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Science Grade Level 6 Unit Topic: Atmosphere Timeline: 18 to 20 hours Instructional Hours See Teacher Notes Big Idea(s): How does solar energy filter through earth’s atmospheric layers to drive the water cycle resulting in clouds? SC Academic Standards for Science: South Carolina Academic Standards for Science: 6-4.1 Compare the composition and structure of Earth’s atmospheric layers (including the gases and differences in temperature and pressure within the layers). 6-4.2 Summarize the interrelationships among the dynamic processes of the water cycle (including precipitation, evaporation, transpiration, condensation, surface-water flow, and groundwater flow). 6-4.3 Classify shapes and types of clouds according to elevation and their associated weather conditions and patterns. 6-4.7 Explain how solar energy affects Earth’s atmosphere and surface (land and water). Essential Questions: How do the atmospheric layers relate to the Earth’s surface? How does air pressure affects us? How is the water cycle important to us? How does temperature affect precipitation? How do clouds form? How do plants and animals relate to the water cycle? What would happen if there were no Sun? How does the Sun play a part in the water cycle? How does ozone affect living things? What part does ozone play in the greenhouse effect? Atmosphere - 1 -

Science Grade Level 6 Unit Topic: Atmosphere Timeline: 18 ...€¦ · Science . Grade Level 6 . Unit Topic: Atmosphere. Timeline: 18 to 20. hours Instructional Hours See Teacher Notes

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Page 1: Science Grade Level 6 Unit Topic: Atmosphere Timeline: 18 ...€¦ · Science . Grade Level 6 . Unit Topic: Atmosphere. Timeline: 18 to 20. hours Instructional Hours See Teacher Notes

Science Grade Level 6

Unit Topic: Atmosphere Timeline: 18 to 20 hours Instructional Hours □See Teacher Notes Big Idea(s): How does solar energy filter through earth’s atmospheric layers to drive the water cycle resulting in clouds? SC Academic Standards for Science: South Carolina Academic Standards for Science: 6-4.1 Compare the composition and structure of Earth’s atmospheric layers (including the gases and differences in temperature and pressure within the layers). 6-4.2 Summarize the interrelationships among the dynamic processes of the water cycle (including precipitation, evaporation, transpiration, condensation, surface-water flow, and groundwater flow). 6-4.3 Classify shapes and types of clouds according to elevation and their associated weather conditions

and patterns. 6-4.7 Explain how solar energy affects Earth’s atmosphere and surface (land and water). Essential Questions:

• How do the atmospheric layers relate to the Earth’s surface? • How does air pressure affects us? • How is the water cycle important to us? • How does temperature affect precipitation? • How do clouds form? • How do plants and animals relate to the water cycle? • What would happen if there were no Sun? • How does the Sun play a part in the water cycle? • How does ozone affect living things? • What part does ozone play in the greenhouse effect?

Atmosphere - 1 -

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Learner Expectations (Summative Assessment): The learner will:

• Earth’s atmosphere is the layer of gases that surrounds the planet and makes conditions on Earth suitable for living things;

• Water is always moving between the atmosphere (troposphere) and surface of Earth. Students must be able to summarize all components of the water cycle process.

• Clouds that form from the condensation of water vapor are classified by a basic shape. • The driving energy source for heating of Earth and circulation in Earth’s atmosphere is solar energy. • Some of the Sun’s energy coming through Earth’s atmosphere is reflected or absorbed by gases

and/or clouds in the atmosphere. • Solar energy that is absorbed by Earth’s land and water surfaces is changed to heat that

moves/radiates back into the atmosphere (troposphere) where gases absorb the heat, a process known as the greenhouse effect.

• The land heats up and releases its heat fairly quickly, but water needs to absorb lots of solar energy to warm up; this property of water allows it to warm more slowly but also to release the heat energy more slowly. It is the water on Earth that helps to regulate the temperature range of Earth’s atmosphere.

• The effect of solar energy on land may be investigated on different types of surfaces and/or colors of surfaces.

Instructional Strategies: Formative Assessment: A. Earth’s Atmospheric Layers (6-4.1)

1. Discussion-Explain

Review, teach, and discuss the atmosphere and air pressure. Use Promethean Planets- Can Crusher Activity. Students will view Power Point on weather standards as unit progresses. (See weather activity appendix for thumbnails of teacher created Power Point and teacher created notes)

A. Earth’s Atmospheric Layers (6-4.1) 1. Teacher observation

Atmosphere - 2 -

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2. What are the Earth’s Atmospheric Layers?- Engage Focus: Introduce each of the 5 atmospheric

layer (exosphere, thermosphere, mesosphere, stratosphere, troposphere). Strategy: Use the following mnemonic device (Early this morning students train) to introduce the layers. Use Power Point to study atmospheric layers and to see that the atmosphere is in layers much like the layers on a hamburger. Use the following videos. Greatest Discoveries with Bill Nye: Earth Science Bill Nye-Atmosphere. Use Atmospheric Layers Poster from FOSS Weather and Water Kit.

3. Compare the characteristics of each Earth’s Atmospheric layers (air pressure, temperature, and gases)- Engage Focus: Explore the various atmospheric layers

and their characteristics. Strategy: Students begin to visually explore the characteristics of each atmospheric layer using the following videos. United Streaming Videos: What is the atmosphere? Composition of the atmosphere Promethean Planet:

Atmospheric Layers

2. Exit Slip-“What are Earth’s atmospheric layers?” 3. Students will recognize the various layers and identify their characteristics by completing a chart.

Atmosphere - 3 -

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4. Where’s the Air?- Explore (FOSS Kit –Weather and Water Investigation 2) Focus: Students will investigate Earth’s atmospheric layers. Strategy: Students work with syringes and tubing to discover that air takes up space and can be compressed. They work in small groups to design demonstrations to show that air has mass. They study the atmosphere, a mixture of gases, using diagrams, photos, and a reading.

B. Water Cycle (6-4.2)

1. Discussion-Explain Review prior knowledge of the water cycle from 4th grade. Discuss transpiration and two areas of run-off (surface water flow and ground water flow).

2. Readers’ Theater Script: Water Cycle Adventure- Explore

Focus: Water is a never ending cycle Strategy: Students will perform the play on the water cycle.

4. Students will complete various reinforcement activities from a science kit such as Earth’s atmosphere questions. B. Water Cycle (6-4.2) 1. Teacher Observation 2. Teacher observation

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3. Water Cycle Videos and Interact Sites-Engage Focus: Introduce the concepts in the water cycle and their relationships. Strategy: Students will visually explore the water cycle by viewing the following videos and interacting with a model on Promethean Planet. United Streaming: Weather Smart: Water Cycle and Clouds Promethean Planet: The Water Cycle Students will also interact with the water cycle by using the Thirstin’s Water Cycle. (See resources and materials for website) 4. Water Cycle Game-Explore, Engage Focus: Introduce the concepts in the water cycle and their relationships.

Strategy: Students will use the Water Cycle Game to explore the different paths of water on Earth. (See resources and materials for website)

5. Water in the Air (8 sessions)-Explore (FOSS Kit- Weather and Water Investigation 6)

Focus: Investigate the properties of Earth’s atmosphere and the processes that produce weather. Strategy: Students will explore the forms that water takes in the atmosphere. They investigate how water gets in the air and how it condenses out of air.

3. Students will complete related material from video or Promethean Planet. 4. Students will complete a graph, skill sheet, or FOSS skill sheet on the water cycle game. 5. In small groups, students will discuss the results of the investigations and record their findings in their journals. Students will also complete activity sheets from FOSS investigations 6.

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6. The Water Planet (4 sessions)-Explore (FOSS Kit- Weather and Water Investigation7)

Focus: Investigate the properties of Earth’s atmosphere and the processes that produce weather.

Strategy: Students identify the elements of the water cycle and the distribution of water over Earth. Through a game and a multimedia simulation, they follow the path a water molecule might take as it travels in the water cycle. C. Cloud Types (6-4.3)

1. Discussion-Explain, Explore

Review prior knowledge of clouds from 4th grade. Students will take a trip outside to observe various cloud formations. Use the book: Cloud Book by Tomie de Paloa or It Look Like Spilt Milk by Charles G. Shaw to facilitate discussion. Students can also view Edhead- Weather- The Incredible Journey.(See resources and materials for website)

2. Cloud Finder (The Wows and Whys of Weather) Focus: Identify cloud types

Strategy: Students will create a cloud wheel to identify the various clouds using the website reproducible. (See resources and materials for website)

6. In small groups, students will discuss the results of the investigations and record their findings in their journals. Students will also complete activity sheets from FOSS investigations 7. C. Cloud Type 6-4.3) 1. Teacher Observation Edhead assessment 2. Teacher Observation

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3. Shapes, altitude, and types of clouds-Explore, Engage

Focus: Introduce the prefixes of the various clouds and their characteristics through a visualization of the various clouds (altitude, shapes, and etc.). Strategy: Students will go to www.weatherwizkids.com/clouds.htm to get a visual of the various clouds and their characteristics.

4. Weather Condition associate with clouds- Explore, Engage

Focus: Introduce what weather conditions are associated with each cloud. Strategy: Students will go to www.weatherwizkids.com/clouds.htm to explore the weather conditions associated with the various clouds.

5. Illustrate a Cloud-Engage Focus: Formation of clouds Strategy: Students will create clouds using cotton balls or bulletin board paper stuffed to illustrate the various cloud types. Teacher will demonstrate how clouds are formed through an experiment (cloud in a bottle) found on the “weatherwizkids” website. Cloud Case will reinforce what students have learned about condensation and evaporation. (See resources and materials for Cloud Case)

3. Use interactive assessment from website. 4. Use interactive assessment from website. 5. Rubric on cloud creations. Online quiz from Cloud Case.

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D. Solar Energy (6-4.7) 1. Greenhouse Effect-Explore

Focus: Explore how heat interacts with Earth’s atmosphere

Strategy: Students will use the visual graphics on the greenhouse effect websites to explore the greenhouse effect. (See resource and materials for websites) Teacher created notes for standard 6-4.8 are available. (See weather activity appendix for teacher created notes.)

2. Videos on the Greenhouse Effect-Engage

Focus: Understanding why the greenhouse effect occurs. Strategy: Students will view the United Streaming Video to explore how to set up a greenhouse effect and explain why it happens. United Streaming: Testing the Greenhouse Effect What is the Greenhouse Effect The Greenhouse Effect: Global Warming Students will view the National Geographic website to experience the greenhouse effect. (See resource and materials for website)

D. Solar Energy (6-4.7) 1. Use questions and rubric from website. 2. Exit Slip-“Why does the greenhouse effect occur?” Global-warming quiz on national geographic website.

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3. Greenhouse Effect Activity-Explore Focus: Exploring how the greenhouse effect occurs. Strategy: Students will complete the lab to explore the greenhouse effect. (See energy activity appendix) 4. Earth Material Temperature (Heat Transfer and Heat Conduction Through Materials-Investigation 4 FOSS Weather and Water kit)-Explore

Focus: How solar energy affects Earth’s atmosphere and surface (land and water) Strategy: Students will complete the investigation. If you do not have the FOSS kit, go to Fossweb.com for a copy of this activity.

5. Heat Transfer (5 sessions)–Explore (FOSS Weather and Water Kit Investigation 4) Focus: Explore how solar energy interacts with the Earth’s atmosphere and surface. Strategy: Students investigate energy transfer from the Sun to Earth’s surface and the atmosphere. They learn the two mechanisms of heat transfer in solids, liquids, and gases: radiation and conduction.

3. Students will record their results in their journal. 4. Use FOSS Activity sheets. 5. In small groups, students will discuss the results of the investigations and record their findings in their journals. Students will also complete activity sheets from FOSS investigations 4.

Suggested Resources/Materials • Atmospheric Layers Poster. (2008). FOSS Weather and Water Kit.

• Atmospheric layers. (2008). Promethean Planet. “Can Crusher Activity” Retrieved July 21, 2008,

from http://www.prometheanplanet.com

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• Atmosphere with Bill Nye: Earth Science. (2008). Retrieved July 21, 2008, from

http://www.billnye.com

• Cloud Case. (2008). Retrieved July 21, 2008, from http://weathereye.kgan.com/cadet/cloudless/teachers.html

• Cloud wheel. (2008). Retrieved July 21, 2008, from

(http://teacher.scholastic.com/lessonrepro/reproducibles/profbooks/cloudkey.pdf)

• Earth Material Temperature activity sheet: Investigation 4 FOSS Weather and Water. (2008). Retrieved July 21, 2008, from http://www.Fossweb.com

• Greatest Discoveries with Bill Nye: Earth Science. (2008). Retrieved July 21, 2008, from

http://www.billnye.com

• National Geographic website on Greenhouse Effect. (2008). Retrieved July 21, 2008, from http://science.nationalgeographic.com/science/environment/global-warming/gw-overview-interactive.html

• Power Point on Earth’s Atmospheric Layers. (2008). Retrieved July 21, 2008, from http://its.guilford.k12.nc.us/act/grade7/gr7files/atmos/layers.ppt

• Power Point on Earth’s Atmospheric Layers. (2008). Retrieved July 21, 2008, from http://its.guilford.k12.nc.us/act/grade7/gr7files/atmos/layers.ppt#256,4,Slide4

• Readers’ Theater Script: Water Cycle Adventure. (2008). Retrieved July 21, 2008, from http://www.enchantedlearning.com/rt/weather/watercycle.shtml

• Shapes, altitude, and types of clouds. (2008). Retrieved July 21, 2008, from www.weatherwizkids.com/clouds.htm

• The Water Cycle. (2008). Promethean Planet. Retrieved July 21, 2008, from

Atmosphere - 10 -

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http://www.prometheanplanet.com

• United Streaming Videos: Composition of the atmosphere (2001). United Learning. Retrieved July 21, 2008, from http://streaming.discoveryeducation.com

Testing the Greenhouse Effect. (2001). United Learning. Retrieved July 21, 2008, from http://streaming.discoveryeducation.com

What is the Greenhouse Effect. (2001). United Learning. Retrieved July 21, 2008, from http://streaming.discoveryeducation.com

The Greenhouse Effect: Global Warming. (2001). United Learning. Retrieved July 21, 2008, from http://streaming.discoveryeducation.com

Weather Smart: Water Cycle and Clouds. (2001). United Learning. Retrieved July 21, 2008, from http://streaming.discoveryeducation.com

What is the atmosphere? (2001). United Learning. Retrieved July 21, 2008, from http://streaming.discoveryeducation.com

Weather and Water: Investigation 2, 6, and 7. (2008). FOSS Kit- Weather and Water

• Water Cycle Game. (2008). Retrieved July 21, 2008, from http://www.FOSSweb.com

• Weather- The Incredible Journey: Go to the Head of the Cloud. (2008). Retrieved July 21, 2008,

from http://www.edheads.org/activities/weather/ . Literature: Cloud Book by Tomie de Paloa It Look Like Spilt Milk by Charles G. Shaw

Atmosphere - 11 -

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Optional Resources and Materials: Clouds and precipitation (EdHelper) Were You Aware (AIMS) Layers of the Atmosphere (Prentice Hall) BrainPop: Weather http://www.brainpop.com/science/weather/ Water Cycle Earth’s Atmosphere Water Cycle Wheel (AIMS) Layers of the Atmosphere (AIMS) Tub Temp (AIMS) Water Cycle-Enchanted Learning Cloud Song (AIMS) Literature: Cloudy with a Chance of Meatballs Bringing the Rain to Kapiti Plain Clouds and Precipitation Online Meteorology Guide- http://ww2010.atmos.uiuc.eduweatherwizkids.com/cloud.htm www.eduref.org/Virtual/Lessons/Science/Meterology/Met0201.html Field trips/guest speakers National Weather Service Local Meteorologists Writing Prompts: Weather Lore What would you do to prepare yourself for severe weather? How did they know that bad weather was approaching in the 1800’s? Teacher Notes: Complete Atmosphere unit prior to the weather unit.

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Science Grade Level 6

Unit Topic: Weather Timeline: 18 to 20 Instructional Hours □See Teacher Notes Big Idea(s): How can we use various weather tools to collect data in order to predict the weather? SC Academic Standards for Science: South Carolina Academic Standards for Science: 6-4.4 Summarize the relationship of the movement of air masses, high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions. 6-4.5 Use appropriate instruments and tools to collect weather data (including wind speed and direction, air temperature, humidity, and air pressure). 6-4.6 Predict weather conditions and patterns based on weather data collected from direct observations and measurements, weather maps, satellites, and radar. 6-4.8 Explain how convection affects weather patterns and climate. 6-4.9 Explain the influence of global winds and the jet stream on weather and climatic conditions Essential Questions:

• How air masses and pressure systems different? • How can fronts be used to predict the weather? • How can you use a weather map to predict weather patterns? • How does the Earth’s temperature/geography affect storm types? • Why are weather tools important for meteorologists and people at home? • Why is hurricane tracking maps important to people living in the costal areas? • How does convection affect wind patterns and climate? • How does the jet stream and global winds affect weather conditions?

Weather - 1 -

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Learner Expectations (Summative Assessment): The learner will:

• Differentiate between air masses, fronts and pressure systems result in various weather conditions. • Understand the conditions in weather systems and be able to make weather forecasts as precise as

possible, weather data must be accurately collected. • Make visual observations and using the above instruments (6-2.5) to directly measure and collect

data on a regular basis, allows for the development of patterns in weather conditions from the analyzed data.

• Understand the concepts of how convection current is set up in the atmosphere and its affect on wind patterns and climate.

• Understand the influence of global winds and the jet stream on Earth’s weather and climatic conditions.

Instructional Strategies: Formative Assessment: A. Predicting Weather (6-4.4 and 6-4.6)

1. Discussion–Explain Review, teach, and discuss the interactions between air masses, fronts, and pressure systems that results in various weather conditions. Students will view Power Point on weather standards as unit progresses. Teacher notes for standard 6-4.4 are also available. (See weather activity appendix for thumbnails of teacher created Power Point and teacher created notes)

A. Predicting Weather (6-4.4 and 6-4.6) 1. Exit Slip–“What are the differences between air masses, fronts, and pressure systems?” Students will record information from Power Point and notes in journal.

Weather - 2 -

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2. Edheads-Weather-Explore Focus: Predicting the weather Strategy: Students will be able to predict weather from one day to the next after viewing the EdHeads website. (See resources/materials for website link) 3. Videos–Engage Focus: Differentiate between air masses, fronts, and pressure systems. Strategy: Students will visually observe the interactions between various weather conditions.

United Streaming: Weather Smart: Severe Weather Safety: Watch for the Warning

Weather Smart: Tornadoes Weather Smart: Thunderstorms Rising Air The Raging Planet: Hurricane 4. How a hurricanes are formed & Hurricane Simulation–Engage (See resources/materials for websites link) Focus: Examine how hurricanes are formed Strategy: Students will observe how hurricanes are formed and view hurricane simulation.

2. Students will complete Edheads quiz. 3. Students will complete quizzes after each video. 4. Students will observe how a hurricane forms and moves.

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5. Tracking Hurricanes–Engage Focus: Understand how hurricanes develop and move. Strategy: Students will track hurricane locations during the hurricane season. (check with local weather station for tracking charts) 6. Reading Weather Maps-Engage Focus: Reading and interpret weather map Strategy: Students will use weather maps, map keys, and related information to interpret a weather map. (See weather activity for weather map) 7. Reading Weather Symbol (Station Models)– Engage Focus: Reading weather station models Strategy: Students will complete weather station model reinforcement sheet to interpret weather station models. (See weather activity appendix for reinforcement sheet) 8. Interactive Websites-Engage Focus: Reading weather maps and exploring hurricanes. Strategy: Students will interact with the following website. (See resources/materials for website) Promethean Planet:

Weather Maps Hurricanes

5. Students will use tracking charts to track hurricanes. 6. Students will complete weather map. 7. Students will complete weather station model sheet. 8. Teacher Observation

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9. Standard 6-4.4 Practice/Review-Engage Focus: Reviewing air masses, pressure systems, and storms Strategy: Students will review air masses, pressure systems, and storms. (See weather activity appendix) B. Collecting Weather Data (6-4.5) 1. Discussion–Explain Review thermometer, barometer, rain gauge, and anemometer (previous knowledge). Students will complete a sheet on thermometer review using handout. (See weather activity appendix) Introduce barometer and sling psychrometer and their functions. 2. What is Weather?-Engage (Foss Kit-Weather and Water) Focus: Introduce weather by watching a video of severe weather. Students begin monitoring local weather conditions, using tools. Strategy: Students will observe weather conditions and use the internet to record local weather conditions.

9. Students will complete the practice/ review sheet. B. Collecting Weather Data (6-4.5) 1. Teacher observation 2. In small-group discussions, students will reach a consensus on the factors that constitute weather. Students will record weather data in journals.

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3. Weather Watch–Engage (See resources/materials for website link) Focus: Observe, gather data, investigate and analyze weather. Strategy: Students will interact with weather watch website to understand and predict weather. 4. Standard 6-4.5 Practice/Review-Engage Focus: Reviewing weather instruments Strategy: Students will complete the activity to check for understanding of the uses of weather instruments. (See weather activity appendix) C. How convection affects weather patterns and climate (6-4.8) 1. Discussion-Explain Explain the concept of convection currents, three atmospheric convection areas in the northern hemisphere and three in the southern hemisphere, global wind belts, land and sea breezes, surface currents, and climate zones. Teacher created notes for standard 6-4.8 are available. (See weather activity appendix for thumbnails of teacher created Power Point and teacher created notes)

3. Students will record weather data in journals. 4. Students will complete practice/review sheet. C. How convection affects weather patterns and climate (6-4.8) 1. Teacher Observation

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2. Convection currents-Engage Focus: Introduce the concept of convection currents. Strategy: Observe convection currents as heat travels through the air via currents. (See weather activity appendix) 3. Convection (5 sessions)-Explore (FOSS kit-Weather and Water) Focus: Explore how convection affects weather patterns and climate. Strategy: Students will investigate density of fluids on their way to understanding convection as a process of mass movement of fluids and a mechanism for energy transfer. 4. Convection Current Lab-Explore http://www.learnnc.org/lp/pages/2830?style=print Focus: Demonstration of convection currents Strategy: Students will construct a device to demonstrate convection currents. (See weather activity appendix for activity) D. Global winds and Jet Streams (6-4.9) 1. Discussion–Explain Discuss what are global winds and jet streams and where they can be found through diagrams and weather maps. This discussion will also include the Coriolis effect.

2. Students will complete the lab sheet on convection currents. 3. In small groups, students will discuss the results of the investigations and record their findings in their journals. Students will also complete activity sheets from FOSS investigations. 4. Students will record observation and results of lab in journal D. Global winds and Jet Streams (6-4.9) 1. Teacher observation

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2. Video Segment–Engage Focus: Introduce the concept of how global winds and the jet stream influences weather and climatic conditions. Strategy: Students will visually observe how global winds and the jet stream influences weather and climatic conditions. United Streaming: Air Pressure, Jet Streams, Trade Winds, Weather Fronts 3. Air Pressure and Wind (8 sessions)-Explore (6-4.4, 6-4.5, 6-4.6, and 6-4.9) (FOSS kit- Weather and Water) Focus: Explore the relationship between changing air pressure and wind. Strategy: Students will assemble and explore a pressure indicator to learn about barometers. Using knowledge developed in previous investigations, they come up with models of wind. They build an anemometer to measure local wind and use pressure maps to make weather predictions. 4. Standard 6-4.9 Practice/Review-Engage Focus: Reviewing global and jet Strategy: Students will complete the activity to check for understanding of how winds and jet stream effect the Earth’s climate. (See weather activity appendix)

2. Students will complete quizzes after video. Exit Slip-“ How do global winds and the jet stream influences weather and climatic conditions?” 3. In small groups, students will discuss the results of the investigations and record their findings in their journal. Students will also complete activity sheets from FOSS investigations. 4. Students will complete the practice/review sheet.

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E. Weather Wrap-up (6-4.2,6-4.4, and 6-4.6) 1. Weather and Climate (6 sessions)-Explore Focus: Reinforce students’ understanding of weather and climate. Strategy: Students revisit severe weather and consider it in relation to air masses and fronts. Climate is introduced and climate regions are discussed. Students revisit the water-cycle multimedia simulation with the global warming variation, in which Earth’s average temperature has increased 2. Unit Review (6-4.1-6-4.9) Focus: Check for understanding of atmosphere and weather concepts Strategy: Students will complete review sheet. (See weather activity appendix)

E. Weather Wrap-up (6-4.2,6-4.4, and 6-4.6) 1. In small groups, students will discuss the results of the investigations and record their findings in their journals. Students will also complete activity sheets from FOSS investigations. 2. In small group, students will discuss their results and teacher will generate questions to check for understanding of concepts.

Suggested Resources/Materials • Convection Currents. (2008). Retrieved July 21, 2008, from

http://www.learnnc.org/lp/pages/2830 • Convection Current Lab. (2008). Retrieved July 21, 2008, from

http://www.learnnc.org/lp/pages/2830?style=print (See weather activity appendix for activities

• How Hurricanes are formed. (2008). Retrieved July 21, 2008, from http://www.teachersdomain.org/resources/ess05/sci/ess/watcyc/hurrlife/index.html

• Hurricane Simulation. (2008). Retrieved July 21, 2008, from

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http://www.nationalgeographic.com/xpeditions/activities/07/popup/simulation.html

• Reading Weather Symbol Activity Sheet (See weather activity appendix) • Tafta, D. (2007). Standard 6-4.4 Practice/Review. (See weather activity appendix) • Tafta, D. (2007). Teacher created Power Point-(Standards 6-4.4 - 6-4.6, and 6-4.8 – 6-4.10)-

thumbnails attached in weather activity appendix-View Power Point on WPEC website. http://www.wpec.k12.sc.us/

• Tafta, D. (2007). Thermometer review. (See weather activity appendix) • Tafta, D. (2007). Standard 6-4.9 Practice/Review (See weather activity appendix)

Unit Review (See weather activity appendix) • Tafta, D. (2007). Teacher created notes- (See weather activity appendix)

Weather: http://www.edheads.org/activities/weather/) • Tafta, D. (2007). Standard 6-4.5 Practice/Review (See weather activity appendix)

• United Streaming:

Air Pressure. (2001). United Learning. Retrieved July 21, 2008, from http://streaming.discoveryeducation.com Jet Streams. (2001). United Learning. Retrieved July 21, 2008, from http://streaming.discoveryeducation.com Trade Winds. (2001). United Learning. Retrieved July 21, 2008, from http://streaming.discoveryeducation.com Weather Smart: Severe Weather Safety: Watch for the Warning. (2001). United Learning. Retrieved July 21, 2008, from http://streaming.discoveryeducation.com

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Weather Smart: Tornadoes. (2001). United Learning. Retrieved July 21, 2008, from http://streaming.discoveryeducation.com Weather Smart: Thunderstorms Rising Air. (2001). United Learning. Retrieved July 21, 2008, from http://streaming.discoveryeducation.com The Raging Planet: Hurricane. (2001). United Learning. Retrieved July 21, 2008, from http://streaming.discoveryeducation.com

• Weather Fronts. (2001). United Learning. Retrieved July 21, 2008, from http://streaming.discoveryeducation.com

• Water and Weather. (2008). FOSS Kit.

• Weather Map Activity Sheet (See weather activity appendix)

Teacher Notes: Teach atmosphere unit prior to teaching the weather unit. *** A science end of the year review can be found in the inquiry activity appendix.***