title of unit: weather and climate grade level: third

UbD Template Title of Unit: Weather and Climate Grade Level: Third Grade

Time Frame: 6 weeks Developed By: Megan Conley and Megan Tilton

Stage 1 – Desired Results Established Goals Science: 3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. 3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. 3-ESS2-2: Obtain and combine information to describe climates in different regions of the world. 3-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. ELA: RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.7 - Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occur). RI.3.9 - Compare and contrast the most important points and key details presented in two texts on the same topic. W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. SL.3.1: Engage effectively in collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

21st Century Competencies:

Skilled Communication

Knowledge Construction

Transfer

Students will be able to independently use their learning to communicate an idea using evidence.

Students will be able to identify cause and effect relationships in order to describe the impacts of weather-related hazards which will help them make a claim about the merit of a design solution that will reduce those impacts.

Students will be able to identify patterns in order to describe typical weather conditions expected during a particular season which will be represented in data tables and graphical displays.

Meaning UNDERSTANDINGS Students will be able to represent data and graphical displays to describe typical weather conditions expected during a particular season. (3-ESS2-1) Students will be able to obtain and combine information to describe climates in different regions of the world. (3-ESS2-2) Students will be able to make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. (3- ESS3-1)

ESSENTIAL QUESTIONS

How does weather and climate impact humans?

Disciplinary Core Ideas- o What are weather related hazards and how can we

reduce the impact?

Crosscutting Concepts- o What patterns do you notice about weather patterns

that lead to a particular type of weather? (patterns) o How do human’s solutions to weather related hazards

effect the outcome of the hazard? (cause and effect) o How do weather related hazards effect the human

population in a particular region? (cause and effect)

Acquisition Students will know… Vocabulary- weather, climate, natural hazard, natural disaster, impact, conditions, patterns, cause, effect, reduce, prevention, record, data, geographical region, precipitation 1. Knowledge of weather hazards (review from kindergarten) 2. Where do certain types of weather hazards occur, could it

happen in Nevada? 3. Difference between weather (today) and climate (over time) 4. Patterns in weather data- analyze data (mapping latitude/

longitude, giving more graphs on each type of weather. Use of weather station for real life connection, tools, careers)

5. Weather impacts humans 6. What do humans do to prevent the impact of weather?

(communities, people, land use, population, physical vs. human features)

7. Weather resistant structure for disaster prevention (tools, machines, etc., to change the environment, responders.)

Students will be skilled at…

21st Century Communication skills through discussion and oral presentation to their peers.

Use multiple sources to find evidence (Students will use articles, videos, maps, and graphs to apply toward their claim)

Collecting and analyzing data (Students will collect and analyze data from graphs, data tables, maps, and a weather station)

Cause and Effect (Students will be able to understand the relationship between the natural hazard and the disaster)

UbD Template

Stage 2 – Evidence

Evaluative Criteria

What criteria will be used in each assessment to evaluate attainment of the desired results?

Use evidence Clear justification Use talk moves/accountable talk

PERFORMANCE TASK(S): Students will show that they really understand by evidence of…

Students will be able to make a claim about the merit of a design solution that reduces the impact of a weather related hazard by creating a presentation that talks about a successful solution used in their design (examples: slanted roof, a material that helped waterproof the design, etc.).

OTHER EVIDENCE: Students will show they have achieved Stage 1 goals by…

Students will be able to design and build a structure to withstand a natural hazard. Structures will be evaluated based on how well their solutions work to keep a structure intact during a weather event.

Stage 3 – Learning Plan Pre-Assessment

Use a KLEW chart to record what students Know, what we are Learning, what Evidence supports what we are learning, and what we are still Wondering. For the pre-assessment, we are only using the K (What do students KNOW?)

Standard: RI.3.7 - Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occur). RL.3.7 - Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g. create mood, emphasize aspects of a character or setting).

Learning Events:

Begin with a KLEW chart where students discuss what they think they know about Weather, Climate, and Weather-Related Hazards (weather related hazards are types of natural hazards). Discuss that a natural hazard may lead to a natural disaster, for example an earthquake (a natural hazard) might lead to a fire (a natural disaster). Come on, Rain! by Karen Hesse (Weather and Climate book) - Read aloud, then have students discuss this question: Based on this book, what are we learning about? NSTA e-book - Investigating Weather and Climate

Progress Monitoring:

KLEW (What do we think we know?, What are we learning?, What is our evidence?, What are we wondering?) Students write questions and wonders on different colored post-its.

UbD Template Standard: 3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. 3-ESS2-2: Obtain and combine information to describe climates in different regions of the world. G5.3.3 - Compare uses of maps and globes. G5.3.1 - Identify and use cardinal directions on a compass rose to locate places on a map.

Learning Events: Regional weather related hazards pictorial (draw out the United States and begin to label where weather related hazards occur, including where blizzards, tornados, hurricanes, droughts, wind storms/dust devils, and floods commonly happen. Share information about different regions of the U.S. so students can make inferences about what natural hazards happen in different areas based on the terrain).

What patterns do you notice about the land and water in each region? Where else in the world might your hazard happen based on the identified patterns.

Standard: RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.7 - Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occur). RI.3.8 - Describe the logical connection between particular sentences and paragraphs in a text (e.g., cause/effect) Standard: W.3.6: With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. W.3.7: Conduct short research projects that build knowledge about a topic. SL.3.1: Engage effectively in collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.5 - Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Learning Events: Guided Reading groups - each group will be given a passage on a different weather related hazard (from the U.S. pictorial map activity) and will summarize in one sentence a description of their natural hazard. This will be done during reading group times for about 2 weeks. **Give the wind storm/dust devil to a high group. How is this different than a tornado? Research more information during computers and/or morning time. What effect does this natural hazard have?

Students create a presentation (using the Keynote app on an iPad if possible) based on their weather-related hazard using their one

sentence summary, map region, causes, and effects. Students will present in a Jigsaw group.

Progress Monitoring: Present in a Jigsaw group: Arrange the class so that one person from each reading group is in each group (so each jigsaw group will have a representative from each weather-related hazard). Each person presents their natural hazard information by informing the group about their weather related hazard and shows picture(s) found from the internet. Afterwards, have students write an informative three paragraph essay about the weather-related hazard that they studied, using the Keynote presentation they created as a resource. The body of the paragraph should consist of location, causes, and effects. The conclusion is safety information for people preparing for and during the weather-related hazard.

Standard: RL.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.7 - Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g. create mood, emphasize aspects of a character or setting).

Learning Events: Read aloud Radio Rescue by Lynne Barasch (from the 3rd grade Houghton Mifflin textbook) Progress Monitoring: Based on the story, answer the following questions…

1. Why do you think the boy had to send the same message over and over? 2. What can you tell about ham radio operators based on the information in this text? 3. How are ham radio operators a good solution during a weather related hazard?

Standard: W.3.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Learning Events: Narrative Writing: Create a story where you are caught in a weather-related hazard. Describe the hazard and its effect on your situation.

UbD Template Standard: RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Learning Events: Read Huge tornado hits Oklahoma, dozens killed (Article from NewsELA.com) Progress Monitoring: Answer the following comprehension questions based on the article…

1. Why may this be the most heartbreaking tornado that has hit Oklahoma? 2. Why were helicopters banned from flying over the school? 3. This tornado was rated with F5, which is the worst rating. Describe the effects of the wild weather.

Standard: RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Learning Events: Read Drones give more warning for tornadoes (Article from NewsELA.com) Progress Monitoring: Answer the following comprehension questions based on the article…

1. Why are scientists planning to send drones into a storm? 2. Why are scientists at an Oklahoma university building weather equipment that will go into a drone?

3. Why are the scientists upset? Standard: RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.9 - Compare and contrast the most important points and key details presented in two texts on the same topic. W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Learning Events: Reread Huge tornado hits Oklahoma, dozens killed and Drones give more warning for tornadoes (articles from NewsELA.com) *possible change: use a different article “Toy drones are putting manned aircraft at risk of crashes, lawmakers say” instead of “Huge tornado…” Progress Monitoring: Use both sources (articles) to answer the following questions (SBAC Practice).

1. Put a check in the box to match each source with the idea or ideas that it supports. Some ideas may have more than one source selected. Write the paragraph number where you find the information.

Source 1: Huge tornado hits Oklahoma, dozens killed (What paragraph?)

Source 2: Drones give more warning for tornadoes (What paragraph?)

Tornadoes come with little warning so people may only know a few minutes ahead of time.

The National Weather Service put out a tornado warning 16 minutes before the twister touched down.

Oklahoma wants to use drones for science since 19 tornadoes hit the state in just two weeks.

2. Explain how drones are beneficial to studying tornadoes. Give two reasons, one from Source 1: Huge tornado hits

Oklahoma, dozens killed and one from Source 2: Drones give more warning for tornadoes. For each reason, include the sources’ title.

UbD Template Standard: 3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. 3-ESS2-2: Obtain and combine information to describe climates in different regions of the world.

Learning Events: Weather vs. Climate

- Directly teach the vocabulary words weather and climate making sure to explain the difference between the two. (Weather is what it looks like today. Climate is what it looks like over time.)

- Set up a Weather Station at your school to include the following measurements: high and low temperature, humidity, precipitation, wind speed, and wind direction

- Collect and chart data for about one month - Talk about patterns in the weather data collected (ongoing). Compare data to previous year’s data. - Read Aloud: What Will the Weather Be? or Weather Forecasting by Gail Gibbons - Compare two weather pictures: a tornado and a rain storm (see attached, Worksheet 1).

1. Which storm is most likely to cause the most damage? 2. Which storm is most likely to be useful to a community? 3. Which picture gives you the most useful information?

Standard: RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. W.3.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons.

Learning Events: Read Which is worse: Hurricane or Tornado? (article from NewsELA.com)

Opinion Writing: Which is worse a hurricane or tornado? Give three reasons from the text. Start by creating a T-chart to organize your evidence from the text.

Standard: 3.MD.B.3 - Math - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. 3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Learning Events: Analyze Climate Data – see attached, Document 2

Analyze and interpret graphs and data tables. Based on patterns, infer the climate and region; and predict future patterns.

Standard: RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic. W.3.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons. G8.3.1 - Predict possible geographic changes that could take place in the neighborhood or community.

Learning Events:

Read about how weather impacts humans (Articles from NewsELA.com) - A storm named Juno takes aim at states in the U.S. Northeast (710L) - Many warned in time to get to safety as severe storms hit Midwest (680L)

Which source gave the most useful information about how the people will prepare for the natural disaster? Support your opinion with evidence from the text.

Standard: 3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

Learning Events:

Show pictures of design solutions for how humans are able to prevent weather related damage (for example, a picture of a house on stilts): What problem would that be solving?

- Give a few examples (this is leading to the structure building project) - Whole class discussion

Progress Monitoring:

Use the discussion above to judge students understanding of design solutions to determine if they are ready to move on.

UbD Template Standard: G8.3.3 - Compare ways people modify their physical environment. 3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. 3-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. SL.3.1: Engage effectively in collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Learning Events: Build a weather resistant structure

First Week: - Pick a storm that you will build a house to resist (blizzard - (tested with shaved ice), hurricanes - (tested with

a leaf blower and water), flood - (tested with water and pan) - Voice and Choice: allow students to choose groups, 4 students per group - Plan questions to ask an engineer regarding what engineers do to plan for certain weather related hazards

when they are designing a structure. - Both classes (all third graders) meet in groups based on chosen storm to narrow down questions to ask the

engineer - Skype for Business with an engineer - students will ask preplanned questions - Research possible structures with iPads based on the information given by the engineer - Each student draws a design of their structure, chooses materials, and labels the drawing with chosen

materials. Then students are to write a justification of their structure and materials based on the information they gained from the engineer.

- Possible materials: foundation- clay, popsicle sticks, tile, foam, gravel roof (slanted or flat)- sand paper, cardboard, tin foil, plastic wrap, popsicle sticks walls- tissue box, cardboard, foam, popsicle sticks extras: masking tape, duct tape, plastic wrap, tin foil, popsicle sticks, paper clips, string

Second Week:

- build, test, and redesign structures (engineering process) - Students create a commercial to “sell the design for their structure.

Progress Monitoring: Use each student’s written justification of their structure and materials to determine if they are ready to proceed with the project. Students should be allowed to try something even if you don’t think it will be successful, but their written justification needs to have sufficient detail so that they can actually follow it. Each group presents their structure to the class and structures are tested as a whole class. Students are allowed to ask questions about their structure to prove their justification. Tests include: blizzard - (tested with shaved ice), hurricanes - (tested with a leaf blower and water), flood - (tested with water and pan). A tissue with a man drawn with a sharpie will be placed inside each structure. If the man does not get wet then the structure is a success.

UbD Template

EXTRA RESOURCES

Standard: RI.3.3 - 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. RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Learning Events: Californians get “crazy” over water after dry winter (570L) (Article from NewsELA.com)

Comprehension Questions

Standard: RI.3.3 - 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. RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

Learning Events: Georgia’s disaster plan gets snowed under (690L) (Article from NewsELA.com)

- Leading into prevention of destruction of property, death, etc. How could this disaster have been avoided? (writing)

Standard: RI.3.5 - Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Learning Events: Reading group books: Social Studies leveled readers (Scott Foresman)

From Sea to Shining Sea

Where does that come from?

Regions and Resources

UbD Template Standard: RF.3.2 - Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Learning Events: Reading group articles:

World Climate (k12reader.com) (790L)

What’s the Forecast? (k12reader.com) (690L)

Location, Location, Location (k12reader.com) (760L)

Watching the Weather (k12reader.com) (660L)

The Whys of Weather- Rain (ReadWorks.org) (520L) Progress Monitoring: Comprehension Questions attached to each article

Standard: RI.3.3 - 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. RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Learning Events: Predicting the wild and crazy weather so farmers don’t lose their crops (690L) (Article from NewsELA.com) Comprehension Questions

1. What is causing farmers to not grow as much as they have in the past? 2. How is Climate Corp. going to offer super-local weather forecasts? 3. How do farmers feel about the information given? 4. With warming temperatures, how will farmers and scientists adjust to this change?

Standard: RL.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Learning Events: Read aloud Heat Wave by Helen Ketteman (from the 4th grade Houghton Mifflin textbook) Based on the story, answer the following questions…

1. What qualities make the girl so good at fighting the heat wave? 2. If the farm had been out of lettuce seeds, how else could the girl have defeated the heat wave? 3. Before the heat wave, the girl’s brother teased her that girls couldn’t be farmers. Do you agree with his

opinion? Why or why not? 4. Describe the main conflict in the story, three effects of the conflict, and how the characters resolved it.

*Use the 4th grade HM leveled readers from this story to supplement reading groups.

Document 1

Rain Storm Tornado

1. Which storm is most likely to cause the most damage?

2. Which storm is most likely to be useful to a community?

3. Which picture gives you the most useful information?

Document 2

Name:_________________________ Date:___________________________

Climate Data Questions

1. What patterns do you notice for each of the three cities?

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2. How was the weather the same or different in each of the three cities? For example, which location seemed the warmest? Coldest?

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3. Can you think of any reasons why the weather was similar or different?

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4. Which months show seasonal weather patterns?

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5. How would you describe the climate in each city?

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6. Use the data table and the forecast to predict what will the weather be like for the next month?

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Document 2 City 1

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Avg. high 46 51 58 64 74 83 92 91 82 69 55 46

Average low 25 29 33 38 46 52 58 56 49 39 31 25

Avg Precip (in.) 1.02 1.02 0.75 0.47 0.47 0.51 0.2 0.24 0.35 0.51 0.83 1.02

Days with precipitation 6 6 6 4 5 3 3 2 2 3 4 6

City 2


Avg. high 80 80 81 83 85 87 88 89 89 87 84 81

Average low 66 66 68 69 71 73 74 75 74 73 71 68

Avg Precip (in.) 2.32 2.01 2.01 0.63 0.63 0.28 0.51 0.55 0.71 1.85 2.4 3.23


City 3


Avg. high 23 27 34 44 56 63 65 64 55 40 28 25

Average low 11 14 19 29 40 48 52 50 42 29 17 13

Avg Precip (in.) 0.75 0.71 0.59 0.47 0.71 0.98 1.81 3.27 2.99 2.05 1.14 1.1


title of unit: weather and climate grade level: third

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