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Learning Goals & Products

Learning Goals

1

Students will be able to observe and record daily weather clues at school using grade 3 weather vocabulary and simple measurement tools.

2

Students will be able to organize weather observations into tables and simple graphs to show patterns over 4 weeks at school.

3

Students will be able to interpret class weather data to identify repeating patterns in temperature, wind, cloud cover, and precipitation.

4

Students will be able to compare school weather data with information about climates in other regions of the world.

5

Students will be able to evaluate a weather-related hazard and justify one design idea that could reduce its impact.

6

Students will be able to revise labels, displays, and reflection entries based on partner feedback and new evidence.

Products

individual

School Weather Investigation Notebook

Each student keeps a research notebook with question notes, tool observations, daily weather records, graphs, reflections, and a short evidence-based claim. It shows how the student collected, organized, and interpreted data across the 4-week investigation.

team

Weather Watch Data Wall Presentation

Teams create a formal class presentation with a shared data wall, graphs, instrument explanations, a weather pattern claim, and a design idea for a weather hazard. The presentation must include evidence from each member and explain any unexpected or conflicting findings.

Rubric
Competency Progression Rubric Competency-first rubric
Category
Learning Goal
Stage 1
Stage 2
Stage 3
Stage 4
New York Portrait of a Graduate
Academically Prepared
  • I can use grade 3 weather vocabulary to record daily weather clues (sky, temperature, wind, clouds, and precipitation) in simple notes or a table during our class weather station work.
  • I can represent our weather observations in a table and create a simple graph (like a picture graph or bar graph) to describe typical weather conditions we expect during our season.
  • I can combine multiple days of weather data to describe patterns in our class weather (such as what we see most often) and explain how those patterns help me understand typical seasonal conditions.
  • I can use our tables/graphs as evidence to explain typical weather patterns for our season and compare them with climate information from other regions, using clear science vocabulary and labeled displays I can point to.
New York Portrait of a Graduate
Reflective and Future Focused
  • I can use a weather observation guide and picture/word cards to record what I noticed (temperature, wind, clouds, or precipitation) and I can name one thing I did well and one thing to try next time.
  • I can record my weather-instrument readings in a table or simple graph and write a clear “what I saw / what it might mean” note using grade 3 science vocabulary, and I can revise one label or step after a midweek partner check.
  • I can reflect on a specific instrument reading shown in my photo entry, describe my feelings or challenge, and explain how my new evidence changed my thinking; I can set a realistic goal for improving my future observations or data displays.
  • I can independently improve my weather station and data display by using feedback to correct labels, improve accuracy, and strengthen patterns I report; I can explain how my observations support a future-focused plan (such as what I will watch for over the remaining weeks) and share this reflection clearly with others.
New York Portrait of a Graduate
Critical Thinker
  • I can sort weather observations (sky, clouds, wind, temperature, and precipitation) into the correct clue categories using grade 3 science vocabulary and show my data in a simple table or picture graph.
  • I can use my weather table/graph and sky-clue charts to find a few patterns over 4 weeks (such as what shows up most often) and explain what the pattern means using evidence from my class data.
  • I can combine information from my observations with climate info from other regions to compare how weather patterns can be different by place and season, and I can justify my comparison with specific evidence from tables/graphs.
  • I can analyze multiple sources of evidence (my instrument readings, class data displays, and pattern comparisons) to make a clear, supported claim about a weather-related hazard and propose a design solution, explaining how my evidence supports my reasoning.