6th Grade Science Weather & Climate Unit Information

Milestones Domain/Weight: Hydrology 40% [includes ]

Purpose/Goal(s): Within this domain, students should understand the important role that water plays in systems, weather patterns, and weather events. This includes tornados, hurricanes, and thunderstorms.

Content Map: Weather & Climate Content Map

Content from Frameworks: Weather and Climate Content from the Frameworks

Prerequisites: Elementary Standards for Weather and Climate

Unit Length: Approximately 20 days

Weather & Climate Unit Study Guide | Weather & Climate Unit Study Guide KEY

Click on the links below for resources by Essential Question:

EQ 1: How does unequal heating and the ’s rotation affect wind patterns?

EQ 2: What factors influence weather?

EQ 3: How does the interaction of air masses cause a change in the weather?

Unit Review Activity: Weather & Climate Kaboom

th TCSS 6 Science Weather & Climate Unit

Essential Question and Vocabulary Resources [Back to Top] Assessment Standard(s) The resources below are set up in a model lesson format. . S6E4a. Sample Essential* Priority Standard(s): The ppt provides guidance for the entire lesson including Assessment Items Global wind systems activating, teaching and summarizing strategies. The . S6E4b. Sample

S6E4a. Demonstrate that land and activities listed below the ppt are used during the lesson Assessment Items Supplemental** water absorb and lose heat at and are identified in the ppt for use where they are most different rates and explain the likely appropriate. The resources can be used as an entire Seabreeze resulting effects on weather lesson or pulled out for use separately. Landbreeze patterns. Coriolis Effect . Wind Movement PPT [Includes “I Do”, “You Do”, and Doldrums S6E4b. Relate unequal heating of “We Do”] – See “Notes” on ppt slides for suggested Westerlies land and water surfaces to form instructional approaches where applicable or view the Easterlies large global wind systems and Wind Movement PPT Notes Trade weather events such as tornados . Wind Movement Notes [“You Do”] – Students use the Air pressure and thunderstorms. notes to summarize important information from the (High and Low) lesson Northern Hemisphere Supplemental Standard(s): . Labs/Demonstrations [“I Do” or “We Do”] Southern Hemisphere o Light Bulb Air Current and Wind Demonstration

S6E2c. Relate the tilt of the earth to o The Collapsing Bottle (demonstrates the *Essential Vocabulary the distribution of sunlight properties of warm and cool air) listed in the Standards throughout the year and its effect o Land vs. Water Lab on climate. . Wind Movement Formative Assessment Items [“You **Supplemental Do”] – There are two different images that can be used Vocabulary listed in the Essential Question: at different times to determine student mastery of the state frameworks and/or direction of wind other state document 1. How does unequal heating affect . Wind Movement Summarizer [“You Do”] - Each student wind patterns? should complete the summarizer. The teacher should use the summarizer to determine the level of student mastery and if differentiation is needed. . Additional Resources: o Study Jams: Air Pressure and Wind o http://www.classzone.com/books/earth_science/ terc/content/visualizations/es1903/es1903page0 1.cfm?chapter_no=visualization [linked in ppt] o Winds Blow Song o Why Does the Wind Blow?

TCSS 10/16/2015 2 th TCSS 6 Science Weather & Climate Unit

Essential Question and Vocabulary Resources [Back to Top] Assessment Standard(s) The resources below are set up in a model lesson format. The . S6E4b. Sample Essential* Standard(s): ppt provides guidance for the entire lesson including Assessment Items Wind activating, teaching and summarizing strategies. The activities . S6E4c. Sample Weather patterns S6E4a. Demonstrate that land listed below the ppt are used during the lesson and are Assessment Items and water absorb and lose heat identified in the ppt for use where they are most likely Supplemental** at different rates and explain the appropriate. The resources can be used as an entire lesson or Cloud resulting effects on weather pulled out for use separately. Climate patterns. Weather . Factors of Weather PPT [Includes “I Do”, “You Do”, and Humidity S6E4b. Relate unequal heating “We Do”] – See “Notes” on ppt slides for suggested Air pressure of land and water surfaces to instructional approaches where applicable or view the High pressure form large global wind systems Factors of Weather PPT Notes Temperature and weather events such as . Factors of Weather Graphic Organizer [“You Do”] – Low pressure tornados and thunderstorms. Students use the graphic organizer to record the important Relative humidity information from the lesson. Many of the concepts are for

S6E4c. Relate how moisture review. Teachers will need to determine the information evaporating from the oceans they would most like students to record in their graphic *Essential Vocabulary affects the weather patterns and organizer. listed in the Standards weather events such as . Suggested Activities [“You Do”]: hurricanes. o Have students write a short story using 3-5 of the **Supplemental factors of weather. They must explain how each Vocabulary listed in the Essential Question: factor influenced their weather for the day. Similar state frameworks and/or to the “Perfect Day” video other state document 2. What factors influence o Have students draw an illustration of the effect of weather? each weather factor o Weather Observation Chart . Factors of Weather Summarizer: 5 – 3 – 1 [“You Do”] o Identify 5 factors of weather o Describe 3 examples of how these factors affect weather o Identify 1 reason weather is not the same everywhere . Videos o A Perfect Day [embedded in ppt] o World Biomes: An Introduction to Climate [5:50] Reviews climate and what affects climate, but also gets into human impact

TCSS 10/16/2015 3 th TCSS 6 Science Weather & Climate Unit

Essential Question and Vocabulary Resources [Back to Top] Assessment Standard(s) The resources below are set up in a model lesson format. The . S6E4a. Sample Essential* Standard(s): ppt provides guidance for the entire lesson including activating, Assessment Items Tornado teaching and summarizing strategies. The activities listed below . S6E4b. Sample Hurricane S6E4a. Demonstrate that land the ppt are used during the lesson and are identified in the ppt for Assessment Items and water absorb and lose heat use where they are most likely appropriate. The resources can . S6E4c. Sample Supplemental** at different rates and explain be used as an entire lesson or pulled out for use separately. Assessment Items Vortex the resulting effects on weather Air mass patterns. . Interaction of Air Masses PPT [Includes “I Do”, “You Do”, and Cold Front “We Do”] – See “Notes” on ppt slides for suggested Warm Front S6E4b. Relate unequal heating instructional approaches where applicable or view the Weather Front of land and water surfaces to Interaction of Air Masses PPT Notes Hurricane Eye form large global wind systems . Interaction of Air Masses Notes [“You Do”] – Students use Tropical Storm and weather events such as the notes to record the important information from the lesson Tropical Depression tornados and thunderstorms. . Interaction of Air Masses Sort [“You Do” or “We Do”] – Cut

out images and statements and sort them as examples of a

S6E4c. Relate how moisture Cold Front or a Warm Front *Essential Vocabulary evaporating from the oceans . Air Pressure and Weather Fronts Practice [“You Do” or “We listed in the Standards affects the weather patterns Do”] – Students complete a sheet on the characteristics of and weather events such as cold/warm air masses and fronts. Note: students do not have **Supplemental hurricanes. to know map symbols for the fronts. The teacher may want to Vocabulary listed in the give students the answers for just that part of the sheet or tell state frameworks and/or Essential Question: students they can just skip them. Students really need to other state document know what happens when they meet and why. 3. How does the interaction of . Interaction of Air Masses Formative Assessment Check air masses cause a change in Questions [“You Do”] - these questions may be used during the weather? or after sections of the lesson to check for understanding and differentiate . Possible Activities [“I Do” or “We Do”]: o Twistin Tornado Model o Compare and Contrast a Tornado and a Hurricane [this is listed in the ppt as a possible formative assessment check; it can be a simple comparison or it can be more in-depth by requiring the use of a Venn Diagram or other graphic organizer] o Have students write scenarios about weather fronts and swap papers to predict the type of weather that would occur o Air Mass Demonstrations – If you choose to use any

TCSS 10/16/2015 4 th TCSS 6 Science Weather & Climate Unit Essential Question and Vocabulary Resources [Back to Top] Assessment Standard(s) of these demonstrations, you may want to use them at the specific times in the ppt when the topics are being covered . Interaction of Air Masses Summarizer [“You Do”] - Each student should complete the summarizer. The teacher should use the summarizer to determine the level of student mastery and if differentiation is needed. . Videos/Animations: o Study Jams: Air Masses and Fronts [linked in ppt] o Weather Fronts Song [linked in ppt] o Formation of a Thunderstorm | Thunderstorm Formation | Formation of Hail Animation [linked in ppt] o Tornadoes . How do Tornadoes Form? [4:11; linked in ppt] . Deadly Nebraska Tornado [1:34; linked in ppt] . Animated Guide: Tornadoes [linked in ppt] . Tornado Formation Animation [linked in ppt] . USA Today: Tornadoes [linked in ppt] o Hurricanes . Anatomy of a Hurricane [linked in ppt] . Animation of a Hurricane [linked in ppt] o Hurricanes and Twisters Song [linked in ppt] . Additional Resources o Science News for Students: Why a Tornado Forms o Science News for Students: Distant Pollution May Intensify U.S. Twisters [Readability 8.1] o Science News for Students: Twister Science | Teacher’s Questions [Readability 8.4] o Science News for Students: A Stormy History [Readability 9.0] | Pacific Hurricanes to Strengthen as Earth Warms [Readability 7.5] These two articles may be good for high level students to compare the two arguments and provide evidence supporting each. . Online Resources o Create a Cane o Aim a Hurricane o Exploring the Environment – Severe Weather: Hurricanes Online Module

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