Unit Plan Template

Unit Plan that Incorporates the Use of Thinking Tools

Author
First and Last Name=	Co= nnie Beavers
School Name	= Herington Middle School
School District	US= D487
= School City, State	Herington, KS=
Classroom Informati= on
Subject Area
Sc= ience
Grade Level(s)<= /p>
8<= sup>th grade
Unit Ov= erview
Unit Title
Ra= in, Sleet, Hail or Snow- Do We Really Need to Know?<= /p>
Unit Summary
Student groups use the Visual Ranking Tool to rank and justify the disastrous effects of weather phenomenon. Students explore the causes of w= eather. Students are assigned various ci= ties across the globe that experience different types of weather. After gathering information on t= he causes and locations of their phenomenon, students will use the Seeing Re= ason Tool to identify the effects of their phenomenon and make informed decisi= ons about safety during weather phenomenon.&= nbsp; Student groups present their findings to the class and present a p= ower point presentation with their information. Students use the Showing Evidenc= e Tool to debate weather safety and preparedness.
Building the Founda= tion
Habits of Learning Taxonomy <= /span>
Knowledge: Accesses prior knowledge about w= eather phenomenon Analysis: Compare and contrast weather phenomenon Synthesis: Evaluate informat= ion to make a safety plan in the event of a weather disaster
Standards
Standard 4: Earth and Space Science – = Global patterns of atmospheric movement influence local weather. Oceans have a major effect on cl= imate Standard 1: Science As Inquiry - The student= will develop the abilities to do scientific inquiry, be able to demonstrate how scientific inquiry is applied, and develop understandings about scientific inquiry. Standard 6: Science in Personal and Environm= ental Perspectives- The student will understand that natural hazards are dynamic examples of earth processes which cause us to evaluate risk= .
Learning Objectives
The learner will investigate and analyze weather phenomena, severe storms, natural hazards and disaster preparedness.
Curriculum-Framing Questions	Essential Question
Wh= y is it important to be prepared?
Unit Questions
How does weather affect us? Wh= y is it important to monitor the weather? Wh= y do we need to prepare for natural disasters?
Content Questions
What are the characteristics of weather phenomena? How is the risk from common phenomena influenced by location/region? What changes in weather are indicators of climate change?

= Student Assessment Plan

Assessment Summary

Multiple assessments will be used throughout the unit. T= he students will be assessed through teacher observation, quizzes, Power Poi= nt presentation, and final unit test. Students will work in groups, Think-Pair-Share and will be assesse= d on participating within a group.

Assessment Timeline


Before Project Work Begins	While Students Work on Projects=	After Project Work Ends

= · = Establish an understandi= ng of basic principles of weather through notes, definitions and discussion= s on weather phenomena.	<= font size=3D2 face=3DSymbol>· = Students will be assessed through quizzes, journaling entries and computer projects.=	·= At the end of the unit t= he students will take a final unit test and present a power point presentation.

=	=	=

Visual Ranking Elements (Complete this section if this tool will be used in the unit)<= /font>

Visual Ranking Project Name (For the Visu= al Ranking workspace)<= /font>

We= ather

Project Description (For the Visu= al Ranking workspace)

Rank the most dangerous weather phenomenon to the top = of the list.

Prompt (For the Visu= al Ranking workspace)<= /font>

Drag your most dangerous wea= ther phenomenon to the top of the list to least dangerous to the bottom of the list.

Sorting List (For the Visu= al Ranking workspace)<= /font>

Practice Ranking (For your future quick reference)<= /font>

Te= acher ID: cbeavers

Practice Team ID 1:

Practice Team ID 2:

Pa= ssword:

Seeing Reason Elements (Complete this section if this tool will be used in the unit)
Seeing Reason Project Name (For the Seei= ng Reason workspace)<= /font>
We= ather
Project Description (For the Seei= ng Reason workspace)
The Seeing Reason Tool will be used by students to help students understand t= he cause and effect relationship between weather phenomenon and its affect on us.
Research Question (For the Seei= ng Reason workspace)<= /font>
How does weather affect us?<= o:p>
Practice Map (For your future quick reference)<= /font>
Practice Team ID:	Pa= ssword:

Showing Evidence Elements (Complete this section if this too= l will be used in the unit)
Showing Evidence Project Name (For the Show= ing Evidence workspace)<= /font>
Sh= ould we be prepared?
Project Description (For the Show= ing Evidence workspace)
The students will use the Showing Evidence tool to make decisions regarding weather safety measures and if they should be practiced.
Prompt (For the Show= ing Evidence workspace)<= /font>
Find evidence to support both claims listed.
Practice Case (For your future quick reference)<= /font>
Practice Team ID: Re= viewing Team ID:	Pa= ssword: Pa= ssword:
Claims
Weather awareness and safety should be practiced. Weather awareness and safety should not be practiced.
Evidence <= /span>
Weather alerts disrupt television viewing. Practice drills at school make me feel safe.

= Unit Details
Approximate Time Ne= eded
4-5 weeks, 40 minute sessions
Prerequisite Skills=
Ba= sic knowledge of weather, internet research experience, Microsoft Power Point, use of Intel Thinking Tools
Procedures <= /font>
Introducing the Unit: The unit begins with brainstorming to the question “Should we be prepared?” The students will write a respon= se about a time they were in a weather condition and how they prepared.= During the Unit:<= /span> Students will read Prentice-= Hall Weather and Climate Science text, complete a variety of labs and activiti= es to understand weather conditions. Activities include K-W-L chart, Intel Visual Ranking Tool, journal responses, Intel Seeing Reasoning Tool, research, PowerPoint presentation, and Intel Showing Evidence Tool. End of Unit: Students will select a city location and weather condition and create a PowerPoint presentation. Members of the group will be responsible for researching a specific question(s) to add to the presentation. Weather Presentation: Slide 1: Title, name, hour, = date Slide 2: Introduction: Pictu= re of the weather condition Slide 3: Answers to the foll= owing questions &nbs= p; 1. What is your weat= her condition? &nbs= p; 2. What are the characteristics associated with the weather condition?<= /font> &nbs= p; 3. How does the weat= her condition occur? &nbs= p; 4. What is the destr= uctive power of this weather condition? &nbs= p; 5. What safety steps should we take when we encounter your weather condition and be prepared?<= o:p> Slide 4: Conclusion: Write a summary of what you have learned and why it is important to be prepared.<= /p> Slide 5: Bibliography:<= /o:p> Include references using APA format.
Accommo= dations for Differentiated Instruction
Resource Student:=	Make classroom modifications as expressed in the student’s IEP. Present material in a variety of styles. Allow extra time to complete assignments.
English Language Learner:	Not-applicable- at this time<= /p>
Gifted Student:	The student can do additional research for the project= . As per IEP
= Materia= ls and Resources Required For Unit
Printed Materials:	Prentice-Hall Weather and Climate Science text and corresponding activity sheets.=
Supplies: