Download Week of 8-22-16 heat transfer and winds

Bayou View Middle School – Weekly Lesson Plans
Teacher: Michelle Lee
Week of: August 22, 2016
Class Periods: 1,2,6,7
Subject: 6th Science
Air Pressure, heat transfer & winds
Essential Question: What affects does weather have on the Earth’s surface and climate?
Classroom News/Due Dates:
HOMEWORK: Article of the Week#3 Due TBA
•
6-8 RST2 and 6-8 RST.4
Standards:
6-8.RST.2
Determine a central idea or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
6-8.RST.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
6-8.RST.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 6-8 texts and topics.
Students who demonstrate an understanding can:
1. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
2. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation
that determine regional climates.
4c PLD-ADV Predict a change in weather based on differences in pressure, heat, air movement, and humidity.
7.4cDescribe the causes and effects of heat transfer as it relates to the circulation of ocean currents, atmospheric movement, and global wind
patterns (e.g., trade winds, the jet stream). Provide examples of how these global patterns can affect local weather:
c. Effects of heat transfer to the movement of air masses, high and low pressure areas, and fronts in the atmosphere
8.4c Examine weather forecasting and describe how meteorologists use atmospheric features and technology to predict the weather.
a. Temperature, precipitation, wind (speed/direction), dew point, relative humidity, and barometric pressure
b. How the thermal energy transferred to the air results in vertical and horizontal movement of air masses, Coriolis effect
c. Global wind patterns (e.g., trade winds, westerlies, jet streams)elements of study.
Day/Date
Bell
Schedule
Bell Work
Monday
8-22-16
Regular
Schedule
DCA
Testing
Objectives
(“The student will…”)
Students will
demonstrate
prior knowledge
on District
Common
Assessment.
Procedures
TI = Teacher Input, M = Modeling, GP = Guided Practice, IP = Independent Practice
TTW = “The teacher will…”
TSW = “The students will…”
ANTICIPATORY SET: Directions for test and video clip
DCA Testing
Assessment
Observation, Activotes
Project, Quiz, Unit Test,
DCA, etc.
Closure
Students will be
formally
assessed
through DCA
Students
will read if
they finish
early.
Tuesday
8-23-16
Regular
Schedule
DCA
Testing
Wednesday
8-24-16
Why is
Earth’s
atmosphere
Regular
Schedule
Thursday
8-25-16
so warm?
The student will
be able to
describe how
energy transfers
by radiation.
The student can
observe
convection, as well
as illustrate it and
explain why it
occurs.
Students
article title
wind?; and
answer text
The student can
identify the
global wind
patterns.
based
8-26-16
Regular
Schedule
Students will
predict which
substance
(sand or water)
will heat up
quicker, while
under a heat
source, and
lose the most
heat after a
heat source is
removed.


DCA Testing
Students will read Article of the Week #3 when they
finish the test.
Students will be
formally
assessed
through DCA
Students
will read if
they finish
early.
ANTICIPATORY SET : Nasa Video-Radiation
http://www.neok12.com/video/Radioactivity/zX414d5a587676487071567
3.htm
Inquiry-RST.3
Students will conduct an experiment using light radiation on black and
silver cans. Students will chart and graph the temperature changes from
the cans.
 TSW actively partake and watch demonstrations about convection
 TSW draw and label pictures as we do each of these activities
 TSW explain why the hot water and cold water reacted the way they did
(convection)
 TSW work together to sort scenarios into conduction, radiation, or convection.
Homework: Article of the week#3
TSW read global winds and complete a diagram of the wind patterns.
 Students will read about different types of local winds
 Students will illustrate sea and land breezes and explain how
convection cycle in each illustration
Homework:
questions.
Friday
ANTICIPATORY SET: Directions for test and video clip
Students will be
assessed by
questions and
answers.
Does the
scientific
method have
a starting
point and end
point? Explain
Class discussion
and Socratic
questions in lab
Why is it
hotter at the
equator?
Why is it
colder at the
poles?
ANTICIPATORY SET:
will read
What causes
Regular
Schedule
Students will
demonstrate
prior knowledge
on District
Common
Assessment.
Article of the week #3
ANTICIPATORY SET: Land and Sea Breeze Explained.
https://www.youtube.com/watch?v=ZQV72Yzmjycv
The student will
be able to
describe local
winds and how the
convection cycle
influences the
change in the wind
patterns.
RST.3



InquiryStudents will investigate the temperature change of
sand and water over time.
Students will read about different types of local winds
Students will illustrate sea and land breezes and
explain how convection cycle in each illustration
Teacher
observations
Class
discussion
If a kid was
flying a kite how
would you
determine if
there was a land
breeze or sea
breeze present?