Lynn E. McGee - Home



Running head: Lesson Planning Assignment-Part One

Lynn McGee

Module 6 Assignment

EDU 723

June 17, 2012

The following lesson plans are designed for 7th grade science classes on the advanced team at Graham Middle School. The designated classroom, where these lessons will be administered, has 7 square tables that seat 3 to 4 students each. Students have assigned seats and are grouped with various ability levels at each table. Students have been evaluated for their preferred learning styles at the beginning of the school year, and are paired with students that have complementary learning styles.

Each student has a designated role to perform for group activities. The various roles at each table are the Materials Coordinator, the Time Keeper, the Cleanup Coordinator and the Team Leader. It is the students’ responsibility to assign roles at their designated table. Roles may change daily, but everyone must be responsible for one or more of these tasks. Not all students on this team are fluent in English. Three students are receiving ESL services and modifications. Bilingual (English and Spanish) students are selectively used to help the three ESL students as peer tutors/translators and are seated in proximity to them in the classroom. In order to promote student autonomy and self-efficacy, students are permitted to choose their lab partners within their assigned tables. One way to contribute to student engagement and to promote interest-based differentiation (Tomlinson, 2001, p.57) is to allow students to make decisions independently. Students who have a sense of control will often stay engaged. Carol Tomlinson also suggests that a differentiated classroom plan should accommodate flexible grouping to foster respect for all learners, honor individuality and to promote collaboration (2001, p. 26)

The lesson plans herein focus on North Carolina Essential Standard 7.E.1, stating that students are to “understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth's atmosphere, weather and climate and the effects of the atmosphere on humans” (NC Essential Standard as retrieved from ). The objective of both lessons (Objective 7.E.1.3) is to “explain the relationship between the movement of air masses, high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions that may result” (NC Essential Standard as retrieved from ).

Various teaching methods and strategies are used throughout the lessons. Differentiated instructional strategies are routinely used as there are several ability levels mixed within a classroom. There is a balance of direct instruction used as well as group work, paired work and independent work. Every student has been provided with, and uses, a Cornell Interactive Notebook. As they enter any core classroom, they routinely copy down the Daily Essential Question (EQ) and to write the answer directly below the question using a complete sentence that restates the question. The entire school adopted this policy so the students are reasonably skilled in this area. For those students who have identified writing disabilities, teachers provide the EQ on paper for the students to glue into their Cornell Interactive Notebook. Within each section of the lesson plans, teacher suggestions are made regarding differentiated instruction, and ideas for modifications and accommodations for ESL students or students with learning disabilities. Care is taken in each lesson to assess students’ prior knowledge at the beginning of each class or to recap the knowledge learned from the previous lesson. Each lesson concludes with a 5 wrap-up to summarize what has been accomplished in the lesson. Students are also required (school-wide edict) to write at least two higher-level questions in their Cornell Interactive Notebook for the notes taken that day and a one or two line summary of what they learned that day. Marzano, Pickering and Pollock state that summarizing is one of the most effective research-based instructional strategies that affect student achievement (2001, p. 7).

Each lesson plan depicts the materials needed for each lesson. Hands-On activities also have a list of materials designated within that section of the lesson plan. Any handouts and rubrics are attached to the end of each lesson plan. Teachers may use various sections of the students’ Cornell Interactive Notebooks as formative assessments. Each day, students write down the daily Essential Question with an appropriate answer. These are often good sources of assessment of a student’s content knowledge. Lab reports are also good sources of formative assessments and are located on the left side of the students’ Cornell Interactive Notebooks. Review of the required two higher level questions and the summary for each day’s content is perhaps the best way to assess if the student is grasping the main ideas of the content. These are located on the right hand page of their Cornell Interactive Notebook. Often, student misconceptions will surface within their summaries. Therefore, teachers should make a point to read these student summaries on a regular basis and correct any misconceptions immediately. Cohen and Spenciner suggest that the results of assessments help teachers adjust and individualize instruction. By linking assessments with the instruction, students will receive feedback and be informed about their achievement and progress (2009, p. 438).

In order to maintain and encourage student involvement, the lesson plans are designed using the 5E Instructional Model as suggested by Trowbridge and Bybee (1996), cited by Cohen and Spenciner (2009, p. 443). High student involvement is accomplished when an inquiry-based activity is used. One such inquiry-based activity used is the investigation regarding how fluids of different densities behave. Students of all ability levels participate in this activity. Modifications and accommodations are introduced in the documentation portion of the inquiry-based activity. Attached are the Lab Report Templates, both modified and unmodified, and the corresponding rubric. Instruction throughout the lesson plans is introduced in small, digestible chunks. It is easy to overwhelm students with too much information in one sitting, so best practices suggest that instruction be segmented and broken down into smaller, more manageable pieces (Cohen & Spenciner, 2009). This is also beneficial for students with Attention Deficit Hyperactivity Disorder (ADHD).

Each lesson plan is designed in sections. Because of the diversity within each class at Graham Middle School, several instructional strategies are used. Visual and audio content is used for visual and auditory learners. Hands-on activities are integrated for the kinesthetic learners. Diagrams and pictorial representations are used for those who struggle with the English language. Guided notes are provided for those who struggle with written text. Extra time is given for those with learning disabilities or for ESL students. Special instructions are noted in the lesson plans to remind teachers that some students’ socio-economic means. For example, teachers should be cognizant that not all students have been in an airplane and know that it takes longer to fly from east to west than from west to east because of the interaction of the plane with the jet stream. A rubric is provided for the Lab Report and is written appropriately for a variety of ability levels and English language learners as suggested by Cohen and Spenciner (2009, p. 143).

REFERENCES

Cohen, L. G., & Spenciner, L. J. (2009). Teaching students with mild and moderate disabilities, research- based practices. (2 ed.). Upper Saddle River, NJ: Pearson Education Inc.

Marzano,R.J, Pickering,D.J.,Pollock,J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development  (ASCD).

Meldahl, K. (2011, December 17). Cold fronts and warm fronts, [Video file]. Retrieved from

NC Essential Standard as retrieved from

Padilla, M., (2005). Science Explorer: North Carolina grade 7. Upper Saddle River, New Jersey: Pearson Prentice Hall.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms 2nd  edition. Alexandria, VA: Association for Supervision and Curriculum Development  (ASCD).

Lesson Plan-Day 1

|Ch. 4 |[pic] Completed |

|Sec. 1 Fluid Density and Air Masses | |

|7th Grade Science |State Standards |

| |Objective 7.E.1.3 Explain the |

|NC Essential Standard 7.E.1 Understand how the cycling of matter (water and gases) in and out of the atmosphere |relationship between the movement of |

|relates to Earth's atmosphere, weather and climate and the effects of the atmosphere on humans. |air masses, high and low pressure |

| |systems, and frontal boundaries to |

|Vocabulary: density, fluid |storms (including thunderstorms, |

|Technology: SmartBoard, document camera |hurricanes, and tornadoes) and other |

|Materials: Cornell Interactive Notebook, glue and scissors, red and blue colored pencils See Hands-On Activity |weather conditions that may result. |

|Section for Experiment Materials | |

|Pacing: 55 minutes | |

|1. |DAILY ESSENTIAL QUESTION Assess Prior Knowledge (10 minutes) | |Targeted Resources |

| |Daily Essential Question (EQ): Does hot air or cold air rise? Explain your answer using a complete| | |

| |sentence that restates the question. All students should write the EQ in their Cornell Notes and | | |

| |write the answer directly below it on the right side of their notebook. Note: Teacher will model | | |

| |this in the Teacher Cornell Master Notebook for students and project onto the SmartBoard using the | | |

| |document camera. | | |

| | | | |

| |For students with Accommodations/Modifications: Typed EQs with fill-in -the-blank answers provided. | | |

| |These are to be glued into the students' Cornell Interactive Notebooks. | | |

| | | | |

| |Formative Assessment: Teacher may use this entry in the Cornell Interactive Notebook to assess | | |

| |students' prior knowledge. | | |

|2. |ACTIVATE PRIOR KNOWLEDGE/BUILD BACKGROUND KNOWLEDGE (Engagement) (10 minutes) | |Targeted Resources |

| |Discuss Today's EQ: Ask: Who would like to answer today's EQ? Give several students the chance | | |

| |to read the answer written in their notebook. Allow enough wait-time for them to answer. Students| | |

| |should answer that hot air rises, cold air sinks because hot air is less dense. | | |

| | | | |

| |Review Concepts of Density and Fluids: Teacher passes around 1 inch cubes of several different | | |

| |materials and asks the students if they can tell the difference in their weights. Teacher writes | | |

| |down the word "Density" and discusses that this is a material property of anything that has mass. | | |

| |The definition should be written on the board for students to copy into their Cornell Interactive | | |

| |Notebook. | | |

| | | | |

| |"Fluid" should be defined as a substance (as a liquid or gas) tending to flow or conform to the | | |

| |outline of its container; | | |

| | | | |

| |Properties of Air Discussion: Ask: Does hot air or cold air rise? (hot air) Which is denser, | | |

| |warm air or cold air? (Cold air) What do you think would happen if a large mass of cold air came | | |

| |into contact with a large mass of warm air? (The cold air would move below the warm air, causing | | |

| |the warm air to rise.) Tell students that large masses of cold and warm air often meet in the | | |

| |atmosphere, and sometimes, it is not pretty! Point out that the meeting of large air masses with | | |

| |different temperatures causes most of our weather, including violent storms and tornadoes. Have | | |

| |students share their experiences where they witnessed severe weather. | | |

| | | | |

| |Differentiation: Advanced Class: Socratic discussion using Paideia format, each student has at | | |

| |least 1 chance to speak | | |

| |Regular Education/EC Class: Open discussion, teacher-led w/examples | | |

| |ESL Students: Pair students with bilingual students to help interpret discussion in context they | | |

| |can understand or relate to | | |

| | | | |

| | | | |

| |Padilla, M., (2005). Science Explorer: North Carolina grade 7. Upper Saddle River, New Jersey: | | |

| |Pearson Prentice Hall. | | |

|3. |HANDS-ON ACTIVITY (Exploration, Explanation, Evaluation): Fluid Density (25 minutes) | |Targeted Resources |

| |Materials for demonstration: Plastic container, container divider, red food coloring, 500mL warm | | |

| |water, 100 mL table salt, blue food coloring, 500mL cold water, safety goggles, paper towels. | |Lab Report Template: Fluid Density |

| | | | |

| |Instructions for students: All students are to work with their table partners. There should be | |Lab Report Rubric |

| |one setup per table. Student roles and responsibilities should be followed. | | |

| |1) On the left side of your Cornell Notes for today, glue down the Lab Report template. Draw and | | |

| |label the demonstration setup. Label the blue water as "cold, salty water" and label the red | | |

| |water as "warm water." | | |

| |2) Predict or hypothesize what will happen when the divider is removed in the "Hypothesis" section| | |

| |of the lab report. | | |

| |3) Document any observations in the appropriate section of the lab report. | | |

| |4) As a conclusion to the experiment, have the students explain why the two fluids did or did not | | |

| |mix. Answer if their hypothesis was correct or not. | | |

| |5) Clean up and restore class to normal conditions. | | |

| |6) Finish Lab Report for homework using applicable rubric. | | |

| | | | |

| | | | |

| |Tips: The more salt used, the denser the cold water will be and the more obvious the outcome. | | |

| | | | |

| |Expected Outcome: The red water and the blue water will not mix. They stay as separate layers. | | |

| | | | |

| |Teaching Strategies and Methods: Prior to students beginning the experiment, teacher shall | | |

| |demonstrate setup of the experiment by modeling via direct instruction how to add salt and food | | |

| |coloring to the two fluids. Teacher models how to pour liquids into the plastic container. This | | |

| |is as far as the teacher demonstration should be carried out. Student curiosity should keep | | |

| |students engaged for the duration of the experiment. | | |

| | | | |

| | | | |

| |Differentiation: | | |

| |1) Higher level students should be able to perform this experiment with a partner at their desks | | |

| |with minimal supervision. Provide each student with materials necessary to perform the | | |

| |experiment. Students should also be provided with a Lab Report template that documents the | | |

| |materials needed and the set of instructions to perform the lab.(attached). | | |

| |2) ESL/LD: Provide partially completed lab report template with fill in the blanks. Allow | | |

| |students to draw in the setup if they are able. | | |

| | | | |

| |Accommodations/Modifications: | | |

| |1) ESL students should be paired with students that are bilingual and can interpret as necessary. | | |

| |2) EC students should be paired with lab partners that serve as peer tutors. Preferential seating| | |

| |shall be accommodated so that students can observe the teacher setup as necessary. | | |

| | | | |

| |3) Lower level students may need more time to complete the lab report and should be allowed to | | |

| |finish for homework. Advanced students should be finished at the end of class and should leave | | |

| |their Cornell Interactive Notebooks for grading. | | |

| | | | |

| | | | |

| |Formative Assessment: Rubric for Lab Report shall be used to assess student performance of lab | | |

| |experiment (attached). | | |

| | | | |

| |Padilla, M., (2005). Science Explorer: North Carolina grade 7. Upper Saddle River, New Jersey: | | |

| |Pearson Prentice Hall. | | |

|4. |LESSON WRAP-UP: How Fluids of Different Densities Behave (10 minutes) | |Targeted Resources |

| |RECAP: Mixing of Fluids With Different Densities: Recap that fluids with different densities do | | |

| |not mix. Changing the temperature of a fluid changes its density. Adding salt to water also | | |

| |changes its density. Make the connection to air masses that exist in the Earth's atmosphere. | | |

| |Classifying Air Masses: Ask: If the temperature of air changes, does its density change? (yes) | | |

| |Ask: If water is added to air (humidity), will this change the density of the air? (yes) | | |

| | | | |

| |Homework: 1) Finish Lab Report | | |

| |2) Write the 2 high level questions in Cornell Interactive Notebook for today. | | |

| |3) Write the summary for today's Cornell Notes. | | |

| | | | |

| |Tomorrow: We will learn how to classify air masses that exist in the Earth's atmosphere and learn| | |

| |what causes extreme weather! | | |

Lab Report Rubric

|Category |Minimal |Basic |Proficient |Advanced |

| |1 Point |2 Points |3 Points |4 Points |

|Title |Present but not focused |  |  |Describes focus of the lab|

|Question of Problem Description |Problem unclear |Clear but many details |Clear but some details |Clear with details listed.|

| | |missing |missing | |

|Hypothesis |Needs to be stated as a |Needs to relate to problem|Directly related to |Directly related to |

| |hypothesis |more directly |problem, needs back-ground |problem, and has back- |

| | | |information |Ground information |

|Materials List |Listed but not appropriate |Listed, but needs to be |Listed and complete, but |Listed, complete and |

| |for the lab |more complete |need quantity |quantity included |

|Variables: |Both need to be identified |One identified or, |  |  |

| | |both | |Properly identified |

|Independent and | |identified but mixed up | | |

|Dependent  | | | | |

|Controls |Needs to be identified |One properly identified |Two properly identified |Three or more properly |

| | | | |identified |

|Procedure |Needs a logical sequence |Logical sequence, needs to|Logical sequence, |Logical sequence, |

| | |prove or disprove and need|Able to prove or disprove, |Able to prove or disprove |

| | |to be step by step |not step by step |Need to be step by step |

|Data/Observations |Includes a data chart or |  |  |Includes a data chart or |

| |graph that doesn’t follow | | |graph that follows the |

| |the rubric | | |rubric |

|Analysis |  |Needs to explain trends |Explains the trends and |Explain the trends and |

| | |and oddities in the data. |oddities in the data. Need |oddities in the data. |

| | | |to explain error source |Explain sources of error. |

|Conclusion |Conclusion does not restate |Conclusion restates the |Conclusion restates and |Conclusion restates and |

| |the hypothesis |hypothesis, but needs to |accepts or rejects the |accepts or rejects the |

| | |accept or reject the |hypothesis. |hypothesis and is |

| | |hypothesis. | |supported by data. |

|Mechanics/Grammar |Word-processed with many |Word-processed with a few |Word-processed with no |Word-processed, with no |

| |grammatical errors. |grammatical errors. |grammatical errors. |grammatical errors. |

| | | | |Includes graphics. |

|Classroom Performance |Demonstrated unproductive or| | |Demonstrated productive, |

| |unsafe behavior. | | |safe, cooperative and |

| | | | |orderly behavior. |

Total Points: ___________/__48__

Experiment Title: Fluid Density* (Level 2)

Question or Observation of Phenomenon to Investigate:

How Do Fluids of Different Densities Behave?

Hypothesis (your best guess or answer to the question above):

Materials Required: 1x 500mL Beaker of cold water

1x 500mLBeaker of warm water

1x 100ml beaker filled with salt

Blue food coloring

Red food coloring

1x plastic container with divider

Safety Goggles

Paper Towels

Independent Variables:

Dependent variables:

Procedure/Methods (Step by Step so a stranger could run the test):

1. Gather all materials. Make sure you have your hypothesis written on this lab report before starting the experiment.

2. Put on your safety goggles. Place the divider across the middle of the plastic shoe box.

3. Add a few drops of red food coloring to the beaker of warm water. Pour the red liquid, which represents low-density warm air, into the plastic container on one side of the divider.

4. Add about 100 mL of table salt and a few drops of blue food coloring to the beaker of cold water. Pour the blue liquid, which represents high-density cold air, into the plastic container on the other side of the divider.

5. Draw this setup in the appropriate area of this Lab Report..

6. Now quickly remove the divider. Watch carefully from the side. What happens?

7. Write down your observations below.

8. Analyze the results and check if your hypothesis (or prediction) is correct. Explain why the fluids did or did not mix together.

9. State your conclusion.

10. Staple this Lab Report into your Cornell Interactive Notebook across from the notes taken today.

*Density: How much mass a substance has per a given volume (m/v)

Data Collection or Observations:

Analysis (Discuss results. Is the hypothesis correct? Why or why not?):

Conclusion (Summarization of your analysis with supporting data):

Drawing of Setup with labels:

Experiment Title: Fluid Density* (Level 1)

Question or Observation of Phenomenon to Investigate:

How Do Fluids of Different Densities Behave?

Hypothesis (your best guess or answer to the question above):

I think that the two fluids _____will mix together or ______will not mix together.

Materials Required:

1x 500mL Beaker of cold water

1x 500mL Beaker of warm water

1x 100ml beaker filled with salt

Blue food coloring

Red food coloring

1x plastic container with divider

Safety Goggles

Paper Towels

Independent Variables: temperature of water, salty water

Dependent variables: mixing of water

Procedure/Methods (Step by step instructions so a stranger could run the test):

1. Gather all materials. Make sure you have your hypothesis written on this lab report before starting the experiment.

2. Put on your safety goggles. Place the divider across the middle of the plastic shoe box.

3. Add a few drops of red food coloring to the beaker of warm water. Pour the red liquid, which represents low-density warm air, into the plastic container on one side of the divider.

4. Add about 100 mL of table salt and a few drops of blue food coloring to the beaker of cold water. Pour the blue liquid, which represents high-density cold air, into the plastic container on the other side of the divider.

5. Draw this setup in the appropriate area of this Lab Report..

6. Now quickly remove the divider. Watch carefully from the side. What happens?

7. Write down your observations below.

8. Analyze the results and check if your hypothesis (or prediction) is correct. Explain why the fluids did or did not mix together.

9. State your conclusion.

10. Staple this Lab Report into your Cornell Interactive Notebook across from the notes taken today.

*Density: How much mass a substance has per a given volume (m/v)

Data Collection or Observations:

I observed that the red and the blue fluids ____mixed together or _____did not mix together. The

reason this happened was due to the difference in the ___________ of the two fluids.

Analysis (Discuss results. Is the hypothesis correct? Why or why not?):

My hypothesis was _____ correct or _____not correct.

Conclusion (Summarization of your analysis with supporting data):

Drawing of Setup with labels:

[pic]

Lesson Plan-Day 2

|Ch. 4 |[pic] Completed |

|Sec. 1 Air Masses and Fronts | |

|7th Grade Science |State Standards |

| |Objective 7.E.1.3 Explain the relationship|

|NC Essential Standard 7.E.1 Understand how the cycling of matter (water and gases) in and out of the atmosphere |between the movement of air masses, high |

|relates to Earth's atmosphere, weather and climate and the effects of the atmosphere on humans. |and low pressure systems, and frontal |

| |boundaries to storms (including |

|Vocabulary: air mass, tropical (air mass), polar (air mass), maritime (air mass), continental (air mass), front, |thunderstorms, hurricanes, and tornadoes) |

|warm front, cold front |and other weather conditions that may |

|Technology: SmartBoard, document camera |result. |

|Materials: FOR STUDENTS: Cornell Interactive Notebook, North American Air Masses handout, glue and scissors, red | |

|and blue colored pencils | |

|Pacing: 60 minutes | |

|1. |DAILY ESSENTIAL QUESTION Building Background Knowledge (10 minutes) | |Targeted Resources |

| |Daily Essential Question (EQ): What are two things that could change the density of air? | | |

| |(temperature and humidity) Explain your answer using a complete sentence that restates the | |Cornell Interactive Notebook |

| |question. All students should write the EQ in their Cornell Notes and write the answer directly | | |

| |below it on the right side of their notebook. Note: Teacher will model this in their Cornell | | |

| |Notebook for students and project onto the SmartBoard using the document camera. | | |

| | | | |

| |For students with Accommodations/Modifications: Typed EQs with fill-in -the-blank answers provided. | | |

| |These are to be glued into the students' Cornell Interactive Notebooks. | | |

| | | | |

| |Formative Assessment: Teacher may use this entry in the Cornell Interactive Notebook to assess | | |

| |students' prior knowledge. | | |

|2. |ACTIVATE PRIOR KNOWLEDGE/BUILD BACKGROUND KNOWLEDGE (Engagement) (10 minutes) | |Targeted Resources |

| |To recap from yesterday, ask: Does hot air or cold air rise? (hot air) Which is denser, warm air | | |

| |or cold air? (cold air) | | |

| | | | |

| |Discuss today's EQ: Ask: Who would like to answer today's EQ? Give several students the chance to | | |

| |read the answer written in their notebook. Allow enough wait-time for them to answer. | | |

| | | | |

| |Differentiation: ESL Students: Pair students with bilingual students to help interpret discussion | | |

| |in context they can understand. | | |

|3. |INSTRUCT (Explore): Use Visual Aids SmartBoard and North American Air Masses Diagram (15 minutes) | |Targeted Resources |

| |Provide a copy of this to all students and have them glue it into their Cornell Interactive Notebook | | |

| |(left side page). Have them color in the cold air masses in blue and the hotter air masses in red. | |North American Air Mass Diagram |

| | | | |

| |Using the SmartBoard, project the North American Air Masses handout. Invite students to write the | | |

| |correct abbreviations for the air masses shown in the diagram using the colored pens for the SmartBoard.| | |

| | | | |

| |Classifying Air Masses: Ask: How are air masses classified? (By temperature and humidity) After | | |

| |reviewing the four types of air masses, Ask: Which air mass is more humid, a continental air mass or a | | |

| |maritime air mass? (A maritime air mass, because it forms over the ocean) Which is warmer, a polar air | | |

| |mass or a tropical air mass? (A tropical air mass, because it forms in the tropics) Would a maritime | | |

| |tropical air mass or a maritime polar air mass have more moisture? (A maritime tropical air mass, | | |

| |because it is warmer; warm air can hold more moisture than cold air.) | | |

| | | | |

| |North American Air Masses: Call out different locations, and ask students to describe the type of air | | |

| |likely to be found in each place. Ask: What type of air are you likely to find in Oregon state? (Cool | | |

| |humid air resulting from maritime polar air masses from the northern Pacific) Point out that when air | | |

| |masses move from their points of origin, they tend to be modified by the terrain they pass over. For | | |

| |example, the cold, dry air of continental polar air masses is modified as it passes over the Great | | |

| |Lakes, where it is warmed and moistened. Describe the way air masses are designated, ex: cP, mP, cT, mT| | |

| |where c=continental and m=maritime, P = polar and T=tropical. | | |

| | | | |

| |Accommodations/Modifications: Provide students, as applicable, with guided notes from this section so | | |

| |they can glue them into their notebook. | | |

| | | | |

| |Padilla, M., (2005). Science Explorer: North Carolina grade 7. Upper Saddle River, New Jersey: Pearson | | |

| |Prentice Hall. | | |

|4. |YouTube VIDEO (Explanation) (10 minutes) | |Targeted Resources |

| |YouTube Video regarding Cold and Warm Fronts: | | |

| | | | |

| | | | |

| | | | |

| |Accommodations: Allow students to move their seats for better viewing of the video. Show the video twice, | | |

| |if requested, as it a very short clip. | | |

| | | | |

| |Meldahl, K. (2011, December 17). Cold fronts and warm fronts, [Video file]. Retrieved from | | |

| | | | |

|5. |INSTRUCT (Elaboration) Teach Key Concepts: How Air Masses Move (5 minutes) | |Targeted Resources |

| |Movement of Air Masses: Ask: What winds move air masses in the United States? Describe these winds. | | |

| |(Prevailing westerlies are major wind belts; jet streams are high-speed winds.) In which direction do these | |North American Air Masses |

| |winds move? (From west to east) | | |

| | | | |

| |Note to teachers: Remember that not all students have been in an airplane before and may not understand | | |

| |about head winds and tail winds. Use care when asking the next question: Ask: Did you know that it takes | | |

| |longer to fly from the east coast to the west coast than from the west coast to the east coast? (due to jet| | |

| |stream) | | |

| | | | |

| |Ask: What happens when air masses move and bump into each other? (A front forms, and weather often changes.)| | |

| | | | |

| |Student Activity: Have students draw in the jet stream on their North American Air Masses diagram and label| | |

| |it. | | |

|6. |LESSON WRAP-UP (Evaluation) (10 minutes) | |Targeted Resources |

| |Recap: Air Masses: Classified by temperature and humidity. Continental masses move over land, maritime | | |

| |masses move across water. Polar air masses are cold and tropical air masses are hot. | |Cornell Interactive Notebook |

| |Fronts: In a warm front, the warm air mass moves up over the cold air mass; in the cold front, the cold air| | |

| |mass moves beneath the warm air mass. | | |

| | | | |

| |Homework: 1) Write 2 high level questions for today's notes. | | |

| |2) Write a summary for today's notes. | | |

| | | | |

| |Tomorrow: We will learn about two more types of fronts and learn how to read a weather map. | | |

North American Air Masses [pic]

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