rigorous curriculum design...thermometer (temperature), wind vane (wind direction). explain:...

Rigorous Curriculum Design—Unit Planning Organizer Blank

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DEKALB COUNTY SCHOOL DISTRICT

RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) Science

Grade and Course

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Unit of Study Unit 1: Weather and Seasons

Pacing Timeframe: Date To Date: 10 weeks

“Unwrapped” Priority Science Georgia Standards of Excellence- Disciplinary Core Ideas

Skills and Concepts

S1E1. OBTAIN, EVALUATE, and COMMUNICATE weather data to IDENTIFY weather patterns. d. ANALYZE data to IDENTIFY seasonal patterns of change.



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“Unwrapped” Priority Elements

“Unwrapped” Skills (Students Need to Be Able to Do)

“Unwrapped” Concepts (Students Need to Know)

Bloom’s Taxonomy Levels

DOK (For Overall Standard)

S1E1 S1E1d

• OBTAIN, EVALUATE, COMMUNICATE, ANALYZE DATA TO IDENTIFY

• Seasonal Patterns of Change

• 1 (Remember)

• 4 (Analyze)

• 3 (Strategic Thinking)

Supporting Standards

S1E1. Obtain, evaluate, and communicate weather data to identify weather patterns. a. Represent data in tables and/or graphs to identify and describe different types of weather and the characteristics of each type. b. Ask questions to identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water). c. Plan and carry out investigations on current weather conditions by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal, on a calendar, and graphically.



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Essential Questions Corresponding Big Ideas

1. How can we obtain and represent weather

data to describe different types of weather and the characteristics of each type?

2. How do we evaluate forms of precipitation

as either solid or liquid?

3. How can we plan and carry out an investigation to evaluate and communicate weather (seasonal) patterns?

1. Tools such as thermometers, wind vanes, and rain gauges can be used to observe, measure and record weather. Recorded weather can be represented in tables and graphs. 2. Frozen precipitation such as snow, hail and sleet are commonly described as a solid forms of precipitation. Rain is commonly described as a liquid form of precipitation. 3. Seasons can be identified based on weather conditions, and/or physical attributes of trees and plants. Changes in weather conditions can be recorded during different times of day, from day to day, and over longer periods of time (seasonal cycle). Repeated observations can show patterns that can be used to predict general weather conditions. For example, temperatures are generally cooler at night than during the day and colder in winter than in spring, summer or fall.

Crosscutting Concepts & Science and Engineering Practices

Crosscutting Concepts (All Daily) 1. Patterns, Similarity, & Diversity 2. Cause & Effect 3. Scale, Proportion, & Quantity 4. Systems & System Models 5. Energy & Matter 6. Structure & Function 7. Stability & Change Science & Engineering Practices: #1, 2, & 6 (Daily) 1:Asking Questions (Science) and Defining Problems (Engineering) 2. Developing & Using Models 3. Planning and Carrying Out Investigations 4. Analyzing & Interpreting Data 5. Using Mathematics & Computational Thinking 6. Constructing Explanations (Science) & Designing Solutions (Engineering) 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, & Communicating Information



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Unit Assessments Pre-Assessment Post-Assessment

Student Version:

Gr1_SCI_Unit1_Preassessment_Teacher

Teacher Version:

Gr1_SCI_Unit1_Preassessment_Teacher

Student Version:

DeKalb Benchmark Assessment

Teacher Version:

.



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Performance Assessment

Engaging Scenario

Suggested Phenomena: Seasonal changes are displayed on the physical attributes of trees. Our school is planning its first annual School Fair. The principal has asked our class to decide when is the best time to schedule the fair. The principal would like to have the fair in the Fall. Before adding it to the calendar, he/she would like us to determine if this is the best time of year. Students will plan and carry out investigations to determine if Fall would be best. Students will obtain, analyze and interpret data from their investigations to construct an argument and justify which season to have our fair. We will communicate our recommendation to the principal so he/she can finalize the school calendar.

Performance Task Synopses make sure that the language of the engaging scenarios are reflected in the performance tasks

Task 1: S1E1a – Identify the types of weather seen during your assigned season. Using data from weather calendars, create a picture graph or bar graph to communicate data for the season. Task 2: S1E1b – Plan and deliver a weather report to share the different forms of precipitation seen during the season.

Task 3: S1E1a, S1E1b and S1E1c – Using a poster, present all the information collected to convince others that your assigned season would be better suited than Fall for the fair. If Fall is your assigned season, you will convince others that Fall is the best.

Present the top three reasons that your season is the best (clothing, location, temperature) These reasons need to be convincing in order to persuade the group to vote for the best season. You may use props or pictures to make your argument for your season



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Performance Task 1 In Detail

Task 1 Student Directions: Engage: The principal would like to have the fair in the Fall. Before adding it to the calendar, he/she would like us to determine if this is the best time of year. Explore: Research to obtain (use multimedia, tradebooks, lexile level text) information about the 4 seasons. Include the different types of weather observed in each season. Research to obtain information about weather patterns for 1 month in each season. Explain: Use the information from your research to develop and use a model (graph, graphic organizer, chart, diagram, drawing, physical replica, diorama, dramatization, or storyboard) to list the different types of weather seen during each season. Elaborate: Evaluate and analyze the monthly weather patterns for each season Evaluate: Develop and use a model to create a picture graph or bar graph to communicate weather patterns in each season. Task 1 Teacher Notes: Encourage students to discuss various types of weather. Provide materials to promote student engagement. Allow students to work in collaborative groups and use a science journal to record their information. Students will need prior exposure to the three states of matter. In the engage phase, the students are responsible for identifying the stages of matter (solids or liquids) for the following forms of precipitation (rain, snow, sleet, and hailstones)

The weather is made up of temperature, air pressure, moisture in the air, and wind velocity. These components create different weather conditions, and it is important for students to become familiar with the weather because it affects their daily lives. Weather influences recreational and other activities, clothing, and the types of homes in which people live. Students will develop their understanding of different types of weather by observing, charting, and graphing. Science and Engineering Practices are in Bold Cross Cutting Concepts: Patterns, Cause and Effect, Systems & Systems Model Stability, and Change

Performance Task 1 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

Used a model to describe (tables or graphs) different types of weather seen during 4 seasons.

Used a model (tables or graphs) to describe different types of weather seen during 3 seasons.

Used a model (tables or graphs) to describe different types of weather seen during 2 seasons.

Used a model (tables or graphs) to describe different types of weather seen during 1 season.



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Identify the stages of matter (solids or liquids) for the following the 4 forms of precipitation (rain, snow, sleet, and hailstones).

Identify the stages of matter (solids or liquids) for the following 3 forms of precipitation (rain, snow, sleet, and hailstones).

Identify the stages of matter (solids or liquids) for the following 2 forms of precipitation (rain, snow, sleet, and hailstones).

Identify the stages of matter (solids or liquids) for the following 1 form of precipitation (rain, snow, sleet, and hailstones).


Task 2 Student Directions: Engage: Students will need to design and ask a minimum of 5 questions to assist them with identifying different forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid(water). Once the students design and answer their questions, they can watch the video on various forms of precipitation to clarify their misconceptions. Explore: Students will conduct research (multimedia or grade level text resources) to obtain information on the tools that are needed to measure rain, temperature, and wind direction. Afterwards, students can plan and carry out an investigation to observe current weather conditions by observing, measuring with the following simple weather instruments Rain Gauge (Precipitation),

Thermometer (Temperature), Wind Vane (Wind Direction).

Explain: Students will measure the weather data (temperature, precipitation, sky conditions, and weather events) and record the data in their periodic science journal, calendar, or by graphs for 2 weeks. Students will reflect upon the guiding question: Weather data influence weather patterns. Elaborate: The students will communicate the results of their two-week data in the form of graphs, charts, and/or weather calendar. After collecting the data, students will evaluate the data to answer the following questions: Describe the weather patterns that you observed the most and the least. How many different weather patterns did you observe? Based on your data, what weather patterns do you predict we will

have next week? By using your data, what do you think your graph would look like in a different month, next

month, and a different season?

Evaluate: Students will engage in argument by constructing an explanation with the use of evidence (minimum of 3) by responding to the guiding question: How does weather data influence weather patterns?

Task 2 Teacher Notes:

Science and Engineering Practices are in Bold Cross Cutting Concepts: Patterns, Cause and Effect, Systems & Systems Model Stability, Energy and Matter.



Student designed a minimum of 5 questions to ask to learn more about forms of precipitation.

Student designed a minimum of 4 questions to ask to learn more about the various forms of precipitation.

Student designed a minimum of 3 questions to ask to learn more about the various forms of precipitation.

Student designed a minimum of 1-2 questions to ask to learn more about the various forms of precipitation.

Student planned an investigation to observe and measure weather data. The plan can be

Student planned an investigation to observe and measure weather data. The plan is

Student planned an investigation to observe and measure weather data. The plan can only

The student did not design an investigation to observe and measure weather data.

https://gpb.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.precipitation/observe-precipitation/

http://www.k12science.org/curriculum/weatherproj2/en/docs/raingauge.shtml

http://www.k12science.org/curriculum/weatherproj2/en/docs/thermometer.shtml

http://www.k12science.org/curriculum/weatherproj2/en/docs/windvane.shtml



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viewed in my Science Journal.

partially completed in the Science Journal.

be discussed with the student.

Identified the functions of 3 weather tools (thermometer, wind vane, rain gauge)



Identified the functions of the 0 weather tools (thermometer, wind vane, rain gauge)

Student recorded (4out of 4) events such as temperature, precipitation, sky conditions, and weather events in their science journal for 2 weeks in journal, calendar, and graph).

Students recorded (3 out of 4) events such as temperature, precipitation, sky conditions, and weather in their science journal for 2 weeks.

Students recorded (2 out of 4) events such as temperature, precipitation, sky conditions, and weather events in their science journal for 2 weeks.

Students recorded (1-2) events such as temperature, precipitation, sky conditions, and weather events in their science journal for 2 weeks.



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Task 3 Student Directions: Engage: Use all the information collected to convince others that your assigned season would be better suited than Fall for the fair. Explore: Analyze and interpret data to communicate at least 3 reasons (evidence and data) that your season is the best (clothing, location temperature). Use all of the information you have collected and recorded in your science journal to create a final product to share your reasoning with the class Elaborate: These reasons need to be convincing in order to persuade the group to vote for the best season. You may use props or pictures to make your argument with evidence for your season. Evaluate: If Fall is your assigned season, you will construct an explanation (oral, written, multimedia) to convince others with the use of evidence that Fall is the best season for the fair. . We will communicate our recommendation to the principal so he/she can finalize the school calendar.

Task 3 Teacher Notes: Students will work in small cooperative groups, each charged with the task of influencing others to vote for the season that would be best for the fair. They will relate what they have learned throughout the unit to convince others, with supporting details, that the season they are presenting would be best for the fair.

Science and Engineering Practices are in Bold Cross Cutting Concepts: Patterns, Cause and Effect, Systems & Systems Model, Stability and Change



Presentation for the Principal includes 2 of the following: Oral, written, or multimedia and includes props or pictures

Presentation for the Principal includes 1 of the following: Oral, written, or multimedia and includes props or pictures

Presentation for the Principal includes 1 or all of the following: Oral, written, or multimedia

Presentation for the Principal is incomplete

Presentation includes a minimum of 3 supporting details as to what season would be best for the fair.



Presentation does not include any supporting details as to what season would be best for the fair.



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Presentation includes a summary of how analyzing data helps to identify seasonal patterns of change. The summary includes 3 supporting details from text.



Presentation includes a summary of how analyzing data helps to identify seasonal patterns of change. The summary does not include any supporting details from text.

Instructional Strategies Instructional Strategies

Research-Based Effective Teaching Strategies

21st Century Learning Skills

Learning Objectives (posted and referenced)

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort, Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Purposeful small group instruction

Increased think time

Setting Objectives, Providing Feedback

Check for Understanding

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Interdisciplinary Non-Fiction Writing

Teamwork and Collaboration

Initiative and Leadership

Curiosity and Imagination

Innovation and Creativity

Critical thinking and Problem Solving

Flexibility and Adaptability

Effective Oral and Written Communication

Accessing and Analyzing Information

Other



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Intervention Strategies Intervention Strategies

(Tiers 1, 2, 3) Additional Supports in

Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

Re-voicing

Explaining

Prompting for participation

Challenging or countering

Asking “Why?” “How?”

Reread

Practice new academic vocab.

Assistive technology

Pre-teach & re-teach in a different way

Repetition

Use of manipulatives

Collaborative work

Direct/explicit instruction

“Chunking”

Accommodating different

learning styles

Create differentiated text sets

Providing additional guided practice

Conferencing

Additional time

Small group collaboration

Modify quantity of work

Take student’s dictation

Scaffold information

Differentiated content process or product

Consistent reward system

Refer to students’ IEP or 504 plan

Assistive technology

Visuals/Realia

Front-loading

Echoing/Choral response

Color-coding

Multiple exposures in different media

Pair-share

Modeling

Language scaffolds: eg, sentence frames

Deconstruct complex sentences and texts

L1 support

increased opportunities for

student-student talk

Strategic vocabulary instruction

Additional think time



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Strategies for Gifted Learners

Tier 1: Low Preparation Tier 2: Medium Preparation

Flexible-Learning Groups by Readiness, Interest, Learning Profiles

Gifted Education Cluster Classes

Choice of Books Gifted Education Collaboration Classes

Homework Options Tiered Activities and Products

Use of Reading Buddies Use of Literature Clubs

Various Journal Prompts Multiple Testing Options

Student/Teacher Goal Setting Multiple Texts

Varied Pacing with Anchor Options Alternative Assessments

Work Alone or Together Subject Advancement within class

Flexible Seating Curriculum Compacting

Varied Scaffolding Tiered Centers

Varied Computer Programs Spelling by Readiness

Design-A-DAY Varying Organizers

Varied Supplemental Materials Community Mentorships

Computer Mentors Stations

Think-Pair-Share by Readiness, Interest, Learning Profiles

Group Investigations

Open-ended Activities Students are Assessed in Multiple Ways

Explorations by Interest Student choice in selecting learning activities.

Options for Competition Simulations

Tier 3: High Tier 4: Advanced/Autonomous

Advanced Content English/language arts, mathematics, science and/or social studies courses

Above grade level accelerated English/language arts, mathematics, science and/or social studies courses

Resource Classes Advanced Placement Classes

Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internship/Mentorships

Whole Grade Acceleration



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Instructional Resources and Materials Suggested Resources Suggested Technology Resources

Oh Say Can You Say What’s the Weather Today?: All About Weather by Tish Rabe

Weather Words and What They Mean by Gail Gibbons

Our Seasons by Grace Lin

The Reasons for Seasons by Gail Gibbons

PebbleGo Weather

Brainpop Jr. Seasons and Temperature

Seasons (Turtle Diary)

Unit Vocabulary

Unit Vocabulary Terms Cross-Cutting Concepts/Science and Engineering Practices posted in detail

Academic / Tier 2 Unit-Specific / Domain / Tier 3

Analyze Obtain Evaluate Communicate Identify

Weather Pattern Data Season

MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

ELAGSE1W6 With guidance and support from adults,

use a variety of tools to produce and publish writing,

including digital tools and collaboration with peers.

ELAGSE1W8 With guidance and support from adults,

recall information from experiences or gather

information from provided sources to answer a

question.

https://dcsd.sharepoint.com/sites/sciencecurriculumwritinges/Shared%20Documents/1st/Unit%201/pebblego.com

http://www.brainpopjr.com/

https://members.turtlediary.com/video/seasons.html



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Weekly Planner Course: Science 1st Grade Unit: 1 Weather and Seasons

Pacing Priority (in bold) and Supporting Standards

Engaging Learning Experiences

Core Instruction (in bold) and additional resources

Formative Assessments

Week 1

How am I like A Scientist?

Rituals & Routine in Science Classroom Introduce Science & Engineering Practices

Unit Pre-Assessment Discussion of the Essential Questions (throughout unit) & Phenomena Suggested informal progress monitoring checks:

• K-W-L Chart

• Four Corners

• Turn and Talk

Week 2

S1E1 S1E1a

Introduce Engaging Scenario

Different types of Weather Characteristics of each type Additional Resources Types of Weather What's the Season? Seasons Fall Winter Summer Spring

Suggested informal progress monitoring checks: Open-Ended Questions Learning Logs Ticket out the Door

http://sciencenetlinks.com/lessons/weather-1-weather-patterns/

http://sciencenetlinks.com/lessons/weather-2-whats-the-season/

https://jr.brainpop.com/science/weather/fall/

https://jr.brainpop.com/science/weather/winter/

https://jr.brainpop.com/science/weather/summer/

https://jr.brainpop.com/science/weather/spring/



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Week 3

S1E1b

Evaluate and analyze the weather patterns for each season

Precipitations( rain, sleet, snow, hailstones) Different states of matter Resources What’s the Weather? Review seasons and types of weather Resources What is Weather? Pebblego video

What’s the season?

Students develop and use a model (graph, graphic organizer, chart, diagram, drawing, physical replica, diorama, dramatization, or storyboard) to list the different types of weather seen during each season.

Students develop and use a model to create a picture graph or bar graph to communicate weather patterns in each season.

Task 1 scoring guide Suggested informal progress monitoring checks: ❖ ABC Brainstorming ❖ Graphic Organizer ❖ Turn and Talk

http://illuminations.nctm.org/lesson.aspx?id=822

https://pebblego.com/content/science/article.html?a=2006&t=null

http://sciencenetlinks.com/student-teacher-sheets/whats-season/



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Week 4 S1E1b. S1E1c.

Task 2: Students will need to design and ask questions to assist them with identifying different forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid(water).

Forms of Precipitation Weather Tools Phases of Matter Forms of Precipitations video

❖ Student questions on to identify the various forms pf precipitation.

❖ Lab Investigation

❖ Science Journal

https://gpb.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.precipitation/observe-precipitation/



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Week 5 S1E1b. S1E1d.

Students can create weather instruments or utilize science tools to conduct these investigations. Students work with peers to plan an investigation to observe current weather conditions by observing, measuring with the simple weather instruments.

Weather Instruments Spiral Review of forms of precipitation Resources Rain Gauge (Precipitation),

Thermometer (Temperature), Wind Vane (Wind

Direction).

Wet Weather various Pebblego videos Forecasting Weather and Weather Tools

Suggested informal progress monitoring checks: ❖ 3-2-1 ❖ Think-Pair-Share ❖ Science Journals ❖ Inquiry Lab

http://www.k12science.org/curriculum/weatherproj2/en/docs/raingauge.shtml

http://www.k12science.org/curriculum/weatherproj2/en/docs/thermometer.shtml

http://www.k12science.org/curriculum/weatherproj2/en/docs/windvane.shtml

https://pebblego.com/content/science/index.html?c=2974&t=null

http://pebblego.com/



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Week 6 S1E1c.

Students will conduct an investigation to measure the weather data (temperature, precipitation, sky conditions, and weather events) and record the data for 2 weeks in their periodic science journal, calendar, and graph. Weather data influence weather patterns.

Weather Tools Collecting and measuring weather data Review forms of precipitation Resources Weather Tools Video Graphic Organizer for weather tools

The students will communicate the results of their two-week data in the form of graphs, charts, and/or weather calendar, data, what do you think your graph would

look like in a different

month, next month, and a

different season?

Task 2 scoring guide

The students will communicate the results of their two-week data in the form of graphs, charts, and/or weather calendar, data, what do you think your graph would

look like in a different

month, next month, and a

different season?

Suggested informal progress monitoring checks:

• Drawings

• Graphic Organizers

• Matching Activities

http://www.nationalgeographic.org/activity/measuring-weather-with-tools/

http://wpsd.net/blogs/jeffers/files/2015/03/CopyofGraphicOrganizer.pdf



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Week 7 S1E1c.

Students will engage in

argumentation by

constructing an

explanation with the use

of evidence by

responding to the guiding

question: How does

weather data influence

weather patterns?

Final Week of data

collection

Recording weather data and displaying the data in a periodic journal, calendar, and graph. Weather Patterns Resources Interactive activity on using clothes to predict weather patterns Interactive activity on predicting weather patterns based on weather

Suggested informal progress monitoring checks:

• Drawings

• Graphic Organizers

• Matching Activities

• Science journals

• Weather data collection sheet

Week 8 S1E1c. Introduce Task 3: Using Weather Instruments

Analyze data to identify patterns of change Task 3: Culminating activity for Unit 1

Task 4 scoring guide Suggested informal progress monitoring checks: ❖ Observations ❖ Peer Assessments ❖ Reflection Journal

Week 9

S1E1.a. S1E1b. S1E1c. S1E1d.

Final Presentations aligned with Task 3: Present chosen season

Analyze seasonal data to observe patterns of change Task 3: Culminating activity for Unit 1

Task 4 scoring guide Suggested informal progress monitoring checks: ❖ Observations ❖ Peer Assessments ❖ Reflection Journal

http://sciencenetlinks.com/esheets/weather-patterns/

http://sciencenetlinks.com/lessons/weather-2-whats-the-season/



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Week 10 Unit 1 End date: ______

S1E1.a. S1E1b. S1E1c. S1E1d.

Cumulative Review Unit 1 Post Assessment