Weather Or Not! , Author(s): Jim Kellogg, Grade Level: 1st, Subject Area: Science, Learners will participate in a "Weather or Not!" party - learners will dress-up in a weather costume (e.g.: rein, thunder, snow,…), create a brainstorm list of weather related terms, and view the video, "Speaking of Weather" (8 minutes).

Planning Guide

Creating Learner-Focused
Schools

* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

LU Title: Weather or Not!	Author(s): Jim Kellogg
Grade Level: 1st grade	School Address: Beaver River, Artz Rd, Beaver Falls, NY
Subject Area: Science	School Phone/Fax: (315)346-1211

CONTENT KNOWLEDGE

Declarative	Procedural
To understand and to apply weather related vocabulary and symbols	To describe basic weather conditions
To access weather related information using a variety of technology/media	To create a variety of information storage and retrieval systems
	To analyze weather related information
	To develop and present a weather report (newscast)

ESSENTIAL QUESTIONS

What would happen to our ecosystems if the weather remained constant?
What would happen if humans could consistently manipulate the weather?
Are man-made biospheres the answer to controlling weather and our way of life?

INITIATING ACTIVITY

Learners will participate in a "Weather or Not!" party - learners will dress-up in a weather costume (e.g.: rein, thunder, snow,…), create a brainstorm list of weather related terms, and view the video, "Speaking of Weather" (8 minutes).

Connection to State Learning Standards

Content Area: Science

Level: Grade 1

Benchmarks: Develop relationships among observations to construct descriptions of events and to form own tentative explanations.

Benchmarks: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

Standard: MST-1-analysis, inquiry, and design

Standard: MST-2-information systems

Unit Theme:

Weather

Standard: MST-5-technology

Standard: MST-7-interdisciplinary problem solving

Benchmarks: Computers, as tools for design, modeling, information processing, communication, and system control

Benchmarks: Connections and strategies

Learning Experiences

Declarative Knowledge

What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

To understand and to apply weather related vocabulary and symbols

To access weather related information using a variety of technology/media

Learners will activate/apply prior knowledge

The teacher will provide direct instruction of vocabulary: rainy, snowy, cloudy, sunny, weather, wind, clouds, seasons, air, spring, flowers, summer, fall, winter, snows, warm, cold, wet, dry, forecast, thermometer, and hibernation. Learners will engage in teacher directed reading of the text

Learners will have access to and receive direct instruction in the use of newspaper weather reports, televised weather reports, and Internet websites to access weather related information

A guest meteorologist will be invited to discuss the science of meteorology

KWL+ chart-What I know…, What I want to know…, What I learned…, and How I will use this knowledge…

text: (1989) Science. p.143a-159. Silver Burdett & Ginn

Descriptive pattern graphic organizers (e.g. webbing)

The teacher will facilitate the videotaping of and the presentation of various weather reports-both local and national (i.e. The Weather Station). Learners and the teacher will view and discuss such reports-utilizing several instructional video strategies-i.e. pre-questioning, pausing, using dry erase markers on the te

Also, students will receive direct instruction in note-taking strategies-using graphic representation

In addition, the students will access a variety of Internet websites-i.e.
The Weather Dude (http://nwlink.com/wxdude);
The Weather Unit (http://faldo.atomos.uius.edu/
WEATHER/weather.html);
Earth Watch Weather on Demand (http://earthwatch.com/);
National Weather Service (http://205.156.54.206);
The Weather Underground: K-12 Weather Curriculum (http://groundhog.sprl.umich.
edu/curriuculum);
Dan's Wild Wild Weather Page (http://www.whnt19.com/kidwx/);
About Rainbows (www.bounus.com/bounus/card/
aboutrainbows.html)
The Tornado Project Outline (http://www.bounus.com/bounus/
card/tornadoonline.html)

The learners will use the KWL+ chart to record prior knowledge

The teacher will provide direct instruction in applicable vocabulary derived from experience chart, text, and video (used in "initiating activity"), with learners creating a graphic organizer (e.g. pictograph) of vocabulary, definitions, and graphic symbols

Also, learners will create a database of vocabulary and applicable definitions

The learners will use the "Before, During, and After" strategy to create a summary of information presented and to state how he/she will use the information learned

The teacher will provide direct instruction in the following "format for taking notes"

Notes: Graphic Representation

Summary: Learners, while using this format, will extrapolate and document appropriate information from various sources. Learners will maintain a cumulative weather folder and a computer disk-containing all relevant information presented and discussed

Appropriate literature will be shared with learners. Literature will be discussed and used to reinforce concepts presented

The guest meteorologist will present an interactive program to learners-teaching learners about the weather and his/her job in reporting such to the public

**Literature connection: e.g. Monster Tracks by A. Delaney, poems,…

"Before, During, and After" strategy--in cooperative groups

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

To describe basic weather conditions

To create a variety of information storage and retrieval systems

To analyze weather related information

To develop and present a weather report (newscast)

Learners will observe daily weather conditions and describe-both verbally and in writing-specific weather conditions

Using modeling, the overhead projector and a video display device, the teacher will provide instructional opportunities in creating and maintaining a variety of information storage and retrieval systems

A guest meteorologist will be invited to discuss the science of meteorology

In cooperative learning groups, students will present weather newscasts

Learners will be required to bearably share information gleaned throughout the unit on a daily basis. For example, students may be asked to compare/contrast weather conditions and temperatures from one day to the next, describe existing weather conditions and temperatures, etc.

Using a word processor, learners will maintain a written log of weather related information (morning and afternoon weather conditions, morning and afternoon temperatures, suggestions for appropriate clothing,…). The journal will augment by either a hand-written or a computer generated weather calendar-using graphics to record specific weather conditions and temperatures. Learners will be required to read their journals to the teacher and/or to others. Journals may include both words/sentences and/or graphics.

** Learners will also be required to create computer generated graphs (i.e. comparing/contrasting daily temperatures) from a spreadsheet format.

Learners will participate in a variety of direct instructional experiences aimed at building competencies around developing and maintaining spreadsheets, databases, work processing documents, handwritten journals, and videotography. Learners will then maintain records of specific, daily weather conditions.

The meteorologist will demonstrate how weather related information is used to generate weather newscasts. The teacher will then engage learners in a process of developing and role-playing newscasts using various information.

Using information gleaned throughout the aforementioned processes, learners will develop and present weather newscasts-creating and using appropriate graphics to augment their presentations. Presentations will be videotaped and peer critiqued and also used for self-evaluation.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Maintaining a weather log.

Comparing

Classifying
Inductive Reasoning

Deductive Reasoning

Error Analysis

Analyzing Perspectives

Constructing Support
Abstracting

Other:

In maintaining a weather log, learners will be required to create a child's "weather" book using data/information included in the weather log.

Planning Guide

Unit:

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3
Elements Scale	Oral presentation, charts, graphs, maps,…	Compiled data-weather folder and computer disk	A written script
Weights	50%	40%	10%
4	Student Groups include & effectively utilize the following in their presentation: at least 3 graphics relevant information supporting weather report *at least three minutes in length	Contains ten days of data-weather condition and am/pm temperatures and data is organized in a concise manner. Information is augmented by appropriate charts, graphs, calendars, etc.	Uses complete sentences and conveys meaning-serving as an outline for the presentation
3	Student Groups include and somewhat effectively utilize the following in their presentation: at least 2 graphics some relevant information supporting weather report *at least two minutes in length	Contains between 7 and 9 days of data-weather condition and am/pm temperatures and data is organized in a concise manner. Some information-i.e. charts, graphs, calendars, etc.-is missing and/or does not augment data	Uses some complete sentences (between 80 and 99%) that mostly conveys meaning-serving as an outline for the presentation.
2	Student Groups include and somewhat effectively utilize the following in their presentation: at least 1 graphic some relevant information supporting weather report *at least one minute in length	Contains between 4 & 6 days of data-weather condition and am/pm temperatures and data is not organized in a concise manner. Information-i.e. charts, graphs, calendars, etc.-is missing and/or does not augment data.	Inconsistently uses complete sentences to convey meaning (between 60 & 79%) and coveys some meaning-neglecting to serve as an outline for the presentation.
1	Student Groups include and ineffectively utilize the following in their presentation: 0 graphics irrelevant information not supporting weather report *less than one minute in length	Contains between 4 & 6 days of data-weather condition and am/pm temperatures and data is not organized in a concise manner. Information-i.e. charts, graphs, calendars, etc.-is missing and/or does not augment data.	Inconsistently uses complete sentences (less than 59%) and does not convey meaning-neglecting to serve as an outline for the presentation

NOTE: Rubric or other performance assessment instruments may be used.

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions:

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalizationor proficiency in skill/process/strategy.

Score Point 4	Score Point 3
[ ]Consistently and appropriately (obvious match between what was presented and what is demonstrated-at a mastery level) uses data and information contained in weather journal and on computer disk to present a well organized, concise weather report. A well organized weather report will use appropriate vocabulary and will be augmented by well developed graphics and other support materials (neat, clear, and integral to the presentation).	[ ]Consistently and appropriately (obvious between what was presented and what is demonstrated-with some errors) uses data and information contained in weather journal and computer disk to present an organized, concise weather report. This weather report may not correctly use vocabulary and may not be augmented by well developed graphics and other support materials (neat, clear, and integral to presentation).
[ ]The learners will freely use appropriate vocabulary to describe specific weather conditions and temperatures	[ ]The learners do not use appropriate vocabulary to describe specific weather conditions and temperatures.

Score Point 2	Score Point 1
[ ]Inconsistently and inappropriately (minimal match between what was presented and what is demonstrated-with major errors) uses data and information contained in weather journal and on computer disk to present an organized, concise weather report. This weather report does not correctly use vocabulary and is not augmented by well developed graphics and other support materials (neat, clear, and integral to the presentation).	[ ]Inconsistently and inappropriately (no evidence of a match between what was presented and what is demonstrated-with consistent, many errors) misuses and/or neglects to use data and information contained in weather journal and computer disk to present an organized, concise weather report. This weather report does not correctly use vocabulary and has no evidence being augmented by well developed graphics other support materials.
[ ]The learners do not use appropriate vocabulary to describe specific weather conditions and temperatures.	[ ]The learners do not use appropriate vocabulary to describe specific weather conditions and temperatures.

Have You Considered These Yet?

Learn to Learn Skills:

Be Effective Communicators: listens effectively, reads with understanding, writes effectively, presents articulately, uses appropriate technology

Demonstrates Cooperative Skills: identifies and supports group goals, initiates ideas, demonstrates the ability to perform different roles within the group , considers different point of view

Perceptive Thinkers: applies knowledge from a variety of resources and content areas, develops and applies organizational and problem-solving skills, establishes priorities and achievable goals

Acts as Responsible Citizens: demonstrates responsibility, shows respect for self and others

Assessment Modifications:

*Learners with special needs will receive accommodations as outlined in their IEP.

*The use of cooperative learning should facilitate a fair process for all learners.

*Technology should also assist in augmenting abilities, bypassing disabilities and compensating for individual weaknesses.

Unit Schedule/Time Plan:

This unit is designed to be flexible-allowing educators to elaborate specific areas and/or to delete specific components. Therefore, the average unit schedule/time plan may range from four to six weeks.

Written Overview:

Learners will be actively engaged in a process designed to further their knowledge of the weather and its effects on our daily lives. Learners will be challenged to collaborate with peers to create a formal weather report, using critical thinking skills and technology to augment the report.

Students will be expected to have minimal computer skills (i.e. computer awareness, how to turn on the computer,…) in place prior to the unit; however, for the most part, students will work from teacher created templates and will have assistance from classroom aides, volunteers, etc.