FAYETTE COUNTY PUBLIC SCHOOLSDistrict Curriculum Map for Science: Grade 3

Topic 3E Weather and ClimateBig IdeaWhat enduring understandings are essential for application to new situations within or beyond this content?

Patterns Patterns of change can be used to make predictions.

(3-ESS2-1),(3-ESS2-2)

Essential Questions What questions will provoke and sustain student engagement while focusing learning?

What do we learn from observing patterns?

How do weather and climate vary throughout the world?

How much evidence is enough to make a claim?Enduring StandardsWhich standards provide endurance beyond the course, leverage across multiple disciplines, and readiness for the next level?

Analyzing and Interpreting DataAnalyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. (3-ESS2-1)

Obtaining, Evaluating, and Communicating InformationObtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.

Obtain and combine information from books and other reliable media to explain phenomena. (3-ESS2-2)

Supporting StandardWhich related standards will be incorporated to support and enhance the enduring standards?

ESS2.D: Weather and Climate Scientists record patterns of the weather across different

times and areas so that they can make predictions about what kind of weather might happen next. (3-ESS2-1)

Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years. (3-ESS2-2)

Instructional OutcomesWhat must students learn by the end of the unit?

I can… collect and organize weather data from the same area over

seasons. [Teacher Note: Data could include average temperature, precipitation, and wind direction. Data can be organized into tables, pictographs, and/or bar charts.]

collect and organize weather data from different areas over seasons. [Teacher Note: Different areas might include hometown and nonlocal areas, such as towns in other states.]

identify and describe weather patterns across different seasons.[Teacher Note: Patterns might include cold and dry in the winter, hot and wet in the summer; more or less wind in a particular season.]

identify and describe weather patterns across different areas. [Teacher Note: A pattern might include how certain areas have high precipitation totals, while a different area may have very little precipitation, like a town in the Pacific Northwest vs.

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FAYETTE COUNTY PUBLIC SCHOOLSDistrict Curriculum Map for Science: Grade 3

a town in the Southwest.] determine weather relationships based on data. [Teacher

Note: Weather relationships might include things such as temperature and type of precipitation.]

use weather patterns in an area over time to predict the typical weather conditions expected during a particular season. [Teacher Note: For example, “In our town in the summer it is typically hot, as indicated in my bar graph over time. In the winter it is typically cold; therefore, the prediction is that next summer it will be hot and next winter it will be cold.”)

use weather patterns in different areas and over time to predict weather conditions expected during a particular season.

use books and other media to gather information about climates in different regions of the world. [Teacher Note: Regions may include equatorial, polar, coastal, mid-continental.]

use books and other media to gather information about variations in climates within different regions of the world. [Teacher Note: Variations could include an area’s average temperatures and precipitation during various months over several years or an area’s average rainfall and temperatures during the rainy season over several years.]

combine information from research about climate patterns as evidence for predictions I make about typical weather in a region.

use the information I’ve collected to describe climates in different regions of the world.

use the information I’ve collected to describe how climate patterns can be used to predict weather conditions.

Performance ExpectationsWhat must students be able to do by the end of the unit to demonstrate their mastery of the instructional outcomes?

Students who demonstrate understanding can… 3-ESS2-1.

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.]Evidence Statements – What does evidence of student learning look like?

3-ESS2-2.

Obtain and combine information to describe climates indifferent regions of the world.Evidence Statements – What does evidence of student learning look like?

Essential VocabularyWhat vocabulary must students know to understand

Science and Engineering Practicesdata – a collection of information or facts, often in the form of numbers

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FAYETTE COUNTY PUBLIC SCHOOLSDistrict Curriculum Map for Science: Grade 3

and communicate effectively about this content? design solution – creating or changing an object or tool to solve a

problem

evidence – knowledge and information which helps support something

interactions – two or more objects having an effect on each other

patterns – the repeated way that something is done or happens

relationships – the way in which two or more things are connected Discipline-Specificclimate – patterns of weather in an area over a long time period

region – an area of the world in which the climate is similar

weather - day to day conditions in the layer of air surrounding Earth,

such as temperature, precipitation, and wind direction

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FAYETTE COUNTY PUBLIC SCHOOLSInstructional Planning Guide: A Curriculum Map Companion

Subject and Grade Level Science 3EUnit Title Weather and Climate (climate and seasonal data

collection continues)Summative Assessment of LearningIn what way will students meet the performance expectations to demonstrate mastery of the standards?

Instructional OutcomesHow will the instructional

outcomes be sequenced into a scaffolded progression of

learning?

Learning ActivitiesWhat well-designed progression

of learning tasks will intellectually engage students

in challenging content?

Formal Formative Assessments

What is the evidence to show students have learned the lesson

objective and are progressing toward mastery of the

instructional outcomes?

Integration StandardsWhat standards from other disciplines will enrich the learning experiences for the students?

KAS ELA/LITERACY

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.   (3-ESS2-2)

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. (3-ESS2-2)

W.3. 9 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-ESS2-2)

KAS MATHEMATICS

MP.2 Reason abstractly and quantitatively. (3-ESS2-1),(3-ESS2-2)

MP.4 Model with mathematics. (3-ESS2-1),(3-ESS2-2)

MP.5 Use appropriate tools strategically.   (3-ESS2-1)

3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.   (3-ESS2-1)

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FAYETTE COUNTY PUBLIC SCHOOLSInstructional Planning Guide: A Curriculum Map Companion

3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in bar graphs. (3-ESS2-1)

Resources What resources will be utilized to enhance student learning?

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FAYETTE COUNTY PUBLIC SCHOOLSGlossary

Enduring StandardsEnduring Standards are a priority set of essential standards and expectations that are critical for student success. They are a small subset of standards that represent the most important concepts, content, and skills of the curriculum. Enduring standards, also known as Power Standards or Essential Standards, meet three criteria:

1. ENDURANCE – Does it provide students with knowledge and skills that last beyond a single test date and have life-long value?

2. LEVERAGE – Does it provide knowledge and skills that are of value in multiple disciplines?3. READINESS – Does it provide students with essential knowledge and skills that are

necessary for their success in the next grade level?Enduring standards are explicitly taught and intentionally assessed through summative measures. Student mastery of the enduring standards is the primary focus of instruction, providing a guaranteed and viable curriculum that allows for equal access to opportunity for learning for all students.

Sources:

Focus Reeves and Ainsworth

Formative Assessment for LearningFormative Assessment, also referred to as “assessment for learning,” is a process through which teachers and students gather evidence for the purpose of making instructional adjustments to improve learning. It is on-going and occurs throughout the lessons and unit. Sometimes it is referred to as a check for understanding. Formative assessment can be either informal or formal. In the classroom, we assess the group informally through intangible means such as questioning, dialogue, observation, or other anecdotal evidence. Formal formative assessments typically require tangible evidence of learning from each individual, such as quizzes, exit slips, performance tasks, or a product of some sort. It is important to remember that it is not the instrument that is formative; it is the use of the information gathered, by whatever means, to adjust teaching and learning, that merits the formative label. Formative assessment, therefore, is essentially feedback, both to the teacher and to the student about present understanding and skill development in order to determine the way forward. There should be a direct and aligned connection between lesson objectives, lesson activities, and the formative assessment measures used to gauge learning progress.

Sources:Danielson’s KY Framework for Teaching, 2011

Domain 1, Component F: Designing Student Assessments

Classroom Assessment for Student Learning (CASL)

Results Now

Inside the Black Box

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FAYETTE COUNTY PUBLIC SCHOOLSGlossary

Chappius’ Seven Strategies of Assessment for Learning

Instructional OutcomesInstructional Outcomes are clear statements of intended learning that lead to the development of sound formative and summative assessments. They describe what students are expected to learn after successfully completing a lesson(s) or learning experience. Instructional outcomes reflect important learning and are written in terms of what students will learn rather than do. Outcomes are congruent to the big ideas and enduring standards of the discipline and represent a range of knowledge, including factual, conceptual, reasoning, social, management, communication, and dispositions.

NOTE: The terms “Learning Targets” and “Instructional Outcomes” are synonymous and are used interchangeably in PGES support materials created by the Kentucky Department of Education. Sources:Danielson’s KY Framework for Teaching, 2011

Domain 1, Component C: Setting Instructional Outcomes

Classroom Assessment for Student Learning (CASL)

Learning ActivitiesLearning Activities refer to the series of thoughtfully constructed and cognitively engaging learning tasks. Learning activities should incorporate the use of appropriate resources and materials, high-yield instructional strategies, and consistent structures including opportunities for literacy development, differentiation, modeling, practice time, and constructive feedback. Learning activities are punctuated by informal formative assessment measures throughout the lesson to see how well students are progressing in their learning. Learning activities should be directly aligned to the lesson objective with a broader focus on eventual mastery of the related instructional outcome.

Sources:Danielson’s KY Framework for Teaching, 2011

Domain 1, Component E: Communicating with StudentsMarzano’s Classroom Instruction that WorksResults Now

Lesson ObjectivesLesson Objectives are specific, measurable statements that define the instructional purpose of the lesson. They assert in clear, kid-friendly language exactly what the student will be learning during that particular lesson. Lesson objectives are created by breaking down the instructional outcomes into a logical and sequential progression of learning goals. Each objective builds on the previous one, scaffolding the progression of learning until alignment with the instructional outcomes and, eventually, congruency with the standard is reached. Mastery of the lesson objectives are assessed through formative measures.

Sources:

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FAYETTE COUNTY PUBLIC SCHOOLSGlossary

Danielson’s KY Framework for Teaching, 2011Domain 1, Component E: Designing Coherent InstructionDomain 3, Component A: Communicating with Students

Results Now

Performance ExpectationsPerformance Expectations are measurable criteria that describe what proficiency looks like when the instructional outcomes are reached. These criteria define the minimum expectations for rigor at that point in the learning progression and should require application of the knowledge at higher cognitive levels. The performance expectations provide an outline for the development of summative assessments of learning, including appropriate product-, project-, or performance-based options.

Sources:Danielson’s KY Framework for Teaching, 2011

Domain 1, Component F: Designing Student AssessmentsNGSS

ResourcesResources are the key materials utilized by teachers. Resources fall into several different categories: those used in the classroom by students, those available beyond the classroom walls to enhance student learning, those for teachers to further their own professional knowledge and skill, and those that can provide non-instructional assistance to students. Resources include such things as books and other print material, technology, community and professional organizations, and people. Resources for lessons should be selected to enhance the lesson activities and engage the students.

Sources:Danielson’s KY Framework for Teaching, 2011

Domain 1, Component D: Demonstrating Knowledge of Resources

Summative Assessment of LearningSummative Assessment, also referred to as “assessment of learning,” is a formal means for determining how much a student has learned, and to what level, at the end of a unit or course. Summative assessments are typically used for the purposes of monitoring accountability and assigning grades or performance levels. These assessments can and should take on a variety of formats, from traditional paper/pencil assessments to projects to performance tasks. Summative assessments are designed to measure mastery of instructional outcomes and should be congruent with enduring standards.

Sources:Danielson’s KY Framework for Teaching, 2011Office of Curriculum and Assessment Revised 2017 Page 8 of 9

FAYETTE COUNTY PUBLIC SCHOOLSGlossary

Domain 1, Component F: Designing Student AssessmentsClassroom Assessment for Student Learning (CASL)

Supporting StandardsSupporting Standards are Kentucky Core Academic Standards that have not been identified as Enduring Standards. They are important because they provide foundational support, scaffolding, and enhancement for the Enduring Standards and may come from a variety of disciplines. In some instances, students cannot demonstrate mastery of an Instructional Outcome or Enduring Standard without incorporating their knowledge of a Supporting Standard(s). Supporting standards are typically more heavily assessed through formative measures, but can also be included in summative assessment measures.

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