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Severe Weather

Author

Taylor Clement

Grade
Level

2nd Grade

Integrated
disciplines
Content
Standards

Science

Writing
Standards

NETS-S

Objectives
:
Assessme
nt:

3. Earth Systems Science


1. Weather and the changing season impact the
environment and organism such as humans, plants and other
animals.
c. Analyze ways in which severe weather contributes to
catastrophic events such as floods and forest fires.
3. Writing and Composition
2. Exploring the writing process helps to plan and draft a
variety of simple informational texts.
a. Write informative/explanatory texts in which they
introduce a topic, use facts and definitions to develop points,
and provide a concluding statement or section.
d. Organize ideas using a variety of pictures, graphic
organizers or bulleted lists.
3. Appropriate spelling, capitalization, grammar, and
punctuation are used and applied when writing
3. Research and information fluency
Students apply digital tools to gather, evaluate and use
information.
b. Locate, organize, analyze, evaluate, synthesize and
ethically use information from a variety of sources and
media.
d. Process data and report results.
6. Technology operations and concepts
Students demonstrate a sound understanding of technology
concepts, systems, and operations.
a. Understand and use technology systems
d. Transfer current knowledge to learning of new
technologies.
Students will explore the writing process to help plan and
draft simple informational texts by creating a bitstrip.
Students will show and understand appropriate spelling,
grammar and punctuation by creating a bitstrip.
Teacher will assess students knowledge of science and
writing based on the final BitStrip project that the students
turn in. They will be graded on their statement of the science
project and their level of writing.

Materials:

Computer(s), projector, research tools (i.e WorldBook)

Anticipato
ry Set:

Students will be given the chance to create their own avatar


to use in their bitstrip. Their bitstrip will have to be a total of
4 sentences of information the students have researched and
found on a specific type of weather of their choosing
(tornado, hurricane, avalanche).
To integrate technology I first plan to introduce the science
segment of this lesson, the students will choose a type of
weather and research about it. For this example I will show
my research based on rain (the students will need to choose
more severe weather than this; ie. Monsoon). After gathering
the information I would like to show the students how to
create their own Avatar on Bit Strips this is where the
students will make their Bit Strip that contains all of the
gathered information. The students will use computers or
IPad (whichever is accessible at the time) they will have an
understanding of the program and use their writing skills to
explain a weather type.
Students:
Teacher:
Student Use: The students
Direct Instruction: I will
will be given a chance to
directly show the students
work on their BitStrip on
step for step how to create a
their own time.
BitStrip.
Student Use: The students
will research a type of
weather using a provided
research tool.
For higher students I will expect more detailed sentences. I
would like more facts about how this type of weather can
affect its inhabitants (animals, plants, humans). For my lower
students I will expect them to write at least four sentences
that state what type of weather they chose and how it
affects ONE of the following: plants, animals or humans
where this weather is most common. These students will
know what is expected of them individually.
At the end of the lesson I will ask students what they
learned. If this is an option they would like to keep in the
future for projects.

Technolog
y
Integratio
n

Procedure
s and
Learning
Activities

Differentia
tion

Closure
Reference
s: