5E Student Lesson Planning Template



|Teacher: |

|Date: |

|Subject / grade level: 6th Grade Science |

|Materials: Materials for Student Teams: |

|Clear plastic container about the size of a shoebox |

|Red food coloring |

|Ice cubes made with water dyed with blue food coloring |

|Hot water |

|Small bottle for hot water |

|Room temperature water |

|NGSS Essential Standards and Clarifying Objectives |

|DCI: ESS2.D: Weather and Climate |

|Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary |

|with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) |

|Engineering Practices: Asking Questions and Defining Problems |

|Asking questions and defining problems in 6–8 builds on K–5 experiences and progresses to specifying relationships between variables, and clarifying arguments|

|and models. |

|Ask questions to identify and clarify evidence of an argument. (MS-ESS3–5) |

|Developing and Using Models |

|Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and |

|design systems. |

|Develop and use a model to describe phenomena. (MS-ESS2-6) |

|Planning and Carrying Out Investigations |

|Planning and carrying out investigations in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide |

|evidence to support explanations or solutions. |

|Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. |

|(MS-ESS2-5) |

|Cross Cutting Concepts: Cause and Effect |

|Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-ESS2-5) |

|Systems and System Models |

|Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.|

|(MS-ESS2-6) |

|Stability and Change |

|Stability might be disturbed either by sudden events or gradual changes that accumulate over time. (MS-ESS3–5) |

|Lesson objective(s): |

|Students will understand that temperature changes can cause density changes in water and express that the same phenomenon happens in air. |

|Students will understand that temperature-driven density changes will produce currents in a fluid medium. |

|Learn that convection happens in both the atmosphere and oceans (among other places). |

|Differentiation optional strategies: |

|Use sentence frames for constructing scientific response |

|Collaboration |

|Group discussion |

|Visual Vocabulary |

|Real world examples |

|ENGAGEMENT OPTIONS |

|Teacher will show following video to introduce concept |

|Students will make a T chart for what do I already know, and what do I want to know |

|EXPLORATION |

| (do not show to students. Teacher resource only.) |

|Question: Why do air masses move around? |

|EXPLANATION OPTIONS |

|Make ADI posters (SEE BELOW) |

|[pic] |

|Essential Vocabulary: Vocabulary/Definitions |

|air mass: A large region of air that has similar temperature, pressure and humidity. |

|air pressure: The force caused by the weight of air pushing down on an area. |

|anticyclones: A name sometimes used to refer to high-pressure areas. |

|barometer: A tool used to measure air pressure. |

|continental: Refers to air masses that form over land. |

|cyclones: A name sometimes used to refer to low-pressure areas. |

|high-pressure area: Region of air where the air pressure is greater than that of the surrounding area. |

|low air pressure: Region of air where the air pressure is lower than that of the surrounding area. |

|maritime: Refers to air masses that form over oceans. |

|ELABORATION |

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|Investigation Report |

|Blind Peer Review |

|Final Revision |

|EVALUATION |

|Check Out Questions |

|Final teacher evaluation of Investigative Report |

Teacher Notes: Before teaching lesson, have students do some activity learning the layers of the atmosphere.

[pic]

Great interactive notebook page here.

Supporting websites for lab and lesson:





Suggestions for collecting Data with this lab:

Quantitative: temperature of room temperature water, temperature of ice cube, temperature of hot water

Qualitative: what they saw, what they felt (touch)

Final Student learning expected outcome: Earth's system that is responsible for all weather.  Within the atmosphere are 5 layers: the Troposphere, the Stratosphere, the Mesosphere, the Thermosphere, and the Exosphere.  These layers have very unique characteristics that enable our Earth to be habitable.  On Tuesday, we focused in on how weather forms in the atmosphere, particularly wind.  The Sun's radiation heats the Earth's surface, the Earth's surface heats the air above it through conduction, then the warm air rises and the cool air sinks to create convection currents, which forms wind!  Wind is the driving force behind all weather.

Flowcabulary:

Convection and Conduction song:

Weather Interactive Notebook:

[pic]

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