Design Topic - Science-Weather - Subject(s) - Science - Grade(s) - 3 - Designer(s) - Sarah Speer

Design Topic _ Science- Weather ___________________________ Subject(s) _____Science___________ Grade(s) ___3____ Designer(s) __Sarah Speer
_________________________
STAGE 1 DESIRED RESULTS
Unit Title: ___Weather________________________________________________
Established Goals:
ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected
during a particular season
ESS2-2 Obtain and combine information to describe climates in different regions of the world
ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related
hazard
Understandings: Students will understand that Essential Questions:

*Severe weather cannot be prevented but being How does weather affect our lives?
prepared can prevent hazards.
* Climate is the average pattern of weather in an How does being prepared for severe
area weather reduce impact?
* The differences between climate and weather.
* Weather is the state of the atmosphere at any
time
* The water cycle helps reuse water - causes rain
* Earthquakes are caused by the plates squeezing
or stretching, which causes them to shift.
* Rain is caused by water droplets collecting
together
* Temperature is the measure of energy or heat.
* Different tools measure different types of
weather.
* Cold and warm fronts effect weather outcomes
Students will know: Students will be able to:

How to research online for information *Obtain information to complete a poster on the
about severe weather dangers of one type of severe weather.
That rain is caused by water droplets * How to read a thermometer
collecting together * Explain the difference of climate and weather
Places have seasons because of the * Label and explain the purpose of a weather tool
movement of the earth * Use the thermometer to record and track data for
a week.
The freezing and boiling point of water
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

_________________________
STAGE 2 ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:
G- Your task is to inform residents of the A severe weather sort
severe weather in their area and ways to Fill out a diagram of the water cycle
prevent damage. Create a data table with the temperature for
R-You are a meteorologist informing each day of the week.
residents on the severe weather in their
A quiz on weather vocabulary
area.
A- Your target audience is adults who live Exit Ticket question on the lesson
in the community. objective
S- You have been asked to research a type
of severe weather in a specific region
and present the information to inform
residents about the cause and effects of
the storm, as well as how to help
prevent damage and injury.
P-You will create a brochure, poster, video,
or PowerPoint on your severe weather.
S- Your presentation should include the

cause of the weather type, The effects of
the weather, and 2-3 ways to help keep
citizens safe in your community. You also
need to include an illustration, diagram, or
performance of the cause and effect of your
weather.
Key Criteria:
See Rubric below
STAGE 3 LEARNING PLAN

Summary of Learning Activities
KWL Chart Pre assessment W
Hook- Challenge- Performance assessment WH
* Web Quest- What is Weather? - What is Climate? What are the steps in the water cycle?
Why is the water cycle important? What are seasons? Does every region have all four seasons?
HW
M &M Activity- Difference of Climate and weather- HETO
Water Cycle Foldable- ( Pinterest)- ETW ( Differentiation- Have copies of words to glue instead
of writing.
Quiz- Quiz Trade Weather, Climate, Water Cycle (Kagan) -ETH R
Brain Pop Video- Weather Tools HET
Talking chips- Kagan- Weather tool purpose TR

_________________________
Thermometers- Explain what they are, why we use them, how we use them, then practice
reading temperatures using different cups of water. E
Interactive Notebook- Meteorology, low and high pressure, cold front, high front, Storms EHT
Research severe weather Choice in assessment type TRO (Gardner) (Differentiation)


_________________________
Task:
G-Your task is to inform residents of the severe weather in their area and ways to prevent damage.
R-You is a meteorologist informing residents on the severe weather in their area.
A- your target audience is adults who live in the community.
S- You have been asked to research a type of severe weather in a specific region and present the
information to inform residents about the cause and effects of the storm, as well as how to help prevent
damage and injury.
P-You will create a brochure, poster, video, or PowerPoint on your severe weather.
S- your presentation should include the cause of the weather type, the effects of the weather, and 2-3
ways to help keep citizens safe in your community. You also need to include an illustration, diagram, or
performance of the cause and effect of your weather.
Circle your choice of presentation:
Brochure, Video, Poster, Song, Informative Paper
Score 3 2 1 0
Cause/Effect The student The student The student The student
correctly correctly has a cause did not
informed the informed the and effect include a
audience of audience of but it was cause and
the cause the cause or not correct effect of
and effect of effect but information. their severe
their severe not both. weather.
weather.
Staying Safe The student The student The student The student
provided provided 2-3 provided 1-2 did not
more that 2- ways to ways to provide their
3 ways to keep their keep their citizens
keep their citizens safe citizens safe ways to
citizens safe in their in their keep them
in their community. community. safe during
community. a storm.
Illustration/ The student The student The student The student
Diagram correctly misses 1-2 has a did not
illustrates or important diagram or provide an
creates a details illustration illustration
diagram of about their but the or diagram.
the cause weather in information
and effect of their is not
their diagram or correct.
_________________________
weather. illustration.
Presentation The student The student The student The student
presents presents presents does not
their their their present his
information information information or her
in a way in a way in a way information
that adults that adults that adults in a way for
can can have a hard anyone to
understand understand time understand.
the cause, the cause, understandi
effect and effect and ng the
ways to stay ways to stay cause, effect
safe without safe but and ways to
any have few stay safe.
questions. questions.

_________________________
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

_________________________

_________________________
Weather Sort-

_________________________
Water Cycle Activity-

_________________________
Interactive Notebook:

_________________________

_________________________

_________________________

_________________________

_________________________
Notes Page Practice during earthquakes

_________________________
Quiz- Quiz Trade
What is Climate? The weather that is normal for a

region
What is weather? The state of the atmosphere
The sun causes water on the ground Condensation

to make ___________ when it is
heated.
When the clouds are full of water

droplets then the clouds
produce__________________. Precipitation
When the sun heats the water on the Evaporation

ground, the water disappears. This is
called?
Weather that is normal for the region Climate

is called _____________.
The state of the atmosphere is called Weather

____________,

_________________________
Name: ______________________
Web Quest
1. Go to Pebble Go www.pebblego.com
2. Go to Science, Weather - What is Weather
3. Answer the following questions:
1. What is Weather?
2. How often do changes in weather happen?
3. Where is sunlight the strongest?
Go to http://weatherwizkids.com/weather-climate.htm
Answer the following questions
1. What is climate?
2. What causes weather?
3. Why do we have seasons?
4. What are the steps of the water cycle?

_________________________
Quiz 1
Name; __________________________
Climate is ______________________________.
Weather is ____________________________.
Label the diagram with the correct terms. - Precipitation, evaporation, condensation

_________________________
Summative-
Weather Test
Read the thermometer and write the temperature on the line.
Answer the questions with the best answer.

What is the difference between climate and weather?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________
Write the name of the tool and what we measure with it.

_________________________
Label the diagram with the correct terms for the water cycle.
Explain in your own words how earthquakes happen.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________

_________________________

Design Topic - Science-Weather - Subject(s) - Science - Grade(s) - 3 - Designer(s) - Sarah Speer

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Design Topic - Science-Weather - Subject(s) - Science - Grade(s) - 3 - Designer(s) - Sarah Speer

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Design Topic _ Science- Weather ___________________________ Subject(s) _____Science___________ Grade(s) ___3____ Designer(s) __Sarah Speer

Understandings: Students will understand that Essential Questions:

Students will know: Students will be able to:

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

STAGE 2 ASSESSMENT EVIDENCE

S- Your presentation should include the

STAGE 3 LEARNING PLAN

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3

Circle your choice of presentation:

Brochure, Video, Poster, Song, Informative Paper

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 5

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Water Cycle Activity-

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Notes Page Practice during earthquakes

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Quiz- Quiz Trade

What is Climate? The weather that is normal for a

What is weather? The state of the atmosphere

The sun causes water on the ground Condensation

When the clouds are full of water

When the sun heats the water on the Evaporation

Weather that is normal for the region Climate

The state of the atmosphere is called Weather

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

2. How often do changes in weather happen?

3. Where is sunlight the strongest?

Answer the following questions

2. What causes weather?

3. Why do we have seasons?

4. What are the steps of the water cycle?

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Answer the questions with the best answer.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Explain in your own words how earthquakes happen.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

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Design Topic _ Science- Weather _________________________ Subject(s) _Science_______ Grade(s) _3__ Designer(s) Sarah Speer