Unit Plan Template
Note: Type in the gray areas.
Unit Author
First and Last Name
Churna Miller
Author's E-mail Address
cgm@muw.edu
Course Name(s)
Instructional Technology
Course Number(s)
ED 498
Course Section(s)
N01
School City, State, Zip
Columbus, Ms 39701
Instructor Name(s):
Richard Holden
Unit Overview
Unit Plan Title
Weather
Curriculum-Framing Questions
Essential Question
How does the weather affect our lives?
What do clouds tell us?
Unit Questions
How can you predict the weather?
Unit Summary
The unit was constructed to teach 7th graders about the weather. The students will learn how
to predict the weather, study different clouds, and explore all aspects about the weather.
Subject Area(s): (List all subjects that apply)
Math, Social Studies, and Science
Grade Level (Click boxes of all grade levels that apply)
K-2
6-8
ESL
Gifted and Talented
3-5
9-12
Resource
Other:
Student Objectives/Learning Outcomes
TSWBAT predict weather events by analyzing clouds.
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Targeted State Frameworks/Content Standards/Benchmarks
4. Describe the properties and structure of the sun and the moon with respect to
the Earth.
h. Predict weather events by analyzing clouds, weather maps, satellites, and
various data. (DOK 3)
Procedures
1.Board Work-answer the question
1. How does the weather affect our lives?
. Introductory lesson
a. TSW do the make lightning activity. TSW be able to observe lightning formation.
I will start off by asking TS have they ever wondered how lightning was made. I will also ask
them to raise their hand if lightning frighten them or do they jump if lightning flashes.
d. Three strong questions to engage minds and foster curiosity
1. What will happen if it rained all day and night every day?
2. What will happen if it did not rain at all?
3. What weather conditions are the most scariest to you?
e. Pre-lesson assessment method- The students will be take a pre-test
3. Informative Lesson
a. Class notes
1. copy attached
b. How these notes will be reviewed with the class
The notes will be reviewed on a power point. The notes will have blanks so that the
students fill the blanks in.
c. One extra- traditional method to spur interest
d. Five basic, low level questions to be asked
1. What is weather? Weather is simply the condition of the air around us.
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2. What are clouds?
3. What do clouds tell about the weather?
4. What does a meteorologist do?
5. How does a satellite help predict the weather?
e. Five deeper level questions to be asked
1. What is the difference between a storm cloud and a fair weather cloud?
2. Describe how the cloud system operates.
3. Can you classify the different clouds by their shapes and activity?
4. Can you draw a diagram of the water cycle and explain how it works?
5. How does earth quakes and tornados affect the land?
Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.)
1hr 30min
Prerequisite Skills
N/A
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed.)
Camera
Laser Disk
Computer(s)
Printer
Digital Camera
Projection System
DVD Player
Scanner
Internet Connection
Television
VCR
Video Camera
Video Conferencing Equip.
Other:
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Image Processing
Desktop Publishing
Internet Web Browser
E-mail Software
Multimedia
Encyclopedia on CD-ROM
Web Page Development
Word Processing
Other:
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Printed Materials
Class notes
Computer(power point), Styrofoam plate, thumbtack, pencil
with new eraser, aluminum pie pan, small piece of wool
fabric
Supplies
http://eo.ucar.edu/webweather/lightningact.html
Internet Resources
http://www.weatherwizkids.com/
Others
Accommodations for Differentiated Instruction
Resource Student
For the low achievers during down time when everyone is doing
seat work I will have one on one sessions with these students. I
will make a separate copy of the notes that will be in simple form
so that they can have a better understanding.
As an enrichment activity the students will have a “weather lore”
day TSWBAT to explore weather lore of different cultures in
Gifted Student
history. Each student can present to the class a favorite
example of weather lore in the form of a story, poem, or
pictures.
Student Assessment
Evaluation
a. TS will be evaluated with a pre-test and a post-test. TS will be given a pre-test
before the unit to see at what point I need to start at. The post-test will be given after the unit
to ensure that TS learned the material.
b. As an alternative method TS an write a poem, create a song, or any other method to
express what they have learned about weather
c. During the unit TS will have homework each night to prepare them for the next days
lesson. In class TS will create different projects about weather in centers.
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