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TopicQuest Lesson Plan

Title of Lesson: How's the Weather?

Primary Learning Outcomes (PLOs):
The primary learning outcomes to be achieved with this lesson include:
A. With teacher guidance student will be able to use the computer to research topic information on the Internet. (QCC- Technology Integration- Research- 5-13)
B. With teacher guidance student will be able to listen to information to gain knowledge.  (GPS- English/Language Arts- Comprehension- ELA5R1)
 

Assessed Standards
Georgia QCC
A. Grade: 5
Subject Area: Technology Integration
Strand: Research
13 Topic: Research
Standard: Uses basic research techniques with teacher guidance.

Georgia Performance Standard (GPS)
B. English/Language Arts Performance Standard
Grade: 5
Comprehension
ELA5R1:  The student gains meaning from orally presented text. 
a. The student listens to and reads a variety of literary and informational texts and materials to gain knowledge and for pleasure.

Materials and Equipment:
1. Have example of your mission project to show students
2. Paper for drawing
3. Colored pencils or markers
4. Pencil & paper (to make notes for lesson plan assessment and reflections)
5. Modification of a  lesson developed by Dr. Diane L. Judd
 

Technology Connection:
Technologies that will be used in this lesson include:

• Computer with Internet connection. 
• Students will use computers to research information on the Internet.  
• Copy of my TopicQuest Web page included with this lesson plan. 
• TopicQuest Web page Title: How's the Weather?   &  URL: http://www.valdosta.edu/~naswords/topic.html

Procedures:
Step One: Introduction
Have a small group of students go to a computer.  Explain to students that you are going to use the computer to find out information about severe weather.  List 2 or more questions that introduce students to your TopicQuest that establish a connection to students' prior knowledge by asking them:
1. "Have you ever been in a hurricane or tornado?
         Do you remember what the sky and clouds looked like?"
2. "Can you tell me something about lightning?"  
Today we are going to learn about severe weather by visiting websites on the Internet and we will do a fun activity.  I have made a special Web page for you.  (During discussion have students turn around away from the computer to interact.)

Estimated Time for Step One:
5 minutes

Step Two Teaching the Primary Learning Outcomes:
(Have students sit at the computer where they can control the mouse and computer.)  (Explain to students the process of the lesson.)  After we visit several websites about severe weather you will pretend to be a storm chaser and draw four signs of a developing tornado and write a short summary about safety tips and how to chase tornadoes. 

Check for understanding
Have students explore and discuss the information in each of the 3 pre-selected websites.  Ask students guiding questions about the important concepts in each of the visited websites.   List three or more questions.
1.  What makes a tsunami occur?
2.  What are the stages of a hurricane?
3.  Why is the area called Tornado Alley?

Practice and feedback related to the PLO
Read mission project to students.  Explain to students that they are going to be storm chasers talking to school children how to tell if a tornado is developing.  They will also give safety steps if a tornado warning is issued and how to chase tornadoes. Tell the students that the information that they will need to complete their mission project is listed and connected in the  mission activity.  Visit website for information for mission project.  Discuss the information in the linked website in the mission activity with the students to emphasize interesting and important information students will need to complete mission project.

[Students will write (or dictate to teacher) information to be included in the articles and draw pictures for the mission project.  While students are completing mission project, teacher will observe students and give assistance when needed.]

Mission Project      Imagine you are a storm chaser looking for tornadoes in Tornado Alley.  While staying at a local town, teachers at the elementary school have asked you to tell their students about tornadoes.  Think about how you know a tornado is developing and four signs of a tornado.  Draw each of the four signs of a tornado. Then write a short summary of  how you go about "chasing" a tornado.  Be sure to tell them about the dangers of being a storm chaser and what to do if there is a tornado warning. Mission Steps 1. Think about four signs of a developing tornado.  Imagine what the sky and clouds look like and what is happening during each sign. 2. Draw four signs of a tornado.  Be sure to note the colors and description of each sign. 3. Write a short summary on what to do if  there is a tornado warning.  Include safety steps if the tornado happens during school.  Include what is involved in chasing a tornado. 4. We will post the pictures and safety tips on the Internet so that others can learn about the safety steps needed during a tornado warning.

Step Three
Closure:
Have students discuss their mission project and information they found on the Internet.  Tell students that your topicquest page is on the Internet and they can visit the website at school or home.  Explain to students that you are going to put their pictures and information on the Internet and they will be able to share their mission projects with their friends and family.  (If possible teacher should take brief notes during the lesson and concluding discussions to be added later to the assessment and reflections in lesson plan.)

Estimated Time for Step Three:
5 minutes

Assessment:
A. Technology Integration 
Student will be assessed through observation while using the computer with teacher guidance to do research on the Internet for topic information.

Assessment Rubric

B. English/Language Arts
Student will be assessed through observation and oral discussion to evaluate if student with teacher guidance is able to listen to information to gain knowledge.

Assessment Rubric

Accommodation:
Links for Accommodations for Special Students
1. Select one of your students that needs special attention.  Describe the student in your class with special needs. (Do not use the student's real name.  You could refer to the student as "the special student.")  One special student I observed was ADHD.  He would have difficulty reading and staying on task during time when students took turns reading out loud.

2. Explain what you would add to this lesson plan to accommodate your special student?  I will sit next to this student and follow along in each website.  I will also have him read small sections to me on what he finds.

Comments & Reflections: For Electronic Portfolio Principle #1 Content and Curriculum: Teachers demonstrate a strong content knowledge of content area(s). Describe how your TopicQuest project is evidence that shows how you understand concepts of knowledge.  Also tell how you used the tools of inquiry to develop and implement your TopicQuest for your elementary students in your field classroom

1. Describe how you developed the mini-reserach TopicQuest lesson for your students.  Include your process of researching and selecting web sites for your pre-k/elementary students.
     I searched the topic of severe weather and looked for how it could be understood by children. I focused on a 5th grade level for information.  I researched several links to make sure they were valid sites, age appropriate, and interesting to that age level.

2. Comment on your teaching of how your TopicQuest lesson created learning experiences and activities that implemented the use a variety of resources and technologies. 
      There were a variety of websites available for discussions of severe weather.  I chose the sites that were interesting to children.  I talked to the students before letting them explore the sites, then allowed them to search for information as they used the computer.  I guided them to areas they had difficulty with, but let them control the computer.

4. Examine and describe your teaching of this TopicQuest lesson.
      I began with asking the students about weather and what kinds of weather they had any knowledge about.  Next, we viewed the TopicQuest site and searched all of the links about each topic.  We talked about what they learned as they read information about the subjects.  After all of the links were viewed, we talked about their mission and what information they had to begin.   If they needed help,  I directed them back to the links provided.  After they finished their mission, we went over their project and talked about what they learned and how they arrived at their final product.

5. Give at least one suggestion that would lead to improving your teaching practices and student achievement.
       I would improve my teaching practice by teaching each student one at a time.  Each student was interested in a different site, but compromised in the time spent there to allow for both of them to explore all of the sites.  Each one would have liked to have done a separate mission in which area they liked the most.

A fifth grader drew this picture of a developing tornado.  She wrote a short summary of each stage and included the developing colors to show the detail of each step.  She began with heavy rain and hail developing. Next, she included a greenish sky with the hail and lightning.  The next step was a funnel cloud developing.  She ended with a developed tornado touching the ground.

A fifth grader drew this picture of a storm chaser chasing a tornado.  She included a developed tornado and the type vehicle normally used in chasing the storm.  She stated that someone must learn a lot about the weather to become a storm chaser.  One could also ride along with experienced chasers.  Someone needs to watch videos and ask questions to learn what storm chasers look for to chase a good tornado.

Swords'  Home Page

naswords@valdosta.edu

TopicQuest Page