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Rigorous Curriculum Design—Unit Planning Organizer Blank
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DEKALB COUNTY SCHOOL DISTRICT
RIGOROUS CURRICULUM DESIGN
UNIT PLANNING ORGANIZER
Subject(s) Science
Grade and Course
1
Unit of Study Unit 1: Weather and Seasons
Pacing Timeframe: Date To Date: 10 weeks
“Unwrapped” Priority Science Georgia Standards of Excellence- Disciplinary Core Ideas
Skills and Concepts
S1E1. OBTAIN, EVALUATE, and COMMUNICATE weather data to IDENTIFY weather patterns. d. ANALYZE data to IDENTIFY seasonal patterns of change.
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“Unwrapped” Priority Elements
“Unwrapped” Skills (Students Need to Be Able to Do)
“Unwrapped” Concepts (Students Need to Know)
Bloom’s Taxonomy Levels
DOK (For Overall Standard)
S1E1 S1E1d
• OBTAIN, EVALUATE, COMMUNICATE, ANALYZE DATA TO IDENTIFY
• Seasonal Patterns of Change
• 1 (Remember)
• 4 (Analyze)
• 3 (Strategic Thinking)
Supporting Standards
S1E1. Obtain, evaluate, and communicate weather data to identify weather patterns. a. Represent data in tables and/or graphs to identify and describe different types of weather and the characteristics of each type. b. Ask questions to identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water). c. Plan and carry out investigations on current weather conditions by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal, on a calendar, and graphically.
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Essential Questions Corresponding Big Ideas
1. How can we obtain and represent weather
data to describe different types of weather and the characteristics of each type?
2. How do we evaluate forms of precipitation
as either solid or liquid?
3. How can we plan and carry out an investigation to evaluate and communicate weather (seasonal) patterns?
1. Tools such as thermometers, wind vanes, and rain gauges can be used to observe, measure and record weather. Recorded weather can be represented in tables and graphs. 2. Frozen precipitation such as snow, hail and sleet are commonly described as a solid forms of precipitation. Rain is commonly described as a liquid form of precipitation. 3. Seasons can be identified based on weather conditions, and/or physical attributes of trees and plants. Changes in weather conditions can be recorded during different times of day, from day to day, and over longer periods of time (seasonal cycle). Repeated observations can show patterns that can be used to predict general weather conditions. For example, temperatures are generally cooler at night than during the day and colder in winter than in spring, summer or fall.
Crosscutting Concepts & Science and Engineering Practices
Crosscutting Concepts (All Daily) 1. Patterns, Similarity, & Diversity 2. Cause & Effect 3. Scale, Proportion, & Quantity 4. Systems & System Models 5. Energy & Matter 6. Structure & Function 7. Stability & Change Science & Engineering Practices: #1, 2, & 6 (Daily) 1:Asking Questions (Science) and Defining Problems (Engineering) 2. Developing & Using Models 3. Planning and Carrying Out Investigations 4. Analyzing & Interpreting Data 5. Using Mathematics & Computational Thinking 6. Constructing Explanations (Science) & Designing Solutions (Engineering) 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, & Communicating Information
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Rigorous Curriculum Design—Unit Planning Organizer Blank
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Unit Assessments Pre-Assessment Post-Assessment
Student Version:
Gr1_SCI_Unit1_Preassessment_Teacher
Teacher Version:
Gr1_SCI_Unit1_Preassessment_Teacher
Student Version:
DeKalb Benchmark Assessment
Teacher Version:
.
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Performance Assessment
Engaging Scenario
Suggested Phenomena: Seasonal changes are displayed on the physical attributes of trees. Our school is planning its first annual School Fair. The principal has asked our class to decide when is the best time to schedule the fair. The principal would like to have the fair in the Fall. Before adding it to the calendar, he/she would like us to determine if this is the best time of year. Students will plan and carry out investigations to determine if Fall would be best. Students will obtain, analyze and interpret data from their investigations to construct an argument and justify which season to have our fair. We will communicate our recommendation to the principal so he/she can finalize the school calendar.
Performance Task Synopses make sure that the language of the engaging scenarios are reflected in the performance tasks
Task 1: S1E1a – Identify the types of weather seen during your assigned season. Using data from weather calendars, create a picture graph or bar graph to communicate data for the season. Task 2: S1E1b – Plan and deliver a weather report to share the different forms of precipitation seen during the season.
Task 3: S1E1a, S1E1b and S1E1c – Using a poster, present all the information collected to convince others that your assigned season would be better suited than Fall for the fair. If Fall is your assigned season, you will convince others that Fall is the best.
Present the top three reasons that your season is the best (clothing, location, temperature) These reasons need to be convincing in order to persuade the group to vote for the best season. You may use props or pictures to make your argument for your season
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Performance Task 1 In Detail
Task 1 Student Directions: Engage: The principal would like to have the fair in the Fall. Before adding it to the calendar, he/she would like us to determine if this is the best time of year. Explore: Research to obtain (use multimedia, tradebooks, lexile level text) information about the 4 seasons. Include the different types of weather observed in each season. Research to obtain information about weather patterns for 1 month in each season. Explain: Use the information from your research to develop and use a model (graph, graphic organizer, chart, diagram, drawing, physical replica, diorama, dramatization, or storyboard) to list the different types of weather seen during each season. Elaborate: Evaluate and analyze the monthly weather patterns for each season Evaluate: Develop and use a model to create a picture graph or bar graph to communicate weather patterns in each season. Task 1 Teacher Notes: Encourage students to discuss various types of weather. Provide materials to promote student engagement. Allow students to work in collaborative groups and use a science journal to record their information. Students will need prior exposure to the three states of matter. In the engage phase, the students are responsible for identifying the stages of matter (solids or liquids) for the following forms of precipitation (rain, snow, sleet, and hailstones)
The weather is made up of temperature, air pressure, moisture in the air, and wind velocity. These components create different weather conditions, and it is important for students to become familiar with the weather because it affects their daily lives. Weather influences recreational and other activities, clothing, and the types of homes in which people live. Students will develop their understanding of different types of weather by observing, charting, and graphing. Science and Engineering Practices are in Bold Cross Cutting Concepts: Patterns, Cause and Effect, Systems & Systems Model Stability, and Change
Performance Task 1 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
Used a model to describe (tables or graphs) different types of weather seen during 4 seasons.
Used a model (tables or graphs) to describe different types of weather seen during 3 seasons.
Used a model (tables or graphs) to describe different types of weather seen during 2 seasons.
Used a model (tables or graphs) to describe different types of weather seen during 1 season.
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Identify the stages of matter (solids or liquids) for the following the 4 forms of precipitation (rain, snow, sleet, and hailstones).
Identify the stages of matter (solids or liquids) for the following 3 forms of precipitation (rain, snow, sleet, and hailstones).
Identify the stages of matter (solids or liquids) for the following 2 forms of precipitation (rain, snow, sleet, and hailstones).
Identify the stages of matter (solids or liquids) for the following 1 form of precipitation (rain, snow, sleet, and hailstones).
Performance Task 2 In Detail
Task 2 Student Directions: Engage: Students will need to design and ask a minimum of 5 questions to assist them with identifying different forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid(water). Once the students design and answer their questions, they can watch the video on various forms of precipitation to clarify their misconceptions. Explore: Students will conduct research (multimedia or grade level text resources) to obtain information on the tools that are needed to measure rain, temperature, and wind direction. Afterwards, students can plan and carry out an investigation to observe current weather conditions by observing, measuring with the following simple weather instruments Rain Gauge (Precipitation),
Thermometer (Temperature), Wind Vane (Wind Direction).
Explain: Students will measure the weather data (temperature, precipitation, sky conditions, and weather events) and record the data in their periodic science journal, calendar, or by graphs for 2 weeks. Students will reflect upon the guiding question: Weather data influence weather patterns. Elaborate: The students will communicate the results of their two-week data in the form of graphs, charts, and/or weather calendar. After collecting the data, students will evaluate the data to answer the following questions: Describe the weather patterns that you observed the most and the least. How many different weather patterns did you observe? Based on your data, what weather patterns do you predict we will
have next week? By using your data, what do you think your graph would look like in a different month, next
month, and a different season?
Evaluate: Students will engage in argument by constructing an explanation with the use of evidence (minimum of 3) by responding to the guiding question: How does weather data influence weather patterns?
Task 2 Teacher Notes:
Science and Engineering Practices are in Bold Cross Cutting Concepts: Patterns, Cause and Effect, Systems & Systems Model Stability, Energy and Matter.
Performance Task 2 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
Student designed a minimum of 5 questions to ask to learn more about forms of precipitation.
Student designed a minimum of 4 questions to ask to learn more about the various forms of precipitation.
Student designed a minimum of 3 questions to ask to learn more about the various forms of precipitation.
Student designed a minimum of 1-2 questions to ask to learn more about the various forms of precipitation.
Student planned an investigation to observe and measure weather data. The plan can be
Student planned an investigation to observe and measure weather data. The plan is
Student planned an investigation to observe and measure weather data. The plan can only
The student did not design an investigation to observe and measure weather data.
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Performance Task 2 In Detail
viewed in my Science Journal.
partially completed in the Science Journal.
be discussed with the student.
Identified the functions of 3 weather tools (thermometer, wind vane, rain gauge)
Identified the functions of 2 weather tools (thermometer, wind vane, rain gauge)
Identified the functions of 1 weather tools (thermometer, wind vane, rain gauge)
Identified the functions of the 0 weather tools (thermometer, wind vane, rain gauge)
Student recorded (4out of 4) events such as temperature, precipitation, sky conditions, and weather events in their science journal for 2 weeks in journal, calendar, and graph).
Students recorded (3 out of 4) events such as temperature, precipitation, sky conditions, and weather in their science journal for 2 weeks.
Students recorded (2 out of 4) events such as temperature, precipitation, sky conditions, and weather events in their science journal for 2 weeks.
Students recorded (1-2) events such as temperature, precipitation, sky conditions, and weather events in their science journal for 2 weeks.
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Performance Task 3 In Detail
Task 3 Student Directions: Engage: Use all the information collected to convince others that your assigned season would be better suited than Fall for the fair. Explore: Analyze and interpret data to communicate at least 3 reasons (evidence and data) that your season is the best (clothing, location temperature). Use all of the information you have collected and recorded in your science journal to create a final product to share your reasoning with the class Elaborate: These reasons need to be convincing in order to persuade the group to vote for the best season. You may use props or pictures to make your argument with evidence for your season. Evaluate: If Fall is your assigned season, you will construct an explanation (oral, written, multimedia) to convince others with the use of evidence that Fall is the best season for the fair. . We will communicate our recommendation to the principal so he/she can finalize the school calendar.
Task 3 Teacher Notes: Students will work in small cooperative groups, each charged with the task of influencing others to vote for the season that would be best for the fair. They will relate what they have learned throughout the unit to convince others, with supporting details, that the season they are presenting would be best for the fair.
Science and Engineering Practices are in Bold Cross Cutting Concepts: Patterns, Cause and Effect, Systems & Systems Model, Stability and Change
Performance Task 3 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
Presentation for the Principal includes 2 of the following: Oral, written, or multimedia and includes props or pictures
Presentation for the Principal includes 1 of the following: Oral, written, or multimedia and includes props or pictures
Presentation for the Principal includes 1 or all of the following: Oral, written, or multimedia
Presentation for the Principal is incomplete
Presentation includes a minimum of 3 supporting details as to what season would be best for the fair.
Presentation includes a minimum of 2 supporting details as to what season would be best for the fair.
Presentation includes a minimum of 1 supporting details as to what season would be best for the fair.
Presentation does not include any supporting details as to what season would be best for the fair.
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Performance Task 3 In Detail
Presentation includes a summary of how analyzing data helps to identify seasonal patterns of change. The summary includes 3 supporting details from text.
Presentation includes a summary of how analyzing data helps to identify seasonal patterns of change. The summary includes 2 supporting details from text.
Presentation includes a summary of how analyzing data helps to identify seasonal patterns of change. The summary includes 1 supporting details from text.
Presentation includes a summary of how analyzing data helps to identify seasonal patterns of change. The summary does not include any supporting details from text.
Instructional Strategies Instructional Strategies
Research-Based Effective Teaching Strategies
21st Century Learning Skills
Learning Objectives (posted and referenced)
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort, Providing Recognition
Homework and Practice
Nonlinguistic Representations
Cooperative Learning
Purposeful small group instruction
Increased think time
Setting Objectives, Providing Feedback
Check for Understanding
Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers
Interdisciplinary Non-Fiction Writing
Teamwork and Collaboration
Initiative and Leadership
Curiosity and Imagination
Innovation and Creativity
Critical thinking and Problem Solving
Flexibility and Adaptability
Effective Oral and Written Communication
Accessing and Analyzing Information
Other
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Intervention Strategies Intervention Strategies
(Tiers 1, 2, 3) Additional Supports in
Classroom
Specially Designed Instruction for Special
Education Students
Strategies for English Language Learners
Re-voicing
Explaining
Prompting for participation
Challenging or countering
Asking “Why?” “How?”
Reread
Practice new academic vocab.
Assistive technology
Pre-teach & re-teach in a different way
Repetition
Use of manipulatives
Collaborative work
Direct/explicit instruction
“Chunking”
Accommodating different
learning styles
Create differentiated text sets
Providing additional guided practice
Conferencing
Additional time
Small group collaboration
Modify quantity of work
Take student’s dictation
Scaffold information
Differentiated content process or product
Consistent reward system
Refer to students’ IEP or 504 plan
Assistive technology
Visuals/Realia
Front-loading
Echoing/Choral response
Color-coding
Multiple exposures in different media
Pair-share
Modeling
Language scaffolds: eg, sentence frames
Deconstruct complex sentences and texts
L1 support
increased opportunities for
student-student talk
Strategic vocabulary instruction
Additional think time
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Strategies for Gifted Learners
Tier 1: Low Preparation Tier 2: Medium Preparation
Flexible-Learning Groups by Readiness, Interest, Learning Profiles
Gifted Education Cluster Classes
Choice of Books Gifted Education Collaboration Classes
Homework Options Tiered Activities and Products
Use of Reading Buddies Use of Literature Clubs
Various Journal Prompts Multiple Testing Options
Student/Teacher Goal Setting Multiple Texts
Varied Pacing with Anchor Options Alternative Assessments
Work Alone or Together Subject Advancement within class
Flexible Seating Curriculum Compacting
Varied Scaffolding Tiered Centers
Varied Computer Programs Spelling by Readiness
Design-A-DAY Varying Organizers
Varied Supplemental Materials Community Mentorships
Computer Mentors Stations
Think-Pair-Share by Readiness, Interest, Learning Profiles
Group Investigations
Open-ended Activities Students are Assessed in Multiple Ways
Explorations by Interest Student choice in selecting learning activities.
Options for Competition Simulations
Tier 3: High Tier 4: Advanced/Autonomous
Advanced Content English/language arts, mathematics, science and/or social studies courses
Above grade level accelerated English/language arts, mathematics, science and/or social studies courses
Resource Classes Advanced Placement Classes
Independent/Directed Study International Baccalaureate Classes
Socratic Seminars Internship/Mentorships
Whole Grade Acceleration
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Instructional Resources and Materials Suggested Resources Suggested Technology Resources
Oh Say Can You Say What’s the Weather Today?: All About Weather by Tish Rabe
Weather Words and What They Mean by Gail Gibbons
Our Seasons by Grace Lin
The Reasons for Seasons by Gail Gibbons
PebbleGo Weather
Brainpop Jr. Seasons and Temperature
Seasons (Turtle Diary)
Unit Vocabulary
Unit Vocabulary Terms Cross-Cutting Concepts/Science and Engineering Practices posted in detail
Academic / Tier 2 Unit-Specific / Domain / Tier 3
Analyze Obtain Evaluate Communicate Identify
Weather Pattern Data Season
MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
ELAGSE1W6 With guidance and support from adults,
use a variety of tools to produce and publish writing,
including digital tools and collaboration with peers.
ELAGSE1W8 With guidance and support from adults,
recall information from experiences or gather
information from provided sources to answer a
question.
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Weekly Planner Course: Science 1st Grade Unit: 1 Weather and Seasons
Pacing Priority (in bold) and Supporting Standards
Engaging Learning Experiences
Core Instruction (in bold) and additional resources
Formative Assessments
Week 1
How am I like A Scientist?
Rituals & Routine in Science Classroom Introduce Science & Engineering Practices
Unit Pre-Assessment Discussion of the Essential Questions (throughout unit) & Phenomena Suggested informal progress monitoring checks:
• K-W-L Chart
• Four Corners
• Turn and Talk
Week 2
S1E1 S1E1a
Introduce Engaging Scenario
Different types of Weather Characteristics of each type Additional Resources Types of Weather What's the Season? Seasons Fall Winter Summer Spring
Suggested informal progress monitoring checks: Open-Ended Questions Learning Logs Ticket out the Door
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Pacing Priority (in bold) and Supporting Standards
Engaging Learning Experiences
Core Instruction (in bold) and additional resources
Formative Assessments
Week 3
S1E1b
Evaluate and analyze the weather patterns for each season
Precipitations( rain, sleet, snow, hailstones) Different states of matter Resources What’s the Weather? Review seasons and types of weather Resources What is Weather? Pebblego video
What’s the season?
Students develop and use a model (graph, graphic organizer, chart, diagram, drawing, physical replica, diorama, dramatization, or storyboard) to list the different types of weather seen during each season.
Students develop and use a model to create a picture graph or bar graph to communicate weather patterns in each season.
Task 1 scoring guide Suggested informal progress monitoring checks: ❖ ABC Brainstorming ❖ Graphic Organizer ❖ Turn and Talk
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Pacing Priority (in bold) and Supporting Standards
Engaging Learning Experiences
Core Instruction (in bold) and additional resources
Formative Assessments
Week 4 S1E1b. S1E1c.
Task 2: Students will need to design and ask questions to assist them with identifying different forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid(water).
Forms of Precipitation Weather Tools Phases of Matter Forms of Precipitations video
❖ Student questions on to identify the various forms pf precipitation.
❖ Lab Investigation
❖ Science Journal
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Pacing Priority (in bold) and Supporting Standards
Engaging Learning Experiences
Core Instruction (in bold) and additional resources
Formative Assessments
Week 5 S1E1b. S1E1d.
Students can create weather instruments or utilize science tools to conduct these investigations. Students work with peers to plan an investigation to observe current weather conditions by observing, measuring with the simple weather instruments.
Weather Instruments Spiral Review of forms of precipitation Resources Rain Gauge (Precipitation),
Thermometer (Temperature), Wind Vane (Wind
Direction).
Wet Weather various Pebblego videos Forecasting Weather and Weather Tools
Suggested informal progress monitoring checks: ❖ 3-2-1 ❖ Think-Pair-Share ❖ Science Journals ❖ Inquiry Lab
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Pacing Priority (in bold) and Supporting Standards
Engaging Learning Experiences
Core Instruction (in bold) and additional resources
Formative Assessments
Week 6 S1E1c.
Students will conduct an investigation to measure the weather data (temperature, precipitation, sky conditions, and weather events) and record the data for 2 weeks in their periodic science journal, calendar, and graph. Weather data influence weather patterns.
Weather Tools Collecting and measuring weather data Review forms of precipitation Resources Weather Tools Video Graphic Organizer for weather tools
The students will communicate the results of their two-week data in the form of graphs, charts, and/or weather calendar, data, what do you think your graph would
look like in a different
month, next month, and a
different season?
Task 2 scoring guide
The students will communicate the results of their two-week data in the form of graphs, charts, and/or weather calendar, data, what do you think your graph would
look like in a different
month, next month, and a
different season?
Suggested informal progress monitoring checks:
• Drawings
• Graphic Organizers
• Matching Activities
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Pacing Priority (in bold) and Supporting Standards
Engaging Learning Experiences
Core Instruction (in bold) and additional resources
Formative Assessments
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Pacing Priority (in bold) and Supporting Standards
Engaging Learning Experiences
Core Instruction (in bold) and additional resources
Formative Assessments
Week 7 S1E1c.
Students will engage in
argumentation by
constructing an
explanation with the use
of evidence by
responding to the guiding
question: How does
weather data influence
weather patterns?
Final Week of data
collection
Recording weather data and displaying the data in a periodic journal, calendar, and graph. Weather Patterns Resources Interactive activity on using clothes to predict weather patterns Interactive activity on predicting weather patterns based on weather
Suggested informal progress monitoring checks:
• Drawings
• Graphic Organizers
• Matching Activities
• Science journals
• Weather data collection sheet
Week 8 S1E1c. Introduce Task 3: Using Weather Instruments
Analyze data to identify patterns of change Task 3: Culminating activity for Unit 1
Task 4 scoring guide Suggested informal progress monitoring checks: ❖ Observations ❖ Peer Assessments ❖ Reflection Journal
Week 9
S1E1.a. S1E1b. S1E1c. S1E1d.
Final Presentations aligned with Task 3: Present chosen season
Analyze seasonal data to observe patterns of change Task 3: Culminating activity for Unit 1
Task 4 scoring guide Suggested informal progress monitoring checks: ❖ Observations ❖ Peer Assessments ❖ Reflection Journal
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Pacing Priority (in bold) and Supporting Standards
Engaging Learning Experiences
Core Instruction (in bold) and additional resources
Formative Assessments
Week 10 Unit 1 End date: ______
S1E1.a. S1E1b. S1E1c. S1E1d.
Cumulative Review Unit 1 Post Assessment