Understanding by Design Template

Title: “Weather & Climate”

Teacher(s): Sarah Convissar, Charlotte Fowler, Hunter Peifer, Erin
Sullivan
School: Shepardson Elementary School
Subject: Science
Grade level: 3rd
Duration:
Identify Desired Results (Stage 1)
Content Standards :
Science:
ESS2.D: Weather and Climate
● Scientists record patterns of the weather across different times and areas so that they can make predictions about
what kind of weather might happen next. (3-ESS2-1)
● Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary
over years. (3-ESS2-2)
ESS3.B: Natural Hazards
● A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take
steps to reduce their impacts. (3-ESS3-1)

Understandings Essential Questions

Overarching Understanding Overarching Topical
3-ESS2-
1. Represent data in tables and graphical
displays to describe typical weather Inquiry Questions:
conditions expected during a particular
season. 1. Can we use
2. Obtain and combine information to patterns to
describe climates in different regions of the predict the
world future
3. Make a claim about the merit of a design weather?
solution that reduces the impacts of a 2. What can we
weather-related hazard. see from
Related Misconceptions cause and
effect to
- Analyzing and Interpreting Data explain
- Engaging in Argument from Evidence change in the
- Obtaining, Evaluating, and Communicating weather?
Information
-
Knowledge Skills
Students will know… Students will be able to…
Students Can:

a. Use graphical data to predict the future

weather patterns
b. Make and read data tables displaying
weather conditions
c. Identify climate in different regions and
how they are similar and different
d. Name specific way humans can decrease
the impact of weather-related hazards
Assessment Evidence (Stage 2)​​)
Performance Task Description:
1. Write about different weather patterns they have experienced
2. Read tables that are given and write about the weather that will be expected from the table
3. Make weather tables based on data collected

Other Evidence

We will be assessing the children through observations and their work that is done. When
the children are writing about the weather, they will write this in their writing journals that
get turned in at the end of each week. From the observations we make from the written
activities and in class, we will learn what the lessons have done well and what we needs to
take a second look at.

Learning Plan (Stage 3)

Where are your students headed? Where have
they been? How will you make sure the students
know where they are going?
How will you hook students at the beginning of
the unit?
What events will help students experience and
explore the big idea and questions in the unit?
How will you equip them with needed skills and
knowledge?
How will you cause students to reflect and
rethink? How will you guide them in rehearsing,
revising, and refining their work?
How will you help your students to exhibit and
self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise personalize the
learning plan to optimize the engagement and
effectiveness of ALL students, without
compromising the goals of the unit?
How will you organize and sequence the learning
activities to optimize the engagement and
achievement of ALL students?

How can you reduce the effects of a weather hazard? How do you prepare and lessen the impact?