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999 West Dundee Road
Wheeling, Illinois 60090

Phone: 847-537-8270

Superintendent: Dr. Michael Connolly

School Board & Administration


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School District 21 prides itself on its Professional Learning Community and its rich tradition of professional collaboration, high levels of professional development, and family-like atmosphere. If you see the opportunity to work with colleagues in making a difference in the lives of students and families in a truly diverse setting, School District 21 seeks your application.

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Science

Earth Science

Power Standards
  • Obtain and combine information (such as in tables and graphs) to draw conclusions about typical weather conditions expected during a particular season. (3-ESS2-1 and 3-ESS2-2) (Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.) 
  • Analyze and evaluate multiple design solutions that reduce the impact of a weather related hazard. (3-ESS3-1) (Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to flooding, wind-resistant roofs, and lightning rods.)

Critical Content

Concepts and Skills

* Power Standard Content

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)

ESS3.B: Natural Hazards

  • * A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (3-ESS3-1)

Critical Language (Science & Engineering Practices)

Language Usage

  • A student in third grade can demonstrate the ability to apply and comprehend critical language by obtaining and combining information from books and other reliable media to explain phenomena.

 

Content-Specific Vocabulary

  • Weather
  • Climate
  • Regions
  • Hazard/disaster
  • Flood
  • Blizzard
  • Tornado
  • Hurricane
  • Drought
  • Thunderstorm
  • Season
  • Natural
  • Meteorologist

 

Process-Specific Vocabulary

  • Observation
  • Patterns
  • Models
  • Typical
  • Solution
  • Data
  • Predict
  • Analyze

 

Concept-Based Connections

Essential Understandings

  • Patterns exist that allow us to predict climate and weather based on region and season.
  • People can design solutions for weather-related hazards if the climate of a region and season is understood.

 

Factual Guiding Questions

  • What are the stages of a water cycle?
  • What is a natural hazard?
  • How does weather change in one region throughout the year?
  • How is weather alike and different across different regions in the world?
  • What is the difference between weather and climate?

 

Conceptual Guiding Questions

  • How does the change in climate impact people?
  • How do scientists use weather patterns to predict weather?
  • What steps do people take to limit the impact of a natural hazard?
  • How do meteorologists get their information?

 

Engaging/Debatable Guiding Questions

  • Is the meteorologist always right?
  • What design solutions have had the greatest positive impact with weather-related hazards?
  • Should people be forced to build houses with disaster safety precautions?  (possible example: basements/storm shelters in Tornado Alley)