Download Topic 2: Weather Patterns

Jefferson County Science Scope and Sequence
Course:
6th
Grade/Comp Sci I
Course Code: 2002040
Quarter: 1B
Topic(s) of Study: Weather Patterns and Their Impact on Humans
Bodies of Knowledge: Nature of Science and Earth and Space Science
Big Idea(s): 1: The Practice of Science; 2: Characteristics of Scientific Knowledge 3: The Role of
Theories, Laws, Hypotheses, and Models, 7: Earth Systems and Patterns
Essential Questions: How do the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere
interact? How does energy from the sun cause weather patterns? How does the greenhouse effect allow
life to exist on Earth? How have natural disasters affected human lives in Florida? How do scientists
design an investigation to answer a scientific question and communicate their findings?
NGSSS
SC.6.E.7.1 Differentiate among
radiation, conduction, and
convection, the three
mechanisms by which heat is
transferred through Earth's
system. Cognitive Complexity:
Moderate
SC.6.E.7.2 Investigate and apply
how the cycling of water
between the atmosphere and
hydrosphere has an effect on
weather patterns and climate.
Cognitive Complexity: High
SC.6.E.7.3 Describe how global
patterns such as the jet stream
and ocean currents influence
local weather in measurable
terms such as temperature, air
pressure, wind direction and
speed, and humidity and
precipitation. Cognitive
Complexity: High
SC.6.E.7.4 Differentiate and
show interactions among the
geosphere, hydrosphere,
cryosphere, atmosphere, and
biosphere. Cognitive Complexity:
High
CONTENT/CONCEPTS
OBJECTIVES
I. Thermal Energy
A. Temperature
B. Thermal energy and
heat
C. Conduction,
convection, radiation
 Make and describe observations of
conduction, convection and radiation in
the real world. (I)
 Explain natural occurring weather
patterns as a result of convection and
radiation. (I, IV)
 Describe and explain the interactions of
water between the different spheres of
the earth (water cycle). (II)
 Create a water cycle model and
observe the effects of different student
synthesized variables. (II)
 Investigate the different factors that
affect weather. (IV)
 Identify tools that are used to measure
weather. (IV)
 Differentiate between weather and
climate. (IV)
 Record and graph temperature and
precipitation over a period of time. (I,
IV)
 Define a problem about a factor of
weather and design an experiment to
test their hypothesis. (IV)
 Infer the possible weather from given
data and conditions. (IV)
 Predict the effects of weather and
climate on different ecosystems. (IV, V)
 Create a model and observe convection
currents. (IV)
 Classify the different climate regions of
II. The cycling of water
effects on the atmosphere
and hydrosphere
A. Evaporation
B. Condensation
C. Transpiration
D. Precipitation
E. Percolation
III. Composition and
Structure of the
Atmosphere
A. Ozone layer
1. Role
2. Importance
3. Depletion –
causes and
effects
B. Layers of the
atmosphere
1. troposphere
2. stratosphere
3. mesosphere
4. thermosphere
5. exosphere
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Jefferson County Science Scope and Sequence
SC.6.E.7.5 Explain how energy
provided by the sun influences
global patterns of atmospheric
movement and the temperature
differences between air, water,
and land. Cognitive Complexity:
High
SC.6.E.7.6 Differentiate between
weather and climate. Cognitive
Complexity: Moderate
SC.6.E.7.7 Investigate how
natural disasters have affected
human life in Florida. Cognitive
Complexity: High
SC.6.E.7.9 Describe how the
composition and structure of the
atmosphere protects life and
insulates the planet. Cognitive
Complexity: Moderate
SC.6.E.7.8 Describe ways human
beings protect themselves from
hazardous weather and sun
exposure. Cognitive Complexity:
Moderate
SC.6.N.1.1 Define a problem
from the sixth grade curriculum,
use appropriate reference
materials to support scientific
understanding, plan and carry
out scientific investigation of
various types, such as systematic
observations or experiments,
identify variables, collect and
organize data, interpret data in
charts, tables, and graphics,
analyze information, make
predictions, and defend
conclusions. Cognitive
Complexity: High
SC.6.N.1.2 Explain why scientific
investigations should be
IV. Weather
A. Weather patterns
B. Jet stream
C. Ocean Currents
D. Influences on Local
Weather
1. Air pressure
2. Wind Speed
3. Humidity
4. Precipitation
E. Instruments/ tools
used to measure
weather
1. Anemometer
2. Rain gauge
3. Barometer
4. Hygrometer
5. Weather
vane
6. Thermometer
V. Climate
A. Convection currents
B. Elevation
C. Latitude
D. Regions of the world
E. Winds
VI. Earth systems
A. Spheres
B. Interaction
1. Heat loss and
transfer
2. Greenhouse
Effect
3. Global
climate
change
VII. Natural Disasters affect
on human life in Florida
A. Hurricanes
1. History
2. Causes/
Effects
3. Tracking
4. Models
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the world and the factors that create
them.(V)
Observe and compare the rate of heat
loss of different substances (sand,
water, soil, rock, cement) and apply it to
the earth system. (VI)
Graph the rate of heat loss of different
substances. (VI)
Investigate and understand the
dynamics of the greenhouse effect on
the earth. (III, VI)
Identify and research the natural and
unnatural causes of climate change in
the world. (VI)
Evaluate possible solutions to climate
change. (VI)
Investigate and present the
characteristics of the different spheres of
the earth geosphere, hydrosphere,
cryosphere, atmosphere and biosphere.
(III, VI)
Objectives below are from Quarter 1A
and should be embedded in this topic
of study.
Explain the difference between an
experiment and other types of
scientific investigations.
Describe the creative means scientists
must use to design an investigation.
Recognize systematic inference as one
form of scientific investigation.
Explain that science is based on factual
based evidence.
Use appropriate reference materials to
support scientific investigations of
various types, such as systematic
observation or experiments.
Collect and organize data in charts,
tables, and graphics.
Give examples of visual/physical,
mathematical, and conceptual models
as used in science.
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Jefferson County Science Scope and Sequence
replicable. Cognitive Complexity:
High
SC.6.N.1.4 Discuss, compare, and
negotiate methods used, results
obtained, and explanations
among groups of students
conducting the same
investigation. Cognitive
Complexity: High
SC.6.N.1.5 Recognize that
science involves creativity, not
just in designing experiments,
but also in creating explanations
that fit evidence. Cognitive
Complexity: Moderate
B. Other natural
disasters
1. Tornadoes
2. Floods
3. Fires
4. Drought
VIII. Human protection from
hazardous Weather
B. Skin protection
against UV and light
radiation
C. Lightning strikes
D. Emergency
Preparedness
1. Need
2. Making a
plan
SC.6.N.2.3 Recognize that
scientists who make
contributions to scientific
knowledge come from all kinds
of backgrounds and possess
varied talents, interests, and
goals. Cognitive Complexity: Low
SC.6.N.3.4 Identify the role of
models in the context of the
sixth grade science benchmarks.
Cognitive Complexity: Moderate
MA.6.A.3.6 Construct and
analyze tables, graphs and
equations to describe linear
functions and other simple
relations using both common
language and algebraic notation.
Cognitive Complexity: High
LA.6.2.2.3 The student will
organize information to show
understanding (e.g.,
representing main ideas within
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Jefferson County Science Scope and Sequence
text through charting, mapping,
paraphrasing, summarizing, or
comparing/contrasting);
LA.6.4.2.2 The student will
record information (e.g.,
observations, notes, lists, charts,
legends) related to a topic,
including visual aids to organize
and record information and
include a list of sources used;
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