Science Unit Plan

Unit Plan Title: Climate

Grade: 3rd

Week 1 Monday Tuesday Wednesday Thursday Friday

Lesson Title, Weather and Weather-Related Research on Region Present Region and Average Week
Brief Climate Vocabulary Hazards and Climate Climate Climate Data
Summary,
and This lesson begins Students will begin This lesson will begin Students will begin Students will begin
Rationale with an introduction their Tuesday lesson by filling out their their Thursday lesson their Friday lesson
lesson about climate by filling out their Wednesday row of by filling out their by filling out their
and weather “Weather Chart” for their “Weather Chart” “Weather Chart” for “Weather Chart” for
vocabulary that will that day. Next for that day. Students that day. Small that day. Once all
help with the rest of students will watch will then learn about groups will then be data for the week
the unit. Today also an engaging video various climate expected to present has been collected
starts a table for about weather- regions. Next small the information they student’s will
students to fill in all related hazards groups of students will found about their calculate the
week called a before beginning a be assigned a region climate region to the average of each
“Weather Chart” group discussion of that are then expected class. The student column of
where students will how engineers could to research and record audience can then ask information. Each
fill in the create a solution to information about questions for more student will then
Temperature in the prevent less damage what they find on a detail about their create a bar graph
A.M., Midday, and from weather-related worksheet. This will region if not of the average of
P.M. As well as hazards. all lead into presenting provided. each column. Then

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 precipitation, it on Thursday. we will discuss if
humidity, and wind Vocabulary learned on this looks like the
for the week. Monday and Tuesday average and more.
will help students with
this lesson.
State-Specific 3-ESS2 Earth’s 3-ESS2 Earth’s 3-ESS2 Earth’s 3-ESS2 Earth’s 3-ESS2 Earth’s
Standards Systems Systems Systems Systems Systems
“3-ESS2-1. “3-ESS2-1. “3-ESS2-1. “3-ESS2-1. “3-ESS2-1.
Represent data in Represent data in Represent data in Represent data in Represent data in
tables and graphical tables and graphical tables and graphical tables and graphical tables and graphical
displays to describe displays to describe displays to describe displays to describe displays to describe
typical weather typical weather typical weather typical weather typical weather
conditions expected conditions expected conditions expected conditions expected conditions expected
during a particular during a particular during a particular during a particular during a particular
season” (“Alignment season” (“Alignment season” (“Alignment season” (“Alignment season”
of Oregon,” 2014, p. of Oregon,” 2014, p. of Oregon,” 2014, p. of Oregon,” 2014, p. (“Alignment of
2). 2). 2). 2). Oregon,” 2014, p.
2).
Research to Build 3-ESS3 Earth and “3-ESS2-2. “3-ESS2-2.
and Present Human Activity Obtain and combine Obtain and combine “3-ESS2-2.
Knowledge 3-ESS3-1. information to information to Obtain and combine
“W.3.8 Recall “Make a claim about describe climates in describe climates in information to
information from the merit of a design different regions of the different regions of describe climates in
experiences or gather solution that reduces world” (“Alignment of the world” different regions of
information from the impacts of a Oregon,” 2014, p. 2). (“Alignment of the world”
print and digital weather-related Oregon,” 2014, p. 2). (“Alignment of
sources; take brief hazard” (“Alignment Research to Build Oregon,” 2014, p.
notes on sources and of Oregon,” 2014, p. Present Knowledge Comprehension and 2).
sort evidence into 3). “3.W.7 Conduct short Collaboration
provided categories” research projects that “3.SL.3 Ask and Measurement and
(“Common Core 3-5-ETS1 build knowledge about answer questions Data
State,” 2010, p. 7). Engineering Design a topic” (“Common about information H. Represent and
“3-5-ETS1-2. Core State,” 2010, p. from a speaker, Interpret Data

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“Standard 7. Generate and 7). offering appropriate “3.MD.3
Students will compare multiple elaboration and Draw a scaled
demonstrate the possible solutions to “Standard 7. detail” (“Common picture graph and a
ability to practice a problem based on Students will Core State,” 2010, p. scaled bar graph to
health-enhancing how well each is demonstrate the 12). represent a data set
behaviors and avoid likely to meet the ability to practice with several
or reduce health criteria and health-enhancing Presentation of categories. Solve
risks (“Oregon constraints of the behaviors and avoidKnowledge and one- and two-step
Health Education,” problem” or reduce health Ideas “how many more”
2016).” (“Alignment of risks (“Oregon “3.SL.4 Report on a and “how many
“HE.7.3.1 Recognize Oregon,” 2014, p. Health Education,” topic or text, tell a less” problems
responsible personal 3). 2016).” story, or recount an using information
health behaviors “HE.7.3.1 Recognizeexperience with presented in bar
(“Oregon Health “Standard 7. responsible personal
appropriate facts and graphs” (“Common
Education,” 2016).” Students will health behaviors relevant, descriptive Core State
demonstrate the (“Oregon Health details, speaking Standards for
“HE.7.3.2 Recognize ability to practice Education,” 2016).”clearly at an Mathematics,”
a variety of healthy health-enhancing understandable pace” 2010, p. 7).
practices and behaviors and “HE.7.3.2 Recognize a (“Common Core
behaviors that avoid or reduce variety of healthy State,” 2010, p. 12). “Standard 7.
maintain or improve health risks practices and Students will
personal health (“Oregon Health behaviors that “Standard 7. demonstrate the
(“Oregon Health Education,” 2016).” maintain or improve Students will ability to practice
Education,” 2016).” “HE.7.3.1 personal health demonstrate the health-enhancing
Recognize (“Oregon Health ability to practice behaviors and
responsible personal Education,” 2016).” health-enhancing avoid or reduce
health behaviors behaviors and avoid health risks
(“Oregon Health or reduce health (“Oregon Health
Education,” 2016).” risks (“Oregon Education,”
Health Education,” 2016).”
“HE.7.3.2 2016).” “HE.7.3.1
Recognize a variety “HE.7.3.1 Recognize Recognize
of healthy practices responsible personal responsible

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 and behaviors that health behaviors personal health
maintain or improve (“Oregon Health behaviors (“Oregon
personal health Education,” 2016).” Health Education,”
(“Oregon Health 2016).”
Education,” 2016).” “HE.7.3.2 Recognize
a variety of healthy “HE.7.3.2
practices and Recognize a variety
behaviors that of healthy practices
maintain or improve and behaviors that
personal health maintain or improve
(“Oregon Health personal health
Education,” 2016).” (“Oregon Health
Education,” 2016).”

Learning Students will Students will Students will be able Students will covey Students will be
Objectives understand various identify how to to identify the climate information to the able to average
vocabulary words engineering can help for a select region of class in a an data.
about climate. with weather-related the world. informative manner
hazards. about the climate in Students will
their region. present data in a
Students will graph.
understand various
weather-related
hazards vocabulary.
Vocabulary  Forecast  Tsunami  Tundra  Tundra  Bar Graph
 Climate  Flood  Highlands  Highlands  Data
 Temperature  Hurricane  Subarctic  Subarctic
 Precipitation  Tornado  Humid  Humid
 Humidity  Typhoon Continental Continental
 Wind  Blizzard  Marine West  Marine West
 Air Pressure  Wildfires Coast Coast
 Cloud  Tropical  Mediterranean  Mediterranean
 Rain Storms  Semiarid  Semiarid

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  Snow  Drought  Highlands  Highlands
 Sun  Thunderstor  Arid  Arid
 Sleet ms  Humid  Humid
 Thunder  Cyclones Subtropical Subtropical
 Lightning  Biosphere  Humid  Humid
 Fog  Geosphere Continental Continental
 Ice
 Sleet
 Rainbow
 Hail
 Meteorologist
 Weather
Instructional  Group  Prior  Flexible  Cooperative  Cooperative
Strategy Discussion Knowledge Grouping Learning Learning
 Graphic  Group  Cooperative  Note Taking  Independent
Organizers Discussion Learning  Identifying Work
 Current Similarities and  Group
Events Differences Discussion
 Group
Discussion
 Oral Speaking
Summary of This lesson will begin This lesson will This lesson will begin This lesson will begin This lesson will
Instruction with the video called begin by filling out this lesson by filling with each student begin by having
and Activities “Weather vs. their “weather out their “weather getting a computer to students fill out the
for the Climate: Crash chart.” Each student chart” for Wednesday. look at the forecast last column (Friday)
Lesson Course Kids #28.1” will get a computer Each student will get a on to fill out the of their “weather
by Crash Course and look at the computer and look at Thursday column of chart.” Students
Kids. This video talks forecast on by him the forecast on. After his or her “weather will get a computer
about the difference or herself. After doing this we will chart.” We will then and look up the
between weather and doing this we will discuss it as a class to discuss it as a class to forecast on their
climate and a few discuss it as a class make sure we all saw make sure we all saw own before
vocabulary words to make sure we all the same forecast and the same forecast and comparing it with

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that go into it. After saw the same have all thought of an an appropriate the class to make
talking about this forecast. We will activity we can do in activity to do in this sure all students
video students will be then fill out the last this weather to stay weather to stay saw the same
asked what the column of what healthy before moving healthy before forecast and an
difference between activity we could do on. Next eleven small moving on. Students appropriate activity
weather and climate in this weather we groups will be formed will then be given for the day. I will
is. At this time I will could do to stay each being assigned a five minutes before then discuss
write it down on a healthy. Next I will region. I will hand out beginning averaging with the
piece of poster paper pull from student’s to each student a presentations to make students and as a
to display in the prior knowledge and “Presentation Region sure all members of class we will
classroom. I will then ask them if they can Notes” where they their small group are average the A.M.
pass out a chart paper think of a type of will fill out the ready to present. temperature and
for students with two severe weather that information that they Each group will be mid day together.
columns: vocabulary creates a weather find based upon their given a chance to After this practice, I
word and picture related hazard. After region. Small groups present with the help will have students
(example in the discussing this I will will work together to of myself pulling up calculate the
materials section at have students watch find information and their Google Slides average on their
bottom of the chart). the YouTube video, fill out their they are expected to own P.M.
At this time I will “Severe Weather: worksheet. After share with me. temperature and
also pull up a power Crash Course Kids completing the During each groups then report it back
point of weather and #28.2” by Crash worksheet each presentations students (after everyone has
climate vocabulary Course Kids to learn student will discuss will be expected to had the time to
words. At this time I more about the and practice how they write at least two calculate it on their
will pull from severe weather they will present the facts about each own) to me to make
students prior just discussed. Once information tomorrow. region they hear on sure everyone did it
knowledge and ask we have watched the They are expected to the paper provided right. Then I will
them what is a word video I will ask have at least one labeled “Presentation pass out a piece of
you can think of. I students if they have picture to show the Facts about Region” graph paper to each
will then find it in my ever been a part of class where it is Worksheet (example student and ask
power point and any of these types of located but no more in the materials them to plot the
request students to severe weather and than five on Google section at the bottom temperature for
write the word and discuss their Slides. of the chart). Once each day and the
draw a picture to experience. I will each presentation is average. Before

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describe it. We will also pull from prior over the audience turning them over
go through this for all knowledge to ask will be able to ask up to work on their
13 words. I will also students if they can to four questions to own I will ask
write the vocabulary remember any the presenters about students how a
word and draw the severe weather that their region but no graph looks and
picture with the caused major comments. After all they will help me
students on the poster destruction in the students have with how it will
paper. Once we have world. Once students presented about their look under the
gone through all the have done so I will region we will have a document camera to
words at the bottom ask students if they group discussion help them. Then I
of the chart we will can think of any about the similarities will ask them what
write the definitions ways that engineers and differences of the horizontal and
of the other can prevent these each region. vertical line will
vocabulary words as I types of severe represent. We will
record them on the weather from make the horizontal
poster paper. Next we hurting us. I will line “day of the
will complete the write the ideas that week” and the
third column of the students come up vertical line the
worksheet by writing with as a brainstorm “temperature.” I
three activities we list on the will then turn
could do to stay whiteboard. I will students over to
healthy in this then give each begin creating their
weather. We will student a blank piece bar graph of their
discuss the of paper and have own. While they are
importance of staying him or her act as if working I will
healthy and what they are engineers wander the class
practices and and take one of the and check for
behaviors we can ideas we understanding on
have to do so. Lastly brainstormed or one averages and make
we will begin our they didn’t share and sure they are
“weather chart” and draw a picture of graphing correctly.
pass out one to each how they could Once all students
student (example in prevent the severe are complete we

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 the materials section weather from hurt will discuss what
at bottom of the someone. The the average on a
chart). I will then pull picture must also graph looks like and
up weather.com to include the materials what they learned
look at what our they used to create a about climate this
weather was like safe place from week.
today and start severe weather and
recording it for the type of weather
Monday with the help it is.
of the students in
class. We will then
fill out the last
column of what
activity we could do
in this weather to stay
healthy.
Differentiatio I will differentiate In this lesson there is In this lesson I will This lesson can be I will differentiate
n and this lesson already by a lot of discussion start by sharing my differentiated by this lesson by
Accommodat providing visual, about students prior own strengths and allowing half the allowing students to
ions auditory, and through knowledge. In order weakness, which will groups to set up their think-pair-share
words activities to to make sure ELL allow students to presentation in the their findings of the
deliver the lesson to students understand realize that we all various corners of the P.M. temperature
meet each students it as well I will learn differently, even classroom and each average before
learning style. I will provide background myself. At this time I of the other five sharing in front of
also differentiate the knowledge that they will also share some groups to rotate the class. I will also
current lesson for may know of so tactics for what works around and listen to allow students to
English Language ELL students are for me that may help their presentation so work in small
Learning (ELL) able to tie what they them too in a group that no group of groups when
students by showing already know to project to encourage students feels on the creating their
the video in English something familiar students to work spot in front of the graphs in order to
but having the to them in order to together fairly. After I rest of the class. I can help one another
student’s native better understand the will assign flexible also differentiate this and also have an
language in subtitles. material. I will again groups. This allows lesson by then instructional aide

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I will also provide allow the ESL students work with allowing students to help groups as well
this lesson early to teacher to preview classmates that have share in small groups as myself. In order
the ELL students the video with the similarities to them so what they learned to help both visual
with the help of the student to get them they can work well from each and auditory
ESL teacher to ahead on their together. This allows presentation instead learners I will not
preview the video to understanding of the ELL students to of in a whole group only speak the
help the student material. In order to practice their English discussion. instructions of how
better understand it differentiate this with their peers. In to complete the
before it is taught in lesson I will allow order to differentiate group but will also
class. Differentiation students to work in this project to make it write them down to
can also be applied small groups on their more open ended to help students with
by having students pictures they are meet the students both learning styles.
think-pair-share designing in order to needs I will allow
about the various discuss ideas. These them to brainstorm a
vocabulary words small groups will be way to express their
before discussing created be assigned information on their
them as a class, by me to match own with the help of a
which allows students students with similar video, poster, or
to process the learning styles so I anything else to match
information in a am able to meet the their learning style.
small group to meet groups that may
their needs at a need more help with
slower pace. If understanding the
students struggle with material we are
keeping up with the learning. If there are
class I will also instructional aides in
provide a diagram the classroom I will
with sentence frames have them meet with
of the definitions other groups to make
with only a few sure they are
missing words to help understanding the
those students keep material as well and
up and not feel left can give further

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 behind. assignments if they
go through this one
quickly.
Materials,  “Weather vs.  “Weather  “Weather  “Weather  “Weather
Resources, Climate: Crash Chart” Worksheet Chart” Worksheet for Chart” Worksheet for Chart” Worksheet
and Course Kids #28.1” for each student each student continued each student for each student
Technology by Crash Course Kids continued from day from day before continued from day continued from day
 Poster Paper before  Computer for before before
 “Weather and  Pencil for each student  Pencil for  Pencil for
Climate Vocabulary” each student  Weather.com each student each student
Chart Worksheet for  Computer for  Pencil for each  Computer for  Computer
each student each student student each student for each student and
 PowerPoint of  Weather.com  “Presentation  Weather.com teacher
weather and climate  “Severe Region Research  Google Slides  Weather.co
vocabulary words Weather: Crash Notes” Worksheet for  “Presentation m
 “Weather Course Kids #28.2” each student Facts about Region”  Graph paper
Chart” Worksheet for by Crash Course  Google Slides Worksheet for each to each student and
each student Kids  Google Images student teacher
 Weather.com  Whiteboard  National  Projector
 Computer for  Dry Erase Geographic Kids  Document
teacher Pen  World Book Camera
 Projector  Blank Sheet Kids and Students
 Marker for of white paper for  Kids InfoBits
poster paper each student
 Pencil for
each student

Formative  Question and  Observations  Observing and  Observations  Thumb

Assessment answer sessions to of how students are wandering the class to of how well they up/Thumb down to
check understanding doing when working check how students explained their region check for
throughout learning on their worksheet are understanding their in their presentation understanding of
 Thumb as I wander the projects  Questions finding averages
up/Thumb down to classroom  Question and designed to get and graphing

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 check weather terms  Exit ticket of answer sessions when answers about knowledge
knowledge explaining how their observed answers are various similarities  Question
 Exit ticket of drawing could incorrect or student and difference of and answer sessions
showing “weather prevent the severe group needs help regions about what they
chart” at end to check weather from hurt learned about
student filled it out someone with their weather this week
correctly engineering  Verbal exit
ticket related to
weather that they
would have learned
this week
Summative The summative assessment for students will be given in the form of mostly multiple-choice questions and some
Assessment matching. Questions asked about weather vocabulary will be matching where the student connects the word to the
definition. The rest of the questions will be in the form of multiple-choice and will be about weather related hazards
and preventions, climate regions and there similarities and differences, how to solve for average temperatures, and
health activities that can be done in certain weather and the benefit of them to your health.

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 Materials
“Weather and Climate Vocabulary” Chart Worksheet

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“Weather Chart” Worksheet

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“Presentation Region Research Notes” Worksheet

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“Presentation Facts about Region” Worksheet

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 References
Alignment of Oregon Science Standards. (2014). Retrieved from https://www.oregon.gov/ode/educator-resources/standards/science/D

ocuments/5.-ngss--orss-crosswalk-grade-3.pdf

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects –

Grade 3. (2010). Retrieved from https://www.oregon.gov/ode/educator-resources/standards/ELA/Documents/Grade%203.pdf

Common Core State Standards for Mathematics (CCSSM) – Grade 3. (2010). Retrieved from https://www.oregon.gov/ode/educator-

resources/standards/mathematics/Documents/ccssm3.pdf

Crash Course Kids. (2015). Severe Weather: Crash Course Kids #28.2. (Video File). Retrieved from https://www.youtube.com/

watch?v=QVZExLO0MWA

Crash Course Kids. (2015). Weather vs. Climate: Crash Course Kids #28.1. (Video File). Retrieved from https://www.youtube.com/

watch?v=YbAWny7FV3w

Oregon Health Education Standards and Performance Indicators – Grade K-12. (2016). Retrieved from https://www.oregon.gov/ode/

educator-resources/standards/health/Documents/2016ORHEStandards.pdf

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