Download ESM-ESE- 5th-Weather 2015

PROJECT OVERVIEW / THOUGHTFUL CLASSROOM
Step One: Identify the Title and Core Concept
Name of Project:
I Will Survive – Extreme Weather
Subject/Course: Science / ELA
Duration:
Teacher(s): Glenn Gesek, Karin Trapasso, Krystina
Race, Leslie Almstead
Grade Level: 5
WEATHER : A Study in SURVIVAL
(Unit Topic)
(core concept)
Step Two: Identifying Standards to Be Addressed
Significant Content
(CCSS and/or others)
SCIENCE: Standard 4: Physical Setting
Key Idea 2 -PI.
2.2l Air masses form when air remains nearly stationary over a large section of Earth’s surface and takes on the conditions of
temperature and humidity from that location. Weather conditions at a location are determined primarily by temperature, humidity,
and pressure of air masses over that location.
2.2m Most local weather condition changes are caused by movement of air masses.
2.2n The movement of air masses is determined by prevailing winds and upper air currents.
2.2o Fronts are boundaries between air masses. Precipitation is likely to occur at these boundaries.
2.2p High-pressure systems generally bring fair weather. Low-pressure systems usually bring cloudy, unstable conditions. The
general movement of highs and lows is from west to east across the United States.
2.2q Hazardous weather conditions include thunderstorms, tornadoes, hurricanes, ice storms, and blizzards. Humans can prepare for and respond
to these conditions if given sufficient warning.
Common Core ELA Standards:
Reading for Information:
3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject
area.
5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in two or more texts.
6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they
represent.
7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or
to solve a problem efficiently.
9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
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© 2014 BIE/Thoughtful Classroom Adaptation
Writing:
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of sources.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking & Listening:
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade
5 topics and texts, building on others’ ideas and expressing their own clearly.
4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an understandable pace.
5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the
development of main ideas or themes.
21st Century
Competencies
(to be taught and
assessed)
Collaboration: Rubric
X
Creativity and Innovation:
Communication: Rubric
X
Other:
Critical Thinking:
Project Summary
(include student role, issue,
problem, or challenge,
action taken, and
purpose/beneficiary)
Driving Question
•
•
•
Philosophical or
Debatable
Through in-depth inquiry students will have voice and choice around 5 extreme weather events: Thunderstorms,
Tornados, Blizzards, Ice Storms and Hurricanes. Research teams of 4-5 (one team per weather event) will learn about
their event and develop a some type of media product to help other to survive extreme weather events (ie. Survival Kit,
PSA, Info-graphic, guide, etc.)
How can we as weather preparedness advocates create some type of resource to
help other survive severe weather conditions?
Product-Oriented
Role-Oriented
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© 2014 BIE/Thoughtful Classroom Adaptation
PROJECT OVERVIEW / THOUGHTFUL CLASSROOM
Guiding Questions:

Key Academic
Vocabulary:
Air mass, tornado, hurricane, ice storm, front, blizzard, thunderstorm, low pressure, high pressure,
precipitation, temperature, humidity, Region, barometer , thermometer, up draft, down draft, climate,
cold front, warm front, jet stream, fujita, El Nino, evacuation, National Weather Service, Meteorology,
Lake Effect, Nor’easter, Dopler Radar, Storm Surge,
Entry Event
(The Foyer)
Show Videos:
http://www.localsyr.com/story/d/story/raw-video-severe-storms-rips-through-central-new-y/16914/EL9vqb5P0k-h64K95bnITg
http://www.localsyr.com/story/d/story/newsmakers-with-dan-cummings-a-look-back-at-the-se/27025/auZRiETOPk6qHef-KKhRvQ
Product(s) and/or
Performance(s)
(The Kitchen)
Individual:
Specific content and competencies to be assessed:
Science Standard 2: Physical Setting- Key Idea 2/PI 2.2l-Q
Regions of occurrence, Atmospheric Causes, RI: 5.3, 4, 5, 6, 7, 9
Effects, preparedness strategies, famous
W: 5.2, 4, 5,7, 8, 9
Research divided up:
occurrences
Team:
Specific content and competencies to be assessed:
Survival Resource:
(PSA, KIT, Info-Graphic, other?)
Science Standard 2: Physical Setting -Key Idea 2/PI 2.2l-Q
SL: 5.1, 4, 5
Step Three: Develop Your Learning Window
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© 2014 BIE/Thoughtful Classroom Adaptation
Knowledge Goals
Behavioral Goals/Habits of Mind
(Facts, sequences, and vocabulary terms-list terms under “Key Academic
Vocabulary)
(Habits of mind/attitudes that will foster success in the unit)
See vocabulary list and guiding question
Behavioral Goals:
• Collaboration
• Self and peer reflection and evaluation
Habits of Mind (p.36 Classroom Curr. Design):
 4. Thinking Flexibly
 6. Striving for Accuracy
 7. Questioning and Posing Problems
 8. Applying Past Knowledge to New Situations
 9. Thinking and Communicating with Clarity and Precision
 15.Thinking Interdependently:
Understanding Goals
(Big ideas, generalizations, principles)
Understanding various serve weather types, their causes, and how to keep
yourself protected to survive such happenings.
Skill-Acquisition Goals
(Targeted skills and/or Hidden Skills of Academic Literacy)
Reading & Study Skills:
•
Reasoning & Analysis Skills:
•
Production & Communication Skills:
•
Reflection & Relating Skills:

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© 2014 BIE/Thoughtful Classroom Adaptation
PROJECT OVERVIEW / THOUGHTFUL CLASSROOM
Public Audience
Meteorologists, Red Cross, School community, Parents, Fire fighters,
(Experts, audiences, or
product users students will
engage with during/at end of
project)
(The Kitchen)
Resources Needed
On-site people, facilities:
Equipment: BOCES Weather Science Kits,
Materials:
Community Resources:
Websites: WEB 2.0 Tools: Raw Video: Severe Storms Rip Through Central NY, Superstorm Sandy: An Inside Look at Hurricane
Sandy, Naked Science: Angry Science
Reflective Methods
(Individual, Team,
and/or Whole Class)
(The Porch)
Journal/Learning Log
I
Focus Group
Whole-Class Discussion
WC
Fishbowl Discussion
Survey
T
Other:
Notes:
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© 2014 BIE/Thoughtful Classroom Adaptation
PROJE C T
DE SIGN:
ST UDE NT
LEARNING
GUIDE
Final Product(s)
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Instructional Strategies for All Learners
Presentations,
Performances, Products
and/or Services
(The Kitchen)
content & 21st century competencies
needed by students to successfully
complete products
(CCSS: I Can Statements)
to check for learning and ensure
students are on track
(The Workshop & Porch)
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
(The Library & Workshop)
Individual
Science: 2.2l: I can explain how air masses form
when air remains nearly stationary over a large
section of Earth’s surface and takes on the conditions
of temperature and humidity from that location. I
know weather conditions at a location are determined
primarily by temperature, humidity, and pressure of
air masses over that location.
2.2m: I understand most local weather condition
changes are caused by movement of air masses.
2.2n: I can explain how movement of air masses is
determined by prevailing winds and upper air
currents.
2.2o: I know fronts are boundaries between air
masses and precipitation is likely to occur at these
boundaries.
2.2p: I can explain how High and Low-pressure can
predict good and bad weather and that the general
movement of highs and lows is from west to east
across the United States.
2.2q: I can understand hazardous weather conditions
include thunderstorms, tornadoes, hurricanes, ice
storms, and blizzards and advise how people can
prepare for and respond to these conditions if given
sufficient warning.


RI5.3: I can explain relationships between events&
ideas& or procedures from an informational text and
use text to support my explanation.
RI5.4: I can determine the meaning of words or
phrases in a grade 5 text.
RI5.5: I can compare/contrast the overall structure of
events or ideas in two or more texts.
RI5.6: I can analyze two or more accounts of the
same event while noting similarities and differences.
RI5.7: I can locate information from various sources
to answer a question or solve a problem.
RI5.9: I can combine information from two texts on
the same topic to write or speak about the subject.


Research
divided up:
Regions of
occurrence,
Atmospheric
Causes, Effects,
preparedness
strategies, famous
occurrences
Science
Standard 2:
Physical
Setting- Key
Idea 2/PI 2.2lQ
RI: 5.3, 4, 5, 6,
7, 9
W: 5.2, 4, 5,7,
8, 9
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© 2014 BIE/Thoughtful Classroom Adaptation
W5.2: I can write an informative piece which
examines a topic and convey ideas.
W5.4: I can produce piece of writing that are
appropriate for 5th grade tasks, purposes, and
audience.
W5.5: I can use guidance from my peers and adults
to plan& revise& and edit my writing.
W5.7: I can conduct a short research project& that
uses several sources to build knowledge about a
topic.
W5.8: I can use provided sources to find information,
take notes on sources, and categorize my notes
W5.9: I can use evidence from informational text to
support analysis, reflection, and research in my
writing.


 Note to team. I placed the
standards ie. Science, RI,
W in single boxes. You all
might want to use these
extra boxes to categorize
them differently to assess
and plan for learning
experiences. Otherwise
you could delete these
boxes. –Patrick
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© 2014 BIE/Thoughtful Classroom Adaptation
PROJE C T
DE SIGN:
ST UDE NT
LEARNING
GUIDE
Final Product(s)
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Instructional Strategies for All Learners
Presentations,
Performances, Products
and/or Services
(The Kitchen)
content & 21st century competencies
needed by students to successfully
complete products
(CCSS: I Can Statements)
to check for learning and ensure
students are on track
(The Workshop & Porch)
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
(The Library & Workshop)
Group/TEAM:
Science: 2.2l: I can explain how air masses form
when air remains nearly stationary over a large
section of Earth’s surface and takes on the conditions
of temperature and humidity from that location. I
know weather conditions at a location are determined
primarily by temperature, humidity, and pressure of
air masses over that location.
2.2m: I understand most local weather condition
changes are caused by movement of air masses.
2.2n: I can explain how movement of air masses is
determined by prevailing winds and upper air
currents.
2.2o: I know fronts are boundaries between air
masses and precipitation is likely to occur at these
boundaries.
2.2p: I can explain how High and Low-pressure can
predict good and bad weather and that the general
movement of highs and lows is from west to east
across the United States.
2.2q: I can understand hazardous weather conditions
include thunderstorms, tornadoes, hurricanes, ice
storms, and blizzards and advise how people can
prepare for and respond to these conditions if given
sufficient warning.


SL5.1: I can prepare for a class discussion and
participate by using my preparations and responding
by answering and asking good questions.
SL5.4: I can sequence ideas logically, using
appropriate facts and details, and speak clearly and
understandably while reporting on a topic or opinion.
SL5.5: I can include multimedia projects or visual
displays when they will be helpful in developing the
main idea or theme of my presentation.


Survival
Resource:
(PSA, KIT,
Info-Graphic,
other?)
Science
Standard 2:
Physical
Setting -Key
Idea 2/PI 2.2lQ
SL: 5.1, 4, 5
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© 2014 BIE/Thoughtful Classroom Adaptation
P R O J E C T
Project:
M O N D A Y
C A L E N D A R
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK ONE
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© 2014 BIE/Thoughtful Classroom Adaptation
P R O J E C T
Project:
M O N D A Y
C A L E N D A R
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK ONE
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© 2014 BIE/Thoughtful Classroom Adaptation
P R O J E C T
Project:
M O N D A Y
C A L E N D A R
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK TWO
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© 2014 BIE/Thoughtful Classroom Adaptation
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© 2014 BIE/Thoughtful Classroom Adaptation
P R O J E C T
Project:
M O N D A Y
C A L E N D A R
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK THREE
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© 2014 BIE/Thoughtful Classroom Adaptation
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© 2014 BIE/Thoughtful Classroom Adaptation
P R O J E C T
Project:
C A L E N D A R
Time Frame:
M O N D A Y
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK FOUR
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© 2014 BIE/Thoughtful Classroom Adaptation
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© 2014 BIE/Thoughtful Classroom Adaptation
P R O J E C T
Project:
M O N D A Y
C A L E N D A R
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK FIVE
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© 2013 Buck Institute for Education
P R O J E C T
Project:
M O N D A Y
C A L E N D A R
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
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© 2013 Buck Institute for Education
PROJECT WEEK SIX
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© 2013 Buck Institute for Education
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© 2013 Buck Institute for Education