Weather and Climate

Mystery Science Unit: Stormy Skies

ReadyGen / Literacy Connections

ReadyGen / Science / Social Studies Connections by Grade & Unit


Unit 1 Thunder Cake (3-ESS2-1: Seasonal Weather Conditions)

Unit 2 City Homes  (3-ESS2-2: World Climates)

Unit 3 Storm in the Night Knots on a Counting Rope Paul Bunyan: Growing Up Sleuth: “We Need New Tornado Warnings!”; “Taking Shelter” On the Same Day in March Living Through a Natural Disaster On the Same Day in March, A Tour of the World’s Weather Sleuth: “Weather Work”; “Be-Prepared” (3-ESS3-1: Weather-Related Hazard Solution)


Mystery Science 3rd Grade Student Notebook


Nonfiction Science Literacy Resources


Graphic Organizers / Thinking Maps


Multilingual Learner Language Expectations

Clarification & Boundary Statements

Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.

Boundary Statement: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.

Clarification & Boundary Statements

Clarification Statement: none

Boundary Statement: none 

Clarification & Boundary Statements

Clarification Statement: Examples of design solutions to weather-related hazards could include barriers

to prevent flooding, wind resistant roofs, and lightning rods.


Boundary Statement: none

Mystery Science Units

3rd Grade Phenomenon Storylines   

What is an Anchoring Phenomenon?

Mystery Science 3rd Grade Student Notebook


Stanford 3D Short Performance Assessments (Life Science 3rd Grade)


Stormy Skies - In this unit, students investigate and make predictions about the weather through careful observation of the clouds and wind. Students also learn to differentiate between weather and climate and use models to reveal global climate patterns.

Anchor Phenomenon

Stormy Skies

The anchor phenomenon for this unit is an icy hailstorm that happens during warm summer weather. In the activity, Summer Ice Storm, students generate observations and questions about the phenomenon and create an initial explanation of how it happened.


Stormy Skies - Mystery Science Lesson / Connections to Anchor Phenomenon




Using ChatGPT to find local Colorado Phenomena

Use the following prompt, adjust accordingly. "I am an elementary school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example 1-ESS1-2)"

CDE: Grade Level Expectations

Elementary Report Card Indicators and Brochures

Prepared Graduates:

3-10 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how and why Earth is constantly changing.

Grade Level Expectation:

3.1 Climate describes patterns of typical weather conditions over different scales and variations; historical weather patterns can be analyzed. 

3.2 A variety of weather hazards result from natural process; humans cannot eliminate weather-related hazards but can reduce their impacts.


Colorado Department of Education - Elementary Science Standards

Hands On, Minds On Connections

The Importance of creating Active Learners

The Science Wonder of the Day


Mystery Packs:

You should have received your Mystery Pack at the start of the school year. This includes all you should need to pair your science instruction with your literacy resources. If you have not received your Mystery Pack or need additional supplies please contact contact Michael O'Toole at otoole_michael@svvsd.org 


Additional Hands on Options: Science to Go




Nearpod Lessons / Activities / Videos



Environmental Education Connections



STEM Connections

Teacher Notes / Assessments / Career Connections

Elementary Report Card Indicators and Brochures

Using A.I. to find local Colorado Phenomena

Use the following prompt, adjust accordingly. "I am an elementary school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example 1-ESS1-2)"


Science Database

Offers elementary students a safe place to find answers to their questions, practice research skills, and explore a broad range of subjects like animals, science and more, all in one place. Gale in Context: Elementary



3 Dimensional Science Assessments

This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 5th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge.  Combined 3D Task Inventory



Career Connections

Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.  Gale in Context: Scientist and Inventor Biographies


Thinking Map Connections

To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide


Patterns

Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?


Possible Thinking Maps:

Flow or Bridge Maps for analyzing patterns (Page 54)

Tree Map for classifying (Page 42)

Bridge Map for relationships (Page 66)

Multi-flow Map for causes of patterns and making predictions (Page 60)

Double Bubble Map for comparing / contrasting patterns (Page 36)


Cause and Effect

Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?


Possible Thinking Maps:

Multi-flow Map for cause and effect (Page 60)

Partial Multi-flow Map (Page 60)

Circle Map for Brainstorming (Page 24)

Double Bubble Map for cause and effect (Page 36)