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Rebecca Falloni

Understanding by Design Template

Stage 1 - Desired Results

Established Goals:
Students will be able to create a safety plan one type of severe weather (blizzard, thunderstorm, tornado, hurricane,
etc.).

1.1 Enduring Understandings 1.2 Essential Questions

Students will understand that . . . .  How does the weather change?


 What is severe weather?
 Weather changes  How can you stay safe in severe weather?
 Weather can be unsafe  How may electricity be effected during severe
 There are ways to stay safe during severe weather weather? How will it affect you?
 Depending on the severe weather we may do different
things in order to remain safe

1.3 Acquisition of Knowledge and Skills

Students will know . . . . Students will be able to . . .

 Different types of weather  Design a safety plan for one type of severe
 Ways to safe in different types of weather weather
 What makes weather safe vs. unsafe?  Differentiate between safe and unsafe weather
 What types of weather are severe?  Inform others of how to stay safe during bad
 Things that they should have during severe weather weather
 Weather can effect electricity and  Identify where they need to be and what they
should have during severe weather
Rebecca Falloni

 Identify what may not work if the power goes


out

Stage 2 - Assessment Evidence

Performance Tasks: Other Evidence:

 Use various mediums/tools (video/poster/acting/etc.)  Observations


to show the ways to be safe in their choice of severe  Self-Reflection – Students will be asked, “Do
weather. you feel like you know how to stay safe in bad
 Peer feedback – Students will discuss their plan with weather?” “What are you still having trouble
another group. They will discuss to see if the goal was with?”
met and how/if they could improve  Questions that arise
 Opportunity to revise before final presentation  Address any difficulty understanding the
 Presentation of their severe weather safety plan with different concepts
the class  Oral feedback
 Creation of a weather wheel

Stage 3 - Learning Plan

Learning Activities:

Lesson 1 –

 Introduce the unit and vocabulary.


 Share real images of each type of severe weather.
 Share experiences with various types of severe weather.
 Create a chart, as a whole group, identifying types of severe weather. Include characteristics of each type.
 Create weather wheel.
Rebecca Falloni

Lesson 2 –

 Partner share of what they predict might be ways to stay safe during severe weather. Discuss with whole group.
 Read aloud relevant books, view videos and discuss types of severe weather and how to remain safe when
those types of weather arise.

Lesson 3 –

 Have student share what they know about electricity.


 Discuss how if the power goes out that certain things may no longer work.
 Partners will create a poster of activities you can do that require electricity and things that you can do that do
not require electricity. (Must include at least 3 for each).

Lesson 4 –

 Bring an example of an emergency kit.


 Have students discuss in small groups why those items are included in an emergency kit. They will also discuss
what other items they think would be valuable in the kit.
 View relevant/age appropriate videos of what would be important to have in an emergency kit.

Lesson 5 –

 Begin creating safety plan. They will complete this in a group of 3.


 They must choose one type of severe weather. They will also need to decide how to display their information.
They can create a poster, video or another idea that includes the appropriate information.
 The plan must include:
o The type of severe weather, along with its characteristics.
o How to remain safe during that type of severe weather.
o Five items that they would include in an emergency kit.

 Students will have a peer edit. They will meet with another group and discuss their safety plan. They will share
the successes and any suggestions for their plan.
Rebecca Falloni

 The groups will then be able to revise and change anything they would like for their safety plan.

 The groups will then present their safety plan to the class.