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Online Integrated Activity
Online Integrated Activity Link
Lindsey Crumley, Brandi Gore, and Angela Ward
Introduction
The content that is covered in our Science Unit is weather and climate. The Science standard that we are focusing on
is S1E1: The student will observe, measure, and communicate weather data to see patterns in weather and climate. This
connects to the math standard 1MD.C.4 : The student will organize, represent and interpret data with up to 3 categories.
Throughout this study, the students will be interpreting weather data. Also, the students will be reading books about weather
which goes along with the reading standard 1RI1: The student will read informational texts appropriately complex for grade
1 with prompting and support. While the student reads, they will be asking and answering questions about climate and
weather which coincides with reading standard 1RI4: The student will ask and answer questions to help determine or clarify
the meaning of words and phrases in a text. As part of the final project, the student will be writing an informative piece
about a specific area detailing the weather and climate which ties into the writing standard 1W2: The student will write
informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of
closure. The students will learn about the features of a specific place to do their research so this covers the Social Studies
standard 1G3: The student will locate major topographical features of the earth’s surface.
Through this course we have learned best practices in modern science education. These ideas and philosophies were
at the forefront when we began designing our unit. In our 1st grade unit covering weather, the students will observe,
measure, and communicate weather data to see patterns in weather and climate along with focusing on reading, writing,
social studies, and mathematics standards. In order for students to master this standard they will be required to research a
region on one of the seven continents and provide a weather report in a cooperative learning group. This lesson was created
using a constructivist approach as it allows the students time to explore while the teacher facilitates. Our group believes that
it is important to instill constructivism in the elementary classroom because it gives students opportunities to learn through
understanding. Project based learning opportunities, just like our integrated learning activity promotes is a way to let
students explore science topics through real world exploration and critical thinking experiences. .We have included a
backward design plan that includes the 7Es as well as goals and assessment to ensure student success during this unit of
study. Creating the backward design template was essential for our unit as it supports what we want the students to know
and how we are going to get them there. Overall, our unit supports diverse learners through a hands-on and inquiry based
approach.
Curriculum Map
Science Standard:
S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate.
a. Identify different types of weather and the characteristics of each type.
b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and
recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a
calendar seasonally.
c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes.
Time Length: 4 Weeks
Theme: Weather
Unit Guiding Questions:
• How can weather be described?
• How does weather impact me and my community?
• Why are the different types of weather, and what are their characteristics?
• How do we measure weather?
• How do you record weather data?
• What information can I get from using a simple weather instrument? (thermometer, wind vane, or rain gauge)
• Is weather always the same? Why or why not?
• How does weather affect our daily activities?
In this unit students will be able to:
• Identify the basic patterns of weather
• Use simple instruments to measure temperature, wind, and precipitation
• Observe sky conditions for each season
• Collect weather data for each season
• Create a weather journal
• Explain weather findings through pictographs and bar graphs
• Make observations about weather
• Compare and contrast variation in weather by seasons
• Create a final project on their place of research that will include the data they have collected on their place.
Standards Knowledge and Skills
Learning Activities
Assessment Accommodations Materials
Science: S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate. a. Identify different types of weather and the characteristics of each type. b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally. c. Correlate weather data (temperature,
The students will learn that weather and climate are different.
The student will collect weather data on a particular place or region. The students will research how the weather changes in their place during each of the four seasons. The students will create a presentation of their places weather and climate during the four seasons.
The students will be assessed on their ability to collect data in their weather journal. The journals will be assessed based on a rubric. The students will be assess on their final presentation of their places weather and climate. This assessment will be scored on a rubric.
• Word Processor or access to an online journal.
• Variety in the way they will present their finding (collage, paper, video, song, etc.)
• Weather journals.
• Access to Weather Websites
• Weather Atlas
precipitation, sky conditions, and weather events) to seasonal changes.
Math: CCSS.MATH.CONTENT.1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
The students will learn about different types of graph. (Bar graphs, pictographs, etc.) The student will learn how to collect data in the form of weather (temperature).
The students will collect weather data in a journal on their cities (High temps, low temps, rain percentages). The students will represent their data in a graphic from. They can choose any of the graph types we learn about as long as it is appropriate for the type of data they collected.
The students will be assessed on their graph using a rubric. The student will be assessed on their weather journals. Both of these assessments will be scored using a rubric.
• Graph creating software
• Visual aides • Flexible
grouping
• Graphing paper
• Journals • Rubric
Reading: ELACC1RI4: The student will ask and answer questions to help determine or
The student will read, ask and answer questions about weather.
The student will read both fiction and nonfiction pieces about weather.
The students will be assessed using an observation checklist.
• Audio books and headphones
• Text highlighter
• Text reader
• books on weather, weather instruments, and the seasons
clarify the meaning of words and phrases in a text. ELACC1RI1: The student will read informational texts appropriately complex for grade 1 with prompting and support.
technology
Writing: ELACC1W2: The student will write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure
The students will learn the different aspects of an informative/explanatory text. The students will learn that to write an informative/explanatory piece, they have to include: the topic, facts about the topic, and a closure.
The student will write an informative/ explanatory piece about the weather.
The students will be assessed on their informative/explanatory writing piece. This assignment will be graded using a rubric.
• Word processor
• Visual aids
• Variety of writing paper
• Crayons,colored pencils, and markers.
Social Studies: SS1G3 The student
The students will learn how to identify the seven
The students will choose a place/location on
The students will be assessed using a rubric.
• Visual AIds • Technology
• Maps • Weather
Journal
will locate major topographical features of the earth’s surface. a. Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia. b. Locate the major oceans: Arctic, Atlantic, Pacific, and Indian. c. Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).
continents and the major oceans. The students will learn about different landforms and describe the ones that are in their area of choice.
one of the continents. They will research the weather in that particular place and record it in their weather journal. The students will provide a description of any landforms that are in the place they chose to research.
• Globe
Informational Writing Rubric
1- limited progress 2- some progress 3- meets 4- exceeds
Names the topic Topic not named Somewhat named the topic
Named the topic Named the topic in a creative way
Supplies facts about the topic
Didn’t give any facts about the topic
Gave some facts about the topic
Supplied facts about the topic
Gave many facts about the topic in a creative way
Provides a sense of closure
Didn’t provide a sense of closure
Somewhat provided a sense of closure
Provided a sense of closure
Provided a sense of closure in a creative way
Informational Reading Rubric
1- limited progress 2- some progress 3- meets 4- exceeds
I can retell key details in informational texts.
Cannot retell any important details
Can retell some important details
Can retell most important details
Can retell all important details
I can answer questions about the text.
Cannot answer any questions about the text
Can answer some questions
Can answer all questions and give some details about the text
Can answer and give details about the text
I can tell the main idea of the text.
Cannot tell the main idea of the text
Can tell some of the main idea of the text
Can tell the main idea of the text
Final Project Rubric
Criterion 5 3 1 0
Description of Place
The student provides a detailed description of the place they researched. Must include all of the following:
• Continent • Country • City • State • Any major landforms
in the area
The student provides a description of the place they research that includes 3 of the required items:
• Continent • Country • City • State • Any major landforms
in the area
The student provides a description of the place they research that includes only one of the required items.
• Continent • Country • City • State • Any major landforms in
the area
The student does not provide a description of the place they researched.
Weather Journal
The student turns in a weather journal that has at least 10 entries that include all of the following:
• Season • Date of entry • High temp • Low temp • Weather for that day
(sunny, raining, snow, etc.)
The student turns in a weather journal that has 5 or more entries that include following:
• Season • Date of entry • High temp • Low temp • Weather for that day
(sunny, raining, snow, etc.)
The student turns in a weather journal that has less than 5 entries that include the following:
• Season • Date of entry • High temp • Low temp • Weather for that day
(sunny, raining, snow, etc.)
The student does not turn in a weather journal.
Climate Description
The student turns in a description of the climate in their place that demonstrates an understanding that weather
The student turns in a description of the climate in their place that demonstrated some understanding that
The student turns in a description of the climate in their place that does not demonstrates an understanding
The student does not turn in a climate description.
and climate are different. weather and climate are different.
that weather and climate are different.
Graph The students include an appropriate graph of the weather data they collected in their weather journals.
The students includes a graph but it is not an appropriate one.
The students includes a graph but it is not an appropriate one.
The student does not include a graph.
Creativity The student turns in a project that shows they spent a lot of time and effort on it. The project can be in any form the student chooses. (Examples: song, video, collage, poster, etc.)
The student turns in a project that shows they spent some time and effort on it. The project can be in any form the student chooses. (Examples: song, video, collage, poster, etc.)
The student turns in a project that shows they spent little to no time and effort on it. The project can be in any form the student chooses. (Examples: song, video, collage, poster, etc.)
The student does not turn in a project.
Total _____/25
Backward Design Plan
Stage 1- Desired Results
Established Goals: S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate. a. Identify different types of weather and the characteristics of each type. b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally. c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes.
Understandings: Students will understand that…
• Weather is the condition of the outside air each day. • The basic patterns of weather include: temperature,
wind, precipitation, and sky conditions (sunny, cloudy, etc.)
• Temperature is the measurement of cold or hot. • Using simple weather instruments can enrich one’s
understanding of weather. • A thermometer is used to measure temperature. • Wind is observed using a wind vane. • Wind is air that is moving. • A rain gauge can help measure precipitation. • Precipitation is water that falls from the clouds. (rain,
freezing rain, snow, sleet, and hail) • There are weather events such as thunderstorms,
tornadoes, and hurricanes. • A thunderstorm is a combination of strong winds and
Essential Questions: • How can weather be described? • How does weather impact me and my community? • Why are the different types of weather and what are
their characteristics? • How do we measure weather? • How do you record weather data? • What information can I get from using a simple
weather instrument? (thermometer, wind vane, or rain gauge)
• Is weather always the same? Why or why not? • How does weather affect our daily activities?
heavy rain accompanied by thunder and lightning. • A tornado is a violent wind that looks like a funnel-
shaped cloud; its spinning winds touch the ground. • Hurricanes are storms that have very strong winds. • There are four seasons in a year: Winter, Spring,
Summer, and Fall • Weather changes occur during different seasons. • Weather affects the way you dress. • A journal can help document weather at different
times of the year.
Students will know… Students will be able to… After this unit, the students will be able to describe, record, and measure weather. In the future they should be able to describe how weather changes and affects our daily activities.
Stage 2- Assessment Evidence
Performance Tasks: The students will choose a location and conduct a weather report in a cooperative learning group.
Other Evidence: • Observations • Weather Journal • Rubric
Stage 3- Learning Plan
Learning Activities: Excite- stimulate the learner’s curiosity
• Have the students watch the weather channel from different places across the country. • Have the students answer questions about why the weather is different each day. • Have the students research and answer questions about the climate of their area.
Explore- to satisfy curiosity • Have the students collect weather data on different cities across the United States.
• Have the students build rain gauges, wind vanes, or other weather instruments. • Have the students collect data in a journal using the instruments that they have created. • Have the students hypothesize what the daily high and low temperature will be.
Explain- the concepts and define the terms • Have the students present their weather journals from the different cities across the United States. • Have the students use their research to determine definitions for weather and climate • Have the students compare the words and definitions for weather and climate
Expand- discovering new applications • Have the students complete a weather journal during each of the four seasons, and compare the changes in weather
across the four seasons. Extend- the concept into other content areas.
• Have the students become meteorologists. Allow the students to create script in order to report weather predictions based on their research findings.
• Have the students compare the weather and climate among the different areas of the country using a map. Exchange- ideas, lesson plans, and experiences
• Have the students create a weather blog to post their findings and meteorologist reports. • Have the student create a twiducate account to post about weather emergencies.
Examine- the students understanding • Assess the student on their weather journals, blog posts, meteorologist reports • Have the students create a new city with the “perfect climate”. The students decide the perfect weather and climate
for their new city.
