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Phase 1:: Analysis of Learning and Teaching Assets and Needs

This 4-week project for 1st grade students focuses on natural disasters. Students will research a chosen natural disaster using the web and Microsoft Word. They will then create a PowerPoint or FlipGrid presentation to demonstrate their knowledge. The goal is for students to practice research, writing, and presentation skills while learning about different natural disasters. Students will complete their research and projects virtually with support from their learning coach at home. The teacher will assess students using rubrics and analyze the results of the project to identify any needed modifications for virtual learning.

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63 views

Phase 1:: Analysis of Learning and Teaching Assets and Needs

This 4-week project for 1st grade students focuses on natural disasters. Students will research a chosen natural disaster using the web and Microsoft Word. They will then create a PowerPoint or FlipGrid presentation to demonstrate their knowledge. The goal is for students to practice research, writing, and presentation skills while learning about different natural disasters. Students will complete their research and projects virtually with support from their learning coach at home. The teacher will assess students using rubrics and analyze the results of the project to identify any needed modifications for virtual learning.

Uploaded by

api-556975509
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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TITLE: Natural Disasters Project

GRADE LEVEL: 1st


CONTENT AREA/TOPIC: Science
LENGTH OF TIME: 4 weeks
CCSS: S1E1. Obtain, evaluate, and communicate weather data to identify weather
patterns.
ISTE: Standard 3, Standard 6, Standard 7
DESCRIPTION: Students will use the web to research a chosen Natural Disaster. Using
Microsoft Word, they will record their research findings. Using Microsoft PowerPoint or
FlipGrid, students will create a presentation about their topic.

PHASE 1: Analysis of Learning and Teaching Assets and Needs


Step 1: Analyze problems of practice (POPs)
I am teaching 1st grade students virtually. I have struggled of carrying out assignments
using the same routine. I want to introduce different ways in which my students can
display their knowledge and expand on what they learn. I want them to become active
learners and not just robots completing their work and being tested. We are touching on
the different types of weather with our science standard this month. I want to expand on
this topic and go a little deeper into natural disasters.
Step 2: Assess technological resources of students, families, teachers, and the school
My students are now comfortable with using the computer. Even though we have used
the web to access the different programs, they have not gone on to do much research
or to find specific information. Students will be introduced to Microsoft Word and
PowerPoint. They will be introduced to the different web browsers and how to use them
to find specific information.
Step 3: Identify technological possibilities
I want to allow my students to be introduced to different outlets to express their
knowledge. My students are comfortable with using Seesaw to turn in their work and
complete assignments. While thinking of how to switch up from the normal, I thought of
a past project I carried out with my Gifted 1st grade students before. They researched,
found the information, and created a visual presentation.
My students have access to Microsoft 365. This allows them to use Microsoft Word and
Microsoft PowerPoint. I also want to allow them to present their information in different
ways. I will introduce them to FlipGrid as a way to present their project.

PHASE 2: Design of the Integration Framework


Step 4: Decide on learning objectives and assessments
I want this project to help my students use higher thinking and creativity skills. I want my
students to have fun while learning new information. This will allow students to work on
their research and speaking skills.
Outcome: Able to collect facts about one specific natural disaster
 Objective: All students will research on a self-chosen natural disaster using the
web
 Assessment: Score at least 25 of 30 on a teacher-designed rubric
Outcome: Able to combine facts found on their natural disaster to create a document
on Microsoft Word
 Objective: All students will create a Microsoft Word document with their facts on
their natural disaster topic
 Assessment: Score at least 25 of 30 on a teacher-designed rubric
Outcome: Demonstrates knowledge of topic and able to present this to the class
 Objective: All students will create a visual representation of their natural disaster
project and present to the class.
 Assessment: Score at least 25 of 30 on a teacher-designed rubric
Step 5: Design integration strategies and determine relative advantage
I want to introduce my students to research. Completing this assignment will be flexible being
that they are virtual learners.

 Week 1: Learn about different types of weather and natural disasters through Seesaw
assignments. Choose which natural disaster/weather to research for project.
 Week 2: Use the Web to look up factual information about your chosen topic. Print off or
write down this information.
 Week 3: Put together all your factual findings about your project in a word document.
Making sure you cover each area asked of the assignment.
 Week 4: Create a PowerPoint presentation, FlipGrid, or other visual representation of
your topic. Practice presenting. Present to the class using your visual representation.

Step 6: Prepare instructional environment and implement the lesson


Students are virtual learners and will do their research and project with the help of their learning
coach at home and support from me when needed. Students will submit their project and
research findings on Seesaw. They will present LIVE to the class.

 Parent Letter: This will inform parents on what is expected from this project. I will
provide a layout of what can be included in their PowerPoint or FlipGrid. I will also allow
students to complete posters or other visual representations. This will be sent to parents
through our Seesaw communication with the due date. I will send reminders when it gets
closer to the due date.
PHASE 3: Post-Instruction Analysis and Revisions
Step 7: Analyze lesson results and impact
Being that my school only do grades based off of standard assessments for reading and math,
my students will not receive a grade for this. I will analyze to see if all students participate and
completed this activity. I will see if I need to modify the lesson and if I need to teach more skills
on how to use the tools used.

Step 8: Make revisions based on results


I will make note on what worked and did not work with my students. I have completed this with
gifted students and this might be different for regular education students. I want to see if the
topic is too hard.

Step 9: Share lessons, revisions, and outcomes with other peer teachers
Students will bring in their projects to display if they made posters or other displays for
the school community to see their hard work. Students’ presentations will be shared
with Administration and spotlighted in the next month’s newsletter. They will receive a
certificate for completing the project.

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