Download File - Ms. Foster`s Science Exploration

Classroom Interactions
5E Lesson Plan
Author: Robin Foster
Date/Time Lesson to be taught:
Introduction to Weather and Climate: 9:00 AM March 20, 2012
Course Description: Earth and Space Science
Name: Nancy Larkin, Naaman Forest High School
Grade Level: 12
Honors or Regular:
Lesson Source:
Aguado, Edward and James Burt. Understanding Weather and Climate.
Pearson Prentice-Hall, 2007. Print.
Larkin, Nancy “Climate” Naaman Forest HS. Garland, TX
May, Samuel J. “Atmosphere Overview” Collin College. Preston Ridge
Campus, Frisco, TX. Meteorology Class
May, Samuel J. “Energy, Precipitation and Wind” Collin College. Preston
Ridge Campus, Frisco, TX. Meteorology Class
NASA: The Thermohaline Circulation (The Great Ocean Conveyor Belt)
[Video] (2011) Retrieved March 2012, from
http://www.youtube.com/watch?v=3niR_-Kv4SM
The Coriolis Force [Video] (2010) Retrieved March 2012, from
http://www.youtube.com/watch?v=_36MiCUS1ro
Ocean Currents [Video] (2011) Retrieved february 2012, from
http://www.youtube.com/watch?v=Hu_Ga0JYFNg
Concepts: Cloud formation, causes of weather & climate, ocean currents and
climate zones.
Objectives:
*Students will be able to:
Define the difference between weather and climate.(Power Point, slide #2)
Understand that weather and climate are made up of interdependent cycles.
Explain how clouds are formed.
Describe the Coriolis Effect and how it affects ocean and wind currents.
Explain how ocean currents are affected by temperature and salinity.
Identify and plot the ocean currents and major climate zones on a world map.
*High priority objectives are in bold
 2011 The University of Texas at Dallas
Classroom Interactions
5E Lesson Plan Template
Texas Essential Knowledge and Skills: (items in bold are addressed in this lesson
plan)
http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112c.html
(c) Knowledge and skills.
§112.36. Earth and Space Science, Beginning with School Year 2010-2011
(13) Fluid Earth. The student knows that the fluid Earth is composed of
the hydrosphere, cryosphere, and atmosphere subsystems that interact on
various time scales with the biosphere and geosphere. The student is
expected to:
(B) analyze how global ocean circulation is the result of wind,
tides, the Coriolis effect, water density differences, and the
shape of the ocean basins;
(14) Fluid Earth. The student knows that Earth's global ocean stores
solar energy and is a major driving force for weather and climate
through complex atmospheric interactions. The student is expected to:
(C) explain how thermal energy transfer between the ocean and
atmosphere drives surface currents, thermohaline currents, and
evaporation that influence climate.
English Language Proficiency Standards (learning strategies, listening, speaking,
reading or writing)
§74.4. English Language Proficiency Standards.
(c) Cross-curricular second language acquisition essential knowledge and skills.
(1) Cross-curricular second language acquisition/learning strategies. The ELL
uses language learning strategies to develop an awareness of his or her own
learning processes in all content areas. In order for the ELL to meet grade-level
learning expectations across the foundation and enrichment curriculum, all
instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the student's
level of English language proficiency. The student is expected to:
(C) use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and gradelevel vocabulary;
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Classroom Interactions
5E Lesson Plan Template
The slide that contains the text: Please turn your lab sheets over and answer the
questions in the space provided:
If you need help getting started..
•
•
•
“I drew the ________ cycle”
The _____ cycle starts with …”
First ____ happens, then ____, and then _______.
Materials List and Advanced Preparations:
“Cloud in a Bottle” Advance preparation: collect water bottles, add 1 tbl tap water, make
sure lid is on tight. Purchase matches.
ITEM
Quantity
Source
Goggles
1 each
Already in classroom at Naaman Forest
Plastic water bottles with 1
tablespoon of water & cap
1 per group
Provided by teacher, plastic drinking water
bottles (no cost)
.wooden matches
.2.....
Purchased from grocery store, 2 per box per
team. Diamond stick matches. $.99 per 8
boxes.
Safety:
Safety goggles for each student during the cloud-in-a-bottle activity.
Accommodations for Learners with Special Needs (ELL, Special Ed, 504, GT, etc.):
There is one autistic student in this class. According to the classroom teacher, no
significant accommodations are required; however it is most likely the student will handle
the change in instructor better if an outline of the expected activities and lesson topics is
presented at the beginning of the lesson. Expectations will be clearly defined, and
where applicable the activity will be modeled by the teacher, as autistic learners are
typically visually oriented.
Introduction and Engage (5 minutes):
Slide 1: Hello, my name is Ms. Foster and I’ll be teaching a lesson on weather and climate. I want to thank
Ms. Larkin for allowing me to be here today.
This is a quote from Mark Twain and is part of your assessment. At the very end of this presentation you
will be asked if we (humans) should “do something” about the weather? Should we try to change or affect
the cycles of the weather?
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Classroom Interactions
5E Lesson Plan Template
Now, imagine for moment that you are high above the day side of Earth, orbiting in a space station. If you
were looking at Earth what do you think you would be able to see from space,__(Popsicle stick selected
name of student)___?
A: water, clouds, air, land, continents. (call on additional student if needed to get some speculation)
Slide 2 Yes, exactly, you would see clouds, land and oceans which combine to form our weather patterns.
Weather is the condition of the atmosphere at a given time and place. Climate is the weather over the
years. Has anybody seen a hurricane or tornado first hand?
A: Yes or no. If yes, allow student to describe, if no, relate a personal experience.
Slide 3 Weather has an effect on our daily lives and occurs in the lower 12 km of the atmosphere. You can
see the clouds over the surface of the land in this photo.
Slide 4 Clouds are billions of tiny water droplets and ice crystals and be many different shapes. ___(name
of student)___, can you think of a way you could walk through a cloud?
A: If yes, a wing walker, atmospheric chamber, fog bank. If no, rephrase to “there is a way you can walk
through a cloud, _(new name)__ can you help __(previous name)___?
Yes, fog is form of cloud on the ground, so you can walk through clouds as well as flying through them in a
plane.
Explore (15 min):
Slide 5 OK, today we have an experiment. You will be working in pairs. I have one of these (hold up
water bottle) for each pair. Choose which one of you will be student #1 and then come up and get a one kit
please. Be sure to put your name on the worksheet and then name of your partner. I will be collecting
these. You will both be recording your observations. Read ALL the directions and please notice you will
be stopping after the first observations are recorded so Ms. Larkin and I can demonstrate the next
procedure. Safety goggles on!
After 1st observations recorded:
So ___(student name)__, what were you initial observations?
A: saw something, didn’t see anything, or saw water drops in bottle.
That’s good. Science is about observations, if you say nothing happed then you need to record those results
and do record what you see.
Ms. Larkin and I demonstrate how to get smoke into the water bottle safely. Allow students time to
complete the procedures and record their observations.
Assessment: walk around, make sure worksheets are being filled out, clarify if students need assistance. If
majority of students have completed worksheet then move on.
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Classroom Interactions
5E Lesson Plan Template
Explain (10 min):
OK, has everybody finished? Good. ___(student name)___, what, if anything, did you observe after the
smoke was in the bottle?
A: Saw white vapor, nothing happened until I squeezed the bottle, nothing happened.
And ___(name)___, do you results agree with _(previous name)___? OK, so (name), what might account
for the difference between the first and second observations?
A: the smoke gives the water a water to form the cloud, it just did
(Ms. Larkin says they recently went over nucleation so they may know this.)
Slide 6, summarizing cloud formation, nucleation. Slide 7 You’ve heard weather reports refer to a front, so
here we see a photo of a front and the rain on the lower left. Slide 8 Here is one example of how a cold
front works. The colder air is denser, the molecules are closer together. The warm air is lighter and fluffier.
___(name)__, if you’re standing here, and it’s a nice day in March in Texas, what is going to happen next?
A: feel a cool breeze(maybe), nothing (no), rain(no), it will get colder (yes)
The temperature will drop, yes. While the clouds are an easily visible part of our weather, we’ll need to
look at the big picture and figure out what drives our weather systems.
Assessment: are students following the concepts? Were they responding when questions were asked? Are
their eyes on the presentation and on instructor? What are the facial expressions? If students are following
the discussion and participating then I will move forward with next slide.
Quick Questions slide: (students called at random)
What is a front? I will accept either “a boundary between air masses” OR “an abrupt change in
weather conditions”
What is one difference between how solar radiation affects land or water? Land is heated only a
few cm, sunlight penetrates water, water convects heat, water evaporates and cools
Why do ocean currents turn clockwise in the Northern Hemisphere and counter-clockwise in the
Southern Hemisphere? Coriolis Effect
Direct teach of solar radiation, Land Vs. Water (5 min) – Power Point slides 10-11
Oceans and climate video (3 minutes)
Coriolis Effect Video (30 seconds)
Ocean current map exercise – 20 minutes
Ms. Larkin will be handing out a world map. You need to draw the warm currents in red and the cold
currents in blue. Please label the currents with the name of the current as well as the direction.
Assessment: walk around and check maps for completion. Assist as needed.
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Classroom Interactions
5E Lesson Plan Template
Slide 14: Thermohaline currents, video showing warm currents hitting cold polar waters, cooling and
turning around. Well now that’s odd. I put cold cream in my warm coffee and they get mixed together.
Why don’t the various currents mix together? (5 min)
Assessment: ask students to predict what will happen with each new addition. Students should be grouped
around demo, facial expressions and verbal responses will indicate if they are following the basic
principles.
Thermohaline currents refer to the currents of the ocean, specifically those that are created by
variations in temperature and salt content. These two factors are two of the greatest forces
behind the variation in water density. This creates a large loop of water circulation which some
people refer to as a conveyor belt.
Re-engage:
So ___name___, if you could go on vacation anywhere in the world, where would you like to go?
A: name of location
OK, why did you pick _____?
A: local attraction, beaches, etc.
That’s great, so they have great ____, and a great climate. You can expect good weather most
of the year. Climate is determined by…
Climate Zones direct teach, slides 16-18, 15 minutes total.
Assessment: Now if you would please turn over your lab sheet and take about 5 minutes to fill out
those 2 questions. Thank you. As soon as you’re done with that you can start on Ms. Larkin’s
lab exercise.
Finish with N. Larkin’s world map, adding climate zones. 10 minutes.
ENGAGEMENT
What the Teacher Will Do
Evaluation/Decision Point
Assessment
Time: 15 Minutes
Probing/Eliciting
Questions
Student Responses and
Misconceptions
Air and water
Assessment
Student Outcomes
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Classroom Interactions
5E Lesson Plan Template
EXPLANATION
What the Teacher Will Do
Evaluation/Decision Point
Assessment
Time: Minutes
Probing/Eliciting
Questions
Student Responses and
Misconceptions
Assessment
Student Outcomes
EXPLORATION
What the Teacher Will Do
Evaluation/Decision Point
Assessment
Time: Minutes
Probing/Eliciting
Questions
Student Responses and
Misconceptions
Assessment
Student Outcomes
ELABORATION
What the Teacher Will Do
Evaluation/Decision Point
Assessment
Time: Minutes
Probing/Eliciting
Questions
Student Responses and
Misconcptions
Assessment
Student Outcomes
EVALUATION
What the Teacher Will Do
Time: 30 Minutes in 2 parts
Probing/Eliciting
Questions
Student Responses and
Misconceptions
Concept Map
World Map diagram
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