5th meteorology greenbrier

35th UbD Meteorology ofType: Unit Plan Jeff McHugh

5th UbD MeteorologyUnit Dates: Class: Sections:1-4-11 to 2-8-11 5th Grade Research 5th Grade

Teachers:Jeff McHugh

Stage One - Desired ResultsContent Area Standards5. Explain how air movements affect the weather

8. Interpret symbols and weather patterns from a weathermap and identify major weather instruments.

9. Identify the basic cloud types and their relationships tothe weather.

11. Understand how wind is produced by uneven heatingof the earth.

Enduring UnderstandingsStudents will develop an understanding of the conditionsneeded in order for certain types of natural disasters tooccur.

Essential QuestionsIf scientists could alter weather conditions, which oneshould be changed in order to decrease the impact ofnatural disasters?

KnowledgeStudents will know the necessary conditions fora hurricane, tornado, blizzard, and tsunami to occur.

SkillsStudents will be able to:

•extract paraphrase relevant information from print andonline resources;

•cite sources;

•synthesize information to construct new knowledge;

•generate, analyze and share solutions to variousdisasters

Stage Two - Assessment Evidence


Performance Task(s)/AssessmentGroups will create a video to explain the conditionsnecessary for their disaster to occur and provide a solutionto reduce the effect of that disaster.

Other Evidenceobservations (notetaking, information gathering, groupcollaboration)notefact samplesculminating group discussion

Stage Three - Learning PlanHook and HoldNatural disasters result in the loss of billions of dollars andnumerous human lives every year. In order to reducethese effects, scientists are currently attempting to changethe weather conditions necessary for these disasters tooccur. Dr. Albert A. Clipper (see video) is asking for ideasabout which weather conditions they should target in orderto reduce or eliminate the effects of natural disasters.

Classroom ComponentThe entire 5th grade weather unit, with the exception ofnatural disasters, will be covered in the classroom in theweeks leading up to the UbD.

Differentiation Through:

Content

Process (how students take in and make sense of the

content)

Product (how students show what they have learned)

Differentiation According to Student:

Readiness (relative standing to the learning goals)

Interest (passions, affinities, kinships that motivate

learning)

Learning Profile (learning styles, intelligence &

modality preferences, cultural background)

Differentiation ExplanationTeachers create heterogenous groups of 4 students foreach disaster. Students took notes independently, thenshared information with their group. Content wasdifferentiated by providing resources with lower readinglevels for students reading below grade level. Thesestudents also received assistance from the special edteam during the research process.

Unit ResourcesWe used print resources about each disaster from ourschool library and AHML.

We linked videos from United Streaming to our website forviewing on iPads, iPod Touches and computers.

Students were also free to explore the Internet forinformation, as they had previous instruction on websiteevaluation.

Project ActivitiesNotefacts review and intro - Day 1 (1/18), LMCSources - Day 2 (1/19), LMCGoal setting- Day 2 (1/19), LMCIndividual research and goal evaluation - Day 3 (1/20), classrooms (evaluate at end of day)- Day 4 (1/21), LMC (evaluate at end of day), Jeff collect and assess notefactsGroup organizing/consolidating facts - Day 5 (1/25), LMC and/or classroomsGroup script - Day 5/6 (1/25-1/26), LMC/clGroup rehearsal- Day 5/6 (1/25-1/26), LMC/clVideos - Days 7/8 (1/27-1/28), LMC/conf room

Unit Reflection

https://secureweb.sd25.org/groups/greenbrier5thgradenaturaldisasters/


View videos/evaluate information - Day 9 (1/31, 10:30-11:15, or 2/1)Discussion and exit slip- Day 10 (2/1 or 2/2)

985th UbD Meteorology (1-4-11) Page 1 ofType: Daily Plan Jeff McHugh

5th UbD Meteorology (1-4-11)Unit Dates: Class: Plan:1-4-11 to 2-8-11 5th Grade Research 5th Grade

Getting Ready for ResearchLesson FocusNote Taking Skills

Lesson Procedures•Explained notefacts, citing sources

•Students practiced using print materials

• Showed book on overhead with Elmo, modelednotetaking on whiteboard

Lesson ResourcesNotetaking PowerPoint

Notefact and source sheets

Daily ReflectionIt worked

StandardsWIRED Framework - WIRED (2010) - 5 W Wonder, World Focus 5: W-1 Connect learning to community issues. 5: W-1a Connect ideas and information to situations and people in the local and global community. 5: W-1b Gather ideas and information from different points of view. 5: W-1c Base opinions on information from multiple sources of authority.

5: W-2 Use social networks and information tools to gather and share information. 5: W-2a Use basic strategies (author, title, subject) to locate information using the library's online catalog. 5: W-2b Retrieve materials identified while searching the library's online catalog. 5: W-2c Use social networking tools to create and share information.

I Inquire, Investigate, Integrate 5: I-1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 5: I-1a Generate questions and practice different ways to locate and evaluate sources that provide needed information.

5: I-2 Use prior and background knowledge as context for new learning. 5: I-2a Articulate what is known about a topic, problem or question. 5: I-2b Generate a list of keywords, synonyms, and related terms for a research project. 5: I-2c Predict answers to inquiry questions based on background knowledge and beginning observations or experiences.


5: I-3 Develop and refine a range of questions to frame the search for new understanding. 5: I-3a With guidance, formulate questions about a topic. 5: I-3b Assess questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to inquiry. 5: I-3c Revise the question or problem as needed to arrive at a manageable topic.

5: I-4 Find, evaluate, and select appropriate sources to answer quesitions. 5: I-4a Use the organizational structure of a book to locate information to answer questions. 5: I-4b Use text features and illustrations to determine best resources. 5: I-4c Understand the library's organizational scheme and what main topics are included in each section. 5: I-4d Identify and use appropriate sources to acquire background information and answer questions.

5: I-5 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 5: I-5a Search an online catalog and locate materials on the shelf. 5: I-5b Use selected websites and periodical databases to find appropriate information. 5: I-5c Use selected search engines to find approriate information.

5: I-6 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs. 5: I-6a Identify facts and details that support main ideas. 5: I-6b Skim/scan to locate information that is appropriate to age and ability. 5: I-6c Interpret information taken from maps, graphs, charts & other visuals. 5: I-6d Distinguish between fact and opinion. 5: I-6e Evaluate facts for accuracy.

5: I-7 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 5: I-7a Use various note-taking strategies (e.g. outlining, highlighting, graphic organizers). 5: I-7b Paraphrase or summarize information in various formats. 5: I-7c Draw conclusions on facts and premises.

5: I-8 Organize personal knowledge in a way that can be called upon easily. 5: I-8a Use simple graphic organizers and technology tools to capture the main ideas and their relationships to each other. 5: I-8b Use two-column approach to note taking to capture personal connections to information.

5: I-9 Use information and technology ethically and responsibly. 5: I-9a Demonstrate understanding of plagiarism by paraphrasing information or noting direct quotes. 5: I-9b Understand that authors and illustrators own their writings and art, and it is against the law to copy their work. 5: I-9c Credit all sources properly with title, author, publication date and page number. 5: I-9d Practice responsible use of technology and describe personal consequences of inappropriate use. 5: I-9e Observe Web safety procedures including safeguarding personal information. 5: I-9f Respect privacy of others (e-mail files, passwords, book checkout, etc.).

R Research, Reflect 5: R-1 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 5: R-1a Find similar big ideas in more than one source. 5: R-1b With guidance make inferences.

5: R-2 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 5: R-2a Recognize when facts from two different sources conflict and seek additional sources to verify accuracy. 5: R-2b Recognize their own misconceptions when new information conflicts with previously held opinions.


5: R-3 Organize knowledge so that is is useful. 5: R-3a Organize notes and ideas to form responses to questions. 5: R-3b Organize the information in a way that is appropriate for the assignment or question. 5: R-3c Use common organizational patterns (chronological order, main idea with supporting ideas) to make sense of information.

5: R-4 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 5: R-4a Review ideas held at the beginning of inquiry and reflections captured during note taking. 5: R-4b Match information found with questions and predictions. 5: R-4c Make inferences about the topic at the conclusions of a research project. 5: R-4d Draw conclusions about the main idea. 5: R-4e Identify connections to the curriculum and real world.

5: R-5 Collaborate with others to broaden and deepen understanding. 5: R-5a Work in teams to produce original works or solve problems. 5: R-5b Respect others' opinions through active listening and questioning.

5: R-6 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 5: R-6a Express their own ideas appropriately and effectively while working in groups to identify and resolve information problems. 5: R-6b Work in groups to create and evaluate pictures, images, and charts for word processed reports and electronic presentations.

E Engage 5: E-1 Use technology and other information tools to analyze and organize information. 5: E-1a Use word processing, drawing, presentation, graphing, and other productivity tools to illustrate concepts and convey ideas.

5: E-2 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use and assess. 5: E-2a Use various technology tools to retrieve information. 5: E-2b Use a variety of media and formats to create and edit products that communicate the synthesis of information and ideas.

5: E-3 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 5: E-3a Follow steps of the writing/creation process: prewriting, drafting, revising, editing, and publishing. 5: E-3b Identify the audience and purpose before selecting a format for the product. 5: E-3c Experiment with text and visual media to create products. 5: E-3d Edit drafts based on feedback. 5: E-3e Check for correctness, completeness, and citation of sources.

5: E-4 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 5: E-4a Present information clearly so that main points are evident. 5: E-4b Identify and evaluate the important features for a good product. 5: E-4c Identify own strengths and set goals for improvement. 5: E-4d Reflect at the end of an inquiry experience about what ideas would still be interesting pursue.

5: E-5 Use creative and artistic formats to express personal learning. 5: E-5a Present creative products in a variety of formats. 5: E-5b Use technology applications to create documents and visualizations of new learning. 5: E-5c Use multimedia authoring tools for independent and collaborative publishing activities.

5: E-6 Participate and collaborate as members of a social and intellectual network of learners. 5: E-6a Show respect for and respond to ideas of others. 5: E-6b Accurately describe or restate ideas of others.


5: E-6c Acknowledge personal and group achievements. 5: E-6d Rely on feedback to improve product and process. 5: E-6e Respect guidelines for responsible and ethical use of information resources. 5: E-6f Share favorite literature. 5: E-6g Develop a product with peers and share with others. 5: E-6h Develop projects with peers that can be shared electronically and can challenge other students to answer questions or give opinions adding to the content (e.g., sharedbook reviews, shared slide presentations).

The Research ProcessPathfinders Collaboration Tools

wiki

blog

Skype

online chat

Technology Resources

computer lab

laptops

iPods

iPads

Content, Skills, AssessmentActivate/Build Background KnowledgeContent Skills

A. Use prior and background knowledge as contextfor new learning.


1. Articulate what is known about a topic, problemor question.

2. Generate a list of keywords, synonyms, andrelated terms for a research project.

3. Identify and use appropriate sources to acquirebackground information and answer questions.

4. Predict answers to inquiry questions based onbackground knowledge and beginningobservations or experiences.

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Questioning SkillsContent Skills

A. Develop and refine a range of questions to framethe search for new understanding.


1. With guidance, formulate questions about atopic.

2. Assess questions to determine which can beanswered by simple facts, which cannot be

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answered by simple facts, which cannot beanswered, and which would lead to inquiry.

3. Revise the question or problem as needed toarrive at a manageable topic.

Information Access and EvaluationContent Skills

A. Demonstrate mastery of technology tools foraccessing information and pursuing inquiry.


1. Search an online catalog and locate materials onthe shelf.

2. Use selected websites and periodical databasesto find appropriate information.

3. Use selected search engines to find appropriateinformation.

B. Find, evaluate, and select appropriate sources toanswer questions.


1. Skim/scan to locate information that isappropriate to age and ability.

2. Use the organizational structure of a book tolocate information to answer questions.

3. Use text features and illustrations to determinebest resources.

C. Evaluate information found in selected sources onthe basis of accuracy, validity, and appropriatenessfor needs.


1. Identify facts and details that support main ideas.

2. Distinguish between fact and opinion.

3. Evaluate facts for accuracy.

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Note Taking SkillsContent Skills

A. Read, view, and listen for information presented inany format (e.g., textual, visual, media, digital) inorder to make inferences and gather meaning.


1. Use various note-taking strategies (e.g. outlining,highlighting, graphic organizers).

2. Paraphrase or summarize information in variousformats.

3. Use two-column approach to note taking tocapture personal connections to information.

B. Use information and technology ethically andresponsibly.


1. Demonstrate understanding of plagiarism byparaphrasing information or noting direct quotes.

2. Understand that authors and illustrators own their

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2. Understand that authors and illustrators own theirwritings and art, and it is against the law to copytheir work.

3. Credit all sources properly with title, author,publication date and page number.

4. Practice responsible use of technology anddescribe personal consequences of inappropriateuse.

Organizing and Synthesizing InformationContent Skills

A. Organize knowledge so that is is useful. A. Organize knowledge so that is is useful.1. Use simple graphic organizers and technology

tools to capture the main ideas and theirrelationships to each other.

2. Organize the information in a way that isappropriate for the assignment or question.

B. Make sense of information gathered from diversesources by identifying misconceptions, main andsupporting ideas, conflicting information, and pointof view or bias.


1. Recognize when facts from two different sourcesconflict and seek additional sources to verifyaccuracy.

2. Recognize their own misconceptions when newinformation conflicts with previously heldopinions.

C. Use strategies to draw conclusions frominformation and apply knowledge to curricularareas, real-world situations, and furtherinvestigations.


1. Review ideas held at the beginning of inquiry andreflections captured during note taking.

2. Draw conclusions about the main idea.

3. Make inferences about the topic at theconclusions of a research project.

4. Identify connections to the curriculum and realworld.

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CollaborationContent Skills

A. Collaborate with others to exchange ideas, developnew understandings, make decisions, and solveproblems.


1. Express their own ideas appropriately andeffectively while working in groups to identify andresolve information problems.

2. Respect others' opinions through active listeningand questioning.

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and questioning.3. Work in teams to produce original works or solve

problems.

Constructing and Sharing New KnowledgeContent Skills

A. Use the writing process, media and visual literacy,and technology skills to create products thatexpress new understandings.


1. Identify the audience and purpose beforeselecting a format for the product.

2. Follow steps of the writing/creation process: pre-writing, drafting, revising, editing, and publishing.

3. Edit drafts based on feedback.

B. Use technology and other information tools toorganize and display knowledge and understandingin ways that others can view, use and assess.


1. Experiment with text and visual media to createproducts.

2. Use a variety of media and formats to create andedit products that communicate the synthesis ofinformation and ideas.

C. Conclude an inquiry-based research process bysharing new understandings and reflecting on thelearning.


1. Present information clearly so that main pointsare evident.

2. Reflect at the end of an inquiry experience aboutwhat ideas would still be interesting pursue.

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Sharing New UnderstandingProject Activities Project Software



Getting Ready for ResearchLesson FocusNote Taking Skills

Lesson Procedures•Showed and discussed examples of student notefacts

•Handed back last week's notefacts (which I had evaluatedand provided feedback) to students

•Students practiced notetaking and citing sources againusing an online resource

•Students rated their own notefacts and a partner's

Lesson ResourcesNotefact sheets, source sheets, website scanner, Elmo,overhead projector

Daily ReflectionUsed the phony website, but kids caught on and did morewebsite evaluation than notetaking. Next time use a legitsite and focus on notetaking.



I Inquire, Investigate, Integrate 5: I-1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.


5: E-5b Use technology applications to create documents and visualizations of new learning. 5: E-5c Use multimedia authoring tools for independent and collaborative publishing activities.

5: E-6 Participate and collaborate as members of a social and intellectual network of learners. 5: E-6a Show respect for and respond to ideas of others. 5: E-6b Accurately describe or restate ideas of others. 5: E-6c Acknowledge personal and group achievements. 5: E-6d Rely on feedback to improve product and process. 5: E-6e Respect guidelines for responsible and ethical use of information resources. 5: E-6f Share favorite literature. 5: E-6g Develop a product with peers and share with others. 5: E-6h Develop projects with peers that can be shared electronically and can challenge other students to answer questions or give opinions adding to the content (e.g., sharedbook reviews, shared slide presentations).


wiki

blog

Skype

online chat


computer lab

laptops

iPods

iPads








AssessmentName

Questioning Skills


Content SkillsA. Develop and refine a range of questions to frame

the search for new understanding.A. Develop and refine a range of questions to frame

the search for new understanding.1. With guidance, formulate questions about a

topic.2. Assess questions to determine which can be

answered by simple facts, which cannot beanswered, and which would lead to inquiry.


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A. Collaborate with others to exchange ideas, develop A. Collaborate with others to exchange ideas, developAssessment

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new understandings, make decisions, and solveproblems.

new understandings, make decisions, and solveproblems.



3. Work in teams to produce original works or solveproblems.















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Getting Ready for ResearchLesson Focus Lesson Procedures Lesson Resources

Daily Reflection






5: I-4 Find, evaluate, and select appropriate sources to answer quesitions.


5: E-6h Develop projects with peers that can be shared electronically and can challenge other students to answer questions or give opinions adding to the content (e.g., sharedbook reviews, shared slide presentations).


wiki

blog

Skype

online chat


computer lab

laptops

iPods

iPads








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2. Assess questions to determine which can beanswered by simple facts, which cannot beanswered, and which would lead to inquiry.


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Information Access and Evaluation


Content SkillsA. Demonstrate mastery of technology tools for

accessing information and pursuing inquiry.A. Demonstrate mastery of technology tools for

accessing information and pursuing inquiry.1. Search an online catalog and locate materials on

the shelf.2. Use selected websites and periodical databases

to find appropriate information.3. Use selected search engines to find appropriate

information.B. Find, evaluate, and select appropriate sources to

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

answer questions.1. Skim/scan to locate information that is

appropriate to age and ability.2. Use the organizational structure of a book to

locate information to answer questions.3. Use text features and illustrations to determine

best resources.C. Evaluate information found in selected sources on

the basis of accuracy, validity, and appropriatenessfor needs.





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Constructing and Sharing New KnowledgeContent Skills Assessment















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Getting Ready for ResearchLesson FocusActivate/Build Background Knowledge

Lesson Procedures•Review notetaking, hand back notefacts from last weekwith my feedback

•Introduce project, activate background knowledge aboutweather (see Albert A. Clipper video)

•Introduce IIM process

Lesson ResourcesProjector, computer

Daily Reflection




5: I-2 Use prior and background knowledge as context for new learning. 5: I-2a Articulate what is known about a topic, problem or question. 5: I-2b Generate a list of keywords, synonyms, and related terms for a research project.

https://secureweb.sd25.org/groups/greenbrier5thgradenaturaldisasters/


5: E-6b Accurately describe or restate ideas of others. 5: E-6c Acknowledge personal and group achievements. 5: E-6d Rely on feedback to improve product and process. 5: E-6e Respect guidelines for responsible and ethical use of information resources. 5: E-6f Share favorite literature. 5: E-6g Develop a product with peers and share with others. 5: E-6h Develop projects with peers that can be shared electronically and can challenge other students to answer questions or give opinions adding to the content (e.g., sharedbook reviews, shared slide presentations).


wiki

blog

Skype

online chat


computer lab

laptops

iPods

iPads








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Getting Ready for ResearchLesson FocusQuestioning Skills

Lesson ProceduresStudents came up with questions about their disaster andfilled out goal setting form

Lesson ResourcesGoal setting form

Daily Reflection







5: E-6g Develop a product with peers and share with others. 5: E-6h Develop projects with peers that can be shared electronically and can challenge other students to answer questions or give opinions adding to the content (e.g., sharedbook reviews, shared slide presentations).


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blog

Skype

online chat


computer lab

laptops

iPods

iPads








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Getting Ready for ResearchLesson FocusInformation Access and Evaluation

Lesson ProceduresStudents research using print and online resources

Lesson ResourcesBooks, computer lab, laptops, iPads, iPod Touches,notefact and source sheets

Daily Reflection









wiki

blog

Skype

online chat


computer lab

laptops

iPods

iPads








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Lesson ProceduresStudents research using print and online resources

Lesson ResourcesBooks, computer lab, laptops, iPads, iPod Touches,notefact and source sheets

Daily Reflection









wiki

blog

Skype

online chat


computer lab

laptops

iPods

iPads








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Lesson ProceduresStudents worked in their disaster groups to organize factsand decide if they need more information. If so, theycontinued researching. If not, they began writing scripts.

Lesson ResourcesNotefacts, print and online resources

Daily Reflection





5: I-3 Develop and refine a range of questions to frame the search for new understanding. 5: I-3a With guidance, formulate questions about a topic. 5: I-3b Assess questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to inquiry.


5: E-6f Share favorite literature. 5: E-6g Develop a product with peers and share with others. 5: E-6h Develop projects with peers that can be shared electronically and can challenge other students to answer questions or give opinions adding to the content (e.g., sharedbook reviews, shared slide presentations).


wiki

blog

Skype

online chat


computer lab

laptops

iPods

iPads








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Constructing and Sharing New Knowledge


Content SkillsA. Use the writing process, media and visual literacy,

and technology skills to create products thatexpress new understandings.













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Lesson ProceduresGroups organized information, wrote scripts andrehearsed for video.

Lesson ResourcesNotefacts

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Lesson ProceduresStudents rehearse and film videos.

Lesson ResourcesVideo camera, greenscreen, scripts, props

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Lesson ProceduresStudents rehearse and film videos.

Lesson ResourcesVideo camera, greenscreen, scripts, props

Daily Reflection










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blog

Skype

online chat


computer lab

laptops

iPods

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Lesson ProceduresStudents viewed and completed active listening forms forall of the group videos.

Lesson ResourcesComputer, projector, active listening sheets

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Lesson ProceduresGroup discussion about which weather conditions theythink could be changed, how it would affect the disaster aswell as other implications (ecosystems, wildlife, etc.), andwhether or not this is possible (scientifically, politically andeconomically).

Discussion ended with a video about the real scientiststrying to alter weather conditions to prevent hurricanes(see link).

Lesson Resources

Daily Reflection




5: I-2 Use prior and background knowledge as context for new learning.

http://intellectualventureslab.com/?tag=salter-sink


5: E-6 Participate and collaborate as members of a social and intellectual network of learners. 5: E-6a Show respect for and respond to ideas of others. 5: E-6b Accurately describe or restate ideas of others. 5: E-6c Acknowledge personal and group achievements. 5: E-6d Rely on feedback to improve product and process. 5: E-6e Respect guidelines for responsible and ethical use of information resources. 5: E-6f Share favorite literature. 5: E-6g Develop a product with peers and share with others. 5: E-6h Develop projects with peers that can be shared electronically and can challenge other students to answer questions or give opinions adding to the content (e.g., sharedbook reviews, shared slide presentations).


wiki

blog

Skype

online chat


computer lab

laptops

iPods

iPads








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resolve information problems.2. Respect others' opinions through active listening


problems.















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Getting Ready for ResearchLesson Focus Lesson Procedures Lesson Resources

Daily Reflection










wiki

blog

Skype

online chat


computer lab

laptops

iPods

iPads








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Sharing New UnderstandingProject Activities

Exit survey

Project Software

https://spreadsheets.google.com/viewform?formkey=dGd1NnkwTkxBTjNlZnRQSFl4VzBHS2c6MQ

5th meteorology greenbrier

Documents

grade weather unit

weather patterns

holdnatural disasters

effects of natural disasters

exception ofnatural

impact ofnatural disasters

relationships tothe

major weather instruments