Unit Plan Template
Note: Type in the gray areas.
Unit Author
First and Last Name
Melissa Johnston
Author's E-mail Address
mjj1@muw.edu
Course Name(s)
Instructional Technology
Course Number(s)
ED 503
Course Section(s)
Fall 2011
School City, State, Zip
Mississippi University for Women
1100 College Street
Columbus, MS 39701
Instructor Name(s):
Dr. Richard Holden
Unit Overview
Unit Plan Title
Wild and Wacky Weather
Curriculum-Framing Questions
What weather related natural disasters could Mississippi be
susceptible to?
Essential Question
What makes up Earth’s atmosphere?
How do air masses affect weather?
How is weather predicted?
What type storms are we susceptible to?
How can we track these weather systems?
How will we prepare for them?
What should we include in a safety kit to have ready for
severe weather incidents?
Unit Questions
Unit Summary
I N T E L ®
T E A C H
T O
© 2001 Intel. All rights reserved.
T H E
F U T U R E
1
Air masses form, move, and change in predictable ways. Observing these patterns of
changes in Earth’s atmosphere is essential to weather prediction. We will also investigate
weather in relation to our state specifically.
Subject Area(s): (List all subjects that apply)
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
Targeted State Frameworks/Content Standards/Benchmarks
Mississippi Standards:
4th Grade Science
5a Describe how external forces including heat, wind and water affect the Earth’s surface.
6 Explore changes that occur in the Earth’s atmosphere.
6a Analyze and predict the weather using the thermometer, anemometer, rain gauge,
barometer and hygrometer.
6b Recognize and collect data of extreme weather conditions.
8 Investigate the changes in the states of matter.
8b Demonstrate transformations of the states of matter.
10 Develop the process of measurement and the concepts related to units of measurement.
10a Measure a given object using specified scientific measurement.
I N T E L ®
T E A C H
T O
© 2001 Intel. All rights reserved.
T H E
F U T U R E
2
Procedures
•Review and analyze theories about processes that take place in Earth’s atmosphere
as to their strengths and weaknesses using scientific evidence and information.
•Describe the composition of Earth’s atmosphere.
•Explain what is meant by air pressure.
•Compare and contrast the layers of the atmosphere.
•Identify the sun as the major source of energy for Earth and recognize that this star
provides the energy needed to generate wind and weather.
•Explain what causes the greenhouse effect.
•Compare and contrast air masses, and explain what happens when they pass over
an area.
•Explain how different weather conditions are measured.
•Recognize symbols on weather maps.
•Discover some weather related natural disasters our state could be susceptible to.
•Develop a family safety plan for emergencies.
•Discuss what should go into and “build” a safety kit.
Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.)
5 days, 50 minute class period per day
Prerequisite Skills
Students should have completed weather related science content for grades 1 – 3.
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
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
VCR
Video Camera
Video Conferencing Equip.
Other:
Web Page Development
Word Processing
Other: Power Point
Presentation prepared by
teacher.
Textbook Used: Harcourt Science, Mississippi Edition Grade
4
Printed Materials
Chapter Title: Weather Conditions
I N T E L ®
T E A C H
T O
© 2001 Intel. All rights reserved.
T H E
F U T U R E
3
Supplies
Textbook, paper, pencil, graphic organizers provided by
teacher, printed safety plan template provided by teacher
http://www.theweatherchannelkids.com/
Internet Resources
http://www.geography4kids.com/files/atm_intro.html
http://www.ready.gov/kids
Others
Accommodations for Differentiated Instruction
Resource Student
Students who are working below grade level will receive
one-on-one and small group instruction from the teacher
and also from the 4th grade RTI interventionist. Students
may also come to the teacher during activity period or
recess for additional help and explanation.
Gifted Student
Students showing mastery of requirements can complete
the following activity as time allows: Students will locate
seven destinations on a world map, one for each continent.
They must record the high and low temperatures of each
location for one week. They will also research the cultures
of the various locations. If a location has only plants and
animals and no native people, students should make note of
what lives there. Students will the write and illustrate a
picture book for younger students titled, “If I Lived in a Place
Like This.” Students should use the title as a repeating
phrase in the picture book as they tell about each location.
Students should include information about weather patterns,
the clothes they would wear, the home they would live in,
etc.
Student Assessment
Unit test; safety plan, graphic organizers completed, preview guide
Page 4 of 4