Wilson EDUC 353/318 Name: Bianca Rizzo Date: October 8, 2013 Target Grade Level: 3rd Grade Curriculum

Topic: Weather and Climate

UbD Lesson Plan Template Stage 1: Desired Outcome

Established Goals: Next Generation Science Standards: NGSS 3-ESS2-1 Students who demonstrate understanding can: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. (Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.) (Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.)

Understandings: Students will understand. Different weather types in different parts of the world. Understand different temperatures, precipitation, and wind directions.

Essential Question(s): How can we help improv climate and weather conditions? Can we predict different weather patterns

Students will know. Academic Language: o Temperature: the degree or intensity of heat present in a substance or object, esp. as expressed according to a comparative scale and shown by a thermometer or perceived by touch. o Precipitation: rain, snow, sleet, or hail that falls to the ground. o Wind: the perceptible natural movement of the air, esp. in the form of a current of air blowing from a particular direction.

Students will be able to... Define the different weat conditions in the differen seasons? Describe the different typ weather conditions?

o Sunny: bright with sunlight. o Cloudy: covered with or characterized by clouds; overcast o Snow: atmospheric water vapor frozen into ice crystals and falling in light white flakes or lying on the ground as a white layer. o Hail: pellets of frozen rain that fall in showers from cumulonimbus clouds.

Stage 2: Assessment Evidence

Performance Tasks: Students will be assessed on what they know about weather conditions. (Using a KWL chart) Students will be assessed on their weather projects about weather conditions in New York.

Other Evidence: This lesson is an introductory lesson within a unit on climate and weather. It is expected that most learners will know about weather. In the beginning of the lesson students will draw a KWL chart in their science notebooks and will fill out the K(knowing) and W(what they want to know) columns of the chart. And at the end of the lesson students will fill out the L(learned). The teacher will use the data from the KWL chart to design instruction and scaffold learning. In addition, the teacher will

listen to students responses during the set induction discussion time to gather more evidence about the students knowledge about climate and weather.

Stage 3: Learning Plan Learning Activities: Set-Induction: The teacher will show students so pictures of different weather climates/seasons in New York. The teacher will say, Today, we are learning about different seasons and weather climate in New York. Students will be asking questions and are going to be engaged in the lesson. Procedure: o I will give students a KWL chart and have students fill out the K and W part of it before we being out lesson on different weather conditions in New York. o I will ask students, What do you know about weather climate in New York? How do you know this? o As a class we will write their answers on the board. o Students will work in groups and each group will have a different season in New York. (For example, one group will have spring, another will have winter, another will have fall, and another will have summer.) o I will give students worksheets that have information about the different season their group has and will read it together. Students will do some research on there season as a group. o Students will either get books or go on the Internet for their research. As a group they will create the weather for that particular season in a project. (Example, draw a picture, make a display, etc.) o After students create there project, in their groups students will

present it to the class and give the class information on that season. o Closure: I will ask students to go their seats and write down the L part of the KWL chart. We will discuss as a class what we learned today about climate and seasons in New York. I will write this on the board so all students can see and copy it into their notebooks. Follow up Assignment- (see attached) -Homework assignment: Students will complete a worksheet using their skills they learned in class today. Differentiated Learning: 1. This lesson provides sever means for comprehension: this set-induction activates prior knowledge and the collaborative learning strategy assists students to process information. It provides multiple means for expression of understanding, through conversations with the teacher and other students. There are multiple means of engagement: students have the opportunity to work with other or alone (interpersonal and intrapersonal): the task is to relate to real letter writing about different places in the world: rubric is shared and reviewed prior to the task: and community and collaboration is utilized. This lesson integrates multiple intelligences (Gardner, 2011). For verbal and linguistic learners, information was listed on a chart and students took notes accordingly. For mathematical-logical learners, students had the chance to see where one a map regions were located. For visual-spatial learners, there was a read aloud and pictures. For the bodily-kinesthetic learners, students had the chance to move around and work in groups and present in front of the class. For interpersonal and intrapersonal learners, students had opportunities to work alone, take notes, and together through group discussion. All learners will have support within the lesson. IEP students will be given any accommodations listed on their IEPs. ESL and IEP students will be paired up with higher-level students during group work. ESL students will be given worksheets with pictures and translations on the worksheets. To differentiate students could use the computer and use the auditory book on tape. Gifted learners will write a couple of sentences that go along with their picture. Struggling students will be paired with gifted learners.

Resources
Itemized Attachments: Follow up assignment Pictures of different climates and weather Rubric for projects Material and Resources: KWL chart Science notebooks Markers Crayons Follow up activity Pictures of different climate and weather Pencil/pen Fact worksheets Books and Computers

Citations: APA Reference Listhttp://dictionary.reference.com Gardner, H. (2011). Frames of Mind: The Theory of Multiple Intelligence (Third ed.) Basic Books www.google.com New York State Education Department (2012). Common Core Learning Standards: C&I:P-12: NYSED. C&I: Curriculum and Instruction. State Education Department. Retrieved April 13, 2013, from http://www.p12.nysed.gov/ciai/common_core_standards/

New York State Education Department (2012). Learning Standards and Core Curriculum: CI&IT: NYSED. C&I: Curriculum and Instruction. State Education Department. Retrieved April 13, 2013, from http://www.p12.nysed.gov/ciai/socst/socstand/home.html http://www.mapsofworld.com/referrals/weather/seasons/spring.html http://www.weather.com/weather/wxclimatology/monthly/graph/USNY0996 http://rubistar.4teachers.org/index.php?ts=1380517466

http://www.nyc.com/visitor_guide/weather_facts.75835/edit orial_review.aspx

Homework Assignment: Please take one season that you did not do a project on today and summarize what you learned on that different season. 16 sentences

Summer:

Fall:

Winter:

Spring:

ATEGORY Creativity

4
Student has taken the technique being studied and applied it in a way that is totally his/her own. The student\'s personality/voice comes through.

3
Student has taken the technique being studied and has used source material as a starting place. The student\'s personality comes through in parts of the painting. Drawing is expressive and somewhat detailed. Little use has been made of pattern, shading, or texture. Student has basics, but had not \"branched\" out. Class time was used wisely. Student could

2
Student has copied some painting from the source material. There is little evidence of creativity, but the student has done the assignment.

1
Student has not made much attempt to meet the requirements of the assignment.

Drawing

Time/Effort

Drawing is expressive and detailed. Shapes, patterns, shading and/or texture are used to add interest to the painting. Student has great control and is able to experiment a little. Class time was used wisely. Much time and effort

Drawing has few details. It is primarily representational with very little use of pattern, shading or texture. Student needs to improve control. Class time was not always used wisely, but

The drawing lacks almost all detail OR it is unclear what the drawing is intended to be. Student needs to work on control.

Class time was not used wisely and the student

Color Choices

went into the planning and design of the mask. It is clear the student worked at home as well as at school. Choice and application of color shows an advanced knowledge of color relationships. Color choice enhances the idea being expressed. Student can accurately name 5 characteristics of the technique being studied and describe how these 5 characteristics are used in his/her own paintings.

have put in more time and effort at home.

student did do some additional work at home.

put in no additional effort.

Choice and application of color shows knowledge of color relationships. Colors are appropriate for the idea being expressed. Student can accurately name 4 characteristics of the technique being studied and describe how these 4 characteristics are used in his/her own paintings.

Knowledge Gained Technique

Choice and application of color shows knowledge of color relationships. Colors are, however, NOT appropriate for the idea being expressed. Student can accurately name 3 characteristics of the technique being studied and describe how 2-3 of these characteristics are used in his/her own paintings.

Student needs to work on learning color relationships and using that knowledge in his/her work.

Student cannot accurately name 3 characteristics of the technique being studied OR cannot describe how characteristics relate to his/her own work.