Unit
Science in Action--Weather and Climate (I)
Local Objective
At the end of this study, students will be able to...
a. Read mini-articles and apply them to Social Studies, Mathematics, and Language Arts.
Objective used to evaluate students
Yes
Assessment Activity
Informal Evaluations--Teacher will observe during class discussions and questioning.
Independent Practice--Students will complete assignments given that relate Science in Action readings to Social Studies, Mathematics, and Language Arts.
Assessment--Questions will be graded for accuracy and how they relate to what was read in the Science in Action readings.
Level of Expectation
90%
List of concepts and Evaluation Types
Concept | Evaluation Type |
Language Arts Activities | PE |
Social Studies Activities | PE |
Mathematics Activities | CR |
Learning Activity
The students will:
1. At the end of the selection entitled "The Atmosphere," read three articles in Science in Action and answer questions as they relate to Social Studies, Mathematics, and Language Arts.
2. At the end of the selection entitled "Understanding Weather," read three articles in Science in Action and answer questions as they relate to Social Studies, Mathematics, and Language Arts.
3. At the end of the selection entitled "Climate," read three articles in Science in Action and answer questions as they relate to Social Studies, Mathematics, and Language Arts.
Instructional Method
The teacher will:
1. Guide students during their reading of three articles after reading the selection entitled "The Atmosphere". Help students answer questions that relate to Social Studies, Mathematics, and Language Arts.
2. Guide students during their reading of three articles after reading the selection entitled "Understanding Weather". Help students answer questions that relate to Social Studies, Mathematics, and Language Arts.
3. Guide students during their reading of three articles after reading the selection entitled "Climate". Help students answer questions that relate to Social Studies, Mathematics, and Language Arts.
Content Standards
SC 6, SC 7, MA 1, SS 6, SS 7, CA 1, SC 8, CA 3, CA 4, SC 2
Process Standards
1.5, 3.7, 3.2, 3.8, 2.2, 2.3, 2.1, 4.7, 4.8, 3.6, 3.5, 3.4, 3.3, 1.1, 4.1
Resources
Holt Science & Technology "Weather and Climate" (I)
Correction Exercise
Assignment Corrections
Tutoring/Peer Coaching
Special Needs
Assignment Modifications
Tutoring/Peer Coaching
GLEs v1.0
GLE Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
SC/8ST/1/A/06-08/a | Science | Impact of Science, Technology and Human Activity | The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs | Designed objects are used to do things better or more easily and to do some things that could not otherwise be done at all | Grade 6-8 | Scope and Sequence - All Units
Explain how technological improvements, such as those developed for use in space exploration, the military, or medicine, have led to the invention of new products that may improve lives here on Earth (e.g., new materials, freeze-dried foods, infrared goggles, Velcro, satellite imagery, robotics, lasers)
|
SC/8ST/1/B/06-08/a | Science | Impact of Science, Technology and Human Activity | The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs | Advances in technology often result in improved data collection and an increase in scientific information | Grade 6-8 | Scope and Sequence - All Units
Identify the link between technological developments and the scientific discoveries made possible through their development (e.g., Hubble telescope and stellar evolution, composition and structure of the universe; the electron microscope and cell organelles; sonar and the composition of the Earth; manned and unmanned space missions and space exploration; Doppler radar and weather conditions; MRI and CAT-scans and brain activity)
|
SC/8ST/1/C/06-08/a | Science | Impact of Science, Technology and Human Activity | The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs | Technological solutions to problems often have drawbacks as well as benefits | Grade 6-8 | Scope and Sequence - All Units
Describe how technological solutions to problems (e.g., storm water runoff, fiber optics, windmills, efficient car design, electronic trains without conductors, sonar, robotics, Hubble telescope) can have both benefits and drawbacks (e.g., design constraints, unintended consequences, risks) (Assess Locally)
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SC/8ST/3/B/06-08/a | Science | Impact of Science, Technology and Human Activity | Science and technology affect, and are affected by, society | Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technology | Grade 6-8 | Scope and Sequence - All Units
Describe ways in which science and society influence one another (e.g., scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment; societal challenges often inspire questions for scientific research; social priorities often influence research priorities through the availability of funding for research)
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