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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