SCIENCE UNIT LESSON SEQUENCE

Name: Amelia Leng

School: Shoesmith Mentor: Tracy Walker/Frances Jochum (Science)
Grade Level: 3rd Grade Room Number: 106

Standard Performance Expectation:

3-ESS2-2 Obtain and Combine information to describe climates in different regions of the world.

3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular
season.

No.
ACTIVITY DESCRIPTION
(What is this activity)
1 Pre-assessment that will help me understand
what the students already know about weather
and climate
2 Kid-friendly, introductory interactive video to
the difference between weather and climate
ACTIVITY
FUNCTION MATERIALS
(Addresses what (Extraordinary
ENACTMENT NOTES
in the I-AIM/EPE materials)
Cycle)
Objective: See what prior knowledge students have
Experiences -1-page pre-test that I
about weather and climate.
made  Tell students that we are going to take a
quiz before we begin our unit on weather so
that I can see what they already know and
what I might need to teach them more
about.
 Hand out the pre-test, give students about
10 minutes to complete it. Read the
questions about loud to help my diverse
learners and ELLs.
 Have them pass it forward
Objective: Introduce the difference between weather
Experiences https://www.youtube.com and climate. Students will know that weather is the
/watch?v=YbAWny7FV3w minute-to-minute changes while climate is over a
long period of time/what the weather is usually like.
 Play video, pausing at parts where she
introduces new vocabulary
 Further explain new vocabulary such as
precipitation and atmosphere
3 Class Notes in their Portfolio
4 Look up the temperature in their assigned city
and record it in table
5 Science Talk about Severe Weather/Natural
Disasters
6 Kid-friendly, introductory interactive video to
the severe weather and natural disasters
Objective: Have students take notes as a class on
Experiences -Their portfolio folder new vocabulary words.
-Loose leaf paper  Pause the video when there is new
information/vocabulary.
 Model to students what their notes should
include (weather, climate, precipitation,
atmosphere)
 Have students date their notes
Patterns Objective: Students will recognize a pattern
-www.weather.gov throughout the week of the weather in their
-Chart that is stapled in assigned city.
their portfolio  Students are sharing a Chromebook or an
-Computers, Chromebooks, iPad between them and their partner.
and iPads  Direct students to the website to find their
city’s temperature for that day. Model using
Chicago as an example
 Record the date and the temperature in the
provided table in their portfolio
Experiences/ N/A Objective: See what students know about severe
Explanations weather. Give students an opportunity to talk with
their classmates about what severe weather is and
what some examples of natural disasters are.
 This activity is meant to give the students
the floor and do most of the
talking/discussion.
 Ask students “what does the word severe
mean?” to start.
 Then ask them what could severe weather
mean, and what would that look like?
Objective: Introduce the difference between normal
Experiences https://www.youtube.com weather and severe weather and different natural
/watch?v=QVZExLO0MWA disasters.
&t=16s  Play video, pausing at parts where she
introduces new vocabulary
 Further explain new vocabulary such as
tornados, earthquakes, blizzards, and
hurricanes.
7 Class Notes in their Portfolio
8 Researching the most common natural disaster
in their assigned state
9 Look up the temperature in their assigned city
and record it in table
-Their portfolio folder Objective: Students will learn about the following
Experiences -Loose leaf paper examples of severe weather/natural disasters:
blizzards, tornados, hurricanes, wildfires, and
earthquakes
 Students will add these notes to their
portfolio folder.
 Students will date new notes such as before,
and add the definitions of the following
natural disasters: blizzards, tornados,
hurricanes, wildfires, and earthquakes.
Experiences https://www.bustle.com/a Objective: Students will use the provided resource
rticles/105664-worst- to look up what the most common natural disaster is
natural-disaster-in-each- in their state, and think of ways you could protect
state-because-you-can- yourself against that natural disaster.
never-be-too-prepared  Students are sharing a Chromebook or an
-Computers, Chromebooks, iPad between them and their partner.
and iPads  Direct students to the respective website,
-Pre-made severe weather using Illinois as an example. Students will
worksheet to add to their scroll until their find their state, and then
portfolio record on their natural disasters sheet the
most common natural disaster in their
assigned state.
 They will also brainstorm a way that they
could stay safe during that natural disaster.
Objective: Students will recognize a pattern
Patterns -www.weather.gov throughout the week of the weather in their
-Chart that is stapled in assigned city.
their portfolio  Students are sharing a Chromebook or an
-Computers, Chromebooks, iPad between them and their partner.
and iPads  Direct students to the website to find their
city’s temperature for that day. Model using
Chicago as an example
 Record the date and the temperature in the
provided table in their portfolio
10 Science Talk about How Weather Affects our Life Experiences/ Objective: Students will discuss between the teacher
(this is what I videoed) Explanations N/A and themselves how weather affects our everyday
life.
 Students will first be asked, “When we’re
talking about weather and climate in a city,
how does that effect people? How does the
weather affect our every day lives?”
 Students will also be prompted with the
question, “What do you wear during certain
times of the year?”
 This science talk will lead to them
understanding that the weather affects
what clothing we wear every day.
11 Packing List for Someone Taking a Trip to their -Portfolio folder with the Objective: Students will understand how the
Assigned City Experiences/ charts of their weather affects what clothing people choose to
Patterns temperatures recorded so wear. Students will be able to look at the previously
far recorded temperatures to create a clothing packing
-Suitcase worksheet for list for someone visiting their city right now.
their packing list  Go over with the class what we could
classify as “cold” weather, “mild” weather,
and hot weather. 0-30 = cold, 40-60 = mild,
70-100 = hot.
 These temperature ranges will be written
on the SmartBoard so that students can use
this to help them decide what to include in
their packing list.
 Early finishers will draw a picture of the
items inside their suitcase.
Look up the temperature in their assigned city Objective: Students will recognize a pattern
and record it in table Patterns -www.weather.gov throughout the week of the weather in their
-Chart that is stapled in assigned city.
their portfolio  Students are sharing a Chromebook or an
-Computers, Chromebooks, iPad between them and their partner.
12 and iPads  Direct students to the website to find their
city’s temperature for that day. Model using
Chicago as an example
Record the date and the temperature in the
provided table in their portfolio
 Students will watch an interactive video made by
meteorologist JD Rudd for elementary students
about how meteorologists predict the weather.
13
Students will be meteorologists and predict the
weather in their assigned city for Friday, Match
9th, 2018.
14
Objective: Students will see the inside of a weather-
Experiences https://www.youtube.com reporting studio, and learn about how
/watch?v=qWWx3reC9qA meteorologists predict the weather every day.
- Portfolio folder with class  Students will watch the video (5:33).
notes sheet  When I pull up the video, ask students if
they have ever watched the weather
channel at home. Does it look like this?
 Students will keep track of new things they
have learned throughout the video by first
putting a thumb on their chest when they
learn one new thing, and then adding a
finger for each new thing they learn
(formative assessment).
 Students will add the vocabulary word
“meteorologist” to their class notes in their
portfolio.
-Chart that is Objective: Students will role play a day in the life of a
Experiences stapled in their portfolio meteorologist, and predict the weather in their city
-weather forecast for the next day, March 9th, 2018.
sheet  Students will look at past temperatures they
have recorded in their city this past week.
 They will make the connection that
meteorologists have to analyze past data to
predict the weather the best they can.
 Students will make three predictions for the
next day (morning, mid day, and night).
They will include a picture as well at the
temperature in degrees Fahrenheit, just like
on the news.
 They will then present their findings to a
partner, acting like they are a weather
man/woman.
 Look up the temperature in their assigned city
and record it in table
15
(This is the last day of recording temperatures,
so students will do this as the first activity in
their chart). Look up the temperature in their
assigned city and record it in table
16
-www.weather.gov Objective: Students will recognize a pattern
Patterns -Chart that is stapled in throughout the week of the weather in their
their portfolio assigned city.
-Computers, Chromebooks,  Students are sharing a Chromebook or an
and iPads iPad between them and their partner.
 Direct students to the website to find their
city’s temperature for that day. Model using
Chicago as an example
Record the date and the temperature in the
provided table in their portfolio
Objective: Students will recognize a pattern
Patterns -www.weather.gov throughout the week of the weather in their
-Chart that is stapled in assigned city.
their portfolio  Students are sharing a Chromebook or an
-Computers, Chromebooks, iPad between them and their partner.
and iPads  Direct students to the website to find their
city’s temperature for that day. Model using
Chicago as an example
Record the date and the temperature in the
provided table in their portfolio
 Students should also check to see if their
prediction for today was correct.
 Objective: Students will recognize the weather
Students will create a line graph of the weekly Patterns -Graph paper patterns in their assigned city over a week of time.
temperatures taken. -Chart that is stapled in Students will be able to plot their data in a line
their portfolio with the 5 graph.
temperatures taken this  This is something that the students have not
week done before so modeling is essential. Using
Chicago as an example, take Monday’s
temperature and plot it on the line graph.
Have students do the same with their
Monday temperature, walking around and
monitoring to make sure they are doing it
17 correctly.
 Repeat the steps above for Tuesday’s
temperature. One the students have seen
how to do this for two of the days with
modeling, they can plot the rest of the
points on their graph.
 Teacher will then model how to draw lines
between the points to create a line graph of
the weekly temperature.
 Ask students what they noticed about
graph. Were there any major changes, or
was it consistent throughout the week?
 Students will find the average temperature in
their assigned city for this week.
18
Students will decorate the covers of their
portfolios to represent their city (art
Explanations
integration).
19
Objective: Students will be able to calculate the
Patterns -Calculator average temperature in their city for the week using
-Chart that is stapled in mathematical calculations.
their portfolio with the 5  Again, this is something students have not
temperatures taken this done before so modeling is essential.
week.  Teacher will add together all of the
temperatures for the week in Chicago.
Students will do this for their own city, by
hand showing their work on the back of
their graph. Students will then be given a
calculator to double-check their total.
 Teacher will then ask them, “How many
days did we record the temperature?” The
answer is 5. Teacher will then take the total
of the temperatures added together and
divide it by 5 to calculate the average
temperature. Students will then do the
same with their calculator (we have not
done long division yet in math).
 Students will record the average
temperature for the week on their sheet
along with their graph.
Objective: Students will decorate their portfolio to
-All information and represent their city in some way (flags, natural
research in their portfolio disasters, landmarks, weather, etc.).
-Art materials (colored  Once students are finished with their graph
pencils, markers, crayons) and average, they may color/decorate their
portfolio.
 With ten minutes left, students will SHARE
their portfolio with a group of 4, discussing
all of the research about their city’s weather
and climate inside of their portfolio folder.
 Post-assessment that will show me what Objective: This summative assessment will show me
students have learned throughout the week -1-page post assessment how students grew from the beginning of the week
Experience that I made to the end of the week, and how their knowledge of
about weather and climate. climate and weather increased due to the activities
completed.
20  Students will take the post assessment. I
will read the questions out loud to
accommodate diverse learners and ELLs.
 Students will pass up the tests after about
10 minutes.