BIG IDEA: WHERE DO WE GO FOR HERE
Grade 6
1st Quarter
WEATHER
|INDICATORS |
|1. Cite evidence to explain the relationship between the hydrosphere and atmosphere. | |SKILLS AND PROCESSES |
| | |1.A.1. Design, analyze, or carry our simple investigations and formulate appropriate conclusions based|
|a. Describe the composition of the atmosphere and hydrosphere. | |on data obtained or provided. |
| | |1.A.1.c. Explain and provide examples that all hypotheses are valuable. |
| | |1.A.1.e. Explain that if more than one variable changes at the same time in an investigation the |
|b. Recognize and describe the water cycle as the distribution and circulation of Earth's water | |outcome of the investigation may not be clearly attributable to any one of the variables. |
|through the glaciers, surface water, groundwater, oceans, and atmosphere. | |1.A.1.g. Give reasons for the importance of waiting until an investigation has been repeated many |
| | |times before accepting the results as correct |
| | |1.A.1.h. Use mathematics to interpret and communicate data. |
|c. Identify and describe how the temperature and precipitation in a geographic area are affected by | |1.B.1. Review data from a simple experiment, summarize the data, and construct a logical argument |
|surface features and changes in atmospheric and ocean content. | |about the cause-and-effect relationship in the experiment. |
|Relative location of mountains | |1.B.1.d. Describe the reasoning that lead to the interpretation of data and conclusions drawn. |
|Volcanic eruptions | |1.C.1.a. Organize and present data in tables and graphs and identify relationships they reveal. |
|Proximity (closeness) to large bodies of water | |1.C.1.b. Interpret tables and graphs produced by others and describe in words the relationships they |
|Heat energy of ocean currents | |show. |
| | |1.C.1.e Explain how different models can be used to represent the same thing. What kind of model to |
|2. Recognize and describe the various factors that affect climate. | |use and how complex it should be depend on its purpose. |
| | | |
|a. Identify and describe how the temperature and precipitation of an area are affected by surface and| | |
|ocean features. | | |
|Relative location of mountains | | |
|Proximity (closeness) to large bodies of water | | |
|Warm and cold ocean currents | | |
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|b. Recognize and describe the global effects of volcanic eruptions, greenhouse gases, and El Nino. | | |
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|3. Identify and describe the atmospheric and hydrospheric conditions related to weather systems. | | |
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|a. Identify and describe weather patterns associated with high and low pressure systems and the four | | |
|frontal systems using appropriate data displays including weather maps. | | |
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|b. Identify and describe the atmospheric and hydrospheric conditions associated with the formation | | |
|and development of hurricanes, tornadoes, and thunderstorms. | | |
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|c. Identify and describe how various tools are used to collect weather data and forecast weather | | |
|conditions. | | |
|Barometer | | |
|Thermometer | | |
|Anemometer | | |
|Psychrometer | | |
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6th Grade-Weather Unit
Earth Science – Holt, Rinehart and Winston, 2001
Unit SnapShot
GRADE 6
UNIT: Weather
Weather or Not…That Is the Question!
|ENGAGING THEME/REAL WORLD SCENARIO: |
| |
|Calling all citizens! |
|We need to prepare for Mother Nature’s Wrath. |
|In this unit, the citizens of Calvert County will have town hall meetings to discuss and evaluate how the weather is affecting their jobs. As a result of the meeting, all town members will become the experts on |
|observing, recording, analyzing, predicting, and preparing for what Mother Nature has planned for us! Citizens will be introduced to the fundamental principals of meteorology and weather forecasting. In addition, |
|they will learn about clouds, air masses and fronts, severe weather, and the water cycle. |
| |
|Big Idea |
|Water, which covers the majority of earth’s surface, circulates through the crust, oceans, and atmosphere in what is known as the “water cycle”. Water evaporates from the earth’s surface, rises and cools as it |
|moves to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, and in rocks underground. |
|LESSON |INDICATORS |VOCABULARY |RESOURCES |EXTENSION/ |
| | | | |HONORS |
|LESSON ONE – Access Prior Knowledge |Science Process Skills: |Weather |Mother Nature’s Wrath Activity | |
|(1 day) | |Clouds | | |
|Teacher will: Introduce unit project and pre-assess student |1.A.1. Design, analyze, or carry our simple investigations |Observe |(Prior to lesson set up a weather | |
|knowledge of weather. |and formulate appropriate conclusions based on data obtained| |station or utilize to| |
| |or provided. | |retrieve data) Weather Observations | |
|Student will: |1.B.1. Review data from a simple experiment, summarize the | |and Forecasts Doc | |
|Use prior experience and observation skills to describe and |data, and construct a logical argument about the | | | |
|predict weather. |cause-and-effect relationship in the experiment. | | | |
| | | | | |
|Guiding Questions: | | | | |
|What do you think of when you hear the word “weather”. | | | | |
|How does weather affect our daily lives? (ex. What kinds of | | | | |
|clothes do you wear, outdoor activities that do you, etc.) | | | | |
|What kind of things would you look for if you wanted to | | | | |
|describe the weather of a particular day to someone else? | | | | |
|LESSON TWO – Water Cycle |Content: |Condensation |Cloud Article |Leaf It To Me Lab |
|(2-3 days) |????Recognize and describe the water cycle as the |Evaporation | | |
| |distribution and circulation of Earth's water through the |Hydrosphere |Weather Observations and Forecasts |Science Fair Project???? |
|Teacher will: |glaciers, surface water, groundwater, oceans, and |Atmosphere |Doc | |
|Introduce the concept of predicting weather by understanding |atmosphere. |Weather | | |
|cloud types. | |Clouds |Cloud in a Bottle 1 (labeled Diagram)| |
| |Science Process Skills: |Hypothesis | | |
|Provide models to demonstrate processes within the water |1.B.1. Review data from a simple experiment, summarize the |Data |Sweatin’ to the Coldies Lab | |
|cycle. |data, and construct a logical argument about the | | | |
|Student will: |cause-and-effect relationship in the experiment. | |Chapter 16 p. 482 | |
| |1.C.1.a. Organize and present data in tables and graphs and| | | |
|Observe and collect data as it relates to the relationship of|identify relationships they reveal. | | storm chasers| |
|the hydrosphere and the atmosphere. |1.C.1.e Explain how different models can be used to | |video clip | |
|Explain the relationship of the hydrosphere and atmosphere. |represent the same thing. What kind of model to use and how| | | |
| |complex it should be depend on its purpose. | | | |
|Guiding Questions: | | | | |
|If modern technology did not exist, how would you be able to | | | | |
|predict the weather? | | | | |
| | | | | |
|Where do think clouds come from? | | | | |
|LESSON THREE – Water Cycle |Science Process Skills: |Solid | The Rain Man Lab | |
|(1 day) | |Liquid | | |
| |1.A.1. Design, analyze, or carry our simple investigations |Gas | | |
|Teacher will: |and formulate appropriate conclusions based on data obtained|Precipitation | | |
|Introduce the component of precipitation in the water cycle. |or provided. |Condensation | | |
| |1.A.1.c. Explain and provide examples that all hypotheses |Evaporation | | |
|Students will: |are valuable. |Rain | | |
|Explain the process of precipitation in the water cycle |1.A.1.g. Give reasons for the importance of waiting until |Variables | | |
| |an investigation has been repeated many times before |Hypothesis | | |
|Unit Activity: Pull card 25 (Students will discuss the |accepting the results as correct |Data | | |
|possible cause for the light rain shower. |1.B.1. Review data from a simple experiment, summarize the |Conclusion | | |
| |data, and construct a logical argument about the | | | |
|Guided Questions: |cause-and-effect relationship in the experiment. | | | |
| |1.B.1.d. Describe the reasoning that lead to the | | | |
|What is the expiration date on water? |interpretation of data and conclusions drawn. | | | |
| | | | | |
|What came first the pond or the cloud? |Content: | | | |
| |?????Recognize and describe the water cycle as the | | | |
| |distribution and circulation of Earth's water through the | | | |
| |glaciers, surface water, groundwater, oceans, and | | | |
| |atmosphere. | | | |
|LESSON FOUR – Water Cycle |Content: |Temperature | | |
|(4-5 days) |?????Identify and describe how the temperature and |Precipitation |Sweatin’ to the Coldies Lab (melting | |
| |precipitation in a geographic area are affected by surface |Evaporation Humidity |point) | |
|Teacher will: |features and changes in atmospheric and ocean content. |Snow | | |
|Introduce graphing and its components | |Hail |Boiling point lab | |
|Guide students through the scientific investigations via |Science Process Skills: |Sleet | | |
|modeling and practice |1.A.1. Design, analyze, or carry our simple investigations |Freezing Rain |Freezing Point Lab | |
| |and formulate appropriate conclusions based on data obtained|Variables | | |
|Students will: |or provided. |Hypothesis |Venn diagram for snow, hail, sleet, | |
|Describe the relationship between temperature and water |1.B.1. Review data from a simple experiment, summarize the |Data |rain | |
|vapor. |data, and construct a logical argument about the |Conclusion | | |
| |cause-and-effect relationship in the experiment. | | | |
|Identify the four kinds of precipitation. |1.B.1.d. Describe the reasoning that lead to the | | | |
| |interpretation of data and conclusions drawn. | | | |
|Options for Engagement Activity |1.C.1.a. Organize and present data in tables and graphs and| | | |
|Unit Activity: Pull card 26 (Students will discuss the |identify relationships they reveal. | | | |
|possible cause for the sleet. |1.C.1.b. Interpret tables and graphs produced by others and| | | |
| |describe in words the relationships they show. | | | |
| | | | | |
|Unit Activity: Pull card 5 (Students will discuss the | | | | |
|possible cause for the hail.) | | | | |
| | | | | |
|Unit Activity: Pull card 8 (Students will discuss the | | | | |
|possible cause for the freezing rain.) | | | | |
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|Unit Activity: Pull card 26 (Students will discuss the | | | | |
|possible cause for the sleet. | | | | |
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| | | | | |
|Unit Activity: Pull card 15 (Students will discuss the | | | | |
|possible cause for the blizzard.) | | | | |
| | | | | |
|Unit Activity: Pull card 18 (Students will discuss the | | | | |
|possible cause for the frost.) | | | | |
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|Guiding Question: Does temperature affect the different types| | | | |
|of precipitation? | | | | |
| | | | | |
|LESSON FIVE – Groundwater and Glaciers |Science Process Skills: |Runoff |Sponge Demonstration |Percolation |
|(3-4 days) |1.A.1. Design, analyze, or carry our simple investigations |Erosion | |Infiltration |
| |and formulate appropriate conclusions based on data obtained|Rain |Groundwater Inquiry Lab |Aquifer |
|Teacher will: |or provided. |Evaporation | |Gravity (groundwater) |
|Introduce the various ways water can move on and through the |1.A.1.c. Explain and provide examples that all hypotheses |Groundwater |Water Cycle Dice/Card Activity | |
|surface of the Earth. |are valuable. |Glaciers | | |
| |1.A.1.e. Explain that if more than one variable changes at |Variables |Water Cycle Bracelet | |
|Students will: |the same time in an investigation the outcome of the |Hypothesis | | |
|Explain how moving water travels on and through the surface |investigation may not be clearly attributable to any one of |Data |Water, Water Everywhere | |
|of the Earth. |the variables. |Conclusion | | |
| |1.A.1.g. Give reasons for the importance of waiting until | |Recycled Water: The Hydrologic Cycle | |
|Unit Activity: Pull card 16 (Students will discuss the |an investigation has been repeated many times before | | | |
|possible cause for the runoff and erosion. |accepting the results as correct | | | |
| |1.A.1.h. Use mathematics to interpret and communicate data.| | | |
|Unit Activity: Pull card 13 (Students will discuss the |1.B.1. Review data from a simple experiment, summarize the | | | |
|possible cause for the flood.) |data, and construct a logical argument about the | | | |
| |cause-and-effect relationship in the experiment. | | | |
|Unit Activity: Pull card 14 and 17 (Students will discuss the|1.B.1.d. Describe the reasoning that lead to the | | | |
|possible cause for the drought.) |interpretation of data and conclusions drawn. | | | |
| |1.C.1.a. Organize and present data in tables and graphs and| | | |
|Guiding Questions: ???????????? |identify relationships they reveal. | | | |
|What is groundwater? |1.C.1.b. Interpret tables and graphs produced by others and| | | |
|What type of water do glaciers provide? |describe in words the relationships they show. | | | |
|What is the roll of glaciers in the water cycle? |1.C.1.e Explain how different models can be used to | | | |
|What is the roll of groundwater in water cycle? |represent the same thing. What kind of model to use and how| | | |
| |complex it should be depend on its purpose. | | | |
| | | | | |
| |Content: | | | |
| |(8)-2.E.1.b. Recognize and describe the water cycle as the | | | |
| |distribution and circulation of Earth's water through the | | | |
| |glaciers, surface water, groundwater, oceans, and | | | |
| |atmosphere. | | | |
|LESSON SIX - Air Pressure and Temperature |Content |Air pressure |Heavy Air Lab | |
|(4-5 days) |?????Identify and describe weather patterns associated with |Temperature | | |
| |high and low pressure systems and the four frontal systems |Variables |A Pressing Engagement Lab | |
|Teacher will: |using appropriate data displays including weather maps. |Hypothesis | | |
|Explain how high and low pressure affects the weather. | |Data |Crunch Time Lab | |
| | |Conclusion | | |
|Students will: |Science Process Skills: | |Temperature and Pressure Stations | |
|Investigate the causes of high and low pressure and its | | | | |
|relationship to temperature, which influences the weather. |1.A.1. Design, analyze, or carry our simple investigations | | | |
| |and formulate appropriate conclusions based on data obtained| | | |
|Unit Activity: Pull card 19-24 (Students will discuss the |or provided. | | | |
|possible cause for the beautiful day.) |1.A.1.b. Develop the ability to clarify questions and direct| | | |
| |them toward objects and phenomena that can be described, | | | |
|Guided Questions???????????? |explained, or predicted by scientific investigations. | | | |
|What is air pressure, Why should we measure it? What does |1.A.1.c. Explain and provide examples that all hypotheses | | | |
|air pressure have to do with weather? |are valuable. | | | |
| |1.B.1. Review data from a simple experiment, summarize the | | | |
|Do animals predict the weather? |data, and construct a logical argument about the | | | |
| |cause-and-effect relationship in the experiment. | | | |
| |1.B.1.d. Describe the reasoning that lead to the | | | |
| |interpretation of data and conclusions drawn. | | | |
| |1.C.1.a. Organize and present data in tables and graphs and| | | |
| |identify relationships they reveal. | | | |
| | | | | |
| | | | | |
|LESSON SEVEN – Air Masses and Fronts |Content |Weather patterns |Oil, water, and air demonstration | |
|(4 days) |????Identify and describe weather patterns associated with |Warm front |(air masses and front lines) | |
| |high and low pressure systems and the four frontal systems |Cold front | | |
|Teacher will: |using appropriate data displays including weather maps. |Occluded front |Air Masses and Fronts Module | |
|Describe the kinds of air masses that influence weather in | |Stationary front | | |
|the United States. |Science Process and Skills |High/low pressure |Air Pressure Doc | |
| |1.B.1.d. Describe the reasoning that lead to the |Humidity | | |
|Describe the location for the various air masses that form. |interpretation of data and conclusions drawn. |Temperature |Air Masses Doc | |
| |1.C.1.b. Interpret tables and graphs produced by others and| | | |
|Students will: |describe in words the relationships they show. | |Fronts Doc | |
|Explain how the clashing of air masses create different | | | | |
|frontal systems and how they influence the weather. | | |Sample Fold-ables for Fronts | |
| | | | | |
|Describe the conditions for the various air masses that form | | |Forecasting and Reporting Doc | |
|(focus in warm, dry, wet, cold, and humidity) and how they | | |Interactive | |
|influence the weather. | | | | |
| | | |Weather Map Challenge Doc Assessment | |
| | | |(provide maps from local newspaper to| |
|Guided Questions: ??????????? | | |each student) | |
|What storms should you worry about the most, thunderstorms, | | | | |
|tornadoes or hurricanes? | | | | |
|Describe the four major types of fronts. | | | | |
| | | | | |
|Explain how fronts cause weather changes. | | | | |
|LESSON EIGHT- Severe Weather |Content |Hurricanes |Leveled Readers for Severe Weather | |
|(4 days) |????Identify and describe the atmospheric and hydrospheric |Tornadoes |with worksheets | |
| |conditions associated with the formation and development of |Thunderstorms | | |
|Teacher will: |hurricanes, tornadoes, and thunderstorms. |Temperature |Severe Weather Doc | |
|Describe the formation and characteristics of thunderstorms, | |Air pressure | | |
|tornadoes, and hurricanes. |Science Process Skills |Energy |Tornadic Air Pressure Graphing | |
| |1.B.1.d. Describe the reasoning that lead to the |Ocean currents |Activity | |
|Students will: |interpretation of data and conclusions drawn. |Models | | |
| |1.C.1.b. Interpret tables and graphs produced by others and| |Storm Chaser Interactive | |
|Explain the relationship between atmospheric conditions and |describe in words the relationships they show. | | |
|the formation of various severe weather conditions. |1.C.1.e Explain how different models can be used to | |eather/act_tornado/ | |
| |represent the same thing. What kind of model to use and how| | | |
|Unit Activity: Pull card 6 , 7, 10 (Students will discuss the|complex it should be depend on its purpose. | |Hurricanes Life Doc | |
|possible cause for the hurricane.) | | | | |
| | | |Create a Hurricane interactive | |
|Unit Activity: Pull card 2 (Students will discuss the | | | |
|possible cause for the tornado.) | | |lab.htm | |
| | | | | |
|Unit Activity: Pull card 1, 3, and 4 (Students will discuss | | | | |
|the possible cause for the thunderstorm.) | | | | |
| | | | | |
|Guided Questions: | | | | |
|What makes weather “severe”? | | | | |
| | | | | |
|What are terms we use to describe sever weather? | | | | |
|LESSON NINE – Mountains and Bodies of Water |Content (8)-2.E.1.c. Identify and describe how the |Ocean heat energy |Chapter 17 Section 1 | |
|(4 days) |temperature and precipitation in a geographic area are |Wind |Climographs 1, 2 and 3 | |
| |affected by surface features and changes in atmospheric and |Percipitation | | |
|Teacher will: |ocean content. |Mountain |Rain Shadows Doc | |
|Explain how surface features affect temperature and |Relative location of mountains |Models | | |
|precipitation. |Volcanic eruptions |Rain shadow |Land Map PDF | |
| |Proximity (closeness) to large bodies of water |Temperature | | |
|Students will: |Heat energy of ocean currents | |Latitude/Longitude PDF | |
|Analyze and predict how major landforms and bodies of water |Science Process Skills | | | |
|affect atmospheric conditions. |1.B.1.d. Describe the reasoning that lead to the | |Lesson on Mountains and geographic | |
| |interpretation of data and conclusions drawn. | |area that are affected by surface | |
|Guided Questions: |1.C.1.b. Interpret tables and graphs produced by others and| |features. | |
|Why can one side of a mountain be dry and barren and the |describe in words the relationships they show. | | |
|other side lush and green? |1.C.1.e Explain how different models can be used to | |content/chp56/5602001.html | |
| |represent the same thing. What kind of model to use and how| | | |
|If London, England has little to no snow and it is at the |complex it should be depend on its purpose. | | | |
|same latitude as Quebec (where the Winter Olympics were held)| | | | |
|then why doesn’t it have the same amount of snowfall? | | | | |
-----------------------
Hurricanes
Thunderstorms
Groundwater
Barometer
Thermometer
Anemometer
Rain gauge
Wind vane
Air mass
Air pressure
Lessons
Water Cycle
Groundwater and Glaciers
Air Pressure and Temperature
Air Masses and Fronts
Severe Weather
Mountains and Bodies of Water
Weather
Hydrosphere
Temperature
Atmosphere
Precipitation
Water Cycle
Fronts
Oceans
Tornadoes
Glaciers
Weather or Not…That Is the Question!!
Vocabulary
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