Planning Guide
Creating Learner-Focused Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his design.
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LU Title: Weather |
Author(s): Mary Hebert |
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Grade Level: 6 |
School Address: Heuvelton Central |
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Subject Area: Weather |
School Phone/Fax: (315) 344-2414 |
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CONTENT KNOWLEDGE
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Declarative |
Procedural |
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The 6 components of weather. |
Daily weather observation and readings taken. |
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Vocabulary: air mass; front; humidity; global winds; jet stream; Coriolis effect; land breeze; sea breeze; artificial satellite; Dopplar radar; meteorologist; forecast; climate; latitude; altitude; polar; tropical; temperate. |
Record weather data daily. |
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Cold and warm air masses have specific traits and cause specific weather conditions. |
Predict upcoming weather using information gathered over prior days. |
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What causes winds. |
Interpret weather maps |
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Six air masses that affect United States weather. |
Prepare weather maps using correct symbols |
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Specific cloud formations and accompanying weather. |
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Weather map symbols. |
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List of sources and weather technologies used. |
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Four factors that determine climate. |
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How climate and weather are different. |
ESSENTIAL QUESTIONS
INITIATING ACTIVITY
Ask the question: "What day-to-day, minute-to-minute information is valuable to everyone regardless of age, money, life in a city or in the country? Why do you immediately turn on the radio when you get up in the winter and it’s snowing?
Ask the question: "Did the ice storm of 1998 affect you?"
Lead a ten minute class discussion on the importance of being informed about upcoming weather and how we will be learning methods to forecast weather.
Connection to State Learning Standards
Content Area: Science
Level: Intermediate
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Benchmarks: Students describe weather and climate changes. |
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Benchmarks:Students use spreadsheets and data-base software to collect, process, display, and analyze information. Students access needed information from electronic data bases and on-line telecommunication services. Students collect data from probes to measure events and phenomena. |
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Standard:Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. |
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Standard: Students will access, generate, process, and transfer information using appropriate technologies. |
Unit Theme: Weather
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Standard: Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral; written; and electronically produced texts. |
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Standard: |
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Benchmarks: Interpret and analyze information from textbooks and nonfiction books for young adults, as well as reference materials, audio and media presentations, oral interviews, graphs, charts, diagrams, and electronic data bases intended for a general audience. |
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Benchmarks: |
Learning Experiences
Declarative Knowledge
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What declarative knowledge should students in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
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The 6 components of weather.
Vocabulary: air mass; front; humidity; global winds; jet stream; Coriolis effect; land breeze; sea breeze; artificial satellite; Dopplar radar; meteorologist; forecast; climate; latitude; altitude; polar; tropical; temperate. Cold and warm air masses have specific traits and cause specific weather conditions.
What causes wind.
Six air masses affect the weather in the United States.
Specific cloud types and their accompanying weather.
Identify weather map symbols.
Weather information sources and technologies.
List four factors affecting climate.
Describe the difference between climate and weather. |
Brainstorm the specific information that makes up a weather report. Use media to report specific weather data.
Define and/or illustrate terms.
Identify the characteristics of cold air and of warm air. Note changes in weather conditions. Watch video taped forecasts from the Weather Channel.
Diagramming.
Mapping.
Read Weather issue of the magazine "Kids Discover" to listen for detail and information. Identify cloud types and name weather associated with various clouds. Group cloud formations in categories by height; form; and accompanying weather.
Record weather map symbols and their meanings in notes. Interpret weather maps from various sources (newspaper, television).
Read chapter in text on weather technologies and discuss. Study and analyze weather information gathered from the internet.
Given specific traits of climate zones, determine what geographic factor has influenced each climate trait.
Read text and exam diagrams. Solve what characteristics of an area contribute to a specific climate. Map 3 climate zones. Discuss with a partner what phrases or terms describe our weather compared to those that describe our climate.
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Develop an acrostic using the 6 components. List in notes in order of use in the acrostic. Listen and read for specific information for each component.
Note – taking. Concentration. Crosswords.
Refer to daily experiences that illustrate. Diagram, color, and label cold and warm fronts. Graphic organizer. Journal of weather changes over a period of time.
Diagram on board using colored chalk
Look up information in the text. Map the 6 air masses on a map of the United States, making a color key labeling temperature and humidity.
Chart of different clouds cut up and glued into notebooks. Label each with the weather accompanying it. Draw examples of clouds viewed outside and compare to those in notebook for identifying. Venn Diagram. Before, During, After Strategy used to relate clouds to specific weather for predicting.
Notes with graphic representations. Concept pattern.
K W L Generalization Pattern. Go to the internet to collect examples of weather data gathered by technologies.
Carousel Brainstorming. Mapping with labeling using a color key. Notes with graphic representation.
Bookends. |
Lead a discussion on the information available in a weather forecast. List in notes. Students will be given a list of the 6 components of weather to be completed with specific data at home using any combination of newspaper, radio or television. Use text glossary to find definitions. Play Concentration using terms and definitions. Develop a crossword using definitions as clues. Diagram the movement of air in the formation of wind. Point out behavior and characteristics of cold and warm air at home from the freezer and after a shower. The movement of cold and warm air masses in the formation of a weather front will be diagramed, labeled and colored, in red for warm and blue for cold, in notebooks. The characteristics of each weather front used in a Venn Diagram.
Using the chalk colors of red, blue, green, and yellow, diagram the action of cold and warm air during daytime and nighttime. After reviewing the definition of an air mass, ask students where an air mass acquires the temperature and humidity it carries. Use the text to identify the air masses’ locations and correct labeling. Student prepare a map of the air masses mapped and labeled with a key to identify locations, temperature and humidity.
Read together as a class, the article on clouds. Distribute diagrams of cloud formations to be cut up and glued into notebooks in order from highest to lowest; label with accompanying weather. In a Venn diagram, organize clouds for height, amount of moisture, and associated weather. Over a period of days, observe clouds. Begin by reviewing what we know about clouds (before), followed by close observation of present cloud formations (during), and make a weather predication (after).
Draw graphic representation of each weather map symbol and label with its meaning. Develop a concept pattern for weather map symbols, breaking into columns for fronts, atmospheric conditions, precipitation, wind speed and direction. Interpret weather map symbols on maps from various sources: newspaper, television, teacher resources. Begin a K W L sheet completing the first two columns prior to reading the chapter. Complete the sheet after reading. Develop a generalization pattern in notes listing technologies used in gathering weather information. Given specific geographic locations and their climates, each on a separate chart around the room, students will try to predict what factors determine that particular climate. Students will rotate around the room, spending only 1-2 minutes at each chart and adding to what prior students developed. Read chapter within the unit in the text that deals with factors influencing climate. On a map of the world, color in the three climate zones of the earth and make a key. In pairs, the students will discuss their ideas before sharing with the class. |
Learning Experiences
Procedural Knowledge
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What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
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Read weather maps.
Note daily weather conditions and changes to use in determining what factors have changed and predict what may be expected.
Take readings daily from weather instruments: thermometer; barometer; weather vane; and hygrometer |
Think Aloud. Students will bring in weather maps from various sources (television, newspaper, or internet) to practice interpreting from.
Think Aloud. Flow Charts of weather patterns, changes they produce, associated cloud forms, barometric changes, and resulting weather.
Ticket Out the Door. |
After reviewing weather map symbols and their meanings, the teacher will use an actual weather map (from a taping of the Weather Channel or local weather forecasts or a newspaper, using an overhead or VCR) and orally interpret the symbols on the map, movement of weather systems, and make predictions. Students will be encouraged to participate as they become comfortable with reading the map. Students will interpret a map they have brought to school then exchange with a classmate and interpret that person’s. Students not prepared with a map will be provided one by the teacher. Comparing answers, the students will share their reasons for making the predictions them did. Students will develop flowcharts or graphic organizers for warm fronts, cold fronts, including temperature changes; changes in air pressure; cloud formations; changes in humidity. Daily students will go to the class windows and report what they see or know has happened in the weather: cloud formations, general changes in humidity, and changes in temperatures. Initially, the teacher will demonstrate by listing aloud the information observed and making predictions based on the observations. Using successive weather satellite photographs, the students will predict where weather systems are moving; what weather they are producing; and will we feel the effect of each system here. Students will make a weather vane, a barometer, and a hygrometer. Using these, a thermometer, and the Beaufort wind scale, the students will gather information on current weather conditions. The information will be recorded on their Tickets Out the Door. The findings can be discussed that day or the following day and related to changes in weather or upcoming weather. |
Learning Experiences
Extending and Refining
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What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
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Cloud formations
Weather Systems
Weather Maps |
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Students will compare cloud formations using a Venn diagram labeled for height; amount of humidity present; weather and weather fronts associated with each. Students will draw cloud formations they see or have seen to classify into groups based on the descriptions they have been given of each cloud type, using height, shape, color.
Students will use weather data gathered or observed, and recorded to draw a conclusion on the type of weather system present (high or low pressure, warm or cold front).
Students will be given weather forecasts for various weather systems, cloud formations, and changes in barometric pressure. Based on this knowledge, they will predict what weather will occur After studying the characteristics of the 4 different fronts, students will compare how they are alike and how they differ. Students will group symbols from weather maps in categories of: fronts; wind direction and speed; forms of precipitation; and cloud cover.
Given a variety of weather conditions at random locations in the country, the students will label a map with the correct weather symbol
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Planning Guide |
Unit: |
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Step 1 |
Step 2 |
Step 3 |
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What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to........... |
What reasoning process will they be using? |
Describe student's products and performances and the criteria for evaluation. |
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Making accurate weather precictions. |
[ ] Decision Making |
Products/Performances Each student will create a spread -sheet, designed specifically to record weather data over 5 consecutive days. Daily, students will make weather observations. They will be using weather instruments made by them as well as some provided (rain gauge). The gathered information will be recorded on a hardcopy of the spreadsheet, along with a prediction for upcoming weather and support for their prediction. Each student will report to the class their findings, support for their predictions, accuracy, and demonstrate how to correctly use one weather instrument. |
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Criteria for evaluation Rubric on Weather Observations, Predictions, and Class Presentation Peer Evaluation of Presentation |
Rubric:
Key Questions:
Name _______________
Weather Rubric
Always Often Sometimes Never
Rubric:
Key Questions:
Student Presenter Name ______________________________
Oral Presentation Peer Evaluation
Always Often Sometimes Never
Overview Summary:
This learning unit is on the subject of weather is designed for the sixth grade. The unit contains quite a bit of new information, especially vocabulary. The goal of the unit is for students to become familiar with: weather terms; causes and effects of various weather conditions; cloud formations and associated weather; reading a weather map; a variety of resources for gathering weather information; and taking weather readings and recording information with which to make predictions using what they’ve learned in class. The unit MUT involves students making simple weather instruments, using them to take daily readings which are then recorded on a spreadsheet they’ve created using ClarisWorks. A written test are also used as evaluations.
The following items were necessary to make the weather instruments:
Wind Vane: drinking straw; tape; scissors; straight pin; tagboard; pencil (new works best); clay; and a compass.
Hygrometer: quart size milk carton; 2 Fahrenheit thermometers; 3 rubber bands; water; shoe lace or small piece of muslin; string; scissors; ruler.
Barometer: balloon; rubber bands; broomstraw; wide-mouthed jar (such as peanut butter or pint canning jar); cardboard; small box or block of wood.
Rain Gauge: tall narrow bottle, wooden stake; large rubber bands; permanent Marker; funnel; a container with about the same diameter as the large end of the funnel; water.
The magazine used in the unit, "Kids Discover", can be purchased by individual issue to be used in class. Our school library has a copy, as well as many students past and present, who are willing to lend personal copies.