Instructional Sequence Part 3: Activity and

Assessment Plan
Name: Allison McGregor
Grade Level: 3rd

NGSS Performance Expectation:

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.]

Learning Objectives:

● Students will be able to describe the weather.

● Students will be able to explain characteristics of different types of weather.
● Students will be able to identify and explain how scientific instruments are used to
measure weather.
● Students will be able to identify different seasons and their weather conditions.
● Students will be able to represent weather data in tables and graphs.
● Students will be able to recognize how weather affects us

Phenomenon and Driving Question:

· Phenomenon: Observing daily weather in different areas of the world across a period of time.
· Driving Question: Why is the weather different in different places of the world at the same
time?

Instructional Sequence
Framework: 5Es

Activity Description Framework

Activity Title (approximately 1-2 sentences) Function
1 Pre Students will observe a weather forecast in Mt. Clemens, Engagement
Assessment MI and Sydney, AUS. The teacher will ask questions to
Science Talk elicit their thinking. This is to see what background
knowledge they have on the topic of weather,
temperature, climate, and seasons.

2 100+ MPH Students will watch a video of a man walking 100 MPH Exploration
winds Video winds. They will make observations of what they see

https://www.youtube.com/watch?time_continue=10&v=e
zIqFyjAUP4&feature=emb_title

3 Measuring Students will use thermometers to measure the Exploration

weather temperature outside for a few days and make
outside with a observations.
thermometer

4 Observing Students will observe daily weather conditions and write Engagement
Daily Weather down observations of what they notice.
in Mt.
Clemens

5 Comparing Students will be comparing local weather to other regions Exploration

local weather of the world. They will use weather.com to gather data.
to weather
(temperature)
in multiple
areas of the
world

6 Observing the Students will watch a video of someone using a wind Explanation
wind speed vane on mute and discuss. Then they will watch with
with a wind audio. They will build their own wind vane after.
vane
https://www.youtube.com/watch?v=SqbTrbxWT1o

7 Measuring Students will watch a video about how to use a rain Explanation
rain fall with a gauge. They will watch it on muteand then discuss before
rain gauge watching it with sound.
 https://www.youtube.com/watch?v=taHTA7S_JGk

8 Graphing Students will be using their daily weather log to create a Evaluation
weather data graph of weather in their selected city of the world.

9 Analyzing Students will look at a map that includes weather patterns Extension
weather data for specific regions of the world. They will need to decide
for patterns if where they would want to go on vacation and explain
what they will need to pack

10 Understandin Students will watch a video on mute showing how Earth’s Engagement
g Earth’s tilt. tilt causes seasons. Students will then watch it again with
sound.

https://www.youtube.com/watch?v=taHTA7S_JGk
Assessment Plan
Mid-Unit Formative Assessment Task

Activity Number & Title Assessment Task Rationale:

Day 5 - Comparing local weather to weather
(temperature) in multiple areas of the world
Mid-Unit FORMATIVE Learning Objective:
Students will be able to identify the temperature in
Farenheit on a thermometer.
I chose this task because our
students will be analyzing weather
data and graphing it, so they need to
be able to measure it before they can
start gathering data.

NGSS Performance Expectation this task addresses:

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.]
Task: Criteria:
Summative Assessment Task

End-Unit SUMMATIVE Learning Objective(s): Assessment Task Rationale:

· Students will be able to describe the weather.
· Students will be able to explain characteristics
of different types of weather.
· Students will be able to identify and explain
how scientific instruments are used to measure
weather.
· Students will be able to identify different
seasons and their weather conditions.
I chose to have students complete
this task for a few reasons. One is
reading a graph and the other is
making a graph. This way I am
assessing both skills needed in the
performance expectation. They are
also identifying instruments used to
measure weather in the assessment.

· Students will be able to represent the weather

data in tables and graphs.

NGSS Performance Expectation this task addresses:

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.]
Task: Criteria:
Name: Allison McGregor

Grade Level: 3rd Grade

NGSS Performance Expectation: NGSS Performance Expectation: 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.]

Phenomenon and Driving Question:

Phenomenon: Observing daily weather in different areas of the world across a period of time.

Driving Question: Why is the weather different in different places of the world at the same
time?

Lesson Plan 1: What is weather?

Anticipated Teaching Date: March 19th

Connection to Framework Function: Engage - Students will access prior knowledge about weather.
Student interest will be elicited and teacher will be able to identify student misconceptions about weather.

Learning Objective(s):

● Students will be able to describe weather

● Student will be able to recognize how weather affects us

Time Estimate: 50 minutes

Materials:
● Student journal pages (28 - one for each student and a teacher copy)
○ Page 6 - Time to think
○ Page 7 - What is weather
○ Page 8 - Check for understanding
○ Page 9 - Weather walk
○ Page 10 and 11 - Atmosphere
○ Page 12 - Check for understanding
● Anchor chart
● Exit tickets

Safety Considerations: N/A

Introduction (5 minutes)

Students will begin by completing the “time to think” activity in their student journals at their seats. The
teacher will lead the class in discussion based on the questions to elicit student thinking
○ How does weather affect us?
○ How would we describe the weather today?
Tell the students we will be starting our weather unit and investigating weather as scientists for this unit.
Main Teaching Activities (40 minutes)
Read “Lesson 1 - Weather” as a whole group. Ask for students to volunteer to read.

Complete different weather factor anchor chart with students.

Students complete check for understanding questions to evaluate student understanding.

Weather walk activity:

● Students will take their journals outside with them and they will be making observations of the
weather. Tell them that the objective is to take notes on what they notice about the sun, air, water,
temperature, etc.

Discussion: As a class, back in the room, the teacher will lead a discussion about the observations made
outside and create a class description anchor chart. The anchor chart will use features that students used to
describe the weather.

Read “The Atmosphere” as a class. Students will engage with the text by using “think marks” while
reading. (Example a “?” for something you are not sure about. “!” for something important. “N” for new
information”)

Watch “Layers of the Atmosphere” Dr. Binos video. Students will draw something that they learned or
have a question about from the video. After watching the video they will discuss their drawing with a
table mate.

Activity: In students journals complete the Earth’s atmosphere diagram and color the different parts of the
atmosphere. This will be guided by the teacher.

Complete atmosphere check for understanding in pairs.

Conclusion (5 minutes)

Students will turn in their papers and return to their seats. They will complete and exit ticket:
● How does weather affect our daily lives? (differentiation – students will be able to write, draw, or
use a combination of both to complete this exit ticket)
Formative Assessment:

While I am teaching the lesson I will be walking around the room to see how they are doing
completing the check for understanding questions. I will identify where the misconceptions are to
address the next day. I will also use an exit ticket as a formative assessment at the end of the
lesson to see what their understanding of weather is. I am looking to see if they describe weather
as what is happening each day in a particular place. If my students aren’t making that connection
it is something I will go over for my next lesson.

Differentiation:

My students will be working in assigned pairs for their atmosphere check for understanding that
are based on different reading levels. These students will be at different levels so students that
need some help looking back at the text can get help from their partner. The two readings will
be read together as a class, so even if students cannot read it entirely on their own, they will be
hearing the information as it is being read so they will still have access to it. During the weather
walk, students will be taking notes and are able to draw their observations that they are making.
This allows students to make observations without worrying about how to write down what they
are thinking.

Differentiation During Assessment:

For my assessment I will provide differentiated exit tickets. Some students will be given an exit
ticket that says “how does weather affect our daily lives?”. Students will be able to write their
answer, draw it, or a combination of both to answer the question.

Teacher Actions Student Actions

Introduction

“We are going to start our weather unit and Students raise hands “weather is rain and snow”,
become scientists to investigate weather. Can “weather is when it is sunny or cloudy outside”,
someone share with me what weather is?” “weather is what temperature it is”

“What about the weather today. What words or “It is cold”

adjectives can we use to describe the weather “It is snowy”
outside today? “It really sunny outside today”

“Those are some great observations you made

about the weather today. We are going to continue
talking about weather for a few weeks and we are
going to get to look at weather from different
places.”

Main Teaching Activity

“We wear coats when it is cold.”

“How does weather affect our life every day?” “We wear shorts when it is hot outside”
“We have snow days when it is snowing too
much”

“Temperature”
“When we talk about weather what are we talking “Precipitation”
about?” “Sunshine”
“Wind”

Fill in anchor chart with different parts of weather

“We are going to start learning about weather by Student volunteers read while others follow along.
reading about it. Can I have a volunteer to read the
first paragraph?” *Students will use think marks while reading*
Read “Lesson 1 - Weather” as a whole group.
Students will engage with the text by using “think
marks” while reading. (Example a “?” for
something you are not sure about. “!” for
something important. “N” for new information”)

“We are going to answer some questions about

weather. I am going to assign your partner. You
are going to work with this partner for different
activities today.”
*Students complete check for understanding with
partners*
“When you are finished please turn in your
questions and return to your seat.”

Weather walk activity:

“We are going to go outside to write down some
observations about the weather today. You are
going to take notes on what you notice like we do
for number corner. You can talk about the sun, the
air, the temperature, the precipitation. You are *Gather materials and line up*
going to take your journal, a clipboard, and a
pencil with you. When I call your name you can
grab you things and get in your line order.”

Leave the room and go to the playground. After 5- *Work on weather walk page*
10 minutes depending on how long it takes, lead *Walk back to classroom*
the students back to the room.

“It is cold”
“What are some observations you made about the “It is cloudy”
weather outside today?” “It is snowing”
“You can’t see the sun”
Add descriptions to the anchor chart.

*Student volunteers read while others follow

“We are now going to learn about the atmosphere. along.*
Please turn to page 10 in your journal. Can I have
a volunteer to read about the atmosphere?”

Read “The Atmosphere” as a class. Students will

*Students will use think marks while reading*
engage with the text by using “think marks” while
reading. (Example a “?” for something you are not
sure about. “!” for something important. “N” for
new information”)

Watch “Layers of the Atmosphere” Dr. Binos

video. Students will draw something that they *Students draw something they learned about
learned or have a question about from the video. from the video or have a question about. After
After watching the video they will discuss their discuss with a table mate.
drawing with a table mate.

“We are going to color our own diagram of the

*Gather materials*
earth’s atmosphere in our books. Turn to page 11
and get your crayons out of your desk.”

“Troposphere”
“Which layer of the atmosphere was closest to
earth?”
*Color diagram*
“We are going to color our first layer orange in
our picture.”

“Which layer is next?”

Complete atmosphere check for understanding in

pairs.

“When I call your name I want you to find your *Work in pairs to complete questions*
partner and take your journal on page 12 to answer
the questions together.”

Closing

*call to action*
“Turn in your papers and return to your seats.” *Students will have papers turned in and then
move back to their seats*

“We are going to continue learning about weather

for a few weeks. Before we go to lunch, you will *Students will write their answers on their exit
complete an exit ticket so I can see what you ticket*
learned today.”
Name: Allison McGregor

Grade Level: 3rd Grade

NGSS Performance Expectation: NGSS Performance Expectation: 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.]

Phenomenon and Driving Question:

Phenomenon: Observing daily weather in different areas of the world across a period of time.

Driving Question: Why is the weather different in different places of the world at the same
time?

Lesson Plan 2: Day 9 - What is Climate?

Anticipated Teaching Date: Tentatively March 24th

Connection to Framework Function: Extension, Engagement,

Learning Objective(s):

At the end of this instructional sequence, the students will be able to… analyze and interpret data in order
to record patterns of weather highlighting cause and effect relationships.

At the end of this instructional sequence, the students will be able to… communicate information in order
to describe climate highlighting patterns.

Time Estimate: 45 mins

Materials:
· Material 1 - Time to Think (1 for the class)
· Material 2 - What is Climate? (1 for the class)
· Material 3 - Climate Zones Map (24 and 1 to model)
· Material 4 - Climate Zones Chart (24 and 1 to model)
· Material 5 - Crayon baskets (one basket per table)

Safety Considerations: N/A

Introduction (10 minutes)

Remind students that they have been doing research on different cities of the world. Ask volunteers to
share the places they have. Students will share the temperatures and precipitation of their locations and
discuss their differences in geographical location.
Next, we will discuss Time to Think as a class.

Main Teaching Activities (30 minutes)

Read What is Climate as a class and watch the video. Ask student volunteers to read aloud.

Watch video associated with the assignment https://www.youtube.com/watch?v=bjwmrg__ZVw (just the

first 1:14 of video)

Students will discuss at table groups where they think Mr Grump should visit. They will then write their
answers down before we share out as a class.

Next, students will look at the Climate Zones map. It is the same map that was in the video. To color in
the map, students will need to complete the Climate Zones Chart first. Work as a class to complete the
chart. Students will make predictions about these regions like tundra, tropical, polar, arid.

After that, the class will color in the Climate Zone Map

Conclusion (5:00)

Students will turn in papers and move back to their seats. Once there, they will complete their exit ticket
answering a place they want to travel and what the climate will be like when they arrive.

Teacher Actions Student Actions

Introduction

*clapping call to attention*

“We have been talking about weather for the past
few days and this morning, students Z and Y
recorded today’s data on our poster. Today, we are
going to keep learning about weather but we will
look more at the weather in other places of the
world.
Please raise your hand...if you want to share the Students raise hand “Florida, Ohio, Antarctica,
location you have been taking data from. Please Paris, Detroit”
also tell us the hottest temperature you have
recorded so far.”

“Thank you for sharing. We are going to first
answer two questions. Brainstorm a list of things
you would pack if you were to take a trip to
Hawaii or the North Pole. Take two minutes to
work and then we will share with our elbow
partner.”
Students will work quietly to brainstorm a list.
They will then share with their elbow partner after
2 minutes.
Students will then share with their partner
When I say go, please move to your space race *students will move to their desks for
groups while our student of the day passes out a collaborative work*
paper. Go”

“Thank you for moving quickly and quietly. As “We have to be quiet”
we work in groups today, who can raise their hand “We have to work on the work”
to tell us what they can do to get their team’s “We need teamwork”
rocket ship moved forward?

Main Teaching Activity

“We are going to be learning about climate today.

Please raise your hand if you have heard that word
before. Thank you, hands down. I will be drawing *Students will be reading aloud*
sticks for someone to read”

“Our goal today is to keep Mr Grump happy and
help him choose a travel destination. To do that,
we will need to do some climate fact finding. Take
a look at your Climate Chart. We need to start
filling in this information. Each group will be
responsible for one of the climate zones. Your task
is to add your information to the chart. Once all
groups are done, we will come together as a class
so that we all have a completed chart.”
*students will work in their group to read their
information and fill in their chart.
Next, students will present their findings to the
class.
At the end, students will have completed their
entire charts”

“Now that we have finished our charts, we need to *students will use crayons to fill in their maps*
finish our climate maps. Please turn to your map
hand out and have your group runner go get your
crayon cup.”

“Our maps are done and they look great. Lets *students will discuss the location they believe he
figure out where MR Grump should go now. should go and why*
Using our classroom map, let's look at our
location options.”
*teacher will point out different locations*
“In your group, discuss where you think Mr
Grump should go and WHY he should go there.
Keep in mind he is looking for a place where there
is much rainfall, where it is not too hot or too cold
in October.”

Now that everyone has an answer, please raise *students will share where and why Mr Grump is
your hand to share your answer going to a specific location*

Closing
 “Please hand your Mr Grump papers and crayons *students will have papers turned in and then
to your runner who will put them away and move move back to their seats*
back to your seats. You have 30 seconds to
quickly and quietly move. Go.”
*students will write their answers on their exit
“Before we go to lunch, please write down where ticket*
you want to travel and what the climate will be
like when you go there on your exit ticket. You
have 3 minutes and then we will go to lunch.

Formative Assessment:

While students are working in groups, I will be moving around the room asking them questions
about their climate. I will also ask them to underline where they are finding their information.

As they share aloud, I will be listening to make sure they understand the difference between
weather and climate.

When they are writing any work down, I will move around the room and ask them to explain their
thinking “why did you decide to write that down?”

This will influence my next lesson because students will be creating visual aids of the location
they are researching. IF I see some students struggling to understand the climate zones or label
the map, I will know that they might need extra support as the create their poster.

Differentiation:

Students are working in their space groups. These groups have been designed so that students
are in heterogeneous groups based on reading level and comprehension skills. Within the
groups, students know that they work as a team and stay together - so if one student is needing
help with the reading, the ones who can read it are will and able to help anyone else.

The students who take extra time writing down answers for the chart will be given a completed
one at their desk after they do their research. This way, if the class is moving too fast for them
they will still have access to the information. This information will be written in bullet form, not in
full sentences.

Differentiation During Assessment: How could you differentiate your assessment for your
current students or future students?

To differentiate in the future, I could have students do research in groups before hand and then
create a climate informational video. Then, they would play the video and this could be how
students get their information instead of the reading jigsaw. This would be an alternative form of
assessment - I could look and see if they gathered the correct information and presente3d the
different elements required of them. Then, the reading would be an extra resource for the
students who need more than just listening to the information.
For this assessment, I will differentiate assessment by allowing some students to not write in full
sentences and not worry about spelling.
Name: _____________________
Exit Ticket:
If you could travel anywhere in the world,
where would you go? What would the
climate be like when you go there? What
would you pack for your trip? (use your
climate map and climate chart to help you)
Name: _____________________
Exit Ticket:
If you could travel anywhere in the world,
where would you go? What would the
climate be like when you go there? What
would you pack for your trip? (use your
climate map and climate chart to help you)
Name: _____________________
Exit Ticket:
If you could travel anywhere in the world,
where would you go? What would the
climate be like when you go there? What
would you pack for your trip? (use your
climate map and climate chart to help you)
Name: _____________________
Exit Ticket:
If you could travel anywhere in the world,
where would you go? What would the
climate be like when you go there? What
would you pack for your trip? (use your
climate map and climate chart to help you)