You are on page 1of 6

Unit Plan Overview

Unit: Types and Patterns of Weather Teacher: Ahee Kim


Stage 1- Desired Results
Connections to Context: Transfer
Students will be able to independently use their learning to
Students have worn snow pants and Observe different types weather and the changes that follow
boots for recess in the winter. Now Detect the weather through their senses
that the weather got warmer, they Find a pattern of weather that is caused by water cycle (sun, cloud and rain)
can just go out with a jacket.
Analyze what they observe from an experiment
Students also have calendar time
every morning and record the Describe severe weather and respond accordingly
weather of the day. Why do we
(What kinds of long-term independent accomplishments are desired?)
experience such weather changes
and care about them? Can we find a Meaning
pattern? What does meteorologist do UNDERSTANDINGS ESSENTIAL QUESTIONS
and what do we have to do when Students will understand that Students will keep considering
severe weather happens? Weather is big part of the growth and What would happen if we have only one
existence of creation weather? Has the world been experiencing odd
Established Goals They can use their senses to tell the what the weather changes lately?
Use and share observations of local weather weather is like What can we do when we experience severe
conditions to describe patterns over time. K-ESS2- When it is cold and hot by reading weather? Or when others experience severe
1\ thermometer weather? How can we help?
Ask questions to obtain information about the Means and methods to observe weather
purpose of weather forecasting to prepare for, and
There are different types of clouds based on
respond to, severe weather. K-ESS3-2 how much water evaporate to the sky
Severe weather is dangerous and we have to (What thought-provoking questions will foster inquiry,
meaning- making and transfer?)
CCSS.ELA-LITERACY.RI.K.7 be careful by paying attention to
With prompting and support, describe the meteorologist
relationship between illustrations and the text in There is a pattern to weather because of
which they appear (e.g., what person, place, thing,
or idea in the text an illustration depicts).
water cycle (sun, cloud and rain)

CCSS.ELA-LITERACY.W.K.5 (What specifically do you want students to


With guidance and support from adults, respond to understand?
questions and suggestions from peers and add What inferences should they make?)
details to strengthen writing as needed. Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
Cognitive Objectives Physical Development Socio-emotional Objectives
CCSS.ELA-LITERACY.W.K.2 The students will be able to Objectives The students will be able to
Use a combination of drawing, dictating, and List different types of weather The students will be able to Report the pattern of the
writing to compose informative/explanatory texts in
including severe weather (R) Use the weather pattern to weather to fellow students
which they name what they are writing about and
supply some information about the topic. Reproduce symbols that respond accordingly- wear and family members
describe different weather right clothing Explain that weather is a big
(An) Create different movements part of our lives
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
Extend their knowledge from that describe severe weather Participate in class
previous lessons to Use their senses (seeing, discussion and share their
comprehend a pattern(U)- hearing and feeling) to knowledge in peers
details in lesson plans detect the weather Observe an experiment
Manipulate thermometer to Prepare severe weathers
find out whether it is cold or (What discrete skills and processes with mindset of not getting
hot(Ap) should students be able to use?)
scared but paying attention
Identify which clothing is to teachers or meteorologist
appropriate for hot/ cold
weather (R)
Differentiate types of clouds
by creating them with cotton (What values and commitments and
balls (An) attitudes should students acquire or
wrestle with?)
Recognize severe weather
Create their own weather
forecast by understanding the
previous lectures(C)

(What facts and basic concepts


should students know and be
able to recall?)
Stage 2- Evidence
Evaluative Criteria Students will show their learning by (summative assessment)
PERFORMANCE TASK(S):
Whether they finished it or not Throughout the unit, students will be completing the weather book: ____ is a meteorologist!
Filled in the blanks / Drew They will match correct picture pairs, fill in the blanks and draw appropriate pictures
appropriately (How will students demonstrate their understanding- meaning-making and transfer- through complex
(What criteria will be used in each performance?)
assessment to evaluate attainment of
the desired results?)(rubric required)
(Regardless of the format of the OTHER EVIDENCE:
assessment, what qualities are most Students will actively engage in the peer/ class discussions, as I ask questions during the lesson
important?)
Students will observe an experiment and identify the result how evaporation happens and rain
Being mindful of pattern of weather in Show their understanding of severe weather by moving like tornados, strong wind, rain and sunny
their daily life and wear clothes and Students will be familiar with thermometer and identify what is cold and hot
respond accordingly. E.g.) Not playing Students will verbally explain what it means to be sunny; what they can see, hear or feel
outside when it rains really hard.
Students wear appropriate clothing
Students will continuously engage in morning calendar time
Students will be more aware of weather outside during recess
Students will recognize the job of meteorologist

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
Stage 3- Learning Plan
Students have calendar time every morning, and they record what the weather is like that day.
This indicates that students are aware of the some types of weather: sunny, rainy, cloudy or snowy and have observed different weather
Pre-assessment- due :All year long

(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does Learning Events Progress Monitoring
each learning event build?)
Student success at transfer, meaning, and acquisition depends upon their (How will you monitor students
Acquisition participation in these learning events progress toward acquisition,
meaning, and transfer during lesson
Meaning events?) (Formative Assessment)
Transfer Initiating or Introductory Phase
Lesson 1: Read & Discuss: Who cares about the weather? -Engage them in discussions by
asking questions and affirming
Encourage them that they are meteorologist this unit their answers both in and
outside of class (before class/
Formative as learning: peer the students to work on Types of weather I recess: What do you see? Do
know draw, write! Front page has the words with spellings. you hear anything? Is it warm
What are they missing? partly cloudy today?...)
-Go around the class as they are
Assess: Types of Weather working on their worksheets
-If time allows, have students
Developmental Phase- Be like a meteorologist! Observe, Discuss present their final assessment in
the class, like a real
and Record meteorologist
-Encourage invented spellings
Lesson 2: What do we see, feel and hear when there is sun?
Sun heats up the earth! Bring a desk light and let them feel or (How will students monitor their
let them use imagination: compare how we dress up differently in summer own progress toward
acquisition, meaning, and
and winter
transfer?)(Assessment as
Explain what thermometer is, and how we can tell weather is learning)(rubric?)
hot and cold with manipulating big paper thermometer. Red goes up, then it
is hot. Develop the idea how we dress up with shorts in summer because it -They will sit with their table group,
is hot, this means the red on thermometer goes up. which will allow them to see how the
peers are doing and checking on each
Assess: Circle the right thermometer by recognizing when we wear certain other
types of clothes. Is it cold? Hot? -I will walk through each worksheet
with them, so that they can see what is
on the board to complete their
Lesson 3: Begin with experiment: Colored Water in the bag and shine the
worksheet
light: Water in the bottom, not on the top. Go to the seat
(What are potential rough spots and
What do we see, feel and hear when there are clouds?
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
Clouds are formed because water that is heated up by the sun student misunderstandings?)
evaporate! -Differentiating the thermometer
Emphasize we cannot hear or feel clouds but we see three types by the picture
of clouds. -Big words for 3 types of clouds I
There are four types of clouds- draw them or use cotton balls to am going to introduce
make them -How serious the severe weather
can be, or get scared of the
What clouds do we see today? image I show (be aware!)

Assess: Each table come up and see the result of the experiment, tap the
top, and see the rain (How will students get the feedback
they need?)
-I will keep open my mind and ears
Lesson 4: What do we see, feel and hear when there is rain? to understand the answers they
Precipitation: Water comes down from the rain, reminding them provide during discussions.
the past experiment -Set a time to walk around and
Severe Weather: peer discussion, what do you know encourage the peers to help each
other as they are completing the
When there are excessive rain, and too much wind, we can worksheet
experience thunderstorm. What sound does thunder make?- boom, boom -Use the station time to finish the
We see the lightening. Remember the time when there was no power workbook, so that I can give them
because of strong wind? thorough feedback outside of
lessons

How can we prepare?- Listen to the news! Introduce


Meteorologists
Watch: It is possible, Warning: Go to the safe place

Assess: Watch video: weather song, move their bodies

Culminating Phase

Final Assessment:
Go over the water cycle to explain patterns of weather : Draw arrows
To put all the lessons together, I will have a worksheet where students
describe their favorite weather. They can choose any types of weather they
have learned, yet they have to write appropriate description in the blank of
guided sentences to describe the weather. For instance: Today is -----,
because I see -----, I hear---------, and I feel ---------. Thermometer says it is
______ F. It is ______. Therefore it is _____. One should wear ______.
Children can first draw their favorite day and write people should wear on
that day

Completed booklet will be the summative assessment.


Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
Listen to the Weather Song again

(Have you included multiple means of representation, multiple means of


action and expression, and multiple means of engagement?)-pictures, craft,
discussion, matching, video, experiment
(Are all three types of goals (acquisition, meaning, and transfer) addressed
in the learning plan?)
(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum