Driving Question:

Standard(s): S1E1. Obtain, evaluate, and communicate weather data to identify weather patterns. A. Ask questions to identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water). B. Plan and carry out investigations on current weather conditions 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 Literacy Skills Name the literacy skills that will be required in the project and/or will be the focus of support. This is for teachers of all subject areas and grade levels. (e.g., expository writing, reading informational text, presentation of ideas with evidence, engage in collaborative conversation, etc.) informational writing informational text (ask and answer questions, main idea and supporting details, presentation of ideas with evidence) engaging in collaborative conversation and planning with usage of key vocabulary Students will need to read about various aspects of weather (climate, seasons, precipitation, weather tools). Students will compose a writing piece describing their island and predicting what the weather will © 2019 Buck Institute for Education PBLWORKS.ORG periodic journal, on a calendar, and graphically. SSICG3: Locate major topographical features of the earth’s surface. be like throughout the year on their island. ELAGSE1RI10: With prompting and support, read informational texts appropriately complex for grade 1. ELAGSE1RI6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. ELAGSE1RI7: Use illustrations and details in a text to describe its key ideas. ELAGSE1RI1: Ask and answer questions about key details in a text. ELAGSE1W2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Objective: How can I, as a meteorologist, use predictions to help prepare others for forecasted weather?

Project Product(s): island, writing piece

Project Timeline:

Entry Event: Cloudy With a Chance of Meatballs

Milestones: Introduction to Weather: Cloudy With a Chance fo Meatballs

Creating a PBL Project (Driving Question and Final Product)

Data Collection and Research

Expert Feedback and Revision

Rehearsal and Preparation for presentation of Final Product

Public Product

What we already knew:

What we needed to learn:

Project Reflections:

Products:

Individual islands

Descriptive writing piece

(To view the products, please select first grade, then click on the arrow to the left, you will then be able to select the class projects you'd like to view.)

What we want to learn next:

Feedback and Reflection

Please leave reflect on our PBL journey and products using the "I like, I wish, I wonder" protocol in the padlet below.