The World Around Us

Harper LaFond
Fall 2019

https://www.youtube.com/watch?v=GbLEWSqThl0

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 Table of Contents

Concept Map ………………………………………………………………………………………3

Rationale…………………………………………………………………………………………...4

Content Outline…………………………………………………………………………………….5

Language Arts Lesson……………………………………………………………………………6-8

Math Lesson……………………………………………………………………………………..9-11

Science Lesson…………………………………………………………………………………12-14

Appendix……………………………………………………………………………………….15-23

Language Arts Lesson Materials………………………………………………15-17

Math Lesson Materials…………………………………………………………18-20

Science Lesson Materials………………………………………………………21-23

Glossary……………………………………………………………………………………………24

Resources……………………………………………………………………………………….25-26

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 Social Studies Standard
8. Cultures develop in unique ways, in part through the influence of the physical
environment (Ohio’s Learning Standards).

Language
Arts Science
Lesson Lesson

Students will learn about the Math Students will learn about the
POW+TREE strategy and use this Lesson water cycle and create skits
strategy to write opinion paragraphs illustrating the main processes
on their favorite types of weather. involved in the water cycle.

Students will learn about picture

graphs, collect data on peoples’
favorite types of weather, and
create picture graphs of their own.
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 Rationale

The central focus of this unit, The World Around Us, is weather. In completing this unit,

students will have a better understanding of the concept of weather, specifically different types of

weather. The following social studies standard which comes from Ohio’s Learning Standards serves as

an anchor for the three lessons included in this unit: 8. Cultures develop in unique ways, in part through

the influence of the physical environment. In completing this unit, students will consider the effects of

weather on particular cultures. In the language arts lesson, students will listen to a multicultural story

about the influence of rain within a particular culture. Students will think and write about their favorite

type of weather and its impact in their own lives and the lives of their peers. In the math lesson, students

will collect data on favorite types of weather from people in their communities. They will consider

differing perceptions of various types of weather and the role that these weather conditions play within

their communities. In the science lesson, students will learn about the processes involved in the water

cycle and their effect on the environment. They will also learn about different types of condensation and

precipitation which uniquely affect different places and cultures.

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 Content Outline

1. Concept Map
A. Sticking with the theme of weather, the concept map illustrates the structure and flow of the
unit. It highlights the main components of the unit including the social studies standard, three
lessons, and essential content and activities within each of the lessons.

2. Rationale
A. The rationale provides an explanation for how the social studies standard serves as an anchor
for the language arts, math, and science lesson. It also details the main components of each of the
lessons.

3. Language Arts Lesson

A. CCSS.ELA-LITERACY.W.2.1: Write opinion pieces in which they introduce the topic or book
they are writing about, state an opinion, supply reasons that support the opinion, use linking
words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding
statement or section.

B. This lesson focuses on the POW+TREE strategy. Students will use this strategy to write
opinion paragraphs on their favorite types of weather.

4. Math Lesson
A. CCSS.MATH.CONTENT.2.MD. D.10: Draw a picture graph and a bar graph (with single-unit
scale) to represent a data set with up to four categories. Solve simple put-together, take-apart,
and compare problems using information presented in a bar graph.

B. This lesson focuses on picture graphs. Students will collect data on peoples’ favorite types of
weather and create picture graphs of their own.

5. Science Lesson
A. 2.ESS.2: Water is present in the atmosphere.

B. This lesson focuses on the water cycle. Students will create skits which illustrate the main
processes involved in the water cycle.

6. Supplementary Materials
A. The supplementary materials in this unit include the appendix, glossary, and resources. The
appendix includes original worksheets, rubrics, and other resources to use within the lessons.

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 Language Arts Lesson
Lesson Title: Rain or Shine? Grade: 2

Learning Target:
The student will be able to form an opinion on which type of weather he or she thinks is best and use the
POW+TREE strategy to organize his or her thoughts and ideas.
The student will be able to write an opinion paragraph which explains his or her position.

Grade Level Guide: Content Standards

Content Curriculum Focal Common Core State Interdisciplinary Connections
Points Standards
National Council of Teachers of Common Core State Ohio’s Learning Standards (OLS),
English/ International Reading Standards (CCSS), English Social Studies:
Association (NCTE/IRA) Language Arts:
Standards:

5. Students employ a wide CCSS.ELA-LITERACY.W.2.1 8. Cultures develop in unique ways,

range of strategies as they write
and use different writing
process elements appropriately
to communicate with different
audiences for a variety of
purposes.
Write opinion pieces in which
they introduce the topic or
book they are writing about,
state an opinion, supply
reasons that support the
opinion, use linking words
(e.g., because, and, also) to
connect opinion and reasons,
and provide a concluding
statement or section.
in part through the influence of the
physical environment.
In this lesson, students will listen to
a multicultural story about the
influence of rain within a particular
culture. Students will think and
write about their favorite type of
weather and its impact in their own
lives and the lives of their peers.

Academic Language: weather, POW+TREE strategy, opinion, topic sentence, reason, linking word

Students’ Needs:
Students need to be familiar with the different types of weather (sunny, rainy, windy, cloudy, etc.). In
addition, they must know what it means to form an opinion. Students must be able to write sentences
and possess a basic understanding of the structure of a well-written paragraph (e.g. linking words).
Finally, students need to have good listening skills and use these skills throughout the lesson.

English Language Students with a Speech or Students with a Specific

Learners Language Impairment Learning Disability

Provide students with
pictures illustrating the
different types of weather
and the steps of the
POW+TREE strategy. In
addition, provide extra
explanations and
modifications as necessary.
Provide students with the
option to select a partner of
their choice for the final
portion of the lesson. So
that they will feel more
comfortable reading their
paragraphs out loud.
Provide students with the
option of filling out their
graphic organizers on the
computer and/or typing
their paragraphs. This will
help students who have
difficulties with writing be
more efficient.

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Materials:
Student Needs: computers or iPads with Internet access, paper, writing utensils
Teacher Needs: Come on, Rain, informational books about different types of weather, POW+TREE
Visual, POW+TREE Graphic Organizers, writing utensil, Opinion Paragraph Rubric

Language Function:
During the final portion of the lesson, students will be given multiple opportunities to use academic
language by giving and receiving feedback on their opinion paragraphs. Students will analyze and
evaluate their peers’ paragraphs, using the academic language to provide constructive criticism for their
peers’ writing. In reading their paragraphs and conversing with their partners, students will be given the
opportunity to justify their opinions as to which type of weather they think is best.

Lesson Plan

Before:
Explain to the students that you are going to read a book about a girl who loves rain. Invite them to
start thinking about their favorite type of weather while they are listening to the story. Read Come on,
Rain! to get the students thinking about the topic at hand (Engagement). Then, talk about what it
means to have an opinion and tell students that they are going to form an opinion on which type of
weather they think is best. Explain to the students that they are going to be writing paragraphs
explaining their opinions using a strategy called the POW+TREE strategy. Give students time to
research different types of weather by reading informational books on weather or looking up
information about weather on iPads or computers (Exploration and E-Learning).

During:
Conduct a mini lesson on how to use the POW+TREE strategy using the POW+TREE Visual.

• P: Pick an idea or opinion

• O: Organize and generate notes for each part of the TREE

T: Topic sentence
R: Reason
E: Explanation
E: Ending

• W: Write and say more

Use academic language (topic sentence, reasons, linking words, etc.) during the lesson and ask
questions involving the academic language to provide students with many opportunities to respond.
Pass out the POW+TREE Graphic Organizer and provide directions for completing the graphic
organizer. Have students complete the graphic organizer by coming up with a topic sentence, two
reasons and two explanations to support their opinion, and an ending (Explanation). Consider having
the whole class work through the graphic organizer at the same pace or having students complete the
graphic organizer at their own pace, providing help as necessary. Next, have the students write their
opinion paragraphs (Elaboration). Students who finish early may read more books on weather.

After:

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 Have students reflect on their peers’ writing and their own writing by engaging in a think-pair-share
(Evaluation). First, instruct students to reread their opinion paragraphs to themselves. Ask questions
to help students engage in self-reflection: Does my paragraph include all components of the
POW+TREE strategy? Does my topic sentence clearly state my opinion? Do I provide solid
explanations for my reasons as to which type of weather is best? In partners, have students read their
paragraphs out loud. Encourage students to engage in discussion with their partners by providing
positive feedback, giving constructive criticism, and asking questions such as those afore mentioned.
Then, bring the class back together and provide a summary of the lesson. Call on several partnerships
to discuss their paragraphs, what they learned, etc. Finally, collect the students’ graphic organizers
and opinion paragraphs to assess the students’ writing (Elaboration and Evaluation).

*Note: This lesson focuses on writing an opinion paragraph using the POW+TREE strategy. While
grammar and mechanics are important, they are not the main focus of this writing activity.

Assessment:
Type of Description of Modifications Evaluation Criteria
assessment assessment

Informal, Answer Individualize questions. Give Use this assessment to gauge student
formative questions about students a chance to consult understanding of the POW+TREE
the POW+TREE with a peer if they do not know strategy and corresponding academic
strategy the correct answer to a question. language, correct any misconceptions,
and scaffold student learning.
Students should demonstrate a basic
understanding of the POW+TREE
strategy and academic language.
Informal, Think-pair-share Facilitate student discussions Use this assessment to gauge student
formative and allow students to share as understanding of the POW+TREE
much or as little as they want. strategy and corresponding academic
language, correct any misconceptions,
and scaffold student learning.
Students should demonstrate a deeper
understanding of the POW+TREE
strategy and academic language.
Formal, Write an opinion Provide students with extra Students must write a well-organized
summative paragraph help. Consider reducing the paragraph which includes all of the
requirements (e.g. one reason elements of the POW+TREE strategy.
and explanation instead of three See attached rubric.
reasons and explanations).

Catholic Connection:
This lesson could serve as a starting point for a discussion and/or writing activity on God’s creation and
the role that weather plays in creation. This lesson could also serve as a starting point for a discussion
and/or writing activity on weather in the Bible (e.g. The Great Flood, 7 Year Drought, etc.).

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 Math Lesson
Lesson Title: Picture This! Grade: 2

Learning Target:
The student will be able to collect and interpret data about weather.
The student will be able to identify and describe the key components of a picture graph, create a picture
graph from the data, and make accurate statements about the data as depicted in the picture graph.
(1. Identify desired results.)

Grade Level Guide: Content Standards

Content Curriculum Focal Common Core State Standards Interdisciplinary Connections
Points
National Council of Teachers Common Core State Standards Ohio’s Learning Standards (OLS),
of Mathematics (NCTM) (CCSS), Mathematics: Social Studies:
Content Standards:

Measurement CCSS.MATH.CONTENT.2.MD. D.10 8. Cultures develop in unique

Understand measurable
attributes of objects and the
units, systems, and processes
of measurement
(1. Identify desired results.)
Draw a picture graph and a bar
graph (with single-unit scale) to
represent a data set with up to
four categories. Solve simple put-
together, take-apart, and compare
problems using information
presented in a bar graph.
ways, in part through the influence
of the physical environment.
In this lesson, students will collect
data on favorite types of weather
from people in their communities.
They will consider differing
perceptions of various types of
weather and the role that these
weather conditions play within
their communities.

Academic Language: weather, picture graph, title, category/label data, symbol

Students’ Needs:
Students need to be familiar with different types of weather (cloudy, rainy, sunny, windy, etc.). Students
must be able to read data and understand that data can be represented by a graph. Students must
understand that symbols are pictures that are used to represent real things. Finally, students need to have
good listening skills and use these skills throughout the lesson.

English Language Students with a Speech or Students with a Specific

Learners Language Impairment Learning Disability

Provide students with a
handout which includes
important vocabulary terms
and their definitions in
English and the students’
native language(s). In
Provide students with the
option to share their final
graphing projects using
another method (e.g.
present to the teacher in
person, write a short
Provide students with extra
time to complete the
worksheet and project. This
will help students who have
difficulties with math be
able to accurately

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 addition, pair English
Language Learners with
students who possess
strong communication and
math skills for the middle
portion of the lesson.
paragraph explaining their demonstrate what they have
picture graph, etc.). other learned and are able to do.
than Flipgrid that caters to
the students’ strengths.

Materials:
Student Needs:
computers or iPads with Internet access, paper, writing utensils, markers or colored pencils
Teacher Needs:
4 different types of candy, bowl, computer with Internet access, Smartboard or projector, whiteboard or
easel pad, writing utensil, Picture Graph Worksheets, Data Collection Sheets, Final Project Rubric
(3. Plan learning experiences and instruction).

Language Function:
In completing the Final Project, students will have the opportunity to take the lead and “think like
mathematicians” by collecting data, creating picture graphs, and making videos using Flipgrid. Students
will be required to analyze, interpret, and evaluate their data. Students must also practice using academic
language by describing and explaining their picture graphs.

Lesson Plan

Before:
As the students enter the classroom, have them choose a piece of candy from the bowl. Instruct them
not to eat the candy yet. Have the students sort themselves into four groups, depending on which type
of candy they chose. Tally up the number of students for each type of candy. Tell the students that
you are going to create a picture graph which will represent their favorite types of candy.

During:
Conduct a mini lesson on how the components of a picture graph and how to create one. Use the
Smartboard, a whiteboard, or an easel pad to draw a vertical picture graph. Be sure to use academic
language when explaining the different components of a picture graph (title, categories (labels), data,
symbols, etc.) and be sure to label these components on the graph. As you create the picture graph, be
sure to ask students questions about the components of the graph, the data, etc. Ask questions which
will engage students in the process and require them to use academic language. Next, play the picture
graph video (https://www.youtube.com/watch?v=GWoya4T37PU). Be sure to mention the fact that
picture graphs can be shown vertically. Afterwards, provide clarification, pair students up based on
complimentary ability levels, and instruct the pairs to sit together. Pass out the Picture Graph
Worksheet and provide directions for completing it. Encourage the partners to work together and ask
each other questions while completing the worksheet. Come back together as a class and discuss the
answers to the worksheet. Be sure to collect the worksheet when finished.

After:
Introduce students to the Final Project. Explain that they are going to become mathematicians by
collecting data on people’s favorite types of weather and creating picture graphs based on that data.
Be sure to mention that students will also be creating videos in which they will answer questions
about the graphs and describe and explain their graphs to demonstrate what they have learned. Use

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 this initial introduction to the Final Project as an overview of the project. Give students time in and
out of class to complete the project. Be sure to walk students through the various stages of the project
as they occur by providing more detailed instructions, conferencing with students, and answering any
questions or clearing up any misconceptions they may have. Pass out the Data Collection Sheet and
instruct students to get started on the Final Project by coming up with four different types of weather
and asking their family, friends, and others which type of weather is their favorite. Once students have
completed the Final Project in its entirety, collect all relevant documents and assess the students’
projects using the Final Project Rubric. Once the projects are evaluated, consider having a concluding
class discussion on the Final Project and picture graphs in general.
(3. Plan learning experiences and instruction).

Assessment:
Type of Description of Modifications Evaluation Criteria
assessment assessment

Informal, Answer questions Individualize questions. Give the Use this assessment to gauge
formative about picture graphs students a chance to consult with student understanding of picture
a peer if they do not know the graphs and the corresponding
correct answer to a question. academic language, correct any
misconceptions and scaffold
student learning. Students should
demonstrate a basic
understanding of picture graphs
and academic language.
Formal, Complete the Picture Have students work with you, Use this assessment to further
formative Graph Worksheet the teacher, as their partner as gauge student understanding of
they complete the worksheet. picture graphs and the
corresponding academic
language. Ensure that all parts of
the worksheet are completed and
record as a completion grade.
Formal, Complete the Final Allow students to complete an Students must collect data, create
summative Project (collect data, alternative assessment (e.g. an accurate picture graph with all
create a picture explaining a pre-made graph the necessary components, and
graph, and make a created from pre-collected data). create a video explaining their
video using Flipgrid) graph and answering questions.
See attached rubric.
(2. Determine acceptable evidence).

Catholic Connection:
This lesson could serve as a starting point for a discussion or lesson on how we are all unique. We are
all special and God created us with different likes, dislikes, and preferences. This lesson could also serve
as a starting point for a discussion or lesson on important symbols within Catholicism. Understanding
the concept of symbols is important for learning how to read and create a picture graph and this concept
could be carried over to introduce students to symbols in churches, the Bible, etc.

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 Science Lesson
Lesson Title: Water, Water Everywhere! Grade: 2

Learning Target:
The student will be able to describe the main processes involved in the water cycle (evaporation,
condensation, and precipitation) and recall corresponding academic language.
The student will be able to demonstrate his or her knowledge of the water cycle by creating a skit which
illustrates one or more of the main processes involved in the water cycle.

Grade Level Guide: Content Standards

Content Curriculum Focal Common Core State Interdisciplinary Connections
Points Standards
Next Generation Science Ohio’s Learning Standards Ohio’s Learning Standards (OLS),
Standards (NGSS): (OLS), Science: Social Studies:

ESS2.C: The Roles of Water in
Earth’s Surface Processes
Water is found in the ocean,
rivers, lakes, and ponds. Water
exists as solid ice and in liquid
form. (2-ESS2-3)
2.ESS.2: Water is present in
the atmosphere.
Water is present in the
atmosphere as water vapor.
When water vapor in the
atmosphere cools, it forms
clouds, fog, rain, ice, snow,
sleet or hail.
8. Cultures develop in unique ways,
in part through the influence of the
physical environment.
In this lesson, students will learn
about the processes involved in the
water cycle and their effect on the
environment. They will also learn
about different types of
condensation and precipitation
which uniquely affect different
places and cultures.

Academic Language: weather, energy, solid, liquid, gas, water cycle, evaporation, condensation, cloud,
fog, precipitation, rain, snow, sleet, hail

Students’ Needs: Students need to be familiar with the concept of energy. They must also be familiar
with the different states of matter (solids, liquids, and gasses). Students need to have some familiarity
with the water cycle and different types of precipitation in order to build upon that knowledge. Finally,
students need to have good listening skills and use these skills throughout the lesson.

English Language Students with a Speech or Students with a Specific

Learners Language Impairment Learning Disability

Provide students with Provide students with Provide students with

supplementary videos
which further illustrate the
concepts and academic
language. In addition,
provide students with
modified Vocabulary
Booklets which also have
multiple opportunities to
practice saying and using
the academic language so
that they feel confident
using the academic
language during the lesson
and in the skit.
modified Vocabulary
Booklets which have parts
that are partially completed.
This will help students who
have trouble with reading
and writing not be

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 pictures, terms in the overwhelmed with a task
students’ native that is too demanding.
language(s), etc.

Materials:
Student Needs: computers with Internet access, scissors, writing utensils, scissors
Teacher Needs:
Water Cycle Gizmo, computer with Internet access, Smartboard or projector, whiteboard or easel pad,
writing utensil, Vocabulary Booklets, stapler, Water Cycle Skit Props, Water Cycle Skit Rubric

Language Function:
Throughout the lesson, students will have to analyze, describe, and explain the main processes involved
in the water cycle all while using the corresponding academic language. In using drama to illustrate the
processes involved in the water cycle, students will need to interpret and synthesize information to
explain the concepts they have learned. Finally, students will need to evaluate their performances and
understanding of the water cycle by justifying their skits.

Lesson Plan

Before:
Before the lesson, divide the students into groups of 3-4 students using mixed-ability grouping. Be
sure to rearrange the desks as necessary and put a computer at each spot. Bring the Water Cycle
Gizmo out and find a designated space for it in the room. Once the students are in their seats, instruct
them to go to the following website: https://www.educationsoutheastwater.com.au/resources/natural-
water-cycle-game and give them time to play a game called the “Natural Water Cycle Game”. As the
students are playing the game, call each group up one-by-one and allow them to play around with the
Gizmo. Act as facilitator by asking students questions about the concepts highlighted in the Gizmo. If
students have extra time after finishing the online game, have them explore the website the game is on
or have them discuss the game and/or Gizmo with the peers in their groups.

During:
Conduct a mini lesson on the processes involved in the water cycle and corresponding academic
language using explanations, notes, pictures, and questioning as necessary. Begin by explaining the
water cycle and the role that energy plays in it by using a diagram of the water cycle
(https://amwater.com/tnaw/water-information/water-learning-center/the-water-cycle). Using what
students know about the states of matter (solids, liquids, and gasses), introduce the concepts of
evaporation, condensation, and precipitation. Feel free to write notes on the board or use other
pictures or videos to help students understand the concepts you are trying to teach them. Explain what
clouds and fog are and be sure to mention that they are forms of condensation. Likewise, explain what
rain, ice, snow, sleet, and hail are and be sure to mention that they are forms of precipitation. Next,
pass out the Vocabulary Booklets and have students cut out, assemble, and fill out them. Allow
students to use their computers to research terms they may need further clarification on and be sure to
walk around the room to clear up any misconceptions students may have.

After:
First, create new groups (6-8 students) by pairing up the original groups of 3-4 students. Pair the
groups based on convenience; in other words, pair groups that are near each other in the classroom.
Provide directions for the culminating activity in which students will create and perform a skit within

13
 their groups illustrating one or more parts of the water cycle. Explain that each of the groups will
come up with a short dramatization which depicts evaporation, condensation, and/or precipitation. For
example, students could produce a skit in which they demonstrate runoff coming down a mountain,
entering a lake, and evaporating. Or, students could create a skit in which they show how clouds form
in the sky and produce snow. Be sure to remind students to use the academic language within their
skit and offer them access to the Water Cycle Skit Props. Encourage them to be creative and use
materials within the classroom. Help each of the groups designate one student as the creative director/
prop manager, one student as the narrator, and the rest of the students as the “actors”. Give students
time to create and practice their skits. Then, have each of the groups perform their skit for the class.
After each group performs their skit, have the group members explain their skit and prompt them with
questions to help them demonstrate their learning. Collect the Vocabulary Booklets for grading. Keep
the Gizmo out in the classroom for students to continue exploring the water cycle.

Assessment:
Type of Description of Modifications Evaluation Criteria
assessment assessment

Informal, formative Answer questions Individualize questions. Use this assessment to gauge
about the Gizmo Give the students a chance student understanding of the
and the concepts in to consult with a peer if they water cycle and the corresponding
the lesson do not know the correct academic language, correct any
answer to a question. misconceptions and scaffold
student learning. Students should
demonstrate a basic understanding
of picture graphs and academic
language.
Formal, formative Complete the Provide students with Use this assessment to further
Vocabulary Booklet modified Vocabulary gauge student understanding of
Booklets and extra the water cycle and the
assistance as necessary. corresponding academic
language. Ensure that all parts of
the Vocabulary Booklet are
completed and record as a
completion grade.
Formal, summative Create and perform Designate roles for the skit Students must create and perform
a skit about the based on student strengths. a skit which demonstrates their
water cycle understanding of the water cycle.
See attached rubric.

Catholic Connection:
This lesson could be used as a starting point for a discussion or lesson on how God provides for us. God
gives us all the natural resources we need, including water. This lesson could also be used as a starting
point for a lesson or discussion on stewardship and taking care of the gifts God has given us.

14
 3. Write and say more

T
R
E Topic sentence
Reason
1. Pick an idea or
E Explanation
opinion 2. Organize and Ending

generate notes for

each part of the TREE

15
 T
R
E
E

Topic sentence: I think that ___________________is the best type of weather.

Reason #1: ___________________________________________.

Explanation #1: ________________________________________

____________________________________________________.

Reason #2: ____________________________________________.

Explanation #2: _________________________________________

____________________________________________________.

Ending: This is why ___________________ is the best type of weather!

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Opinion Paragraph Rubric

Excellent. Paragraph contains all of the

4
following elements: a topic sentence, 2
reasons, 2 explanations, and an ending.
Paragraph contains at least 2 linking words.

Above average. Paragraph contains 5 of the

3
following elements: a topic sentence, 2
reasons, 2 explanations, and an ending.
Paragraph contains at least 2 linking words.

Satisfactory. Paragraph contains 3-4 of the

2
following elements: a topic sentence, 2
reasons, 2 explanations, and an ending.
Paragraph contains 1linking word.

Below average. Paragraph contains 1-2 of

1
the following elements: a topic sentence, 2
reasons, 2 explanations, and an ending.
Paragraph contains 0 linking words.

Unsatisfactory. Paragraph contains 0 of the

0
following elements: a topic sentence, 2
reasons, 2 explanations, and an ending.
Paragraph contains 0 linking words.

17
 Directions: Create a picture
graph from the data
provided below and then
answer the questions. Don’t
5 forget to add a title and
labels for the categories!

4
Weather
Type of Number
3
Weather of Days
Cloudy 1
2
Rainy 4

1 Windy 2

Sunny 5

1. There was 1 cloudy day and 4 rainy days. How many days were either cloudy or rainy?

__________ days

2. How many windy or sunny days were there in total?

__________ days

3. How many more rainy days were there than windy days?

__________ days

4. How many fewer cloudy days were there than sunny days?

__________ days

5. Write a true statement about your picture graph: _________________________________

________________________________________________________________________.

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 Which Type of Weather Is
Your Favorite?

19
 Final Project Rubric
Excellent. Completes Data Collection
Sheet. Picture graph accurately reflects the
data collected. Picture graph includes a title
4 and labels for the categories. Completes
Flipgrid and displays comfortability using
academic language (e.g. more or less) to
describe the picture graph.
Above average. Completes Data Collection
Sheet. Picture graph somewhat accurately
reflects the data collected. Picture graph
3 includes a title and labels for the categories.
Completes Flipgrid and displays some
comfortability using academic language
(e.g. more or less) to describe the graph.
Satisfactory. Completes Data Collection
Sheet. Picture graph somewhat accurately
reflects the data collected. Picture graph
2 includes a title or labels for the categories.
Completes Flipgrid and displays some
comfortability using academic language
(e.g. more or less) to describe the graph.
Below average. Partially completes Data
Collection Sheet. Picture graph does not
accurately reflect the data collected. Picture
1 graph does not include a title or labels.
Completes Flipgrid and does not display
comfortability using academic language
(e.g. more or less) to describe the graph.
Unsatisfactory. Does not complete Data
Collection Sheet. Picture graph does not
accurately reflect the data collected and
does not include a title or labels. Or, does
0 not complete picture graph. Completes
Flipgrid and does not display
comfortability using academic language
(e.g. more or less) to describe the graph.
Or, does not complete Flipgrid.

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21
22
Water Cycle Skit Rubric
Excellent. Skit portrays 2 -3 parts of the
water cycle and incorporates 4-5 terms
from academic language section. Skit is
4 well executed. Evidence of active
participation from all students is present.
Following the skit, students accurately
answers questions about the water cycle.
Above average. Skit portrays 2 parts of the
water cycle and incorporates 3-4 terms
from academic language section. Skit is
3 well executed. Evidence of active
participation from all students is present.
Following the skit, students accurately
answers questions about the water cycle.
Satisfactory. Skit portrays 1-2 parts of the
water cycle and incorporates 2-3 terms
from academic language section. Skit is

2
somewhat well executed. Evidence of
active participation from all students is
somewhat present. Following the skit,
students accurately answers questions
about the water cycle.
Below average. Skit portrays 1 part of the
water cycle and incorporates 1-2 terms
from academic language section. Skit is not

1
well executed. Evidence of active
participation from all students is not
present. Following the skit, students
somewhat accurately answers questions
about the water cycle.
Unsatisfactory. Skit does not accurately
portray any parts of the water cycle and
does not incorporate any terms from

0
academic language section. Skit is not well
executed. Evidence of active participation
from all students is not present. Following
the skit, students do not accurately answer
questions about the water cycle.

23
 Glossary
Gizmo: an educational device that brings to life a STEM concept to allow for inquiry-based learning
and active learning out of the STEM areas to occur
Weather: the state of the atmosphere with respect to heat or cold, wetness or dryness, calm or storm,
clearness or cloudiness
Language Arts Lesson
Linking word: a word which connects one idea to another idea
Opinion: a view, judgment, or appraisal formed in the mind about a particular matter
POW+TREE strategy: a strategy for writing opinion pieces
Reason: a statement offered in explanation or justification
Topic sentence: a sentence that states the main thought of a paragraph or of a larger unit of discourse
and is usually placed at or near the beginning
Math Lesson
Category: any of several fundamental and distinct classes to which entities or concepts belong
Data: factual information (such as measurements or statistics) used as a basis for reasoning,
discussion, or calculation
Label: a descriptive or identifying word or phrase
Picture graph: a diagram representing statistical data by pictorial forms
Symbol: something that stands for or suggests something else by reason of relationship, association,
convention, or accidental resemblance
Title: a descriptive or general heading
Science Lesson
Cloud: a visible mass of particles of condensed vapor (such as water or ice) suspended in the
atmosphere of a planet (such as the earth) or moon
Condensation: the conversion of a substance (such as water) from the vapor state to a denser liquid
or solid state usually initiated by a reduction in temperature of the vapor
Energy: a fundamental entity of nature that is transferred between parts of a system in the production
of physical change within the system and usually regarded as the capacity for doing work
Evaporation: change from a liquid to a vapor
Fog: vapor condensed to fine particles of water suspended in the lower atmosphere that differs from
cloud only in being near the ground
Gas: a fluid (such as air) that has neither independent shape nor volume but tends to expand
indefinitely
Hail: precipitation in the form of small balls or lumps usually consisting of concentric layers of clear
ice and compact snow
Liquid: a fluid (such as water) that has no independent shape but has a definite volume and does not
expand indefinitely and that is only slightly compressible
Precipitation: a deposit on the earth of hail, mist, rain, sleet, or snow
Rain: water falling in drops condensed from vapor in the atmosphere
Sleet: frozen or partly frozen rain
Snow: precipitation in the form of small white ice crystals formed directly from the water vapor of
the air at a temperature of less than 32°F (0°C)
Solid: a substance that does not flow perceptibly under moderate stress, has a definite capacity for
resisting forces (such as compression or tension) which tend to deform it, and under ordinary
conditions retains a definite size and shape
Water cycle: the of evaporation, condensation, and precipitation of water on earth

24
 Resources
Language Arts Lesson

Burke, B. N. (2014). The ITEEA 6E Learning by DeSIGN™ Model, maximizing informed design and
inquiry in the integrative STEM classroom. Technology and Engineering Teacher 73 (6), 14-19.

This article explains the components of the 6E Model. A similar version of this model was used as a
framework in the creation of the Language Arts Lesson. The components of the 6E Model, which appear
bolded and in parentheses, can be found throughout the lesson plan.

Hesse, K., & Muth, J. J. (1999). Come On, Rain! New York, NY: Scholastic Press.

This book is a story about a young girl who cannot wait for it to rain. This story will get students
thinking about weather and which type of weather they think is best. In addition, this book helps connect
the lesson to the social studies standard by getting students thinking about how specific types of weather
can influence different people and cultures in different ways.

The IRIS Center. (2006). Improving writing performance: A strategy for writing persuasive essays.
Retrieved from https://iris.peabody.vanderbilt.edu/module/pow/

This module is a valuable resource for understanding the value of the POW+TREE strategy and its
elements. This resource was used to create the POW+TREE visual and graphic organizer.

Math Lesson

Flipgrid. (n.d.). Retrieved from https://info.flipgrid.com/

This website, which is also an app, allows students to create short videos of themselves explaining a
topic or answering questions. This tool will allow students to share their work for the Final Project and
demonstrate what they have learned.

Math & Learning Videos 4 Kids. (2014, December 17). Picture graphs second grade - kids learn about
picture graphs [Video file]. Retrieved from https://www.youtube.com/watch?v=GWoya4T37PU

This video addresses the concept of picture graphs and illustrates how to create a picture graph. This
video is a great supplementary resource to help students understand how to create a graph.

Wiggins, G. P., McTighe, J., Kiernan, L. J., Frost, F., & Association for Supervision and Curriculum
Development. (1998). Understanding by design. Alexandria, VA: Association for Supervision
and Curriculum Development.

This resource explains the process of the Backward Design (BWD) Model. This model was used in the
creation of the Math Lesson. The steps of the BWD Model, which appear bolded and in parentheses, can
be found throughout the lesson as evidence of the use of the BWD Model.

Science Lesson

25
Abed, O. H. (2016). Drama-based science teaching and its effect on students’ understanding of scientific
concepts and their attitudes towards science learning. International Education Studies, 9(10),
163-173. doi:10.5539/iesv9n10p163

This article explains the importance of using drama within the science curriculum. This resource serves
as justification for having students create and perform a skit about the water cycle.

Natural Water Cycle Game. (n.d.). Retrieved from

https://www.educationsoutheastwater.com.au/resources/natural-water-cycle-game

This game illustrates the processes involved in the water cycle. This resource will allow students to
engage with the content and corresponding academic language in a hands-on way.

The Water Cycle. (n.d.). Retrieved from https://amwater.com/tnaw/water-information/water-learning-

center/the-water-cycle

This resource is a visual which depicts the processes involved in the water cycle. This visual is a
valuable resource for helping students understand evaporation, condensation, and precipitation.

Glossary

Merriam-Webster Dictionary. (n.d.). Retrieved from https://www.merriam-webster.com/

This website served as a resource for creating the glossary.

26