Ms. Schiffman's First Grade Home Page

Ms. Schiffman's Thematic Internet Lesson Plans

Sandy Schiffman
Keeling Elementary School
Date: January 2001 (Four half hour sessions)
Grade Level: First Grade
Title of Lesson: What do I know about the Weather?

State Standards:

Standard Six: Earth and Space Science

6SC-F3 Identify the seasons and their characteristics
    PO 1 Identify the seasons
    PO 2 Describe the characteristics of each season
6SC-F5 Identify major features of natural processes and forces that shape the earth's surface, including weathering and volcanic activity
    PO 1 Identify natural forces (e.g., water, ice, wind) that shape the earth's surface
    PO 2 Identify natural processes (e.g., weathering, erosion, global warming) that gradually shape the earth's surface
6SC-F6 Describe natural events and how humans are affected by them
    PO 1 Identify natural events that affect humans
    PO 2 Explain how natural events impact human life
6SC-F7 Measure and record changes in weather conditions
    PO 1 Measure weather conditions (e.g., temperature, wind speed, rainfall)
    PO 2 Record weather conditions
    PO 3 Interpret changes in weather conditions

Standards - Writing

W-F1. Use the writing process, including generating topics, drafting, revising ideas and editing, to complete effectively a variety of writing tasks
    PO 1. Generate topics through prewriting activities (e.g., brainstorming, webbing, mapping, drawing, writer’s notebook, K-W-L charts, scaffolds, group discussion)
W-F2.Use correct spelling, punctuation, capitalization, grammar and word usage, and good penmanship to complete effectively a variety of writing tasks
    PO 1. Spell high frequency words correctly
    PO 2. Punctuate endings of sentences
    PO 3. Capitalize sentence beginnings and proper nouns
    PO 4. Use standard, age-appropriate grammar and word usage (e.g., basic subject-verb agreement, complete simple sentences, appropriate verb tense, regular plurals)
    PO 5. Write legibly

Technology State Standards:

1T-R1 Communicate about basic technology components using developmentally appropriate and accurate terminology
    PO 1 Use basic vocabulary related to the use of technology
    PO 2 Identify the components of a computer
1T-R2 Use input devices and output devices successfully to operative computers, VCRs, audio tapes and other technologies
    PO 1 Demonstrate start up and shut down procedures of basic technology components
    PO 2 Use devices to complete a task
1T-F2 Demonstrate functional operation of technology components
    PO 1 Demonstrate correct ergonomic use of technology.
    PO 3 Access information sources (e.g., pre-bookmarked Internet sites)
1T-F3 Use developmentally appropriate technology resources to access information and communicate electronically
    PO 1 Operate keyboard and other common input and output devices
        (a) Use device in response to software
        (b) Use keyboard effectively
5T-F1 Recognize electronic information sources
    PO 1 Identify potential sources of information about a topic (e.g., video or cassette tapes, Web pages, CD-ROMs)
    PO 2 Locate information in a resource selected by the teacher (e.g., Web page, CD-ROM)
6T-F1 Use technology resources for problem solving, self-directed learning and extended learning activities
    PO 1 Based on a class-defined problem, use technology to:
        (a) collect data
        (b) interpret data

Academic Objectives:

• Students will use their listening skills while understanding what the rules are for the use of the computer and the Internet sites.
• Students will use their cooperative skills when discussing the sites and the ideas learned during the lesson.
• Students will listen to the brainstorming prompts given by the teacher, buddy buzz and discuss their ideas with their partners.
• Students will activate their prior knowledge based upon discussions and books read during class activities and discuss the different aspects of the weather.
• What is a meteorologist?
• What is the water cycle? What is a cloud made of?’
• What are the different types of clouds? How are they different?
• What are the seasons of the year?
• What is the difference between a rainstorm, thunderstorm, hurricane, and tornado?
• What would you do if you were caught in a terrible rainstorm, thunderstorm, hurricane, or tornado? How would you keep safe?
• During the month of January, students will discuss the weather, any changes in the weather during the day, the temperature in the morning and afternoon, and our daily weather graph.  In addition, students will keep a daily weather journal and draw a picture of the day's weather.

• Students will practice moving within Ms. Schiffman’s homepage and get to the appropriate site.
• Students will practice moving from screen to screen within the Trackstar site.
• Students will practice scrolling down and across using the scroll bar.
• Students will correctly use the terminology when referring to different parts of the computer, screen, disk drive, mouse as well as within the Windows program itself (i.e., scroll bar, back button, home button, menu bar, etc..)

• Students will know how to press the space bar to activate the computer.
• Students will know how to get to Ms. Schiffman’s First Grade homepage.
• Student will know how to use the mouse, scroll down and across bar, back button, know how to exit a program.

Computer, mouse, and headset
Internet connection
Access to Ms. Schiffman’s First Grade homepage
http://www.amphi.com/~sschiffm/index.html
Access to Weather Trackstar
http://trackstar.hprtec.org:80/main/track_frames.php3?track_id=47995&nocache=2139279484
Six Traits of Writing Rubric

Procedures

1. Teacher will review the rules of the lab with the students before going to computer class.
2. Teacher will direct students to access Ms. Schiffman’s First Grade homepage.

http://www.amphi.com/~sschiffm/index.html
3. Teacher will direct students to Star Students page.

http://www.amphi.com/~sschiffm/starstudents.htm
4. Teacher will direct students to go to Thematic lessons section and highlight the link under January – What do I know about Weather (Trackstar site)?
5. Teacher will ask the students to view the site http://www.wcbritt.org/weather/index.html and say the following: Let's look at the different things that this first grade class learned about the weather. Can you figure out the different terms? What do you know? What did you learn? Students will buddy buzz and discuss the questions with their partners.
6. Teacher will ask the students to view the site http://www.brainpop.com/science/weather/watercycle/index.weml and say the following: What do you know about the water cycle? Let's watch this movie to learn about the water cycle. Take the quiz afterwards to see what you learned. Students will buddy buzz and discuss the questions with their partners.
7. Teacher will ask the students to view the site http://www.cloudyskies.net/photos.html and say the following: Let's take a look at the different pictures of clouds. How are they different? How are they the same? What types of shapes do you see? Students will buddy buzz and discuss the questions with their partners.
8. Teacher will ask the students to view the site http://www.brainpop.com/science/light/rainbow/index.weml and ask them the following: Where do rainbows come from? How are they made? What colors do you see? When do you usually see a rainbow? Let's watch the movie to find out more. Take the quiz afterwards. Students will buddy buzz and discuss the questions with their partners.
9. Teacher will ask the students to view the site http://www.cs.princeton.edu/~rywang/berkeley/./magic_small/rainbows.html and say the following: Let's take a look at the beautiful rainbows. Can you read the poems? What type of poem would you write about a rainbow. Think about it as you look at the pictures. Students will buddy buzz and discuss the questions with their partners.
10. Teacher will ask the students to view the site http://www.brainpop.com/science/weather/wind/index.weml and ask the following: Can you see the wind? What is the wind made up of? Can you catch the wind? Let's watch the movie to learn more. Take the quiz afterwards to see what you learned. Students will buddy buzz and discuss the sound of the wind with their partners.
11. Teacher will ask the students to view the site http://www.yahooligans.com/Downloader/Sounds/Sound_Effects/Weather and say the following: Let's listen to the sound of the northwest winds strongly blowing on Mt. Washington. How fast do you think the wind is blowing? Students will buddy buzz and discuss the questions with their partners.
12. Teacher will ask the students to view the site http://www.brainpop.com/science/weather/seasons/index.weml and say the following: Why do we have seasons? What are the names of the four different seasons? How are they different? Let's watch the movie to find out. Take the quiz afterwards to see what you learned. Students will buddy buzz and discuss the questions with their partners.
13. Teacher will ask the students to view the site http://www.brainpop.com/science/weather/thunderstorms/index.weml and say the following: What is lightening? What happens during thunderstorms? Let's watch the movie to find out more information. Take the quiz afterwards to see what you learned. Students will buddy buzz and discuss the questions with their partners.
14. Teacher will ask the students to view the site http://www.photolib.noaa.gov/nssl/lightning1.html and say the following: Wow! Let's look at the terrific pictures of lightening. Do you know how to stay safe when there is lightening? Students will buddy buzz and discuss the questions with their partners.
15. Teacher will ask the students to view the site http://www.brainpop.com/science/weather/tornadoes/index.weml and say the following: Have you ever seen a tornado? What is a tornado? Let's watch the movie to find out more. Take the quiz afterwards to see what you learned. Students will buddy buzz and discuss the questions with their partners.
16. Teacher will ask the students to view the site http://www.photolib.noaa.gov/nssl/tornado1.html and say the following: Wow! Have you ever seen or heard about a tornado? What would you do if there was one right now? Where would you go? How would you be safe? Students will buddy buzz and discuss the questions with their partners.
17. Teacher will ask the students to view the site http://www.brainpop.com/science/weather/hurricanes/index.weml and say the following: What is the difference between a tornado and a hurricane? Where do hurricanes come from? Let's watch the movie to find out more. Take the quiz afterwards to see what you learned. Students will buddy buzz and discuss the questions with their partners.
18. Teacher will ask the students to view the site http://www.photolib.noaa.gov/flight/eye1.html and say the following: Let's take a look at a hurricane. How is it different from a storm? Are the clouds formed differently? Students will buddy buzz and discuss the questions with their partners.
19. Teacher will direct the students to close down the Internet.
20. In the classroom, after a brainstorming activity, students will write in their journal and draw an appropriate picture.

Students will be observed to see how well they listened to directions.
    Are they on the right site?
    Are they discussing with their partner facts learned in class and at the current site?
Students will be observed to see how well they work with each other.
    Are they able to help each other out in turning on/off the computer?
    Are they able to communicate the directions to each other?
    Can they solve the problems together?
Students will be observed to see how well they get around the computer.
    Are they able to turn on/off the computers?
    Are the students able to go from one site back to the previous by using the back button?
    Are the students able to use the mouse to click on the correct icons?
Students will be observed during the computer sessions and in classroom discussions to see if they comprehend the following questions:
    What is a meteorologist?
    What is the water cycle? What is a cloud made of?
    What are the different types of clouds? How are they different?
    What are the seasons of the year?
    What is the difference between a rainstorm, thunderstorm, hurricane, and tornado?
    How could you keep safe during a rainstorm, thunderstorm, hurricane, or tornado?
The student's journals will be assessed according to the Six Traits Plus One Writing Rubric.
Six Traits of Writing Web Site.