Collaborative Unit Plan

7/30/2019 Collaborative Unit Plan

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Assignment #4: Collaborative Unit Plan Weather Sayings and Lore: True or False? 1

Assignment #4: Collaborative Unit Plan Weather Sayings and Lore: True or False?

Amanda J. Boehlert

Syracuse University

December 18, 2011IST 668: Literacy through School Libraries

Dr. Renee Franklin-Hill


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Weather Sayings and Lore: True or False?: A Unit Plan

Unit Theme Description

The title of the unit plan is Weather Sayings and Lore: True or False? In collaboration with the

third grade teachers at the Sauquoit Valley Elementary School, teams of two students each will be given a

weather saying from a predetermined list created by the teacher-librarian (TL) and classroom teacher.

After learning about using the OPAC, key words, and indexes, teams will research whether their saying is

true or false using selected resources (books and websites) over the course of two lessons. Teams will

then write a paragraph explaining whether the saying is true or false and why, as well as draw a picture

that describes their saying. Finally, each team will make a Power Point slide with their paragraph and

picture, which will be put together in a Microsoft Power Point slide show to be displayed in various

locations.

Student Information

This unit plan will serve the third grade students at the Sauquoit Valley Elementary School and

will compliment their overall science unit on Weather. Classes consist solely of English-speaking,

middle-class students, ages 7 8 years old, who are predominately of Caucasian descent and live in a

rural area. Each of the four classes has approximately 20 students with varying levels of reading abilities.

At this point, students also have little knowledge regarding searching for books/online resources using the

OPAC, as well as creating a presentation using Microsoft Power Point.

Roles and Responsibilities

The TL and classroom teacher(s) will collaborate to individualize the unit plan for each class. For

example, one classroom teacher may be focusing on teaching note-taking skills with his/her students,

whereas another may be focusing on paragraph writing, so the TL and classroom teacher will collaborate


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ahead of time to decide what the focus of each lesson should be. The TL and classroom teacher(s) will

also revise the Weather Sayings Handout (Appendix A) if necessary to reflect the focus of the lesson.

The TL will be responsible for explaining the project and leading each lesson in the library and/or

computer room with the classroom teacher assisting/stepping in as needed. The TL will gather materials,

make photocopies, and catalog the online resources in the OPAC. The TL will also scan and prepare the

teams pictures to be used as their backgrounds in the Power Point slides. Each teams handouts will also

be collected and saved in the library to ensure that the students do not lose the handouts in between

lessons.

The classroom teacher will be responsible for setting aside time in class for the students to write

their paragraphs and draw their pictures to be put together on a Power Point slide for the last lesson. The

classroom teacher will assist students in the process of constructing a paragraph with the information they

collected conducting research.


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Lesson Plans

Unit Title: Weather Sayings and Lore: True or False?

Lesson Plan #1 Title/Anticipated Length of Lesson: Intro. to Weather Sayings: OPAC, Key Words,

and Indexes / 40 minutes

General Goal(s): Searching for materials and extracting information.

Specific Objectives: Students will learn how to do a key word search using the OPAC; find information

regarding a particular subject in a book using the index; and find at least two (2) facts regarding their

weather sayings using one or more books.

AASL/Common Core Standards Addressed:

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and

supporting ideas, conflicting information, and point of view or bias.

2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis,

evaluation, organization) to information and knowledge in order to construct new understandings, drawconclusions, and create new knowledge.

2.4.1 Determine how to act on information (accept, reject, modify).

3.2.3 Demonstrate teamwork by working productively with others.

CC.3.R.I.3 Key Ideas and Details: Describe the relationship between a series of historical events,

scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time,sequence, and cause/effect.

CC.3.W.8 Research to Build and Present Knowledge: Recall information from experiences or gather

information from print and digital sources; take brief notes on sources and sort evidence into providedcategories.

Required Materials:

Props (rain boots, umbrella, rain coat) for TL to dress up

Used and adapted with permission from LessonPlansPage.com


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Projector/Screen and Computer for TLs Power Point presentation

Multiple copies (if possible) of each book from the Annotated Materials List

Pencils

Weather Sayings Handout (Appendix A)

Anticipatory Set: As students walk into the library there will be a Power Point on the screen that israining cats and dogs. The TL shows up with rain boots and an umbrella and says, Boy, I like playing

in the rain, but its raining cats and dogs in here! TL asks the students if they know where the saying

its raining cats and dogs came from and what it means. TL shows/explains where the saying camefrom and asks if anyone knows any other weather sayings.

Step-By-Step Procedures:

TL will explain the goals of the Weather Sayings project and give each team of students (pairs) a

predetermined weather saying.

TL will give a brief overview of the OPAC and how to search using key words.

TL will explain the importance of key words for using indexes in books and give an exampleweather saying for students to find the key words

Plan for Independent Practice:

Teams will decide what the key words are in their weather sayings and write them down on their

handouts (Appendix A).

Using the key words and indexes, teams will research their weather sayings in the books provided

by the TL and write down at least two (2) facts about the saying on their handout (Appendix A),

along with the title and author of the book they got it from.

TL and classroom teacher will circulate assisting students as needed.

Closure:

Teams will share whether they think their saying is true, false, or somewhere in betweenbased on the information they found using the books.

Assessment: Students will complete a handout identifying the key words in their weather sayings; be ableto demonstrate the ability to use an index in the books provided; and find/write down at least two (2) facts

regarding the truthfulness of their weather saying and why. The TL and classroom teacher will observe



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class participation and note students ability to work in teams to complete the handout and assignment.

Possible Adaptations: Some of the weather sayings are easier to understand and/or have more material

explaining the saying, so those sayings could be given to students/teams that usually need additional

learning assistance.

Possible Connections to Other Subjects: ELA (learning how to take notes); Science (learning specific

weather phenomena)



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Lesson Plan #2 Title/Anticipated Length of Lesson: OPAC and Online Resources / 40 minutes

General Goal(s): Searching for online resources and extracting information.

Specific Objectives: Students will demonstrate how to do a key word search using the OPAC to be able

to find online resources for their weather sayings. Students will find at least two (2) facts regarding their

weather sayings using one or more preselected online resources.


1.1.4 Find, evaluate, and select appropriate sources to answer questions.

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main andsupporting ideas, conflicting information, and point of view or bias.

1.1.8 Demonstrate mastery of technology tools to access information and pursue inquiry.

2.4.1 Determine how to act on information (accept, reject, modify).


CC.3.R.I.3 Key Ideas and Details: Describe the relationship between a series of historical events,scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time,

sequence, and cause/effect.

CC.3.W.8 Research to Build and Present Knowledge: Recall information from experiences or gather

information from print and digital sources; take brief notes on sources and sort evidence into providedcategories.

Required Materials:

Projector/Screen and Computer for TLs Power Point presentation

One computer with access to the Internet for each studentUsed and adapted with permission from LessonPlansPage.com


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Pencils


Anticipatory Set: Students begin the library session in the computer lab and TL starts the class with anew weather saying projected on the board with a Power Point slide. TL reads the saying and asks the

students what they believe this saying means and whether it may be true or false.


TL explains that teams will conduct more research on their weather sayings using websites/articles

that have been found using the OPAC.

TL guides students to the OPAC and asks students what they know/remember about searching for

books from the last time we met.

TL explains that students will search the OPAC for websites/articles using key words from their

weather sayings and shows an example using the saying the students learned this morning.

TL will explain the symbol for the website (a computer); how to find out if the article is useful

before reading it (looking at the summary and search terms); and how to access the article by

clicking on the link.


Team will search the OPAC using the key words from their weather sayings and find onlineresources will have been preselected by the TL and classroom teacher.

Teams will write down at least two (2) facts about the weather saying, along with the title and

author of the online resource, on the handout provided last time they were in the library (Appendix

A).


Closure:

Teams will share whether they think their saying is true, false, or somewhere in betweenbased on the information they found using the online resources.

Assessment: Students will be able to demonstrate their ability to conduct a key word search using the

OPAC. Students will also complete the handout by finding/writing down at least two (2) facts regardingthe truthfulness of their weather saying and why using online resources. The TL and classroom teacher

will observe class participation and note students ability to work in teams to complete the handout and



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assignment.

Possible Adaptations: Find audio resources that discuss specific weather sayings for students who are

visually impaired and/or learn better with those types of materials.

Possible Connections to Other Subjects: ELA (learning how to take notes); Science (learning specificweather phenomena)



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Lesson Plan #3 Title/Anticipated Length of Lesson: Weather Sayings Power Point Slides / 40minutes

General Goal(s): Creating a presentation using Microsoft Power Point.

Specific Objectives: Students will learn how to start a new Microsoft Power Point presentation; add a

background and add text with different fonts and colors. Teams will create a Power Point slide for their

weather saying with the picture they colored as their background and the paragraphs they wrote discussing

whether the saying is true, false, or somewhere in between and why.


2.1.2 Organize knowledge so that it is useful.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that

express new understandings.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in

ways that others can view, use, and assess.


CC.3.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey

ideas and information clearly.

CC.3.W.6 Production and Distribution of Writing: With guidance and support from adults, use technologyto produce and publish writing (using keyboarding skills) as well as to interact and collaborate with

others.

Required Materials:

Projector/Screen and Computer for TL to present

One computer with access to the Internet for each student




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Pictures created by teams to be used as backgrounds in Power Point slides

Paragraphs written by teams regarding their weather sayings to be typed onto Power Point slides

Anticipatory Set: Students will meet in the computer lab and the TL will have an example of acompleted Power Point slide with a weather saying and explaining why it is true, false, or somewherein between.


TL will guide the students through opening the Power Point program and starting a new slide.

TL will guide students on adding a background, which will be their pictures, as well as adding

text.

Where appropriate, TL will explain/demonstrate various keyboard shortcuts, such as for cut, copy,paste, and the three click trick for highlighting an entire sentence.

TL and classroom teacher will assess how much each team know about the program and where

additional assistance is needed for font, color, etc.


Teams will have already completed a written paragraph and colored picture representing their

weather saying in class with their classroom teacher and TL will have already scanned theircolored picture to be used as the background of their Power Point slides ahead of time.

Teams will create a Power Point slide with their picture as their background and type in their

weather sayings and paragraphs adjusting font and coloring as necessary.


Closure:

TL will combine Power Point slides into one class Power Point presentation to be shown in class

and to circulate on the TV monitor in the hallway.

Classroom teacher may also post the slides on class website for families to view.

Assessment: Final Power Point slides completed by the teams will be reviewed by the TL and classroomteacher for creativity, completeness, and accuracy. The TL and classroom teacher will observe class

participation and note students ability to work in teams to complete the handout and assignment.



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Possible Adaptations: For students who have difficulty drawing and writing/typing and/or for blind

students, they could have the option of creating a vlog for the final presentation of the project.

Possible Connections to Other Subjects: Art (for drawing/creating a their background pictures); ELA

(for writing a paragraph regarding their weather saying with proper spelling, grammar, capitalization,punctuation, and indenting).



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Annotated Materials List

Binney, R. (2010). Wise words & country ways: weather lore. Newton Abbot: David & Charles.

This is a book with weather sayings and lore that is split into chapters, such as those sayings dealing with

Rain and Shine or Natures Signs. It has a thorough index and good detail regarding each saying.

Christian, Spencer. (2007). Can it really rain frogs?: the worlds strangest weather events. New York:John Wiley.

Book appropriate for grades 3 6 that describes strange weather events such as raining frogs, colored

rain, and auroras, and more importantly discusses weather lore and weather forecasting.

Davis, H. J., & Wallner, J. C. (1977).A January fog will freeze a hog, and other weather folklore. NewYork, NY: Crown.

Book with illustrations and a select few weather sayings for students to find. The last few pages go into

more detail about what those specific weather sayings mean and whether they may be true or false.

Horvitz, L. A. (2007). The essential book of weather lore: time-tested weather wisdom and why theweatherman isnt always right. Pleasantville, NY: Readers Digest Association.

This is a detailed book with easy to use index for finding numerous weather sayings and lore.

Nick, W. (2006). Weather Proverbs.Meteorology. Retrieved October 07, 2011, from

http://www.wxdude.com/proverb.html.

Website that easily explains the science behind a number of weather sayings, including Red sky at night,

sailors delight; Clear moon, frost soon; and Mares tails and mackerel scales make tall ships

take in their sails.

Schlanger, V. (2003, December 09). Short range forecasting using the Sun, the Moon, rainbows, cloudsand the sky.Atmospheric Chemistry: Start Page. Retrieved October 07, 2011, from

http://www.atmosphere.mpg.de/enid/6a9f623be313947d5b78213796be4652,0/3__Folklore_Weat

her_Forecasting/-_Sun__Moon__rainbows____3sm.html
http://www.wxdude.com/proverb.htmlhttp://www.atmosphere.mpg.de/enid/6a9f623be313947d5b78213796be4652,0/3__Folklore_Weather_Forecasting/-_Sun__Moon__rainbows____3sm.htmlhttp://www.atmosphere.mpg.de/enid/6a9f623be313947d5b78213796be4652,0/3__Folklore_Weather_Forecasting/-_Sun__Moon__rainbows____3sm.htmlhttp://www.wxdude.com/proverb.htmlhttp://www.atmosphere.mpg.de/enid/6a9f623be313947d5b78213796be4652,0/3__Folklore_Weather_Forecasting/-_Sun__Moon__rainbows____3sm.htmlhttp://www.atmosphere.mpg.de/enid/6a9f623be313947d5b78213796be4652,0/3__Folklore_Weather_Forecasting/-_Sun__Moon__rainbows____3sm.html


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This is a webpage that explains a few weather sayings dealing with the sun, moon, rainbows, clouds, and

the sky. It has easy to understand explanations and pictures to accompany each saying. Some sayings

include, Clear moon, frost soon and The higher the clouds, the better the weather.

Schlanger, V. (2003, December 12). Short range forecasting using plant and animal. 14ehavior.

Atmospheric Chemistry: Start Page. Retrieved October 07, 2011, from

http://www.atmosphere.mpg.de/enid/6a9f623be313947d5b78213796be4652,0/3__Folklore_Weather_Forecasting/-_Plants_and_animals_3sn.html.

This is a webpage that discusses a few weather sayings dealing with plants and animals. It has easy to

understand explanations and pictures to accompany each saying.

Weather Lore. (n.d.).Henaud Developments. Retrieved October 07, 2011, fromhttp://www.rcn27.dial.pipex.com/cloudsrus/lore.html.

This is an easy to navigate website with various explanations for weather sayings and pictures dealing

with plants, animals, and humans. Some sayings include, Pimpernel, pimpernel, tell me true. Whether

the weather be fine or no. No heart can think, no tongue can tell. The virtues of the pimpernel and Cows

lie down when its going to rain.

Weber, R. (2003). Weather wise. Minneapolis, MN: Compass Point Books.

Excellent book that explains the truth behind four widely known weather sayings: Red Sky at night,

sailors delight. Red sky in the morning, sailor take warning. Mares tails and mackerel scales make tall

ships take in their sails. Clear moon, frost soon. Halo around the sun or moon, rain or snow soon.

Very easy to use and highly recommended for students just starting research.

Wilson, J. (n.d.). Sky Watch: Signs of the Weather (Weather Lore). Wilstar Discover the History of

Holidays, Good Eating Habits, Games, Puzzles, and Music. Retrieved October 07, 2011, from

http://wilstar.com/skywatch.htm.

Nice website that explains a large number of weather sayings, including When leaves turn their back tis

a sign its going to rain and If a cat washes her face oer her ear, tis a sign the weather will be fine and
http://www.atmosphere.mpg.de/enid/6a9f623be313947d5b78213796be4652,0/3__Folklore_Weather_Forecasting/-_Plants_and_animals_3sn.htmlhttp://www.atmosphere.mpg.de/enid/6a9f623be313947d5b78213796be4652,0/3__Folklore_Weather_Forecasting/-_Plants_and_animals_3sn.htmlhttp://www.rcn27.dial.pipex.com/cloudsrus/lore.htmlhttp://wilstar.com/skywatch.htmhttp://www.atmosphere.mpg.de/enid/6a9f623be313947d5b78213796be4652,0/3__Folklore_Weather_Forecasting/-_Plants_and_animals_3sn.htmlhttp://www.atmosphere.mpg.de/enid/6a9f623be313947d5b78213796be4652,0/3__Folklore_Weather_Forecasting/-_Plants_and_animals_3sn.htmlhttp://www.rcn27.dial.pipex.com/cloudsrus/lore.htmlhttp://wilstar.com/skywatch.htm


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clear. Good explanations, but can be difficult to find the weather saying one is looking for, because of

the multitude of sayings; would recommend teaching students how to use the Find function for

keywords in their sayings.


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Appendix A


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Collaborative Unit Plan

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