Stoddard,+Claudia-920FinPro

Cl audia Stoddard Gr. 4 EDC 920: Thematic Unit on Weather Summer I – 2009 __SUMMARY __  The topic of this Thematic Unit is Weather Storms. It is a Science topic that relates to themes in the fourth grade Imagine It! Reading program. In addition, the King Elementary School in Providence, RI has been engaged in the Foss Science Kit program. In this program, students learn about soil and rock erosion caused by tides and the elements. It is the intention of this thematic unit to expand upon the topic by combining Reading, Writing, and Internet Usage skills for a well rounded and focused learning experience. Since the school system has not had a formal Science curriculum, Brown University fellow students have partnered with elementary teachers at the school to provide hand-on weekly Science lessons utilizing the inquiry process/strategy. The PhD students have brought Science to life and have encouraged the children to explore areas of interest. Weather, storms in particular, is a highly engaging topic for the students. Building upon this interest, the Thematic Unit on Weather has been developed. The fourth grade classroom is comprised of twenty two students. There are five children who have Individual Educational Plans (IEPs). Those children receive Intensive Resource five days a week for an hour each for Reading and Math help from a Special Education teacher. The rest of the children are on grade level for Reading and Math. One child is a Select Mute who only began talking with me mid-year and generally only speaks with other children. This child is in the process of being tested for Special Education services. Another student was in the process of being tested for said services due to ADHD/ADD issues. Finally, there are three students (along with the child who is a Select Mute) who have English as a Second Language (ESL) issues who benefit from working with peers. Two of the students mentioned have supplied doctors’ notes stating their need to sit on chairs during rug time due to knee issues. The classroom population has diverse strengths and challenges. As a result, the students need differing opportunities to learn. This unit incorporates several approaches to meet the needs of diverse learners. First, the cooperative learning approach is utilized in whole and small groups. Also, heterogeneous grouping is employed. The combination of these two approaches enables students of varying levels to work together supporting one another’s strengths and compensating for challenges. Third, the “turn and talk” strategy is used to encourage students to discuss information with partners before sharing in whole group to give them a sense of confidence in what they know and how they will communicate their thoughts and questions. Fourth, sufficient “wait and transition time” is a strategy employed to give pupils sufficient time to think when answering questions and to change from one activity to another with fluidity and flexibility. Fifth, student organization is well planned to meet students’ needs for different learning settings. The arrangements include rug-time, individual and small group desk formations, choice of learning places within the room, and library computer lab. These settings afford students the opportunities to sit, stand, and choose areas to work within the classroom to aid physical needs such as knee trouble or hearing/sight issues. Next, Teacher Modeling is provided before each activity to provide clear expectations for students. In addition, students act as models for one another during small group or partner interactions as well. Seventh, hands-on class and individual graphic organizers are provided to support students visually and keep their focus individually and as a whole group. This technique aids student’s visual and tactile needs. Last, internet usage is employed as a modern tool for research. Utilizing a class blog helps students communicate with each other, the teacher, and families in a different format and context that is current and user friendly for all involved. The blog use becomes a communication tool that reaches all members of the learning community and their families as well. In particular, this form of written communication will enhance the experience of the student who is selectively mute as she will be able to share her thoughts with her peers and adults. In a real sense, she becomes part of the learning community and gains a voice in an otherwise self-isolating circumstance. These techniques and strategies serve to meet the needs of all types of learners in the classroom. This Thematic Unit is based on the Rhode Island Grade Level Expectations (GLEs) and New Standards Performance Standards. In the following lesson plans, GLEs are listed for Reading, Writing, and Oral Communication. The New Standards Performance Standards are referenced for Science and Technology standards. These guidelines were used along with Internet research strategies (from EDC920: Internet for Teaching and Learning course) to aid formulation of the unit of study. Some of the strategies included are the use of the Boolean Searching techniques to narrow student searches for more specific and timely results, the recommended “kid-safe” search engines and websites to provide focused and positive research experiences, a checklist tool to aid students in website evaluation, and blogging to create a community of interactive and supportive learning. The combination of state standards along with best practices across fields ensures a sound and well rounded learning experience for all students.  || || ||
 * 
 * ||  || Thematic Unit on Weather
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 * ||  || **Claudia LM Stoddard** ||
 * ||  || **7/24/2009** ||
 * ||  || **7/24/2009** ||


 * || EDC 920: The Internet for Teaching and Learning - Dave Fontaine ||

 Claudia Stoddard EDC 920: Thematic Unit on Weather Summer I – 2009 __Unit Strategy/Skill focus__: Literature Response Options/Strategy Applications: Using the KWL strategy to record and compile thinking before, during, and after reading books, articles, etc. during a study on Weather storms. Utilizing the internet as a research tool to find information on Weather storms and creating presentations reflecting discoveries. · R–4–2.1 Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge) (State) · R–4–7.3 Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, __paraphrasing__, or __summarizing)__ (State) · R–4–8.4 Distinguishing fact from opinion (State) · <span style="font-size: 10pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt;">W – 4 – 8.2 Including sufficient details __or facts__ for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (State) <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="font-size: 10pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-bidi-font-family: 'Times New Roman';">OC–4–1.4 Participating in large and small group discussions to show understanding how other group members think (Local) __Unit New Standards Performance Standards__: <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· S5a Asks questions about natural phenomena; objects and organisms; events and discoveries <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· S5c Uses evidence from reliable sources to construct explanations <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· S5f Works individually and in teams to collect and share information and ideas <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· S6a Uses technology and tools (such as rulers, computers…) to gather data and extend senses <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· S7a Represents data and results in multiple ways, such as numbers, tables, and graphs; drawings, diagrams, artwork; and technical and creative writing <span style="line-height: 115%; font-size: 10pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt;"> || __Unit Learning Competencies__: <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Students will be able to list their thoughts on what they __k__now, what they __w__ant to know, and what they __l__earn about weather storms before, during, and after researching the topic. <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Students will utilize multiple resources such as library books, computer Internet web sites, and videos to access information to build on and extend their existing schema about weather. <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Students will write their thoughts on post its notes and a Student Data Retrieval Chart to maintain a record of their ideas and facts found throughout the unit of study process. <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Students will share their predictions and findings with one another on a class blog ( msstoddard@blogspot.com ) to help activate prior knowledge and assimilate new information into existing schema. <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Students will share information and ideas with the whole class through the use of the class blog and classroom discussion to lend support to one another through clarifying meaning and posing questions for further inquiry and to build the knowledge of the learning community overall. <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Students, with the support from members of their assigned groups, will each write a culminating article to showcase the essence of their discoveries. These articles will be posted to the class blog and put into a newsletter format to be shared with the community of learners and their families. __Text and Materials__: <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Chart Paper <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Black or Blue Markers <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· __Cloudy with a Chance of Meatballs__ by Judi Barrett __Student Organization__: Students sit as a whole group on the rug in a circle facing the teacher, the chart, and one another. (Those students who cannot sit on the rug for medical reasons will be allowed to sit on chairs). __Learner Factors__: There are 22 children in the grade 4 classroom at Dr. M. L. King Elementary School in Providence, RI. There are about five children who have Individual Educational Plans (IEPs). Those children receive Intensive Resource five days a week for an hour each of Reading and Math help from a Special Education teacher. The rest of the children are on grade level for Reading and Math. One child is a Select Mute who only began talking with me mid-year and generally only speaks with other children. This child is in the process of being tested for Special Education services. Another student was in the process of being tested for said services due to ADHD/ADD issues. Finally, there are three students (along with the child who is a Select Mute) who have English as a Second Language (ESL) issues who benefit from working with peers. Two of the students mentioned have supplied doctors’ notes stating their need to sit on chairs during rug time due to knee issues. __Introduction to Weather Storms Research Unit__: Lessons 1 &2 give students the opportunity to brainstorm thoughts of what they know about weather and what they need or want to know in a fun way. __Instructional Procedures and Rationale/Purpose__: || RATIONALE ||
 * Lesson I – Day I**
 * __Unit GLEs:__
 * PROCEDURES
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;"> 1.  Students (sitting on the rug in front of the chart pad) will be instructed to close their eyes and listen to the following directions. “Using your minds’ eyes, think about what you see in your imagination when you hear this word…weather.” || Students will sit in a circle to foster communications through direct eye contact and ability to clearly hear one another due to close and proximal seating. The whole group format fosters the scaffold of ideas. They will engage in this activity to activate their prior knowledge of ‘weather’. It is a familiar activity used before/during read aloud. ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">2. Students will be asked to raise their hands when they have a picture or pictures in mind, open their eyes, and share their thoughts, ideas, and questions one by one with the class. || The purpose of closing their eyes and raising their hands with their eyes shut is to allow the students to focus on their own thoughts without feeling intimidation from being in a whole group setting. When they open their eyes, they can immediately see that there are many people with ideas. It also enables students the opportunity to employ the strategy of visualization to aid comprehension. ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">3. The pupils will be asked to generate a list of ideas of what they “know” about weather. All answers are accepted and written on the chart paper (in black or blue ink) whether or not they are ‘correct’. Students will be called on to reread the chart of ideas for review and reflection. || Creating a class chart initially gives the students a knowledge base from which they can make further decisions about what they need to learn more about. Black or blue ink is used to help those students who may have visual issues such as color blindness. Rereading enables reflection to activate further thinking and synthesis of ideas and terms. ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">4. In closing, the teacher reads a fictional title, __Cloudy with a Chance of Meatballs__, which is related to the topic and includes factual information. //“Today we are going to hear a story that is fiction. However, the author has included some ‘real’ weather terms. As I am reading, think about what the writer uses in the book that seems true and what seems exaggerated.”// Students will be asked to “turn and talk” to a partner to discuss which weather terms seemed to be ‘real’ and which were not. As a whole group, ideas will be discussed to emphasize what was true (referring to the Weather “K” chart for comparison of ideas generated) and to impress upon students that writers often use facts within fiction because “they write about what they know” and from a desire to inform readers. || The book is read to introduce students to weather terms. It is a familiar book that will introduce the students to the unit of study in an interesting and humorous way. It also serves to introduce the notion of fact within fiction – realism vs. effect. (Throughout the year, students have had experience looking at historical fiction texts through this lens; also, students have worked on evaluating internet information through a skeptical lens in library computer lab). The act of sharing ideas with a partner first before expressing them to the whole group gives learners support, time, and scaffolding during the thinking process and formation of thoughts, questions, and ideas. Students also benefit from verbalizing their thoughts to others and hearing themselves aloud. It gives times for one to make changes or adjustments in one’s thinking and form of expression. ||

__Assessment of Learning__: Assessment for this lesson will be through observation of active involvement in the lesson, engagement, and sharing of ideas, questions, and comments that are added to the class weather “K” chart. Anecdotal notes will be made while the students are engaged in “turn and talk” with partners.

Ms. Stoddard Gr. 4 __Text and Materials__: <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Chart papers: Weather “K” listing and Weather “Web of Thoughts” chart <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Colored Markers, pencils, pens <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· __The Cloud Book__ by Tomie dePaola __Student Organization__: Students sit as a whole group on the rug in a circle facing the teacher, the chart, and one another. (Those students who cannot sit on the rug for medical reasons will be allowed to sit on chairs). Also, students will be allowed to work in small groups of their choosing for this activity to maximize capacity of enthusiasm for learning. __Instructional Procedures and Rationale/Purpose__: || RATIONALE ||
 * __ Lesson II – Day 2__**
 * PROCEDURES
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;"> 1.  The students will be asked to sit on the rug in a circle. || This arrangement fosters communication through clear visual and auditory accessibility ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">2. The pupils will be asked to review the Weather “K” chart with the teacher by reading each idea or question listed aloud. || This rereading activity serves to refresh the students’ memories of the discussion and experience of the last lesson. ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">3. The students will be instructed to get into small groups of their choice at their seats. The students will be asked to create a “Weather Web of Thoughts” by reviewing the generated list and discussing/noting similarities and differences among the words (See Sample pg. 6). || By having students work with others of their choosing, students are more comfortable and motivated to work within the group. They are being asked to make comparisons amongst vocabulary, thoughts, and questions listed to deepen their understanding of the topic and to engage in higher levels of thinking. They are familiar with making webs as part of other studies and read aloud discussions. ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">4. Next, the pupils will be asked to develop category topics such as “Types of Weather, Weather Storms, (i.e. hurricanes, tornadoes, etc.), Frequency of Storm Occurrences, Degree of Severity”, etc. to indicate what they want to know more about as well as to organize their existing collective thoughts. || Students will begin to practice the skill of grouping vocabulary and ideas into areas of similarity in order to create a focus of study. The activity allows students to discuss what they already understand about the topic and what they want to learn more about as questions develop during the process. ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">5. Returning to the rug in whole group formation, the children will share their thoughts and will be directed to choose words from the list to put in each category in the web. (Categories are labeled within a circle with a unique color for each and its word components. __Please Note__: Children having color differentiation (i.e. color blindness) issues should have the information copied in black and white), || Students are utilizing their higher levels of thinking by making comparisons and categorizing according to existing schema that they have about each of the words. This activity also incorporates the use of predicting because students are, at times, ‘guessing’ which ideas belong in each category. ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">6. The teacher reads a fictional title, __The Cloud Book__, which is related to the weather theme. It is read through once without discussion. During the second reading, the teacher stops and “Thinks Aloud” stating which information is factual (names of clouds: Altocumulus, Altostratus, Cirrostratus, etc.) and should be noted on post it notes. The teacher models the note taking technique for the class. || A read aloud from a fictional book that incorporates the weather theme helps students to understand that facts can be used in fictional writing as a base for story elements to provide interest and humor. Through this read aloud, students are incorporating more information on the topic into their existing schema and need to actively think about what is “real” vs. “fictional”. This exercise helps to prepare students for evaluating the information that they will retrieve from the internet and library resource materials. The teacher demonstrates the activity that she/he wants to see the students engaging in when doing their research in small groups. This model experience informs the students of what is expected of them during the activity. ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">7. After the demonstration, the students are encouraged to “turn and talk” to a partner about what parts of the book they thought were based in fact and what was included just for effect. As a whole group, ideas will be discussed to emphasize what was true (referring to the Weather “K” chart for comparison of ideas generated) and to impress upon students that writers often use facts within fiction because “they write about what they know” and to inform the reader. || Verbal discussion allows students to formulate thoughts, ideas, opinions, and questions. This activity gives the students communication practice to help them express themselves as best and as clearly as they can. Having students talk to a partner initially rather than to the whole class, gives everyone a chance to be heard without feeling intimidated and time to think about what they are saying/mean. ||

__Assessment of Learning__: Assessment for this lesson will be through observation of active involvement in the lesson, engagement, and sharing and categorization of ideas that are added to the class “Weather Web of Thoughts” chart. Also, anecdotal notes will be made while the students are working in small groups and during “turn and talk”.

__Sample Web__:

Rain snowflakes || clouds rainbows sunshine ||
 * __PRECIPITATION__
 * __In the Sky__


 * WEATHER

(Web of Thoughts) SAMPLE ||

thunder wind down pouring rain || Hurricanes Tornadoes Blizzards Tsunamis ||
 * __NOISES__
 * __Types of__:

Ms. Stoddard Gr. 4

Ms. Stoddard Gr. 4 __Text and Materials__: <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Laptop, projector, and viewing screen <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Sample of Internet use policy saved to computer <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Sample and hard copies of Internet Evaluation/Criteria Student Checklist <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· pencils __Student Organization__: Students will be asked to get into their small groups by arranging their desks in groups of four to five. This arrangement is utilized to allow for collaboration during discussion and research as well as to ensure clear visuals for all. __Instructional Procedures and Rationale/Purpose__: || RATIONALE ||
 * __Lesson III-Days 3__**:
 * PROCEDURES
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;"> 1.  The teacher will briefly review the school policy (see attached) for appropriate internet use and the five criteria (accuracy, authority, objectivity, currency, and coverage) (see checklist attached) for evaluating internet websites and information. || The teacher will review this information that is known through previous class use and instruction in library computer lab. This review is pertinent to make sure all researchers are clear on what their role is in finding information and their responsibility in the process. ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">2. Together, teacher and students review various sites (i.e. Kids.gov; weather.gov; wxdude.com etc.) that have been previously reviewed by the teacher. The teacher gives the students a checklist to guide their comparisons and evaluation of the websites against the five criteria. Whole group discussion ensues. || Working together, the teacher shows the students why the websites are appropriate based on the criteria. Then, students are given a criteria based checklist to aid them in their own review of sample websites. The hands-on organizer aids small and whole group discussions. ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">3. The teacher engages the students in a whole group discussion on how websites contain information just like the books that were read previously for read aloud. Also, websites can contain facts and opinions or use creative license for effect. || This discussion is an important reminder to students that information obtained on the internet must be evaluated and checked against other material to ensure quality and accuracy. Students are reminded that the internet is a research tool just like the literature read and the library resources used. ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">4. The teacher will show the students how she/he will set up a Google Alert for “weather storms”, “hurricanes”, and “tornadoes”. She/he will share appropriate articles with students to further their research. || Using technology in the classroom is motivating to learners and gives students current information as it happens as well as past events held in archives. Modern research tools such as the internet are engaging to learners. ||

__Assessment of Learning__: Assessment will occur through observation/anecdotal notes of student discussion engagement and review of completed student checklists.

**<span style="font-family: 'Times New Roman', 'serif'; color: black; font-size: 12pt; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 14.0pt;">Summary of Internet Acceptable Use Policy ** <span style="font-family: 'Times New Roman', 'serif'; color: black; font-size: 12pt; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 14.0pt;"> <span style="font-family: 'Times New Roman', 'serif'; color: black; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 14.0pt;"> The Providence School Department provides access to our computer network to students and staff so as to promote and enhance the learning of our students through communication, innovation and sharing of resources. The Providence School Board supports access by staff and students to the rich educational resources available on the internet. The use of the internet must be for educational and research activities and be consistent with the educational objectives of the Providence School Department. Staff and students will be instructed on the appropriate use of the internet. Parents will be required to sign a permission form to allow their students to access the internet. Staff and students will sign a form acknowledging they have read and understand the Internet Acceptable Use Policy that they will comply with the policy and understand the consequences for violating the policy. All staff and students of the Providence School Department take full responsibility for their own actions in regards to the use and handling of technology and the use of the internet, network and e-mail. The Providence School Department makes no warranties of any kind, whether expressed or implied, for the service it is providing. The Providence School Department will not be responsible for any damages the user suffers, including but not limited to the loss of data, delays, non-deliveries, or service interruptions caused by its negligence or the users’ errors or omissions. Individual users are solely responsible for all charges and fees that they may incur in using the network, including outside telephone, printing, and merchandise purchases made through the network. The Providence School Department is not a party to such transactions and shall not be liable for any costs or damages, whether direct or indirect, arising out of network transactions by the user. The Providence School Department’s computer network belongs solely to the Providence School Department, and any files, records, electronic mail or other communication may be examined, edited, or deleted by the Providence School Department at any time, in accordance with the Providence School Department’s policy or regulations. In general, electronic mail in personal accounts will not be inspected without the consent of the sender or a recipient, except as necessary to investigate a complaint. <span style="font-family: 'Times New Roman', 'serif'; color: black; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 14.0pt;"> The Providence School Department complies with CIPA, the Children’s Internet Protection Act. CIPA requires that schools and libraries that receive specific federal funds must certify to the funding agency that they have in place an Internet Safety Policy. This policy requires blocking access to obscenity, child pornography, or, as to students, material harmful to minors. *In accordance with all elements and regulations of CIPA. This policy also prohibits hacking, use of chat rooms, disclosure of personal information concerning children, and unlawful activities involving children online. It also provides for the safety and security of minors while using electronic mail and other forms of electronic communication. The internet will be filtered, in accordance with CIPA to limit users to educationally appropriate sites, as determined by the Providence School Board. At the same time, the Providence School Department is aware that material on the internet is uncensored and we can make no guarantee that information found on the internet will be reliable or inoffensive. The filtering system may be disabled by a teacher for students and by the administration for bona fide research or other lawful purposes. <span style="font-family: 'Times New Roman', 'serif'; color: black; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 14.0pt;"> Acceptable use of computers and related devices, networks, and internet access is any use, which is consistent with the educational objectives of the Providence School Department. The internet offers a wealth of information, the opportunity for the exchange of ideas and information, and the possibility of collaborative work. All communications should be polite with appropriate language use. Use of computers, networks, network equipment and internet access is a privilege for staff and students and not a right. We expect staff and students to use these tools in a responsible manner for educational purposes and to be considerate of all other users. Student personal information (including, but not limited to; names, phone numbers, addresses, etc.) will not be entered, transmitted, or posted over the internet for public use without prior written authorization by school administration. Students will never agree to meet someone they have met online without parental written approval. Parents who agree to such a meeting are responsible for arranging appropriate supervision. Staff and students will not use the network or the internet in such a way as to disrupt access by others (such as downloading huge files, sending mass e-mail messages or annoying/harassing other users). Respect the privacy of other users– all communications and information is the property of the Providence School Department. <span style="font-family: 'Times New Roman', 'serif'; color: black; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 14.0pt;"> It is unacceptable to use the network and the internet in any way to promote or engage in any activities which are deemed criminal under federal, state, or local laws, including but not limited to copyright, credit card and electronic forgery laws or anything that is not within the scope of educational use. It is unacceptable use to maliciously attempt to harm or destroy the hardware or data of another user, whether in school or any site connected to the internet. This includes, but is not limited to, the creation and spreading of computer viruses. It is also unacceptable use to attempt to use another’s password or account. Personal use of the computers for non work related activities such as game playing is not acceptable during the workday. It is unacceptable use to send or receive any data which is profane or obscene that advocates illegal acts, that advocate violence or discrimination toward people or organizations, or that is not within the scope of educational use. It is unacceptable to connect any personal computing device to the district’s network without written permission from the Office of Technology. It is unacceptable use to engage in activity for private or financial gain. <span style="font-family: 'Times New Roman', 'serif'; color: black; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 14.0pt;"> General school rules and policies apply to all school computer use, internet activity and communication. If a user is found to be in violation of the policy, all network and internet rights and privileges will be suspended until an investigation is conducted. Upon completion of the investigation a decision will be given by the Building Administrator(s) to revoke or reinstate the computer user’s privileges. Such violations may also result in further disciplinary measures or legal actions. <span style="font-family: 'Times New Roman', 'serif'; color: black; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 14.0pt;"> Parents may obtain a copy of the entire Internet Acceptable Use Policy at their children’s schools or on the Providence School Department Web site in the School Board Policy section at www.providenceschools.org/dept/board/sec_j.html. //<span style="font-family: 'Times New Roman', 'serif'; color: white; font-size: 18pt; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 14.0pt;">In ////<span style="font-family: 'Times New Roman', 'serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 14.0pt;">2008-09 Parent Handbook, Providence Public Schools (pp.46-48) ////<span style="font-family: 'Times New Roman', 'serif'; color: white; font-size: 18pt; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 14.0pt;">t // <span style="font-family: 'Times New Roman', 'serif'; color: white; font-size: 18pt; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 14.0pt;">
 * <span style="font-family: 'Times New Roman', 'serif'; color: black; font-size: 12pt; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 14.0pt;">(From the Providence Public School District, RI) **
 * <span style="font-family: 'Times New Roman', 'serif'; color: black; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 14.0pt;">Filtering **
 * <span style="font-family: 'Times New Roman', 'serif'; color: black; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 14.0pt;">Acceptable Use of the Internet **
 * <span style="font-family: 'Times New Roman', 'serif'; color: black; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 14.0pt;">Unacceptable Use of the Internet **
 * <span style="font-family: 'Times New Roman', 'serif'; color: black; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 14.0pt;">Violation of Policy **
 * <span style="font-family: 'Times New Roman', 'serif'; color: black; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 14.0pt;">Availability of Policy **

<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;">
 * <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;">Student’s Name: _ **
 * <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;">Date: // **
 * **<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;">1. What is the title of the Web page? **<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> ||
 * **<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;">2. List its URL: **<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> ||
 * **<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;">3. Is there an author or group listed as responsible for the information on the page? (Authority- identification of author or group) **
 * <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> Circle: YES ****<span style="font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-font-kerning: 14.0pt; mso-char-type: symbol; mso-symbol-font-family: Wingdings; msobidifontfamily: Wingdings; msofontkerning: 14.0pt; msochartype: symbol; msosymbolfontfamily: Wingdings;">J ****<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> NO ****<span style="font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-font-kerning: 14.0pt; mso-char-type: symbol; mso-symbol-font-family: Wingdings; msobidifontfamily: Wingdings; msofontkerning: 14.0pt; msochartype: symbol; msosymbolfontfamily: Wingdings;">L ****<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> If YES ****<span style="font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-font-kerning: 14.0pt; mso-char-type: symbol; mso-symbol-font-family: Wingdings; msobidifontfamily: Wingdings; msofontkerning: 14.0pt; msochartype: symbol; msosymbolfontfamily: Wingdings;">J ****<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;">, who? **
 * **<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;">4. Is there a date listed as to when the website was first created? **
 * <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> (Currency of information) **
 * <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> Circle: YES ****<span style="font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-font-kerning: 14.0pt; mso-char-type: symbol; mso-symbol-font-family: Wingdings; msobidifontfamily: Wingdings; msofontkerning: 14.0pt; msochartype: symbol; msosymbolfontfamily: Wingdings;">J ****<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> NO ****<span style="font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-font-kerning: 14.0pt; mso-char-type: symbol; mso-symbol-font-family: Wingdings; msobidifontfamily: Wingdings; msofontkerning: 14.0pt; msochartype: symbol; msosymbolfontfamily: Wingdings;">L ****<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> If YES ****<span style="font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-font-kerning: 14.0pt; mso-char-type: symbol; mso-symbol-font-family: Wingdings; msobidifontfamily: Wingdings; msofontkerning: 14.0pt; msochartype: symbol; msosymbolfontfamily: Wingdings;">J ****<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;">, when?: **
 * **<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;">5. Is there a date, time, year to show when the website has been added to or updated? (Currency of information) **
 * <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> Circle: YES ****<span style="font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-font-kerning: 14.0pt; mso-char-type: symbol; mso-symbol-font-family: Wingdings; msobidifontfamily: Wingdings; msofontkerning: 14.0pt; msochartype: symbol; msosymbolfontfamily: Wingdings;">J ****<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> NO ****<span style="font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-font-kerning: 14.0pt; mso-char-type: symbol; mso-symbol-font-family: Wingdings; msobidifontfamily: Wingdings; msofontkerning: 14.0pt; msochartype: symbol; msosymbolfontfamily: Wingdings;">L ****<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> If YES ****<span style="font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-font-kerning: 14.0pt; mso-char-type: symbol; mso-symbol-font-family: Wingdings; msobidifontfamily: Wingdings; msofontkerning: 14.0pt; msochartype: symbol; msosymbolfontfamily: Wingdings;">J ****<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;">, when?: **
 * **<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;">6. Are there many spelling or grammar errors on the website page? **
 * <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> (Accuracy of information) **
 * <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> Circle: YES ****<span style="font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-font-kerning: 14.0pt; mso-char-type: symbol; mso-symbol-font-family: Wingdings; msobidifontfamily: Wingdings; msofontkerning: 14.0pt; msochartype: symbol; msosymbolfontfamily: Wingdings;">L ****<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> NO ****<span style="font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-font-kerning: 14.0pt; mso-char-type: symbol; mso-symbol-font-family: Wingdings; msobidifontfamily: Wingdings; msofontkerning: 14.0pt; msochartype: symbol; msosymbolfontfamily: Wingdings;">J ****<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> IF YES ****<span style="font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-font-kerning: 14.0pt; mso-char-type: symbol; mso-symbol-font-family: Wingdings; msobidifontfamily: Wingdings; msofontkerning: 14.0pt; msochartype: symbol; msosymbolfontfamily: Wingdings;">L ****<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;">, what?: **
 * **<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;">7. Is all of the article or information present? **
 * <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> (Coverage of information) **
 * <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> Circle: YES NO IF NO, is there a link? YES NO **
 * <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> List the link and __STOP__: **
 * <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> Ask __an__ adult for help __before going to link__ ****<span style="font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-font-kerning: 14.0pt; mso-char-type: symbol; mso-symbol-font-family: Wingdings; msobidifontfamily: Wingdings; msofontkerning: 14.0pt; msochartype: symbol; msosymbolfontfamily: Wingdings;">J **<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;">
 * **<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;">8. Is the purpose of the information on the website to inform or to persuade the reader? (Fact vs. Opinion) (Objectivity of Information) **
 * <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;"> Circle: Inform Persuade **
 * <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-font-kerning: 14.0pt;">Ms. Stoddard Gr. 4 **

__<span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Vocabulary terms from the read aloud books (i.e. Altocumulus, Altostratus, Cirrostratus, rain, clouds, hurricanes, tornadoes, Tsunamis, etc.) on class chart paper. <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Library computer lab. <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Vocabulary/Definition worksheet (see below) <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· : Students will work in pairs per computer in the library computer lab.
 * __

|| RATIONAL || Knowing vocabulary meanings will aid in student understanding the topic of study. This activity teaches students how to find definitions to unknown/new vocabulary when researching a topic without just “skipping” over them. This technique will deepen their understanding of the researched topic. By posting comments to a class blog, students can share their learning success and challenges with other classmates and can respond to one another. This modern tool engages students positively in discussion through written expression. ||
 * PROCEDURE
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;"> 1.  The students will be instructed to sign on to a computer. The children will practice putting information into Google Kids by researching definitions for vocabulary on chart. Students will be instructed to type the vocabulary words as they are. || This activity gives students a chance to begin searching for information in a specific way- looking for word meanings. Students also begin to understand how important it is to narrow one’s search as numerous results appear. They also realize how decision making and evaluation of available material is crucial as well. By working with a partner, decision making and thinking may be shared. The process of searching for information on the internet becomes less overwhelming when shared. In addition, having a partner also serves as a “check and balance” for proper use of the internet. ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">2. Next, using the teacher computer and viewing screen, the teacher will model for students how typing vocabulary words within quotation marks can help narrow the search. || Modeling for students how to proceed in a new activity or process provides clear expectations and support for risk taking. ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">3. Finally, the teacher models on her/his computer the Boolean Searching technique. For example, students will be asked to try to type in “weather” OR “atmospheric disturbances”; “clouds” AND “Altocumulus”; etc. Next, after teacher demonstration, the pupils will be instructed to try using “AND”, “NOT”, “AND” and “OR” logic. Discussion of search results and differences will ensue. || This process of practicing together as a whole and small partnered group gives students the opportunity to learn a new process without risk and support. It will prepare students with techniques they will use when researching independently with a partner or at home. ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">4. Students will be instructed to continue practicing using the internet for information. They will be introduced to “Kids Click.com” as another search engine. They will be told to choose at least four vocabulary words and write the word, definition, and website in which it was found on the Vocabulary/Definition Student worksheet below. Students will return to the library computer lab over the next three days. When the activity is completed, the student pairs will go to msstoddard@blogspot.com and answer the following prompt: What was your experience in locating definitions of vocabulary on the internet? How did you narrow your searches? Give an example of how the results changed. || Students work in pairs to support one another with the use of the internet and the process of research. It allows more comfort in taking a risk while learning. Giving students ample time to practice using the internet, helps them discover the effort and evaluative thought processes needed in using this tool on simple tasks in preparation for the larger research assignments.

Assessment of Learning__: Assessment of students will be based on active engagement in whole group discussions, working with partners appropriately on the computers, completion of the Vocabulary/Definition Worksheets (at least four out of five vocabulary words complete) and review of posted comments on msstoddard@blogspot.com. . Anecdotal notes will be made as the teacher walks amongst the students at work on the computers.

__VOCABULARY/DEFINITION WORKSHEET __STUDENT NAME:__ __Partner:__ _ DATE: //
 * Vocabulary Word: ||
 * Definition: ||
 * Website used: ||


 * Vocabulary Word: ||
 * Definition: ||
 * Website used: ||


 * Vocabulary Word: ||
 * Definition: ||
 * Website used: ||


 * Vocabulary Word: ||
 * Definition: ||
 * Website used: ||

Ms. Stoddard Gr.4
 * Vocabulary Word: ||
 * Definition: ||
 * Website used: ||

__Text and Materials__: <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· __ The Cloud Book __ <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Post its with notes from above book and blank for note taking <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Sample Data Retrieval Chart- Class and individual <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Resource books on weather storms/ideas obtained from websites: Librarians’ Internet Index: [|www.lii.org] (Teacher use) and [|www.bookadventure.org] (a “ Kathy Schrock’s Guide for Educators ” web link provides resource books by reading/grade level- great way to differentiate learning). <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· pencils __Student Organization__: Students seated in desks arranged in small groups. __Instructional Procedures and Rationale/Purpose__: || RATIONALE || Modeling a think aloud, helps students see how they should be thinking through the categorization process when sorting information. This is a support which provides clear expectations for students. || Students work with pairs and small groups to provide support to one another with different levels of reading and writing ability. Students often learn best from one another through communication in their “own Language”. Allowing students to disperse throughout the classroom, gives them the opportunity to work in the setting that is most conducive and productive for them. It gives students ownership in their learning process. || Post its give students a place to jot down information and the charts provide a place to organize information. The class chart acts a model for students. ||
 * __Lesson V – Day 7 & 8__**:
 * PROCEDURE
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;"> 1.  The teacher will begin day 7’s session by returning to __The Cloud Book__ and the notes that were taken on Post its. The teacher will reread them and think aloud stating which category each piece of information should be written in on the sample class Data Retrieval Chart (see attached). || Returning to the read aloud book and post it notes serves to refresh students’ memories of prior discussion and engage them in the process.
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">2.  Since the students have had prior experience interacting with and obtaining research from Non Fiction books, the children will be able to begin reading in pairs/small groups (in areas of their choosing throughout the classroom) the research books obtained from the internet suggested lists/school libraries. || Modeling provides support for risk taking while learning a new process.
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">3. The students will be given Post it notes and pencils to use to take notes. The students will be provided with a group/student Data Retrieval Chart as well as a class Data Retrieval Chart (made from poster board or butcher-block paper) to record their group findings. Students will be allowed to work on this activity for two days. || Students will work together perusing hands on resources from school libraries as sources of reference to information later researched on the internet. Students can use such information to evaluate accuracy of internet information.
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">4. Upon completion of activity, students will post to msstoodard@blogspot.com and answer the following prompt: Share what information you have found so far? Discuss any success or challenges you had? Ask questions if help is needed. || Students post to the class blog to share reflections on how the research process went, share information found, and to ask questions if faced with challenges. ||

__Assessment of Learning__: Assessment of students will be based on active engagement in small group discussions, working with partners appropriately and productively, completion of at least ten post-it notes and placement on Data Retrieval Chart, and review of posted comments/questions on msstoddard@blogspot.com. Anecdotal notes will be made as the teacher walks amongst the researchers and facilitates their processes.

**__Sample of Data Retrieval Chart__** || Characteristics of Weather Storms || Frequency of Occurrences || Description of Intensity of Occurrences || Historical/Geographical Information ||
 * Types of Weather Storms
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">1. Hurricanes ||   ||   ||   ||   ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">2. Tornadoes ||   ||   ||   ||   ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">3. Blizzards ||   ||   ||   ||   ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">4. Tsunamis ||   ||   ||   ||   ||

__Text and Materials__: <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Students Post its with notes from research books <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Student/Group Data Retrieval Chart- Class and individual <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Library computer lab <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· List of websites students can visit for further research <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· pencils __Student Organization__: Students will work in pairs per computer in the library computer lab. __Instructional Procedures and Rationale/Purpose__: || RATIONALE || Flexibility and fluidity of student groupings aids maximization of learning during the research process and later in the synthesis and presentation of information discovered. Students build upon one another’s strengths and compensate for one another’s challenges. || This is a “checks and balances” technique to keep students working appropriately with the internet. || Interactive internet options for tracking the weather allow for learning to continue beyond the limitations of the assigned research project. || || The Data Retrieval Chart is a hands-on graphic organizer to guide student research. ||
 * __Lesson VI – Days 9, 10, 11, 12, & 13__**:
 * PROCEDURE
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;"> 1.  The teacher divides the students into heterogeneous cooperative learning groups based on reading and writing levels/abilities, attention span focuses, and ability to work with peers. (Four groups of four children and a pair that will work together and/or join any of the four teams). || Grouping students heterogeneously helps provide for differentiated learning and support amongst group members.
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">2. Students sit with group members at computer stations near one another (two students per computer but in proximity to one another to discuss internet exploration). || Students within a group sit next to one another in pairs to help support one another while searching the internet.
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">3. The teacher will ask each group to choose a research topic from amongst four (Hurricanes, Tornadoes, Blizzards, and Tsunamis) listed on the side of the Data Retrieval Chart. || Choice is important. Students become more engaged in the learning experience and take ownership for their education when they feel they have options and input within the process. ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">4. The students will be given a list of preapproved websites (see attached) that they may visit to begin their research. Students will be encouraged to engage in interactive sites that enable them to not only obtain realistic pictures and information but also to track weather patterns, storms, and historical backgrounds on their topics of interest beyond the assignment. || Providing a list of preapproved websites helps to begin the research process positively and safely. Through previous discussion of the criteria for evaluation, students are aware that they are to seek adult assistance for any sites that seem odd or inappropriate. The teacher must check the sites frequently before use and update the list to ensure quality.
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">5. The students will look for information on their chosen topic that addresses the areas listed across the top of the Data Retrieval Chart (Characteristics of, Frequency of, Description of Intensity of Occurrences, and Historical/Geographical Information).
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">6. Students will work on their research over the course of five days. || Ample time is provided so students can share the searching process and go deep enough to understand their topic more fully. ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">7. Students will post their progress each day to the class blog. Students will respond to one another’s comments and give positive feedback and suggestions. Students will be encouraged to pose questions as well. Each student in the group must post a comment/question at least twice a week. || Posting comments, reflections, and questions to the class blog helps build the community of learning. Students learn from each other in their own “kid language”. The blog provides a place for students to reflect on their learning, write about ways to improve themselves/their process, and aid others positively. ||

__Assessment of Learning__: Assessment of students will be based on active engagement in small group discussions, working with partners appropriately and productively, submitting at least two posts to the class blog per week, and completion of the Data Retrieval Chart. The teacher will make anecdotal notes as he/she walks amongst the researchers and facilitates their processes.

**__WEBSITES FOR RESEARCH__** **__General web sites__**: [|www.googlekids.com] [|www.nws.noaa.gov] [|www.Weatherbug.com] [|www.weather.gov] [|www.wildwildweather.com] [|www.kidsclick.org] [|www.intellicast.com] [|www.bom.gov.au] [|www.enchantedlearning.org] [|www.timeforkids.com] [|www.askkids.com] [|www.dibdabdoo.com] <span style="font-family: 'Verdana', 'sans-serif'; font-size: 9pt;">[|www.yahooligans.com] <span style="font-family: 'Verdana', 'sans-serif'; color: #336699; font-size: 9pt;"> <span style="font-family: 'Verdana', 'sans-serif'; color: #336699; font-size: 9pt; msotabcount: 1;"> **__Hurricanes__**: [|www.fema.gov/kids/hurr.htm] [|www.fema.gov/kids/tornado.htm] [|www.science.howstuffworks.com/tornado.htm] [|www.factmonster.com]  [|www.weather.about.com] [|www.pbs.org/wnet/savageearth/tsunami]
 * __Tornadoes__**: [|www.tornadoproject.com]   [|www.whyfiles.org/013tornado]
 * __Blizzards__**: [|www.weather.com/encyclopedia/winter/blizzard.html]
 * __Tsunamis__**: [|www.fema.gov/kids/tsunami.htm]   [|www.prh.noaa.gov/ptwc]

__Text and Materials__: <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Students Post its with notes from research books <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Student/Group completed Data Retrieval Chart- Class and individual <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Library computer lab <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Microsoft Works program (newsletter templates) <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· Preapproved list of websites <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· pencils __Student Organization__: Students will work in small group and in pairs per computer in the library computer lab. __Instructional Procedures and Rationale/Purpose__: || RATIONALE || Cooperation becomes a key focus in this culminating project. Several days are set aside for the work of sorting and synthesizing information and planning and creating final presentation. More time may be given as needed. || The class blog encourages families to take interest and pride in their students work and achievements. ||
 * __Lesson VII – Days 14, 15, 16, 17, 18__**:
 * PROCEDURE
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;"> 1.  Students will be instructed to review their findings written on their Data Retrieval Charts with the members of their group. || Rereading information together helps to activate prior knowledge with new information learned. Students activate their thinking to become engaged in the process. ||
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">2. Students will decide together how the group will present the information discovered in a newsletter format (Microsoft Works) with which they are familiar. Students will create a newsletter with different articles to inform readers about various aspects of the weather storm chosen. Clip art may be included. || Students create one written informative newsletter to work collaboratively and support one another’s strengths and challenges in reading and writing.
 * <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msolist: Ignore; msobidithemefont: minor-latin;">3. Students will post their newsletters to the class blog to share with one another and their families. || A culminating celebration of work through positive sharing is important to student future engagement in their learning.

__Assessment of Learning__: Assessment of students will be based on active engagement in small group discussions, working with partners appropriately and productively, submitting at least two posts to the class blog per week, and completion of the culminating newsletter (see attached rubric). The teacher will make anecdotal notes as he/she walks amongst the researchers and facilitates their processes.

**__ENGAGEMENT AND ASSIGNMENT RUBRIC__**

|| 3 || 3 || 1 || the entire chart but has some misinformation. || Student does not complete the chart. || Student shows little effort to complete the chart. || He/she has difficulty employing fourth grade grammar, spelling, and mechanics rules for writing. ||
 * || 4
 * Small Group Engagement || Student is actively and respectfully engaged in all small group discussions. || Student is actively and respectfully engaged in some of the small group discussions. || Student exhibits little interaction with group members in small group discussions. || Student shows no interaction or involvement in small group discussions. ||
 * Cooperation with Partners || Student is always a respectful and cooperative partner. || Student is a respectful and cooperative partner most of the time. || Student has some difficulties working with a partner but makes a good effort. || Student does not work well with a partner. ||
 * Posts to Class Blog || Student posts to class blog eight or more times during research project. He/she poses questions or provides positive feedback to classmates all the time. || Student posts to class blog six or more times during the research project. He/she poses some questions or provides positive feedback to classmates. || Student posts to class blog less than six times during the research project. He/she doesn’t pose questions or provides limited feedback to classmates. || Student posts less than three posts to class blog. Student shows little to no effort to pose questions or provide feedback to classmates. ||
 * Data Retrieval Chart Assignment || Student completes entire chart accurately. || Student completes
 * Newsletter Culminating Assignment || Student presents article for newsletter that is creative, informs on the topic studied and uses fourth grade grammar, spelling, and mechanics. || Student presents article for newsletter that informs on the topic studied and uses fourth grade grammar, spelling, and mechanics. || Student presents article for newsletter that informs on the topic studied but has some misinformation. He/she uses fourth grade grammar, spelling, and mechanics with some errors. || Student shows little or no effort in planning and writing the article. His/her article is off topic and has misinformation.

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