Teachers Guide

Introduction and Overview

The following unit plan is designed to work over a 2 week period made up of about 10 days or 10 (1)
hour courses of science. The lessons will guide students through the basic and some advanced content
related to weather and atmosphere and matter.
1. Standards: List the Illinois Science standards addressed (preferably using grade level
benchmarks) and the appropriate items from the Illinois Science Assessment Framework, and
remember to include both process (Goal 11) and content (Goals 12 and 13)
a. Analyze and interpret data from maps to describe patterns of Earths features. 4-ESS2-2
b. ESS2.A: Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a
region. Water, ice, wind, living organisms, and gravity break rocks, soils, and
sediments into smaller particles and move them around. (4-ESS2-1)
c. ESS2.A: Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a
region. Water, ice, wind, living organisms, and gravity break rocks, soils, and
sediments into smaller particles and move them around. (4-ESS2-1)
d. W.4.7 - Conduct short research projects that build knowledge through investigation
of different aspects of a topic. (4-ESS2-2)
e. W.4.7 - Conduct short research projects that build knowledge through investigation
of different aspects of a topic. (4-ESS2-2)
f. W.4.7 - Conduct short research projects that build knowledge through investigation
of different aspects of a topic. (4-ESS2-2)
g. HS-ESS3-1. Construct an explanation based on evidence for how the availability of
natural resources, occurrence of natural hazards, and changes in climate have
influenced human activity.
h. ESS3.B: NATURAL HAZARDS How do natural hazards affect individuals and
societies?
i.
2. Objectives for the unit
Students will be able to
a. Identify a variety of hazards that result from natural processes (e.g., earthquakes,
tsunamis, volcanic eruptions, severe weather, floods, and coastal erosion). Humans
cannot eliminate natural hazards but can take steps to reduce their impacts
b. Know how the properties and movements of water shape Earths surface and affect
its systems?
c. Know and why is Earth constantly changing?
d. Define and recall the different states that water can be in and also know its a special
molecule because its the only one we know that can be solid liquid gas.
e. Tell the difference between symbols on a weather map by creating their own.
f. Read weather maps including high pressure, low pressure, warm front and cold front.
g. Promote ways of thinking that encourage safety when dealing with mother nature.
3. Assessment: Describe the formative and summative assessment for the WBI; include rubrics
and test instruments, if used.
Formative: an ongoing journal checked periodically throughout the unit, helps students keep
track of their findings. Surveys and quizzes.
Summative: 2 projects at the end of the unit that are summative. Rubrics on the assessment
page.
4. Information for ELL lesson adaptations and possible modifications for special needs students.

Written directions to inform students of the embedded video caption function that allows
students to change the language to translate the subtitles.
This should include: appropriate vocabulary lists and definitions; alterative assessment ideas,
social arrangements in the class to scaffold language learning, description of instances for
teacher modeling of scientific processes.