Technology-Connected Lesson

By Gaye Lynn Ortis

• Title: Wild Weather• Grade Level: K-2• Curriculum Areas: Art, Math,

Language Arts, Science

Lesson Objectives

• CE-1VA-H5 producing imaginative works of art generated from individual and group ideas;

• D-2-E constructing, reading, and interpreting data in charts, graphs, tables, etc;

• ELA-1-E4 identifying story elements (e.g., setting, plot, character, theme) and literary devices (e.g., figurative language, dialogue) within a selection

• ELA-1-E5 reading, comprehending, and responding to written, spoken, and visual texts in extended passages

• ELA-2-E1 dictating or writing a composition that clearly states or implies a central idea with supporting details in a logical, sequential order

Lesson Objectives

• ELA-2-E2 focusing on language, concepts, and ideas that show an awareness of the intended audience and/or purpose (e.g., classroom, real-life, workplace) in developing compositions;

• ELA-2-E3 creating written texts using the writing process; • ESS-E-A4 investigating, observing, measuring, and describing

changes in daily weather patterns and phenomena; • ELA-3-E2 demonstrating use of punctuation (e.g., comma,

apostrophe, period, question mark, exclamation mark), capitalization, and abbreviations in final drafts of writing assignments;

• ELA-5-E4 using available technology to produce, revise, and publish a variety of works;

Technology Connection• Students will research daily weather

forecasts and reports on the internet.• Students will dictate compositions

about types of wild weather.• Students will research types of wild

weather on the internet or use Encarta.• Students will use KidPix to draw types

of wild weather.

Materials

• Copies of “A Week’s Worth of Alexandria Weather”

• Art paper for daily drawings of wild weather

• Books about Wild Weather“Cloudy with a Chance of

Meatballs”“Snowy Day”“Wild Weather”

Lesson Procedures: Day 1

• Read “Cloudy with a Chance of Meatballs” , discuss realism and fantasy

• Brainstorm types of weather (hurricanes, tornadoes, thunderstorms, blizzards)

• Read “Wild Weather”, identifying types brainstormed earlier

• Draw picture on Kid Pix of types of weather (relate to above books)

• Observe and record weather at our school and in our town using thermometers and internet weather site http://www.weather.com/weather/us/zips/71303.html

Lesson Procedures: Day 2

• Read about, research, discuss hurricanes (using Encarta and internet sites).

Internet sites- http://www.miamisci.org/hurricane/glasses.html

3D image of Hurricane Andrew

http://www.miamisci.org/hurricane/instructions.htmlTracking hurricanes

• Write about (dictate) story about hurricane, giving name to hurricane

• Draw picture of hurricane.• Observe and record weather at our school and in our

town.

Lesson Procedures: Day 3

• Read about, research, discuss tornadoes (using Encarta and internet sites)Internet site http://www.whnt19.com/kidwx/twisters.htm

General information about tornadoes

http://www.tornadoproject.com/More tornado information

• Watch short segment of tornado in Wizard of Oz movie-use this internet site --http://www.geocities.com/~ozfan/twister.htm

• Observe tornado in a bottle.• Write about (dictate) story about tornado.• Draw picture of tornado.• Observe and record weather at our school and in our town.

Lesson Procedures: Day 4

• Read about, research, discuss thunderstorms (using Encarta and internet sites).Internet sites http://www.lookoutpoint.com/birch/tbook.html

Book, Where Do Thunderstorms Really Come From

http://www.usatoday.com/weather/disasters/wtstorm.htm

Thunderstorm Safety Guide• Read “Come a Tide”

http://gpn.unl.edu/rainbow/teachers/mainfs.htmReading Rainbow site for “Come a Tide”

• Observe lightning in a jar.• Write about (dictate) story about thunderstorms.• Draw picture of thunderstorm.• Observe and record weather at our school and in our school.

Lesson Procedures: Day 5

• Read about, research, discuss blizzards (using Encarta and internet sites).

Internet sites-http://www.citysource.com/Seasons/snow.html

Where and when the word blizzard was first used

http://www.crh.noaa.gov/pub/blizzard97/blizzard97.html

photographs of blizzards• Read “Snowy Day “

http://gpn.unl.edu/rainbow/teachers/mainfs.htm• Write about (dictate) story about blizzards.• Draw picture of blizzard.• Observe and record weather at our school and in our school.

Assessment

• Observations of daily weather kept on Weekly Weather Reporter

• Teacher Observation• Portfolio of art—illustrations of

different types of wild weather

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