Metro RESA K-5 Science Instructional Unit Plan

Candidate: Molly ONeill Topic and Grade Level:

Example 4th Grade Forecasting Weather
Resources/Websites: Misconceptions:
http://www.srh.noaa.gov/jetstream/synoptic/airmass.html
The seasons cause the weather to change.
Correction: The fronts and pressure systems moving across the country is
what makes our weather change.
Performance Expectation:

Investigate the fronts and air masses and the weather associated with them.
Predict weather based on cold and warm fronts.
Develop evidence to support your explanations
Develop a weather forcast
Science & Engineering Practices Disciplinary Core Ideas (Content) Crosscutting Concept(s)

1. Asking questions S4E4. Obtain, evaluate, and 1. Stability and Change

2. Analyzing and interpreting systems
3. Using information and computer
technology, and computational thinking
4. Reflection
communicate information to predict 2. Systems
weather events and infer weather
patterns using weather charts/maps
and collected weather data.
a. Construct an explanation of how weather
instruments (thermometer, rain gauge,
barometer, wind vane, and anemometer)
are used in gathering weather data and
making forecasts.
b. Interpret data from weather maps,
including fronts (warm, cold, and
stationary), temperature, pressure, and
precipitation to make an informed prediction
about tomorrows weather.
c. Ask questions and use observations of
cloud types (cirrus, stratus, and cumulus)
and data of weather conditions to predict
weather events.
 d. Construct an explanation based on
research to communicate the difference
between weather and climate.
General Sequence of the Unit - Building for Conceptual Understanding - Interdisciplinary Connections

Study fronts and the weather they bring, create a weather forecast based on their new knowledge.

EVALUATE (Culminating Task):

Students will create and perform a weather forecast, as well as a written reflection on project

Weekly Lesson Plans

Lesson 1 Lesson 2 Lesson 3 Lesson 4
Essential
Question: How do fronts effect weather? How do you use a weather map? Can I predict the weather? Can I predict the Weather?

ENGAGE
(Opening/Hook) Show the video on fronts Show students pictures of weather Show the video on a weather
How will you http://www.watchknowlearn.org/ maps. Ask them what they are used report. Pick any report, current is
ENGAGE students Video.aspx?VideoID=31091 for. nice.
and/or connect to
prior knowledge?

EXPLORE/EXPLAIN Students will be given the

(Work Period) Students will pair and share and Students will look at various Students will be given the directions for creating a weather
How will students discuss with each other their different weather maps and as a directions for creating a weather forecast. They will work together to
EXPLORE, EXPLAIN current knowledge of fronts, and groups attempt to make forecast. They will work together to pick a minimum of two cities. They
and/or EXTEND a what they learned from the video. predictions about the weather they pick a minimum of two cities. They will predict the weather based on
concept? Share out and create a list think will happen in that area. will predict the weather based on the season. Students will create a
the season. map on the computer, using a
format of their choice. This will be
their background for the filming.
 Closing: Teacher observation of students as
How will you they discuss and list. Go over predictions as a whole Check in with each team. If Attached rubrics will be used to
summarize the group and correct appropriate have one team share, assess all students.
lesson? How will misunderstandings so that struggling groups can see a
you EVALUATE? good example.

Assessment (What is the evidence of learning?)

Formative (On-going) Summative (End)

Teacher observation Attached rubrics on the weather forecast and reflection

Differentiated Instruction
Small Groups (Based on Assessment Data) Independent Learning Centers
Extra help for students struggling with predictions Computer stations with preselected websites.
Weather maps to study

Supporting Documents
 Weather Forecast
Rubric for Process

Name: ______________________ Number: _______

4 3 2 1
Habits of mind Consistently displays Student explores Developing Student passively
willingness to try multiple solutions and exploration of attempts to fulfill
multiple solutions and innovative thinking possible solutions and assignment without
ask thought develops and innovative thinking. much thought or
provoking questions expands during Student has more exploration of
lading to deeper, project than one idea but possibilities.
more distinctive does not pursue it
results.
Proactive Completes work with Completed work in Work is complete but Work is not
responsible and excellence and an above average lacks the finishing satisfactory. Students
work ethic exceeded teacher manner, yet more touches that could shows minimal effort.
expectations. could have been be improved with a Does not use class
Exemplary done. little effort. Does just time effectively
commitment to enough to meet
project requirements.
Begin with the end Consistently works Works towards the Did not have a clear Did not have a plan
in mind has a plan towards the end end most of the time, plan, did not work or attempt to work in
product in a may affect quality or effectively and any organized
thoughtful and completeness of therefore was unable manner, therefore the
organized manner project to complete the project was far from
project being complete
Synergize works Consistently works Works well with team Did not work well with Had to be removed
well with others with team members, members most of the teammates or had constant
time problems in the group
 Weather Forecast
Rubric for Product

Name: ______________________ Number: _______

4 3 2 1
Habits of mind Consistently displays Student explores Developing Student passively
willingness to try multiple solutions and exploration of attempts to fulfill
multiple solutions and innovative thinking possible solutions and assignment without
ask thought develops and innovative thinking. much thought or
provoking questions expands during Student has more exploration of
lading to deeper, project than one idea but possibilities.
more distinctive does not pursue it
results.
Presentation Consistently shows Presentation is above Presentation is Presentation is sloppy
leadership in the average, but does average. Time usage and/or incorrect
quality of work, show not show the may be a factor in
excellence in dedication that quality of work.
workmanship exhibits excellence
Forecast Consistently followed Mostly followed the Mostly followed the Mostly followed the
presentation the script, was script, was organized script, was organized script, was organized
organized and and covered all of and covered all of and covered all of
covered all of the the criteria. May have the criteria. May have the criteria, more
criteria missing elements 1-2 miss elements 3-4 than 5 elements
missing
Conventions Consistently has few Mostly has few errors, Has many errors, is not Errors interfere with
errors, is neat, and in is neat, and in the net, and/or in the the understanding
the correct format correct formal correct form
 Weather Forecast
Rubric for Reflection

Name: ______________________ Number: _______

4 3 2 1
Habits of mind Consistently displays Student explores Developing Student passively
willingness to try multiple solutions and exploration of attempts to fulfill
multiple solutions and innovative thinking possible solutions and assignment without
ask thought develops and innovative thinking. much thought or
provoking questions expands during Student has more exploration of
lading to deeper, project than one idea but possibilities.
more distinctive does not pursue it
results.
Completion Consistently and Mostly and someone Answered most parts Did not address the
thoroughly answered thoroughly answered and/or was not questions and/or
all parts to the all parts to the thorough in the many parts missing
question question answer
Evidence Consistently shows Most or some of the Cited little evidence Did not cite
knowledge by citing time shows to support reflection evidence, or
appropriate evidence knowledge by citing and/or was not evidence was not
directly linked to appropriate evidence relevant. relevant
reflection directly linked to
reflection
Conventions Consistently has few Mostly has few errors, Has many errors, is not Errors interfere with
errors, is neat, and in is neat, and in the net, and/or in the the understanding
the correct format correct formal correct form
 Weather/Matter/Water Cycle
Categorizing Quiz

Word Bank
Air mass Barometer Temperature Thermometer
Solid Cold front precipitation Snow
Rain Run off evaporation Hail
Wind Vane Humidity anemometer Condensation
Dew Low pressure high pressure Hydrometer
Warm front Anemometer

Decide what categories you want to place the words in. You may not sort according to syllables, parts of speech, or letters.
You must think about the meaning and come up with categories. You must have a minimum of 3 categories, maximum of
5.

Category

Words

On separate paper, you must justify and/or explain your categories. You should aim for very creative and out of the box categories. Your grade
will be effected by your evaluation and effort in creating meaningful categories.
 Student Weather Forecast

Task: Your team will research, plan and present a weather forecast as Murdock meteorologists.

Your forecast must include the following:

You should present a forecast for at least 2-3 cities in 2-3 different regions of the United States.
Your forecast should include a warm front and a cold front and the effects on that areas daily weather. i.e. Will there be any
precipitation, what will temperatures be as a result of the front? Is it a slow moving front or fast?
You must take into account the season. It does not have to be right now, you may choose any time of the year as long as you are
accurate with your forecast.
Each forecast should also include high and low pressure systems with a full explanation as to how this impacts the weather.
You and your weather team should have a script completed for your broadcast and keep the presentation to 3-5 minutes.
Every member of the weather team must have a speaking part during the forecast.
Finally, it will be your teams responsibility to locate a weather map to use during your presentation or create one of your own.
Extension activities- Once your team has completed their forecast, you must choose one of the following topics to research:
Greenhouse Effect
Acid Rain
Hurricanes category 5 and above
Changes in ocean currents and their effects on the weather.

As a final wrap up to your teams task, each team member will write a personal reflection about this activity. You should write the response
in paragraph form with complete sentences and include answers to the following questions.

Why is it important for there to be weather forecasts?

What do you consider the biggest obstacle to making an accurate weather prediction?
Should meteorologists use only computers to predict the weather?
Meteorologists use other instruments such as the barometer, anemometer, wind vane, rain gauge, and thermometer to make weather
predictions. Should they use these and when might be a time for these instruments to be used?