Grade and Subjects: 3rd Grade - ELA, Science, and Social Studies Integrated Curriculum

1. I can use the various forms of literature to explore our world and/or strengthen my understanding
Overarching on a topic.
Understanding
Goals: 2. Strategic use of text features, such as seeking details, evidence, and tone through text and
illustrations, can strengthen my comprehension of the text.

3. Inquiry and my own careful observation effectively drive and strengthen my learning.

4. Through active and supportive collaboration, we can work together to strengthen our learning
and/or complete a task.

Generative Weather
Topic:

1 2 3
Weather conditions vary daily Various tools and forms of Weather conditions vary in
Unit-Long and affect our lives every day. observations are used to collect different parts of the world due
Understanding weather data and to make to geographic, scientific reasons
Goals: predictions. that contribute to the makeup of
local climates.

Sequence of UGs Understanding Performances Ongoing Assessments

Understanding
Performances ↓

Introductory #1, a) As a class, students will share what

Performances: #2, they know about weather, through  Assessments for these activities are
#3 discussion and KWL chart. informal with the teacher
b) Students think of what clothes to probing/encouraging students, where
#1, pack/use given different weather necessary, to share what they know about
#3 conditions provided and explain why. weather and how they use their judgement to
c) Students distinguish between what is be comfortable in it based on prior
#1 weather and what are some results of experience.
weather.

Guided Inquiry d) In cluster groups, students use a text
Performances: and/or information gathered as a class to
become an expert about a particular form
#1, or object of weather for a given lesson (for
#2 example: a particular weather measuring
tool or one of the cloud types) to
ultimately report back to the class to
collaboratively build shared resources and
class understanding.
 Assessment by teacher is informal, based
on (1) truth and accuracy of information and
(2) strategies of finding key details of
assigned information
 Class has opportunity to share whether
they agree, validating the place their
classmates found the information.
 Final evaluation by teacher and students,
verifying the accuracy.

#1, e) Students keep a daily weather log  Informal assessment; teacher supports
#2 using thermometers and observation. student in practice of reading and logging
temperature first few logs/when necessary.
 Culminating f) Students explain and defend why it  Teacher checks in and provides informal
Performances: #1 is important to know about weather and feedback, ensuring that students provide the
provides 2 distinct examples of how it “why” argument.
affects our lives every day.

g) Students explain where they would

live and why as it pertains to
weather/climate, providing facts and  Teacher assesses whether students used
#1, details from our unit activities, if it were accurate information gathered from the unit
#3 up to them. Students share this with activities/lessons to support their preference
teacher written or orally and present to and provides students with feedback.
their small groups. Those who choose can
present to the whole class.

Skill Strands:
X 1. Research skills, cooperative learning skills
✓ 2. Persuasive arguments, accuracy in information referenced
3.
X - Major Focus ✓ - Reinforced ● - Unsupported/Required