Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Bayou View Middle School – Weekly Lesson Plans Teacher: Michelle Lee Week of: August 22, 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#3 Due TBA • 6-8 RST2 and 6-8 RST.4 Standards: 6-8.RST.2 Determine a central idea or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. 6-8.RST.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. 6-8.RST.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. 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 8-22-16 Regular Schedule DCA Testing Objectives (“The student will…”) Students will demonstrate prior knowledge on District Common Assessment. Procedures TI = Teacher Input, M = Modeling, GP = Guided Practice, IP = Independent Practice TTW = “The teacher will…” TSW = “The students will…” ANTICIPATORY SET: Directions for test and video clip DCA Testing Assessment Observation, Activotes Project, Quiz, Unit Test, DCA, etc. Closure Students will be formally assessed through DCA Students will read if they finish early. Tuesday 8-23-16 Regular Schedule DCA Testing Wednesday 8-24-16 Why is Earth’s atmosphere Regular Schedule Thursday 8-25-16 so warm? The student will be able to describe how energy transfers by radiation. The student can observe convection, as well as illustrate it and explain why it occurs. Students article title wind?; and answer text The student can identify the global wind patterns. based 8-26-16 Regular Schedule Students will predict which substance (sand or water) will heat up quicker, while under a heat source, and lose the most heat after a heat source is removed. DCA Testing Students will read Article of the Week #3 when they finish the test. Students will be formally assessed through DCA Students will read if they finish early. ANTICIPATORY SET : Nasa Video-Radiation http://www.neok12.com/video/Radioactivity/zX414d5a587676487071567 3.htm Inquiry-RST.3 Students 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#3 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 convection cycle in each illustration Homework: questions. Friday ANTICIPATORY SET: Directions for test and video clip 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 poles? ANTICIPATORY SET: will read What causes Regular Schedule Students will demonstrate prior knowledge on District Common Assessment. Article of the week #3 ANTICIPATORY SET: Land and Sea Breeze Explained. https://www.youtube.com/watch?v=ZQV72Yzmjycv The student will be able to describe local winds and how the convection cycle influences the change in the wind patterns. RST.3 InquiryStudents will investigate the temperature change of sand and water over time. Students will read about different types of local winds Students will illustrate sea and land breezes and explain how convection cycle in each illustration Teacher observations Class discussion If a kid was flying a kite how would you determine if there was a land breeze or sea breeze present?