1. Be a Weather
Man/Woman
EME 2040.601
Courtney Taylor
Nicole Leahy
Tony Mitchell
Katie Bracciano

2. Our Lesson
 Title:
Be a Weather Man/Woman
 Grade: 5th
 Area of Study: Mathematics and Science
 Duration: 4-30 minute lessons
1-90 minute lesson

3. Sunshine State
Standards
 Sunshine State Standard-
SS.3.A.1.2: Utilize technology resources to
gather information from primary and
secondary sources.

4. Net-S
 NETS-S.6 – Students demonstrate a sound
understanding of technology
concepts, systems, and operations.
Students:
1. Understand and use technology systems.
2. Select and use applications effectively
and productively.
3. Transfer current knowledge to learning of
new technologies.

5. Objectives
 The student will use their math skills by
learning how to use a formula and a
calculator to convert Fahrenheit to
Celsius.
 The student will learn how to enter
information into Microsoft office and
create a bar graph with the data they
have collected.

6. Materials and Resources
 Computers
 Calculators
 Thermometers
 Paper
 Pencil
 Microsoft Office
* All materials will be provided

7. Issues and Problems
 Having teachers change their teaching styles
to meet the vision described in the NCTM
standards is not an easy task.
 Minimal content preparation in Mathematics
and Science for Elementary Education
teachers.
 Limited amount of time because teachers are
usually more focused on things that will be on
test Science related topics frequently get left
out.

8. Technology Integration
Strategies
 It helps to foster mathematical problem
solving because in order to solve a problem
have to draw on their knowledge and
through this process they will often develop
new mathematical understandings.
 It helps to motivate skill building and practice
that is an important foundation in which they
will learn more advanced skills from.
 Supporting scientific inquiry skills that make
data collection and analysis more
manageable.
 Accessing science information and tools by
using the computer, a
thermometer, calculator, and Microsoft
Office.

9. Technology Integration
Strategies (Continued..)
 To allow for all students the equal
opportunity to learn we will allow for
students to work in pairs. Putting a
students who is struggling with one who
seems to grasp the concept easily.
 For students who are gifted or catching
on very quickly we could have them also
make a bar graph of what they recorded
from watching the news throughout the
previous week.

10. Adaptations
 We will have students working in pairs one
student who is struggling and one who is
doing well.
 The teacher may also provide some of
the calculations for students if they cant
figure it out on their own.
 The teacher will be walking around and
helping anyone who needs it.

11. Sequence
 Previous Week: Spend some time watching the
weather for the week and recording what you
found. (10 minutes).
 Monday- Friday:
1. Going outside and taking the temperature (10
minutes).
2. Making Calculation (5 minutes).
3. Talking about what we found that day. Why it is
like that? (15 minutes).
 Friday:
1. On top of the other stuff we will also spend time
putting together our graphs. (1 hour).

12. Procedures- Intro
 Step
1: Have students watch the evening
weather cast for the week.

13. Procedures
 Step 2: Record daily temperatures and
make calculation from Fahrenheit to
Celsius. *Rounded to the nearest 10.
Monday Tuesday Wed. Thursday Friday
Temp. in 79’F 80’ F 79’F 74’F 72’F
Fahrenheit
Calculation
Celsius 26’C 27’C 26’C 23’C 22’C

14. Procedures
 Step
3: Make a bar graph comparing
what the weather was suppose to be and
what it actually was.
85
80
75
70 Prediction from
65 News
60 Actual

15. Procedures
 Step 4: Make a graph comparing the
Fahrenheit temperature to the Celsius.
100
80
60
40
20 Fahrenheit
0 Celsius

16. Assessments
 The teacher will collect the journals at the
end of everyday where the students have
been recording their data and making
their calculations to make sure everyone
is on the right track.
 At the end of the week the bar graphs will
be collected and graded, as the main
source of assessment.

17. Reflection
 Students were able to work together to help each other
read thermometers, and create graphs. By having them
view predictions from the weather channel, they were able
to view the accuracy of the news predictions vs. their
recorded data.
 If students were easily completing the task while working
with others, perhaps a revision to the lesson could be made
requiring each student to work by themselves. They could
still collaborate and offer assistance, but be required to
read and record data, and create their own graphs.
 Students really enjoyed this lesson. Most of their parents at
home watch weather predictions on a daily basis so it was
helpful for them to view those predictions in conjunction
with recording their own data. It was also helpful for them
to be exposed to the metric system, so they understand
different ways of recording the same data.

18. Conclusion
 Through the use of technology students
are able to play a more hands on part
allowing for increased student
engagement. Technology is a great way
to not only teach your students a lesson
but at the same time teach them how to
use important technological tools that
may be useful in the future.