Understanding by Design



Unit: Geologic WeatherLength of Unit: 6 WeeksBarnes & ArmellaStage 1 –Desired ResultsWhere are we going?NY State Standards:Standard 4Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.Performance Indicator: 1.1: Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual traverse on the constellations.1.1e: The Foucault pendulum and the Coriolis effect provide evidence of Earth’s rotation.Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system.1.2e: Earth’s early atmosphere formed as a result of the outgassing of water vapor carbon dioxide, Nitrogen, and lesser amounts of other gases from the interior.Standard 4Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.2.1e: Weather variables are interrelated. For example: temperature and humidity affect air pressure and probability of precipitation; air pressure gradient controls wind velocity2.1f: Air temperature, dew point, cloud formation, and precipitation are affected by the expansion and contraction of air due to vertical atmospheric movements. 2.1g: Weather variables can be represented in a variety of formats including: radar and satellite image; weather maps (including station model, isobars, and fronts); atmospheric cross-sections; and computer models.2.1h: Atmospheric moisture, temperature and pressure distributions; jet streams, wind, air masses and frontal boundaries; and the movement of cyclonic systems and associated tornadoes, thunderstorms, and hurricanes occur in observable patterns. Loss of property, personal injury, and loss of life can be reduced by effective emergency procedures.2.1c: Weather patterns become evident when weather variables are observed, measured, and recorded. These variables include air temperature; air pressure; moisture (relative humidity and dew point); precipitation (rain, snow, hail, sleet, etc); wind speed and direction; and cloud cover.Performance Indicator: 2.2: Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate2.2a: Insolation (solar radiation) heats Earth’s surface and atmosphere unequally due to variations in:The intensity caused by differences in atmospheric transparency and angle of incidence that vary with time of day, latitude, and season.Characteristics of the materials absorbing the energy such as color, texture, transparency, state of matter, and specific heat.Duration, which varies with seasons and latitude.2.2b: The transfer of heat energy within the atmosphere, the hydrosphere, and Earth’s surface occurs as the result of radiation, convection, and conduction.2.2c: A location’s climate is influenced by latitude, proximity to water, ocean currents, prevailing winds, vegetative cover, elevation, and mountain ranges.2.2d: Temperature and precipitation patterns are altered by:Natural events such as El Nino and volcanic eruptionsHuman influences including deforestation, urbanization, and the production of greenhouse gases such as carbon dioxide and methane.2.1i: Seasonal changes can be explained using concepts of density and heat energy. These changes include: the shifting of global temperature zones, the shifting of planetary wind and ocean current patterns, the occurrence of hurricanes, monsoons, rainy and dry seasons, flooding, severe weather, and ozone depletion. CCSS: Reading:(1) Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.(8) Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.Writing:(2) Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).(9) Draw evidence from informational texts to support analysis, reflection, and research.Shifts in Literacy : Balancing Informational Text and Literacy X Knowledge in the DisciplinesStaircase of ComplexityX Text-Based AnswersX Writing from Sources X Academic VocabularyLearning Outcomes/Goals:Students will be able to:WEATHER BASICS:Explain where the energy for Earth’s weather originates.Describe the basic direction all weather moves in the United States.STATION MODELS:Locate and decode information from a weather station model.Label a weather station model based on provided data in the correct formats.MOISTURE:? Name three factors which affect the rate of evaporation.? Name the natural process which cleans the atmosphere.? Draw and describe the process by which clouds form.? Explain under what conditions clouds are most likely to form.? Explain the relationship between air temperature and its ability to hold water.? Identify the instrument used to measure relative humidity and dew point.? Use the charts on page 12 of the ESRTs to calculate relative humidity and dew point.? Describe the relationship between relative humidity and temperature.? Explain the relationship between dew point and air moisture.? Explain the relationship between relative humidity and moisture content.? Explain how the probability of precipitation changes as dew point and temperature change.PRESSURE AND WIND:? Explain how wind is named.? Describe what causes the general movement of wind and its direction.? Describe the relationship between air pressure and density? Describe whether air is sinking or rising based on its pressure.? Describe the relationship between moisture content and air pressure.? Identify the characteristics of high and low pressure centers.? Draw the direction of wind flow around high and low pressure centers.? Draw an isobar map based on provided data.? Describe the relationship between altitude and air pressure.? Describe the relationship between air pressure gradient and wind speed.? Identify how land and sea breezes are formed.? Explain the relationship between winds and waves.? Describe why planetary winds curve.? Use the chart on page 14 of the ESRTs to state the prevailing wind direction for any latitude.? Use the chart on page 13 of the ESRTs to convert barometric pressure from millibars to inches of mercury.AIR MASSES AND FRONTS:? Explain how air masses get their properties.? Identify the temperature and moisture content of air masses based on their abbreviations.? Identify where an air mass would likely form based on its characteristics.? Draw an isotherm map based on provided data.? Identify a warm or cold front on a weather map.? Draw a profile showing how a cold or warm front looks on the ground.? Identify the key characteristics associated with cold and warm fronts.? Draw warm and cold fronts on a weather map based on air mass characteristics.HAZARDOUS WEATHER AND SAFETY:? Identify other names for hurricanes and tornadoes.? Describe the type of weather and dangers associated with hurricanes and tornadoes.? Describe hurricanes and tornadoes are different regarding geographical scale.? Describe appropriate safety precautions to take for both tornadoes and hurricanes.Enduring Understandings:We will understand…Energy is converted into various forms which impact the Earth.There are many forces that shape the Earth’s weather.Essential Questions:What causes energy?How do atmospheric properties affect weather?What causes weather and wind patterns?How does temperature and pressure determine air flow?How do events in one geographical area affect another?KnowledgeWe will know…Atmospheric properties vary between atmospheric layers.Weather occurs in the troposphere.The ozone layer absorbs ultra violet rays, which protectsEarth.Weather is a result of interaction of temperature, air pressure, and moisture in the air.Winds are a result of differences in air pressure.The magnitude of energy changes is proportional to the energy released.Air temperature changes adiabatically as the air rises andSinksDistribution of land and oceans modifies the wind.Air masses gain the properties of their source region.A front is the boundary between two air masses.The type of front is determined by the relative locations of air masses.The greater the differences between two air masses at front, the greater the severity of weather changes.Changing weather variables (including the jet stream) can be used to forecast weather.Accurate weather forecasting can minimize property damageand loss of life..Tier Three Words:air mass, air pressure, anemometer, barometer, cyclone, dew point, front, isobar, isotherm,meteorology, precipitation, psychrometer, relative humidity, saturated, transpirationSkillsWe will be able to…Use the appropriate ESRT charts.Interpret the layers of atmospheric charts on the ESRT.Identify the location of stratosphere given appropriate information.Determine wind direction based on temperature and/or air pressure differences.Read and interpret the barometric pressure and temperature charts.Describe relationships between temperature, pressure, humidity, dew point and precipitation.Use DP and RH charts.Describe properties and name air masses by source region.Diagram fronts and label associated air masses.Describe typical weather changes at frontal boundaries.Use ESRT (synoptic data) to draw station models and interpret information from weather maps.Construct and read isolines.Use weather map data, to draw locations of pare and contrast hurricanes (storm surge) and tornadoes.Discuss appropriate safety precautions for various weather phenomena.Stage 2 – Assessment EvidenceHow will we know we are there?Performance/Products Tasks:lab InvestigationsAltitude & TemperatureIsotherms & BarsCoastal & Continental Temperature RangesHawaii Rainfall PatternsDewpoint and Cloud FormationWeather MapsStation Model LabHurricane TrackingClaim/Evidence/Interpretation Model for Conclusions CCSS W(2)Green house researchAdiabatic Temperature Changes - The Orographic (Mountain) EffectLiteracy Lab #38 - Urban Heat IslandsOther Evidence:Final Unit Assessment with questions pulled from last year’s Regents exam. Teachers will compare student responses/results between last year’s group and this year’s. QuizzesDo NowTickets out the Door Stage 3 – Learning PlanHow will we get there?Individual Lesson Plans with ResourcesThe following is the intended SLO for each day of the unit. SLOs for each day may change based on results of embedded formative assessment. Day 1 ................
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