Download Week of 8-15-16 air pressure and winds

Bayou View Middle School – Weekly Lesson Plans
Teacher: Michelle Lee
Week of: August 15, 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#2 (What does a Barometer Measure?)
•
6-8 RST.4,6-8 RST2
Standards:
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
8-15-16
Regular
Schedule
Vocabulary
from
Article of
the Week
Objectives
(“The student will…”)
Students will
develop a
strategy for
vocabulary. 6-8
RST.4
Students will
develop a graph
of class data
from bean
boozled lab
(Friday’s lab).
.
Procedures
TI = Teacher Input, M = Modeling, GP = Guided Practice, IP = Independent Practice
TTW = “The teacher will…”
TSW = “The students will…”
Assessment
Observation, Activotes
Project, Quiz, Unit Test,
DCA, etc.
Closure
ANTICIPATORY SET: DRY MIX GRAPHING
https://www.youtube.com/watch?v=44XT-ZQjCvU
 Vocabulary strategy: students will define words from
context clues or text book glossary. Students will define
term, write a sentence and draw a picture. (inclusion will
receive a list of the definitions)
 Students will collect class data from bean boozled lab.
 Students will discuss and construct a class graph using data
collected in class.
 Students will learn the DRY MIX strategy for graphing
Students will be
informally
assessed by
classroom
discussion.
Explain
DRY MIX
Homework:
Tuesday
8-16-16
Regular
Schedule
TSW complete
a series of
steps to create
a diagram of
the layers of
the
atmosphere
which will
include:
1.Objects
located in each
layer
2.Altitudes in
each layer
3.Where the
ozone layer is
located
4.Important
facts about
each layer
ANTICIPATORY SET: Teacher demonstration putting a water balloon
into a jar by using science (air pressure).
TS can
identify the
different
layers of the
atmosphere..
Regular
Schedule
Thursday
8-18-16
Regular
Schedule
Why is
Earth’s
atmosphe
re so
warm?
Students
will read
article title
What
causes
 TSW read about the characteristics of the atmosphere and
complete BW
Teacher
 TSW learn about what pressure is by making a human
observation
pyramid
 The student will discuss how air pressure changes as altitude Class discussion
increases.
 TSW reflect
Homework:
Wednesday
8-17-16
Article of the week due Friday
The student will
be able to
describe how
energy transfer
by radiation.
The student can
observe
convection, as well
as illustrate it and
explain why it
occurs.
The student
can identify
the global
wind patterns
and why we
Why do
we not feel
all the
pressure
pressing
down on us?
Article of the week due Friday
ANTICIPATORY SET : Nasa Video-Radiation
http://www.neok12.com/video/Radioactivity/zX414d5a587676487071567
3.htm
InquiryStudents 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 due Friday

ANTICIPATORY SET:
Students will be introduced to the crime.
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
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
wind?; and
answer text
based
questions.
Friday
8-19-16
Regular
Schedule
Unit test
#1
Scientific
Method
have different
global wind
patterns.
Unit test #1
Scientific
Method
convection cycle in each illustration
Homework:
poles?
Article of the week due Friday
ANTICIPATORY SET: Review procedures for experiment.
 Unit test #1 Scientific Method
 Students will read a story about the water cycle and
illustrate the story.
Students will be
formally assessed.
Students will
illustrate a
story about
the water
cycle.