Weather and Climate Change, PBL Unit
This unit was written for elementary students by Marian Aklyustina and Maira Santos
This unit was written for elementary students by Marian Aklyustina and Maira Santos
This unit was written for elementary students by Marian Aklyustina and Maira Santos
CORE 21; UNIT PLANNING WORKSHEET Name: Marina Akhlyustina
Maira Santos
1. Statement of the Problem: Weather and Climate
How can students use knowledge about climate and weather to identify global problems in order
to offer the best solution.
2. Duration of Unit: 4 weeks
3. Topic ideas: Analyze different climate and weather
Global impact of different climatic zones.
Climate problems and their impact in the world.
4. Standards: Twenty-first century skills and standards
o Thinking skills - Analysis
o Social skills - Cooperating
o Communication skills - Speaking
o Self-management skills - Time management o Research skills - Organizing Data
● Content Standards
o 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.]
o 3-ESS2-2. Obtain and combine information to describe climates in different regions of the world. Obtain and combine information from books and other reliable media to explain phenomena. Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years.
o W.3.7 Conduct short research projects that build knowledge about a topic. (3-ESS3-1)
o W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3- ESS2-2)
o 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in bar graphs. (3-ESS2-1)
o CC.3.SL.6 Presentation of Knowledge and Ideas: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on page 26 for specific expectations.)
5. Objectives:
Students will analyze climate and weather in different climatic zone (temperature and precipitation in cities in various climatic zones).(3-ESS2-2)
Students will conduct short research projects that build knowledge about climate in Brazil and in the world. (3-ESS3-1)
Students will recall information from experiences or gather information from print and digital sources about climate change. W.3.8 (3- ESS2-2)
Students will obtain and combine information to describe climate change in different regions of the world. (3-ESS2-2)
Students will take brief notes on sources and sort evidence into provided categories to help solve a problem. (3- ESS2-2)W.3.8
Students will analyze and interpret data to introduce quantitative approaches to collecting data. (3-ESS2-1)
Students will ask and answer questions to demonstrate understanding of a text, compare and contrast the most important points and key details from texts about climate, weather and global warming.(3-ESS2-2,RI.3.1)
Students will write opinion pieces on topics or texts, supporting a point of view with reasons. (3-ESS3-1, W.3.1)
Students will present their ideas: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (CC.3.SL.6 )
6. Have students discuss what they will be doing and describe what they will be learning in
this unit.
Students are going to discuss about:
● Weather in Brazil & the world
● Climate in Brazil & the world
● Human interference in the environment. (e.g Pollution, nature destruction, etc.)
● Cause and effect of climate change in the world. (e.g. Global warming, Greenhouse
effect, Natural disasters, etc.)
7. How will you assess your students?
Summative: Rubrics Formative 1: Quiz Formative 2: Rubrics
8. Design all assessments prior to beginning instruction—Summative Project
After learning about local and global climate and the problems that we are facing as far as climate change, students (in pairs) should choose a problem they feel strong about solving and come up with solutions. They will have a week to conclude their project. They can choose the best way to show their solutions. In the end, students will present their solutions in a science fair where the parents would be invited to as well as administrators and other third grade classes.
Options of problems: Global warming, Greenhouse effect, Ozone holes, pollution, glaciers melt down, desertification, biodiversity loss, disasters.
Formative 1
Teachers give 10 (open and closed) questions quizzes to students to monitor students’ learning, identify strengths and weaknesses in students’ progress. Students can retake quizzes. Teachers use quizzes mostly to promote students` engagement to the subject. https://docs.google.com/forms/u/1/d/1kExJ4ho56MgK-ZUnS6QBmPmLuLr_yCork1I6GfuNTfY /edit?usp=drive_web
Formative 2
Teachers read a letter from a teacher that is deciding where she will be moving next. Her name is Ludmila and she lives in Pavlodar, Kazakhstan. She received offers from schools in Tokyo (Japan); Sydney (Australia); Salvador (Brazil); Alberta (Canada) and she wants to know based on the climate what would be the best place to live and why. The kids will compare each place to Salvador and write a letter to the teacher to convince her to choose one of the places using facts, graphs and scientific observations. This activity will happen on week 3.
Ludmila Saharova 10, Svoboda Str. Pavlodar, 455000 March 29, 2018
Dear Third Grader Class of Pan American School of Bahia,
My name is Ludmila Saharova and I'm writing to you because I need your help.
I live in Pavlodar, Kazakhstan. I work in an international school as yours and I`m 4 th
year teacher. For the next school year I received offers from schools in Tokyo (Japan); Sydney (Australia); Salvador (Brazil); Alberta (Canada). Please, help me choose my next home based on yearly temperature using line graphs and as many facts as you can find to support your opinion.
Sincerely, Ludmila Saharova
9. Design rubrics for your assessments for all of the concepts and standards you will be working on.
Summative Rubric
Above grade level At grade level Below grade level
❏ I really get involved with the reasons why I need to solve a problem.
❏ I choose a problem that is related to climate change and I feel passionate about.
❏ I research in different sources about the problem and talk to experts.
❏ I think of many new ideas to solve the problem.
❏ I carefully choose the best original idea and create something that can be used in real life.
❏ I understand the reasons why I need to solve a problem.
❏ I choose a problem that is related to climate change.
❏ I research in different sources about the problem.
❏ I think of some new ideas to solve the problem.
❏ I carefully choose the best original idea.
❏ I use some facts and fancy words.
❏ I use feedback from others to improve my work.
❏ I create visual aids
❏ I do what I am told without fully
understand why.
❏ I choose a problem
that is not related to
climate change.
❏ I research only in the
materials provided by
the teacher.
❏ I think of few ideas to
solve the problem.
❏ I choose an idea that
is not original.
❏ I use a few facts and
few/none fancy
words.
❏ I still need to learn
how to use feedback
from others.
❏ I try to add some
❏ I use many facts and fancy words.
❏ I constantly ask for feedback and use it to improve my work.
❏ I create visual aids that are interesting to see and people can experience.
❏ I find experts that would be interested in making my project real.
that are interesting to
see.
❏ I involve the audience
in the presentation. (e.g. asking questions, have them experiment things...)
visual aids but they don’t add much or are distracting.
❏ I try to involve the audience in my presentation but it doesn’t work well.
Formative 2 rubrics: single column Need improvement
Excellent
❏ I include 2 line graphs. They are accurate.
❏ My information makes sense.
❏ My graphs are colorful.
❏ I used new vocabulary in my
letter.
❏ The reader was able to
understand what I was trying
to say.
❏ I wrote clearly and without
major hesitation.
❏ I used persuasive writing
strategies to convince my
audience.
❏ I gathered enough facts to
prove my point of view.
10. Clearly work out and share your unit’s essential questions.
How does knowing about the weather help us?
How can we help to save the world?
What will happen if we don’t take care of the world?
How does climate change affect us?
11. If you are working on a problem or project based unit (both are known as PBL)
design out your entry activity.
First, we will ask the kids what they already know about climate and weather. They will write it on a post it and place it on the I KNOW wall. Then, we will use two videos from Discovery Channel that talk about climate, the changes and how it affect us. Children will be invited to a discussion where they can share their opinions about what they saw in the videos, how they feel about it and get them thinking in what could they do something about it. Next, they will reflect on “ First I thought and now I know...” and write on a post it. On another post it, they will write what they want to know more about “ I WONDER”.
Video 1 https://www.youtube.com/watch?v=G4H1N_yXBiA Video 2 https://www.youtube.com/watch?v=EtW2rrLHs08
12. If you are working on a PBL, clearly work out your statements of the problem to be
solved.
The world is in danger. Scientists all over the world are looking for solutions so we can preserve the planet we leave in. The effects of climate change are already felt all over the globe and, as we can see, they are not good. Floods, hole in the ozone. As a climate expert what can you do to help? What can you do to keep our planet safe? How can we protect our planet from negative changes in climate?
13. Plan your anticipated sequence of instruction for the unit.
- Entry Document (talk about climate problems)
- Vocabulary development
- Research and take notes about climate and weather.
- Data analysis
- Quizzes
- Review persuasive writing strategies
- Present letter from teacher activity
- Compare data from the countries in the assignment
- Instruction on line graphs
- Write letter to the teacher
- Research about climate problems
- Present problem statement.
- Create solutions
14. What will you have to differentiate?
- Work with partners with different language levels.
- Formative projects we will have to break down in small tasks with learning supports kids.
- Differentiate research resources according to different reading levels.
15. What needs have to be addressed?
- Vocabulary
- Line graphs
- Persuasive writing
16. Anticipate potential problems.
- Students may not know the vocabulary to talk about weather.
- Students may have problems coming up with an original idea.
- Students may need extra time to come up with an original idea.
- Students may have problems finding resources on their level on their on.
- Students may not know about chemical language (CO2 , ozone, etc)
17. Check the level of rigor.
Formative 1
This assessment is in the C quadrant. Students will show their knowledge and comprehension in only one subject which is science. However, they will have to analyse, synthesize and evaluate in order to answer the open question.Formative 2
This assessment is in the D quadrant because it gives the kids real world predictable situation where they will have to apply their knowledge, analyze, synthesize and evaluate the situation in order to convince someone to make a decision based in facts and graphs. It is also cross disciplinary because it involves math, persuasive writing and science.Summative
The problem based final assessment is in the D quadrant because it states a problem that students will apply to real world unpredictable situation. They will be able to show no only knowledge and comprehension but also application, analysis, synthesis and evaluation as they develop their solutions. It is also cross disciplinary.18. What instructional tools do you need?
- Access to internet
- Experts in weather and climate
- Websites that have daily precipitation and temperature in Salvador and around the world.
- Websites about global warming, pollution, Greenhouse effect, etc.
- Non-fiction books
- Maps
- Periodic table of elements
19.
- Before and after pictures of places who were affected by climatic changes.
What vocabulary do you have to teach?
Precipitation, extent, range, pattern, desertification, biodiversity, ecosystem.
20. If you are working on a PBL students will have to make a final presentation. Plan your audience.
Classmate, parents, other staff members.
Core 21 Planning Template
Teacher(s): Ms Content: Science Grade Level: 3 Akhlyustina/ Ms Santos
Unit Content:
Weather and Climate
Time: 4 weeks
Entry Document:
Video 1
https://www.youtube.co m/watch?v=G4H1N_y XBiA
Video 2 https://www.youtube.co m/watch?v=EtW2rrLHs 08
Curricula Areas: Primary Subject Science Language art Math
Standards: Social Studies:
3-ESS2.D.1
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.
Unit Objectives:
Students will analyze climate and weather in different climatic zone (temperature and precipitation in cities in various climatic zones).(3-ESS2-2)
Students will conduct short
research projects that build knowledge about climate in Brazil
Essential Questions:
How does knowing about the weather help us?
How can we help to
save the world?
What will happen if we don’t take care of the world?
How does climate change affect us?
Instructional Tools/Materials:
PowerPoint Presentation Videos Books Articles Maps
and in the world.
(3-ESS3-1)
Students will recall
information from experiences or gather information from print and digital sources about climate change. W.3.8 (3- ESS2-2)
Students will obtain and combine
information to describe climate change in different regions of the world. (3-ESS2-2)
Students will take brief notes on
sources and sort evidence into provided categories to help solve a problem. (3- ESS2-2)W.3.8
Students will analyze and
interpret data to introduce quantitative approaches to collecting data. (3-ESS2-1)
Students will ask and answer
questions to demonstrate understanding of a text, compare and contrast the most
Language Arts:
LAFS.3.SL Use knowledge of language and its conventions when writing, speaking, reading, or listening.
important points and key details from texts about climate, weather and global warming.(3-ESS2-2 ,RI.3.1)
Students will conduct short
research projects that build knowledge about a topic. (3-ESS3-1, W.3.7)
Students will write opinion pieces on topics or texts, supporting a point of view with reasons. (3-ESS3-1, W.3.1)
Pre-assessments:
KWL
Formative Assessments:
Quizz Rubrics
Summative Assessments:
After learning about
local and global
climate and the problems that we are facing as far as climate change, students (in pairs) should choose a problem they feel strong about solving and come up with solutions. They will have a week to conclude their project. They can choose the best way to show their
21s t Century Skills: Critical thinking
Creative thinking Collaboration Information Media Literacy Technology Literacy Flexibility Initiative Productivity Leadership Thinking skills -
Analysis Social skills - Cooperating
solutions. In the end, students will present their solutions in a science fair where the parents would be invited to as well as administrators and other third grade classes.
Communication skills - Speaking Self-management skills - Time management Research skills - Organizing Data
Daily lesson Plans:
Lesson 1: Cause and effect of climate change in the world. Lesson 2: Review vocabulary and discuss how weather affects our daily life. Lesson 3 (workshop): Persuasive writing strategies review.
Workshops:
Line graphs
Oral presentation
Timelines and checkpoints:
Each student will take
quizz by the end of the first week.
By the end of the 3 week students will complete formative assessment 2. In groups of 2 students write letter to the teacher comparing 2 different cities using line graphs.
Summative assessment happen at the end of the 4 week. Students in group of will present their solution to a problem.
Scoring Guides:
Rubric Line graph
Oral Presentation Rubric
Vocabulary/ Terms: Precipitation, extent, range, pattern, desertification, biodiversity, ecosystem.
Research Sources:
Climate zones in Brazil
https://www.estadosecapita isdobrasil.com/duvidas/qua ntas-zonas-climaticas-o-bra sil-possui-quais-sao/
https://www.brazil.org.za/c limate.html
Community Resources:
Audiences or Judges:
The presentations will be given to a Panel of Distinguished Guests, who will include PASB staff, parents and peers.
m/weather/br/salvador
Video about different climate zone. https://climatekids.nasa.go v/menu/weather-and-climat e/ here kids can find information about climate change
Website to watch videos, read articles, play games about climate, weather and global warming. https://climatekids.nasa.go v/
Climate zones
http://www.funkidslive.co m/learn/marina-ventura/cli mate-explorers/major-clim ate-zones-world/
Detailed climate zones for kids https://sites.google.com/sit e/climatetypes/
World climate for kids http://easyscienceforkids.c om/all-about-climate-aroun d-the-world/