Subject/Grade Level: Algebra/6th Grade



Grade Level: 6 Title: Earth’s Atmosphere and Weather Time Frame: 7 weeks

Enduring Understanding: Understand how the relationship between the Earth’s atmosphere and Earth’s weather and climatic

conditions are important in order for survival on Earth.

Essential Questions: What are the layers of the atmosphere? (This includes temperature and pressure). What are the processes of the water cycle? How do clouds form? How do air masses, fronts and pressure systems result in various weather conditions? How to forecast the weather based on collected data? How is Earth’s surface heated, then collected or absorbed?

|Concept |Indicators |Vocabulary Development |Assessment Strategies & |Instructional Activities/ |Resources |

|Topic | | |State Guidelines |Extension Activities | |

|Standard 6-4: |Compare the composition and structure of |Troposphere |Category sort |Foldable |Textbook |

|The student will |Earth’s atmospheric layers (including the gases|Stratosphere |Mobiles |Groups- research: Wall poster |Internet articles |

|demonstrate an |and differences in temperature and pressure |Mesosphere |Compare and contrast |Flips- smartboard |SC Standards |

|understanding of the|within the layers). |Thermosphere |Warm-ups |Chart/ Notes |Support document websites |

|relationship between| |Exosphere |Exit tickets |Elevator to Space: Weather and water Kit |United Streaming |

|Earth’s atmospheric | | | |CD. Aimee Freshour- ILM |Weather and Water FOSS kit |

|properties and | |Atmospheric gases |Compare the composition and | | |

|processes and its | | |structure of Earth’s atmospheric | | |

|weather and climate.| |Atmospheric temperatures |Detect similarities and differences| | |

|(Earth Science) |It is essential for students to know that | |between the layers (including the |Create foldable, Venn diagrams, classify | |

| |Earth’s atmosphere is the layer of gases that |Atmospheric pressure |gases and differences in |composition and                 structure | |

| |surrounds the planet and makes conditions on | |temperatures and pressure within |using strips | |

| |Earth suitable for living things. |Air pressure |the layers). | | |

| | | |Identify common gases or the layer |I use the foldable on page 311 in the | |

| | |It is not essential for |where weather occurs |textbook for the layers of the | |

| | |students to know the exact |Recall where the ozone layer is |atmosphere.  I ask that they put the | |

| | |distance between each layer |located |altitude, temperature, a couple of facts | |

| | |or the temperatures of the |Classify by sequencing the layers. |and objects found in that layer along with| |

| | |layers. The chemistry of | |some sort of illustration.  | |

| | |the different gas particles | |Sandra Macy | |

| | |(such as H2 is an element, | |Buford Middle School | |

| | |and CO2 is a compound) is | | | |

| | |not expected at this grade | | | |

| | |level. They do not need to | | | |

| | |compare the properties of | | | |

| | |pure air with air containing| | | |

| | |particulate matter and | | | |

| | |unnatural gases, polluted | | | |

| | |air. | | | |

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| |Summarize the interrelationships among the |Water Cycle |Create a wheel |Create a board Game |Textbook |

| |dynamic processes of the water cycle (including| |Board Game |Narrative Writing: “A Drop in the Water |SC Standards /Support document |

| |precipitation, evaporation, transpiration, |Precipitation |Guided Notes |Cycle” |websites |

| |condensation, surface-water flow, and | |Weather and Water kit |Jig Saw |United Streaming |

| |groundwater flow). |Evaporation/ |Warm-ups |Graphic Organizer: Cycle |FOSS weather kit |

| | |Transpiration |Exit tickets |Smartboard: Jeopardy | |

| | | | |Guided Notes |

| |It is essential for students to know that water|Condensation |Summarize the interrelationships |Evaporation with web bulb thermometer, |bf/watercycle/index.shtml water |

| |is always moving between the atmosphere | |among the processes of the water |condensation demo with ice |cycle puzzle, water cycle on the |

| |(troposphere) and surface of Earth. Each |Run-off |cycle |Diagrams, Water Cycle Song,  Streamline |move, and water cycle stages |

| |components of the water cycle process has | |Generalize major points about the |Video,  Smartboard Activities, Foss Kit |(interactive) |

| |certain conditions under which each form of |Surface-water flow |parts of the water cycle (including|Investigation lesson. |Erlinda Broughton – South |

| |precipitation develops: | |precipitation, evaporation, | | |

| | |Groundwater flow. |transpiration, condensation, | |

| | | |surface-water flow, and groundwater| |x?page=212   water cycle. ( Will |

| | | |flow). | |load if using Internet Explorer but|

| | | |Identify parts of the water cycle; | |will not load if using Mozilla.  I |

| | |It is not essential for |compare one part of the water cycle| |have spoken via email to them about|

| | |students to know what |with another | |this problem.  Not sure if they |

| | |happens to the individual |Illustrate parts of the water cycle| |will fix it for those who use |

| | |water particles as they |using words, drawings, diagrams, or| |Mozilla) |

| | |change from one state of |symbols. | |Erlinda Broughton – South |

| | |matter to another. | | |Here is the website for the "Hippy |

| | | | | |Drippy" water cycle song: |

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| | | | | |rybooks/DrippyHippie.html |

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| | | | | |Shree Crawley, Rucker |

| | | | | |  |

| |Classify shapes and types of clouds according |Cumulus |Identify Photos |Cloud Booklet |Textbook |

| |to elevation and their associated weather |Cirrus |Shadow of Clouds |Read Alouds: Weather, Little Cloud |SC Standards |

| |conditions and patterns. |Stratus |“Stack Them Up” |Video Download | |

| | |Suffix - Nimbus |Warm-ups |Cloud sketches: Outside Observation, |Support document websites |

| | |Cumulonimbus |Exit tickets |ID/Discuss |United Streaming |

| |It is essential for students to know that |Nimbostratus | |Cloud in a Bottle | |

| |clouds that form from the condensation of water|Prefix - alto | |Guided Notes |Here is the website for the cloud |

| |vapor are classified by a basic shape and |Fog. |Classify shapes and types of clouds|Direct observations, Foss Kit |finder: |

| |associated weather conditions and patterns. | |according to elevation and their |Investigation lesson, create poems, |

| |Clouds can be classified in three major groups:| |associated weather conditions and |educational games, Cloud finder wheel, |nrepro/reproducibles/profbooks/clou|

| | | |patterns |Cloud elevation visual, cloud booklet. |dkey.pdf |

| | | |Determine the cloud category based | |Shree Crawley, Rucker |

| | | |on the description | | |

| | | |Recognize a cloud type based on a | | |

| | | |description | | |

| | |It is not essential for |Illustrate cloud shapes or types | | |

| | |students to know the details|through pictures or words | | |

| | |of cloud formation, |Compare weather conditions | | |

| | |condensation nuclei and dew |associated with cloud types | | |

| | |point. Knowing the numerous| | | |

| | |combinations of cloud names | | | |

| | |is also not essential. | | | |

| |Summarize the relationship of the movement of |Air masses |Smartboard Match |Symbol ID |Newspapers |

| |air masses, high and low pressure systems, and | |Written |US Maps: Change the Scenario |6th Grade Textbook |

| |frontal boundaries to storms (including |Fronts |Category flips |Tic- Tac-Notes |SC Standards |

| |thunderstorms, hurricanes, and tornadoes) and | |Picture ID |Smartboard Animations |Google Animations |

| |other weather conditions. |Warm front |Warm-ups |Demo: Warm/Cold Water Collide |Smartboard Favorites |

| | |Cold front |Exit tickets |Observe- What do you See? |Storm Stories |

| | |Stationary front Occluded | |Guided Notes |National Geographic |

| |It is essential for students to know that the |front |Summarize the relationships of the |Science kit investigation lesson, fronts |Support document websites |

| |interactions between air masses, fronts, and | |movement of air masses, high and |song, Weather Tracker, Weather Map |United Streaming |

| |pressure systems result in various weather |High/Low Pressure Systems |low pressure systems, and frontal |Reading, Centers | |

| |conditions. | |boundaries to storms and other | |The front song is include in the |

| | |Storms |weather conditions | |air mass and fronts powerpoint and |

| | |Thunderstorm |Generalize the major points about | |it goes to the tune of the "The |

| | |Tornado |these factors in their relationship| |Ants Go Marching".  The website for|

| | |Hurricane |to storms (including thunderstorms,| |the tune is:  |

| | | |hurricanes, and tornadoes) weather | |

| | |It is not essential for |conditions | |tsgo.htm |

| | |students to know the |Interpret a diagram or description | |  |

| | |specific names of all the |of a front | |Shree Crawley, Rucker |

| | |air masses. The specifics |Compare the weather conditions | | |

| | |of the formation of severe |resulting high pressure and low | | |

| | |low-pressure storms, for |pressure systems | | |

| | |example, tornadoes and |Predict the weather condition(s) | | |

| | |hurricanes, are not |along fronts or within air masses. | | |

| | |necessary. | | | |

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| |Use appropriate instruments and tools to |Anemometer |Water and Weather Kit |Inside, outside, paper |Instruments |

| |collect weather data (including wind speed and | |Instrument use |Value of a line |6th Grade Textbook |

| |direction, air temperature, humidity, and air |Wind vane |Written |Smartboard instruments |Science Explorations |

| |pressure). | |Warm-ups |Use- Read- Record (Instrument Use) |Smartboard |

| | |Thermometer |Tickets |Guided Notes |Support document websites |

| | | | |FOSS kit: Weather tools, collect data |United Streaming |

| |It is essential for students to know that in |Sling Psychrometer |Use appropriate instruments and |daily using tools for time period | |

| |order to understand the conditions in weather | |tools to collect weather data |Be sure to include barometer and sling | |

| |systems and be able to make weather forecasts |Relative humidity |Apply a procedure to the tool that |psychrometer (Indicator 6-1.1) | |

| |as precise as possible, weather data must be | |would be needed to measure wind |Science kit investigation lesson, direct | |

| |accurately collected. |Barometer |speed, wind direction, air |observations, Gizmo,        Centers, | |

| | | |temperature, humidity, and air |Weather Tracker | |

| |NOTE TO TEACHER: Students must be able to use |Rain gauge |pressure | | |

| |(not make) and accurately measure using the | |Identify weather instruments that | | |

| |following instruments: | |measure certain weather conditions | | |

| | |It is not essential for |Interpret the reading on the | | |

| | |students to make any of |instrument for accurate data | | |

| | |these instruments; they need|Interpret the scale on weather | | |

| | |to use them to collect |instruments. | | |

| | |weather data accurately. | | | |

| | |Students do not need to know| | | |

| | |how to use a hygrometer. | | | |

| |Predict weather conditions and patterns based |Direct Observations and |Read a Map |Local and Other City Newspaper Collections|Internet Weather Readings |

| |on weather data collected from direct |Measurements |Written | |SC Standards |

| |observations and measurements, weather maps, | |Match Them Up |Local News (TV) |6th Grade Textbook |

| |satellites, and radar. |Meteorologists |Predict the Scenario |Symbol Reading |Science Explorations |

| | | |Warm-ups |Various Maps (Current) |Support document websites |

| | |Weather maps |Exit tickets |Guided Notes |United Streaming |

| |It is essential for students to know weather | |Given data, create a weather |Match Them Up | |

| |conditions and patterns can be predicted based |Isobars |forecast report to show |Science Kit investigation lesson, direct | |

| |on weather data collected from various sources.| |understanding |observations,  Weather Tracker, Center | |

| | |Isotherms | | | |

| | | |Predict weather conditions and | | |

| | |Station models |patterns based on weather data | | |

| | | |collected from direct observations | | |

| | |Satellites |and measurements, weather maps, | | |

| | | |satellites, and radar | | |

| | |Radar |Take the presented material from | | |

| | | |direct observations and | | |

| | | |measurements, from weather maps, | | |

| | | |satellite images, and radar and use| | |

| | |It is not essential for |that information to show what might| | |

| | |students to know how to draw|happen to local or national weather| | |

| | |weather maps or isobar or |conditions | | |

| | |isotherm lines. Students do |Interpret a weather map, station | | |

| | |not need to identify other |model, or hurricane tracking map | | |

| | |information found on a |Compare a series of weather maps to| | |

| | |station model such as the |show patterns or weather system | | |

| | |types of clouds, dew point, |movement | | |

| | |types of precipitation |Identify weather symbols commonly | | |

| | |(other than snow or rain), |found on weather maps. | | |

| | |or change in barometric | | | |

| | |pressure. | | | |

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| |Explain how solar energy affects Earth’s |Greenhouse effect. |Scenario Lab |Water and Weather Kit |Picture Talk: 6th Grade Textbook |

| |atmosphere and surface (land and water). | |Written |Solar Energy Kit |Solar Energy Kit |

| | | |Pictures to words |Outside Data Collection: Compare/Contrast |Water and Weather Kit |

| | | |Demo: Solar Oven |Guided Notes |Support document websites |

| |It is essential for students to know that the | |Warm-ups |Science Kit investigation lesson |United Streaming |

| |driving energy source for heating of Earth and |It is not essential for |Exit tickets | | |

| |circulation in Earth’s atmosphere comes from |students to know the | | | |

| |the Sun and is known as solar energy. |electromagnetic spectrum as |Explain how solar energy affects | | |

| |Some of the Sun’s energy coming through Earth’s|part of solar (radiant) |Earth’s atmosphere and surface | | |

| |atmosphere is reflected or absorbed by gases |energy. Students do not |(land and water) | | |

| |and/or clouds in the atmosphere. |have to explain the |Construct a cause-and-effect model | | |

| | |greenhouse effect in its |of solar energy’s impact on Earth’s| | |

| | |negative terms based on |atmosphere and on the land and | | |

| | |excess greenhouse gases in |water surfaces | | |

| | |the atmosphere. |Summarize the process known as the | | |

| | | |greenhouse effect | | |

| | | |Identify factors in the atmosphere | | |

| | | |that would either reflect or absorb| | |

| | | |solar energy. | | |

| |Explain how convection affects weather patterns|Convection current |Category sort. |Foldable |Textbook |

| |and climate. | |Mobiles |Groups- research: Wall poster |Internet articles |

| | |Tropical region |Written (multiple choice) |Flips- smartboard |SC Standards |

| | | |Compare and contrast |Chart/ Notes |Support document websites |

| | |Temperate region |Warm-ups |Elevator to Space |United Streaming |

| |It is essential for students to know that | |Exit tickets |Create foldable, Venn diagrams, classify |Weather and Water FOSS kit |

| |because warm air near Earth’s surface rises and|Polar region | |composition and                 structure | |

| |then cools as it goes up, a convection current | | |using strips. | |

| |is set up in the atmosphere. There are three |Global wind belts | | | |

| |atmospheric convection areas in the northern | |It is not essential for students to| | |

| |hemisphere and three in the southern |Land and sea breezes |locate, classify, or identify the | | |

| |hemisphere. | |characteristics of various global | | |

| | |Surface currents |climate regions. This indicator is| | |

| | | |not a complete study on the | | |

| | |Climate zones |conditions related to climate. | | |

| | | |Climate is only related as an | | |

| | |NOTE TO TEACHER: Students |effect of global convection. | | |

| | |will focus their | | | |

| | |understanding on the |Explain how convection affects | | |

| | |northern hemisphere |weather patterns and climate | | |

| | |convection regions, or |Construct a cause-and-effect model | | |

| | |cells: |of convection’s impact on Earth’s | | |

| | | |convection regions, global winds, | | |

| | | |ocean surface currents, and climate| | |

| | | |Interpret diagrams related to | | |

| | |It is not essential for |convection | | |

| | |students to locate, |Compare convection regions to the | | |

| | |classify, or identify the |global wind belts | | |

| | |characteristics of various |Identify the convection regions or | | |

| | |global climate regions. |ocean currents that influence | | |

| | |This indicator is not a |climate along the coasts of the | | |

| | |complete study on the |United States | | |

| | |conditions related to | | | |

| | |climate. Climate is only | | | |

| | |related as an effect of | | | |

| | |global convection. | | | |

| | | | | | |

| |Explain the influence of global winds and the |Coriolis effect |Create a wheel |Create a board Game |Textbook |

| |jet stream on weather and climatic conditions. | |Board Game |Narrative Writing: “A Drop in the Water |SC Standards |

| | |Global winds |Guided Notes |Cycle” |Support document websites |

| | |Trade winds |Weather and Water kit |Jig Saw |United Streaming |

| | |Westerly winds |Warm-ups |Graphic Organizer: Cycle |FOSS weather and water kit |

| | |Polar winds |Exit tickets |Smartboard: Jeopardy | |

| |It is essential for students to know that | | |Guided Notes | |

| |global winds are found in each convection |Jet stream | |Evaporation with web bulb thermometer, | |

| |region | |Explain the influence of global |condensation demo with ice | |

| | | |winds and the jet stream on Earth’s|Diagrams, Water Cycle Song,  Streamline | |

| | | |weather and climatic conditions |Video,  Smartboard Activities, Foss Kit | |

| | |It is not essential for |Construct a cause-and-effect model |Investigation lesson. | |

| | |students to explain the |of how weather and climatic | | |

| | |cause of the jet stream or |conditions are moved by global | | |

| | |the global wind belts. The |winds and also how the jet stream | | |

| | |effects of latitude, |moves weather systems in the | | |

| | |topography, and elevation on|Northern Hemisphere | | |

| | |climate patterns are not |Interpret diagrams related to | | |

| | |included in this indicator. |global winds or the jet stream | | |

| | | |Compare the movement of weather | | |

| | | |systems between the global wind | | |

| | | |belts | | |

| | | |Identify the wind belts and their | | |

| | | |prevailing wind directions | | |

| | | |Recall the curving of global winds | | |

| | | |as the Coriolis effect | | |

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