ICT Integrated Lesson Plan

Author	Kristin McCurdy, Patricia Beattie and Jason King
Title	Tracking Weather: Building and Applying a Barometer.
Grade Level	10
Subject Area	Science
Overview of unit/lessons/activities (assumptions of prior knowledge/learning)	This is an independent project that will require each student to build their own personal barometer, then test its efficacy over the course of one week. They will be using various software and technology to produce a report detailing their findings and conclusions. The project can be completed within 13 days. The report will be emailed to the teacher. Students will have to have prior knowledge of how to email with attachments, use Word and/or Excel, and use a digital camera.
Correlations to ICT and curriculum outcomes	ICT Outcomes BOC 12.1 use a wide variety of technology, demonstrate a clear understanding of technological application, and consistently apply appropriate technology to solve curriculum problems. PTS 12.1 use electronic planning software to support the development and analysis of efficient, personal study and research plans independently. PTS 12.5 create electronic charts, tables and graphs; and design, create, and manipulate spread sheets and databases, as part of the process of collecting, analyzing, and displaying data independently. Science 10 Outcomes 115-2 illustrate how science attempts to explain natural phenomena 213-3 use instruments effectively and accurately for collecting data 213-6 use library and electronic research tools to collect information on a given topic 214-3 compile and display evidence and information, by hand or by computer, in a variety of formats, including diagrams, flow charts, tables, graphs and scatter plots. 214-10 identify and explain sources of error and uncertainty in measurement and express results in a form that acknowledges the degree of uncertainty 214-11 provide a statement that addresses or answers the question investigated in the light of the link between data and the conclusion 331-5 analyze meteorological data for a given time span and predict future weather conditions, using appropriate methodologies and technologies
Projected timeline for preparation and for carrying out activities	- 15 min to pass out handouts, explain the procedure, and visit related websites  - (optional) 15 min to explain how to construct double y graphs using Excel. - All materials in terms of handouts and rubrics are prepared. Students are required to gather the materials and complete the activity on their own time. - Students will need approximately 13 days from the date the assignment is distributed to complete the entire project (building barometer, collecting data, and analysis).
Equipment Requirements: (computers, software, etc)	Students will need to collect / have access to: - 1 tin can or jar - 1 large balloon - Tape - Small stick or straw - Ruler - Computers - Excel - Word - Internet - Digital Camera
Teaching materials provided (Blacklines, worksheets, templates, teacher materials)	Data Table Template (Adaptations) Tracking Weather Assignment (handout)
Resources available for teacher/student use (websites, references, etc)	The Weather Network - www.theweathernetwork.com Instructions on how to make a barometer - www.wikihow.com\Make-a-Simple-Weather-Barometer A related lab on using barometers - Science Power 10, page 523 Instructions on how to make a double y graph on Excel - http://www.eths.k12.il.us/dept/science/~oshea/ind_grove/lake_trip/Double%20Y/index.html
Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)	Handout the ‘Tracking Weather’ sheet, ‘Barometer Report Rubric’ and review with students.  If necessary, students could be directed to look in their textbooks at the example on page 523, and be shown how to Google ‘create a barometer’ and look at some websites or be directed to the website How to Make a Simple Weather Barometer. Students at this time should be shown The Weather Network website and the location of the information they will need to record.  Let students know there is flexibility when they record their readings especially on the weekend. I.e. 8am Saturday/Sunday morning can be later by a few hours.  However, they must make sure readings are taken twice a day, at least 8 hours apart, and that the times match when they read their barometer and The Weather Network readings. In other words, if they measure the height of their homemade barometer at 10am on Saturday, they need to get the corresponding information for 10am on Saturday from the Weather Network. Computer access will be required for students who do not have computers at home. When introducing the assignment, indicate which school computers will be made available.  Also, where feasible, the public library can be suggested for weekend access.  Individual teachers will need to assess their situation at their school and decide how they will proceed in this area and make adaptations accordingly to the activity. Teachers will need to decide if a tutorial on Microsoft Word, Excel and sending e-mails with attachments will be given.  Also teachers will need to decide if time will be needed to instruct students on the components of an appropriate data table and the creation of a double ‘y’ graph on Excel. The tutorials / lessons should be completed before the students begin recording their measurements to allow students time to have their tables ready. Students will need access to a digital camera, picture phones or webcam to take the picture of themselves with their barometer and be able to download that picture.  Teachers using this idea will need to ensure that a camera is available at school for students who do not have access at home. Explain to students that it will be their responsibility to bring their barometer to school and ask the teacher for access to a camera. Teachers would have to make arrangements within their school on how students can access the digital camera and download the photo. Let students know at this time how this can be done. The rationale for the photo is to show students did create a barometer themselves. Reminder, any photos of students can not be displayed on websites. Teachers will need to be available for troubleshooting issues as they arise however, students will be completing the activity at home. Adaptations for students requiring additional support Teachers can have materials available for students who may have difficulty obtaining the materials. Teachers can provide data tables to students who may have difficulty creating a table. An example has been provided. Teachers may lead students through the construction of a double ‘y’ graph when all data has been collected.
Student products expected	Students will produce: 1. A functioning barometer 2. A report, including: a) a title page complete with a picture of themselves and their barometer, their name, date, teacher's name and course. b) a table recording the data they collected (produced on Excel or Word) c) a double y graph comparing the data collected (produced on Excel) d) completed assigned questions
Samples (include teacher notes, assessment information, student work if available)	(1) Example of a double y graph
Logistics (organization, grouping, management issues, access to technology)	This is an independent assignment by design. Students will be completing the majority, if not the entirety, of the work at home. However, there are always  cases where students do not have computers, and will therefore be relying on school computers to compile their data. As noted in the "Detailed Instructions" section, the teacher should make very clear to the students where and when they will have access to technology (computers and cameras).
Assessment information (e.g., rubrics for products and/or process)	Barometer Report Rubric
Possible extensions	For gifted students, an enriched, or a pre-IB Science 10 class, the Tracking Weather handout  and the Barometer Report Rubric would be given with no other direction from the teacher other then there is some flexibility in terms of collection times for the data.