Unit 1 Overview Weather And Climate Grade: 3 Essential .
Unit 1 OverviewWeather and ClimateGrade: 3Content Area: Earth and Space SciencePacing: 15 daysEssential QuestionWhat is the typical weather near our home?How can we protect people from weather-related hazards?Student Learning Objectives (Performance Expectations)3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.Unit SummaryIn this unit of study, students organize and use data to describe typical weather conditions expected during a particular season. By applying their understandingof weather-related hazards, students are able to make a claim about the merit of a design solution that reduces the impacts of such hazards. The crosscuttingconcepts of patterns, cause and effect, and the influence of engineering, technology, and science on society and the natural world are called out as organizingconcepts for these disciplinary core ideas. Students demonstrate grade-appropriate proficiency in asking questions and defining problems, analyzing andinterpreting data, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are also expected to use thesepractices to demonstrate understanding of the core ideas.Technical TermsTemperature, Precipitation, Pictograph, Climate Range, Predictions, Weather Forecast, Weather Patterns, Cold Front, Warm Front, Absolute Zero, North Pole,South Pole, Radar, Air Quality, Satelite, Severe Weather, Hurrican, Typhoon, Surface Weather, Snow Cover, Fire Weather, Doppler Radar, Athmosphere,Meteorologists, Weather Vane, Anemometer, Hurricane, NASA, Tree Rings, Athmospheric Composition, Coral Bleaching, Rain Stick, El Niño, Greenhouse Effect,Horizon, Flood Barrier, Drought, Lightning Rod, Flash Flood, Thunder StormFormative Assessment MeasuresPart A: Can we predict the kind of weather that we will see in the spring, summer, autumn, or winter?Students who understand the concepts can: Make predictions using patterns of change Represent data in tables, bar graphs, and pictographs to reveal patterns that indicate relationships. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. (Assessment of graphical displays is
limited to pictographs and bar graphs. Assessment does not include climate change.) Examples of data could include: Average temperature, Precipitation, WinddirectionPart B: How can climates in different regions of the world be described?Students who understand the concepts can: Make predictions using patterns of change. Obtain and combine information from books and other reliable media to explain phenomena.Part C: How can we protect people from natural hazards such as flooding, fast wind, or lightening?Students who understand the concepts can: Identify and test cause-and-effect relationships to explain change Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. Examples of design solutions to weather relatedhazards could include: Barriers to prevent flooding Wind-resistant roofs Lightning rods Define a simple design problem that can be solved through the development of an object, tool, process, or system and include several criteria for success andconstraints on materials, time, or cost. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.Interdisciplinary ConnectionsNJSLS- ELANJSLS- MathematicsAsk and answer questions to demonstrate understanding of a text,referring explicitly to the text as the basis for the answers. (3-ESS22) RI.3.1Compare and contrast the most important points and key detailspresented in two texts on the same topic. (3-ESS2-2) RI.3.9Write opinion pieces on topics or texts, supporting a point of viewwith reasons. (3-ESS3-1) W.3.1Conduct short research projects that build knowledge about atopic. (3-ESS3-1) W.3.7Recall information from experiences or gather information fromprint and digital sources; take brief notes on sources and sortevidence into provided categories. (3-ESS2-2) W.3.9Core Instructional MaterialsReason abstractly and quantitatively. (3-ESS2-1),(3-ESS2-2),(3-ESS3-1) MP.2Model with mathematics. (3-ESS2-1),(3-ESS2-2), (3-ESS3-1) MP.4Use appropriate tools strategically. (3-ESS2-1) MP.5Measure and estimate liquid volumes and masses of objects using standard units of grams(g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step wordproblems involving masses or volumes that are given in the same units, e.g., by usingdrawings (such as a beaker with a measurement scale) to represent the problem. (3-ESS2-1)3.MD.A.2Draw a scaled picture graph and a scaled bar graph to represent a data set with severalcategories. Solve one- and two-step “how many more” and “how many less” problems usinginformation presented in bar graphs. (3-ESS2-1) 3.MD.B.3Can include: Textbooks Series, Lab Materials, etc.
21st Century Life and CareersCPR1, CPR2, CPR4, CPR5, CPR6, CPR7, CPR8, CPR11, CPR12Technology Standards8.1.5.A.1, 8.1.5.A.2, 8.1.5.A.3, 8.1.5.A.4, 8.1.5.A.5, 8.1.5.D.3, 8.1.5.D.4, 8.1.5.E.1, 8.1.5.F.1, 8.2.5.C.1, 8.2.5.C.4, 8.2.5.D.1,8.2.5.D.2, 8.2.5.D.3, 8.2.5.D.4, 8.2.5.D.7ModificationsEnglish Language LearnersScaffoldingWord wallsSentence/paragraph framesBilingual dictionaries/translationThink aloudsRead aloudsHighlight key vocabularyAnnotation guidesThink-pair- shareVisual aidesModelingCognatesSpecial EducationWord wallsVisual aidesGraphic organizersMultimediaLeveled readersAssistive technologyNotes/summariesExtended timeAnswer maskingAnswer eliminatorHighlighterColor contrastAt-RiskTeacher tutoringPeer tutoringStudy guidesGraphic organizersExtended timeParent communicationModified assignmentsCounselingGifted and TalentedCurriculum compactingChallenge assignmentsEnrichment activitiesTiered activitiesIndependent research/inquiryCollaborative teamworkHigher level questioningCritical/Analytical thinking tasksSelf-directed activities
Grade 3 Unit 1: Weather and Climate3-ESS2: Earth's Systems3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.Evidence Statement: 3-ESS2-1Science & Engineering PracticesDisciplinary Core IdeasESS2.D: Weather and ClimateAnalyzing and Interpreting DataAnalyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitativeScientists record patterns of theapproaches to collecting data and conducting multiple trials of qualitative observations. When weather across different times andpossible and feasible, digital tools should be used.areas so that they can make predictionsabout what kind of weather mighthappen next. (3-ESS2-1)Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal Climate describes a range of an area'spatterns that indicate relationships. (3-ESS2-1)typical weather conditions and theextent to which those conditions varyover years. (3-ESS2-2)Cross-CuttingConceptsPatternsPatterns of change canbe used to makepredictions. (3-ESS21),(3-ESS2-2)Obtaining, Evaluating, and Communicating InformationObtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences andprogresses to evaluating the merit and accuracy of ideas and methods.Obtain and combine information from books and other reliable media to explain phenomena.(3-ESS2-2)Connections to other DCIs in this grade-band: N/AArticulation of DCIs across grade-bands: K.ESS2.D, 4.ESS2.A, 5.ESS2.A, MS.ESS2.C, MS.ESS2.DNJSLS- ELA: RI.3.1, RI.3.9, W.3.8NJSLS- Math: MP.2, MP.4, MP.5, 3.MD.A.2, 3.MD.B.35E Model3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.Engage Anticipatory SetFollowing these videos, teacher will lead discussion on the four seasons, including typical weather forecasts and activities we do in
the respective season, as well as the ways in which weather is measured.BrainPOP: Weather & temperature/How Windy is Too Windy?Students will watch a brief video of the top of Mount Washington, showing just how powerful wind can weather/observer-comments.aspx?id 38368Weather and asons-round-2-youtube/1031221What is Weather?Students will discuss what they know about weather and how they think it should be t-is-weatherStep by Step Weather ObservationsIn this activity, students will take their own readings of air temperatures using an outdoor thermometer and then compare theirreadings those from the National Weather Service, as well as determine normal yearly average -activities/step-step-weather-observationsUse the link below to compare student data to National Weather Service data.http://graphical.weather.gov/Exploration StudentInquirySeasonal Weather Patterns: Temperature & PrecipitationIn this activity, students will predict monthly patterns of temperature and precipitation. Given a set of data, students will representthese data on temperature and precipitation graphs. Students will then use their graphs to draw conclusions on weather MjQzMzE Create a Weather MapIn this lesson, students draw pictures that symbolize different types of weather and then use information about today's weather to
make their own state weather weather-map/Plotting Climate DataIn this lessons, students will use climate data to create a key, plot data points, and interpolate g-climate-dataIn these lessons:Teachers Should: Introduce formal labels, definitions, and explanations for concepts, practices, skills or abilities.Students Should: Verbalize conceptual understandings and demonstrate scientific and engineering practices.Explanation Concepts and Topics to Be Discussed in Teacher Directed Lessons (Disciplinary Core Ideas):PracticesESS2.D: Weather and ClimateScientists record patterns of the weather across different times and areas so that they can make predictions about what kind ofweather 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)Sky & Cloud WindowsIn this activity, students will conduct experiments or participate in demonstrations to answer questions about sky and weatherphenomena. Students also will analyze and present ies/sky-and-cloud-windowsElaboration ExtensionActivityWeather Vane and AnemometerIn this activity, students create a wind vane and anemometer. Students can see how a wind vane shows wind direction, while ananemometer shows wind emometerMeasuring Precipitationhis inquiry-based lesson engages students in designing and testing a device to measure easuring-precipitationAdditional Related Lessons
ssessment Task ARepresent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. (3ESS2-1)After completing the Seasonal Weather Patterns: Temperature and Precipitation activity, students will complete the graph to displaydata. Students will look for patterns and relationships in the data.Evaluation AssessmentTasksAssessment Task BStudents will display data after completing the Create a Weather Map activity.Assessment Task CStudents will create a chart after collecting data in the Plotting Climate Data activity. Students will also complete reflection questions inorder to analyze data to reveal patters and indicate relationships.
Grade 3 Unit 1: Weather and Climate3-ESS2: Earth's Systems3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.Clarification Statement: N/AAssessment Boundary: N/AEvidence Statement: ESS2-2Science & Engineering PracticesDisciplinary Core IdeasAnalyzing and Interpreting DataAnalyzing data in 3–5 builds on K–2 experiences and progresses tointroducing quantitative approaches to collecting data and conductingmultiple trials of qualitative observations. When possible and feasible, digitaltools should be used.ESS2.D: Weather and ClimateScientists record patterns of the weather acrossdifferent times and areas so that they can makepredictions about what kind of weather mighthappen next. (3-ESS2-1)Climate describes a range of an area's typicalweather conditions and the extent to which thoseconditions vary over years. (3-ESS2-2)Represent data in tables and various graphical displays (bar graphs andpictographs) to reveal patterns that indicate relationships. (3-ESS2-1)Obtaining, Evaluating, and Communicating InformationObtaining, evaluating, and communicating information in 3–5 builds on K–2experiences and progresses to evaluating the merit and accuracy of ideas andmethods.Obtain and combine information from books and other reliable media toexplain phenomena. (3-ESS2-2)Connections to other DCIs in this grade-band: N/AArticulation of DCIs across grade-bands: K.ESS2.D, 4.ESS2.A, 5.ESS2.A, MS.ESS2.C, MS.ESS2.DNJSLS- ELA: RI.3.1, RI.3.9, W.3.8NJSLS- Math: MP.2, MP.4, MP.5, 3.MD.A.2, 3.MD.B.35E Model3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.Cross-Cutting ConceptsPatternsPatterns of change can beused to make predictions. (3ESS2-1),(3-ESS2-2)
National Geographic: Wacky gage Anticipatory SetNational Geographic: Climate and limate-weather-sciPhoto Gallery: ce/photos/climate/#/baffin-island-sun 833 600x450.jpgClimate is What You ExpectIn this lesson, students will closely read a passage about climate and create a visual aid to help others understand thedifference between climate and ate-is-what-you-expect-close-readingExploration Student InquiryComparing Regional TemperaturesIn this two day lesson, students will make comparisons between the daily high and low temperatures in two different climateregions of the United s-day-2Climate ResearchIn this lesson, students will use electronic resources to conduct research and collect data about different climate e-research-independentIn these lessons:Teachers Should: Introduce formal labels, definitions, and explanations for concepts, practices, skills or abilities.Explanation Concepts andPracticesStudents Should: Verbalize conceptual understandings and demonstrate scientific and engineering practices.Topics to Be Discussed in Teacher Directed Lessons (Disciplinary Core Ideas):ESS2.D: Weather and ClimateScientists record patterns of the weather across different times and areas so that they can make predictions about what kind ofweather 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. (3ESS2-2)Elaboration Extension ActivityNASA: Climate limate/Assessment Task A (Comparing Regional Temperatures)Evaluation Assessment TasksRepresent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicaterelationships. (3-ESS2-1)Students will create a table with the data they collected and explain relationships revealed through data.Assessment Task B (Climate Research)Students will create a short presentation to display and explain data following the activity.
Grade 3 Unit 1: Weather and Climate3-ESS: Earth and Human Activity3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightningrods.Assessment Boundary: N/AEvidence Statement: 3-ESS3-1Science & Engineering PracticesDisciplinary Core IdeasCross-Cutting ConceptsEngaging in Argument from EvidenceESS3.B: Natural HazardsEngaging in argument from evidence in 3–5 builds onK–2 experiences and progresses to critiquing thescientific explanations or solutions proposed bypeers by citing relevant evidence about the naturaland designed world(s).Make a claim about the merit of a solution to aproblem by citing relevant evidence about how itmeets the criteria and constraints of the problem.(3-ESS3-1)Cause and effect relationships are routinelyA variety of natural hazards result from natural processes.identified, tested, and used to explainHumans cannot eliminate natural hazards but can take steps change. (3-ESS3-1)to reduce their impacts. (3-ESS3-1) (Note: This DisciplinaryCore Idea is also addressed by 4-ESS3-2.)Connections to Engineering, Technology,and Applications of ScienceCause and EffectInfluence of Engineering, Technology, andScience on Society and the Natural WorldEngineers improve existing technologies ordevelop new ones to increase their benefits(e.g., better artificial limbs), decreaseknown risks (e.g., seatbelts in cars), andmeet societal demands (e.g., cell phones).(3-ESS3-1)Connections to Nature of ScienceScience is a Human EndeavorScience affects everyday life. (3-ESS3-1)Connections to other DCIs in this grade-band: N/AArticulation of DCIs across grade-bands: K.ESS3.B, K.ETS1.A, 4.ESS3.B , 4.ETS1.A, MS.ESS3.BNJSLS- ELA: RI.3.1, RI.3.7
NJSLS- Math: MP.2, MP.45E Model3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.National Weather Service: Weather SafetyThe following website provides information on safety measures that can be taken during hazardous weather-related events.http://www.weather.gov/safetyEngage Anticipatory Set Weather Related Hazards: Presentation & Graphic OrganizerThe following presentation provides students with an introduction to weather related hazards and solutions. Students will use agraphic organizer to map their understanding after viewing the presentation.PresentationGraphic OrganizerThe Weather House - Design and ConstructionIn this lesson, students will solve a simple design problem by building a miniature house with a constrained set of materials which willwithstand a particular season’s weather-house-design-and-constructionProtect My Home!In this lesson, students will create a model barrier or protective wall which could be used to prevent home flooding duri
ESS2.D: Weather and Climate 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) Elaboration Extension
Weather instruments are used to measure and record the weather. Weather instruments can be found in weather stations on land. The Met Office has hundreds of weather stations all over the UK. Weather instruments are also found at sea. They are found on some ships, but mainly on weather buoys designed to monitor weather and sea conditions.
Unit 2 Weather 5 LESSON 1 Today’s Weather BIG IDEAS Weather affects the way we live, what we eat and wear and how we feel. We can describe weather conditions by using mathematics. LESSON 2 What Makes Weather? BIG IDEAS The sun heating the earth and its atmosphere causes the weather. We feel weather as wind, heat or cold, and humidity in the form of rain,
Winter Weather Safety Know Your Risk, Take Action, Be a Force of Nature weather.gov/safety. Building a Weather-Ready Nation // 2 NATIONAL WEATHER SERVICE Winter Weather Hazards . Keep an eye out for debris, downed power lines, and tree branches weather.gov/safety. Building a Weather-Rea
Weather instruments Weather data Working definition of weather . 4.1-3 PROCEDURES 1. Have the students work in small groups to make concept maps about weather. Have them Include different kinds of weather, tools used to measure weather, and any other ideas they have about weather.
Weather/Water Cycle . Idea Pages . I. UNIT THEME Weather goes through many changes. Weather affects how we live, our clothing, homes, and activities. II. FOCUS/MOTIVATION/CUE SET Big Book The Important Book About Weather Eyewitness Weather. video Inquiry chart Observation charts Weather realia: thermometer, rain gauge, wind gauge, wind sock .
Weather Instruments, Maps and Charts Chapter 8 Weather Instruments, Maps and Charts Weather denotes the atmospheric conditions of weather elements at a particular place and time. The weather elements include temperature, pressure, wind, humidity and cloudiness. Each day weather maps are prepared for that day by the Meteorological Department .
At the NOAA weather site, go to the Zone Forecast for your locale. (Otherwise, distribute a printed copy of a current, or recent weather report or weather forecast from the local newspaper.) Point out that the weather site or weather report includes detailed predictions of weather conditions that can be observed, measured, and recorded.
Current Weather Studies 2 SURFACE WEATHER MAPS Reference: Chapter 2 in the Weather Studies textbook. Complete the appropriate sections of Investigations in the Weather Studies Investigations Manual as directed by your mentor or instructor. Check for additional Weekly Weather News updates during the week.
