Download Unit 4 - Weather Climate Curriculum

Unit Overview
Content Area: Science
Unit Title: Weather and Climate
Unit: 4
Target Course/Grade Level: Sixth Grade
Timeline: 10 weeks
Unit Summary
This Weather and Climate Unit provides a means for students to ascertain the knowledge in the
characteristics of the atmosphere, pressure and wind, the air we breathe, air masses and fronts, severe
weather, and climates of the world. Each section within the unit leads to the next creating a progression of
understanding. Students will discover what Earth’s atmosphere is actually composed of (what is air?),
how pressure and wind is created, which lends itself to weather and eventually ending in climate.
Throughout the weather section, students learn about clouds, masses, fronts, severe weather, and how to
forecast these natural events. The weather segment pilots the way to climate, where students gain
comprehension in the climates of North America, seasons, and finally climate change. The entire unit
culminates with students participating in experiments, group discussions, and projects with the goal of
understanding the significance of weather and climate.
Primary interdisciplinary connections: Language Arts, 21st Century Life and Careers, and Technology
21st century themes and skills: A. Critical Thinking and Problem Solving B. Creativity and Innovation,
C. Collaboration, Teamwork, and Leadership
Unit Rationale
“Today more than ever before, science holds the key to our survival as a planet and our security and
prosperity as a nation” (Obama, 2008).
Earth’s atmosphere is one of the few special features that enable life. The atmosphere contains oxygen,
needed for respiration, and also shields life from the harmful rays of the Sun. Various atmospheric
conditions produce weather. Weather is constantly changing and affects our everyday lives. Climate on the
other hand changes more gradually and influences Earth’s features in the long-run. In this day more than
ever, climate change is especially important to observe. Studies indicate that human activities are having a
larger impact on weather and climate. Through understanding and awareness concerning weather and
climate, humans can live more economical and environmentally responsible lives.
Learning Targets
Standards
5.1 Science Practices
All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices
strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
science.
B. Generating Scientific Evidence Through Active Investigations: Students master the
conceptual, mathematical, physical, and computational tools that need to be applied when
constructing and evaluating claims.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
5.2 Physical Science
All students will understand that physical science principles, including fundamental ideas about matter,
energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and
Earth systems science.
C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential
and kinetic energy, is useful in coming to the understanding that, for the most part, the natural
world can be explained and is predictable.
5.4 Earth Systems Science
All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems,
and is a part of the all-encompassing system of the universe.
A. Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years
under the influence of gravitational and nuclear forces. As gravity governs its expansion,
organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern
its evolution through the processes of stellar birth and death. These same processes governed the
formation of our solar system 4.6 billion years ago.
C. Properties of Earth Materials: Earth’s composition is unique, is related to the origin of our solar
system, and provides us with the raw resources needed to sustain life.
D. Energy in Earth Systems: Internal and external sources of energy drive Earth systems.
E. Climate and Weather: Earth’s weather and climate systems are the result of complex interactions
between land, ocean, ice, and atmosphere.
F. Biogeochemical Cycles: The biogeochemical cycles in the Earth systems include the flow of
microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere,
atmosphere, or biosphere to another, are driven by Earth's internal and external sources of energy,
and are impacted by human activity.
9.1 21st-Century Life & Career Skills
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Content Statements
Related Content Statements for Standard 5.1
 Mathematics and technology are used to gather, analyze, and communicate results.
 Carefully collected evidence is used to construct and defend arguments.
 Scientific reasoning is used to support scientific conclusions.
 Scientific models and understandings of fundamental concepts and principles are refined as new
evidence is considered.
 Science involves practicing productive social interactions with peers, such as partner talk, wholegroup discussions, and small-group work.
 Instruments of measurement can be used to safely gather accurate information for making
scientific comparisons of objects and events.
Related Content Statements for Standard 5.2
 The transfer of thermal energy by conduction, convection, and radiation can produce large-scale
events such as those seen in weather.
 A tiny fraction of the light energy from the Sun reaches Earth. Light energy from the Sun is
Earth’s primary source of energy, heating Earth surfaces and providing the energy that results in
wind, ocean currents, and storms.
Related Content Statements for Standard 5.4
 Earth’s tilt, rotation, and revolution around the Sun cause changes in the height and duration of the
Sun in the sky. These factors combine to explain the changes in the length of the day and seasons.
 Earth’s atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The
atmosphere has a different physical and chemical composition at different elevations.
 The Sun is the major source of energy for circulating the atmosphere and oceans.
 The Sun provides energy for plants to grow and drives convection within the atmosphere and
oceans, producing winds, ocean currents, and the water cycle.
 Weather is the result of short-term variations in temperature, humidity, and air pressure.
 Climate is the result of long-term patterns of temperature and precipitation.
 Global patterns of atmospheric movement influence local weather.
 Climate is influenced locally and globally by atmospheric interactions with land masses and
bodies of water.
 Weather (in the short term) and climate (in the long term) involve the transfer of energy and water
in and out of the atmosphere.
 Personal activities impact the local and global environment.
 Water in the oceans holds a large amount of heat, and therefore significantly affects the global
climate system.
Related Content Statement for Standard 9.1
 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve
the problem is a lifelong skill that develops over time.
 Gathering and evaluating knowledge and information from a variety of sources, including global
perspectives, fosters creativity and innovative thinking.
 Collaboration and teamwork enable individuals or groups to achieve common goals with greater
efficiency.
 Leadership abilities develop over time through participation in groups and/or teams that are
engaged in challenging or competitive activities.
CPI #
Cumulative Progress Indicator (CPI)
5.1.8.B.2
Gather, evaluate, and represent evidence using scientific tools, technologies, and
computational strategies.
5.1.8.B.3
Use qualitative and quantitative evidence to develop evidence-based arguments.
5.1.8.B.4
Use quality controls to examine data sets and to examine evidence as a means of
generating and reviewing explanations.
5.1.8.C.1
Monitor one’s own thinking as understandings of scientific concepts are refined.
5.1.8.D.1
Engage in multiple forms of discussion in order to process, make sense of, and learn from
others’ ideas, observations, and experiences.
Demonstrate how to safely use tools, instruments, and supplies.
Relate the transfer of heat from oceans and land masses to the evolution of a hurricane.
Structure evidence to explain the relatively high frequency of tornadoes in “Tornado
Alley.”
Use evidence of global variations in day length, temperature, and the amount of solar
radiation striking Earth’s surface to create models that explain these phenomena and
seasons.
Model the vertical structure of the atmosphere using information from active and passive
remote-sensing tools (e.g., satellites, balloons, and/or ground-based sensors) in the
analysis.
Generate a conclusion about energy transfer and circulation by observing a model of
convection currents.
Explain how energy from the Sun is transformed or transferred in global wind circulation,
5.1.8.D.3
5.2.6.C.3
5.2.8.C.1
5.4.8.A.2
5.4.8.C.3
5.4.6.E.1
5.4.8.E.1
5.4.6.F.1
5.4.6.F.2
5.4.8.F.1
5.4.8.F.2
5.4.8.F.3
5.4.6.G.3
5.4.8.G.1
9.1.8.A.3
9.1.8.B.1
9.1.8.C.1
9.1.8.C.2
9.1.8.C.3
ocean circulation, and the water cycle.
Explain the interrelationships between daily temperature, air pressure, and relative
humidity data.
Create climatographs for various locations around Earth and categorize the climate based
on the yearly patterns of temperature and precipitation.
Determine the origin of local weather by exploring national and international weather
maps.
Explain the mechanisms that cause varying daily temperature ranges in a coastal
community and in a community located in the interior of the country.
Create a model of the hydrologic cycle that focuses on the transfer of water in and out of
the atmosphere. Apply the model to different climates around the world.
Describe ways that humans can improve the health of ecosystems around the world.
Represent and explain, using sea surface temperature maps, how ocean currents impact the
climate of coastal communities.
Summarize strategies used by various organizations and agencies to solve problems that
impact communities, and compare them with strategies used by similar organizations in
another state or country.
Use multiple points of view to create alternative solutions.
Determine an individual’s responsibility for personal actions and contributions to group
activities.
Demonstrate the use of compromise, consensus, and community building strategies for
carrying out different tasks, assignments, and projects.
Model leadership skills during classroom and extra-curricular activities.
Unit Essential Questions
 What is the atmosphere composed of and how
does pressure, altitude, and temperature affect
it?
 How do convection, conduction, and radiation
affect the atmosphere?
 What are the major types of cloud formations
and how are they created?
 What are the factors that determine weather
and climate?
 What is the greenhouse effect and its role in
global warming?
 How do we build and refine models that
describe and explain the natural and designed
world?
 What constitutes useful scientific evidence?
Unit Enduring Understandings
 The atmosphere is a mixture of gases surrounding the
Earth. Altitude increases, as air pressure decreases.
Temperature also changes with altitude but not
uniformly like air pressure; temperatures vary
depending on the layers of the atmosphere.
 Earth receives energy from the sun in the form of
radiation that heats the atmosphere and surface of the
Earth. This uneven heating of the Earth permits
events such as conduction and convection to take
place. Through conduction, thermal energy is
transferred to the atmosphere when air molecules
come into direct contact with a warm surface.
Convection is the rising of warm air and the sinking
of cool air due to different amounts of radiation
reaching Earth’s surface.
 Through the steps of the water cycle, water is put in
to the air; this water affects cloud formation and
weather. There are 3 major types of clouds including
cumulus, stratus, and cirrus. These clouds are
classified according to altitude and precipitation.
 Weather is determined by the water cycle, air masses,
and fronts. Climate is determined by temperature and
precipitation. Weather conditions vary from day to
day, short-term; while climate is weather conditions
over a long period of time.
 The greenhouse effect is the natural heating process
of the Earth where gases are trapped in the
atmosphere. Many scientists believe the acceleration
in global warming is due to an over abundance of
greenhouse gases, specifically carbon dioxide. If
global temperatures continue to rise effects such a
flooding, melting of the polar icecaps, droughts, and
increased severe weather phenomenon could be what
Earth will face in the future.
 Measurement and observation tools are used to
categorize, represent and interpret the natural world.
 Evidence is used for building, refining, and/or
critiquing scientific explanations.
Unit Learning Targets
Students will ...
 Discuss the composition of Earth’s atmosphere.
 Explain why and how pressure and temperature changes with altitude.
 Describe the layers of the atmosphere.
 Summarize the processes of radiation, conduction, and convection.
 Explain the relationship between air pressure and wind direction.
 Describe the three major cloud forms and their classification due to altitude.
 Define and explain relative humidity, condensation, and dew point.
 Explain the major types of air masses and fronts.
 Relate fronts to weather changes.
 Describe the formation and characteristics of thunderstorms, tornadoes, and hurricanes.
 Explain why weather forecasting is useful.
 Explain the difference between weather and climate.
 Identify the factors that determine climates.
 Locate and describe the three major climate zones.
 Describe how Earth’s climate has changed over time.
 Summarize the theories that attempt to explain why Earth’s climate has changed.
 Explain the greenhouse effect and its role in global warming.
Evidence of Learning
Summative Assessment
After learning about Earth’s atmosphere students will write an essay regarding traveling to either
Antarctica or the Sahara Desert. In the essay they will explain what color clothing they would pack and
why and also incorporate vocabulary words (radiation, reflectivity, absorption, etc) from the unit.
After learning about severe weather students will construct a timeline of various natural (weather) disasters
that have happened (hurricanes, tornadoes, tsunamis, thunderstorm, hail storm, etc). Students should
include in their timeline: date, event, interesting information, and damage cost.
After learning about climates students will partake in a “climate-based biome” project with two partners.
Students will research the biome given to them, topics that need to be included in their research are:
temperature range, amount of precipitation, soil characteristics, types of vegetation, animal species,
location (zone), interesting information, and pictures. The research will be presented through the use of a
poster and presentation.
Equipment needed: SMARTBoard, laptops, computer lab, Internet, printer, library access, poster board,
scissors, glue, graph paper, colored pencils/ crayons/ markers.
Teacher Instructional Resources: Discovery Education, Weather and Climate Textbook, Library books
Formative Assessments
The Atmosphere:
 Section Review Questions
 Illustrate Radiation Diagram
 Quiz (matching) on layers and characteristics
of the atmosphere
 Unit Test: The Atmosphere
Climate
 Unit Test: Climate quiz
Weather:
 Create a cloud project
 Quiz: Visual cloud quiz
 Label globe with air masses and fronts
 Weather Map Reading
 Unit Test: Weather
Integration of Technology:
Students will use Microsoft Office programs on the laptops and the SMARTBoard for project construction
and presentations. They will also use various websites to help engineer their research projects.
Technology Resources:
Click the links below to access additional resources used to design this unit:
Discovery Education: http://www.discoveryeducation.com/
National Geographic: http://www.nationalgeographic.com/
National Oceanic and Atmospheric Administration: http://www.noaa.gov/ocean.html
Climate Challenge: http://www.climatechallenge.org/
Opportunities for Differentiation:
Throughout the marking period (10 weeks) students will work individually, in partners, and within groups.
Partners and groups will be student designed but also teacher-made and are composed of those that are at a
variety of learning levels. This unit caters to students of all learning styles (i.e., kinesthetic, visual, tactile
and auditory instruction).
Unit information is taught through various methods including: PowerPoint presentations, lecture, lab
experiments, textbook reading, and group work. An assortment of notes and projects has been designed to
allow all learners the ability to participate and gain knowledge.
Assessments will be in the form of tests, projects, quizzes, essays, homework, lab write-ups, worksheets,
and presentations.
Teacher Notes:
If laptop and internet use isn’t available students can use library books for research and posters for the
presentations. Students are encouraged to explore science outside of the classroom from web-browsing to
television shows, to help keep their science knowledge up-to-date.