Understanding by Design Unit Plan

Designer(s)

Title of Unit Curriculum Areas School/District

Mrs. Duheric, SPED Teacher- Mr. J Perez Weather and Atmosphere

Science, Reading, Writing, Math, SS

Volta/299

Date Grade Level Time Frame

January 22, 2014 6th 10 weeks

Stage 1: Identify Desired Results

CONTENT & LANGUAGE STANDARDS

Grade 6-8 Science Connections to Common Core State Standards for Literacy (CCSS-L)
CCSS-Literacy
(Q2 & Q3 Benchmark Standards in bold)

Key Ideas and Details RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST. 6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 68 texts and topics Craft and Structure RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. Integration of Knowledge and Ideas RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Range of reading and Level of Text Complexity RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6 8 text complexity band independently and proficiently.

CCSS-Writing
WHST.6-8.1 Write arguments focused on discipline-specific content. WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research. WHST.6-8.10 Write routinely over extended time frames (time for 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. SL.1 Prepare for and participate in a range of conversations and collaborations with diverse partners; building on others ideas and expressing their own clearly and persuasively. SL.2 Integrate and evaluate information presented in diverse media formats, including visually, quantitatively, and orally. SL.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric. SL.4 Present information, findings, and supporting evidence such that listeners can follow a line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

CCSS-M (Standards for Mathematical Practice)

MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.

NGSS (Disciplinary Core Ideas) ESS2: Earths Systems ESS2.A: Earth Materials and Systems ESS2.B: The Roles of Water in Earths Surface Processes ESS2.D: Weather and Climate ESS3: Earth and Human Activity ESS3.B: Natural Hazards

ESS3.C: Human Impacts on Earth System

PS1: Matter and Its Interactions PS1.A: Structures and Properties of Matter ETS2: Links Among Science, Engineering, and Technology ETS2.A: Independence of Science, Engineering, and Technology Science and Engineering Practices 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Crosscutting Concepts 1. Patterns 2. Cause and effect: Mechanism and explanation 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter: Flows, cycles, and conservation 6. Structure and function 7. Stability and change Illinois Standards STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. A. Know and apply the concepts, principles and processes of scientific inquiry. B. Know and apply the concepts, principles and processes of technological design.

STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. C. Know and apply concepts that describe properties of matter and energy and the interactions
between them. D. Know and apply concepts that describe force and motion and the principles that explain them.

E. Know and apply concepts that describe the features and processes of the Earth and its resources. STATE GOAL 13: Understand the relationships among science, technology and society in historical and contemporary contexts. A. Know and apply the accepted practices of science. B. Know and apply concepts that describe the interaction between science, technology and society. World-Class Instructional Design and Assessment (WIDA) Standards English Language Proficiency: R, W, L, S; 1-5
Social and Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies Theme (Topic + Big Idea)

WEATHER AND ATMOSPHERE The sun is the key energy source that drives the heating and cooling. 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, wind, ice and snow. Climate refers to the average weather for a place over long period of time. Air refers to the atmosphere. Air is a mixture of gasses, has mass, takes up Space, and exerts pressure. Changes in air pressure bring changes in the weather and make winds blow.
Enduring Understandings Essential Questions

The Sun is the major source of energy for phenomena on the earths surface, including ocean currents, winds, the water cycle, and other factors that influence weather and climate. Factors that influence climate include the heating and cooling of land and water, ocean currents, latitude, elevation, landforms, and

What factors affect weather and climate and what are different types of climates? How is weather different from climate? What are different states of water ad how water change from one state to another (water cycle)? What is the relationship between the

global wind currents. Scientists sometimes work together to gather evidence and make conclusions. Water covers majority of Earths surface. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat. The water on earth can be found as a solid, a liquid and a gas. Water circulates through the earths crust, oceans, and atmosphere in the water cycle. It evaporates from the surface, rises, cools at higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil, and rocks underground.

Earths atmosphere and its climate and weather?

Clouds, formed by the condensation of water

vapor, affect weather and climate.
Academic Language Objectives Content Obligatory Words: (Vocabulary) Weather Meteorologist Precipitation Atmosphere Atmospheric scientist Climate Climatologist Hydrologist Latitude Gulf stream Ocean Currents Salinity Solvent Clouds Condensation Evaporation Humidity Water Cycle Content Compatible Words/Phrases: (Words that transfer to other content areas) Energy Hypothesis Model Exo-Outer Therm or Thermo-heat Meso-middle Hydro-water

 Water vapor Ground water Exosphere Mesosphere Stratosphere Thermosphere Troposphere Wind Anemometer Wind vane Prevailing wind Front (cold, warm) Pressure (high, low) Pollutant Knowledge/Content Students will know

Skills & Strategies Students will be able to

Meteorologists, atmospheric scientists, climatologists, and hydrologists study different aspects of earths weather and atmosphere. Society relies on the information provided by such scientists.

Weather is the outdoor conditions (such as

temperature, precipitation, cloud cover, etc.) at a particular time and place.

Weather-related hazards such as hurricanes, floods, and tornadoes pose risks to human life and property. The level of risk of a weather-related disaster is different for different regions. Climate is the average weather for a place
over a long period of time (usually at least 30 years). Its different in different places and has to do with precipitation and temperature.

Land heats up and cools down faster than the

ocean. Scientists use common units of measurement to collect data. This system is known as the metric or international system (SI)

Read a fictional story that focuses on how weather affects peoples plans and activities. Students are introduced to four kinds of careers related to the science of weather. They then examine maps that show the relative level of risk of different weather disasters. Record and analyze five days of daily weather data. They then record and graph local monthly weather averages. They compare daily weather conditions to the monthly weather data. Examine a climate map along with photos and descriptions of different climates. They identify their local climate as well as the climate for three different regions based on the climate graphs. Use a gridded world map to estimate the amounts of earths surface covered by water and land. As a class, they calculate the mean, median, and mode of their estimates to help deter mine an accepted value for the class. Students design an experiment to measure how the suns energy heats land and water,

Weather-related hazards such as hurricanes, floods, and tornadoes pose risks to human life and property. The level of risk of a weather-related disaster is different for different regions. Water is a solvent. The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor that surround a planet and protects us from Suns radiation. Air is an everyday term that refers to the atmosphere at the earths surface. The atmosphere has different properties at different elevations and is divided into layers and each layer has different temperature, size, and height above sea level, which are held to the Earth by gravity and protect us by blocking out harmful rays from the Sun and regulating temperature on Earth. The five layers from the outside to inside are: Exosphere-extends into space, Thermosphere-where space shuttles orbit, Mesosphere-where the meteors are seen, Stratosphere-ozone is here which protects us from harmful UV rays, and Troposphereclosest to Earth, Air is made of N and O and Weather occurs here, clouds found here, the higher up you go in Troposphere, the lower the temperature is. Also, the higher we go up in the Atmosphere, there is less air pressure. Cool air is denser than warm air, therefore cool air sinks while warm air rises. Living organisms have affected the composition of the atmosphere. Earth processes seen today, such as changing atmospheric composition, are similar to those that occurred in the past.

as well as how quickly both of those substances cool. An Anticipation Guide reinforces the idea that differences in heating and cooling of land and water are important factors in determining climate. Investigate the range of mean ocean surface temperatures around the globe. They map and discuss patterns of surface temperatures in particular regions of the oceans. The members of each small group then merge their findings and summarize global patterns. Learn more about how oceans affect climate. They participate in a roleplay that discusses the history of the identification of the Gulf Stream and how modern technology is used to gather ocean data. Read about more factors affecting climate, including the suns energy. A literacy strategy helps students comprehend the ideas presented in the text. Compare the solubility of solids in three different solvents. The concept of water as the universal solvent is introduced, which helps students grasp the idea that most of the water on earth contains dissolved salts. Be introduced to the different forms of water and how they change from one to another. Teacher model changes in states of water, including demonstrations of evaporation and condensation. The class discusses the relationship between the changing states of water and the water cycle. Students will create a Concept map on Water. Investigate the ability of water to filter through gravel and sand. The concept of groundwater is

Weather is the outdoor conditions (such as temperature, precipitation, cloud cover, etc.) at a particular time and place. These conditions can be measured using various instruments, including those that record wind direction and speed. Wind is the movement of air that results from differences in air pressure and/or air temperature.

Global patterns of atmospheric movement influence local weather. Making decisions about complex issues involves trade-offs (i.e. giving up one thing in favor of another). One such issue is how to limit the effect of people on the natural environment.

introduced. Simulate traveling with water molecules through the water cycle. After first choosing a starting point in the water cycle, students roll a number cube to determine where the water will go next. After making at least six stops, students write a story that describes traveling with their water. Explore the nature of air by making on air pressure and on the interaction of air and a chemical indicator. This gives them direct evidence that, although air can be invisible in their everyday experience, it is made up of gases that have distinct properties. Use a computer simulation to sample air composition, temperature, and pressure at different altitudes above earths surface. They take three samples within each atmospheric layer and calculate the average values. They then compare the properties of the different atmospheric layers. Place in chronological order eight cards describing the history of earths atmosphere. With these cards they examine the relative amounts of carbon dioxide and oxygen gases at different times in earths history, and the role of living organisms in determining the composition of the atmosphere. Read about the relationship between earths atmosphere and its weather and climate. A literacy strategy helps them comprehend the ideas presented in the text. Be introduced to the Beaufort wind scale and its development. They work in groups to design, build, and

Prior Knowledge The Sun sends energy to Earth. Energy travels in waves. Earth is heated by the Sun. Water has three different states. Weather is always changing and can be described by measurable quantities. When liquid water disappears, it turns into a gas (vapor) in the air and can reappear as a liquid when cooled, or as a solid if cooled below the freezing point of water. Clouds and fog are made of tiny droplets or frozen crystals of water.

Possible Misconceptions: The higher up you go on Earth (e.g., top of a mountain) the warmer it gets because you are closer to the Sun. The Sun directly heats Earth. Liquid water does not evaporate and become part of the air. Rain falls from a cloud when the pool of water in the cloud becomes too large, so the cloud can no longer hold the water inside. A change in air temperature does not have an effect on whether clouds and fog form or rain falls. Clouds are like vessels that hold water.

test instruments for measuring wind speed and direction. After improving their instruments, they use them to collect wind data. Use a computer simulation to identify the most common wind direction in a particular location. They share their data with the class and construct a map of global wind patterns. Work together to interpret a weather map and construct a weather report. Each group then presents a weather report to the class. Students use this information to forecast the next days weather. Analyze reports from a hydrologist, climatologist, atmospheric scientist, and meteorologist about the fictional town of Sunbeam City. They consider what role people play in affecting a regions weather and atmosphere.

NWEA/MAP skill sets: Informational Text: Key Ideas and Details o Locate information in passages (3 to 10 sentences) of informational text containing 1 to 6 compound or incomplete sentences or sentence construction containing prepositions, compound subjects, or objects o Make predictions o Identify the main idea of informational text o Paraphrase information in informational text o Restate supporting details in informational text o Draw conclusions using information supplied in informational text o Make inferences from short

(3-5 simple sentences) informational texts.

Brief Unit Summary

Students investigate local and extreme weather conditions, climate and rainfall patterns, wind, the water cycle, and examine the root cause of weather and climate, namely the distribution of solar energy over the earth. Wind and the atmosphere are studied in depth.
Professional Resources for Teachers [resources to support teachers content or pedagogical knowledge]:

Content Research SEPUP Trainings Background Information in the TE

Stage 2: Assessment Evidence

(Q2 & Q3 Benchmark Standards in bold)

Performance Task(s) Description (attach rubrics if applicable)

Formative Assessment (throughout the unit): Questioning and explanations in each activity Class participation (group evaluations) Teacher Observation (walking around and ensuring students are on task and completing activities. In addition to ensuring students are on task and completing activities, I will be analyzing the discussions for depth of student understanding as well as their skill level of critique and argumentation. Analysis Questions answered at the end of each Activity Exit Slip Questions, which will provide feedback to me on my students understanding of the activity. Three-Level Reading Guide (Students use evidence from reading to infer meaning of the reading) Summarizing (Main Idea and Supporting Details) ->Literacy Strategy: Listen, Stop, Write Anticipation Guide (Before and After) Intra-Act Discussions Summative Assessment (at the end of the unit): End of Unit Test Debate ideas regarding factors contributing to global warming Students will complete a model of a complex water cycle and its changing states (Act. 60) Students will take a role of an atmospheric scientists, climatologists, hydrologists, and meteorologists and meet as a panel and analyze data summarizing weather, climate, water usage, and atmospheric conditions for the fictitious Sunbeam City. Students consider the possible link between population growth and changes in local weather, atmosphere, and water availability. Then, they will conduct a research, argue the best way to reduce

humans impact on local conditions and how their way is better than others and include the trade-offs and if the trade-offs are worth the benefit. (Act. 70)
Other Evidence: Quizzes, tests, academic prompts, informal observations, student self-assessments

Teacher created quiz after every 3-4 Activities. Questions will be at different levels and are open ended. (Quizzes are teacher created as we complete every 3-4 activities) Journals-count of stamps for completion of every activity Group evaluations Students will respond to open-ended questions in every Activity Reflections after completing every Activity Students will create weather reports for assigned dates in the United States. (Act. 69) Students will create Concept Map on Water in Act. 60 and then will use the concept map to write Explanatory Essay on States of Water and changing stats of water (water cycle).

Stage 3: Learning Plan

What kinds and sequence of learning activities and teaching will enable students to perform well at the understandings in Stage 2 and thus display evidence of the desired results in stage one?

Sequential list of key events and assessment

1. A fictional story focuses on how weather affects peoples plans and activities. Stu-

2.

3.

4.

5.

dents discuss their ideas about weather and jobs that are affected by severe weather. They are introduced to four kinds of careers related to the science of weather. They then examine maps that show the relative level of risk of different weather disasters and discuss the likelihood of those weather events occurring locally. Students record and analyze five days of daily weather data. They then record and graph local monthly weather averages. They compare daily weather conditions to the monthly weather data. Students use a literacy strategy known as a DART (directed activity related to text) to organize the information about different climates (dry, tropical, etc.). They identify their local climate and compare their personal observations and seasonal weather averages to the climate description. Students then examine climate graphs for three different regions and use the graphs to identify each regions climate. The class discusses the relationship between climate and weather. Students design an experiment to measure how the Suns energy heats land and water as well as how quickly both of those substances cool. An Anticipation Guide elicits students current ideas about the warmth of land and water an d reinforces the idea that differences in heating and cooling of land and water are important factors in determining climate. Students investigate the range of mean ocean surface temperatures around the globe. They map and discuss patterns of surface temperatures in particular regions of the oceans. The members of each small group then merge their findings and summarize global patterns. They use this data to further investigate climate patterns

on earth. 6. Students learn more about how oceans affect climate. They participate in a role-play that discusses the history of the identification of the Gulf Stream and how modern technology is used to gather ocean data. An Intra-act literacy strategy helps guide discussion about the ideas presented in the role play. 7. Students read about more factors affecting climate, including the suns energy. A literacy strategy helps students comprehend the ideas presented in the text. 8. Students compare the solubility of solids in three different solvents. The concept of water as the universal solvent is introduced, which helps students grasp the idea that most of the water on earth contains dissolved salts. 9. Students are introduced to the different forms of water and how they change from one to another. Teacher demonstrations model changes in state of water, including evaporation and condensation. The class discusses the relationship between the changing states of water and the water cycle. Students will create a Concept Map on Water. 10. Students investigate the ability of water to filter through gravel and sand as they are introduced to the concept of groundwater. 11. Students simulate traveling with water molecules through the water cycle, beginning in their own town. After first choosing a starting point in the water cycle, students roll a number cube to determine where the water will go next. After making at least six stops, students write a story that describes traveling with their water, which will demonstrate their understanding of the processes of the water cycle. 12. Students explore the nature of air by making observations on air pressure and on the interaction of air and a chemical indicator. This gives them direct evidence that, although air can be invisible in their everyday experience, it is made up of gases that have distinct properties. 13. Students use a computer simulation to sample air composition, temperature, and pressure at different altitudes above the earths surface. They take three samples within each atmospheric layer and calculate the average values. They then compare the properties of the different atmospheric layers. 14. Students place in chronological order eight cards describing the history of the earths atmosphere. With these cards they examine the relative amounts of carbon dioxide and oxygen gases at different times in earths history, and the role of living organisms in determining the composition of the atmosphere. 15. Students read about the relationship between the earths atmosphere and its weather and climate. A literacy strategy helps them comprehend the ideas presented in the text. 16. Students are introduced to the Beaufort wind force scale and its development. They work in groups to design, build, and test instruments for measuring wind speed and direction. After improving their instruments, they use them to collect wind data. 17. Students use a computer simulation to identify the most common wind direction in a

particular location. They share their data with the class and construct a map of global wind patterns. 18. Students work together to interpret a weather map and construct a weather report. Each group then presents a weather report to the class. Students use this information to forecast the next days weather. 19. Students role-play atmospheric scientists, climatologists, hydrologists, and meteorologists who analyze data summarizing weather, climate, water usage, and atmospheric conditions for the fictitious Sunbeam City. Students consider the possible link between population growth and changes in local weather, atmosphere, and water availability. They then make recommendations about ways to reduce humans impact on local conditions.
Resources/Materials: SEPUP Materials Computer/Internet Access for computer simulations Text Sets Article on current events on Weather and Atmosphere Videos on Weather and Atmosphere (Scholastics-Studyjams) Close Reading utilizing Articles that pertain to the unit

Accommodations/ Modifications Special Education students with IEPs Hands-on activities provide concrete experiences. Strategic groupings allow students to combine skills to accomplish tasks. Group discussion scaffolds difficult content. Optional student sheets provide step-by-step procedures Paired readings and chunking readings into smaller segments support reading comprehension Three-tiered reading guides allow students to engage with content at different levels at different points during their learning process Talking drawings support content through visual representation Graphic organizers and simplified handouts support literacy strategies. Writing frames support constructed response questions Modified summative assessments, assessment questions.

Teacher frequent check-ins with students ELLs

Vocabulary is introduced in multiple ways: definition, illustration, and examples. Strategic cooperative groupings encourage student interactions in a safe environment where students listen, respect and value each others responses. Discussion strategies enhance speaking and listening skills. Literacy strategies with accompanying graphic organizers and Criteria strengthen reading and writing skills. Gifted/Higher Achieving students

Issues stimulate evaluation of problems in real-world contexts. Lab activities encourage students to design complex investigations. Scoring guides challenge students to demonstrate their depth of understanding. Extensions in activities encourage in-depth inquiry into related topics Keeping a science notebook provides opportunities for metacognition and reflections.