Unit
Understanding Weather
Local Objective
At the end of this unit, students will be able to...
a. Explain how water moves through the water cycle.
b. Describe how relative humidity is affected by temperature and levels of water vapor.
c. Describe the relationship between dew point and condensation.
d. List three types of cloud forms.
e. Identify four kinds of precipitation.
f. Identify the four kinds of air masses that influence weather in the United States.
g. Describe the four major types of fronts.
h. Explain how fronts cause weather changes.
i. Explain how cyclones and anticyclones affect the weather.
j. Describe how lightning forms.
k. Describe the formation of thunderstorms, tornadoes, and hurricanes.
l. Describe the characteristics of thunderstorms, tornadoes, and hurricanes.
m. Explain how to stay safe during severe weather.
n. Describe the different types of instruments used to take weather measurements.
o. Explain how radar and weather satellites help meteorologists forecast the weather.
p. Explain how to interpret a weather map.
Objective used to evaluate students
Yes
Assessment Activity
1. The students will be assessed by completing daily independent activities on the objectives of explaining how water moves through the water cycle; describe how relative humidity is affected by temperature and levels of water vapor; describing the relationship between dew point and condensation; listing three types of cloud forms; identifying four kinds of precipitation; identifying the four kinds of air massess that influence weather in the United States; describing the four major types of fronts; explaining how fronts cause weather changes; explaining how cyclones and anticyclones affect the weather; describing how lightning forms; describing the formation of thunderstorms, tornadoes, and hurricanes; explaining how to stay safe during severe weather; describing the different types of instruments used to take weather measurements; explaining how radar and weather satellites helps meteorologists forecast the weather; and explaining how to interpret a weather map.
2. At the end of the unit, students will complete a unit evaluation testing mastery of explaining how water moves through the water cycle; describe how relative humidity is affected by temperature and levels of water vapor; describing the relationship between dew point and condensation; listing three types of cloud forms; identifying four kinds of precipitation; identifying the four kinds of air massess that influence weather in the United States; describing the four major types of fronts; explaining how fronts cause weather changes; explaining how cyclones and anticyclones affect the weather; describing how lightning forms; describing the formation of thunderstorms, tornadoes, and hurricanes; explaining how to stay safe during severe weather; describing the different types of instruments used to take weather measurements; explaining how radar and weather satellites helps meteorologists forecast the weather; and explaining how to interpret a weather map.
Level of Expectation
80%
List of concepts and Evaluation Types
| Concept | Evaluation Type |
| Lab-Meeting of the Masses | PE |
| Unit Exam | CR |
| Questions | CR |
Learning Activity
The student will:
1. Participate in the mini lab called "Meeting of the Masses."
2. Read a section about the water in the air. Discuss how water moves through the water cycle, how relative humidity is affected by temperature and levels of water vapor, the relationship between dew point and condensation, three types of cloud forms, and four kinds of precipitation.
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 about air masses and fronts. Discuss the four kinds of air masses that influence weather in the United States, the four major types of fronts, how fronts cause weather changes, and how cyclones and anticyclones affect the weather.
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 about severe weather. Discuss how lightning forms; the formation of thunderstorms, tornadoes, and hurricanes; the characteristics of thunderstorms, tornadoes, and hurricanes; and how to stay safe during severe weather.
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 forecasting the weather. Discuss the different types of instruments used to take weather measurements, how radar and weather satellites help meteorologists forecast the weather, and how to interpret a weather map.
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 questions. Take a unit exam over the section on understanding weather. Questions will review the following objectives: explain how water moves through the water cycle; describe how relative humidity is affected by temperature and levels of water vapor; describe the relationship between dew point and condensation; list three types of cloud forms; identify four kinds of precipitation; identify the four kinds of air masses that influence weather in the United States; describe the four major types of fronts; explain how fronts cause weather changes; explain how cyclones and anticyclones affect the weather; describe how lightning forms; describe the formation of thunderstorms, tornadoes, and hurricanes; describe the characteristics of thunderstorms, tornadoes, and hurricanes; explain how to stay safe during severe weather; describe the different types of instruments used to take weather measurements; explain how radar and weather satellites help meteorologists forecast the weather; and explain how to interpret a weather map.
Instructional Method
The teacher will:
1. Begin unit by doing a lab called "Meeting of the Masses."
2. Lecture and discuss the water in the air. Include specific topics such as how water moves through the water cycle, how relative humidity is affected by temperature and levels of water vapor, the relationship between dew point and condensation, three types of cloud forms, and four kinds of precipitation.
3. Guide students during the answering of recall questions.
4. Lecture and discuss air masses and fronts. Include specific topics such as the four kinds of air masses that influence weather in the United States, the four major types of fronts, how fronts cause weather changes, and how cyclones and anticyclones affect the weather.
5. Guide students during the answering of recall questions.
6. Lecture and discuss severe weather. Include specific topics such as how lightning forms; the formation of thunderstorms, tornadoes, and hurricanes; the characteristics of thunderstorms, tornadoes, and hurricanes; and how to stay safe during severe weather.
7. Guide students during the answering of recall questions.
8. Lecture and discuss forecasting the weather. Include specific topics such as the different types of instruments used to take weather measurements, how radar and weather satellites help meteorologists forecast the weather, and how to interpret a weather map.
9. Guide students during the answering of recall questions.
Content Standards
CA 1, SC 8, CA 4, MA 1, SC 2, SC 5, HP 7
Process Standards
1.2, 2.3, 4.1, 4.2, 2.1, 4.7, 3.5, 3.1
Equity/Workplace Readiness
| MSIP Code | MSIP Indicator |
| R/I | Research/Information Skills |
Resources
Holt Science & Technology "Weather and Climate" (I)
Materials: Water, Beakers, Clear Container (Rectangle in Shape), and Cooking Oil
Correction Exercise
Assignment Corrections
Tutoring/Peer Coaching
Enrichment Exercise
Chapter 2 Enrichment Pages
Special Needs
Assignment Modifications
Alternative Testing
Tutoring/Peer Coaching
GLEs v1.0
| GLE Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
| SC/5ES/1/C/07/b | Science | Processes and Interactions of the Earth s Systems (Geosphere, Atmosphere, and Hydrosphere) | Earth s systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures | The atmosphere (air) is composed of a mixture of gases, including water vapor, and minute particles | Grade 7 | Scope and Sequence Weather and Climate
Describe the role atmosphere (e.g., clouds, ozone) plays in precipitation, reflecting and filtering light from the Sun, and trapping heat energy emitted from the Earth s surface
|
| SC/5ES/1/D/07/a | Science | Processes and Interactions of the Earth s Systems (Geosphere, Atmosphere, and Hydrosphere) | Earth s systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures | Climate is a description of average weather conditions in a given area over time | Grade 7 | Scope and Sequence Weather and Climate
Differentiate between weather and climate
|
| SC/5ES/2/E/07/c | Science | Processes and Interactions of the Earth s Systems (Geosphere, Atmosphere, and Hydrosphere) | Earth s systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes | Changes in the form of water as it moves through Earth s systems are described as the water cycle | Grade 7 | Scope and Sequence Weather and Climate
Explain how thermal energy is transferred throughout the water cycle by the processes of convection, conduction, and radiation
|
| SC/5ES/2/E/07/b | Science | Processes and Interactions of the Earth s Systems (Geosphere, Atmosphere, and Hydrosphere) | Earth s systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes | Changes in the form of water as it moves through Earth s systems are described as the water cycle | Grade 7 | Scope and Sequence Weather and Climate
Relate the different forms water can take (i.e., snow, rain, sleet, fog, clouds, dew, humidity) as it moves through the water cycle to atmospheric conditions (i.e., temperature, pressure, wind direction and speed, humidity) at a given geographic location
|
| SC/5ES/2/E/07/a | Science | Processes and Interactions of the Earth s Systems (Geosphere, Atmosphere, and Hydrosphere) | Earth s systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes | Changes in the form of water as it moves through Earth s systems are described as the water cycle | Grade 7 | Scope and Sequence Weather and Climate
Explain and trace the possible paths of water through the hydrosphere, geosphere, and atmosphere (i.e., the water cycle: evaporation, condensation, precipitation, surface run-off/ groundwater flow)
|
| SC/5ES/3/A/07/b | Science | Processes and Interactions of the Earth s Systems (Geosphere, Atmosphere, and Hydrosphere) | Human activity is dependent upon and affects Earth s resources and systems | Earth s materials are limited natural resources affected by human activity | Grade 7 | Scope and Sequence Weather and Climate
Provide examples of how the availability of fresh water for humans and other living organisms is dependent upon the water cycle
|
| SC/7IN/1/B/07/b | Science | Scientific Inquiry | Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking | Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations | Grade 7 | Scope and Sequence - All Units
Determine the appropriate tools and techniques to collect data
|
| 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)
|
| SC/5ES/2/F/07/d | Science | Processes and Interactions of the Earth s Systems (Geosphere, Atmosphere, and Hydrosphere) | Earth s systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes | Constantly changing properties of the atmosphere occur in patterns which are described as weather | Grade 7 | Scope and Sequence Weather and Climate
Identify factors that affect weather patterns in a particular region (e.g., proximity to large bodies of water, latitude, altitude, prevailing wind currents, amount of solar radiation, location with respect to mountain ranges)
|
| SC/5ES/2/F/07/e | Science | Processes and Interactions of the Earth s Systems (Geosphere, Atmosphere, and Hydrosphere) | Earth s systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes | Constantly changing properties of the atmosphere occur in patterns which are described as weather | Grade 7 | Scope and Sequence Weather and Climate
Collect and interpret weather data (e.g., cloud cover, precipitation, wind speed and direction) from weather instruments and maps to explain present day weather and to predict the next day s weather
|
| SC/5ES/2/F/07/f | Science | Processes and Interactions of the Earth s Systems (Geosphere, Atmosphere, and Hydrosphere) | Earth s systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes | Constantly changing properties of the atmosphere occur in patterns which are described as weather | Grade 7 | Scope and Sequence Weather and Climate
Recognize significant changes in temperature and barometric pressure may cause dramatic weather phenomena (i.e., severe thunderstorms, tornadoes, hurricanes)
|
| SC/5ES/2/F/07/a | Science | Processes and Interactions of the Earth s Systems (Geosphere, Atmosphere, and Hydrosphere) | Earth s systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes | Constantly changing properties of the atmosphere occur in patterns which are described as weather | Grade 7 | Scope and Sequence Weather and Climate
Explain how the differences in surface temperature, due to the different heating and cooling rates of water and soil, affect the temperature and movement of the air above
|
| SC/5ES/2/F/07/b | Science | Processes and Interactions of the Earth s Systems (Geosphere, Atmosphere, and Hydrosphere) | Earth s systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes | Constantly changing properties of the atmosphere occur in patterns which are described as weather | Grade 7 | Scope and Sequence Weather and Climate
Recognize the characteristics of air masses (i.e., high/low barometric pressure, temperature) and predict their effect on the weather in a given location
|
| SC/5ES/2/F/07/c | Science | Processes and Interactions of the Earth s Systems (Geosphere, Atmosphere, and Hydrosphere) | Earth s systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes | Constantly changing properties of the atmosphere occur in patterns which are described as weather | Grade 7 | Scope and Sequence Weather and Climate
Identify weather conditions associated with cold fronts and warm fronts
|
GLEs v2.0 and CLEs
| GLE Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
| SC/ES/1/C/7/b. | Science | Earth Systems: Processes and Interactions of the Earth's Systems (Geosphere, Atmosphere, and Hydrosphere) | Earth's Systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures | The atmosphere (air) is composed of a mixture of gases, including water vapor, and minute particles | 7th Grade | Describe the role atmosphere (e.g., clouds, ozone) plays in precipitation, reflecting and filtering light from the Sun, and trapping heat energy emitted from the Earth’s surface |
Objective Notes/Essential Questions
| Date | Note/Question |
| 6/18/2007 10:47:43 AM | Why do water drops form on the cold glass? Where does the water come from? Why are there no water drops on the warm glass? If an air mass is cooled and the amount of humidity in the air mass stays the same, does the relative humidity of the air mass increase or decrease? What causes dew? How does hail form? What type of weather is associated with a continental polar air mass in the summer? What is the area over which an air mass forms called? Explain how a cold front develops. What kind of weather is associated with a stationary front? What is the relationship between lightning and thunder? Explain why tornadoes often destroy buildings in their paths? Why do hurricanes not form over land? If you do not have new, radio, or television; how would you forecast the weather? What advantage do weather satellites have over gound-based weather stations? Why are so many station models used to gather weather data in the United States? |