Download Understanding By Design Unit Template for

Understanding By Design Unit Template for NGSS Units of Study (Adapted by Jean Ward 2014)
As you prepare for NGSS unit development, refer to APPENDIX E – Progressions Within the Next Generation
Science Standards to see a general description of the developmental progression of learning. These progressions
describe a learning sequence for the Disciplinary Core Ideas which is helpful in getting a picture of previous and
future learning targets related to the content you are teaching in this unit. If helpful, this information can be
copied or inserted into the table at the bottom of the template.
Title of Unit
Curriculum Area
Developed By
Weather and Climate
Science
J. Blane
Grade Level
Time Frame
6
3-4 weeks
Identify Desired Results (Stage 1)
Performance Expectations
MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results
in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high
pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed
location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis
is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as
weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with
condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather
symbols used on weather maps or the reported diagrams from weather stations.]
MS-ESS2-6. 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. [Clarification Statement: Emphasis is on
how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the
sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on
the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of
continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary:
Assessment does not include the dynamics of the Coriolis effect.]
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over
the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion,
cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or
volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures,
atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the
[3/25/14 major role that human activities play in causing the rise in global temperatures.]
Content Standard(s) and DCI(s)
MS-ESS2 Earth’s Systems
*ESS2.D Weather and Climate
Understandings
Overarching Understanding(s) /
CCC(s) & DCI(s)
• Weather and Climate are influenced by
interactions with the sunlight and other
factors on the earth’s surface.
• Weather can only be predicted as a probability.
• Oceans effect weather in many ways
• Human activities greatly affect the temperature of
the earth’s surface, and this can be reduced.
Essential Questions
Vocabulary
Overarching
•
•
•
How does weather differ from
climate and how do patterns in
local weather create climate?
What causes different kinds of
weather?
Why is weather forecasting
important locally and globally?
Tiers 2-3
Air pressure
Doppler radar
Forecast
Front
Relative Humidity
Satellites
Related Misconceptions
•
Knowledge from DCI(s)
Students will know…
• Weather and climate are influenced by
interactions involving sunlight, the ocean, the
atmosphere, ice, landforms, and living
things. These interactions vary with latitude,
altitude, and local and regional geography,
all of which can affect oceanic and
atmospheric flow patterns. (MS-ESS2-6)
Air mass
Anemometer
Barometer
Climatograph
Dew point
Humidity
Hurricane
Meteorologist
Psychrometer
Tornado
Weather balloons
Skills from Science & Engineering Practices
Students will be able to…
•
•
•
Ask questions to identify and clarify evidence of an argument. (MS-ESS35)
Develop and use a model to describe phenomena. (MS-ESS2-6)
Collect data to produce data to serve as the basis for evidence to answer
scientific questions or test design solutions under a range of conditions.
(MS-ESS2-5)
[3/25/14 • Because these patterns are so complex, weather
can only be predicted probabilistically. (MSESS2-5)
• The ocean exerts a major influence on weather
and climate by absorbing energy from the
sun, releasing it over time, and globally
redistributing it through ocean currents. (MSESS2-6)
• Human activities, such as the release of
greenhouse gases from burning fossil fuels,
are major factors in the current rise in Earth’s
mean surface temperature (global warming).
Reducing the level of climate change and
reducing human vulnerability to whatever
climate changes do occur depend on the
understanding of climate science,
engineering capabilities, and other kinds of
knowledge, such as understanding of human
behavior and on applying that knowledge
wisely in decisions and activities. (MS-ESS35)
Assessment Evidence (Stage 2) and Learning Plans (Stage 3)
Overarching Understanding #1
Assessment Evidence
Performance Expectation
• Collect data to provide evidence for how the
does weather differ from climate and
• How
how do patterns in local weather create
climate?
motions and complex interactions of air masses
results in changes in weather conditions. (MS-
ESS2-5)
Other assessment evidence (to include Practices, CCCs,
and DCIs)
Personal Narrative: students write about a time when
weather affected them in their own lives. Weather information
should appear in the narrative and appropriate key vocabulary
terms should be used correctly.
Weather graphs
Slide show research
[3/25/14 •
Integrated Instructional Sequence (Backward Design & 5 E’s Instructional Model)
An Engage Lesson
What is the difference between “Weather” and “Climate”?
*Pose the question and allow for a 5 minute free write
*Share ideas and determine those that many agree and those that are questionable. Focus on factors that determine weather
and climate and the tools we use to measure them. Draw a large Venn diagram that displays weather and climate. Record ideas.
Define Weather and define Climate.
Watch three short National Geographic videos. Hand out Weather/Climate T charts. Direct kids to write at least one weather
statement and one climate statement for each video. Stop after each video. Have them turn and talk about what they wrote.
Each pair will share out. We’ll discuss as a class whether the statements are categorized right. Do this for each video.
http://video.nationalgeographic.com/video/101-videos/weather-101-sci
http://video.nationalgeographic.com/video/climate-weather-sci
http://video.nationalgeographic.com/video/news/samaras-hail-storm
Exploration Lesson(s)
An Engage Lesson
(a continuation of above)
*Begin by focusing on temperature by collecting temperature data for one month in the last year. Graph each day’s high, low and
average temperature. Assign paired students to each of 12 months so that class will have a year’s worth of data.
.
*After a month’s weather data is graphed and shared, ask students how we would know if it is typical or not. This discussion can
lead to climate. Direct students to www.globe.gov to superimpose on their graph climate data for our location which has been
[3/25/14 averaged over time.
*Compare the weather graphs with the climate graphs to further explore the distinctions between weather and climate.
Emphasize that we only focused on one measure, temperature and talk about what we would do to include other data to better
inform our work.
*Revisit Venn diagram to sort out weather and climate distinctions and similarities
Explanation Lesson(s)
*Students should bring in sample weather maps from newspapers, watch forecast on daily television, and/or explore internet
forecasts. What do these different formats have in common? What information do they give people about weather? Share and
discuss.
*Students use computers to create forecast based on weather map accessed through internet
Students use Excel to enter weather data such as daily temperature, humidity, etc. and create bar or line graphs based on data.
Analyze data for patterns.
Elaboration Lesson(s)
Weather webquest:
*Students will visit this site containing a webquest. ( http://fbus6.weebly.com/weather-webquest.html) The webquest will direct
them to a variety of online resources. Their job is to pull out information that answers the question of weather patterns vs. climate
and create a slide show presenting their research.
Web quest…
Go to www.climateandweather.net/
Answer the questions below using the links and information on this page!
Use the information to find to create a google slide show...make sure to use some great images to support your ideas. You can
use more than one slide to answer each question if you need to.
[3/25/14 1) Click on the link, "Factors that Influence Weather". List and describe how the different factors influence weather.
2) Click on "Weather Fronts". List and describe how the different fronts influence weather. Did they leave any out? If so, what are
they?
3) Click on "Weather Facts". After reading the page, what are some facts that could affect us
here in Vermont? List them.
4) Click on the link, " Factors that Influence Climate". List and describe the factors.
Evaluation Lesson(s)
Students will present their slide shows and evaluate each other’s with a rubric they are given prior to presentations. If there is
info missing or inaccurate they have to note it and cite the correct info.
Overarching Understanding #2
• What causes different kinds of weather?
Integrated Instructional Sequence (Backward Design & 5 E’s Instructional Model) to include Formative Assessment
An Engage Lesson
*Writer’s Notebook – write about a time when weather affected your own life. Where were you? What type of climate were you in? What do
*Watch and excerpt from Bill Nye on Climate. https://www.youtube.com/watch?v=H0yKLhJNz40
*Put Students in groups of three. Have them go to this website… http://www.weatherwizkids.com/weather-climate.htm
Assign each group a short section to read and take notes on. Have the groups report out to the whole class in order to share information.
[3/25/14 Exploration Lesson(s)
Weather experiments…to explore types of weather. http://www.weatherwizkids.com/weather-experiments.htm
Have students in stations around the room trying these various activities. Once they complete an activity
they should write a reflection about it in their writing journal. After 15 minutes switch. If they don’t get to
every station continue the next day.
1) Make a Thunderstorm:
MATERIALS:
• clear, plastic container (size of shoebox)
• red food coloring
• ice cubes made with blue food coloring
PROCESS:
Fill the plastic container two-thirds full with lukewarm water
Let the water sit for one minute.
Place a blue ice cube at one end of the plastic container.
Add three drops of red food coloring to the water at the other end of the plastic container.
Watch what happens.
EXPLANATION:
The blue and cold water sinks while the red and warm water rises. This happens because of convection.
The blue water represents the cold air mass and the red water represents the warm, unstable air mass. A
thunderstorm is caused by unstable air and convection plays an important part. A body of warm air is
forced to rise by an approaching cold front therefore thunderstorm’s form.
[3/25/14 2) Make an Anemometer (an instrument used to measure wind speed)
MATERIALS:
• 5 three ounce paper Dixie Cups
• 2 soda straws
• pin
• paper punch
• scissors
• stapler
• sharp pencil with an eraser
PROCESS:
Take four of the Dixie Cups and use the paper punch to punch one hole in each, about a half inch below
the rim.
Take the fifth cup and punch four equally spaced holes about a quarter inch below the rim. Then punch a
hole in the center of the bottom of the cup.
Take one of the four cups and push a soda straw through the hole. Fold the end of the straw and staple it
to the side of the cup across from the hole. Repeat this procedure for another one-hole cup and the
second straw.
Slide one cup and straw assembly through two opposite holes in the cup with four holes. Push another
one-hole cup onto the end of the straw just pushed through the four-hole cup.
Bend the straw and staple it to the one-hole cup, making certain that the cup faces the opposite direction
from the first cup. Repeat this procedure using the other cup and straw assembly and the remaining onehole cup.
Align the four cups so that their open ends face in the same direction either clockwise or counterclockwise around the center cup.
Push the straight pin through the two straws where they intersect.
[3/25/14 Push the eraser end of the pencil through the bottom hole in the center cup. Push the pin into the end of
the pencil eraser as far as it will go.
EXPLANATION:
An anemometer is useful because it rotates with the wind. To calculate the velocity at which your
anemometer spins, determine the number of revolutions per minute (RPM). Next, calculate the
circumference (in feet) of the circle made by the rotating paper cups. Multiply your RPM value by the
circumference of the circle and you will have an approximation of the velocity of at which your
anemometer spins (in feet per minute). Your anemometer doesn't need to be pointed in the wind for use.
Note: Some forces are being ignored including drag and friction for this elementary illustration, so the
velocity at which your anemometer spins is not the same as wind speed.
3) Make it rain
MATERIALS:
• glass mayonnaise or canning jar
• plate
• hot water
• ice cubes
• index cards
PROCESS:
Pour about two inches of very hot water into the glass jar.
Cover the jar with the plate and wait a few minutes before you start the next step.
Put the ice cubes on the plate.
EXPLANATION:
What happens? The cold plate causes the moisture in the warm air, which is inside the jar to condense
and form water droplets. This is the same thing that happens in the atmosphere. Warm, moist air rises
[3/25/14 and meets colder air high in the atmosphere. The water vapor condenses and forms precipitation that
falls to the ground.
4) Tornado in a bottle
MATERIALS:
• 2 2-liter clear plastic pop bottles (empty and clean)
• water
• duct tape or you can purchase a Tornado Tube at the Weather Wiz Kids® Store that will connect
the 2 2-liter bottles together
PROCESS:
Fill one of the bottles two-thirds full of water.
Take the Tornado Tube and twist it on the first bottle. Then, grab the second bottle and attach it to
the Tornado Tube.
Or use duct tape to fasten the two containers. Make sure to tape tightly to make sure that no water
will leak out when you turn the bottle over.
Turn the tornado maker, so that the bottle with the water is on top. Swirl the bottle in a circular
motion. Most tornadoes form counter-clockwise in the Northern Hemisphere. A tornado will form in
the top bottle as the water rushes into the bottom bottle.
*If you want to get creative, you can also use food coloring to make the tornado have a color and
glitter to represent debris.
EXPLANATION:
The swirling motion you give the bottle forms a vortex and is an easy way to create your own
tornado.
(Use more stations if space allows)
[3/25/14 Explanation Lesson(s)
What causes these types of weather? Review vocabulary and participate in class discussion and interactive slide show.
https://www.njctl.org/courses/science/6th-grade-science/weather-climate-and-natural-hazards/weather-climate-and-natural-hazards-2/
Elaboration Lesson(s)
Wind Simulation activity…This is a teacher demo
Wind occurs when there is a movement in air due to warm air rising and cool air sinking. This occurs because warm air is denser than cold a
Different components of this activity represent different aspects of wind formation, as shown below:
Cake Pan-Troposphere
Water-Air molecules in the atmosphere
Candles- Hot air
Ice-Cold air
Materials
• Clear cake pan, 15x10x2
Red food coloring
•
Blue food coloring
•
2 eye droppers
•
3 sterno candles
•
Matches
•
4 Styrofoam cups
•
Ice
•
Gallon-size Ziploc bag
Method
1. Fill the cake pan with water.
2. Turn the Styrofoam cups upside down and place the cake pan on top of the cups.
3. Place several drops of blue food coloring on one side of the cake pan and red food coloring on the opposite side.
4. Light the candles and place them in a line underneath the blue side of the cake pan.
5. Put ice in a Ziploc bag and place the bag in the water on the red side of the cake pan.
[3/25/14 6. Observe the movement of water.
7. Have students complete the activity worksheet.
Evaluation Lesson(s)
Take Online weather quiz for review…
http://www.glencoe.com/qe/science.php?qi=284
Then give quiz below…
Geography & Weather Prediction Quiz Retake
th
6 Grade PSI
Name: _____________________
Score: _______ / 20 points
Fill in the Blank. Fill in each blank with an appropriate term from the word bank.
Altitude
cold
high
low
probability
warm
1. A ____________________ front is usually followed by low pressure.
2. If you measure a mountain from its base to its peak, you are measuring its ____________________.
3. A ____________________ pressure system brings fair weather.
4. A ____________________ front occurs when cold air overtakes warm air.
5. Meteorologists use ____________________ forecasting because atmospheric conditions are constantly changing.
6. A ____________________ pressure system is composed of warm, wet air.
True/False Fixers. Decide if each statement is either true or false. If the statement is false, change the underlined word to make it true.
7. A cold front usually brings strong storms with it.
[3/25/14 8. If wind blows from west to east across a mountain range, it will be very dry on the west side of the mountain.
Short Answer. Answer the following questions in complete sentences.
9. Livings things are capable of affecting Earth’s climate. What is deforestation? Describe how it affects climate.
___________________________________________________________________________________________________________________
_____________________________________________________________________
10. Your family is moving to the polar latitudes. Would you rather live right next to a glacier or far from a glacier? Explain how the climate would differ
___________________________________________________________________________________________________________________
_____________________________________________________________________
11. Would you rather spend the summer by the coast or inland? Explain how the climate would differ.
___________________________________________________________________________________________________________________
_____________________________________________________________________
Overarching Understanding #3
• Why is weather forecasting important locally
and globally?
Assessment Evidence
Performance Expectation
*Ask questions to clarify evidence of the factors that
have caused the rise in global temperatures over the
past century. (MS-ESS3-5)
Other assessment evidence (to include Practices, CCCs,
[3/25/14 and DCIs)
Integrated Instructional Sequence (Backward Design & 5 E’s Instructional Model) to include Formative Assessment
An Engage/Explain Lesson
Watch a 6 minute video on weather forcasting
https://www.youtube.com/watch?v=dqpFU5SRPgY
Using 4321 method, read the following article.
4321…Students are put into groups of 4. Each silently reads, or partner reads the article. Then each student writes down 4
words they found important/interesting, 3 phrases, 2 main ideas and 1 personal connection. Then the group of four compares
their notes. Using everyone’s answers they create a group 4321. After all the groups are done each report out to class and we
make a class 4321. Teacher will write it on white board/chart paper. Each group reports out, omitting repeats. Then as a class
we vote on which 4 words we want to use, 3 phrases, & 2 main ideas. If there’s time, it’s interesting to ask kids to share out their
personal connections. It’s a great way to determine prior knowledge.
Link for article:
http://www.ametsoc.org/policy/weaforc.html
Exploration Lesson(s)
Global Warming Wheel Card.
EPA's Global Warming Wheel Card is a hand-held tool that you can use to estimate your household's emissions of
carbon dioxide and learn how you can reduce them. One side of the wheel illustrates how much carbon dioxide a
household contributes to the atmosphere per year through activities such as driving a car, using energy in the home,
and disposing of waste. The other side shows how changes in behavior (such as buying a more fuel-efficient car) can
reduce your emissions. Students calculate their impact using the kid’s climate change calculator.
The instructions and step by step assembly is at the following website; http://www.epa.gov/climatechange/wheelcard.html
[3/25/14 Elaboration Lesson(s)
Global warming fact or fiction webquest..
http://zunal.com/webquest.php?w=59533
Students will get together in groups of 4 to work on a group Google presentation on the severity of global warming and steps
citizens can take to reduce their impact on the environment.
Students will assume roles:
The roles for students are:
(1) Photographer/Artistic Director- This student finds relevant photographs to be used for the PowerPoint and makes the slides
aesthetically pleasing.
(2) Researcher- This student researches pertinent facts about global warming, with an emphasis on those that cause an
emotional reaction in the reader. Student must cite sources.
(3) Writer- This student is in charge of collecting everyone's information, proofreading, and publishing it.
(4) Multimedia Director- This student is in charge of multimedia including videos, music, and creating a list of relevant internet
sites.
The audience for the presentation will be our school principal. The principal will ask for suggestions on ways our middle school
can take simple steps to help lower our impact on the environment.
SITUATION:
With so much conflicting information in the media about global warming, there is no wonder such a fierce debate exists about
this topic. Your job will be to look at the facts from many different perspectives, and come to a conclusion about how serious the
problem of global warming is. You must also detail steps to reduce our impact on the environment.
PRODUCT:
Final products from this webquest will be the presentation (10 to 15 slides) and letters to local government officials
Evaluation Lesson(s)
This project will be introduced about midway through the unit. Students will be afforded time to research their topics
and plan their lesson.
Students will present their knowledge of the unit in the form of a less on that they are to teach to the rest of the class. Each group
of 4-5 kids will become ‘experts’ in one of the following areas;
Climate change and the Economy, National Natural Disasters, International National Disasters, Forecasting, Vermont Weather
and Climate, Climate Change and its Effects on Wildlife.
[3/25/14 Lessons must include a sideshow presenting content, and activity to engage class and an assessment.
Below is the rubric for grading this lesson:
Group Lesson Rubric
Criteria
GENERAL OVERVIEW Students fulfill assignment of teaching the
topic to class. Audience understands the major points of the topic. The
presentation is engaging and has a clear objective. In other words: the
audience has learned something and is interested!
PRESENTATION INFORMATION Provides detailed and excellent
information to clearly explain the topic. Students are well-prepared and
well-rehearsed; the students know their stuff. There is no reading from
the PowerPoint or paper; the students appear quite natural in their
knowledge. Students demonstrate a clear understanding of the topic.
It is evident that the students studied their material and have worked to
their best ability to present this knowledge to benefit their peers.
Provides accurate and thorough information about the topic. They are
excellent teachers!
DELIVERY
The text is read smoothly with clear voices, and precise pronunciation
of all words/terms.
ORGANIZATION Ideas are effectively presented using sensible
organization. Audience is able to follow the sequence of ideas because
they flow into one another logically
PREPLANNING/PROCESS/GROUP WORK During the
preparation time, all the group members were actively involved in the
lesson design. The lesson shows clear evidence of preplanning and
research. It is evident that a lot of time and effort went into the creation
of this lesson. Students were on-task and prepared throughout the
process.
DESIGN
A (9 pts) /A+
(10 pts)
F (0-5 pts)
D (6 pts)
C/C+(7 pts)
B/B+(8 pts)
Missing,
incomplete,
little or no
effort,
incorrect
Needs a lot of
improvement,
little effort
demonstrated
Satisfactory,
more effort
could have
been made
Good, solid
lesson;
covers the
essentials
well, lots of
effort
Superior job,
effort is
obvious,
engaging &
interesting
X3
X3
X3
X3
X3
X2
X2
X2
X2
X2
X2
X2
X2
X2
X2
[3/25/14 Images and/or video enhance the lesson. Text is easy to read.
NOTE: Video should be used purposefully (under 1 minute per
person). You should deliver the bulk of the information, not the video.
GROUP GRADE:______________________________/100
Refer to APPENDIX E – Progressions Within the Next Generation Science Standards to see a general description
of the developmental progression of learning. These progressions describe a learning sequence for the
Disciplinary Core Ideas which is helpful in getting a general picture of previous and future learning targets
related to the content you are teaching in this unit. If it would be helpful to have it embedded in this unit
document, this information can be copied or inserted into the table below.
Increasing Sophistication of Learning
http://www.nextgenscience.org/sites/ngss/files/Appendix E - Progressions within NGSS - 052213.pdf
K-2
3-5
6-8
9-12
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum
Development ISBN # 0-87120-313-8 (ppk) Adapted by Jean Ward. (2014)
[3/25/14