Technology Integration Plan

1st Grade - Seasons

By: Dana Damiano

Phase I: Relative Advantage• I would like my students to be able to see correlations

between weather and the seasons. By using the Internet, I can allow my students the opportunity to learn about and explore different weather conditions and seasons first hand.

• The Internet is rich with interactive sites on weather and seasons that are appropriate to grade level. Technology-based methods, such as the interactive sites found, do offer a solution with sufficient relative advantage while providing students with a multi-sensory approach to their learning.

• The sites used for this lesson are free to the public, so there is no cost to the teacher. There is very little required effort and no expenses for the teacher.

Phase II: Objectives and Assessment Objective: Students will explore and communicate seasonal weather changes through the year, identify the types of weather found in each season, and discuss the different characteristics of each season, such as the typical activities and life processes of living things that occur within each season.

• Throughout this web-based unit, students will be able to do the following:

• Use online resources (i.e. Pictures & videos) to gather specific data.

• Determine the characteristics of various weather conditions connected to each season.

• Play interactive games involving weather conditions and the different seasons as assessments for the acquired knowledge.

• Find pictures & information of chosen weather conditions in a season in order to create a presentation using Powerpoint.

Phase III: Integration Strategies• Instructional method: Constructivist

• The website activities build on videos and pictures viewed by students as each season is introduced.

• Support for student season projects will be given during the literacy block. Students will read and respond to stories dealing with weather and the seasons, both fiction and non-fiction. Stories and unit will correlated with their Open-Court unit of weather. This will also supplement their web activities.

• Students have been exposed to the Internet for highly structured research and have used Microsoft software such as Word & PowerPoint. After choosing a season, students will be given the appropriate websites to look up needed information.

Introduction Activity & Week 1: Winter

• Introduce the objectives for this lesson to the whole class by showing it on the smart-board website, Seasons Starter Activity. Review weather conditions, the names of the four seasons and the chart paper definitions with the children.

• Students will have a discussion about each of the pictures shown on the Seasons Starter Activity.

• Students will watch a 1.28 minute video, YouTube - Sesame Street: Abby Changes Seasons, showing the Sesame Street Characters changing the season to winter. They will take notes on the characteristics of winter.

• After watching the video, students will be grouped in fours to discuss and create a list of the characteristics of winter.

Week 1: Winter

• The group that chose to do their projects on Winter will get computer time to look up internet resources on the characteristics of winter and complete their guided PowerPoint Presentations.

• For a week, students will be able to choose from the following websites & complete the following WebQuest:

– Main session part 1

– Winter Wonderland: Task

Week 2: Spring

• Students will watch a 1.38 minute video, YouTube- Bambi: Let’s Sing a Gay Little Spring Song, showing a clip from the Disney movie, Bambi, singing about the season to Spring. They will take notes on the characteristics of Spring.

• After watching the video, students will be grouped in fours to discuss and create a list of the characteristics of Spring.

Week 2: Spring

• The group that chose to do their projects on Spring will get computer time to look up internet resources on the characteristics of Spring and complete their guided Powerpoint Presentations.

• For a week, students will be able to choose from the following websites & complete the following WebQuest:– Main session part 1– Spring into Learning: Task

Week 3: Summer

• Students will watch a 2.50 minute video, YouTube- 4 Seasons in a Year, showing a song singing about the 4 seasons, including Summer. They will take notes on the characteristics of Summer.

• After watching the video, students will be grouped in fours to discuss and create a list of the characteristics of Summer.

Week 3: Summer• The group that chose to do their projects

on Summer will get computer time to look up internet resources on the characteristics of Summer and complete their guided Powerpoint Presentations.

• For a week, students will be able to choose from the following websites & complete the following WebQuest:– Main session part 1– Seasons of the Year: Task

Week 4: Autumn

• Students will watch a 2.50 minute video, YouTube- 4 Seasons in a Year, showing a song singing about the 4 seasons, including Autumn. They will take notes on the characteristics of Autumn.

• After watching the video, students will be grouped in fours to discuss and create a list of the characteristics of Autumn.

Week 4: Autumn• The group that chose to do their projects

on Autumn will get computer time to look up internet resources on the characteristics of Autumn and complete their guided Powerpoint Presentations.

• For a week, students will be able to choose from the following websites & complete the following WebQuest:– Main session part 1– Seasons of the Year: Task

Phase IV: Instructional Environment

• Every student will need the following:

• Computer with internet connection and a working printer

• Access to selected webquests and websites according to their selected season

• Paper and pencils

• This web-based unit on seasons and weather will take about four weeks to complete.

Phase V: Evaluate Integration Strategies

• I am sure students will enjoy the interactivity involved in this lesson and in creating their final season projects. Children are fascinated by the seasons and this will clarify weather conditions expected in each season.

• Since this is a 1st grade class, it needs to be very teacher guided in the creation of their Powerpoints. I feel that if I create templates of Powerpoints for each season that prompts students to insert their own information.