Engaged Learning Project Template

Title of Project: Being Weather Aware

Subject(s): Science, ELA, Math
Grade Level(s): 1st grade
Abstract:
Three- or four-sentence description of your project and audience. Include a statement of what students will be doing. What
“adult/professional” role will they assume? How will the learning be situated in an authentic task?
Students will be evaluating weather patterns that occur in a season and region of their choice by becoming
meteorologists. Students will track weather data using graphs. Students will virtually meet with a meteorologist to get their
questions answered. Students will also be communicating with other students in their chosen region. They will create a
multimedia product informing the students from their region and their school about how to stay safe during severe weather.

Learner Description/Context:
Characteristics of the learner and description of the learning environment(s) where the learning experience will take place.
Help others “see” your local context in order to determine if they can replicate it. Include culturally-influenced interests,
ways of learning, funds of knowledge that exist among students, parents and the community. Explain how these assets will be
used to strengthen the learning experience for students.
Sixes Elementary School is in the urban area of Canton, GA. Students range from 5-11 years of age. It is one of 23
elementary schools in Cherokee County. Each teacher at Sixes Elementary has 5 desktop computers, iPads, and laptops to
share throughout the grade level. Parent engagement is extremely high at Sixes Elementary. Students engage in STEM once a
week for 45 minutes during their specials time. They are learning about different online software during their class time. My
first-grade class consists of 22 students.
Student(s)
Gifted 11
ESOL 1
Special Education 1
EIP (Early Intervention Program) 5

Sixes Elementary Demographics:

Students
Caucasian 617
African American 20
Hispanic 67
Asian 13
Multi-Racial 42

Time Frame: How long will this learning experience take to complete and how much class time will be dedicated to the
learning experience during this time.
This learning experience will take 4 weeks to complete. Students will have 35 minutes a day that is dedicated to this
learning experience.

Standards Assessed:
What local, state, and national standards have you addressed? (Include GA technology integration standards, local
technology standards, and/or ISTE NETS-S)
Standards Assessed:
S1E1. Obtain, evaluate, and communicate weather data to identify weather patterns.
S1E1 (a) Represent data in tables and/or graphs to identify and describe different types of weather and characteristics of each
type
S1E1(d) Analyze data to identify seasonal patterns of change.
MGSE1.MD.4 Organize, represent, and interpret data.
ELAGSE1W3 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and
provide a sense of closure.
ISTE Standards:
Empowered Learner:
1c. Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of
ways.
Innovative Designer:
4b. Select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
Creative Communicator:
6b. Create original works or responsible repurpose or remix digital resources into new creations.
Jo Williamson, Ph.D., Kennesaw State University
 Engaged Learning Project Template
6d. Publish or present content that customizes the message and medium for their intended audience.
Global Collaborator:
7a. Use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that
broaden mutual understanding and learning.
7b. Use collaborative technologies to work with others, including peers, experts, or community members, to examine issues
and problems from multiple viewpoints.

Learner Objectives: Write a statement of what students are going to know and be able to do as a result of this learning
experience and how it will be measured.
Students will be able to identify severe weather, track weather patterns, and identify how to stay safe during severe
weather.
The students should be able to master the following “I can” statements…
- I can obtain, evaluate, and communicate weather data to identify weather patterns.
- I can represent data in tables and/or graphs to identify and describe different types of weather.
- I can analyze data to identify seasonal patterns of change.
- I can organize, represent, and interpret data.
- I can write an informational text.
- I can use C.O.P.S in my writing.

The “hook” or Introduction:

A brief description of how the learning experience will be introduced to students and why the project “should” be
interesting/motivating to students.
Students will be given the option to use toothpicks, pipe cleaners, and Legos to make a shelter that can withstand
“high winds” (a hair dryer). To take it a step further, students can build their structure in a bucket. If the structure can
withstand high winds, take a bucket of water to see if it can withstand heavy water (hurricanes, heavy rain, etc.) Once the
structures have been built, we will discuss which worked best and why. After the discussion, I will jump into why it is
important to be prepared with the correct shelter and supplies during a severe storm.

Process:
The process is the way you structure the learning to engage students in the project/learning experience goals and objectives.
How are they going to accomplish the task? What are the students doing? What is the teacher doing? How are you assessing
the process of learning? How is the student directing the learning? A sequence of unfolding events is usually provided and a
timeline is often used.
Week 1:
- Students are introduced to the unit. They will participate in building a structure that can withstand “high winds”.
Students will have the opportunity to decide which material they want to use – this can be done in groups
or individually. They will choose from toothpicks, Legos, and pipe cleaners. Once students are done, go
around and use a hair dryer to see which structure can withstand “high winds”. Once each structure has
had the hair dryer to it, discuss with students why certain structures withstood high winds, while the others
didn’t. Also, talk about the importance of having a sturdy structure during severe weather.

- As a class, make a KWL chart to identify what students already know about severe weather.

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project Template
- Students will research the different types of severe weather daily by using Mystery Science, Discovery Education,
and Pebble Go. Severe Weather options include blizzards, hurricanes, thunderstorms, and tornados.
Students can write 2-3 facts about each kind of weather in their science journal. While students are
researching each type of severe weather, they will be creating questions they still have. They can record their
questions on this sheet:

- Students will virtually meet with a meteorologist using Microsoft Teams.

You can find a meteorologist by posting on Twitter or any social media. You can also reach out to
coworkers or friends to see if they have any connections.

- Each morning 2 students will help with the school news to practice reading weather reports.
Students use www.weatherchannel.com to record the weather for the day.

- Teacher will conference with students to discuss the different types of severe weather.

Week 2:
- Students will be introduced to different regions in the United States and will identify which severe weather occurs in
the region.
Northeast, Southwest, West, Southeast, and Midwest

- Students will choose 1 region and the severe weather that occurs there to research.

- Students will begin to track the weather patterns in their region and graph them using Kids’Zone Graph.
Using www.weatherchannel.com or a local weather station, students will graph day to day weather using
Kids’ Zone Graphing.

- Students will begin communication with a student that lives in their region.
Once students have started researching and tracking weather data for their region, set them up with another
student that lives there. For 2-3 days, students can communicate with each other using Microsoft Teams,
email, or social media. Before students communicate, make sure to go over guidelines and expectations.

- Teacher will conference with students and note which region and weather they have chosen using Status of the
Class. Status of the Class helps organize who is writing about what and what phase they are at. It also comes in
handy when you are tracking conference data.

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project Template

Week 3:
- Students will continue to track weather patterns and communicate with their peer in their specific region. While
speaking with their peer in the region, students need to be creating ways people can stay safe during severe weather.
Students should come up with ways to secure houses, get materials, and food.

- Students will be recording information that is gathered from Mystery Science, Discovery Education, PebbleGo, and
their peer.

- Students will choose which tool to use for their final product and begin working on it.
Once data is completed, students can choose what type of product they want to do. Students can choose
from Adobe Spark, Sway, FlipGrid, Green Screen (DoInk), or brochure. These products will be shared with
their peer’s school and class. Students will also share their product with the meteorologist.
- Gifted students will create a Minecraft structure that can withstand severe weather. Students can speak to their local
high school architecture teacher to explore ideas and gain information. Students Once students are done with their
Minecraft structure, they will share with their peer, classmates, meteorologist, and the local high school architecture
class.

- Teacher will conference with students to check for progress and answer questions.

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project Template
Week 4:
- Students will continue to work on their final product.

- When completed, students will present to their peers in the classroom, their peer in their region, and to our
meteorologist to get feedback. After, students will send their project to their peers in the chosen region, so they are
able to post in their community.

- Students will be graded with a rubric.

- Teacher will conference with students and provide feedback.

Product:
What is the end-product the students will produce? Who will use/care about the product? Why will the product be
meaningful to students? How is technology integrated within this product? How will you assess the product?
Students will have the option to produce an Adobe Spark, Sway, FlipGrid, Green Screen, and share their findings on
the morning school news. Gifted students will create a shelter in Minecraft that would protect someone from their chosen
weather. Students will then share their product with their peer in their chosen region, meteorologist, architecture class (for
Gifted students) and their classmates. I will assess the topic using a rubric that ranges from use of technology, collaborating
with peers, correct content information and grammatical usage, and their final product.

Technology Use: What technologies are critical to the project and how will they be used (examples: To communicate with
peers/mentors, to construct/publish original products, to analyze data, etc.) How does the proposed technology use in this
learning experience support the indicators of engaged learning?
- Microsoft Teams to virtually chat with a meteorologist and their peer in their chosen region. This allows
students to reach an audience outside of their classroom. Students will also use Microsoft Teams to communicate
with an architecture at the local high school.
- Kids’Zone Graph to track their weather data. This will allow students to visually see their data and see weather
patterns. Students will also use their graphs to show their audience.
- Adobe Spark, Sway, FlipGrid, Green Screen – Students will choose one of these tools to produce a final product.
- Minecraft – Gifted students will create a shelter in Minecraft that would protect someone from their chosen severe
weather.
- School News- Students will have the opportunity to practice tracking the current weather for our area live on the
school news!

References and Supporting Material:

List materials that you used to develop this learning experience. List supporting materials that the instructor would need to
implement this learning experience. What would need to be made? (Rubrics? Videos? Samples? Books) Include links to

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project Template
existing Web resources that a teacher would use to understand and implement this learning experience. (For example, if
students will be using the Little Kids Rock Website, include the URL somewhere in your template.) Use APA 6 Style.
Teacher Websites:
Mystery Science
Discovery Education
PebbleGo
Microsoft Teams
ISTE Standards

Student Websites:
Mystery Science
Discovery Education
PebbleGo
Microsoft Teams
Weather Channel
Kids’ Zone Graphs
Adobe Spark
Microsoft Sway
FlipGrid
DoInk – Green Screen
Minecraft Education

Jo Williamson, Ph.D., Kennesaw State University