518 Powtoon Link

Jessica Kuiper’s Science Screencast: Powtoon Link

https://www.powtoon.com/c/b0DIEsvGC9d/1/m

518 Showcase

Project-Based Learning Planning Template
Teacher Name: Ms. Kuiper	Grade Level: 3rd	Project Title:  Hi Desert Weather Channel
Content Standards Addressed: (National Math Standards or Common Core/NGSS) 3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
Classroom Composite: Brief summary of whole group and 3 learners (ELL, IEP, Student with emotional needs) describe their assets and needs.   The class is composed of 19 students: 10 girls, 9 boys. Students sit in table groups of 4 throughout the classroom. The class is known to be talkative, but can be redirected easily. There are students in the class who try to push the limits, having a direct set of expectations and behaviors will best suit the class.
Accommodations/ Modifications Libby: Cerebral Palsy, has a 1:1 aide. Physical activity is modified to due to Libby’s arm crutches. Accommodations to the lesson plan: Libby will take breaks standing as needed. Libby’s aide will help Libby complete Athen Games. Logan: ADHD. Can be distracted easily, and distracts others. Logan benefits from having expectations and behaviors repeated to him when he is acting up. Accommodations for this assignment: Logan can take breaks as he sees fit. Logan will self-monitor his behavior. Abel: ELL, Speech/language, SLD. May struggle with vocabulary used in this lesson. Abel will benefit from connecting English vocabulary to Spanish. Providing a Spanish translated lesson plan will benefit Abel. Accommodations to this assignment: Abel will work with other Spanish speaking students, in order to immerse himself in English and Spanish simultaneously.
Cross-Curriculum Connections: What other standards and subjects will you address in this project. (Visual and Performing Arts, Computer Science or Health Education) 5.4 Describe how artists (e.g., architects, book illustrators, muralists, industrial designers) have affected people's lives. Students will study the work life of a weatherman, and how the visuals used in the weather forecast help viewers understand the forecast. 3-5. DA. 9: Use data to highlight and/or propose relationships, predict outcomes, or communicate ideas. Students will study the current weather conditions in different cities, and use this information to create a week long forecast for the upcoming week.
STAGE 1: PLANNING:
Driving Question: the question that drives the work	How can the weather be predicted based on weather patterns?
Project Summary: (what students will do, learn and accomplish by the end of the project)	Students will work in groups of three. Students will research the current weather patterns in differen cities using Chromebooks. Students will design their own backgrounds for the weather channel. Students will create a ‘forecast table’ showcasing their weather predictions for the upcoming week. Students will take turns recording their weather forecast. Students have the option to use different props in their video (costumes, anchor desk, micophone)
21st Century Skills: (to be taught and assessed) Based on 4C’s Framework	Creativity: Students will work in groups of 3 to create a weather channel forcast for the upcoming week. Students will create their own backgrounds for the forecast, and record a video. Students will create a forecast table, displaying the temperature, day, weather, and a graphic.		Critical Thinking: Students will analyze current weather patterns to predict upcoming weather conditions.
	Collaboration: Students will work in small groups of three to complete the project. Students will use teamwork skills to create and record their weather forecast and weather background.		Communication: Students must interact with each other to express ideas and brainstorm for the project. Students will analyze their data and discuss their findings.
The Hook: How will you engage the students and spark their interest	Students will begin the project by watching a real life weather forecast. (engagement) Students will participate in a whole group discsussion, going over key components of the forecast.
Resources & Materials	Material/Equipment: Real life weather forecast video Costumes Props Chromebooks Graphic Organizers Samples of weather tables, backgrounds Current weather patterns for different cities Video recorder Technology: Students will use Chromebooks to research the weather of the city they are given. Students will use Chromebooks to create weather data tables. Community/Onsite people: Teachers will offer support to students. Aides will work with students closely.

Learning Outcomes & Targets: What targets will students meet to be able to complete the project Students will need to know how to operate computers and recording devices Students will create a table Students will analyze weather data

Instructional Strategies: What will you provide to support student learning and scaffold information with materials and lessons aligned to learning outcomes and assessment. Background information and vocabuary will be delivered through the real life weather forecast. Frontloading terminology related to weather. Samples of weather forecast tables will be available.

(Days as needed) Day 1 Students watch real life weather forecast. Students are broken off into groups of three. Students choose the city they would like to create a forecast for. Students begin researching the current weather conditions of the city they chose. How is weather predicted? Day 2 Students continue researching weather conditions. Students design their props and costumes. Students create their weather forecast table. Day 3 Students continue research, creating props, and designing their weather forecast table. Finished groups begin recording their weather forecasts Day 4 Students record their weather forecasts Day 5 The whole class gathers to watch each group’s presentation!!

Checkpoint: How will you ensure all students are on track and moving towards the learning goal(s). Students will be aware of the time frame of the project. By the end of day 1, all students should be in a group and begin research. By day 3, students should be working on props and weather forecast table. By the end of day 4, students should be done or almost done with video recording. Day 5, students should be ready to present.

STAGE 2: ASSESSMENT

Assessment Products:	Individual: Students can actively participate in whole group and small group instruction. Each group completes a rubric on each other’s participation.	Specific Evidence and Completion: Students complete a rubric on each other in the group. (Did the student participate in the group, what did they contribute, was the student positive)
	Group: Did the group work together to complete the assignment? Students turned in their forecast video.	Specific Evidence and Completion: Groups turned in weather forecast video. Students created a weather forecast table.
Reflection Methods: (how will students capture their thinking across the scope of the project)	Individual: (graphic organizer/journal) Students can do journal writes for each day of the project. Students can create a log on the Chromebook describing their findings.	Group/Team: The group will discuss their predictions of the weather forecast. Students will keep log of their findings.
	Whole Class: Students will complete group surveys of the project, what did they learn, what was fun, what was hard, etc. Students will reflect upon their newcast videos.	Other: Each team will need to turn in a video recording and weather forecast table. Students will participate in a whole group discussion on the 5th day of the project.

ITL 518 Learning Map

STAGE 1: PLANNING

YOUR TARGET: Standard, Goals & Outcomes Teacher:__________Ms. Kuiper___        Grade/Subject: ____Kindergarten Science TARGET: Unpack Your Standard Part 1: My Standards, Goals and Outcomes Academic Standards: STATE YOUR STANDARD K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.  Big Questions (Questions to frame student learning) What is weather? How can we tell what the weather is outside? What is the weather like when the sun is out? What is the weather like when it is cloudy? Knowledge (Concepts to be understood and applied) Students will gain knowledge of weather (sunny, rainy, cloudy, cold, hot) Students will understand that it is colder in the morning and night, and warmer in the afternoon (usually) Students will be able to predict what the weather will be like based on prior weather. Skills (what you will explicitly teach) I will teach students how to forecast upcoming weather. I will teach students what weather is. I will teach students to know the difference between hot and cold weather (sun, clouds, rain, snow, wind) Student Learning Goal: STATE YOUR GOAL FOR THE STUDENTS TO SHARE Students will learn what weather is, and by the end of the lesson, students will be able to successfully predict a weather pattern. Student Social-emotional Goal (LEARNER): This lesson will give students many opportunities to participate in whole group and small group instruction. Students will gain confidence in working in groups, and successfully participate in group settings. Barriers to learning (LEARNER): (level of literacy; language proficiency levels;  funds of knowledge; attention span) Learners may have trouble focusing at times, as there will be many days where students are outside observing weather. Students at this age may not have any previous knowledge related to weather. Students may be language deficient, and there will need to be an introductory unit to the lesson. Common Misconceptions (LEARNER & TARGET): (Subject-matter specific; Related to academic standard; Knowledge gaps; Student confusion; multiple meanings; cultural differences; misunderstand) Students may not be familiar with weather, so an introductory unit will need to be explained to the students. Students may not be familiar with colder weather (snow, rain, ice, wind.) Students may not be able to associate hot and cold weather. Part 2: My Class

My Classroom Composite: (TEACHER & LEARNER)   Whole group (Broad needs of students; observable patterns & trends; language and literacy subgroups; digital/technology fluency; emotional regulation) Your class is comprised of 23 students 13 boys and 10 girls.  Three of your students are extremely bright and school is easy for them.  The majority of your students speak good English (6) have passed the CELDT test and 3 are still ELL learners. Two students are on an IEP, one is at grade level but has a diagnosis of Autism (mild).  the other student has ADHD and learning disabilities.

What vocabulary words demand attention & are related to our big idea?	Weather Hot Cold Windy Snow Rain
Academic Language	Predict Observe Explain Describe
Sentence Frames: Lessoneer	Emerging: I saw that________. Expanding: The weather today is _____.  Bridging: Today the weather was ____ so tomorrow the weather will probably be ______.

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT),

ENGAGEMENT  (multiple means of engagement)	A majority of the observation for this lesson will be conducted outside. I will ask open ended questions to the students to ensure they are on track and focused. Students will draw what they observed once we get back into the classroom. Students will be using visual, auditory, and kinesthetic components to complete observations.
EXPLORATION (multiple means of action)	There will be a whole group discussion lead before going outside each day. (Yesterday the weather was?) Students will be outside ‘exploring’ weather conditions. Students will draw what they have observed (what did you see today? Students will make predictions (what do you think the weather will be like tomorrow?) There will be a thermometer outside of the classroom, as a class, we will observe the temperature when students arrive at school, and right before students leave to go home.
EXPLANATION (multiple means of expression)	When introducing the unit, I will first ask students to share what thy think weather is. Using the ripple strategy, students will first create an individual response, then talk in partners, then volunteers will share out responses for the whole class. When outside observing the weather, I will ask students what they think the weather is, how do we know? Once back inside, we will have another discussion on what we observed, what the weather was like, what will the weather be like tomorrow, and how do we know. Students will draw a picture of what they observed today. Was the weather different today than yesterday? What will the weather be like tomorrow? Has anyone seen this type of weather before?
ELABORATION (Multiple means of expression)	Instead of just knowing if it is hot or cold, students will know if it is raining, snowing, windy. Students will gain an understanding of different temperatures throughout the day (use of thermometer) The introductory unit will go over all weather terminology that will be used for our observations.  Students will use this vocabulary when discussing the observations. Students will make predictions of what the weather will be like the next day. Students gain understanding of why it is important to pay attention to the weather (storms, what to wear to school, playing outside)
EVALUATION (Multiple Means of Representation (    modeling  & practice)	Students will be prompted to make predictions of the following day’s weather. By the end of the unit, students should be able to make an accurate prediction. Students’ use of vocabulary will also assess student’s achievement of the lesson’s objective. Students will be guided through inquiry prompts and given opportunities to showcase their knowledge of weather.

(*Questions of Inquiry: Open-ended)

STAGE 2: TEACHING

DAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION Daily instruction will become repetitive. Students will get in the routine of checking the thermometer outside of the classroom, and going outside to check the weather. Students will gain knowledge of how to discover weather patterns and showcase their knowledge. WHAT IS YOUR LEARNING MAP SEQUENCE FOR DAY 1? Students will first participate in a whole group discussion talking about weather. (what is weather? How can we tell what the different types of weather are? What is your favorite type of weather?) Students will watch a YouTube video about weather: https://www.youtube.com/watch?v=e5UTaPV-DIg Then, we will go outside to observe the weather of the day. Students will also observe the temperature on the thermometer outside of the classroom (check twice a day: in the morning, in the afternoon) When we get back into the classroom, in a whole group, students will brain storm “what is the weather today?” (using pictures) Students will then draw a picture of what the weather was for the day, and predict what they think the weather will be like tomorrow. WHAT MATERIALS WILL YOU USE? Thermometer YouTube video: https://www.youtube.com/watch?v=e5UTaPV-DIg Whiteboard Markers Paper Crayons HOW WILL YOU ASSESS STUDENT LEARNING? I will assess student learning by observation, monitoring individual student participation, and collection of a work sample. Students will participate in creating a picture graph of their weather observations. I will draw pictures on the whiteboard of the students’ observations and leave them up so students have a visual aid to help them draw their own picture.

Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction, Management) You have 3 ELL students and 2 students on an IEP, one of those students is academically on level but has a diagnosis of autism (mild). The other student has ADHD and learning disabilities. Group your students that have similar learning challenges and plan appropriate accommodations or adaptations to meet their needs.  In order to promote more engagement among my 3 ELL students, I will group them with other students who may be bilingual (if I am fortunate to have bilingual students). I could also pair the ELL students with more outgoing, verbal students who would be more inclusive. The ADHD student who has an IEP will be paired with student(s) who have a calm demeanor. This student will require appropriate prompting and redirection to keep him/her focused and on task. To accommodate the mild autistic special education student, I will provide a visual schedule to keep this student engaged and on task. When we are outside doing observations, we will talk about what we see and the students with special needs will have additional prompting and checking for understanding. When we go back into the classroom, I will have the student’s pair-share ideas before having a group discussion. The visual aid (pictures with word labels) on the whiteboard will help the ELL, IEP, and general education students formulate their weather picture. As students are working, I will circulate the room paying extra attention to my exceptional learners. The ADHD student will be offered the opportunity to draw while standing or move to a less distracting location within the room. The ELL students will be grouped with students who can share their picture ideas, and the autistic student may need an area with little student interaction and few sensory distractions (window, lights, and sound).