P R O J E C T O V E R V I E W / T H O U G H T F U L C L A S S R O O M
Name of Project: I Will Survive – Extreme Weather
Subject/Course: Science / ELA Teacher(s): Glenn Gesek, Karin Trapasso, Krystina
Race, Leslie Almstead
WEATHER : A Study in SURVIVAL
(Unit Topic) (core concept)
Duration:
Grade Level: 5
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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21 st Century
Competencies
(to be taught and assessed)
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.
Collaboration: Rubric
Creativity and Innovation:
Communication: Rubric
Other:
Critical Thinking:
Project Summary
(include student role, issue, problem, or challenge, action taken, and purpose/beneficiary)
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.)
Driving Question
Philosophical or
Debatable
Product-Oriented
Role-Oriented
How can we as weather preparedness advocates create some type of resource to help other survive severe weather conditions?
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Guiding Questions:
Key Academic
Vocabulary:
P R O J E C T O V E R V I E W / T H O U G H T F U L C L A S S R O O M

Entry Event
(The Foyer)
Product(s) and/or
Performance(s)
(The Kitchen)
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
Individual:
Regions of occurrence, Atmospheric Causes,
Effects, preparedness strategies, famous occurrences
Specific content and competencies to be assessed:
Team:
Survival Resource:
(PSA, KIT, Info-Graphic, other?)
Specific content and competencies to be assessed:
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Knowledge Goals
(Facts, sequences, and vocabulary terms-list terms under “Key Academic
Vocabulary)
See vocabulary list and guiding question
Understanding Goals
(Big ideas, generalizations, principles )
Understanding various serve weather types, their causes, and how to keep yourself protected to survive such happenings.
Behavioral Goals/Habits of Mind
(Habits of mind/attitudes that will foster success in the unit)
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:
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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Public Audience
(Experts, audiences, or product users students will engage with during/at end of project)
(The Kitchen)
Resources Needed
P R O J E C T O V E R V I E W / T H O U G H T F U L C L A S S R O O M
Meteorologists, Red Cross, School community, Parents, Fire fighters,
On-site people, facilities:
Equipment: BOCES Weather Science Kits,
Materials:
Community Resources:
Reflective Methods
(Individual, Team, and/or Whole Class)
(The Porch)
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
Journal/Learning Log
Whole-Class Discussion
Survey
Focus Group
Notes:
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P R O J E C T D E S I G N : S T U D E N T L E A R N I N G G U I D E
Final Product(s)
Presentations,
Performances, Products and/or Services
(The Kitchen)
Learning Outcomes/Targets content & 21st century competencies needed by students to successfully complete products
(CCSS: I Can Statements)
Individual
Regions of occurrence,
Atmospheric
Causes, Effects, preparedness strategies, famous occurrences
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.
Checkpoints/Formative Assessments to check for learning and ensure students are on track
(The Workshop & Porch)


Instructional Strategies for All Learners provided by teacher, other staff, experts; includes scaffolds, materials, lessons aligned to learning outcomes and formative assessments
(The Library & Workshop)


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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 5 th 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.



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P R O J E C T D E S I G N : S T U D E N T L E A R N I N G G U I D E
Final Product(s)
Presentations,
Performances, Products and/or Services
(The Kitchen)
Learning Outcomes/Targets content & 21st century competencies needed by students to successfully complete products
(CCSS: I Can Statements)
Checkpoints/Formative Assessments to check for learning and ensure students are on track
(The Workshop & Porch)
Instructional Strategies for All Learners 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.
 
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© 2014 BIE/Thoughtful Classroom Adaptation
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Project:
M O N D A Y
P R O J E C T 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
P R O J E C T W E E K O N E
T H U R S D A Y F R I D A Y
© 2014 BIE/Thoughtful Classroom Adaptation
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Project:
M O N D A Y
P R O J E C T 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
P R O J E C T W E E K O N E
T H U R S D A Y F R I D A Y
© 2014 BIE/Thoughtful Classroom Adaptation
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Project:
M O N D A Y
P R O J E C T 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
P R O J E C T W E E K T W O
T H U R S D A Y F R I D A Y
© 2014 BIE/Thoughtful Classroom Adaptation
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© 2014 BIE/Thoughtful Classroom Adaptation
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Project:
M O N D A Y
P R O J E C T 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
P R O J E C T W E E K T H R E E
T H U R S D A Y F R I D A Y
© 2014 BIE/Thoughtful Classroom Adaptation
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© 2014 BIE/Thoughtful Classroom Adaptation
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Project:
M O N D A Y
P R O J E C T 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
P R O J E C T W E E K F O U R
T H U R S D A Y F R I D A Y
© 2014 BIE/Thoughtful Classroom Adaptation
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© 2014 BIE/Thoughtful Classroom Adaptation
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Project:
M O N D A Y
P R O J E C T 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
P R O J E C T W E E K F I V E
T H U R S D A Y F R I D A Y
© 2013 Buck Institute for Education
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Project:
M O N D A Y
P R O J E C T 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
© 2013 Buck Institute for Education
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P R O J E C T W E E K S I X
© 2013 Buck Institute for Education
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© 2013 Buck Institute for Education
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