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Theme: Weather and Climate Language: English Grade Level: Third

Theme Overview: - The purpose of this unit is to intertwine core science content with reading, writing,
Description of speaking, and listening objectives. As students progress into upper elementary grades,
intended population expectations increase. Presenting this unit in segmented parts provides students with the
and instructional opportunity to build skills using scaffolds, to strengthen their rigor, and to enhance their
setting cognitive skills. This unit provides students the opportunity to progress through lessons
that culminate to a final inclusive project.
Rationale (reason) for
Choice of Topic The goal of this unit is to provide students with the opportunity to focus on Weather and
Climate, reaching science objectives while exercising and developing their reading,
Goals of the Unit writing, speaking and listening skills. Incorporating these content areas allows students
to practice necessary skills while maintaining one central focus. Finally, students will be
able to exercise content-based and grade-level vocabulary while using their preferred
learning style.

Guiding Questions the Core Ideas


Theme will Address Enduring Understanding:
 How does weather and climate effect different regions of the world?
 How does geographical location influence weather and climate?
 What defines climate (distinguishing factors/features)?
 What defines weather (distinguishing factors/features)?
 What is the difference between weather and climate?
 What adaptations help animals to survive in their climate?
 What plants exist within a certain climate?

Standards Reading - Informational Text


 CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers.
 CCSS.ELA-LITERACY.RI.3.4
Determine the meaning of general academic and domain-specific words and phrases
in a text relevant to a grade 3 topic or subject area.
 CCSS.ELA-LITERACY.RI.3.5:
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently.
 CCSS.ELA-LITERACY.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).
 CCSS.ELA-LITERACY.RI.3.10
By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the grades 2-3
text complexity band independently and proficiently.
Writing-
 CCSS.ELA-LITERACY.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
 CCSS.ELA-LITERACY.W.3.2. A
Introduce a topic and group related information together; include illustrations when
useful to aiding comprehension.
 CCSS.ELA-LITERACY.W.3.2. B
Develop the topic with facts, definitions, and details.
 CCSS.ELA-LITERACY.W.3.2.C
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas
within categories of information.
 CCSS.ELA-LITERACY.W.3.2. D
Provide a concluding statement or section.
 CCSS.ELA-LITERACY.W.3.4
With guidance and support from adults, produce writing in which the development
and organization are appropriate to task and purpose. (Grade-specific expectations
for writing types are defined in standards 1-3 above.)
 CCSS.ELA-LITERACY.W.3.5
With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grade 3 here.)
 CCSS.ELA-LITERACY.W.3.6
With guidance and support from adults, use technology to produce and publish
writing (using keyboarding skills) as well as to interact and collaborate with others.
 CCSS.ELA-LITERACY.W.3.7
Conduct short research projects that build knowledge about a topic.
 CCSS.ELA-LITERACY.W.3.8:
Recall information from experiences or gather information from print and digital
sources; take brief notes on sources and sort evidence into provided categories.
 CCSS.ELA-LITERACY.W.3.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.

Word Study – Foundational Skills


 CCSS.ELA-LITERACY.RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words.
 CCSS.ELA-LITERACY.RF.3.4
Read with sufficient accuracy and fluency to support comprehension.
 CCSS.ELA-LITERACY.RF.3.4.A
Read grade-level text with purpose and understanding.
 CSS.ELA-LITERACY.RF.3.4.C
Use context to confirm or self-correct word recognition and understanding, rereading
as necessary.
Listening and Speaking
 CCSS.ELA-LITERACY.SL.3.1 (Group Discussion)
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 3 topics and texts, building on others'
ideas and expressing their own clearly.
 CCSS.ELA-LITERACY.SL.3.1. B
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a time about the topics and texts under
discussion).
*Academic conversation and engagement will follow the existing rules and
expectations of group work/turn-and-talk activities
 CCSS.ELA-LITERACY.SL.3.1.C
Ask questions to check understanding of information presented, stay on topic, and
link their comments to the remarks of others.
 CCSS.ELA-LITERACY.SL.3.2
Determine the main ideas and supporting details of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and
orally.
 CCSS.ELA-LITERACY.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts
and relevant, descriptive details, speaking clearly at an understandable pace.
 CCSS.ELA-LITERACY.SL.3.6
Speak in complete sentences when appropriate to task and situation in order to
provide requested detail or clarification.

Science
Science: Amplify Program
 ESS2.D:
-Scientists record patterns of the weather across different times and areas so that they
can make predictions about what kind of weather might happen next. (3-ESS2-1)
-Climate describes a range of an area's typical weather conditions and the extent to
which those conditions vary over years. (3-ESS2-2)
-Earth’s processes continuously cycle water, contributing to weather and climate. (3-
ESS2-3)

Content Objectives: Reading Writing


Students will be able to: Students will be able to:
 Refer explicitly to text information  Introduce a relevant topic
 Explain and define weather  Use details to develop and elaborate
 Explain and define climate on a topic
 Determine the meaning of domain-  Connect ideas using linking words
specific vocabulary  Refer explicitly to text information
 Interpret images  Exercise domain-specific vocabulary
 Use varied sources to conduct  Produce coherent pieces of writing
research
 Use a graphic organizer to
document, gather, and organize
relevant information

Language Objectives: Students will be able to:


 Engage in collaborative conversations and interactions
 Follow routines and assigned roles for discussion
 Engage in content-based discussions
 Engage in academic based conversation
 Differentiate between contexts that call for formal English and situations where
informal English is appropriate
 Use sentence frames to structure their responses
Cross-Cultural and Students will be able to:
Cross-Linguistic  Interact and communicate productively in a culturally appropriate manner with
Objectives native speakers
 Recognize cultural-specific perspectives and behaviors
 Acquire flexibility and openness of mind in recognizing cultural differences

Materials and Reading Writing


Adaptations of Day 1: Day 1:
Materials  “Weather & Climate” KWL graphic  Informative Writing Rubric
organizer  At the Root of It
 Chart paper
 Markers
 Brainpop “Weather”
 Brainpop “Climate”
Day 2: Day 2:
 Weather Conditions anchor chart  Weather Tools posters
 Weather posters  Tell the Temperature hand-out
 Weather map of the United States  Thermometers
 Pictograph hand-out  Weather/Temperature Calendar
 Graph paper
 Weather/Temperature Calendar
Day 3: Day 3:
 “Climates of the World” graphic  Lined Paper
organizer
 Climates of the World pictures
Day 4: Day 4:
 BrainPop “Weather”  Weather vs. Climate article
 BrainPop “Climate”  Venn Diagram
 T-chart graphic organizer
Day 5: Day 5:
 Student set of climate and weather texts  “Climates of the World Vocabulary”
 “Climates of the World Vocabulary” graphic organizer
graphic organizer  Lined paper
Day 6: Day 6:
 Student set of climate and weather texts  Lined paper
 World map hand-out
 World climate zone hand-out
Day 7: Day 7:
 Student set of climate and weather texts  Lined paper
 Animal Inhabitants Graphic Organizer
Day 8: Day 8:
 Student set of climate and weather texts  Lined paper
 “Plant Life/Vegetation” graphic
organizer
Day 9 *All materials will be gathered to create a
Day 10 presentation based on the choice of the
Day 11 group. Choices include a PowerPoint
Presentation, a poster board, or a trifold
board

Background Students should be able to:


Knowledge and Skills  Have a general understanding of weather and climate
Assumed  Determine some distinctions between weather and clime
 Recognize how location influences climate
 Understand the purpose of animal adaptations
 Recognize that different vegetation exists in different areas
 Evaluate pertinent text details
 Produce intelligible writing pieces

Teaching and Students’ prior knowledge will be gauged using the “Weather & Climate” graphic
Learning Activities organizer
Prior knowledge will be used to measure student understanding and awareness of the
topic and will determine the information students will need to be exposed to prior to the
launch of the lesson.
Content-based and tier-three vocabulary will be front loaded to make certain that
students can comprehend content with fluency, exercise the vocabulary in meaningful
ways, and add it to their speech.
Teaching and Lessons will center around science as the content area while intertwining reading and
Learning Activities writing as a literacy block.

Extension Phase Students will research the climate of their native country. They can connect ideas from
their groups’ climate to the climate of their native country.

Students who are natural born citizens can research a climate in another country of their
choice.

Culminating Activity Students will complete a PowerPoint presentation, a poster, or a tri-fold in order to
summarize components of their climate including a description of the climate, images of
the climate, animals that inhabit their climate, the vegetation that thrives in that climate
and any additional fun facts they wish to include.

Assessment The culminating activity will be used in order to determine student achievement and
attainment of objectives and goals.
Content-Based Weather
Vocabulary
 Weather
 Temperature
 Thermometer
 Sunny
 Partly Cloudy
 Cloudy
 Hail
 Rain/Freezing Rain
 Snow
Climate
Tropical Region Temperate Region Desert Region Polar Region

Rainfall Moderate Temperature Arid Ice


Rainforest Seasons Desert Tundra
Tropical Winter Dry Polar
Humid/Humidity Spring Desolate Snow
Equator Summer
Precipitation Fall
Temperate Zones
Day 1
Introduction Day 1
Reading Focus Writing Focus
Pre-Reading Assessment (Informal): Pre-Writing Assessment (Formal/Use Rubric):
1) Hand out the “Weather & Climate” KWL graphic Write an informational piece about the following:
organizer
-Students fill out only the “What Do I Know?” section Students will write a piece of informative writing
using the following prompt:
Launch the unit-
What features of a plant help it to survive in its
2) The teacher will present an anchor chart that briefly environment? Use At the Root of It to guide you.
describes weather and climate
Be sure to include
3) Two BrainPop videos will be played:  A topic sentence
“Weather”  Details
“Climate”  Domain Specific Vocabulary
 Closing sentence
4) Students will fill out the “What Do I Want To Learn?”
section.

Resources: Resources:
 “Weather & Climate” KWL graphic organizer  Informative Writing Rubric
 Chart paper  At the Root of It
 Markers
 Brainpop “Weather”
 Brainpop “Climate”
Day 2
Introduction to Weather
Reading Focus Writing Focus
Introduction to weather: 1) The teacher will explain that there are various
ways to measure weather.
1) The teacher will refer to the anchor chart from the 2) An overview and explanation of the tools used to
previous day’s lesson to define weather. measure weather will be presented.
2) The students’ attention will then be drawn to the weather -thermometer
posters -satellite
3) A weather map of the United States will be shown to -weather vane
demonstrate the varying types of weather experienced in -anemometer
the country. -barometer
4) The teacher will then presents a pictograph diagram. -rain gauge
5) The teacher will model how to create a bar graph using 3) Referring back the Weather/Temperature
one example. Calendar, the teacher will explain that
6) Students will work with their turn-and-talk partners to temperature tells how hot, cold, or mild it may be
create a measure of a bar on their own in a certain place.
7) Once students show they can successfully create bars, 4) The teacher will then demonstrate how to read a
they will continue with the remaining two bars. thermometer.
8) To close the lesson, the teacher will present a 5) The teacher will then pair students into groups of
Weather/Temperature Calendar that will be used to track five.
the weather and temperature during the course of the unit. 6) Various cups around the room will have water of
differing temperatures. Each cup will have a
thermometer.
7) Students will read the temperature on the
thermometer.
8) The students will rotate to three different
thermometers.
9) Once students have demonstrated that they are
able to read a thermometer, they will complete
the Tell the Temperature hand-out.

Resources: Resources:
 Weather Conditions anchor chart  Weather Tools posters
 Weather posters  Plastic Cups
 Weather map of the United States  Water
 Pictograph hand-out  Thermometers
 Graph paper  Weather/Temperature Calendar
 Weather/Temperature Calendar  Tell the Temperature hand-out
Day 3
Climates of the World
Reading Focus Writing Focus

The teacher will use the Mountain/Alpine climate as a model Following the gallery walk and the launch of the
for the unit. lesson, students will respond to the following prompt:

The teacher will present the “Climates of the World” graphic “Which two natural disasters would you want to
organizer and how it will be used. study? Why?”

Following the explanation, the students will participate in a Students will then be placed into cooperative groups
gallery walk. for the continuation of the unit based on their
responses to the above writing prompt.
Gallery Walk
-4 images
-Each image will contain a climate that will be discussed in
the integrated unit
- Images will be of varying scenes of that climate

1) Images will be posted all over the room


-Can be posted onto the wall or set of desks
2) Each picture will be numbered (1-4)
3) Students will be grouped into pairs of 4-6 students
*Depending on student population
4) Each group will be assigned a number to start with
5) Students will rotate numerically
(3 minutes per picture/15 minutes total)
6) As students rotate, they will fill in the “Climates of the
World” graphic organizer
A. What do you see?
B. What do you think the temperature is?
C. What animals might live here?
D. What plants would survive here?

An overview of the unit will be presented to the students to


conclude the reading block.

Resources: Resources:
 “Climates of the World” graphic organizer  Lined paper
 Climates of the World picture
Day 4
Climate vs. Temperature
Reading Focus Writing Focus

The teacher will present the anchor chart from the beginning Following the reading exercise, the teacher will
of the unit defining weather and climate. review the features of weather and features of climate.

The teacher will explain present the students with two Students will be invited to share what they have found
Brainpop videos: through viewing the videos.
“Weather”
“Climate” Following the share, the teacher will present the
students with a Venn Diagram.
The teacher will then present the Weather vs. Climate t-chart
organizer to the students. An overview of the Venn Diagram and its parts will
be conducted.
The teacher will model the information and how to document
features of weather and climate. Following the overview, the teacher will use the
information from the T-chart organizer to begin to fill
Students will then be invited to share what they recall from in the Venn Diagram.
the videos.
Students will discuss in their groups some other
Student responses will be documented onto the organizer. similarities and differences.

Once students have shared, the teacher will play the videos a This will be documented onto the organizer and
second time. shared with the class.

Students will work in their groups to complete the organizer. Once students have shared and discussed with the
class, students will then complete the remained of the
diagram within their groups.

Resources: Resources:
 BrainPop “Weather”  Weather vs. Climate article
 BrainPop “Climate”  Venn Diagram
 “Weather vs. Climate” T-chart graphic organizer
Day 5
Domain-Specific Vocabulary
Reading Focus Writing Focus

Teacher Model Teacher Model


1) Teacher reads the article All About the Mountains and  Model how to use domain-specific vocabulary in a
stresses domain-specific vocabulary paragraph introducing the natural disaster
2) Model how to fill out the  Input vocabulary in order to demonstrate its
“Natural Disaster Vocabulary” graphic organizer purpose in writing and using it in context

Guided Practice: Independent Practice


1) Using the article, students will reread the article with  Construct a paragraph introducing your natural
their partners to find domain-specific vocabulary disaster using domain specific vocabulary using
2) As students find vocabulary, they will document 2 the graphic organizer.
examples onto the graphic organizer

Independent Practice
1) Students work within their groups to find words specific
to their disaster
2) They will fill out the “Climates of the World
Vocabulary” graphic organizer

Resources: Resources:
 Student set of climate and weather texts  “Climates of the World Vocabulary” graphic
“Climates of the World Vocabulary” graphic organizer organizer
 Lined paper
Day 6
Location of Climate Zones
Reading Writing

Using the All About the Mountains article, the teacher will Using the information from the article All About the
demonstrate how to extract information centered around Mountains, the teacher will model how to paraphrase
location in the text. using text information.

Once the teacher has extracted this information, the teacher The text tells where the climate is located, but now it
will model how to find this area on a map. is important to put it into my own words.

Finally, the teacher will color in this area on the “World Students will turn and talk to their groups to
Climate Zone” hand-out. paraphrase two sentences.

Students will transition into their groups to find where their Once they have demonstrated understanding, the
climate is located. students will transition into independent practice,
explaining where their climate is located on the globe.
Once they have located its location, they will color it on the
map.

Resources: Resources:
 Student set of climate and weather texts  Lined paper
 World map hand-out  Student set of climate and weather texts
 World Climate Zone hand-out  World map hand-out
 Crayons/color pencils  World Climate Zone hand-out
Day 7
Animal Inhabitants in Climate Zones
Reading Writing

The teacher will explain that various creatures live in these Using the information from the article All About the
climates. Creatures has specific features that help them to Mountains, the teacher will model how to paraphrase
adapt to their environments and survive. using text information.

Using the All About the Mountains article, the teacher will The text tells which animals live in a particular
demonstrate how to extract information centered around climate and how they are able to survive there. It is
animals and living things in the text. important, however, to put this information into your
own words.
Once the teacher has extracted this information, the teacher
will demonstrate how to fill out the graphic organizer. Students will turn and talk to their groups to
paraphrase two sentences.
Students will turn and talk to their groups to determine
which other animals live in this climate. Once they have demonstrated understanding, the
students will transition into independent practice,
Student responses will be documented onto the graphic explaining which animals are found in their climates
organizer. and how they are adapted to live there.

Students will then transition into their groups to find what


animals are located in their climates.

Resources: Resources:
 Student set of climate and weather texts  Lined paper
 Animal Inhabitants Graphic Organizer  Student set of climate and weather texts
 Animal Inhabitants Graphic Organizer
Day 8
Vegetation and Plant Life in Climate Zones
Reading Writing

The teacher will explain that various plants, fruits, an Using the information from the article All About the
vegetables grow and live in these climates. Plant life an Mountains, the teacher will model how to paraphrase
vegetation need specific things in order to live and survive. using text information.

Using the All About the Mountains article, the teacher will The text tells the plant life and vegetation in a
demonstrate how to extract information centered around particular climate and what they need to survive there.
plants and vegetation in the text. It is important, however, to put this information into
your own words.
Once the teacher has extracted this information, the teacher
will demonstrate how to fill out the graphic organizer. Students will turn and talk to their groups to
paraphrase two sentences.
Students will turn and talk to their groups to determine the
plants and vegetation of their climate. Once they have demonstrated understanding, the
students will transition into independent practice,
Student responses will be documented onto the graphic explaining which plants and vegetation are found in
organizer. their climates and how they are adapted to live there.

Students will then transition into their groups to find what


the plants and vegetation of their climates.

Resources: Resources:
 Student set of climate and weather texts  Lined paper
 “Plant Life/Vegetation” graphic organizer  Student set of climate and weather texts
 “Plant Life/Vegetation” graphic organizer