Scott County Science Deconstruction Tool
Grade:
3
Topic: Weather
NGSS Performance Expectation
3-ESS2-1: Represent data in tables and graphical displays to describe
typical weather conditions expected during a particular season.
Assessment of Student Learning: Student will
create a pictograph and/or bar graph to
represent weather during a given season.
Students will also make a weather prediction
based on data.
Assessment Boundary: Assessment of
graphical displays is limited to pictographs and
bar graphs. Assessment does not include climate
change.
Clarification Statement: Examples of data
could include average temperature,
precipitation, and wind direction.
Science Essentials
Use the KCAS and Appendices E, F & G
Disciplinary Core Ideas
Scientists record patterns of
weather to make predictions.
Science Practices
Collect and represent data in
bar graphs and pictographs to
find patterns.
Crosscutting Concepts
Patterns are used to make
predictions.
Prerequisite Knowledge and Misconceptions (Look at progressions in Appendix E and look at where
else it is addressed and to what level in KCAS document . Include what students need to know and be able to
do, math and literacy skills and concepts that align):
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Know weather terms
o Sunlight
o Wind
o Snow
o Rain
o Temperature
Know how weather is measured
Be able to use weather tools
o Thermometer
o Anemometer and Wind Vane
o Rain gauge
o Sunrise to sunset
Seasonal changes and characteristics
Understand patterns (Math)
Know how to read and create bar graphs and pictographs (Math)
Model and Reasoning (Math)
Talk about weather
Misconceptions:
o Seasons are the same in different locations
o It is raining at our school, so it is raining at all schools
Student Science Performance
Highlight and add how each will be addressed within this Performance Expectation.
Gathering
Watching and recording the weather
 Obtain Information
What is the weather today?
 Ask Questions/Define Problems
 Plan and Carry Out Investigations
Set parameters for recording daily weather data.
 Use Models to Gather Data
Putting the weather information in a table.
 Use Mathematics and Computational
Thinking
Reasoning
 Evaluate Information
 Analyze Data
 Use Mathematics and Computational
Thinking
 Construct Explanations/Solve Problems
 Develop Arguments from Evidence
 Use Models to Predict and Develop
Evidence
How is the weather being measured at different
places? Checking for validity of data.
Looking for patterns in weather data. For example,
looking at rain in spring compared to rain in fall.
Comparing temperature, rain, and other weather
conditions. For example, how much more did it rain
today than yesterday?
Using weather patterns to make predictions using
supporting evidence.
Using bar graphs and/or pictographs to make and
support predictions.
Communicating
 Communicate Information
 Argue from Evidence (written & oral)
 Use Models to Communicate
Representing the data in bar graphs and/or
pictographs in order to communicate.
Predictions of weather.
Moving NGSS to Instruction
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What is the intent of the PE/learning?
What depth is intended?
What are the key concepts for learning?
What will students need to know or do to show mastery?
Knowledge
GAP Skill: identify basic weather tools
and their uses
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Identify and compare characteristics of
different seasons
Reasoning AND Skill/Performance
GAP Skill: use a variety of weather
tools, including thermometer,
anemometer, wind vane, and rain
gauge
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Analyze weather data in a table to
determine patterns in particular
seasons
Analyze pictographs and bar graphs to
determine weather patterns
Use a table to collect weather data
Use weather patterns to describe
typical weather conditions for each
season
Use weather patterns to make
predictions about future weather
Products
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Create a table to show weather data
Create a bar graph and pictograph to
show weather data