Lesson Plan -- Software Based
Everything Weather
Grade 5
Prepared by: Sandra G. Adams
Introduction
Everything Weather is a reference software program that
investigates information on a variety of weather classifications and phenomena.
I have selected to utilize this program as a result of its comprehensive
content material and the way it neatly correlates with my district’s science
curricular objectives. Also, the multimedia design format addresses the many
modalities of student learning. The non-linear movement through this program
will provide for easier assess of information and the opportunities to revisit
any portion of the content material.
The needs of my twenty-five students are as diverse as they
are as individuals. The reading levels range from grades 1.6 to middle school.
I have two students for whom English is their second language. I have two
special education students receiving services in language arts, and a medically
fragile student who is blind, non-communicable, and confined to a wheel chair.
Even with these considerations, I believe this program will provide the
necessary supplemental information to enhance this unit.
Presently, our district does not provide science textbooks.
I have provided my students with many printed sources of information. They have
been culled from teacher and professional resources and articles. This
information was presented in teacher and professionally generated resources,
books, and articles. We conduct a series of experiments in our science center
and integrate a variety of videos to supplement the content on many weather
topics. Implementing technology will enhance the interdisciplinary unit I have
created for my students. This cross-curricular software program will provide
more real-life connections. Also, the comprehensive resource guide will be a
welcomed addition to the unit.
This program can be used as a whole class activity, with a
partner or individually. For this lesson, students will be working with a partner.
I will give careful consideration on the pairing of weaker readers with
students reading at grade level. This pairing will ensure that all students
will be able to utilize the information presented in the text of the program.
This lesson will be conducted in the computer lab. Approximately forty minutes
will be needed to complete the lesson. Headphones will be used, since audio
clips are found throughout the program. Their use will decrease the noise level
in the room and promote more on-task behavior.
Lesson Objectives
The students will successfully navigate through the
program, Everything Weather. The students will learn how the program
works by investigating a specific science topic and the sub-topics within this
category. The students will experience a multimedia design format. The students
will successfully complete a Scavenger Worksheet on tornadoes.
Pre-assessment
This lesson will be conducted after the teacher has
demonstrated how to use the program, Everything Weather. The teacher
will distribute the worksheets and review the directions and the objectives of
today’s lesson. The teacher will address any concerns or questions prior to
going to the computer lab.
Instructional Materials
Computer Lab/13 computers
LCD Projector
Class set of Everything Weather CD-ROM
Headphones
Scavenger Worksheet
Pencil
Procedure
Initiation:
o
The teacher will
distribute the CD-ROM disks and headphones to the paired students.
o
The teacher will
review the proper protocol of computer use in the lab.
o
The teacher will ask
the students to open the program, Everything Weather.
o
The teacher will
review the objective of the lesson with the class. The teacher will model for
the class how to navigate through the program utilizing a "Think
Aloud" technique.
Development of Lesson:
o
The teacher will ask
the students a series of topic questions relating to hurricanes. Example --
What icon should I click on if I need to research hurricanes? If I need to
locate written information on what a hurricane is, what icon should I click on?
o
The teacher will ask
for responses and then ask the students to explain their decision. The teacher
will encourage students to try the choice that they feel makes the most sense,
reminding them how to work with a partner.
o
The teacher will
continue to prompt students will additional questions, maneuvering through the
sub-topics. Example -- If I need to know what a highlighted word means, what
should I do? If I need to find a picture of what destruction Hurricane Andrew
caused, what icon should I click on?
o
When the teacher
perceives that the students feel comfortable with navigating within the
program, she will ask the students to return to the home page.
o
The teacher will then
direct them to their assignment for today. The teacher will read the directions
out loud to the class. The teacher will ask a student to state to the class
what their objective is today based upon the directions.
o
When the students are
clear of what the expected outcome should be, they are to begin working with
their partner.
o
The teacher will
monitor the class, providing assistance when needed, and redirecting students
who appear off-task.
Closure:
o
The teacher will
announce five minutes prior to the end of class that the students should
complete the answer they are presently searching for and not to start another
problem.
o
The teacher will have
the students shut down their program while modeling the procedure on the LCD
projector.
o
The teacher will
collect all CD-ROM disks and headphones.
o
The teacher will ask
the students to reflect on their work in the lab today. How effectively did
they work with their partner? Did they find the answers to the questions during
their scavenger hunt? What was the hardest question to find the information for
and what problems did they have locating the answer? What was the easiest and
why?
o
Upon returning to the
classroom the class will share their responses to the questions in the
scavenger hunt.
o
The teacher will
collect their worksheets and review their work and reflections.
o
The teacher will also
schedule additional computer lab time for those students who did not
successfully complete at least 75% of the assignment.
Assessment
Informal and formal assessments will be made for this
assignment. The teacher will observe if the student pairs have successfully
loaded their CD-ROM program. The teacher will make observations of the working
groups making anecdotal notes of their level of participation. The teacher will
review their reflections and the information they recorded on their worksheets.
It will be at this time that the teacher will reassess her student groupings
and make any necessary changes for the next assignment.
Extension
In the next computer lab session, the students will be
prepared to create a Scavenger Hunt worksheet of a topic of their choice. They
will follow a similar format as the lesson above. The students will decide what
questions they will like to ask their classmates to hunt for in the weeks to
come. The students will also be responsible for creating an answer sheet to
coincide with their questions. These questions will be typed using a word
processing program the following week. Students will then share their
worksheets with the rest of the class in the weeks that follow during this
unit.