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Understanding By Design

Weather Watch Unit Plan


Subject[s]
Designed by

Science
Andrew Visser

Grade Level
Time Frame

Five
7 weeks

Stage 1 Desired Results


Content Standard(s):
General Learning Outcomes

5-8 Observe, describe and interpret weather phenomena; and relate weather to the heating and cooling of Earth's surface.
5-9 Investigate relationships between weather phenomena and human activity.

Specific Learning Outcomes


1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.

Predict where, within a given indoor or outdoor environment, one is likely to find the warmest and coolest temperatures.
Describe patterns of air movement, in indoor and outdoor environments, that result when one area is warm and another area is
cool.
Describe and demonstrate methods for measuring wind speed and for finding wind direction.
Describe evidence that air contains moisture and that dew and other forms of precipitation come from moisture in the air.
Describe and measure different forms of precipitation, in particular, rain, hail, sleet, snow.
Measure at least four different kinds of weather phenomena. Either student-constructed or standard instruments may be used.
Record weather over a period of time.
Identify some common types of clouds, and relate them to weather patterns.
Describe the effects of the Sun's energy on daily and seasonal changes in temperature- 24-hour and yearly cycles of change.
Recognize that weather systems are generated because different surfaces on the face of Earth retain and release heat at
different rates.
Understand that climate refers to long term weather trends in a particular region and that climate varies throughout the world.
Recognize that human actions can affect climate, and identify human actions that have been linked to the greenhouse effect.
Appreciate how important it is to be able to forecast weather and to have suitable clothing or shelter to endure various types of
weather.

14. Test fabrics and clothing designs to choose those with characteristics that most effectively meet the challenges of particular

weather conditions; e.g., water resistance, wind resistance, protection from cold.

Enduring Understandings/Big Ideas:


Students will understand that . . .

Our way of life affects weather and climate change


Weather can be predicted using different tools and
measurements

Essential Questions:
Content specific . . .

How does weather affect our daily lives?


Why should we care about climate change?
Can we adapt to climate change?
How can we predict weather?

Related misconceptions . . .

You can have thunder without lightning


Rain drops are tear shaped
Lightning never strikes the same place twice
Humans arent impacting climate change

Prior Knowledge:
Students should have a basic understanding of the water
cycle, the seasons and basic weather characteristics.
Students are likely aware of climate change and global
warming but formative assessment should be done to
determine how much they actually do know.

Skills/Attitudes objectives (key outcomes):


Students will be able to . . .
5-2 Recognize the importance of accuracy in observation and measurement; and, with guidance, apply
suitable methods to record, compile, interpret and evaluate observations and measurements.

record observations and measurements accurately, using a chart format where appropriate. Computer
resources may be used for record keeping and for display and interpretation of data

5-4 Demonstrate positive attitudes for the study of science and for the application of science in
responsible ways.

a willingness to work with others in shared activities and in sharing of experiences


appreciation of the benefits gained from shared effort and cooperation
a sense of personal and shared responsibility for actions taken
respect for living things and environments, and commitment for their care.

Stage 2 Assessment Evidence


Performance Task(s):
In small groups, students will take on the role of weather forecasters and create a visual presentation that is
performed to the class. This visual presentation will be based around a specific weather event of the students
choice and will include information from the rest of the unit including, air pressure, temperature, wind
speed/direction, as well as its human and geographical impacts. The presentation will include the use of
PowerPoint and the performing arts as students assume the role of weather forecasters.
G Goal
What should students
accomplish by completing
this task?
R Role
What role (perspective)
will your students be
taking?
A Audience
Who is the relevant
audience?
S Situation
The context or challenge
provided to the student.

P Product, Performance
What
product/performance will
the student create?

Students will:
Gain an understanding of the different scientific aspects of weather events.
Gain an understanding of how weather affects our daily lives
Gain an understanding of how weather can be measured
Work collaboratively with other students in a team to present scientific data.
Students will assume the role and perspective of weather forecasters and news
anchors. Students will have to research the kind of information these experts
present to create an authentic weather report.
The audience for this task will be the rest of the class and the school.
The context/challenge presented to the students will be to develop an
understanding of the perspectives of scientists, meteorologists, news casters and
journalists through empathy.
The product/performance the student will create will be a short 5 minute skit that
will incorporate the performing arts as well as technology for visual effects.

Attach rubric

S Standards & Criteria


for Success

Student Self-Assessments

Other Evidence (assessments)


Formative

Students will peer and self assess their


participation and contribution to the
performance task.
Students will be involved in the assessment
and rubric design
Students will fill out exit slips

Prior knowledge and misconceptions will be


determined initially through online
misconceptions test.
Teacher will guide discussions through probing
questions to gauge student learning.
Self and peer assessment will be used to inform
teaching practice

Summative:

Quizzes will be done to assess learning goals


Performance task is assessed with a rubric
Checklists will be used to grade weather
stations

Stage 3 Learning Plan


Learning Activities:
#

Lesson
Title

Types of
weather
and
misconcep
tions

Exploring
Temperatur
e

Lesson Activity
Teacher will introduce the topic of
weather. Students will break into small
groups and brainstorm as many
different types of weather as possible.
Students will take the discovery
channel misconception quiz
Students will be given thermometers
and tasked with recording
temperatures of different places and
things around the school. Students will
start by making predictions and then

Key Outcomes

7.begin daily
weather log.

1.Predict where,
within a given indoor
or outdoor
environment, one is
likely to find the
warmest and coolest

Materials
Resources
Whiteboards, markers,
computers,
misconceptions quiz
Thermometers, pencil,
paper

recording and organizing their data in a


chart.

Air
Movement

Measuring
Wind & Air
Pressure

Teacher will ask students about what


they know about air movement and
patterns. Teacher will demonstrate hot
air rising with tea bag takeoff.
Students will do water density
experiment to find same results.

Students will build wind direction meter


and a balloon jar barometer. Combining
these objects with a thermometer and a
simple rain gauge the students will
make a small weather station.

temperatures.

2.Describe patterns of
air movement, in
indoor and outdoor
environments, that
result when one area
is warm and another
area is cool.
3.Describe and
demonstrate methods
for measuring wind
speed and for finding
wind direction.
6.Measure at least
four different kinds
of weather
phenomena.

4.Describe evidence
that air contains
moisture and that
dew and other forms
of precipitation come
from moisture in the
air.

Types of
precipitatio
n!

Students will break into small groups


that are assigned a different type of
precipitation. They will have come up
with a presentation that describes how
that type of precipitation occurs, how
we can measure it efficiently and how it
might effect our daily lives.

Types of
clouds

Students Will be assigned different


types of clouds and will research what
they look like and where they are
located in the atmosphere.

5.Describe and
measure different
forms of
precipitation, in
particular, rain, hail,
sleet, snow
8.Identify some
common types of
clouds, and relate
them to weather
patterns.

Seasons

Students will gain an appreciation for


daily and seasonal changes in weather.
Students will create a visual timeline
showing the different types of weather
and climate and how they change on a
yearly basis.

9.Describe the effects


of the Sun's energy
on daily and seasonal
changes in
temperature- 24-hour
and yearly cycles of
change.

How the
Land
affects
weather

Students will explore different ground


surfaces and how heat behaves around
different types of ground

10.Recognize that
weather systems are
generated because
different surfaces on
the face of Earth
retain and release
heat at different
rates.

Teabag, lighter,
icecubes, kettle, food
colouring

Jar, balloon, pencil,


thermometer, elastic
bands, straws &
posterboard, sewing pin.

Computers

Computers

Posterboard, markers

10

11

12

Climates
around the
world

Students will be assigned a region and


have to research and explain the
climate that is found there.

Human
Impact

Over the course of several classes the


students will examine how their
personal ways of life affect climate
change as well as what can be done do
minimize the impact of daily life on
climate change.

Impact on
daily life

Performan
ce Task

Students will conduct experiments with


different types of material found in
clothing to determine which types are
best fr different types of weather.
Students will also gain an appreciation
for weather forecasting and its
importance in allowing us to plan our
daily lives.

In small groups, students will take on the


role of weather forecasters and create a
visual presentation that is performed to the
class. This visual presentation will be
based around a specific weather event of
the students choice and will include
information from the rest of the unit
including, air pressure, temperature, wind
speed/direction, as well as its human and
geographical impacts. The presentation
will include the use of PowerPoint and the
performing arts as students assume the
role of weather forecasters.

11.Understand that
climate refers to long
term weather trends
in a particular region
and that climate
varies throughout the
world.
12.Recognize that
human actions can
affect climate, and
identify human
actions that have
been linked to the
greenhouse effect.
13.Appreciate how
important it is to be
able to forecast
weather and to have
suitable clothing or
shelter to endure
various types of
weather.
14.Test fabrics and
clothing designs to
choose those with
characteristics that
most effectively meet
the challenges of
particular weather
conditions; e.g.,
water resistance,
wind resistance,
protection from cold.

Hits all specific


learning
outcomes in
cumulative task

Various material types,


water, ice, fan

Computers
smart board
powerpoint

Considerations
Is there alignment
between the first 3
stages?

All three stages work together and progress in a logical and clear manner that
provides the students with a structured guide towards exploring weather.

How has learner


differentiation been
addressed?
Differentiation has been addressed by providing the students with many different
forms of learning: kinesthetic, auditory, visual, etc.
Differentiation has also been accounted for in assessment by using a combination
of formative and summative assessment that includes both peer and self
assessment.

How does the unit design


include a variety of
teaching experiences that
includes: FNMI,
multicultural, and
interdisciplinary activities.

This unit embraces multiple perspectives by examining climate and weather


around the world. Climate change and global warming are interdisciplinary
because it requires students to examine both social issues as well as scientific,
mathematical and research based skills. Students are embracing technology
throughout the unit.

Sources consulted (APA


format)
Adapted by Dianne Dodsworth (2016) From:
Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and
Curriculum Development, Alexander, Virgina.
Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. Thousand Oaks, CA:
Sage.

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