Understanding By Design Unit Template
(Revised & adapted)
Title of Unit
Subject
Patterns in the World (Seasons and Weather)
Grade Level
1
Science
Time Frame
9/9 – 9/13 Routines Set Up
9/16 – 10/4 Instructional Periods
10/7 – 10/11 Culminating Task
10/14 – 10/18 Reviewing and Reteaching
Unit Leaders
Stage 1 - Identify Desired Results
Narrative about this Unit of Study:
Big Idea: Students will understand that patterns in the world include and can be observed through seasonal and weather changes and
occurrences.
Unit 1: Patterns in the World (seasons and weather)
In this unit, first grade students will continue learning about patterns in natural phenomena that occur on Earth. Students will understand different types
of weather conditions through observing, collecting, recording and interpreting data. Through hands-on exploration and observation of the natural
surroundings, students will recognize seasonal and weather changes and how these changes affect our daily lives.
Learning Outcomes – Identified Primary Standards
What relevant goals will this unit address?
FROM ELEMENTARY SCIENCE CORE CURRICULUM
Elementary Science Core Curriculum
Standard 4: The Physical Setting
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the
historical development of ideas of science.
Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
Language Standards K-5
5-With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent
Speaking and Listening Standards K-5
1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and text,
building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about
the topic to explore ideas under discussion.
Understandings
What understandings about the big ideas implied in the PLOs are desired?
FROM ELEMENTARY SCIENCE CORE CURRICULUM
Students will understand that...
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Essential Questions
What provocative questions will foster inquiry into the content?
What kinds of patterns occur in nature?
Earth has natural cycles and patterns.
Time is organized into units based on natural motions of Earth.
Weather can be described and measured.
Knowledge:
What knowledge will student acquire as a result of this unit?
FROM ELEMENTARY SCIENCE CORE CURRICULUM
Skills
What skills will students acquire as a result of this unit?
FROM SCOPE AND SEQUENCE
Students will know...
Students will be able to…
1.1a
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2.1a
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2.1b
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Daylight and darkness varies with each season.
Weather changes day to day and from season to season.
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Weather is the condition of the outside air at a particular moment.
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Weather can be described and measured by:
1. temperature;
2. wind speed and direction;
3. form and amount of precipitation;
4. general sky conditions (cloudy, sunny, partly cloudy)
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Communicate – identify and discuss the different types of
weather
compare and contrast – the different types of weather: sunny,
rainy, windy, snowy, cloudy, stormy, foggy, etc.
gather and organize data – record the daily weather on the
classroom chart
generalize – by observing the way people dress and the
temperature
infer – the types of temperature that is outside by the way people
dress
interpret data – reading and using the weather charts made
measure – throughout the year chart the temperature registered
on the thermometer
observe – the outside environment: leaves changing, wind
blowing, dark clouds, rain or thunder sounds
predict - the weather by the way people dress
Observe and describe weather conditions that occur during each
season.
Observe, measure, record, and compare weather data
throughout the year (e.g., cloud cover, cloud types, wind speed
and direction, precipitation) by using thermometers,
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anemometers, wind vanes, and rain gauges.
Compare temperatures in different locations (e.g., inside, outside,
in the sun, in the shade).
Compare day and night temperatures.
Describe the 24 hour day/night cycle(time).
Bold words are academic language (vocabulary words) that teacher should introduce AND display on word walls to students
Tier II words:
Change, different, same, compare and contrast, pattern, senses, observe, day, night, alike, describe, hot, cold, warm,
Tier III words:
Winter, spring, summer, fall, autumn, seasons, weather, temperature, thermometer, rainy, sunny, windy, cloudy, stormy, partly cloudy, foggy, snowy, rain
gauge, weather condition
Stage 2 – Assessment Evidence
Performance Task  Culminating Activity
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?
Brief Written Description of the Culminating Activity Unit 1
Students will create a seasons book that illustrates and describes the weather patterns in each season.
They need to include:
-seasons of the year
-weather patterns associated with each season
-temperature patterns associated with each season
-how the sun’s energy helps humans, plants, and animals to live on Earth
Rubric for Assessment:
RUBRIC:
Unit: 1
2
3
4
Grade: K 1
ELA: Reading
Social Studies
2
3
Writing
Science
4
5
Speaking & Listening
Mathematics
Culminating Activity: Students will create a seasons book that illustrates and describes the weather patterns in each season.
They need to include:
-seasons of the year
-weather patterns associated with each season
-temperature patterns associated with each season
Title of Unit
Patterns in the
World
Key Ideas
4 Consistently above
3 Consistent evidence 2 Inconsistent
of meeting standards
evidence of meeting
standard
1 Little or very
Key Idea 2:
Many of the
phenomena that we
observe on Earth
involve interactions
among components of
air, water, and land.
Demonstrates accurate
understanding of
seasonal and weather
changes and how it
affects our lives
Demonstrates accurate
understanding of
seasonal and weather
changes
Demonstrates some
understanding of
seasonal and weather
changes
Does not demonstrate
understanding of
seasonal and weather
changes
standard
limited evidence
Other Evidence
Through what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate
achievement of the desired results?
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Setting up science notebooks
Objective(s)
Related to knowledge, skills or both?
Listed Aim or Learning Intention
of Each Lesson.
Assessment
Resources
Week 1:
Students will recognize and explore
different types of weather.
Essential Question: What kinds of
patterns occur in nature?
Mini-Lessons about types of weather
Students will use their 5 senses to
observe different types of weather.
Students will record/collect data of
different types of weather condition.
Students will analyze and interpret
collected data to learn.
Students will use different weather
tools (thermometers,
anemometers, wind vanes, rain
gauges) to measure temperature
Week 2:
Students will understand how
weather changes day by day
Mini Lessons about Weather changes
day by day
Students will compare and describe
weather changes and patterns from
day to day.
Students will record temperature
(inside and outside) day by day using
the thermometer, cloud cover,
precipitation, and wind.
Week 3:
students will understand how weather
changes season to season
Students will able to recognize daily
weather patterns related to night
and day.
Mini Lessons about Weather changes
from season to season
Students will learn about the 4
seasons.
Students will learn specific weather
changes for each season.
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Set up science
notebooks
T-charts (season – weather
conditions)
Graphs (class weather chart
and individual tracking
sheets)
National Geographic big books and
trade books
Technology:
Symbaloo (user:
firstgradebookmarks@gmail.com;
password: instructionaltechnology)
Students will compare and describe
how seasons are alike and
different.
Students will describe activities
related to each season.
Week 4:
Students will understand how
changes of weather affect our daily
lives.
How do changes in weather affect
our daily lives?
Students will describe current
weather conditions and recognize
how those conditions affect our daily
lives.
Students will understand how
seasonal changes affect our daily
lives (activities).
Week 5:
Students will demonstrate
understanding and knowledge of
patterns in nature.
Culminating Activity: Utilizing science
notebook, students will create a
seasons book to demonstrate
understanding and knowledge of
patterns in nature, specifically
weather and the seasons.
Week 6:
Reteach / Review of patterns in
nature
Use culminating activity to reteach
concepts students have confusion or
misunderstandings about
Universal Design for Learning
REPRESENTATION
The ‘what’ of teaching & learning..
(What format will the teacher use to present
content?)
Audio-visual:
 www.myngconnect.com
Technology:
 Symbaloo (user:
Culminating activity
ACTION & EXPRESSION
The ‘how’ of teaching & learning…
(How will you present the content? Through…)
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Interactive Read Alouds
Interactive websites
Shared Reading
Independent Exploration (centers)
ENGAGEMENT
The ‘why’ of teaching and learning…
(What activities will students do to demonstrate
their learning)
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Record and collect data
Analyze data
firstgradebookmarks@gmail.com;
password: instructionaltechnology)
Visual:
 National Geographic trade books
 RAN charts
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)
Free access to www.myngconnect.com hosted by National Geographic.
Please refer to log in information on the attached sheet.
When you go the site you may log in as an educator or student.
IEducator
My Books
Explore the topics of the books. You can display the book or you can go to become an expert and have the book read to the student or whole class on your smart
board or each individual computer.
Click on the + sign for a brief related activity
Click on science inquiry for a hands on activity.
Click on the link labeled ngexplorer for more resources.
II – Student
Click on teaching tools for a resource directory list.
In that same section you will also find whiteboard activities for the smart board.
A leveled book finder for guided reading, DRA and lexile
Lesson planner – Create weekly lessons using this tool. There are pre -existing lessons in this section that can be loaded or you can create your own.
Use the presentation tool to launch a video.
Use the digital library – You will be directed to three different sites and their resources.
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Use the assessment resources for various tools.
Listed below is all the log in information.
Grade K
Username: Ps105stk
password: natgeo
Grade 1
Username: Ps105st1
password: natgeo
Teacher
Username: Nycteacher@natgeo.com
password: natgeo
Administrator Access- Vicky Nanas
Username: vnanas@admin.com
password: natgeo
Grade 2
Username: Ps105st2
password: natgeo