online resources€¦ · dci ess2.d weather and climate in the elementary grades and beyond. •...
TRANSCRIPT
Online Resources
Weather and Climate Click on each lesson segment to access its online resources. Page numbers refer to pages in the Teacher Guide. Some links provide access to files created by the Core Knowledge Foundation, including PDF documents that you can download and view with the appropriate software (such as Adobe Reader).
About This Unit
Unit Opener
Lesson 1
Lesson 1.1 Lesson 1.2 Lesson 1.3 Lesson 1.4
Lesson 1.5
Lesson 1.6
Lesson 2
Lesson 2.1 Lesson 2.2 Lesson 2.3 Lesson 2.4
Lesson 3
Lesson 3.1
Lesson 3.2
Lesson 3.3
Lesson 3.4
Lesson 3.5
Lesson 4
Lesson 4.1 Lesson 4.2
Lesson 4.3.1
Lesson 4.3.2
Lesson 4.4 Unit Capstone
Additional Resources
Unit Supplement Teacher
Resources
Extend and customize this unit for your students using the CKSci Additional Activities
Online Resources
CKSci Online Resources include links to sites external to the Core Knowledge Foundation and the coreknowledge.org website. These external sites are owned and operated by third-parties, and the Core Knowledge Foundation is not responsible for any errors or omissions in either the links themselves or the content of the websites. If you experience any difficulties when attempting to access one of the linked resources found here, please contact us.
About This Unit Page Resource Links 1 Note to Teachers and Curriculum Planners
• The learning progressions of Disciplinary Core Ideas offer guidanceregarding the scope and sequence of learning about DCI ESS2.D Weatherand Climate in the elementary grades and beyond.
• Learn more about these core ideas and their related content by readingthe corresponding Segment of A Framework for K–12 Science Education.
2 Notes to Core Knowledge Teachers: 2019 Core Knowledge Science Sequence for this unit: Domain—Grade 3 Unit 4 Weather and Climate
CKSci correlations to the 2010 Core Knowledge Sequence— • GRADE 3• GRADE 4• GRADE 5• Interactive graphic of these correlations
3 This unit has been informed by the following Next Generation Science Standards (NGSS) Performance Expectations: Topic—3. Weather and Climate
• 3-ESS2-1• 3-ESS2-2• 3-ESS3-1*
* Expectations that integrate engineering design practices and knowledge arenote above with an asterisk.
Alignment of CKSci Grade 3 Unit 4 to NGSS (Microsoft Excel required for full functionality) Learn more about the Next Generation Science Standards:
Additional Resources to Understand the Three Dimensions of the Next Generation Science Standards
11 Resources for Effective and Safe Classroom Activities
Materials Supply List: Grade 3 Unit 4 Weather and Climate
13 Pacing Guides for CKSci Grades 3-5
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Unit Overview and Opener
Page Resource Links 17 Performance Expectation:
• 3-ESS2-1 Evidence Statements for 3-ESS2-1
Science and Engineering Practices: Asking Questions and Defining Problems
• From the Framework: Pages 54–56
Disciplinary Core Idea: ESS2.D Weather and Climate
• From the Framework: Pages 186–189
Crosscutting Concept: Patterns • From the Framework:
Page 85–87
18 [VIDEOS] State Fair Closed Due to Threat of Rain Storms Don’t Dampen Texas Spirit
20 [VIDEOS] State Fair Closed Due to Threat of Rain Storms Don’t Dampen Texas Spirit School Fair Damaged During Storms
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Lesson 1: Elements of Weather
Page Resource Links 23 Performance Expectation:
• 3-ESS2-1 Evidence Statements for 3-ESS2-1
24 Disciplinary Core Idea: ESS2.D Weather and Climate
• From the Framework: Pages 186–189
Science and Engineering Practices: Analyzing and Interpreting Data
• From the Framework: Pages 61–63
Obtaining, Evaluating, and Communicating Information
• From the Framework: Pages 74–77
Crosscutting Concepts: Patterns
• From the Framework: Pages 85–87
Cause and Effect • From the Framework:
Pages 87–89 Table of Contents Next Segment
Online Resources
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Lesson 1.1
Page Resource Links 24 Disciplinary Core Idea: ESS2.D Weather and
Climate • From the Framework:
Pages 186–189
25 Science and Engineering Practices: Obtaining, Evaluating, and Communicating Information
• From the Framework:Pages 74–77
Developing and Using Models • From the Framework:
Pages 56–59
Crosscutting Concepts: Scale, Proportion, and Quantity
• From the Framework:Page 89–91
Cause and Effect • From the Framework:
Pages 87–89
28 [WEBSITE] Science content background
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Lesson 1.2
Page Resource Links 35 Disciplinary Core Idea: ESS2.D Weather
and Climate • From the Framework:
Pages 186–189
Crosscutting Concept: Energy and Matter • From the Framework:
Pages 94–96
Science and Engineering Practices: Asking Questions and Defining Problems
• From the Framework: Pages 54–56
Planning and Carrying Out Investigations • From the Framework:
Pages 59–61 Engaging in Argument from Evidence
• From the Framework: Bottom of pages 71–74
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Lesson 1.3
Page Resource Links 44 Disciplinary Core Idea: ESS2.D Weather and
Climate • From the Framework:
Pages 186–189
Crosscutting Concepts: Patterns
• From the Framework:Page 85–87
Cause and Effect • From the Framework:
Pages 87–89
Science and Engineering Practices: Constructing Explanations and Designing Solutions
• From the Framework:Pages 67–71
48 [VIDEOS] Evaporation Condensation
50 [WEBSITE] Precipitation Information Tool
53 [WEBSITE] Rain Gauge Instructions
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Lesson 1.4
Page Resource Links 57 Disciplinary Core Idea: ESS2.D Weather and
Climate • From the Framework:
Pages 186–189
Crosscutting Concepts: Patterns
• From the Framework: Page 85–87
Energy and Matter • From the Framework:
Pages 94–96
Science and Engineering Practices: Constructing Explanations and Designing Solutions
• From the Framework: Pages 67–71
Asking Questions and Defining Problems • From the Framework:
Pages 54–56 Planning and Carrying Out Investigations
• From the Framework: Pages 59–61
61 [WEBSITE] Energy Content Resource
[VIDEOS] Hot Air Balloon Festival Kitesurfing Tour
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Lesson 1.5
Page Resource Links 67 Disciplinary Core Idea: ESS2.D Weather and
Climate • From the Framework:
Pages 186–189
Crosscutting Concept: Scale, Proportion, and Quantity
• From the Framework: Pages 89–91
Science and Engineering Practices: Planning and Carrying Out Investigations
• From the Framework: Pages 59–61
Obtaining, Evaluating, and Communicating Information
• From the Framework: Pages 74–77
70 [IMAGES] Gallery of Surface Conditions
75 [WEBSITE] Anemometer Instructions [VIDEO] How to Build an Anemometer
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Lesson 1.6: Lesson 1 Roundup Page Resource Links 77 Disciplinary Core Idea: ESS2.D Weather and
Climate • From the Framework:
Pages 186–189
Crosscutting Concept: Scale, Proportion, and Quantity
• From the Framework:Pages 89–91
Science and Engineering Practices: Obtaining, Evaluating, and Communicating Information
• From the Framework:Pages 74–77
79 [WEBSITE] Cities with the Best Weather on CurrentResults.com
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Lesson 2: Patterns in Weather Data
Page Resource Links 83 Performance Expectation:
• 3-ESS2-1 Evidence Statements for 3-ESS2-1
Disciplinary Core Idea: ESS2.D Weather and Climate • From the Framework:
Pages 186–189
Crosscutting Concepts: Patterns
• From the Framework: Page 85–87
Cause and Effect • From the Framework:
Pages 87–89
Science and Engineering Practices: Analyzing and Interpreting Data
• From the Framework: Page 61–63
Obtaining, Evaluating, and Communicating Information
• From the Framework: Pages 74–77
Table of Contents Next Segment
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Lesson 2.1
Page Resource Links 84 Performance Expectation:
• 3-ESS2-1 Evidence Statements for 3-ESS2-1
Disciplinary Core Idea: ESS2.D Weather and Climate
• From the Framework: Pages 186–189
Crosscutting Concepts: Patterns
• From the Framework: Page 85–87
Cause and Effect • From the Framework:
Pages 87–89
Science and Engineering Practices: Analyzing and Interpreting Data
• From the Framework: Page 61–63
Engaging in Argument from Evidence • From the Framework:
Bottom of pages 71–74 85, 87
[WEBSITE] Weather History & Data Archive
91 [WEBSITES] Bar Graph Visual Support, Example 1 Graph Visual Support, Example 2
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Lesson 2.2
Page Resource Links 95 Disciplinary Core Idea: ESS2.D Weather and
Climate • From the Framework:
Pages 186–189
Crosscutting Concept: Patterns • From the Framework:
Page 85–87
Science and Engineering Practices: Planning and Carrying Out Investigations
• From the Framework: Pages 59–61
Obtaining, Evaluating, and Communicating Information
• From the Framework: Pages 74–77
Analyzing and Interpreting Data • From the Framework:
Page 61–63
97 [VIDEOS] Meteorologist, Example 1 Meteorologist, Example 2 Meteorologist, Example 3
103 Supplemental Activity Page
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Lesson 2.3
Page Resource Links 107 Performance Expectation:
• 3-ESS2-1 Evidence Statements for 3-ESS2-1
Disciplinary Core Idea: ESS2.D Weather and Climate
• From the Framework: Pages 186–189
Crosscutting Concept: Patterns • From the Framework:
Page 85–87
Science and Engineering Practices: Analyzing and Interpreting Data
• From the Framework: Page 61–63
110 [WEBSITE] NOAA Climate Normals
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Lesson 2.4: Lesson 2 Roundup
Page Resource Links 115 Disciplinary Core Idea: ESS2.D Weather and
Climate • From the Framework:
Pages 186–189
Crosscutting Concept: Patterns • From the Framework:
Page 85–87
Science and Engineering Practices: Engaging in Argument from Evidence
• From the Framework: Bottom of pages 71–74
Table of Contents Next Segment
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Lesson 3: Patterns in Climate Data
Page Resource Links 123 Performance Expectations:
• 3-ESS2-1 Evidence Statements for 3-ESS2-1
• 3-ESS2-2 Evidence Statements for 3-ESS2-2
Disciplinary Core Idea: ESS2.D Weather and Climate
• From the Framework: Pages 186–189
Crosscutting Concepts: Patterns
• From the Framework: Page 85–87
Cause and Effect • From the Framework:
Pages 87–89 System and System Models
• From the Framework: Pages 91–94
Science and Engineering Practices: Analyzing and Interpreting Data
• From the Framework: Page 61–63
Obtaining, Evaluating, and Communicating Information
• From the Framework: Pages 74–77
[Professional Development] Teaching Climate Change: What Educators Should Know and Can Do
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Lesson 3.1
Page Resource Links 125 Disciplinary Core Idea: ESS2.D Weather and
Climate • From the Framework: Pages 186–189
Crosscutting Concepts: Patterns
• From the Framework: Page 85–87 Cause and Effect
• From the Framework: Pages 87–89 Systems and System Models
• From the Framework: Pages 91–94
Science and Engineering Practices: Developing and Using Models
• From the Framework: Pages 56–59 Analyzing and Interpreting Data
• From the Framework: Pages 61–63 Engaging in Argument from Evidence
• From the Framework: Bottom of pages 71–74
126 [WEBSITES] Alaska Weather Data (1) Alaska Weather Data (2) Hawaiian Islands Weather Data NOAA Climate Normals (optional)
129 [WEBSITE] Teacher Development [VIDEO] Animation: Earth’s Seasons Model (1) [VIDEO] Animation: Earth’s Seasons Model (2)
Additional Options: Option 1 Option 2 Option 3
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Lesson 3.2
Page Resource Links 135 Disciplinary Core Idea: ESS2.D Weather and
Climate • From the Framework:
Pages 186–189
Crosscutting Concept: Patterns • From the Framework:
Page 85–87
Science and Engineering Practices: Using Mathematics and Computational Thinking
• From the Framework: Pages 64–67
Analyzing and Interpreting Data • From the Framework: Pages 61–63
Obtaining, Evaluating, and Communicating Information
• From the Framework: Pages 74–77
139 [WEBSITE] Digital Globe 143 [WEBSITE] NOAA 1981–2010 Normals 145 [IMAGE] Glacial Erratics
[WEBSITE] Content Background (extension)
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Lesson 3.3
Page Resource Links 148 Disciplinary Core Idea: ESS2.D Weather and
Climate • From the Framework:
Pages 186–189
Crosscutting Concept: Patterns • From the Framework:
Page 85–87
Science and Engineering Practices: Obtaining, Evaluating, and Communicating Information
• From the Framework: Page 74–77
Engaging in Argument from Evidence • From the Framework:
Bottom of pages 71–74 Developing and Using Models
• From the Framework: Pages 56–59
[IMAGES] World National Parks Uluru-Kata Tjuta National Park, Australia Northeast Greenland National Park, Greenland Serengeti National Park, Tanzania Pantanal Matogrossense National Park, Brazil Grand Canyon National Park, Arizona US Denali National Park, Alaska, US Black Forest National Park, Germany Namib-Naukluft National Park, Namibia Galapagos National Park, Ecuador Komodo National Park, Indonesia
152 [WEBSITE] World Map 153 [IMAGE] Locations of World National Parks
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Lesson 3.4
Page Resource Links 160 Performance Expectations:
• 3-ESS2-1 Evidence Statements for 3-ESS2-1
• 3-ESS2-2 Evidence Statements for 3-ESS2-2
Disciplinary Core Idea: ESS2.D Weather and Climate
• From the Framework: Pages 186–189
Crosscutting Concept: Patterns • From the Framework:
Page 85–87
Science and Engineering Practice: Analyzing and Interpreting Data
• From the Framework: Pages 61–63
163 [WEBSITE] NOAA 1981–2010 Normals
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Lesson 3.5: Lesson 3 Roundup
Page Resource Links 169 Performance Expectations:
• 3-ESS2-1 Evidence Statements for 3-ESS2-1
• 3-ESS2-2 Evidence Statements for 3-ESS2-2
Disciplinary Core Idea: ESS2.D Weather and Climate
• From the Framework: Pages 186–189
Crosscutting Concept: Patterns • From the Framework:
Page 85–87
Science and Engineering Practice: Engaging in Argument from Evidence
• From the Framework: Bottom of pages 71–74
172 [WEBSITE] NOAA Annual/Seasonal Normals
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Lesson 4: Designing for Extreme Weather
Page Resource Links 178 Performance Expectations:
• 3-ESS3-1 Evidence Statements for 3-ESS3-1
• 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3 Evidence Statements for 3-5-ETS1-1 Evidence Statements for 3-5-ETS1-2 Evidence Statements for 3-5-ETS1-3
Disciplinary Core Ideas: ESS3.B Natural Hazards
• From the Framework: Pages 192–184 ETS1.A Defining and Delimiting Engineering Problems
• From the Framework: Pages 204–205 ETS1.B: Developing Possible Solutions
• From the Framework: Pages 206–207 ETS1.C: Optimizing the Design Solution
• From the Framework: Pages 208–209 Crosscutting Concept: Cause and Effect
• From the Framework: Page 87–89
Science and Engineering Practices: Planning and Carrying Out Investigations
• From the Framework: Pages 59–61 Asking Questions and Defining Problems
• From the Framework: Pages 54–56 Constructing Explanations and Designing Solutions
• From the Framework: Pages 67–71 Engaging in Argument from Evidence
• From the Framework: Bottom of pages 71–74 Connections to Engineering, Technology, and Applications of Science Influence of Engineering, Technology, and Science on Society and the Natural World
Table of Contents Next Segment
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Lesson 4.1
Page Resource Links 180 Disciplinary Core Idea: ESS3.B Natural Hazards
• From the Framework: Pages 192–184
Crosscutting Concept: Cause and Effect • From the Framework:
Page 87–89 Crosscutting Concept: Systems and System Models
• From the Framework: Pages 91–94
Science and Engineering Practices: Obtaining, Evaluating, and Communicating Information
• From the Framework: Pages 74–77
183 [WEBSITE] Current Severe Weather Advisories
184 [VIDEOS] Storms Soak the State Fair of Texas, School Fair Damaged During Storms, Thunderstorm (Lightning), Tornado (begin at 1:10), Hurricane, Blizzard, Ice Storm, Drought, Hail
187 [WEBSITES] (extension) Student Research Support, 1 Student Research Support, 2 Student Research Support, 3
188 [WEBSITES] Teacher Development, 1 Teacher Development, 2 Teacher Development, 3
189 [WEBSITES] Safety Resource, 1 Safety Resource, 2
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Lesson 4.2
Page Resource Links
192 Performance Expectation: • 3-ESS3-1
Evidence Statements for 3-ESS3-1
Disciplinary Core Idea: ESS3.B Natural Hazards • From the Framework:
Pages 192–184 ETS1.A Defining and Delimiting Engineering Problems
From the Framework: Pages 204–205
Crosscutting Concept: Systems and System Models • From the Framework:
Pages 91–94
Science and Engineering Practices: Planning and Carrying Out Investigations
• From the Framework: Pages 59–61
Asking Questions and Defining Problems • From the Framework:
Pages 54–56
193 [VIDEO] School Fair Damaged During Storms
197 [VIDEO] IBHS Wind Tests
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Lesson 4.3, Part 1
Page Resource Links 203 Performance Expectations:
• 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3 Evidence Statements for 3-5-ETS1-1 Evidence Statements for 3-5-ETS1-2 Evidence Statements for 3-5-ETS1-3
Disciplinary Core Ideas: ESS3.B Natural Hazards
• From the Framework: Pages 192–184 ETS1.A Defining and Delimiting Engineering Problems
• From the Framework: Pages 204–205 ETS1.B: Developing Possible Solutions
• From the Framework: Pages 206–207
Crosscutting Concept: Scale, Proportion, and Quantity
• From the Framework: Pages 89–91
Connections to the Nature of Science: Science Is a Human Endeavor Influence of Engineering, Technology, and Science on Society and the Natural World— Connections to Engineering, Technology and Applications of Science
Science and Engineering Practices: Engaging in Argument from Evidence
• From the Framework: Bottom of pg. 71–74
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Lesson 4.3, Part 2
Page Resource Links 214 Performance Expectations:
• 3-ESS3-1 Evidence Statements for 3-ESS3-1
• 3-5-ETS1-2, 3-5-ETS1-3 Evidence Statements for 3-5-ETS1-2 Evidence Statements for 3-5-ETS1-3
Disciplinary Core Ideas: ESS3.B Natural Hazards
• From the Framework: Pages 192–184 ETS1.B: Developing Possible Solutions
• From the Framework: Pages 206–207 ETS1.C: Optimizing the Design Solution
• From the Framework: Pages 208–209 Crosscutting Concept: Influence of Engineering, Technology, and Science on Society and the Natural World
• Connections to Engineering, Technology and Applications of Science
Science and Engineering Practices: Developing and Using Models
• From the Framework: Pages 56–59 Planning and Carrying Out Investigations
• From the Framework: Pages 59–61 Engaging in Argument from Evidence
• From the Framework: Bottom of pages 71–74 Analyzing and Interpreting Data
• From the Framework: Pages 61–63 Connections to the Nature of Science: Science Is a Human Endeavor Connections to Engineering, Technology and Applications of Science
Table of Contents Unit Review
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Lesson 4.4: Lesson 4 Roundup
Page Resource Links 226 Performance Expectations:
• 3-ESS3-1 Evidence Statements for 3-ESS3-1
• 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3 Evidence Statements for 3-5-ETS1-1 Evidence Statements for 3-5-ETS1-2 Evidence Statements for 3-5-ETS1-3
Disciplinary Core Ideas: ESS3.B Natural Hazards
• From the Framework: Pages 192–184 ETS1.A Defining and Delimiting Engineering Problems
• From the Framework: Pages 204–205 ETS1.B: Developing Possible Solutions
• From the Framework: Pages 206–207 ETS1.C: Optimizing the Design Solution
• From the Framework: Pages 208–209 Science and Engineering Practices: Engaging in Argument from Evidence
• From the Framework: Bottom of pg. 71–74 Constructing Explanations and Designing Solutions
• From the Framework: Pages 67–71 Analyzing and Interpreting Data
• From the Framework: Pages 61–63 Connections to the Nature of Science: Science Is a Human Endeavor Influence of Engineering, Technology, and Science on Society and the Natural World Connections to Engineering, Technology and Applications of Science
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Unit Capstone
Page Resource Links 234 Performance Expectations:
• 3-ESS2-1 Evidence Statements for 3-ESS2-1
• 3-ESS2-2 Evidence Statements for 3-ESS2-2
• 3-ESS3-1 Evidence Statements for 3-ESS3-1
Disciplinary Core Ideas: ESS2.D Weather and Climate
• From the Framework: Pages 186–189 ESS3.B Natural Hazards
• From the Framework: Pages 192–184
Science and Engineering Practices: Asking Questions and Defining Problems
• From the Framework: Pages 54–56 Constructing Explanations and Designing Solutions
• From the Framework: Pages 67–71 Engaging in Argument from Evidence
• From the Framework: Bottom of pages 71–74 Obtaining, Evaluating, and Communicating Information
• From the Framework: Pages 74–77
Crosscutting Concept: Patterns • From the Framework: Pages 85–87
Connections to the Nature of Science: Science Is a Human Endeavor
• Scientific Knowledge Is Based on Empirical Evidence—Connections to Engineering, Technology and Applications of Science
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Unit Supplement
Page Resource Links 242 Connections to Engineering, Technology,
and Applications of Science • Influence of Engineering, Technology, and
Science on Society and the Natural World Connections to the Nature of Science
• Science Is a Human Endeavor Connections to Engineering, Technology and Applications of Science
Performance Expectation: • 3-ESS2-2 • Evidence Statements for 3-ESS2-2
Performance Expectation: • 3-ESS3-1 • Evidence Statements for 3-ESS3-1
245 [IMAGE] Modern Barometer
246 [VIDEO] Benjamin Franklin Lightning Experiment
Table of Contents Teacher Resources
Online Resources
CKSci Online Resources include links to sites external to the Core Knowledge Foundation and the coreknowledge.org website. These external sites are owned and operated by third-parties, and the Core Knowledge Foundation is not responsible for any errors or omissions in either the links themselves or the content of the websites. If you experience any difficulties when attempting to access one of the linked resources found here, please contact us.
Teacher Resources
Page Resource Links
Additional Resources to Understand the Three Dimensions of the Next Generation Science Standards
11 Resources for Effective & Safe Classroom Activities (also, see below regarding Safety in the Science Classroom)
TK Materials Supply List: Grade 3 Unit 4 Weather and Climate
13 Pacing Guides for CKSci Grades 3-5
TK Activity Pages Answer Key
TK Assessment Supplement: Teacher Evaluation Guide
Safety in the Science Classroom: • NSTA Safety Resources• Safety Resources for Elementary Teachers
Teacher Guide Appendices: • Appendix A – Glossary• Appendix B – Safety for Activities• Appendix C – Strategies for Acquiring Materials• Appendix D – Advance Preparation• Appendix E – Unexpected Activity Results
Table of Contents Extend and customize this unit usingthe CKSci Additional Activities.