Standards-Based Unit Planning Template
Part 1: Unit Planning Template
Teacher(s)
______Emily Yates____________________________________
Subject(s)/Course(s):____Science________ Grade/Level: ____1st Grade______
Unit Topic/Focus: ______Weather and Season____________________________
Integration with other content areas (if applicable)_______________________
Estimated time for implementation:__2 weeks_________________________
Connections to previous/future learning: Student will continue learning about the
moon and it appears on a daily basis much like the Sun. The observable shap of
the moon can be described as it changes from day to day in a cycle that lasts
about a month. SC-EP-2.3.5
Standards (see Combined Curriculum Documents and others):
Academic Expectations
Program of Studies
AE-2.1 Students understand
scientific ways of thinking and
working and use those
methods to solve real-life
problems.
AE-2.2 Students identify,
analyze, and use patterns
such as cycles and trends to
understand past and present
events and predict possible
future events.
AE-2.3 Students identify and
analyze systems and the ways
their components work
together or affect each other.
Students will
Observe weather
conditions and record
weather data over time
using appropriate tools
(e.g., thermometer,
wind vane, rain gauge,
etc.)
use weather data to describe
weather conditions and make
simple predictions based on
patterns observed (e.g., daily,
weekly, seasonal patterns)
observe the locations and real
or apparent movements of the
sun and the moon
investigate evidence of
interaction between the sun
and the Earth (e.g., shadows,
position of sun relative to
horizon) to support inferences
about movements in the
Earth/Sun system
Technology Program of
Studies
Core Content for
Assessment
Core Content 4.1
The Earth and the
Universe:
Earth/Space Science
SC-EP-2.3.2
Students will
describe patterns in
weather and weather
data in order to make
simple predictions
based on those
patterns discovered.
Weather changed
from day to day and
over seasons.
Weather can be
described using
observations and
measurable
quantities such as
temperature, wind
direction, wind speed
and precipitation.
Simple predictions
can be made by
analyzing collected
data for patterns.
Standards-Based Unit Planning Template
T-P-ICP-U-1
Students will understand that
technology is used in all
content areas to support
directed and independent
learning.
T-P-ICP-S-C1
Students will use technology to
communicate in a variety of
modes.
T-P-SESI-U-2
Students will understand that
technology enhances
collaboration to contribute to a
learning community.
T-P-ICP-S-l2
Students will use and care for
technology.
T-P-RIPSI-R1
Students will use teacherdirected Internet sources as a
resource for information; use
electronic resources to access
and retrieve information.
T-P-RIPSI-S-lP1
Students will gather technology
information/data and use for
problem solving in all content
areas.
T-P-SESI-U-5
Students will understand that
assistive technology supports
learning to ensure equitable
access to a productive life.
DOK 2
SC-EP-2.3.3
Students will
describe the
properties, locations
and real or apparent
movements of
objects in the sky
(sun, moon).
Objects in the sky
have properties,
locations and real or
apparent movements
that can be observed
and described.
Observational data,
patterns and models
should be used to
describe real or
apparent
movements. DOK 2
SC-EP-2.3.4
Students will
describe the
movement of the sun
in the sky using
evidence of
interactions of the
sun with the earth
(e.g. shadows,
position of sun
relative to horizon) to
identify patterns of
movement.
Changes in
movement of objects
in the sky have
patterns that can be
Kentucky Teacher/ISTE
observed and
Standards
described. The Sun
appears to move
6.0 Teacher uses technology to across the sky in the
support instruction; access and same way every day,
manipulate data; enhance
but the Sun’s
professional growth and
apparent path
productivity; communicate and changes slowly over
collaborate with colleagues,
seasons.
Standards-Based Unit Planning Template
parents and the community;
and conduct research.
6.1 Uses available technology
to design and plan instruction.
6.2 Uses available technology
to implement instruction that
facilitates student learning.
6.3 Integrates student use of
available technology into
instruction.
6.4 Uses available technology
to assess and communicate
student learning.
ISTE Standards
1.0 Use knowledge of teaching,
learning and technology to
facilitate learning
experiences.
1.2 Teachers engage students
in exploring real-world issues
and solving authentic problem
using digital tools and
resources.
2.0 Teachers plan and design
authentic learning
experiences and
assessments incorporating
contemporary tools and
resources to maximize
content learning.
2.3 Teachers customize and
personalize student learning
activities to address a variety of
learning styles, working
strategies, and abilities through
the use of digital tools and
resources.
3.3 Teachers communicate
relevant information and ideas
effectively to students, parents,
and peers using a variety of
digital-age media and formats.
Recognizing
shadows, provides
information that can
be used to make
predictions and draw
conclusion about
those movements.
DOK 2
Energy
Transformations:
Unifying Concepts
SC-EP-4.6.2
Students will
describe evidence of
the sun providing
light and heat to the
Earth.
Simple observations
and investigations
begin to reveal that
the Sun provides the
light and heat
necessary to
maintain the
temperature of Earth.
Based on those
experiences, the
conclusion can be
drawn that the Sun’s
light and heat are
necessary to sustain
life on Earth. DOK 2
Standards-Based Unit Planning Template
Other Standards (e.g., national, district, English language proficiency, Kentucky World
Languages Framework, technology, Kentucky Occupation al Skill Standards, etc.):
Unit Organizer:
A statement or question that:
 Focuses on realistic issues or problems
 Communicates the content standards in a way that engages students
 Connects learning to prior knowledge, experiences, skills, beliefs, and customs
Winter, summer, spring or fall, the weather depends upon them all!
Part 1: Unit Planning Template
Essential Questions (3-5 questions that guide lesson planning/focus):
Each question reflects
 Selected content standards
 Connection of learning with living
 Thinking, Problem-Solving, Application of Learning
 Engaging, Student-Centered Instruction
1. What are the four seasons?
2. What are some kinds of weather?
3. What are some weather tools?
4. How does weather change with the seasons?
5. What are some patterns of the objects in the sky?
Connections to Literacy: Literacy includes, reading, writing, and the creative and
analytical acts involved in producing and comprehending text.
Who Cares About the Weather by Melvin Berger
Standards-Based Unit Planning Template
What Will the Weather Be Like Today? by Paul Rogers
What Makes Weather? by Janet Palazzo
The Four Seasons by Melvin Berger
Silly Seasons by Claire Griffin
Round and Round the Seasons Go by Rozanne Lanczak Williams
Students will choose one of the above books to read with a partner. They will write a
sentence telling one thing they learned from the book and illustrate their picture.
The Season’s of Arnold’s Apple Tree by Gail Gibbons
Students will listen to the story, The Season’s of Arnold’s Apple Tree by Gail Gibbons.
They will be given an art activity to complete based upon the story.
Connections to Career/Workplace: These are the skills necessary for a successful
transition to postsecondary education or work and a desire for life-long learning in a
global society.
Standards-Based Unit Planning Template
Part 1: Unit Planning Template
Culminating Activity/Assessment:
A product or performance that
 Allows learner to demonstrate their knowledge of targeted content standards
through a variety of formats (Universal Design).
 Offers choice to meet learners differentiated needs.
 Directs the development of instructional strategies and activities.
 Includes scoring guide/rubric to inform learners of expectations.
SmartNotebook on Seasons
Harcourt Science Unit Assessment on Weather and Seasons
Open Responses: My Favorite Season
Trees Through the Seasons
Types of Weather
Selecting the Right Outfit to Wear
Weather
Resources/Technology:
Resources to be used that support teaching and learning within the unit of study.
Resources should include multiple means to access curriculum (i.e., audio, visual, multimedia, technology).
Internet Resources:
http://www.macmillanmh.com/science/2008/student/na/grade1/g1_ch8.html
www.kizclub.com (dressing for the weather)
www.fossweb.com (dress weather bear)
www.sesameworkshop.org (Elmo’s World Weather Game)
www.storyplace.org (help Bella Bear decide what to wear)
www.playkidsgames.com/problem_solveGames.htm (The Four Seasons)
Standards-Based Unit Planning Template
www.nasa.gov/audience/forkids/games/CS_New_Earth_Seasons.html (Seasons)
Fall
www.nenatural.com/wildflwr/fall/fallfact.html
www.123child.com/fall/leaf.html
www.urbanext.uiuc.edu/pumpkins
www.sciencemadesimple.com/leaves
Winter
www.benjerry.com/fun_stuff/online/virtual_snowman
www.eduplace.com/monthlytheme/december/winter_activities.html
www.theideabox.com/ib.php?web=special&id=wintr
Spring
www.kidsdomain.com/holiday/spring/index.html
www.eduplace.com/rdg/hmr05/k/9/activities.html
www.childfun.com/modules.php?name-News&file=article&sid=164
Summer
www.eduplace.com/monthlytheme/june/summer_activities.hrml
www.theideabox.com/ib.php?web=special&id=summer
Weather.com
http://www.weather.com/
KWTV:The 7-Day Forecast
http://www.newsok.com
National Weather Service
http://weather.noaa.gov/weather/current/KTIK.html
Interactive Weather Information Network
http://iwin.nws.noaa.gov/iwin/iwdspg1.html
EarthWatch Weather on Demand
http://www.earthwatch.com/FCST_CTR/fcst_ctr.html
EarthWatch Weather on Demand-Skywatch
http://www.earthwatch.com/SKYWATCH/skywatch.html
Encylomedia
The Four Seasons
Weather: A First Look
Magical Mother Nature: The Four Seasons
Tuffy Makes Tough Decisions: Tuffy’s Tough Decisions
Seasons
Weather: Changes and Measurement
Investigating Weather
Junior Oceanographer: Oceans, Weather, and Climate
Clouds, Weather, and Life
Brave Irene
Stage One Science: Changing Seasons
Through the Seasons with Birds: Fall
Through the Seasons with Birds: Summer
Standards-Based Unit Planning Template
Through the Seasons with Birds: Winter
When the Wind Stops
Spring
In the Small, Small Pond
The Caterpillar and the Polliwog
I SPY the Clouds Roll By
Mathica’s Mathshop: Winter Wonders
Science Facts and Fun: What’s in a Rainbow?
The Magic School Bus Kicks Up a Storm
The Magic School Bus Makes a Rainbow
Learner Activities:
Powerpoint: “The Four Seasons” by Becky Dunning
“4 Seasons” Graves County website
“Weather Tools” Graves County website
“Know Weather” Graves County website
Document Camera-looking at leaves
Intellitools
Smartboard
Read, Write, Gold
Songs: Newbridge Songs for Learning CD: Seasonal Songs with Teacher Guide
Game: Weather & Seasons center game
Tools: Weather Watch- Rain gauge, wind speed, thermometer, wind direction device
Harcourt Science: Big Book of Science Songs & Rhymes
Activity Book
Picture Cards
Teaching Transparency
My Book About Seasons student pages
My Book About Weather student pages
Translating text resource:
www.babelfish.altavista.com
www.worldlingo.com/S1157.0/noscript
www.translation2.paralink.com
SmartNotebook Activitiy (Seasons created by Emily Yates)
Part II: Click here for lesson plan template
Standards-Based Unit Planning Template
Part II: Lesson Plan Template
Lesson Topic/Focus _Seasons________________________________________
Estimated duration of lesson:___45 minutes___________
Targeted Standards:
Academic
Program of Studies
Expectations
Students will
AE-2.1 Students
understand
Understand some
scientific ways of
events in nature
thinking and
have a repeating
working and use
pattern. Weather
those methods to
changes from day to
day, but things such
solve real-life
as temperature or
problems.
precipitation tend to
be similar in the
same months every
AE-2.2 Students
year.
identify, analyze,
and use patterns
begin to develop an
such as cycles and awareness of the
trends to
purposes for which
artworks are created
understand past
(e.g. ceremonial,
and present
events and predict artistic, expression,
narrative, functional)
possible future
events.
create new and
AE-2.3 Students
identify and
analyze systems
and the ways their
components work
together or affect
each other.
experience artworks
designed to fulfill a
variety of specific
purposes
Core Content for
Assessment
Core Content 4.1
SC-EP-2.3.2
Students will
describe patterns in
weather and
weather data in
order to make
simple predictions
based on those
patterns
discovered.
Weather changes
from day to day
and over seasons.
AH-EP-3.4.1
Students will
experience
visual art
works created
for a variety
of purposes.
Other: Technology
Program of Studies
T-P-ICP-S-C1
Students will use
technology to
communicate in a
variety of modes.
T-P-SESI-U-2
Students will
understand that
technology enhances
collaboration to
contribute to a
learning community.
Kentucky
Teacher/ISTE
Standards
6.0 Teacher uses
technology to support
instruction; access and
manipulate data;
enhance professional
growth and
productivity;
communicate and
collaborate with
colleagues, parents
and the community;
and conduct research.
6.3 Integrates student
use of available
technology into
instruction.
6.4 Uses available
technology to assess
and communicate
student learning.
Standards-Based Unit Planning Template
ISTE
3.0 Use knowledge of
teaching, learning
and technology to
facilitate learning
experiences.
4.0 Teachers plan and
design authentic
learning
experiences and
assessments
incorporating
contemporary tools
and resources to
maximize content
learning.
2.3 Teachers
customize and
personalize student
learning activities to
address a variety of
learning styles, working
strategies, and abilities
through the use of
digital tools and
resources.
Targeted Essential Question(s):
What are the four seasons?
Comments:
Lesson Summary: Brief overview of the lesson
Read the book "The Seasons of Arnold's Apple Tree" aloud to the class. Student will be asked
several Guided Reading questions during the reading. Then, they will be shown various types of
apples. Apples that possibly came from the same tree, ones like in their yards, and other fruits
that grow on trees will be listed. Students will then create an art project entitled “The Seasons of
_______ Apple Tree.” They will create a picture of four apple trees and label each section with a
different season.
Part II: Lesson Plan Template
Standards-Based Unit Planning Template
Instructional Activities/Assessment: Plan strategies and activities that are equitable
and reflect best practices (e.g. student inquiry, Universal Design, conferencing,
research-based activities, problem-based learning, higher order thinking,
multiculturalism, positive behavior supports, Sheltered Instruction) Strategies
(check all that apply)
Summarizing and note taking
x Reinforcing effort and providing
recognition
Cooperative learning
Generating and testing hypotheses
X Questions, cues and advanced organizers
x Identifying similarities and differences
Homework and practice
Setting objectives and providing
feedback
Non-linguistic representations
x Other Read-aloud
Marzano http://www.marzanoandassociates.com/
Procedure
Read the book "The Seasons of Arnold's Apple Tree" aloud to the class.
1. Stop periodically to ask questions such as:
What part of the spring tree becomes the apples in summer?
What happens to the apple tree in the fall?
What does the tree look like in winter?
2. Show the students various types of apples. Ask where did these apples come from?
Did they all come from the same tree? Why not?
Do any of you have apple trees in your yard?
What kind of apples grow on them?
What other fruits grow on trees?
Activity:
1. Have the children go back to their desks and show them the art project "The Seasons of
_________ Apple Tree."
2. Explain that they are going to show the different way an apple tree looks in different
seasons.
3. Tell them they will need a black crayon and a glue stick. Give them each a sheet of light
blue 18 X 24 paper and demonstrate how to fold into 4 equal parts vertically.
4. Show them the board where the title is written and allow them time to copy the title onto
their papers and then label each section with a different season.
5. They will then glue the bare tree cut-out onto the winter section and the tree trunks onto
the other three sections.
6. As the children finish this step, call them to the center where they will use an apple cut in
half and green paint to print the tops of the trees. They then go to the second center to
use eraser ends of pencils to put white snow on the winter tree and white blossoms on
the spring tree. They use red for the apples of the summer tree and orange for the leaves
of the fall tree.
7. Students will be bring finished work up to the front of the room and share their work under
Standards-Based Unit Planning Template
the document camera. They will be asked to explain what season their tree represents.
As a summative assessment, student will then watch the review video clip from
McMillan-McGraw Hill
http://www.macmillanmh.com/science/2008/student/na/grade1/g1_ch8.html and
complete the Test Prep multiple choice question quiz together as a class.
Evaluation/Assessment (Formative, Summative, CATS-like)
Pre-Assessment
Open Response
Anecdotal Records
On-Demand
Checklist
Writing Portfolio Tasks
X Multiple Choice
X Quiz/Test
Open-Ended
Self-Assessment/Reflection
x Questioning Techniques
Other
Click here for Kentucky General Scoring Guide, Holistic Scoring Guide, and Rubric Template.
Another useful resource is English Language Proficiency Standards for Kentucky Schools
Instructional Companion
Notes:
Part II: Lesson Plan Template
Resources/Technology: Think about practical issues and materials needs for lesson
implementation.








Book - "The Seasons of Arnold's Apple Tree"
apples
18'X24" light blue construction paper for each student
pencils with eraser
green, orange, red, and white tempera paint
Internet access to
http://www.macmillanmh.com/science/2008/student/na/grade1/g1_ch8.html
Projector screen
Document Camera
Additional Notes/Attachments
I used one of the best practice strategies in this lesson. KET Encyclomedia!! 
Standards-Based Unit Planning Template
Part II: Lesson Plan Template
Lesson Topic/Focus:_______Shadows_________________________________
Estimated duration of lesson:_____45 minutes (continued
lesson)_______
Targeted Standards:
Program of Studies
Academic
Expectations
AE-2.1 Students
understand
scientific ways of
thinking and
working and use
those methods to
solve real-life
problems.
AE-2.2 Students
identify, analyze,
and use patterns
such as cycles and
trends to
understand past
and present
events and predict
possible future
events.
AE-2.3 Students
identify and
analyze systems
and the ways their
components work
together or affect
each other.
Core Content for
Assessment
Students will
Core Content 4.1
Observe the
locations and real or
apparent movements
of the sun
SC-EP-2.3.3
Students will
describe the
properties,
locations and real
or apparent
movements of
objects in the sky
(sun, moon)
Investigate evidence
of interaction
between the sun and
the Earth (e.g.
shadows, position of
the sun relative to
horizon)
SC-EP-2.3.4
Students will
describe the
movement of the
sun in the sky
using evidence of
interactions of the
sun with the Earth
(e.g. shadows,
position of sun
relative to horizon)
to identify patterns
of movement.
Other: Technology
Program of Studies
T-P-ICP-U-1
Students will
understand that
technology is used in
all content areas to
support directed and
independent
learning.
T-P-SESI-U-5
Students will
understand that
assistive technology
supports learning to
ensure equitable
access to a
productive life.
Kentucky
Teacher/ISTE
Teacher Standards
6.0 Teacher uses
technology to support
instruction; access and
manipulate data;
enhance professional
growth and
productivity;
communicate and
collaborate with
colleagues, parents
and the community;
and conduct research.
6.1 Uses available
technology to design
and plan instruction.
Standards-Based Unit Planning Template
6.2 Uses available
technology to
implement instruction
that facilitates student
learning.
ISTE Standards
1.0 Teachers use their
knowledge of
teaching, learning,
and technology to
facilitate learning
experiences.
3.3 Teachers
communicate relevant
information and ideas
effectively to students,
parents, and peers
using a variety of
digital-age media and
formats.
Targeted Essential Question(s):
What are some patterns of the objects in the sky?
Lesson Summary: Brief overview of the lesson
Students will be drawing shadows at different times during the day and noting where the
sun was in the sky. They will record whether or not the shadow is getting longer or
shorter as the day goes on.
Part II: Lesson Plan Template
Instructional Activities/Assessment: Plan strategies and activities that are equitable
and reflect best practices (e.g. student inquiry, Universal Design, conferencing,
research-based activities, problem-based learning, higher order thinking,
multiculturalism, positive behavior supports, Sheltered Instruction)
Standards-Based Unit Planning Template
Strategies (check all that apply)
Summarizing and note taking
x
x
x
Cooperative learning
Questions, cues and advanced organizers
Homework and practice
x
X
Non-linguistic representations
Reinforcing effort and providing
recognition
Generating and testing hypotheses
Identifying similarities and differences
Setting objectives and providing
feedback
Other
Marzano http://www.marzanoandassociates.com/
Procedure
Students have been drawing shadow throughout the day prior to the lesson.
Have students get a partner, sidewalk chalk and go outside on the sidewalk. Students
will trace each others’ shadow on the concrete and record the time on their Shadow
Observation Time Sheet. After returning inside, discuss what they have drawn and pose
questions such as “Where is the Sun right now? Is it high in the sky? Will it be in the
same place tonight? How does the sky help us know what time it is? Is your shadow
similar/different than your partner’s shadow?”
The students will view a video from KET Encyclomedia where they learn that the sun
does not move, but the Earth rotates. Shadows are longer/shorter at different times of
the day because the Sun is in different places in the daytime sky. Ask children where
the sun is in the sky when shadows are the longest. Why is that? Allow students to
work with their partners to come up with an answer to this question. They will work
together to design a poster explaining why shadows are longer when the sun is either
high in the sky or low in the sky. Allow them to share their answers and explain that the
correct answer will be revealed the following day.
For homework, students will record two more times on their Shadow Observation Time
Sheet. 5:00pm and 7:00pm. They will also note if their shadow was longer or shorter
than the time before at school.
Evaluation/Assessment (Formative, Summative, CATS-like)
Pre-Assessment
Open Response
Anecdotal Records
On-Demand
Checklist
Writing Portfolio Tasks
Multiple Choice
Quiz/Test
Open-Ended
Self-Assessment/Reflection
Questioning Techniques
x Other
Click here for Kentucky General Scoring Guide, Holistic Scoring Guide, and Rubric Template.
Another useful resource is English Language Proficiency Standards for Kentucky Schools
Instructional Companion
Notes:
Part II: Lesson Plan Template
Standards-Based Unit Planning Template
Resources/Technology: Think about practical issues and materials needs for lesson
implementation.
Sidewalk Chalk
Shadow Observation Time Sheet
Posterboard
KET Encyclomedia Video (The Sun and the Earth)
Additional Notes/Attachments
I used one of the best practice strategies in this lesson. KET Encyclomedia!! 
Standards-Based Unit Planning Template
Part II: Lesson Plan Template
Lesson Topic/Focus:__Kinds of Weather_______________________________
Estimated duration of lesson: 45 minutes___________
Targeted Standards:
Academic
Program of Studies
Expectations
Students will
AE-2.1 Students
Understand some
understand
events in nature
scientific ways of
have a repeating
thinking and
pattern. Weather
working and use
changes from day to
those methods to
day, but things such
solve real-life
as temperature or
precipitation tend to
problems.
be similar in the
same months every
year.
AE-2.2 Students
identify, analyze,
Observe weather
and use patterns
conditions and
such as cycles
record weather data
and trends to
over time using
understand past
appropriate tools
(e.g. thermometer,
and present
events and predict wind vane, rain
gauge, etc.)
possible future
events.
Use weather data to
describe weather
conditions and make
AE-2.3 Students
simple predications
identify and
based on patterns
analyze systems
observed (e.g. daily,
and the ways their weekly, seasonal
patterns)
components work
together or affect
each other.
Core Content for
Assessment
Core Content 4.1
SC-EP-2.3.2
Students will
describe patterns in
weather and
weather data in
order to make
simple predictions
based on those
patterns
discovered.
Other: Technology
Program of Studies
T-P-ICP-U-1
Students will
understand that
technology is used in
all content areas to
support directed and
independent
learning.
T-P-SESI-U-2
Students will
understand that
technology enhances
collaboration to
contribute to a
learning community.
T-P-ICP-S-l2
Students will use and
care for technology.
T-P-RIPSI-R1
Students will use
teacher-directed
Internet sources as a
resource for
information; use
electronic resources
to access and
retrieve information.
T-P-RIPSI-S-lP1
Students will gather
technology
information/data and
use for problem
solving in all content
areas.
Standards-Based Unit Planning Template
Kentucky
Teacher/ISTE
Standards
6.0 Teacher uses
technology to support
instruction; access and
manipulate data;
enhance professional
growth and
productivity;
communicate and
collaborate with
colleagues, parents
and the community;
and conduct research.
6.1 Uses available
technology to design
and plan instruction.
6.2 Uses available
technology to
implement instruction
that facilitates student
learning.
6.3 Integrates student
use of available
technology into
instruction.
ISTE Standards
1.2 Teachers engage
students in exploring
real-world issues and
solving authentic
problem using digital
tools and resources.
2.0 Teachers plan and
design authentic
learning experiences
and assessment
incorporating
contemporary tools and
resources to maximize
content learning in
context and to develop
the knowledge, skills
and attitudes.
Standards-Based Unit Planning Template
Targeted Essential Question(s):
What are some kinds of weather? What are some weather tools?
Lesson Summary: Brief overview of the lesson
Students will be collecting data in their journals about today’s weather. They have been
studying weather all year long and will be using tools to gather weather data for today.
Students will also make a prediction if we will be able to go outside for recess today
based on the information they research on the internet, using a few teacher-selected
sites.
Standards-Based Unit Planning Template
Part II: Lesson Plan Template Instructional Activities/Assessment: Plan strategies and
activities that are equitable and reflect best practices (e.g. student inquiry,
Universal Design, conferencing, research-based activities, problem-based
learning, higher order thinking, multiculturalism, positive behavior supports,
Sheltered Instruction) Strategies (check all that apply)
x Summarizing and note taking
x Reinforcing effort and providing
recognition
x Cooperative learning
Generating and testing hypotheses
x Questions, cues and advanced organizers
Identifying similarities and differences
Homework and practice
Setting objectives and providing
feedback
Non-linguistic representations
Other
Marzano http://www.marzanoandassociates.com/
Procedure
Students will record the weather data in their weather journals as they have been since the
beginning of the year. They will record the rain gauge, temperature from the inside
thermometer, sky conditions and record if any precipitation is happening at the time. One
student will walk to the front of the school to check the wind speed based on the flag.
Students will be given a partner to research on the computers if we will be able to go
outside for recess.
They will open up the internet browser and click My Favorites and choose one the
following websites:
Weather.com
http://www.weather.com/
KWTV:The 7-Day Forecast
http://www.newsok.com
National Weather Service
http://weather.noaa.gov/weather/current/KTIK.html
Interactive Weather Information Network
http://iwin.nws.noaa.gov/iwin/iwdspg1.html
EarthWatch Weather on Demand
http://www.earthwatch.com/FCST_CTR/fcst_ctr.html
EarthWatch Weather on Demand-Skywatch
http://www.earthwatch.com/SKYWATCH/skywatch.html
Students will write a report telling if we are able to go outside for recess. (remembering
the rule about 45 degrees) Will we need hats or coats? Will we need light jackets? No
jackets?
One group will be chosen to record their report on the daily weather pictograph and all
other groups will share their weather reports to their classmates.
Evaluation/Assessment (Formative, Summative, CATS-like)
Standards-Based Unit Planning Template
x
Pre-Assessment
Anecdotal Records
Checklist
Multiple Choice
Open-Ended
Questioning Techniques
x
Open Response
On-Demand
Writing Portfolio Tasks
Quiz/Test
Self-Assessment/Reflection
Other Reports
Click here for Kentucky General Scoring Guide, Holistic Scoring Guide, and Rubric Template.
Another useful resource is English Language Proficiency Standards for Kentucky Schools
Instructional Companion
Notes:
Part II: Lesson Plan Template
Resources/Technology: Think about practical issues and materials needs for lesson
implementation.
Weather tools (rain gauge and thermometer)
Journals
Classroom computers with access to Internet
Websites saved as My Favorites
Weather graph
Additional Notes/Attachments