Lesson: Grade 4 Author: Joy Penner
Topic/Title: Wacky Weather Webquest -Typhoons
Time Frame:
Initial one hour of computer time. With a connection to the Internet, students will continue to collaborate from home and in-class to complete their research. This lesson is preparation for a final project.
Rationale
Students have been learning about the various components of weather and the tools that measure it. They have actively participated in building their own tools, measured the weather over time, and have made and presented a local weather report based on data collected. Students live in an area that experiences multiple typhoons each year. Through a WebQuest, they will learn about typhoons and analyze their impact on living and non-living things with a view to creating a final presentation
Learning Connections:
- Analyze impacts of weather on living and non‐living things
- Formulate strategies to address problems or issues
Learning Objectives:
Students Will Be Able To:
- Predict the impact of a typhoon on living and non-living things
- Analyze an incident of a typhoon from history to confirm or add to predictions/knowledge
- Use technology to research and build knowledge about the effect of typhoons on living and non-living things
Process:
Hook/Introduction: (Approximately 15 to 20 Minutes)
- Ask students to think about the last time they experienced a typhoon. How did you feel? What did you see? What did you hear? Pop up response – stand up and share one thing with the class
- Give students their group assignments and have them gather together (groups of four)
- Think, pair, share – students brainstorm living and non-living things in their environment and how they might be affected by a typhoon – share with a shoulder partner first, then move to whole group (You may want do a quick check for understanding regarding what constitutes living and non-living things)
- Working with their table group, (appoint a scribe) they write their answers on Post-it Notes (Remind students to put L (living) or NL (non-living) on each note so they know what they are writing about.
- Have two pieces of chart paper posted on the walls, labeled Living Things and Non-Living Things. When the group has completed at least two Post-Its for each category, invite them to post their ideas on the corresponding chart.
- As a class, view both charts in a walk-around. Give opportunity (teacher facilitates) for agreement or disagreement or clarification and have students modify or add to the information. Talk about organization: Is there a better way to organize the information? Are there categories that can be used to help with organization?
Activity: Web- Based
- Introduce the WebQuest, the online Wikispaces collaborative environment for their work, and the marking rubric (within WebQuest), and other means of assessment
- Answer any questions
- Students begin WebQuest – completion will require more than one in-class session
- Monitor students for issues, engagement, keep anecdotal notes for assessment using Evernote (photos, voice memos, writing)
- Throughout the WebQuest sessions, meet with individual groups to help them clarify issues, knowledge etc.
Closure/Reflection: (This will happen at the end of the WebQuest portion)
- Meet with individual groups to discuss their progress and information. Have them explain what they know, offering clarification or redirect as necessary. Listen to, and discuss their group idea for an artifact (this will lead into the rest of the project-based assignment)
Individual Reflection: (Homework or In-Class)
- Students write about their experience using the WebQuest in their Kidsblog Account
- Students post one entry and comment on at least one classmates’ entry from another group
Focus for reflection:
Think back to what you knew on the first day of the unit about the effect of a typhoon on living and non-living things. What do you know now? How have you grown in your understanding? What did you find difficult about learning through a computer activity? What did you like about it? What was your experience working in a group on this activity? Write about your learning experience.
Differentiation
Heterogeneous groups for scaffolding
Assessment:
- WebQuest Activity Rubric (located within the WebQuest)
- Journal reflection
- Anecdotal notes/photos/voice recording using EverNote
- Group Self-Assessment
Materials
- Post-its for each table group
- Labeled Chart Paper (2)
- Pencils/Markers
- Self-Assessment Sheet (1 per student)
- Computers
Technological Resources:
- WebQuest Online Activity
- Collaborative space using Wikispaces
- Evernote for anecdotal assessment (Use on iPhone or iPad) – Account must be set up – Teacher Assessment
- Kid Blog –teacher sets up a class blog account, students have their own blog and access to other classmates’ blog