Week 1

Central Theme: Weather

Guiding Questions: What is weather? How does weather affect our lives?
Discipline

Student Tasks
Introduction
Probing for Prior Knowledge: Graffiti Activity (representing pre-existing knowledge through words and
visuals
What do you know about weather and seasonal changes?
What is the difference between weather and climate?
Why do we care? How is this important or relevant?
What are some types of weather you can measure?
How does weather affect you and your hobbies (i.e. sports, outdoor activities)?
Can weather be good or bad?

English
Language Arts

Introduction of Eye of the Storm by Kate Messner and novel study

Preparing students for the novel with a KWL chart
Begin Daily 5 activities associated with book reading
Discussing global warming as a major theme running throughout the novel

Math

Daily temperature measurement using visual thermometers

Working with estimating temperature on a thermometer
Graphing temperature trends over time

Science

Begin recording of weather phenomena

Creation of student-made anemometers to measure wind
Connection to Expertise: Meteorologist guest speaker
o Exploring technology and techniques that experts use to track weather
o Discussing importance of media in communicating scientific information

Social Studies

ELL and
Differentiation

Introducing the Canada from Space Map composite from RADARSAT2

o Beginning exploration of map with experiential learning of latitude, longitude, and coordinates
Latitude and longitude scavenger hunt
Charting provincial borders
o Brainstorming importance of satellite to Earth observations
Watch Postcards from Canada (National Film Board, 2000) to observe diverse geography of Canada
through place and time
Teacher prepares a word wall of essential vocabulary (i.e. weather, temperature, global warming,
thermometer, anemometer, Celsius, thunderstorm, carbon dioxide, etc.)
o A good example: http://clickonenglish.blogspot.ca/2013/11/weather-vocabulary.html
Teacher prepares a scaffolding sheet for the novel, including paraphrased meanings of difficult words and
sentences, and the main idea of the novel.
A sheet of sample sentences of describing weather and global warming to facilitate ELL students in
discussion and in completion of KWL chart
Introduce personal dictionary activity
Visual thermometers to help present temperature in multiple ways
Speech-to-text software installed on iPad or computer to assist with students research process

Week 2
Central Theme: Climate and Climate Change
Guiding Questions: What is the difference between weather and climate? Does climate change? How does human activity affect
climate change?
Discipline
Fine Arts

Student Tasks

Students re-enact a significant moment from The Eye of the Storm by miming, a tableaux, puppetry, or
storytelling
Reflecting in student journals as to why this moment was significant
Students make predictions about what will happen next in the novel based on the plot

English
Language Arts

Continue Daily 5 reading tasks for Eye of the Storm

Have students listen to the teacher read at the end of every day during circle time
Introduce a writing journal to be used as a self assessment
o A place to make comments about the book, write down unknown words, write questions about the
author and characters in the novel
Answer questions from resource in small group discussion format

Math

Graphical analysis of historical climate patterns (i.e. average temperature) in a given place
Getting students to think about climate change by connecting mathematical data to scientific explanation
Think-Pair-Share and whole class discussion about their findings and potential causes of statistical trends
Examining patterns in the data and making informed predictions for the future

Science

Move from weather to climate

Examining how weather trends over the course of a year contribute to the climate of a place
Comparing/contrasting other places climates with that of Calgary by doing Internet research
o Connecting climate with lifestyle of people living in that place
Introduce topic of climate change and global warming
o Watch An Inconvenient Truth
o Discuss effect of human activity on the environment
o Model the greenhouse effect using a classroom demonstration

Social Studies

ELL and
Differentiation

Continue using the map Canada from Space to investigate Arctic ice
o Brainstorm and discuss importance of Arctic permafrost, types of Arctic ice, relationship to climate
o Activities:
Use ice profile cards from CanGeo Education toolkit to plot types and location of ice in the
Canadian Arctic
Create a living chronological timeline of Arctic sea ice using Arctic ice time cards from
toolkit. Discuss patterns, changes and consequences
Have students, individually or in small groups, create their own series of visual timeline cards
for one geographic location in Canada from 1900-2015
Engage in class discussion about the political nature of climate change
Explore oceans surrounding Canada with the giant map.
o Examine wind, waves, temperatures, colour and tides
o Talk about the effects of oceans on temperature and animal migrations
o Use giant map for activity positioning oceanic temperatures to observe seasonal changes and
currents.
When writing in their journals, ELL students can complete optional additional tasks:
o Work on a cloze activity: teacher writes a summary of the novel with key words missing, and
students fill in the blanks with a word bank
o Cut up key sentences of the text into individual words and have students reassemble them
Draw a graphic outline of the novel (e.g., cause and effect diagrams, a list of key points and supporting
details)
Read the novel in a readers theatre (each student reads one sentence by taking turns, and students can
add actions, expressions, and props when reading it aloud)

Week 3
Central Theme: Climate Change and Natural Disasters
Guiding Questions: What is the connection between global warming and natural disasters? What are the mechanisms that
contribute to these natural disasters?
Discipline

Student Tasks

English
Language Arts

Now that groups are made, do a mind map for your specific natural disaster
Continue on with journal writing as the novel is being read in class
Answer questions from resource. (Group discussion) (Small group discussion) (Individual)

Fine Arts

Introduction of final project. Over the next 3 weeks, students will be provided with daily and weekly tasks to
keep them on track
Students will begin collaborating ideas of survival stories based on the event of a natural disaster
Students will also need to decide the medium in which they will present their story
o Can be a storyboard, comic strip, dramatic play, video, etc.
o Must incorporate their blueprint or 3D model of their school (covered in Week 4)
o Students must include a survival kit
o Groups must indicate their plan of action/protocol
How would they react in the event of a natural disaster so that they could have their own
survival story?

Math

In groups, students will research the cost of natural disasters

o Focus on:
Typhoon Koppu, Philippines (2015)
California Mudslides (2015)
Calgary Flood (2013)
California Wildfires (2015)
Polar Vortex (2014)
Hurricane Patricia (2015)

Science

Introduction to natural disasters

Hooking with a science demonstration of a tornado
o http://www.discoveryeducation.com/teachers/free-lesson-plans/wonders-of-weather.cfm
Examining, what are the impacts of this natural disasters on humans, the environment, and animals?
Performing research on various natural disasters (using classroom books and the Internet)
Selecting groups for natural disaster projects (teacher generated)

Social Studies

ELL and
Differentiation

Utilizing the giant Canada from Space map to study geographic connections between pollution, climate
change, and weather
o Discuss layers of the atmosphere
o Brainstorm about what pollution is and the effects of pollution on different layers of the atmosphere.
Connect to population distribution and pollution concentration. What are the implications for
everyday life?
Resource: Ozone information cards from toolkit and 16 ozone-monitoring stations across
Canada
o Reflect on oceanic temperatures and climate
Weather and the seasons
o Activities:
Demonstrate the rotation and revolutionary motion of the Earth in connection to the seasons.
Have students act as the Sun and Earth to demonstrate phenomenon. Demonstrate with
the tilt of the Earths axis.
Weather charades: Small teams are given weather cards and must create clues to enable
team member to guess the weather phenomenon.
o Class discussion about clouds as weather phenomenon to measure climate. Making connections to
severe weather and rising ocean temperatures.
Activity: Create a concept map connecting weather-related phenomena and at least 3
Canadian geographic formations (e.g. The Rocky Mountains, Arctic ice, and rivers)
Word wall of natural disaster vocabulary
Regular check of ELL students writing (vocabulary, grammar, sentence structures)
o Pointing to one area to improve each time
Students can present their survival stories in different ways
Students are given limited choices to select a natural disaster based on interest

Week 4
Central Theme: Natural Disasters
Guiding Questions: What are the characteristics and impacts of your selected natural disaster? Where does your natural disaster
occur?

Discipline
English
Language Arts

Student Tasks

Now that the novel has been read, introduce the Poof book project. Students will make their own Poof book,
which answers questions that they have made throughout reading the novel. Students will accompany each
page of writing with a drawing.
Students will choose 6 resource questions to answer and have the teacher check them before writing.
Students will answer these questions in a small group discussion format

Fine Arts

Students are provided time to work on their final project

The teacher checks in with students to make sure they are covering all aspects of the assignment

Math

In groups students will plan and design a model of the school (i.e. a blueprint or a 3D model) to scale using
mm, cm, or m units
This model will help students envision an emergency evacuation plan for their school in the case of a natural
disaster
This emergency evacuation model will be part of their summative assessment in the final week

Science

Work periods dedicated to the project this week are scaffolded with the following questions:
o Summarize your natural disaster
o What is the underlying weather science behind your natural disaster?
o What impacts does it have on people?
o It is possible to slow down the process of climate change to mitigate this disaster?

Social Studies

Canada from Space: How can satellite imagery help to predict natural disasters and support humanitarian
aid?
o Using the giant map, locate diverse disasters on the Canadian landscape
o Students create a landform overlay to illustrate connections between natural disasters and
geography
o Class brainstorms about the role of Earth observations in global disaster monitoring and preparation
(humanitarian aid and political barriers)

ELL and
Differentiation

Teacher does joint writing with students who are struggling to write the script of survival story. Teacher and
each student contribute at least one sentence.
iPad speech-to-text function used for struggling writers
Visual checklists for diverse learners to facilitate organization and independence
Graphic novel style proof book optional for struggling readers

Week 5
Central Theme: Emergency Preparedness
Guiding Questions: How can people and societies be prepared for a natural disaster? What are the effects of a natural disaster on
people and our environment?
Discipline
English
Language Arts

Student Tasks

Allowing time for students to work on their Poof book project

Once students have completed the rough draft, they must have their book peer-edited and teacher reviewed
before beginning their final copy
The class will also answer questions from the resource in a small group discussion format

Fine Arts

Students are provided time to work on their final project

The teacher checks in with students to make sure they are covering all aspects of the assignment

Math

Continuation of work on floor plans. Make professional and polished.

Science

Lab activity testing fabrics and materials for their effectiveness in certain weather conditions
Having students engage in a design challenge to develop materials that would protect humans in their
chosen natural disaster

Social Studies

Based on knowledge of selected natural disaster in science groupings, students plan and create a checklist
of items that would be necessary for a humanitarian relief donation
Opportunity to discuss quality of life

ELL and
Differentiation

All previous weeks accommodations continuous.

Peer review: students are given the opportunity to assess others work and receive feedback from a different
audience

Week 6
Central Theme: Presentations, Conclusion, and Summative Assessment
Guiding Questions: How is climate change affecting weather and our world?
Discipline

Student Tasks

ALL

Posting of Poof books to the wall to be read and shared with peers and parents
Presentation of final drama projects and math models
Presentations of natural disaster projects (i.e. a poster fair, PPT presentations, student films)
Collecting necessary materials and sending class humanitarian relief packages to areas affected by recent
natural disasters

ELL and
Differentiation

All accommodations continue from previous weeks to ensure multiple means of representation to
demonstrate all students learning