Jillian Cobb FRIT 8530 UbD Model-Technology Plan Stage 1 Desired Results Content Standard(s): S1E1 Students will

ll observe, measure, and communicate weather data to see patterns in weather and climate. a. Identify different types of weather and the characteristics of each type. b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally. c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes. Understanding (s)/goals Students will understand that: Weather is the condition of the outside air every day. The basic patters of weather include: wind, temperature, precipitation. A thermometer measures temperature. Wind is air that is moving. A rain gauge is used to measure precipitation. There are four seasons in a year: Winter, Spring, Summer, and Fall Weather changes occur during each season and affect the way we have to dress. Essential Question(s): What is weather? What are the different types of weather? How do we measure weather? How do you record weather data? How would you illustrate the four seasons? Is weather always the same? How can I learn more about weather through observations and measuring? What are the different instruments I can use to measure weather? What data can I record about the weather?

Student objectives (outcomes): Students will be able to: Observe and define weather and explain the different types Measure temperature, precipitation, and wind using instruments Use a journal to show how the weather patterns change during the year Draw a picture of clothing needed to wear for each of the four seasons Make observations about weather Stage 2 Assessment Evidence Performance Task(s): Goal-Students will define, observe, and measure different types of weather (at least three) to their viewers.

Role-Students role is to become a meteorologist for the day. They will inform their viewers what they need to wear and bring for the day depending on the weather forecast they are experiencing. Students will tell viewers what they need to do to prepare for various types of weather patterns. Audience- Today you are a meteorologist for the Weather Channel based in Atlanta, Georgia. Many viewers will watch this station in various locations all over the United States. It is your job to inform these viewers what to expect for the day. You are to prepare them with what to wear and the weather pattern they will experience. Situation- Since people from all over the world watch this channel the meteorologist will have to tell viewers about the weather in (3 different) areas, how they should dress, if they need to take anything or seek shelter, and what be able to explain different types of weather viewers are experiencing. Viewers will grade meteorologist on their accuracy. Product/Performance- Students will perform a presentation using props, including clothes for various types of weather patterns, SmartBoard for charts, and anything else they wish to provide with approval of teacher. Students will transform into a meteorologist and are graded on their ability to provide an accurate weather forecast and information to viewers. Standards/Criteria for Success-(See Rubric Provided) Weather Viewer 4-Provided Information Needed to Know what to wear, what type of weather expected to have, and explained weather patterns in area correctly and thorough indicating an understanding of task. 2-Provided information on what to wear, type of weather expected, had trouble explaining weather patterns in area correctly. 0-1 Provided information on what to wear, did not indicate the correct weather expected, and had trouble explaining weather patterns correctly indicating to viewer they had a poor understanding of weather knowledge.

Viewer 1 (Georgia)

Viewer 2 (Alaska)

Viewer 3 (New York)

Self-Reflection Students Name:_____________________________

Rating 4-Best Job 3-Could Have been better 2-Needs a better understanding of content 1-Seeks Improvement, was not ready to do assignment. Needs more understanding.

I enjoyed this assignment and felt comfortable talking. I was prepared and knew what to talk about. I used my vocabulary about weather correctly and explained it well to viewers. I showed my understanding of weather and how it affects our everyday lives. (Teacher will hand out to meteorologist to prepare for their presentation). This is an outline of the information they need to provide to their viewers. Good ________(morning, afternoon ,night). This is __________ (name) and I am reporting live from the Weather Channel in Atlanta, Georgia. It sure has been __________ (hot, rainy, sunny, cloudy, etc) today, with ____________(amount) of precipitation. Right now we are at __________degrees Fahrenheit. Make sure to wear____________ (type of clothes) and bring_________ (umbrella, jacket, etc) if you are planning to leave your house. Looking at the satellite map, we are going to have _______________(% of rain) for this area. In the next five days we will have___________(types of weather) and ______ (% of rain).This has been _______________ reporting live from Atlanta, Georgia. Have a good ________________(morning, day, afternoon, night).

Goal: Students goal is to collect and find a way to display recorded data about precipitation. Students will create a pamphlet with illustrations to describe their understanding of different types of precipitation. Role: Scientist, author, and illustrator Audience: Students peers and teachers will critique and view pamphlet. Situation: Student will use materials provided by the teacher to create a pamphlet about three types of precipitation. Students will need to define each type and draw a picture that correlates to each type of precipitation. Product/Performance: The product is students pamphlet on precipitation. Each student will create a pamphlet on the data they have collected about precipitation. Each pamphlet must include three types of precipitation, descriptions, and drawings of each type. Each student will present their pamphlet to the class and describe what they drew and wrote about precipitation. Students will be graded on their pamphlet design, information, and presentation performance. Standard: S1E1 Students will observe, measure, and communicate weather data to see patterns in weather and climate. a. Identify different types of weather and the characteristics of each type. b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally. c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes

Rubric Precipitation Pamphlet

Categories Illustration

Student Name: ____________________ 3 Includes drawings of 3 types of precipitation and is labeled correctly. All information provided is accurate . Pamphlet looks 2 Included drawings of 2 types of precipitation and is labeled correctly. Most of the information provided is accurate. Pamphlet looks 1 Includes drawing of 2 or less types of precipitation and is not labeled correctly Some or none of the information provided is accurate. Pamphlet looks Score

Content

Creativeness/

Design

neat, well designed, great use of colors, overall appearance is attractive. Student was able to describe 3 types of precipitation and delivered content to peers with accuracy.

Presentation

neat and well designed. There were not enough colors used or too vibrant it was distracting. Student was only able to describe 2 types of precipitation to peers.

messy and was not colored neat.

Student was only able to describe 1 type of precipitation to peers.

Goal: Students will observe different types of weather depending on the season. Each group of students will try to persuade other groups to vote their season as being the best. Role: Each group will use their knowledge and understanding of weather to promote their season. Audience: Remaining class members (not in group) Situation: The class will be divided up into four groups by the teacher and put into different seasons (winter, spring, summer, and fall). Each group will work to promote their season as being the best and try to attract other groups to want to be in that season. A vote will be taken after all presentations of seasons to see which season is simply the best! Product/Performance: Each group will be allowed to use props supplied in the classroom, SmartBoard, posters, and display boards. Each season group much create a table to show what type of weather they experienced during that season. Group will show what type of instruments are used to record and measure weather. (must include a description of instrument) Standards: After each group has presented their material students will use the chart below to pick their favorite season and rank the groups performance.

Name: Favorite Season (Circle) Rank Group based on performance (put # for each group) Group Group Group Group 1 2 3 4 Winter 4 (Great job) Spring 3 (Good need some extra work) Summer 2 (Seeks improvementnot convincing, needed more information) Fall 1 (Did not have a good performance, needed to provide more information)

Other Evidence: Work Sample (Explanation)-Create a graphic organizer that shows the similarities and differences between 3 different types of weather patterns. Quiz (Application)- Students will take a 15 question quiz about seasons and different types of weather. Performance Task (Interpretation, Perspective, Explanation)- Students will read a chart for a 5-day forecast for the weather and review maps and interpret their weather predictions for the following week. Students can use computers or draw maps, use graphs, anything needed to complete assignment. Integration (Self-Knowledge ) Students will write in their journals about their favorite season of the year. They will explain in detail why it is they favorite and what they usually do during that time of the year. Students can use magazine cutouts to paste pictures of the types of clothes they wear during that season. Stage 3 Learning Plan Learning Activities: Day 1Activity name Activity/Standard Alignment Season Excursion S1E1 Students will observe, measure, and communicate weather data to see patterns in weather and climate. a. Identify different types of weather and the characteristics of each type. b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data

(temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally. c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes Understanding Weather is the condition of the outside air every day. The basic patters of weather include: wind, temperature, precipitation. A thermometer measures temperature. Wind is air that is moving. A rain gauge is used to measure precipitation. There are four seasons in a year: Winter, Spring, Summer, and Fall Weather changes occur during each season and affect the way we have to dress. What is weather? What are the different types of weather? How do you record weather data? How would you illustrate the four seasons? Is weather always the same? What data can I record about the weather? Students will be able to: Observe and define weather and explain the different types Measure temperature, precipitation, and wind using instruments Use a journal to show how the weather patterns change during the year Draw a picture of clothing needed to wear for each of the four seasons Make observations about weather

Essential Question

Skills/ Knowledge

WHERETO

Differentiation

W-Where,Why, What H-hook,hold O-organize Students who are having difficulty completing this assignment can partner with another student who has grasped the understanding of seasons. Students can walk around together outside. Teacher will take time after lesson to go over new vocabulary with students.
http://www.brainpopjr.com/science/weather/seasons/

Technology Used Facet of Understanding

Explanation, application, self knowledge

Description

Teacher will introduce standard to students and go over the following words to students: temperature, wind, precipitation, weather, rain gauge, sunny, cloudy, rainy, cold, wet, season, winter, spring, summer, and fall. After reviewing words with students go around the room and test students knowledge of each word. Load Brainpop video for students to watch about seasons of the year. Turn on closed caption for students. Take the online quiz. Go over with students each season and explain what happens to plants, animals, and how we have to dress differently. Make a KWL chart on the board. Below K-write what students already know. Below W-write what students want to know/learn, below L-when lesson is over write what student learned. After this tell students they are going on an excursion. Students will follow teacher around outside and take notes about the weather (is it cold, hot, etc), draw pictures about the plants they see, anything that they think is important. When students have finished walk back to the classroom and go over students findings on the excursion around school. Review the weather and what students should see during each season.

Activity name Activity/Standard Alignment

Understanding

Our Weather Tree S1E1 Students will observe, measure, and communicate weather data to see patterns in weather and climate. b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally. c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes. Weather is the condition of the outside air every day. The basic patters of weather include: wind, temperature, precipitation. There are four seasons in a year:

Winter, Spring, Summer, and Fall Weather changes occur during each season and affect the way we have to dress. Essential Question What is weather? How would you illustrate the four seasons? Is weather always the same? How can I learn more about weather through observations and measuring? Students will be able to: Use a journal to show how the weather patterns change during the year Draw a picture of clothing needed to wear for each of the four seasons Make observations about weather

Skills/ Knowledge

WHERETO

Differentiation

Technology Used Facet of Understanding Description

W-Where,Why, What H-hook,hold E-equip R-rethink,revise E-evaluate T-tailor(learning styles) Students who have difficulty viewing the tree can touch and feel the differences between the leaves each season. Teacher will show students how trees should look each season and how they change throughout the year. If students have difficulty noticing the changes point some out and allow student to take more than one picture and examine the shadow of the tree. Digital camera, SmartBoard Interpret, apply, perspective, empathy Our weather tree is a project to complete during the entire school year. To begin students will walk outside of the school and decide on one tree they want to pick as their weather tree. Students will draw a picture of the tree at its current state (this will be done every month). One student will be designated to take a digital picture. Each time the class visits, they will discuss the changes they wrote down

in their journal from the last time they visited. Teacher will upload pictures on the SmartBoard and allow student to examine the differences. Students will see the patterns in weather and how plants change during each season. Students will express how they think the tree feels during each season (cold during winter, hot during summer). Students will examine what trees need to survive and how they appear to die and come back to life.