Escolar Documentos
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Cultura Documentos
3-ESS3-1.
Make
a
claim
about
the
merit
of
a
design
solution
that
reduces
the
impacts
of
a
weather-related
hazard
Key
Terms
Atmosphere,
weather,
temperature,
precipitation,
wind,
air
pressure,
cloud,
evaporation,
water
vapor,
condensation,
water
cycle,
tornado,
hurricane,
blizzard,
climate,
seasons,
hazard,
disaster,
earthquake,
earth
tremor,
volcanic
eruptions,
landslides,
mudslides,
tsunamis,
hurricanes,
plagues,
droughts,
floods,
wildfires,
tornados
Requisite
Knowledge:
At
the
beginning
of
the
unit,
students
should
be
familiar
with
the
four
seasons,
and
be
able
to
apply
their
own
experiences
to
what
they
understand
about
seasons.
Students
should
be
able
to
describe
different
types
of
severe
weather
conditions
they
may
have
heard
of,
learned
about,
or
seen
personally.
Students
should
be
able
to
describe
how
some
people
respond
in
severe
weather
conditions.
Students
should
be
able
to
give
reasons
why
we
may
want
to
understand
severe
weather,
and
how
it
affects
the
earth.
What
will
students
gain
from
this
unit?
After
completing
this
unit,
students
will
be
able
to
explain
what
weather
is
in
their
own
words.
They
will
be
able
to
use
models
and
charts
to
identify
different
phases
of
the
water
cycle.
They
will
be
able
to
apply
their
understanding
of
how
the
water
cycle
works
in
a
model,
to
how
it
works
in
real
life.
They
will
better
understand
how
the
relationship
of
Earths
position
affects
the
climate
of
a
particular
place.
Finally,
they
will
be
able
to
use
their
knowledge
of
weather
patterns
to
discover
the
history
of
hazardous
weather.
They
will
be
able
to
identify
dangerous
circumstances
that
expedite
hazardous
weather;
for
example
humans
imprint.
With
this
information,
they
will
be
able
to
design
a
plan
to
help
diminish
humans
negative
impact
on
Earth.
Students
will
understand
that
while
efforts
to
help
the
planet
are
worthy,
nature
still
has
a
great
impact
on
us,
and
preparation
is
important.
Components
Description of Plan
# of mins
1. Content Standards
Choose ONE standard.
Be sure to write out the
entire standard, not just
the number.
NA
2. Learning Objectives
Choose ONE objective
that leads toward
mastery of the standard
Must be specific,
measurable, and
realistic.
Must have at least two
parts: learning and
behavior
NA
3. Anticipatory Set:
Sometimes called a
"hook" to grab the
student's attention
Focuses student
attention on the objective
and the purpose of the
lesson
Activates prior
knowledge
Requires ACTIVE
PARTICIPATION from
ALL learners
5 minutes
4. Teaching-Input:
Using effective and varied
strategies, provide
information for students to
gain the knowledge,
strategy, or skill.
NA
5. Teaching-Modeling:
Demonstrate and show
examples of what
students are expected to
do (how to solve the
problem, answer the
question, do the activity
etc.).
5 minutes
6. Check for
NA
7. Guided Practice:
An opportunity for each
student to demonstrate
new learning by working
through an activity or
exercise with the
teachers guidance.
Students will choose from a list of countries and their cities theyd
like to research. They will look up their current weather conditions,
and graph a monthly forecast of the average high and low
temperatures, as well as the precipitation. They will add any known
severe weather conditions that occur in that area.
-Station 2: Read chapter 6 lesson 1, fill in graphic organizer
-Station 3: Leveled reader books
10 minutes
per station
8. Closure:
Actions or statements
made by teachers AND
students that summarize
lesson objectives.
Essential for helping
students integrate ideas,
make sense out of what
has just been taught,
and to improve their
chances of retention and
transfer.
5 minutes
9. Independent Practice:
AFTER proper closure, it
is important to provide
time for additional
practice. It may be group
or individual work in class
or it might be homework.
Homework: Fill in KWL chart with new knowledge gained from the discovery
activities
NA
10. Assessment:
The formative and/or
summative assessments
that are aligned with the
objective.
-Students will be assessed using observations during the leveled and chapter
reading. They will be assessed on their ability to correctly fill in their graphic
organizers, and correctly chart average temperatures and precipitation.
Summative assessment will occur at the end of the weather and climate unit.
NA
11. Differentiation:
How you will reach
diverse learners by
varying the:
Content
Process
Product
Students will see similar content in several different ways. They will gain
understanding of weather and its concepts through reading and key
vocabulary. They will apply their knowledge of weather by building a graph of
a weather forecast, and researching conditions in other parts of the world.
They will produce several graphic organizers and graphs to demonstrate their
understand of the material. They will also participate in class discussion before
and after the activity where they can demonstrate their understanding of the
material learned.
NA
NA
40 minutes
total
Climate
and
Seasons
Grade
Level:
3
Estimated
Duration
of
Lesson
55
minutes
Components
Description of Plan
# of mins
1. Content Standards
Choose ONE standard.
Be sure to write out the
entire standard, not just
the number.
NA
2. Learning Objectives
Choose ONE objective
that leads toward
mastery of the standard
Must be specific,
measurable, and
realistic.
Must have at least two
parts: learning and
behavior
NA
3. Anticipatory Set:
Sometimes called a
"hook" to grab the
student's attention
Focuses student
attention on the
objective and the
purpose of the lesson
Activates prior
knowledge
Requires ACTIVE
PARTICIPATION from
ALL learners
5 minutes
4. Teaching-Input:
Using effective and
varied strategies, provide
information for students
to gain the knowledge,
strategy, or skill.
10 minutes
5. Teaching-Modeling:
Demonstrate and show
examples of what
5 minutes
5 minutes
7. Guided Practice:
An opportunity for each
student to demonstrate
new learning by working
through an activity or
exercise with the
teachers guidance.
-Students will work with a partner to compare and contrast temperature and
precipitation patterns of various countries around the world
-Students will fill in a Venn diagram comparing and contrasting their research
on weather patterns
10 minutes
8. Closure:
Actions or statements
made by teachers AND
students that summarize
lesson objectives.
Essential for helping
students integrate ideas,
make sense out of what
has just been taught,
and to improve their
chances of retention and
transfer.
5 minutes
9. Independent Practice:
AFTER proper closure, it
is important to provide
time for additional
practice. It may be group
or individual work in class
or it might be homework.
10 minutes
10. Assessment:
The formative and/or
summative assessments
that are aligned with the
objective.
NA
Students obtain information through a variety of ways. They take guided notes
on a lesson from the instructor, they work in groups to compare and contrast
their own research findings, and they learn how to relate their own life to
weather conditions going on around them. Students demonstrate their
understanding of climate and seasons by creating different products. They
build charts and graphs, they complete notes/Venn diagrams, and show their
creativity in a free write.
NA
NA
Title:
History
of
Natural
Disasters
Grade
Level:
3
Estimated
Duration
of
Lesson:
60
minutes
Components
Description of Plan
# of mins
1. Content Standards
Choose ONE standard. Be
sure to write out the entire
standard, not just the
number.
NA
2. Learning Objectives
Choose ONE objective that
leads toward mastery of
the standard
Must be specific,
measurable, and realistic.
Must have at least two
parts: learning and
behavior
NA
3. Anticipatory Set:
Sometimes called a "hook"
to grab the student's
attention
Focuses student attention
on the objective and the
purpose of the lesson
Activates prior knowledge
Requires ACTIVE
PARTICIPATION from ALL
learners
5 minutes
4. Teaching-Input:
Using effective and varied
strategies, provide
information for students to
gain the knowledge,
NA
5. Teaching-Modeling:
Demonstrate and show
examples of what students
are expected to do (how to
solve the problem, answer
the question, do the activity
etc.).
NA
7. Guided Practice:
An opportunity for each
student to demonstrate
new learning by working
through an activity or
exercise with the teachers
guidance.
50 minutes
8. Closure:
Actions or statements
made by teachers AND
students that summarize
lesson objectives.
Essential for helping
students integrate ideas,
make sense out of what
has just been taught, and
to improve their chances of
retention and transfer.
5 minutes
9. Independent Practice:
AFTER proper closure, it is
important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.
Homework
10. Assessment:
Students are assessed on the information they provide during the weather
stations. They must completely fill in required information on their
NA
11. Differentiation:
How you will reach diverse
learners by varying the:
Content
Process
Product
Students have access to the information in text, picture, and video form. They
some specific, as well as open-ended questions about the information
presented to them, allowing them to take ownership of what theyve learned.
Students create lists, and bullet points of key information. They create a
personal piece of writing related to disastrous weather.
NA
NA
10
11
Weather KWL
What
I Know
What I Learned
12
13
Chapter 6: Weather
Key Vocabulary: As you read, fill in the following definitions in your own
words.
Atmosphere: __________________________________________________
_____________________________________________________________
Weather: _____________________________________________________
_____________________________________________________________
Temperature: __________________________________________________
_____________________________________________________________
Precipitation: __________________________________________________
_____________________________________________________________
Wind: ________________________________________________________
_____________________________________________________________
Air Pressure: __________________________________________________
_____________________________________________________________
What are some things about weather that may change during the day?
_____________________________________________________________
_____________________________________________________________
Give some examples of precipitation.
_____________________________________________________________
_____________________________________________________________
Why are weather predictions sometimes wrong?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Which tool measures temperature?
a. Barometer
b. Anemometer
c. Thermometer
14
d. Wind Vane
A4
Write about extreme weather that
occurs,
or has occurred in the city
you chose.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
15
16
17
Comments
Organization
Student's
writing
follows
a
Student's
writing
Students
general
order,
is
difficult
to
writing
is
easy
some
follow,
and
needs
to
follow
information
is
improvement
out
of
place
Research
Student
correctly
Student
applies
Student's
answer
applies
some
to
the
prompt
is
knowledge
knowledge
from
not
based
on
gained
from
the
unit,
and
knowledge
from
the
unit
to
the
relates
it
to
the
the
unit
writing
prompt
prompt
Conventions
Student
uses
proper
punctuation,
and
formats
paragraphs
correctly
Student
has
a
large
number
of
punctuation
errors
Spelling
Student
has
no
spelling
errors
Student
has
a
large
number
of
spelling
errors
Student
Name:
__________________________
18
19
E1
Type of Disaster: ____________________
Place
occurred: ________________________
Date of
Disaster: _______________________
Number of lives lost: __________________
this type of disaster in your own
Describe
words.
Type
of Disaster: ____________________
Place
occurred: ________________________
Date of Disaster: _______________________
Number
of lives lost: __________________
Describe
this type of disaster in your own
words.
20
Organization
Research
Conventions
Spelling
Comments
Student's
writing
follows
a
Student's
writing
Students
general
order,
is
difficult
to
writing
is
easy
some
follow,
and
needs
to
follow
information
is
improvement
out
of
place
Student
correctly
Student
applies
applies
some
knowledge
knowledge
from
gained
from
the
unit,
and
the
unit
to
the
relates
it
to
the
writing
prompt
prompt
Student's
answer
to
the
prompt
is
not
based
on
knowledge
from
the
unit
Student
has
a
large
number
of
punctuation
errors
Student
has
a
large
number
of
spelling
errors
Student
uses
proper
punctuation,
and
formats
paragraphs
correctly
Student
Name:
__________________________
Overall
Grade:
__________________________
21
Action Plan
Type of disaster you want to discuss: _____________________
Where have these disasters occurred? ____________________
______________________________________________________
Describe the type of weather that occurs. _________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Describe steps people can take to help reduce the potential
for disaster. ___________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Describe steps people can take to stay safe for weather
related disasters. ______________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
22
F2
Organization
Students
writing
is
easy
to
follow
Student's
writing
Student's
writing
is
follows
a
general
difficult
to
follow,
order,
some
and
needs
information
is
improvement
out
of
place
Research
Student
correctly
applies
knowledge
gained
from
the
unit
to
the
action
plan
Student
applies
some
knowledge
from
the
unit,
and
relates
it
to
the
action
plan
Conventions
Student
uses
proper
punctuation,
and
formats
paragraphs
correctly
Persuasive
Language
Student's
action
plan
is
not
based
on
knowledge
from
the
unit
Student
uses
Student
uses
language
that
some
language
is
will
convince
that
will
convince
their
audience
their
audience
to
to
become
become
involved
involved
Student
is
not
convincing
Comments
23