Conceptual Unit - Weather and Change
The cumulative project over the course of the semester was creating a conceptual unit. We were guided through all stages of the unit writing process and had the opportunity to write lessons, develop cross-curricular activities, design assessments, create a technology project, and even plan a field trip. It was a great learning experience and copies of the unit itself are posted in sections below.
Unit Planning
When planing this unit, it was important to first select a standard and then consider what the big conceptual idea would be. Once the concept of change was selected, we made the decisions on how the concept would be incorporated into each day of teaching. Pre-requisite skills, lesson objectives, and daily bridges were also planned and considered in this section.
Unit Planning | |
File Size: | 159 kb |
File Type: | docx |
Lesson Plans
In the Winds of Change Unit, the lessons are specifically thought out and designed for every type of learner. The teacher is going beyond just “telling,” and having the students actively and eagerly involved in each lesson. Connections are made throughout the unit by relating the weather back to the concept of change. On the first day of the unit, the teacher will introduce the idea of change by having the students participate in “Silent Conversations,” where they will connect change to their life and also begin to think about change related to weather. This will set the foundation for the following days of instruction. In order to highlight these connections to change throughout the unit, they are highlighted in blue.
To connect the content every day, the teacher will create a “Weather Wall” in the classroom. This will serve as a visual aid as they learn about the concept of change and how it is interwoven into weather. Throughout the lessons, the teacher will create organizers and models to incorporate on the wall, as well as displaying student work and examples of changes in the water cycle, cloud formation, and different weather phenomena. The “Weather Wall” will also assist the students in reviewing the material each day. To highlight the bridges throughout lessons, they are highlighted in green.
In order to promote learning throughout the unit, the students are given hands-on practice opportunities to explore the content. As the teacher is presenting the content in a fun and interactive way, the students are creating foldables and completing graphic organizers, in which they guided along with their note taking. For practice, the students get to take that knowledge and explore more in depth while applying the content to change and everyday situations. The teacher will provide questions to assist the students while they are learning in order to check for understanding as well as challenge the students to reach a higher level of cognitive development.
To close out the unit, the students will complete a culminating activity where they role-play as the meteorologist. This incorporates a variety of learning styles as well as applying the knowledge and content from the unit. In conclusion, the teaching, practice, and assessments provided in these lessons were created to encompass every learning style as well as to challenge every student to their highest level of learning.
To connect the content every day, the teacher will create a “Weather Wall” in the classroom. This will serve as a visual aid as they learn about the concept of change and how it is interwoven into weather. Throughout the lessons, the teacher will create organizers and models to incorporate on the wall, as well as displaying student work and examples of changes in the water cycle, cloud formation, and different weather phenomena. The “Weather Wall” will also assist the students in reviewing the material each day. To highlight the bridges throughout lessons, they are highlighted in green.
In order to promote learning throughout the unit, the students are given hands-on practice opportunities to explore the content. As the teacher is presenting the content in a fun and interactive way, the students are creating foldables and completing graphic organizers, in which they guided along with their note taking. For practice, the students get to take that knowledge and explore more in depth while applying the content to change and everyday situations. The teacher will provide questions to assist the students while they are learning in order to check for understanding as well as challenge the students to reach a higher level of cognitive development.
To close out the unit, the students will complete a culminating activity where they role-play as the meteorologist. This incorporates a variety of learning styles as well as applying the knowledge and content from the unit. In conclusion, the teaching, practice, and assessments provided in these lessons were created to encompass every learning style as well as to challenge every student to their highest level of learning.
Lesson Plans | |
File Size: | 2768 kb |
File Type: | docx |
Assessment
In this unit, the assessments are created to evaluate student learning based on teacher instruction. They are aligned with instruction and practice, so that students are assessed based on their knowledge of content. The assessments are differentiated according to Bloom’s Taxonomy, so that students are challenged to apply their knowledge using different skill sets. Different learning styles were also accommodated in the creation of the formative assessments. The learning styles include visual, verbal, kinesthetic, solitary, and social. Students are able to track their progression of learning from the pre-test assessment to the summative assessment using the daily formative assessments. This progress also allows the teacher to see where she needs to re-teach or provide extra practice for students. The summative assessment compiles all of the instruction from the unit and assesses students’ comprehensive knowledge of the content.
Assessment | |
File Size: | 220 kb |
File Type: | docx |
Student Differences
The instruction and lessons were specifically designed to accommodate all learners. In order for all students to be successful and completely learn the content, the lessons include differentiation for both high-level student learners, as well as low-level student learners. The high-level learners are not just given more of the same work, but are challenged to reach new heights by applying their knowledge and skills in a variety of activities. The low-level learners are also encouraged and challenged on a level that is appropriate for their learning. They will be gaining the same content knowledge, just applying it in different ways depending on their needs. Throughout the lessons, the teacher will be engaging all students by asking leveled questions according to Bloom’s Taxonomy.
Through formative assessments and anecdotal notes, the teacher will be able to accommodate leaders who need re-teaching or extension. The Changes in Weather unit incorporates many additional resources in order to adjust all lessons for expansion or re-teaching. Incorporating multiple intelligences throughout the unit also allows for every learning style to be reached. Our table groups are thought out and specifically designed to incorporate both higher and lower students to be engaged and actively involved in the lessons. The students are encouraged to pair with different partners, so they acquire skills and ability to work with a variety of learners.
The activities and strategies used throughout the lessons contain a purpose for learning and prior knowledge is used to make connections to new content. Students are engaged in learning by discrepant events, videos, sound clips, participating in class circles, discussing with partners, filling out foldables, creating and drawing, and reviewing from the Weather Wall. Students with different backgrounds will be presented with knowledge in a fun and inviting way, and will be able to experience and learn in the accommodating learning environment that is created. No matter the learning style or type of learner, the Winds of Change unit accommodates and incorporates strategies to empower each student to learn and achieve to their fullest potential.
Through formative assessments and anecdotal notes, the teacher will be able to accommodate leaders who need re-teaching or extension. The Changes in Weather unit incorporates many additional resources in order to adjust all lessons for expansion or re-teaching. Incorporating multiple intelligences throughout the unit also allows for every learning style to be reached. Our table groups are thought out and specifically designed to incorporate both higher and lower students to be engaged and actively involved in the lessons. The students are encouraged to pair with different partners, so they acquire skills and ability to work with a variety of learners.
The activities and strategies used throughout the lessons contain a purpose for learning and prior knowledge is used to make connections to new content. Students are engaged in learning by discrepant events, videos, sound clips, participating in class circles, discussing with partners, filling out foldables, creating and drawing, and reviewing from the Weather Wall. Students with different backgrounds will be presented with knowledge in a fun and inviting way, and will be able to experience and learn in the accommodating learning environment that is created. No matter the learning style or type of learner, the Winds of Change unit accommodates and incorporates strategies to empower each student to learn and achieve to their fullest potential.
Student Differences | |
File Size: | 148 kb |
File Type: | docx |
Technology
In this unit, technology is incorporated into almost every lesson to enhance instruction. Students are listening to music, interacting with diagrams on the Promethean board, doing independent research for expert shares, and watching videos of weather phenomena. The technology used each day helps give students a deeper understanding of the content and differentiates instruction so that it is not always teacher-based lectures.
The biggest piece of technology in the unit is the culminating activity on day five of instruction. For the culminating activity, students are given a case study about a specific weather phenomenon. Students will need to apply their knowledge of the water cycle, clouds, and dangerous weather to solve the case study and determine what is happening in the environment. Once they determine the weather phenomena, students will be asked to present a meteorology report using their personal devices, and they will be graded according to a teacher made rubric. Like a real meteorologist, students will write out a script of what they need to tell the community. They will inform the community about the dangerous weather, they will say what changes in the environment are occurring to create these conditions, they will tell the community how to protect themselves, and for extra credit, students can enhance their technology project with additional features listed in the rubric. This technology project will enhance instruction because it is a culminating activity that requires the students to apply their knowledge and present it in a confident manner. It is motivating to students, because they will have a product that they can be proud of at the end of the project and they will have the opportunity to share their reports with the class. This project is different from traditional classroom instruction because it is completely student lead and it is very high level thinking to apply knowledge. Since all students have their own device, it will not be a problem providing technology access for all students. If some students’ devices do not work, then additional devices can be put on reserve in the computer lab. If all else fails, then the teacher will be able to record students programs and then give the students an opportunity to edit their reports in the computer lab on a following day. Evidence of an example project can be found by following this link to the YouTube Video. (https://www.youtube.com/watch?v=vczZX-Wj-ys)
The biggest piece of technology in the unit is the culminating activity on day five of instruction. For the culminating activity, students are given a case study about a specific weather phenomenon. Students will need to apply their knowledge of the water cycle, clouds, and dangerous weather to solve the case study and determine what is happening in the environment. Once they determine the weather phenomena, students will be asked to present a meteorology report using their personal devices, and they will be graded according to a teacher made rubric. Like a real meteorologist, students will write out a script of what they need to tell the community. They will inform the community about the dangerous weather, they will say what changes in the environment are occurring to create these conditions, they will tell the community how to protect themselves, and for extra credit, students can enhance their technology project with additional features listed in the rubric. This technology project will enhance instruction because it is a culminating activity that requires the students to apply their knowledge and present it in a confident manner. It is motivating to students, because they will have a product that they can be proud of at the end of the project and they will have the opportunity to share their reports with the class. This project is different from traditional classroom instruction because it is completely student lead and it is very high level thinking to apply knowledge. Since all students have their own device, it will not be a problem providing technology access for all students. If some students’ devices do not work, then additional devices can be put on reserve in the computer lab. If all else fails, then the teacher will be able to record students programs and then give the students an opportunity to edit their reports in the computer lab on a following day. Evidence of an example project can be found by following this link to the YouTube Video. (https://www.youtube.com/watch?v=vczZX-Wj-ys)
Technology Project | |
File Size: | 1025 kb |
File Type: | docx |
Cross-Curricular Activities
During the Winds of Change Unit, the teacher will be able to enhance student learning by incorporating this science standard across curriculum. Integrating the content of weather into math, language arts, social studies, art, and music will give the students the opportunity to apply what they are learning and deepen their understanding. It will also allow the students to see the connections to other subject areas and parts of their life. Taking a hands-on approach and interweaving the weather theme and topic throughout the school day enhances student learning and achievement.
In the subject of math, students will participate in daily data where they will share their favorite weather and create a scaled bar graph to represent the data. They will also be collecting data of the weather throughout the month of April and learn how to chart it correctly on a bar graph. This will allow the students to be able to compare weather on different days and determine the most seen weather during the month. For Language Arts, students will read stories from the “I Survived” series and learn about more natural disasters and weather phenomena enhancing their learning from science. They will be writing letters as the character from their story in order to describe characters and explain how their actions contribute to the sequence of events. Also, in Social Stories, the students will research and identify ways to prepare for natural disasters in the United States.
In order for students to explore the content creatively, Art and Music will provide opportunities to use watercolors to depict certain weather patterns as well as sing songs dealing with different kind of weather. These cross-curricular activities will allow students to be engaged and immersed in the content of the Winds of Change unit as they enhance their learning and improve student achievement.
In the subject of math, students will participate in daily data where they will share their favorite weather and create a scaled bar graph to represent the data. They will also be collecting data of the weather throughout the month of April and learn how to chart it correctly on a bar graph. This will allow the students to be able to compare weather on different days and determine the most seen weather during the month. For Language Arts, students will read stories from the “I Survived” series and learn about more natural disasters and weather phenomena enhancing their learning from science. They will be writing letters as the character from their story in order to describe characters and explain how their actions contribute to the sequence of events. Also, in Social Stories, the students will research and identify ways to prepare for natural disasters in the United States.
In order for students to explore the content creatively, Art and Music will provide opportunities to use watercolors to depict certain weather patterns as well as sing songs dealing with different kind of weather. These cross-curricular activities will allow students to be engaged and immersed in the content of the Winds of Change unit as they enhance their learning and improve student achievement.
Cross-Curricular | |
File Size: | 766 kb |
File Type: | docx |
Field Trip
In this unit, I had the opportunity to plan a field trip to Alabama's 13 News Station. It was a unique trip that allowed the students to be a meteorologist for the day! Details about the trip such as parent letters, permission slips, schedules, and emergency plans can be found below.
Field Trip | |
File Size: | 49 kb |
File Type: | docx |
Rationale
The Winds of Change Unit was designed to incorporate instructional strategies that appeal to different learning preferences and different learning styles. They were created with expectations in mind to challenge students to their fullest potential. The topic of weather was chosen because it is a major 3rd grade standard and it is content that can be taught in a variety of ways and applied to everyday life. Instructional strategies included explicit teaching, peer collaborating, visual aids, hands-on activities, music, art, and technology. These were chosen to differentiate instruction in order to appeal to a variety of students and learning styles.
Formative assessments were designed throughout the unit with the objective in mind. They allow the teacher to see the students’ progression and assess their knowledge on each day. Teacher made rubrics allow for fair and specific guidelines to show what content needs to be re-taught and which students need to be provided with extension. The summative assessment combines all the content taught and assesses students’ knowledge of content and application. The culminating activity also provides an authentic assessment for both students and the teacher.
Before the start of this unit, students will need to have specific social, cognitive, and motor development skills that are appropriate for 3rd grade in order to be successful. Socially, students will need to be able to work cooperatively with a group or partner and have been exposed to different types of weather. Cognitively, students will need to be able to read, write, listen, and speak appropriately on a 3rd grade level. For motor development skills, students need to be able to create a foldable and mature enough to work with technology.
This unit begins with an introduction to change and how it applies to students’ lives. The changes in the water cycle are introduced on day two and explored through a variety of activities. On day three, the students learn how changes in the water cycle impact cloud formation. They explore four cloud types with hands-on creations and graphic organizers. Next, the teacher introduces four weather phenomena that are caused by changes in the cumulonimbus clouds. Students are able to discover through peer collaboration how the weather phenomena occur and how they impact the environment. The final day will allow the students to incorporate technology to apply their knowledge and learning throughout the unit. They will role-play as a meteorologist and give an in-depth weather report including the content they have learned. Students will also be able to connect this content to their lives by taking a Field Trip to Alabama 13 and discover what being a meteorologist would look like. Resources throughout the lessons enhance the learning and provide opportunities for the students to explore the content more in depth. In conclusion, the Winds of Change unit provides instructional strategies that are aligned with best practice in order for every student to learn and succeed.
Formative assessments were designed throughout the unit with the objective in mind. They allow the teacher to see the students’ progression and assess their knowledge on each day. Teacher made rubrics allow for fair and specific guidelines to show what content needs to be re-taught and which students need to be provided with extension. The summative assessment combines all the content taught and assesses students’ knowledge of content and application. The culminating activity also provides an authentic assessment for both students and the teacher.
Before the start of this unit, students will need to have specific social, cognitive, and motor development skills that are appropriate for 3rd grade in order to be successful. Socially, students will need to be able to work cooperatively with a group or partner and have been exposed to different types of weather. Cognitively, students will need to be able to read, write, listen, and speak appropriately on a 3rd grade level. For motor development skills, students need to be able to create a foldable and mature enough to work with technology.
This unit begins with an introduction to change and how it applies to students’ lives. The changes in the water cycle are introduced on day two and explored through a variety of activities. On day three, the students learn how changes in the water cycle impact cloud formation. They explore four cloud types with hands-on creations and graphic organizers. Next, the teacher introduces four weather phenomena that are caused by changes in the cumulonimbus clouds. Students are able to discover through peer collaboration how the weather phenomena occur and how they impact the environment. The final day will allow the students to incorporate technology to apply their knowledge and learning throughout the unit. They will role-play as a meteorologist and give an in-depth weather report including the content they have learned. Students will also be able to connect this content to their lives by taking a Field Trip to Alabama 13 and discover what being a meteorologist would look like. Resources throughout the lessons enhance the learning and provide opportunities for the students to explore the content more in depth. In conclusion, the Winds of Change unit provides instructional strategies that are aligned with best practice in order for every student to learn and succeed.
Rationale | |
File Size: | 136 kb |
File Type: | docx |
Additional Resources
In this unit, a variety of resources are used to enhance instruction on a daily basis. Each lesson begins with an engagement activity that uses some form of materials. The engagement activity can be microwaving a bar of soap, dying shaving cream with food coloring, and even listening to different weather sounds. Each of these engagement activities is important and meaningful, because the activities provide a frame of reference for the rest of the lesson and help set up the concept of change to be explored throughout the lesson.
During direct instruction, there are many resources used to help provide visual aids for the students. Sometimes graphic organizers are used, but most of the time the students are interacting with the “weather wall” to make instruction more engaging. The “weather wall” is the most important material used in this unit, and it is all completely made from scratch by the teacher and by the class. The teacher starts the weather wall by creating the water cycle, and then throughout the unit, different cloud types, silent conversations, and raindrops are added to the weather wall. Most everything that is made on the weather wall is student led and it gives the students pride and personal connection to the unit. This material is much more important than any graphic organizer and it really enhances instruction.
Opportunities for practice involve expert shares, silent conversations, drawing and writing about different cloud types, and even applying knowledge to real world situations. Although opportunities for practice often involve writing, the writing is varied and presented in a new way each day so that the lessons stay engaging and do not become mundane. Assessment is similar to opportunity for practice because students are working to make foldables, write exit slips, and do journal entries. Again, while these activities all involve writing, the writing is varied from day to day so that the lessons to not become repetitive.
Music and art are incorporated in this unit as well. Students listen to different weather sounds and listen to fun rap songs about the different content for the day in order to incorporate music into the unit. Students are also given opportunities to draw the water cycle and draw different cloud types. For cloud types, students get to draw the clouds in shaving cream as well as create the clouds with cotton balls in order to incorporate art into the unit.
Throughout the unit a variety of materials and resources are used to enhance instruction, make it engaging, and differentiate to appeal to a variety of learning styles. While there is plenty of direct instruction, he materials provide visuals for students and allow them to physically interact with all of the different concepts. A list of all materials and resources needed to complete a lesson are listed at the end of each unit.
During direct instruction, there are many resources used to help provide visual aids for the students. Sometimes graphic organizers are used, but most of the time the students are interacting with the “weather wall” to make instruction more engaging. The “weather wall” is the most important material used in this unit, and it is all completely made from scratch by the teacher and by the class. The teacher starts the weather wall by creating the water cycle, and then throughout the unit, different cloud types, silent conversations, and raindrops are added to the weather wall. Most everything that is made on the weather wall is student led and it gives the students pride and personal connection to the unit. This material is much more important than any graphic organizer and it really enhances instruction.
Opportunities for practice involve expert shares, silent conversations, drawing and writing about different cloud types, and even applying knowledge to real world situations. Although opportunities for practice often involve writing, the writing is varied and presented in a new way each day so that the lessons stay engaging and do not become mundane. Assessment is similar to opportunity for practice because students are working to make foldables, write exit slips, and do journal entries. Again, while these activities all involve writing, the writing is varied from day to day so that the lessons to not become repetitive.
Music and art are incorporated in this unit as well. Students listen to different weather sounds and listen to fun rap songs about the different content for the day in order to incorporate music into the unit. Students are also given opportunities to draw the water cycle and draw different cloud types. For cloud types, students get to draw the clouds in shaving cream as well as create the clouds with cotton balls in order to incorporate art into the unit.
Throughout the unit a variety of materials and resources are used to enhance instruction, make it engaging, and differentiate to appeal to a variety of learning styles. While there is plenty of direct instruction, he materials provide visuals for students and allow them to physically interact with all of the different concepts. A list of all materials and resources needed to complete a lesson are listed at the end of each unit.
Materials and Resources | |
File Size: | 388 kb |
File Type: | docx |