Weather 5

Title of Unit Grade Level

Science 32 days
Subject Time Frame

Samantha Lesyk
Developed By

Stage 1 - Identify Desired Results

CCC’s

Collaboration: ​Students will be required to do a lot of collaborative work throughout this unit in activities such as classroom activities
and demonstrations (e.g., jigsaw), discussions, and Weather Journals. Students will exchange ideas, share responsibilities, and work
together towards a common goal. This will require them to produce some level of trust and support in their colleagues while working
through the various activities.

Managing Information: ​In both the Travel Agent Brochure and the Weather Journals, students will get the opportunity to work on
their organization skills in realistic applications. The Travel Agent Brochure will require students to organize information in a suitable
format in order to present it in an informative pamphlet. Students will interpret, evaluate, and share research and information
regarding the weather for a particular region. This may also require students to access additional sources to help inform, clarify, or
verify information. In the Weather Journal activity, students will measure, interpret, and record various kinds of weather phenomena
over a set period of time. We will stress the importance of having reliable and valid information during this process, so students will
understand the value of accuracy in their journals.

Creativity and Innovation: ​During the Travel Agent Brochure, students will be able to demonstrate creativity and innovation in a
variety of ways. Individually, they will come up with and carry-out their own ideas they can use to make their brochures both appealing
and informative. They may need to be open to possible adaptations they may need to make over the course of their project. Students
will understand when exploring new ideas, they may not always pan out as imagined, so it is important to remain optimistic and willing
to alter the plans as required.

Learning Outcomes
What relevant goals will this unit address?
(include all relevant GLO(s) & SLO(s)

G.L.O.’s
Students will:
5-8 Observe, describe and interpret weather phenomena; and relate weather to the heating and cooling of Earth’s surface.
5-9 Investigate relationships between weather phenomena and human activity.

S.L.O.’s
1. Predict where, within a given indoor or outdoor environment, one is likely to find the warmest and coolest temperatures.
2. Describe patterns of air movement, in indoor and outdoor environments, that result when one area is warm and another area is
cool.
3. Describe and demonstrate methods for measuring wind speed and for finding wind direction.
4. Describe evidence that air contains moisture and that dew and other forms of precipitation come from moisture in the air.
5. Describe and measure different forms of precipitation, in particular, rain, hail, sleet, snow.
6. Measure at least four different kinds of weather phenomena. Either student-constructed or standard instruments may be used.
7. Record weather over a period of time.
8. Identify some common types of clouds, and relate them to weather patterns.
9. Describe the effects of the Sun’s energy on daily and seasonal changes in temperature - 24-hour and yearly cycles of change.
10. Recognize that weather systems are generated because different surfaces on the face of Earth retain and release heat at different
rates.
11. Understand that climate refers to long term weather trends in a particular region and that climate varies throughout the world.
12. Recognize that human actions can affect climate, and identify human actions that have been linked to the greenhouse effect.
13. Appreciate how important it is to be able to forecast weather and to have suitable clothing or shelter to endure various types of
weather.
14. Test fabrics and clothing designs to choose those with characteristics that most effectively meet the challenges of particular
weather conditions; e.g., water resistance, wind resistance, protection from cold.

Enduring Understandings Essential Questions

What understandings about the big ideas are desired?​ ​(what What provocative questions will foster inquiry into the content?
you want students to understand & be able to use several (open-ended questions that stimulate thought and inquiry linked to
years from now) the content of the enduring understanding)
What misunderstandings are predictable?

Students will understand that... Content specific….

● Climate refers to long-term weather trends in a ● What major variables are responsible for changes in weather?
particular region while weather is the condition outside How do they help us make weather predictions?
at a certain time and place ● In what ways do humans affect weather and climate?
● Warm air rises and cool air sinks, which is a cause of
wind
FNMI, multicultural, cross-curricular…
● Human actions can affect weather and climate (ie.
● How do traditional FNMI perspectives on weather differ from
greenhouse effect and global warming)
● Being able to forecast weather is important to have your own? In what ways are they similar?
suitable clothing or shelter to endure various types of
weather
● There are different types of clothing specialized to be
most effective in particular weather conditions (ie.
water resistance, wind resistance, cold protection,
etc.)
● A meteorologist is an expert in the science dealing
with atmosphere and its weather phenomena,
including weather and climate (weather forecasting)
Related misconceptions…
● Wind moves from high air pressure to low pressure,
but from cooler temperatures to warmer temperatures
● The Earth’s axis is angled
● Global Warming is real even though it may not feel
like it at times
● Land retains and releases heat quicker than water
Knowledge:
What knowledge will student acquire as a result of this unit?
This content knowledge may come from the indicators, or
might also address prerequisite knowledge that students will
need for this unit.
Students will know...
● Wind (air movement) is caused by differences in
pressure in the Earth’s atmosphere
● Air moves from areas of high pressure to areas of low
pressure
● On Earth, the main differences in air pressure is due
to differences in temperature (ie. cool air = high air
pressure / warm air = low air pressure)
● Weather systems are generated because different
surfaces on the face of Earth retain and release heat
at different rates (ie. water, land, mountains, valleys,
deserts, etc.)
● The effects of the Sun’s energy on daily and seasonal
changes
Skills
What skills will students acquire as a result of this unit? List the skills
and/or behaviours that students will be able to exhibit as a result of
their work in this unit. These will come from the indicators.
Students will be able to…
● Measure temperatures, wind speed and direction, the
amounts of rain and snow, and the amount of cloud cover
● Identify common types of clouds that will help in predicting
weather patterns
● Make predictions about where to find the warmest and coolest
temperatures in both indoor and outdoor environments
● Record weather over a period of time
● Identify human actions that can affect weather and climate (ie.
greenhouse effect)
● Experiment with different fabrics and designs for various
weather conditions
● Describe evidence that air contains moisture and that dew and
other forms of precipitation come from moisture in the air
● Identify common instruments used in measuring weather
(anemometer, barometer, wind vane, rain gauge,
thermometer, hygrometer)
 Stage 2 – Assessment Evidence

Pre-Assessment
● Title page
● Discussions
● Class activities (think-pair-share, four corners, carousel brainstorming, Kahoot quiz, graffiti wall)

Quizzes, Tests, Assignments Performance Tasks, Projects

● Quiz ● Travel Agent brochure
● Unit test ● Weather Journals
● Earth’s Rotation and Revolution worksheet
● Convection Current worksheet

Other Evidence​ (observations, work samples, dialogues) Student self-assessment

● Class activities ● Unit checklist
● Class demonstrations/experiments
● Daily observations/conversations
● Exit slip
Learning Assessments
Outcome
Title Discus Title Convection Quiz Daily Class Weather Unit Earth’s Travel Exit Unit
sion Page Current Observations/ Activities Journal Checklist R’n’R Agent Slip Test
worksheet Conversations /Demos worksheet Brochure

Type
(Formative/Sum
mative/Pre-Asses
P-A P-A S S F F S F S S F S
sment))

Weighting
N/A N/A 10% 20% N/A N/A 15% N/A 10% 15% N/A 30%

1. Predict where,
within a given indoor
or outdoor
environment, one is
likely to find the
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
warmest and coolest
temperatures.

2. Describe patterns
of air movement, in
indoor and outdoor
environments, that
result when one area
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
is warm and another
area is cool.
3. Describe and
demonstrate methods
for measuring wind
speed and for finding
wind direction.
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

4. Describe evidence
that air contains
moisture and that dew
and other forms of
precipitation come
✓ ✓ ✓ ✓ ✓ ✓ ✓
from moisture in the
air.

5. Describe and
measure different
forms of precipitation,
in particular, rain, hail,
sleet, snow.
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
6. Measure at least
four different kinds of
weather phenomena.
Either
student-constructed or
✓ ✓ ✓ ✓ ✓
standard instruments
may be used.
7. Record weather
over a period of time.

✓ ✓ ✓ ✓ ✓
8. Identify some
common types of
clouds, and relate
them to weather
patterns.
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
9. Describe the effects
of the Sun’s energy
on daily and seasonal
changes in
temperature - 24-hour
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
and yearly cycles of
change.

10. Recognize that

weather systems are
generated because
different surfaces on
the face of Earth
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
retain and release
heat at different rates.
11. Understand that
climate refers to long
term weather trends in
a particular region and
that climate varies
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
throughout the world.

12. Recognize that

human actions can
affect climate, and
identify human actions
that have been linked
✓ ✓ ✓ ✓ ✓ ✓✓
to the greenhouse
effect.

13. Appreciate how

important it is to be
able to forecast
weather and to have
suitable clothing or
✓ ✓ ✓ ✓ ✓ ✓
shelter to endure
various types of
weather.

14. Test fabrics and

clothing designs to
choose those with
characteristics that
most effectively meet
✓ ✓ ✓ ✓ ✓ ✓
the challenges of
particular weather
conditions; e.g., water
resistance, wind
resistance, protection
from cold.
Assessment Tool Overview
Assessment Brief Description Assessment Assessment Assessment
FOR AS OF
Tool Learning Learning Learning

Discussion To begin a lot of lessons, we will start with discussions that will get the
students thinking about what they already know about the topics or get them
brainstorming as to what the answers could be. This is also an opportunity to ✓
pre-assess the students to see what they already know, don’t know, or have
misconceptions about before proceeding into the lesson. Discussions will also
occur sporadically throughout lessons to help give me a sense as to how well
the students are currently understanding the concepts. Based on what
discussions we are having, I will be able to make informed decisions as to
how best move forward.

Title Page To begin this unit, I will get students to complete a title page. This title page
will include an appealing, design, five words that involve weather, three
questions you have about weather, and an image that has to do with weather. ✓
I will take these in as a form of pre-assessment to see what students already
know about weather, what they would like to know, and any misconceptions
they may have.

Convection Understanding convection currents and movement of air is an important basis

Current
Worksheet
when moving on to learning wind and weather systems. This worksheet will
examine students’ understanding when dealing with differences in air ✓ ✓
temperature and air pressure, which causes a pattern of air movement. It will
be graded and submitted for grades.
Class Activities/ Throughout the unit, there will be a variety of class activities and
Demonstrations demonstrations we will do to engage and further understanding. Such
activities can include and jigsaw, experiments, demonstrations, and more. ✓
Depending on the activity, students may have to briefly present, hand in
formative worksheets, etc. These will be used to help make sure students are
on track and fix any misconceptions when necessary.

Quiz At about half way through the unit, we will have a summative quiz that will give
the students an opportunity to show where they are currently at in their
learning. This will test the more basics of the weather unit including identifying ✓
weather instruments, different kinds of clouds, evidence of moisture in air, and
where to find warmest and coolest temperatures. As well, students must
describe the causes and patterns of air movement (wind; air pressure,
temperature, etc.) The quizzes will be marked and submitted into the students’
grades.

Daily On a daily basis, students will be assessed through observation of visual cues
Observation and
Conversation
that will help in knowing whether they are understanding the concepts or if
they should be reapproached. Visual cues may include facial and body ✓
expressions, interactions, participation, and engagement. This is an ongoing
process of formative assessment. Conversations with students and the
conversations they have with one another will also be formatively assessed.
Depending on the type of dialogue they are having, it may give some sort of
indication as to how well they are understanding the topics or if there are any
misconceptions that should be addressed.

Weather Journal The Weather Journal will be a classroom activity where students will get the
chance to actually record the current weather. In groups, they will each
construct a weather instrument they will then use to measure the weather and ✓ ✓
record it in their weather journals. As the students are doing this, I will monitor
their work and provide feedback when necessary. At the end, I will take in all
 of the journals to be summatively assessed. In doing so, I will be looking for
appropriate word choice, organization, and realistic measurements. These will
be taken in for grades.

Earth’s Rotation Knowing the Earth’s rotation and revolutions in space helps give
and Revolution
Worksheet
understanding to the ways in which the sun heats up the Earth at different
times in the day and throughout the year. Students will demonstrate their ✓ ✓
understanding of this concept in a worksheet that will be taken in for grades.

Travel Agent Individually, students will choose a destination they would like to make a travel
Brochure brochure about. This project will require students to research, organize, and
create an informational pamphlet that could be used to inform and entice ✓ ✓
people about their chosen vacation location. They will use what they know
about climate and how a region affects the types of climate and weather they
get to make informed decisions about what seasons are better to go, what
activities you could do, types of clothing you should pack, and more. This
brochure will be taken in for grades.

Exit Slip After we have discussed the ways in which humans affect the weather, we will
look at our own carbon footprints and examine how the things we do have
impact on our world around us. Then, students will write an informal plan ✓ ✓
about things they could do to help improve their carbon footprint. I will be
taking these in at the end of class to make sure students are beginning to
understand the things they do have effect beyond themselves and they do
have the ability to change. I want to avoid a “doomsday” vibe, but make sure
students understand what is going on in the world. I will provide feedback to
these exit slips and return them to the students.
Unit Checklist Before the final unit test, students will go through a unit checklist where they
will be required to self-assess their skills, abilities, and knowledge. They must
check where they are at in their understanding on a scale of 1-5. This will give ✓ ✓
the students the opportunity to see where they should work more before the
upcoming exam and it will also give me a chance to see what areas need
more focus and review.

Unit Test At the end of the weather unit, we will have a unit test to summarize all the
students have learned. This will expand on the basics that the quiz more or
less covered and go into areas involving the Sun’s energy, the ways in which ✓
Earth retains and releases heat, and the importance of weather forecasting.
The unit test will be marked and submitted for grades. This test is to show how
much the students know and what they understand about weather from this
unit.
 Stage 3 – Learning Plan
What teaching and learning experiences will you use to:
● achieve the desired results identified in Stage 1?
● equip students to complete the assessment tasks identified in Stage 2?

Prerequisite Outcomes
Grade 1
Topic B: Seasonal Changes
1. Describe the regular and predictable cycle of seasonal changes:
● Changes in sunlight
● Changes in weather.
2. Identify and describe examples of plant and animal changes that occur on a seasonal basis:
● Changes in form and appearance
● Changes in location of living things
● Changes in activity; e.g., students should recognize that many living things go into a dormant period during winter
and survive under a blanket of snow as a seed, egg or hibernating animal
● Production of young on a seasonal basis.
3. Identify human preparations for seasonal change and identify activities that are done on a seasonal basis.
4. Record observable seasonal changes over a period of time.

Grade 2
Topic D: Hot and Cold Temperature
1. Describe temperature in relative terms, using expressions, such as hotter than, colder than.
6. Identify ways in which the temperature in homes and buildings can be adjusted; e.g., by turning a thermostat up or down,
by opening or closing windows, by using a space heater in a cold room.
11. Describe ways in which temperature changes affect us in our daily lives.
Future Outcomes
Grade 6
Topic A: Air and Aerodynamics
1. Provide evidence that air takes up space and exerts pressure, and identify examples of these properties in everyday
applications.
2. Provide evidence that air is a fluid and is capable of being compressed, and identify examples of these properties in
everyday applications.
3. Describe and demonstrate instances in which air movement across a surface results in life - Bernoulli’s principle.

Learning Environment and Learner Involvement

● Hands-on experience
● Creative and innovative
● Individual and collaborative work
● Reflective
● Project-based learning

How will you ​engage ​students at the beginning of the unit? (motivational set)

To help engage students at the beginning of the unit, we will go for walk outside to get the students thinking about weather and
what they already know about it. Being outside will spark some inspiration and interest in the subject to get them ready for the rest
of the lesson and possibly the rest of the unit. It is literally a fresh start.
 Assess and Reflect (Stage 4)
Considerations
Required Areas of Study:
Is there alignment between outcomes,
performance assessment and learning
experiences?
Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?
Comments
I believe the the learning experiences and performance assessments
align appropriately with the outcome for this unit. Students are required to
approach weather and the relating topics in a variety of ways that will help
to ensure understanding and demonstrate their knowledge and skills.
Also, assessments will be done both formatively and summatively with a
fair balance to allow for appropriate feedback, practice, informing of
instructional decisions, and demonstration of student learning.
For struggling students:
● Repeat important concepts throughout the unit
● Multiple forms of learning including hands-on, videos,
demonstrations, notes, moving, group work, individual work,
technology use, etc.
● Be explicit in what students should record for notes
● Worksheets incorporating basic understanding questions to more
thought perplexing
For students who need a challenge:
● Multiple forms of learning to keep them engaged
● Challenge questions on worksheets to get them thinking beyond
the basics
Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources
on an ongoing basis?
FNMI Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each child’s identity?
I plan on using a variety of instructional approaches to adhere to the
students and keep class interesting. Such approaches will include,
lecture, group work, self-explorations, technology use, videos,
demonstrations, and experiments. This is intended to give the students a
variety of approaches to learn from. Some may be more effective than
others, but it is important to incorporate a variety for the variety of
students within the classroom.
The students will have access to their Chromebooks for a few activities
that will require students to research particular topics. I will also provide
the appropriate resources for certain experiments and demonstrations, so
students will get real life or hands-on experience with the concepts.
In order to help nurture and promote FNMI content and perspectives, I
plan on working with the districts liaison to bring in someone who would
be willing to share their knowledge and views regarding weather. Having
someone directly from the source will provide the students a great
opportunity to learn from and have an authentic experience.
 Monday Tuesday Wednesday Thursday Friday

Sept. 3 Sept. 4 Sept. 5 ​Lesson 1 Sept. 6 ​Lesson 2 Sept. 7

No School First Day of School L.O.’s: L.O.’s:
Explore ​and ​describe Predict​ what parts of
features of weather the classroom will have
Determine​ questions the warmest and
about weather and coolest temperatures
weather forecast Measure​ temperatures
Pre-Assessment: at various points in the
Title page room
Activities: Record a ​ nd ​analyze​ the
Outdoor exploration temperatures measured
Class Pre-Assessment:
brainstorm/concept map Discussion
Activities:
Classroom temperature
Notes
Sept. 10 ​Lesson 3 Sept. 11 ​Lesson 4 Sept. 12​ L​ esson 5 Sept. 13 ​Lesson 6 Sept. 14
L.O.’s: L.O.’s: L.O.’s: L.O.’s: PD Day
Demonstrate ​and Define ​convection Apply​ knowledge about Define​ humidity and
describe t​ he movement currents and drafts air mass and dew point
of air, in which warm air Describe t​ he air temperature differences Explain​ the effect
rises and cold air sinks movement pattern of to ​describe​ wind humidity has when the
Recognize w ​ hat convection currents Name​ the instruments air is saturated and why
particles and mass are Explain​ that convection used to measure wind Describe​ what happens
in regards to air currents arise when speed and direction when warm moist air
movement (ie. air parts of an air mass are (anemometer and wind cools off overnight and
pressure, air mass, heated, thus vane) reaches the dew point
atmosphere) temperature differences Pre-Assessment: Pre-Assessment:
Pre-Assessment: are necessary Think-Pair-Share Four Corners
Discussion Pre-Assessment: Activities: Activities:
Activities: Discussion Notes Notes
Physical demonstration Activities: Anemometer and wind
of warmed particles Convection current vane demonstration
rising demonstration (​video​)
Notes Notes
Wind spiral Back drafts activity
demonstration Convection current
worksheet
Sept. 17 ​Lesson 7 Sept. 18 ​Lesson 8 Sept. 19 ​Lesson 9 Sept. 20 ​Lesson 10 Sept. 21
L.O.’s: L.O.’s: L.O.’s: L.O.’s:
Define​ condensation, Recall​ types of Recognize ​which Create ​a weather
precipitation, collection, precipitation: rain, weather instruments are instrument that can be
and evaporation drizzle, snow, hail, used for what used to measure one
Act out​ the process of sleet, and freezing rain characteristic of feature of weather
the water cycle with Pre-Assessment: weather Pre-Assessment:
their peers and using Intro ​video Match ​weather Discussion
props Class concept map instruments to their Activities:
Describe​ the process of Activities: corresponding weather Form weather journal
the water cycle Magazine clipping Define ​meteorologist groups
Pre-Assessment: collage Pre-Assessment: Make weather
Carousel Brainstorming Water cycle review Kahoot quiz instruments (stages?)
Activities: (​video​) Activities:
Water cycle physical Notes
demonstration Interactive SmartBoard
Notes activity (sorting chart?)
Water cycle foldable
Sept. 24 ​Lesson 11 Sept. 25 ​Lesson 12 Sept. 26 ​Lesson 13 Sept. 27 ​Lesson 14 Sept. 28
L.O.’s: L.O.’s: L.O.’s: L.O.’s: PD Day
Measuring ​and Measuring ​and Measuring ​and Measuring ​and
recording ​various recording ​various recording ​various recording ​various
features of weather features of weather features of weather features of weather
Identify s​ ome common Collect​, ​combine​, and Identify w​ here one is Identify w​ here one is
types of clouds (cirrus, compare ​research as to likely to find the likely to find the
stratus, cumulus, and how changing warmest and coolest warmest and coolest
nimbus) temperature and temperatures in an temperatures in an
Connect​ cloud types to humidity affect weather indoor or outdoor indoor or outdoor
weather patterns Apply​ previously environment environment
Recall ​clouds are made learned concepts about Describe t​ he pattern of Describe ​the pattern of
up of microscopic water air pressure, humidity, air movement when one air movement when one
droplets formed from and temperature to the area is warm and area is warm and
water vapour ways in which they another is cool another is cool
(condensation) affect weather Identify​ and ​explain Identify​ and ​explain
Pre-Assessment: Pre-Assessment: evidence that air evidence that air
Discussion Discussion contains moisture contains moisture
Activities: Activities: Label t​ he water cycle Label t​ he water cycle
Notes Weather Journal Match​ weather Match​ weather
Weather Journal Jigsaw instruments to the instruments to the
Class discussion corresponding weather corresponding weather
Apply​ the Apply​ the
characteristics of air characteristics of air
pressure, humidity, and pressure, humidity, and
temperature to weather temperature to weather
and how they affect it and how they affect it
Pre-Assessment: Pre-Assessment:
Graffiti wall Brief review
Activities: Activities:
Weather Journal Weather Journal
Review discussion and Quiz
games
Oct. 1 ​Lesson 15 Oct. 2 ​Lesson 16 Oct. 3​ ​Lesson 17 Oct. 4 ​Lesson 18 Oct. 5
L.O.’s: L.O.’s: L.O.’s: L.O.’s:
Recognize t​ he amount Express ​the Explain ​the Earth’s Describe​ the
of heat from the sun concentration of heat revolution around the differences in the ways
changes throughout the from the sun changes sun is why we get less land and water retain
day with the angle at which heat from the sun in the and release heat from
Pre-Assessment: it hits the Earth’s winter versus the the sun
Discussion surface summer Label​ the air movement
Activities: Pre-Assessment: Pre-Assessment: pattern from water to
Quiz review Discussion Discussion land and land to water
Hot Sun, Cool Sun Activities: Activities: (land and sea breezes)
worksheet Direct the Rays for Heat Earth’s Rotation and Pre-Assessment:
demonstration Revolution ​video Setting the scene
Notes Notes activity
Earth’s Rotation and Activities:
Revolution worksheet Notes
Warm Water, Hot Sand
experiment

Oct. 8 Oct. 9 ​Lesson 19 Oct. 10 ​Lesson 20 Oct. 11 ​Lesson 21 Oct. 12

No School L.O.’s: L.O.’s: L.O.’s: PD Day
Identify​ severe weather Define ​climate and Interpret r​ esearch about
as “any dangerous act weather a chosen location’s
of nature fueled by Describe h ​ ow climate is climate and ​relate​ it
changes in the affected by a region’s appropriate attire and
atmosphere, that puts location and housing for that region
people, animals, or environment Appreciate​ the
buildings at risk” Pre-Assessment: importance of being
Pre-Assessment: Think-Pair-Share able to forecast the
Four Corners Activities: weather
Activities: Notes Pre-Assessment:
Notes M&M weather vs. Discussion
Build tornadoes in a climate activity Activities:
 bottle Begin brochure

Oct. 15 ​Lesson 22 Oct. 16 ​Lesson 23 Oct. 17 ​Lesson 24 Oct. 18 ​Lesson 25 Oct. 19

L.O.’s:​t L.O.’s: L.O.’s: L.O.’s:
Interpret r​ esearch about Interpret r​ esearch about Interpret r​ esearch about Interpret r​ esearch about
a chosen location’s a chosen location’s a chosen location’s a chosen location’s
climate and ​relate​ it climate and ​relate​ it climate and ​relate​ it climate and ​relate​ it
appropriate attire and appropriate attire and appropriate attire and appropriate attire and
housing for that region housing for that region housing for that region housing for that region
Appreciate​ the Appreciate​ the Appreciate​ the Appreciate​ the
importance of being importance of being importance of being importance of being
able to forecast the able to forecast the able to forecast the able to forecast the
weather weather weather weather
Pre-Assessment: Pre-Assessment: Pre-Assessment: Pre-Assessment:
Discussion Discussion Discussion Discussion
Activities: Activities: Activities: Activities:
Research brochure Research brochure Make brochure Finish brochures

Oct. 22 ​Lesson 26 Oct. 23 ​Lesson 27 Oct. 24 ​Lesson 28 Oct. 25 ​Lesson 29 Oct. 26

L.O.’s: L.O.’s: L.O.’s: L.O.’s: PD Day
Research ​and ​prepare Describe​ the Examine ​how much Test​ fabrics and
a presentation outlining importance of the carbon dioxide you clothing designs and
a problem (greenhouse greenhouse effect to life produce in a day choose​ which ones to
effect, ozone depletion, on Earth Compose​ a plan to help be most effective in
acid rain, or Differentiate​ between reduce your carbon particular weather
deforestation), how good and bad footprint conditions
human activities have greenhouse gasses Pre-Assessment: Pre-Assessment:
affected them, and Explain ​what global Discussion Meme discussion
ways we can help warming is Activities: Activities:
Acknowledge​ humans’ Pre-Assessment: Calculate average Notes
actions have impact on Graffiti wall carbon footprint Testing fabrics
the weather Activities: Create a plan to help experiment
Pre-Assessment: Notes reduce CO2 emissions
Discussion Climate Change 101 (exit slip)
Activities: video
So What’s the Reevaluate graffiti wall
Problem? activity

Oct. 29 ​Lesson 30 Oct. 30 ​Lesson 31 Oct. 31 ​Lesson 32

L.O.’s: L.O.’s: L.O.’s:
Integrate w​ hat we know Identify​ and e​ xplain Identify​ and ​explain
to be weather and evidence that air evidence that air
weather forecasting contains moisture contains moisture
with perspectives from Label t​ he water cycle Label t​ he water cycle
First Nations, Metis, Match​ weather Match​ weather
and Inuit instruments to the instruments to the
Pre-Assessment: corresponding weather corresponding weather
The Thundermaker by Apply ​and ​combine t​ he Apply ​and ​combine t​ he
Alan Syliboy characteristics of the characteristics of the
Activities: sun’s heat, sun’s heat,
Bring in liaison or temperature, air temperature, air
someone from the pressure, wind, and pressure, wind, and
FNMI community to humidity to weather and humidity to weather and
share their perspectives how they affect it how they affect it
on weather and weather Define ​severe weather Define ​severe weather
forecasting Label t​ he air movement Label t​ he air movement
pattern from land to pattern from land to
water and water to land water and water to land
Define​ climate Define​ climate
Match​ appropriate attire Match​ appropriate attire
and housing to the and housing to the
corresponding climate corresponding climate
Describe​ the ways in Describe​ the ways in
which humans have which humans have
effect on weather effect on weather
Recall​ main contributors Recall​ main contributors
to global warming to global warming
Name​ ways you can Name​ ways you can
help reduce your help reduce your
carbon footprint carbon footprint
List​ fabrics that are List​ fabrics that are
most effective for most effective for
particular weather particular weather
conditions conditions
Examine​ the differences Examine​ the differences
and similarities between and similarities between
your views of weather your views of weather
and that of the First and that of the First
Nations, Metis, and Inuit Nations, Metis, and Inuit
peoples peoples
Pre-Assessment: Pre-Assessment:
Discussion Brief review
Activities: Activities:
Jeopardy unit review Unit exam
game