Seasons,+Grade+1;+Weather+Conditions+and+Natural+Disasters,+Grade+4

Megan Cline Project 2

The first grade lesson focuses on the following AASL 21st Century Learner Standard 1.1.6: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
 * Inquiry Skills**

The first grade lesson encourages children to read, view, and listen for information presented in the story __Leaf Man__ by Lois Ehlert as well as in the website from the INSPIRE database to identify the different leaves. The students will then make observations and deductions about the description of the leaf using the computer program. They will then share their forest discovery passports with their teachers to show they know how to identify the leaves using the search and reporting techninques. This expectation alligns with the //Scope and Sequence for Information lnquiry// at the Elementary School level. (Callison, 87) Task two of the Scope and Sequence refers to //Search and reporting techniques//, and states that, before leaving elementary school, the student can focus on a specific question for which one may search for information to address the question.

The fourth grade lesson focuses on the following AASL 21st Century Learner Standard 1.1.6: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

The fourth grade lesson encourages children to read, view, and listen for information presented to them in the books that the media specialist has pulled for them as well as in the encyclopedias, databases, and on the internet. The students will then present their findings to the class in their weather reports. This expectation alligns with the //Scope and Sequence for Information Inquiry// at the Elementary School level. (Callison, 87)Task Two of the Scope and Sequence refers //to Search and reporting techniques//, and states that, before leaving elementary school, the student:

a. can look up information in a general encyclopedia, print or nonprint b. can find nonfiction books on a specific topic d. can focus on a specific question for which one may search for information to address the question f. can summarize the main ideas regarding the central question

The students these lessons will be presented to come from middle class families in an urban area. The school is fairly large, occupying about 450 children in grades K-5, with approximately 25 children in each class. It is a newer school with all of the updated technology that is needed to run three computer labs, smart boards, cameras, and a news broadcast for the morning announcements. The children have been taught from the beginning about all of the equipment they have and how to use it. The children are respectful of the things they have and the equipment they use. You may have to adapt your lesson if you are not able to have all of the equipment available to you.
 * Student Audience**

In each step of the lesson, students will read, view, and/or listen for information presented in various formats (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. (AASL 1.1.6)
 * Overview**

Students in the first grade will be introduced to the season of fall by listening to the story of __Leaf Man__ (__[])__ by Lois Ehlert. They will discuss how the author created the leaf man and the illustrations. Students in the fourth grade will be introduced to the project and given their research group. The groups will draw from the research topic strips to find out what their weather condition or natural disaster will be.
 * Step 1: Introduction**

Students are encouraged to explore print and online materials related to their topic. First grade will use the INSPIRE database to make observations and deductions about the description of their leaf. Fourth grade will use the books the media specialist pulls for them as well as the encyclopedias, databases, and the internet.
 * Step 2: Gain Knowledge**

Students in first grade will be able to identify the leaves. The students in fourth grade will be able to explain the weather conditions and natural disasters.
 * Step 3: Apply Knowledge**

Students present and reflect on class projects. The first grade will show their forest discovery passports and the fourth grade will present their news broadcast.
 * Step 4: Share Knowledge**

The following lesson outlines provide a guide for incorprating these lessons into a first and fourth grade classroom. The guides are only a suggestion as it is important to consider the needs of the individual classroom and students. These lessons can easily be modified to meet the skill level and needs of any elementary classroom. The links below each lesson will provide you with the materials needed for each lesson.
 * Lesson Outline**

[|First Grade LessonPDF.pdf] [|Forest_Discovery_Front.jpg] [|Forest_Discover_Back.jpg] [|What_Is_It.jpg]

[|Fourth Grade Lesson.doc] [|weather notes outline.pub] [|weather outline.pub] [|weather research bibliography.pub] (This includes the research bibliography and the weather forcasting script) [|Weather Report Project rubrics.doc]

The above lesson outlines are similar in format, but progress from a controlled inquiry in the first grade outline, to a guided inquiry in fourth grade. In first grade the students are asked to make observations and deductions about the description of the leaf using the computer program. Although the first grade lesson allows students to explore information resources to gain knowledge, the task can be successfully completed without the the application of information gained independently. The task may or may not be of personal interest to the student, but is relevant to the academic standards (see outline) and therfore important. (Callison, 99)
 * Lesson Comparison**

The fourth grade outline, requires students to gain information about the specific weather they are studying. They make inferences about the weather and relate it to their own understanding and experiences. Students will show a transfer of understanding by developing a news bulletin which transfers the knowledge they have learned into a public broadcast. The fourth grade tasks can not be completed without the communication and understanding of inquiry findings.


 * References**

American Association of School Librarians. __Standards for the 21st Century Learner__. Chicago: American Association of School Librarians, 2007. [].

Callison, Daniel, and Leslie Preddy. __The Blue Book on Information Age Inquiry, Instruction, and Literacy__. Westport, Conn: Libraries Unlimited, 2006.

Indiana. __Indiana's Academic Standards__. Indianapolis, Ind: Indiana Dept. of Education, 2004.


 * Addition to this lesson...Kristine Arthur**

**Natural Disasters**

Target Audience: High School According to Daniel Callison, before high school graduation a student: This addition to the Wiki created is geared toward high school students in a social studies course. Lesson: Choose one of the following natural disasters to research. 1. The tsunami of 2004: Indonesia 2. 2003 Bam, Iran Earthquake 3. Hurricane Katrina 4. 2005 Kashmir Earthquake 5. Cyclone Nargis: Myanmar 2007 6. Sichuan China Earthquake 2008 Using the databases offered at school find the following basic information: 1. Where, when (date, time) of the event 2. Casualties 3. Explanation of the cause of the natural disaster (type of earthquake, how a hurricane forms, etc.) with visuals
 * 1. **** Understands and is familiar with documents (journals, newspapers, Web sites) that have different purpose, scope, perspective, bias **
 * 2. **** Can discriminate between important and less important questions and resources **
 * 3. **** Can conduct advanced and refined key word searches in online catalogs and multiple databases **
 * 4. **** Can carry basic research through independently and come to a conclusion **
 * 5. **** Understands a variety of modes to present findings and adjusts techniques and media to supply the best communication for a given audience or need **
 * 6. **** Selects and apples technology tools for research, information analysis, problem solving, and decision making for personal, academic, and likely workplace needs **
 * 7. **** Collaborates with peer, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, ideas, models, conclusions and perceptions, and other creative works **
 * 8. **** Has various media to solve problems, communicate, and produce self-selected and self-initiated projects as well as those assigned. **

Databases:

Sirs, Proquest, Newsbank, Grolier Online, World Book Online

Suggested websites: [] []

Use at least one additional website of which you have evaluated according to **accuracy, authority, currency, objectivity, coverage**. You need to turn this evaluation in to your teacher. Then, complete the following: 1. Describe the national and / or international response to the crisis. 2. Describe how authorities evacuated people before (if there was any time), during, and after the event. 3. How did the authorities handle the displacement of the people? What were the conditions of the camps? How long were people displaced? 4. What is the cost of rebuilding (if multiple countries were affected, you can focus on one country unless an overall cost is given) 5. In earthquake prone areas, what are the building codes that must be upheld? Are there any? Why or why not? 6. What are some tips for survival that your research revealed? This information should be written in a 2-3 page paper with **proper citation** as noted in your handbook. The written research is worth 20points. Presentation You should produce a **technology rich presentation** on your natural disaster. Because they are recent events, there is plenty of current information on each. These are your choices: 1. Interactive timeline created on a **Wikispace** with active links to the media’s coverage of the event. Your timeline should be a play-by-play of the events that followed the disaster’s strike. You are to be inventive and creative. This will be presented on a **Smartboard** for increased interactivity. You should include a visual of what causes your natural disaster. You will have 15 minutes to teach us. 2. A **webpage (Google Sites)** covering the event with media coverage and your narrative. You will present your webpage to us. You are to be inventive and creative. This will be presented on a Smartboard for increased interactivity. You should include a projection of your visual on what causes your natural disaster. You will have 15 minutes to teach us. 3. Use **IMovie or Windows Movie Maker** to create a news broadcast featuring yourself and your group members. Use the ** green screen ** and your friendly media specialist to create a content rich, professionally done broadcast of the event. This needs to be scheduled so plan ahead. The video should include media coverage of your event and a visual on what causes an earthquake and what type your earthquake was. This will be a 15 minute video. 4. Any other ideas? See Mrs. Arthur (no, you cannot do a PowerPoint) For each, you need to teach us all of the above information in your presentation. Each presentation should include at least one link that shows media coverage. In addition, consider photos, interviews of survivors, etc. to include in your presentation. The presentation is worth 30 points.

Assessment: Written Portion (Group Score)
 * Category || 5 || 4 || 3 || 2-1 ||
 * Quality of information || Information clearly relates to the main topic. It includes several supporting details and / or examples || Information clearly relates to the main topic. It provides 1-2 supporting details and/ or examples. || Inforamtion clearly relates to the main topic. No details and/or examples are given. || Information has little or nothing to do with the main topic. ||
 * Internet Use || Successfully uses suggested internet links to find information and navigates easily without assistance. Evaluates websites for accuracy, authority, currency, objectivity, coverage. || Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Evaluates websites for most of the evaluation criteria. || Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Evaluates websites for some of the evaluation criteria. || Needs assistance or supervision to use suggested internet links and / or navigate within these sites. Does not evaluate websites. ||
 * Diagrams and Illustrations || Diagrams and illustrations are neat, accurate and add to the understanding of natural disasters. || Diagrams and illustrations are accurate and add to the understanding of natural disasters. || Diagrams and illustrations are neat and accurate but add little to the understanding of natural disasters. || Diagrams and illustration are not accurate OR do not add to the reader’s understanding of natural disasters. ||
 * Sources || All sources (information and graphics) are accurately documented in MLA style. || All sources (information and graphics) are accurately documented, but a few are not in MLA style. || All sources (information and graphics) are accurately documented, but many are not in MLA style. || Some sources are not accurately documented. ||

Presentation to class (Group Score)

Looks professionally done. || Delivery not smooth, but able to maintain interest of the audience most of the time. Looks somewhat professionally done. || Delivery not smooth, audience attention lost, not a professionally done presentation. ||
 * Category || 6 || 5 || 4-3 || 2-1 ||
 * Presentation || Well-rehearsed with smooth delivery that holds audience attention. Looks professionally done. || Rehearsed with fairly smooth and professional delivery that holds audience attention most of the time.
 * Technology || Method of presentation chosen enhanced project. Project was excellent. || Method of presentation chosen enhanced project. Project was good. || Method of presentation chosen detracted from the project content. || Method of presentation chosen distracted the audience from the content. ||
 * Originality || Product shows a large amount of original thought. Ideas are creative and inventive. || Product shows some original thought. Work shows new ideas and insights. || Uses other people’s ideas (giving them credit) but there is little evidence of original thinking. || Uses other people’s ideas and no credit is given. ||
 * Organization || Content is well organized using group related material. || Overall organization of topics appears flawed. || Content is somewhat organized. || There was no clear or logical organization. ||
 * Requirements || All requirements are met and exceeded. || All requirements are met. || One requirement was not completely met. || More than one requirement was not completely met. ||

*Rubistar was used to help create the rubrics.

Callison, Daniel, and Leslie Preddy. __The Blue Book on Information Age Inquiry, Instruction and Literacy__. Freeport: Libraries Unlimited, 2006.

Addition to the lesson by Donna Jo Cody Using the article below found on World Book Student, fourth grade students could practice note-taking before gathering information on their specific topic. Many students have difficulty identifying relevant information, providing guided practice will prepare students for independent fact gathering. Providing students with an outline allows them to visualize how an article is set up and information is divided into sections. The outline is divided into sections with one line for each paragraph allowing students practice in identifying one important piece of information from each paragraph. The source card, created by the Library Media Specialist, is a format used at our school to assist students in learning proper citation format for the source they used. This source card is specifically designed for students using the World Book Student site. All the information is available to students and they record the information and identify how to use it to create a correct bibliography.

Map [|Weather] Weather is the condition of the air at a certain place and time. We describe the weather in many ways. For example, we may talk about the temperature of the air, whether the sky is clear or cloudy, how hard the wind is blowing, or whether it is raining or snowing. The weather may be warm and sunny in one place but cold and snowy somewhere else. Earth has many kinds of weather conditions. The highest temperature ever measured and written down was 136 °F (58 °C) in Libya in 1922. The lowest temperature was −128.6 °F (−89.2 °C) in Antarctica in 1983. The driest place on Earth is Arica, Chile. It hardly ever rains there. Arica once had no rain at all for 14 years. Earth is not the only planet that has a variety of weather conditions. Every planet except Mercury has enough of an //atmosphere// <> to have weather. An atmosphere is a layer of air around a planet. One of Saturn's moons, Titan, also has an atmosphere. However, this article is only about the weather on Earth. Scientists who study the atmosphere and the weather are called //meteorologists// <>. These scientists forecast the weather—they tell what the weather will be in the near future. Some meteorologists provide weather information for businesses. The best-known meteorologists are those who give weather reports on radio and TV. The kind of weather a place usually has is called its //climate// <>. Scientists can tell what a region's climate is by looking at the plants that grow there as well as the temperatures and the //precipitation// <>. Rain and snow are two kinds of precipitation. Weather can change quickly, but changes in climate take many years. **What causes weather** Weather takes place in the atmosphere, the layer of air around Earth. Air is a mixture of gases and tiny bits of dirt and ash that are too small to be seen. The gases are about three-fourths nitrogen and one-fourth oxygen, with very small amounts of several other gases. These other gases include water vapor, an invisible gas that is produced when water evaporates. Water vapor forms clouds, rain, and snow. Most weather takes place in the lowest part of the atmosphere, called the //troposphere// <>. It extends to about 10 miles (16 kilometers) above the ground. The three main things that affect the weather in the troposphere are air temperature, air pressure, and humidity. Air temperature depends partly on the sun. The rays of the sun warm the air. Thus, days are usually warmer than nights because the sun shines on Earth during the day. Air pressure is the weight of the air. Air that is closer to Earth's surface is heavier than air that is farther up in the sky. Cold air is heavier than warm air, so it has higher pressure. Cold air sinks and warm air rises. This movement of the air is what we call the wind. Humidity is water vapor in the air. Warm air can hold more water vapor than cool air can. However, air can hold only a certain amount of water vapor. When air has all the water vapor it can hold, the water vapor turns into droplets of water that form clouds. These droplets join together, and if they get big enough, they become raindrops and fall to the ground. Meteorologists study large patterns of weather called weather systems. Some weather systems are brought by winds. Others include the movement of an air mass—a huge area of air that has about the same temperature and humidity. The four main kinds of air masses are cold and dry, cold and humid, warm and dry, and warm and humid. When two air masses meet, a front forms. A warm front is the leading edge of a warm air mass, and a cold front is the leading edge of a cold air mass. A cold front often brings rain or snow with it.  Picture [|Weather balloon] No single country can report on all Earth's weather all the time. Thus, the countries of the world must all work together to watch the weather. In 1873, a group of countries formed the International Meteorological Organization to share information about the weather. The organization changed its name in 1950 to the World Meteorological Organization. Weather information comes from many different places. Observation stations check weather conditions from the ground. They use thermometers to measure air temperature and rain gauges to measure rainfall or snowfall. Weather balloons, airplanes, and ships provide information on the atmosphere above Earth's surface. Satellites in space provide weather information about large areas of the world.
 * Weather**
 * Measuring the weather**

**For more information, see these articles:** [|Barometer] [|Climate] [|Cloud] [|Cyclone] [|Fog] [|Frost] [|Hail] [|Hurricane] [|Lightning] [|Monsoon] [|Rain] [|Season] [|Snow] [|Storm] [|Tornado] [|Wind] Search thousands more pictures and articles in the [|World Book Student.] [|View this article in Spanish.]

**How to cite this article:** To cite this article, World Book recommends the following format: "Weather." //World Book Kids.// World Book, 2009. Web. 14 Nov. 2009. To learn about citing sources, see [|Help].

**External Web Sites specially selected by World Book Editors:** Note: If you click on any link below, you will leave the World Book Web site. World Book is not responsible for the content of sites other than its own. [|http://www.weatherwizkids.com/] Weather Wiz Kids is Web site for children that allows them to learn more about the fascinating world of weather. [|http://www.fema.gov/kids/] The Federal Emergency Management Agency gives information on what to do in case of weather emergencies. [|http://www.miamisci.org/hurricane/weatherstation.html] Learn how to read a thermometer, make an anemometer, barometer, rain gauge, and other weather forecasting tools. [|http://www.usatoday.com/weather/default.htm] Use this Web site to check out the weather across the United States and top weather stories around the world.
 * Weather Wiz Kids**
 * FEMA for Kids**
 * Making a Weather Station**
 * USA Today Weather**

1. Weather can be described in many different ways such as using words like temperature, sunny, cold, etc. 2. __3.___ 4.
 * Weather outline and citation**
 * Weather**

2.
__** Source Card ** Works Cited for World Book Student Author _____,__ _ __ (Author’s Last Name) (Author’s First Name) Title of Article __ Publication Publisher _ Copyright date _ URL _ Date of Access __, ,__ _ __ Use the above information to fill in the blanks below _____,__ . “”. ( Author’s Last Name) (Author’s First Name) (Title of Article) World Book Student. World Book,. (Copyright Date) . (Day, Month, Year)
 * Works Cited **

Created by Rhonda King @ October 19, 2009
Hi Megan, Students seem to always enjoy learning about weather and natural disasters. I enjoyed your wiki. My wiki addition for your project, // incorporating writing from a different point of view and the inquiry process //, could be easily adapted to your topic, especially if you had a science teacher covering the ‘weather/natural disasters topic and a Language Arts teacher that wanted to correlate his/her creative writing lab to go with those science topics. Overview: Students select a ‘natural disaster’. They research their topic and look for survival ‘advice’ or ‘friendly warnings’, etc…that their ‘natural disaster’ would perhaps offer to humans if it had a ‘voice’. In other words, the students are giving Mother Nature a voice…
 * // Peer Wiki Addition by Brenda Ransom //**
 * Grade Level-6 **
 * Lesson-Point of View Writing and Inquiry **

 1. The students then take their information and write a ‘friendly warning’ letter or poem from the viewpoint of their ‘natural disaster’.  2. The students take their details they found while researching their natural disaster and they write an ‘Important’ poem based off of Margaret Wise Brown’s //The Important Book//. See website below: See document worksheet for detail writing: []
 * Writing Options: **

See website for additional ideas: []

21st Century Learner 3.13-Use writing and speaking skills to communicate new understandings effectively. Language Arts 6.5.8 Write summaries that contain the main ideas of the reading selection and the most significant details
 * Standards: **

Below you will find attachments for a related project for third grade students who are learning about why the leaves change colors in the fall.