INED 7720 Positive Behavior Supports

Name: Kathleen Wilson

Class Description: Fourth and Fifth Grade Interrelated Resource
Content Area: Reading/ELA/Science
Standards:
S4E4: Students will analyze weather charts/maps and collect weather
date to predict weather events and infer patterns and seasonal changes.
a) Identify weather instruments and explain how each is used in gathering
weather data and making forecasts (thermometer, rain gauge,
barometer, wind vane, anemometer).
b) Using a weather map, identify the fronts, temperature, and precipitation
and use the information to interpret the weather conditions.
c) Use observations and records of weather conditions to predict weather
patterns throughout the year.
d) Differentiate between weather and climate,
ELACC4RLT: Make connections between the text of a story or drama and a visual
or oral presentation of the text, identifying where each version reflects specific
descriptions and or directions in a text.
ELACC4RI5: Describe the overall structure (chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts or information in a text
or part of a text.
401B: Students are proficient in the use of technology.
404B: Students use a variety of media and formats to communicate information
and ideas effectively to multiple audiences.
403B: Students use productivity tools to collaborate in constructing technologyenhanced models, preparing publications, and producing other creative work.

Rationale (research): Project based learning is a dynamic approach to teaching in

which students explore real-world problems and challenges. With this type of
active and engaged learning, students are inspired to obtain a deeper knowledge
of the subjects they are studying.
I chose a project based learning opportunity to show how engagement and
positive behavior is increased when students are excited about the lesson.
Objectives
Lesson
Assessment
Materials
Homework/Reinf
Description
Needed
orce
The students Students will
The book,
Students will
will
be graded
First Class
watch the news

collaborate
with an
author and
write an
alternative
ending to the
story, First
Class Cats.
The story will
be read aloud
by the
teacher. The
story ends
to be
continued.
The students,
using digital
tools, will
create their
own possible
ending for
the story.
After writing
their
alternative
ending, the
students will
create a
Power Point
presentation
of their
proposed
ending which
they will get
to present to
the author/
pilot during a
collaborative
learning
event.
Students will
watch videos
to learn what
it takes to
become a

based on a
rubric for
their Power
Point
presentations
. Students
will receive a
copy of the
rubric prior to
starting the
project.
Teacher will
discuss the
rubric with
the students
and make
sure that
expectations
are clearly
stated.

Cats. Access
to the
computer lab
for individual
creation of
Power Point
presentations
. Discovery
Streaming
Video:
Reading
Rainbow
Takes Flight

for a week to
track weather
patterns.

pilot. They
will have the
opportunity
to discuss
with a real
life pilot,
what it is like
to fly, and
how weather
affects flights
on a daily
basis. This
lesson will be
completed
over the
course of two
weeks.

Differentiated Instruction: Students who have writing deficits will be able to use
the word processing software Read Please, Write Out Loud, and Co-Writer in order
to create their Power Point presentations. Individual guidance will be given to
students as needed by teacher and paraprofessional.
Reflection:
This lesson was an amazing success. The author of the book, First Class Cats, is
a personal friend of mine and has collaborated with several groups of my
students. He is a pilot as his full time profession, so he was able to bring in a
World perspective that these students would not have been able to experience in
the standard classroom setting. The use of technology had the students excited
and engaged in the lesson. The opportunity to ask the pilot questions about
flying, especially what it was like to fly through a storm, led to a two-hour
discussion of the World Climate and the different cultures around the World. At the
end of the presentations, the author/pilot presented the students with the sequel
to the first book.
The students were actively engaged throughout the lesson. They asked relevant,
higher order thinking questions. The students were polite, thoughtful, and took
turns (an issue we have been working on throughout the school year.) I highly
recommend project based learning opportunities.