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Scotland High School Lesson Plan Format - Weekly
Page 1
acher _____Williams_____ Subject: ____Earth Science____ Grade 9 Week of _November 26_____
Stan
dard
s
CCSS
/NCE
S
Monday
Tuesday
Wednesday
Thursday
Friday
Essential Standard:
EEn.2.5 Understand the
structure of and
processes within our
atmosphere.
EEn.2.5.3 Explain how
cyclonic storms form
based on the interaction
of air masses.
EEn.2.5.5 EXPLAIN
HOW HUMAN
ACTIVITIES AFFECT
AIR QUALITY.
Essential Standard:
EEn.2.5 Understand the
structure of and
processes within our
atmosphere.
EEn.2.5.5 EXPLAIN
HOW HUMAN
ACTIVITIES AFFECT
AIR QUALITY.
EEn 2.6 Analyze
patterns of global
climate change over
time
EEn 2.6 Analyze
patterns of global
climate change over
time
EEn. 2.6.1 Differentiate
between weather and
climate
EEn. 2.6.2 Explain
changes in global
climate due to natural
processes
EEn 2.6 Analyze
patterns of global
climate change over
time
EEn. 2.6.2 Explain
changes in global
climate due to natural
processes
EEn 2.6 Analyze
patterns of global
climate change over
time
EEn. 2.6.2 Explain
changes in global
climate due to natural
processes
Warm
Up
Activity
Before looking at your
seeds from last week,
hypothesize what you
expect to see..
Define temperate,
tropical, and polar
Copy and Answer the first
two questions on Page
555
Answer questions 30 34
page 284 in test.
Review
/
HW
Check
What is an acid? What is
a base? How does the
production of certain
gases
add
to
acid
deposition?
After examining your
seeds yesterday, how did
they look? Did your
hypothesis hold up? What
is your hypothesis for the
final check on Friday?
Explain.
Review hypotheses and
pick up the graphic
organizers
that
were
completed for homework.
Collect any work that was
not completed inclass
yesterday.
Discuss the difference
between climate and
weather. Discuss the two
things
climate
classifications are based
on.
Collect any work that was
not completed inclass
yesterday.
Collect seeds and enter
data into acid rain lab
report. Answer the
analysis questions and turn
in.
‘Review El Nino and La Nina.
Revised 8/17/2012
Scotland High School Lesson Plan Format - Weekly
Set the
Goal/
Learnin
g
Targets
Hook
Acquire
New
Inform
ation
I CAN …explain air systems,
cyclonic storms, and air
moment and how they are all
connected.
I CAN … Identify major
climate categories and
describe them.
Thunderstorm video
1. Hurricane video
2. Place mats - Climate
I CAN …interpret data to I CAN …explain changes
determine appropriate
in global climate due to
climate classification
natural processes
… describe El Nino and
La Nina
Video clip on the site for
the Classification system
Video Clip on El Nino
We need to look at the 3
Today students will be
Today, students will be
types of severe storms.
introduced to climates and introduced to El Nino and
These did not get covered the Koppen climate
La Nina. The importance
earlier so we need to make identification system.
of these tow and how they
sure that the students
Students will take notes
can impact global climate
have the info on these 3
and participate in the
will be explored. These
types. These are
follow up on the smart
are several interactive that
thunderstorms, tornadoes, board lesson on the
we will do.
and hurricanes. That is
Climate system.
the reason for the video.
They will also understand
Students will be given a
that the two major factors
video guide to fill in as
that influence climate are
they watch the video. We temperature and
will discuss the answers as precipitation
a class after watching.
Tomorrow we will watch
the video Hurricanes.
Page 2
I CAN …apply
knowledge of global
climate systems and
natural changes to
global climate.
Students will be
completing a foldable on
the natural processes that
can change global climate.
Stations will be set up and
the student swill work in
groups and move from
station to the next.
The areas are 1. Volcanic
eruption 2. Sunspots 3.
Shifts in Earth’s orbit 4.
CO2 5. El Nino 6.
Greenhouse Effect
Revised 8/17/2012
Scotland High School Lesson Plan Format - Weekly
Apply
knowle
dge
Students will fill in the
info on the video.
Students will read the info
about the 3 types on the
book – 20.3, p.571 to 577
in the text.
Students will do a graphic
organizer on the 3 types.
It will include the type,
where it can be found,
when it can be found,
conditions for its
formation, and the
characteristics of them.
Students will answer the
video guide for the video
on hurricanes.
Students will take notes
on the climate system and
then interact with the
Smart board in a review of
the materiel.
Students will work in the
test Chapter 21.1 with the
Study guide, which should
be completed prior to
leaving for the day.
Using Vegetation,
Precipitation, and
Surface Temperature to
Study Climate Zones’
http://mynasadata.larc.na
sa.gov/lessonplans/lesson-plansmiddle-schooleducators/?page_id=474?
&passid=52 is the site for
the climate classification
system info. Students
will do this first to
reinforce there
knowledge of the types
and use of data tables and
graphs.
Students will construct a
foldable from the
information on the six
areas of concern.
I may have them do a
large poster on all six
instead. Will be
considering this option!
Page 3
Today, I want to have some
type of assessment for the
students. At this time, I am not
sure what, and how. Will speak
to Pam and add to this the the
first part of the week.
Next, the students will be
involved with the
interactive Smart board
and NOAA site for El
Nino. They will then
read and complete the
study guide for section
19.3 in their text.
Assess
ment
3-2-1
Questioning
Home
work
Complete graphic organizer if
not competed in class!
Finish study guide if not
completed in class
Explain why you decided
3-2-1
that you gave (I will give
them a particular place
from their work today) the
correct classification.
None
Finish study guide if not
completed in class.
Revised 8/17/2012
Scotland High School Lesson Plan Format - Weekly
Materi
als
Computer, Tornado video,
video ws, books, graphic
organizers
Smart board, Video, video
guide, Koppen classification
system handout, 21.1 study
guide
Smart board, classification
system handouts with data,
study guide
Teache
r’s
Notes Reflect
ion
Notes
Need to keep track of the lab,
but do not spend a lot of time
on it each day!
Make sure materials are ready
for tomorrow
Spend time on NOAA climate
change online
Revised Bloom’s Taxonomy (RBT):  Remembering  Understanding Applying
Marzano’s Strategies
 Cooperative learning
Page 4
Expert sheets on the 6 areas,
markers, paper, colored pencils,
crayons
 Analyzing  Evaluating  Creating
 Similar/different
LITERACY STANDARDS IN
READING to be addressed—GRADE
SPAN
____9-10 ___11-12
Key Ideas & Details
____RH/RST.1
____ RH/RST.2
____ RH/RST.3
Craft & Structure
____ RH/RST.4
____ RH/RST.5
____ RH/RST.6
Integration of Knowledge & Ideas
____ RH/RST.7
____ RH/RST.8
____ RH/RST.9
RH.10. By the end of grade, read and
comprehend texts in the grades 910/11-12 text complexity band
independently and proficiently.
LITERACY STANDARDS IN
WRITING to be addressed—GRADE
SPAN
___9-10 ___11-12
Text Types and Purposes
____WHST.1
____WHST.2
____WHST.3
INFORMATIONAL TECHNOLOGY
9-12 to be addressed
Sources of Information
____SI.1.1
____SI.1.2
NA SI.1.3
Production and
Distribution of Writing
____WHST.4
____WHST.5
____WHST.6
Technology as a Tool
____TT.1.1
____TT.1.2
____TT.1.3
Research to Build and Present
Knowledge
____WHST.7
____WHST.8
____WHST.9
Research Process
____RP.1.1
____RP.1.2
WHST.10
Write routinely over various time
frames…for a range of disciplinespecific tasks, purposes, and
audiences.
Safety and Ethical Issues
____SE.1.1
____SE.1.2
Revised 8/17/2012