning Guide
Project: |
Course/Semester: |
Knowledge and Skills Needed by Students
to successfully complete culminating products and performances, and do well on summative assessments
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Scaffolding/Materials/Lessons to be Provided
by the project teacher, other teachers, experts, mentors, community members--Describe the active teaching needed to support learning
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understanding weather tools |
-> |
explorations during field trip or virtual field trip and daily practice reading weather tools as a class |
knowing types of severe weather and precautions to take |
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explorations during field trip or virtual field trip, reading and researching as a class and individually, creating charts or class book |
video recording using flip camera or webcam |
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minilesson by teacher, daily practice |
using appropriate software on computer |
-> |
weekly computer lessons by teacher integrated in other subjects then applied to this project |
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-> |
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Project Calendar (Project should be 1 or more weeks)
Project Start Date:
Week(s) |
MONDAY |
TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY |
One
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Entry document from Mrs. Mick and brainstorm what we should do / how we should learn about the weather
What we Know/ Need to Know
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Watch a daily weather report and "notice" , grand conversation about what is needed for a tv weather report
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read a newspaper weather forecast and "notice", grand conversation about what is needed for a newspaper weather forecast |
Look at an online weather forecast and "notice", grand conversation about what is needed for an online weather forecast |
Field trip to National Weather Service in Gaylord, followup journal and sharing |
Two
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Revisit entry document and brainstorm about creating a play area for weather exploration and reporting in the classroom (what we need) |
Open play area |
Play continues |
Play continues |
Revisit entry document and decide how to format the school weather reporting area |
Three
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Open school weather reporting area. Job becomes part of classroom daily calendar routine and job helpers go post in the lobby for the school. |
Continue posting school weather |
continue posting school weather
Discuss weather in our area in regards to Michigan seasons. Create a 4-box chart with describing words for each season.
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continue posting school weather
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continue posting school weather
At computer lab, students use TuxPaint and create a 4 seasons picture.
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Four
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continue posting school weather
At all-school assembly, class spokespersons and Mrs. Mick (prinicpal) explain the weather reporting area to the school.
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continue posting school weather
Begin study of general severe weather with short video, book exploration session, class discussion.
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continue posting school weather
Create class chart with thunderstorm facts and precautions. On paper, computer, or video, students create a product showing how to stay safe in a thunderstorm.
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continue posting school weather
Create class chart with lightning facts and precautions. On paper, computer, or video, students create a product showing how to stay safe in lightning.
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continue posting school weather
Create class chart with tornado facts and precautions. On paper, computer, or video, students create a product showing how to stay safe in a tornado.
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Five
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continue posting school weather
Create class chart about high winds and precautions.
On paper, computer, or video, students create a product showing how to stay safe in high winds.
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continue posting school weather
Create class chart about blizzards and precautions.
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continue posting school weather
Create class chart about hurricanes and precautions.
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continue posting school weather
Makeup day to ensure everyone has all files.
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continue posting school weather
Sharing of final projects - whole class.
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Six
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posting to school weather reporting area continues until every child has had a chance to be the reporter, or for rest of school year |
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JBarthSteffel Project
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