Unit

Climate

Local Objective

At the end of this unit, students will be able to...

a.  Explain the difference between weather and climate.

b.  Identify five factors that determine climates.

c.  Identify the three climate zones of the world.

d.  Locate and describe the tropical zone.

e.  Describe the biomes found in the tropical zone.

f.  Locate and describe the temperate zone and the polar zone.

g.  Describe the different biomes found in the temperate zone and the polar zone.

h.  Explain what a microclimate is.

i.  Describe how the Earth's climate has changed over time.

j.  Summarize four different theories that attempt to explain why the Earth's climate has changed.

k.  Explain the greenhouse effect and its role in global warming.

Objective used to evaluate students

Yes

Assessment Activity

1.  The students will be assessed by completing daily independent activities on the objectives of explaining the difference between weather and climate; identifying five factors that determine climates; identifying the three climate zones of the world; locating and describing the tropical zone; describing the biomes found in the tropical zone; locating and describing the temperate zone and the polar zone; describing the different biomes found in the temperate zone and the polar zone; explaining what a microclimate is; describing how the Earth's climate has changed over time; summarizing four different theories that attempt to explain why the Earth's climate has changed; explaining the greenhouse effect and its role in global warming.

2.  At the end of the unit, students will complete a unit evaluation testing mastery of explaining the difference between weather and climate; identifying five factors that determine climates; identifying the three climate zones of the world; locating and describing the tropical zone; describing the biomes found in the tropical zone; locating and describing the temperate zone and the polar zone; describing the different biomes found in the temperate zone and the polar zone; explaining what a microclimate is; describing how the Earth's climate has changed over time; summarizing four different theories that attempt to explain why the Earth's climate has changed; explaining the greenhouse effect and its role in global warming.

Level of Expectation

80%

List of concepts and Evaluation Types

ConceptEvaluation Type
Lab-What's Your Angle? PE
QuestionsCR
Unit ExamCR

Learning Activity

The students will:

1.  Participate in the lab called "What's Your Angle?"

2.  Read a section on what is climate.  Discuss the difference between weather and climate, the five factors that determine climates, and the three climate zones of the world.

3.  Answer some recall questions from their reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphics.

4.  Read a section on the tropics.  Discuss the tropical zone and the biomes found in the tropical zone.

5.  Answer some recall questions from their reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphics.

6.  Read a section on temperate and polar zones.  Discuss the temperate zone and the polar zone, the different biomes found in the temperate zone and the polar zone, and a microclimate.

7.  Answer some recall questions from their reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphics.

8.  Read a section on changes in climate.  Discuss how the Earth's climate has changed over time, the four different theories that attempt to explain why the Earth's climate has changed, and the greenhouse effect and its role in global warming.

9.  Answer some recall questions from their reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphics.

10.  End the chapter by reviewing their questions.  Take a unit exam over the section climate.  Questions will review the following objectives:  explain the difference between weather and climate, identify five factors that determine climates, identify the three climate zones of the world, locate and describe the tropical zone, describe the biomes found in the tropical zone, locate and describe the temperate zone and the polar zone, describe the different biomes found in the temperate zone and the polar zone, explain what a microclimate is, describe how the Earth's climate has changed over time, summarize four different theories that attempt to explain why the Earth's climate has changed, and explain the greenhouse effect and its role in global warming.

Instructional Method

The teacher will:

1.  Begin unit by doing a lab called "What's Your Angle?"

2.  Lecture and discuss what is climate.  Include specific topics such as the difference between weather and climate, the five factors that determine climates, and the three climate zones of the world.

3.  Guide students during the answering of recall questions.

4.  Lecture and discuss the tropics.  Include specific topics such as the tropical zone and the biomes found in the tropical zone.

5.  Guide students during the answering of recall questions.

6.  Lecture and discuss the temperate and polar zones.  Include specific topics such as the temperate zone and the polar zone, the different biomes found in the temperate zone and the polar zone, and a microclimate.

7.  Guide students during the answering of recall questions.

8.  Lecture and discuss changes in climate.  Include specific topics such as the Earth's climate has changed over time, the four different theories that attempt to explain why the Earth's climate has changed, and the greenhouse effect and its role in global warming.

9.  Guide students during the answering of recall questions.

Content Standards

SC 7, SC 5, SC 8

Process Standards

4.1, 2.3, 4.3, 3.7, 1.5, 3.5, 1.7, 3.3, 1.1, 3.1, 1.3

Equity/Workplace Readiness

MSIP CodeMSIP Indicator
R/IResearch/Information Skills

Resources

Holt Science & Technology "Weather and Climate" (I)

Materials:  Lamp, Globe, Adhesive Putty, Thermometers, and Graph Paper

Correction Exercise

Assignment Corrections

Tutoring/Peer Coaching

Enrichment Exercise

Chapter 3 Enrichment Pages

Special Needs

Assignment Modifications

Alternative Testing

Tutoring/Peer Coaching

GLEs v1.0

GLE CodeDisciplineStrandBig IdeaConceptGrade Level/CourseGLE
SC/5ES/1/D/07/aScienceProcesses and Interactions of the Earth s Systems (Geosphere, Atmosphere, and Hydrosphere)Earth s systems (geosphere, atmosphere, and hydrosphere) have common components and unique structuresClimate is a description of average weather conditions in a given area over time Grade 7Scope and Sequence  Weather and Climate Differentiate between weather and climate
SC/5ES/1/D/07/bScienceProcesses and Interactions of the Earth s Systems (Geosphere, Atmosphere, and Hydrosphere)Earth s systems (geosphere, atmosphere, and hydrosphere) have common components and unique structuresClimate is a description of average weather conditions in a given area over time Grade 7Scope and Sequence  Weather and Climate Identify factors that affect climate (e.g., latitude, altitude, prevailing wind currents, amount of solar radiation)
SC/6UN/2/C/07/gScienceComposition and Structure of the Universe and the Motion of the Objects Within ItRegular and predictable motions of objects in the universe can be described and explained as the result of gravitational forcesThe regular and predictable motions of the Earth and moon relative to the Sun explain natural phenomena on Earth, such as day, month, year, shadows, moon phases, eclipses, tides, and seasonsGrade 7Scope and Sequence  Objects and Their Motion in the Solar System Relate the axial tilt and orbital position of the Earth as it revolves around the Sun to the intensity of sunlight falling on different parts of the Earth during different seasons
SC/7IN/1/B/07/cScienceScientific InquiryScience understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinkingScientific inquiry relies upon gathering evidence from qualitative and quantitative observationsGrade 7Scope and Sequence - All Units Use a variety of tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders, stopwatches)
SC/7IN/1/B/07/bScienceScientific InquiryScience understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinkingScientific inquiry relies upon gathering evidence from qualitative and quantitative observationsGrade 7Scope and Sequence - All Units Determine the appropriate tools and techniques to collect data
SC/7IN/1/B/07/aScienceScientific InquiryScience understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinkingScientific inquiry relies upon gathering evidence from qualitative and quantitative observationsGrade 7Scope and Sequence - All Units Make qualitative observations using the five senses
SC/8ST/2/A/06-08/aScienceImpact of Science, Technology and Human ActivityHistorical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over timePeople of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovationsGrade 6-8Scope and Sequence - All Units Describe how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human activity (e.g., George Washington Carver, Thomas Edison, Thomas Jefferson, Isaac Newton, Marie Curie, Galileo, Albert Einstein, Mae Jemison, Edwin Hubble, Charles Darwin, Jonas Salk, Louis Pasteur, Jane Goodall, Tom Akers, John Wesley Powell, Rachel Carson) (Assess Locally)
SC/8ST/2/B/06-08/aScienceImpact of Science, Technology and Human ActivityHistorical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over timeScientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validityGrade 6-8Scope and Sequence - All Units Recognize the difficulty science innovators experience as they attempt to break through accepted ideas (hypotheses, laws, theories) of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding (e.g., Darwin, Copernicus, Newton)
SC/8ST/2/B/06-08/bScienceImpact of Science, Technology and Human ActivityHistorical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over timeScientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validityGrade 6-8Scope and Sequence - All Units Recognize explanations have changed over time as a result of new evidence

Objective Notes/Essential Questions

DateNote/Question
6/18/2007 10:54:07 AMWhy are the poles colder than the equator?      Is precipitation more likely when the prevailing winds are formed from warm air or from cold air?      What are three biomes in the tropical zone?      What do all tropical biomes have in common?      Can a climate zone contain more than one biome?      What is a microclimate?      Why does the sea level fall during glacial periods?      How might a major volcanic eruption have brought about an ice age?      How might global warming affect coastal areas?