WeatherPrezi

Author:MichaelaWegesser
Datecreated:10/13/201411:42PMESTDatemodified:10/30/201411:43PMEST

VITALINFORMATION
TotalNumberofStudents
28

Area(s)StudentsLiveIn
Rural

Free/ReducedLunch
82%

EthnicityofStudents
Latino:15

Caucasian:18

Asian:1

NativeAmerican:2

AfricanAmerican:0

Other:0

EnglishLanguageLearners
10ELLalladvancedFluentinEnglish.

StudentswithSpecialNeeds
2ADHD
1Behavioral
3LowerLevelReader
2AdpetStudents

Subject(s)

InformationLiteracy,LanguageArts(English),Science

TopicorUnitofStudy

Thislessonwillbepluggedintothefirstweekofa3weekunitaboutweather.

Grade/Level

Grade5

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

Howdoesweatheraffectourlives?Usinginformationalbooks/textsstudentswillbeinvestigatingthecausesoflarge
scaleandsmallscalemovementsintheatmosphere,weather.Studentswilluseadditionalresourcessuchasarticles
andtheinternettoresearchtheirtopictheyhavebeenassignedtocompleteaPrezi(withapartner)onthetopicand
willpresentittotheclass.

Page 1 of 4

LearningOutcome(s)
StudentswilllearnaboutweatherthroughcreatingaPrezithatisbasedupontheirresearchfrominformationaltextson
theirassignedtopic,studentswillcontinuetodeveloptheirspeakingapplicationofpresentinganorganized
presentationoftheirinformation.

Summary
Standards

CACaliforniaK12AcademicContentStandards
Subject:EnglishLanguageArts
Grade:GradeFive
Area:ListeningandSpeaking
SubStrand2.0:SpeakingApplications(GenresandTheirCharacteristics)Studentsdeliverwellorganizedformal
presentationsemployingtraditionalrhetoricalstrategies(e.g.,narration,exposition,persuasion,description).Student
speakingdemonstratesacommandofstandardAmericanEnglishandtheorganizationalanddeliverystrategies
outlinedinListeningandSpeakingStandard1.0.
Concept:UsingthespeakingstrategiesofgradefiveoutlinedinListeningandSpeakingStandard1.0,students:
Standard2.2:Deliverinformativepresentationsaboutanimportantidea,issue,oreventbythefollowing
means:a.Framequestionstodirecttheinvestigation.b.Establishacontrollingideaortopic.c.Developthe
topicwithsimplefacts,details,examples,andexplanations.

Subject:Science
Grade:GradeFive
Area:EarthSciences
SubStrand4:EnergyfromtheSunheatsEarthunevenly,causingairmovementsthatresultinchangingweather
patterns.Asabasisforunderstandingthisconcept:
Standarda:StudentsknowunevenheatingofEarthcausesairmovements(convectioncurrents).
Standardb:Studentsknowtheinfluencethattheoceanhasontheweatherandtherolethatthewatercycle
playsinweatherpatterns.
Standardc:Studentsknowthecausesandeffectsofdifferenttypesofsevereweather.

Comments
RI5.1Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthe
text.
RI5.2Determinetwoormoremainideasofatextandexplainhowtheyaresupportedbykeydetailssummarizethe
text

ASSESSMENTS
Assessment/Rubrics
Usethefollowingthreepointrubrictoevaluatehowwellstudentsconductedresearch,createdtheirmaps,and
participatedinclassdiscussions.
Threepoints:strongresearchskillsdemonstratedbyaccurateinformationpresenteddevelopedacreativeand
innovativewaytopresentinformationinthePresiandparticipatedactivelyinpairpresentation/classdiscussions.
Twopoints:averageresearchskillswithmostlyaccurateinformationdevelopedcompetentwaystopresent
informationinPresiandsomewhatengagedandparticipationinclassdiscussions.
Onepoint:weakresearchskillsdemonstratedbyinaccurateinformationpresenteddidnotcompletethePresi
andwasnotengagedorparticipatinginclassdiscussions.
Comments

MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

Weather,ByEyewitnessBooks

WeatherQ&A,ScienceDiscovery

TeacherLaptopandDocProjector

StudentLaptops

Page 2 of 4

GraphicOrganizer

Comments

IMPLEMENTATION
SequenceofActivities

ThislessonisfollowingtheintroductionlessonsoftheWeatherUnit,studentshavecreatedaK,W,Lchartandafter
viewingabriefvideoaboutweather,andDay1homeworkistotakehometheircopyofEyewitnessWeather(Lower
levelreaderswillQ&AWeather).
Day1:IntroductiononWeatherStudyAnticipationGuide
Day2:TopicAssignmentPairResearch(GraphicOrganizers)
Day3&4:StudentscreatePrezi's(Twentyfiveminuteperiods)
Day5:PreziPresentations
Into:
WeatherAnticipationGuidewillbehandedouttothestudentsandgiven23minutestoreadandcomplete.
Studentswillviewaverybriefclipabout"ExtremeWeather",followingthevideoclip,theteacherwillasktheirstudents
iftheyhaveanyextremeweatherstoriesoftheirowntheywouldliketosharewiththeclass.Withinathreefiveminute
timeframestudentswillsharetheirexperiencesaloudwiththeclass,theteacherwillbringthestudentsstorysharingto
anendwithashortrecapandwillmoveforwardtothelesson.
SemanticFeatureMatrixTargetword:Weather.
Through:StudentswilltakeouttheircopyofEyewitnessWeather(*LowerlevelreaderswilltakeoutQ&AWeather*),
thattheywereaskedtoreadthetakenotesontheeveningbeforeforhomework.Asawholegrouptheteacherand
studentswilldevelopalistofbroadweathervocabularytermsthatwillbefurtherinvestigatedintheWeatherPrezi
Lesson.
Usingthejigsawexpertgroupstrategy,studentswillbepairedtogetherbytheteacherselectingpopsiclenamesticks
forequality.AsstudentsareformedintogroupstheywillselectthesubtopicofweatherthattheywilldotheirPrezi
aboutbywritingtheirthenamesofthestudentsintheirgroupnexttothetopicwrittenonthewhiteboard.Onceallthe
studentshavetheirgroupsandtopicsassignedtheywillbegintheirWeatherPreziproject.
Studentswilluseagraphicorganizer(texttoselfortexttoworld)toindividuallydocumenttheirresearchandwilluse
onelaptoppergrouptocreateanexcitingPrezi.
Studentswillusetheirtextandtheschoolapproveddatabasestoresearchtheirassignedtopiconweather.
Afterthestudentshavecompletedtheirresearchtheywillbecreatinga1015FramePreziontheirtopic.EachPrezi
mustdemonstratethatthestudentsdeterminetwoormoremainideasoftheirassignedtopicwithkeydetails
supportedandcontaining2quotesforatext.Studentswillalsoneedtoinclude2newvocabularytermsthatarespecific
totheirtopicintheirPrezi,andconnecttheirtopicsinweat..hertootherassignedtopicsthatwerepreviouslyread
aboutanddiscussed.StudentswillusetheFrayerModeltoexploretheirchoosenvocaublaryterm.Studentsmustalso
addresshowtheirtopicaffectstheirlivespersonally(orifitdoesn'tpertaintothempersonally,theymustdiscusshow
theirtopicthelivesofhumans....)*Studentstopicspecificvocabularytermsthattheyincludeintheirpresentationwill
thenbeaddedtotheclassvocabularylisttocreatearichweathervocabularywordlist.Theteacherwillphotocopy
studentsFrayerModelscompletedbythestudentstopassoutsoeachstudentwillhaveacompleteanddetailed
vocabularyforthestudyaboutweather.
Studentswillhavethree,twentyminute,periodstocompletetheirPrezi.
OnDay5ofthisweekstudentswillpresentthePrezi'stotheclassroom!!StudentswilluseaDivideandConquerFrame
tosummerizeotherstudentstopics.

GroupingStrategies

Studentswillbeinawholegroupuntilthestudentsarepairedtogetherusingthepopsiclenamesticks.
Thereare14topicsthateachpairedgroupswillbeassignedone:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

SCIENCEOFWEATHER:Examplevocabularytermsincludedinthistopic:Theromometer,Barometer
WATCHINGTHEWEATHER:Barograph,Satellite
SUN:Arnillarysphere,SeasonalRhythms,Solarpower,burningrecord,SunGod.
FROST&ICE
CLOUDS:3Typesofclouds
RAIN:Fronts&Lows
THUNDERandLIGHTNINE
SNOW
WIND
WEATHERREGION
STORMS
MONSOONS
*WHATHAPPENSWHENTHESUNLIGHTREACHESTHEEARTH
*GREENHOUSEEFFECT

*Q&AScienceDiscoveryWeatherbookforLowerLevelReaders.
DifferentiatedInstruction
Thelowerlevelreaderswillusealowerleveledbook.

Page 3 of 4

ADHDstudentswillbeworkingwiththeiraides,butstillpairedwiththestudentswhotheywereassignedtocomplete
theprojectwith.

Comments

InstructionNotes:StudentswillhavepreviousexperienceandknowledgeofaFrayerModel.Thiswillbethefirsttime
thatstudentswilluseaSemanticFeatureMatrix,theteacherwillpassoutthematrixtothestudents,asawhole
grouponthedocprojectorthestudentsandteacherwillcollaborativelyworkonittogether.
Whiletheteacherisverballygivingthestudentsdirectionsfortheassignment,she/hewillremindthestudentstouse
theirsignalwordsandphrases,specificallywordsthatsignalacauseeffectrelationshipbecauseitisveryapplicablefor
thetopicofweather.Signalwordsforacauseeffectrelationshipexamplesinclude:because,therefore,asaresultof,
thisledtoorthisleadsto,dueto.

REFLECTIONS
PriortoLesson
Priortothelessonstudentsondayoneofthethreeweekunitstudywillseeabriefvideogivinganoverviewon
weather.Studentswillhavebeengivenhomeworkthenightofdayoneofthisunittoreadandtakenotesfromthebook
EYEWITTNESSWeather.StudentswillknowhowtousethePreziProgram,sothisassigmentwillbefluent.

PostLesson
Beyond:StudentswillusewatercolorpaintsandwillpaintaweatherinspiredpiecethatwillbedisplayedonourArt
Wall.

Comments

Priortolessons:Ineedtomakeananticipationguide,andincludecomprehensionactivities,aswellasadjustmybeyond
activities.

Page 4 of 4