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Scotland High School Lesson Plan Format - Weekly Page 1 acher _____Williams_____ Subject: ____Earth Science____ Grade 9 Week of _November 26_____ Stan dard s CCSS /NCE S Monday Tuesday Wednesday Thursday Friday Essential Standard: EEn.2.5 Understand the structure of and processes within our atmosphere. EEn.2.5.3 Explain how cyclonic storms form based on the interaction of air masses. EEn.2.5.5 EXPLAIN HOW HUMAN ACTIVITIES AFFECT AIR QUALITY. Essential Standard: EEn.2.5 Understand the structure of and processes within our atmosphere. EEn.2.5.5 EXPLAIN HOW HUMAN ACTIVITIES AFFECT AIR QUALITY. EEn 2.6 Analyze patterns of global climate change over time EEn 2.6 Analyze patterns of global climate change over time EEn. 2.6.1 Differentiate between weather and climate EEn. 2.6.2 Explain changes in global climate due to natural processes EEn 2.6 Analyze patterns of global climate change over time EEn. 2.6.2 Explain changes in global climate due to natural processes EEn 2.6 Analyze patterns of global climate change over time EEn. 2.6.2 Explain changes in global climate due to natural processes Warm Up Activity Before looking at your seeds from last week, hypothesize what you expect to see.. Define temperate, tropical, and polar Copy and Answer the first two questions on Page 555 Answer questions 30 34 page 284 in test. Review / HW Check What is an acid? What is a base? How does the production of certain gases add to acid deposition? After examining your seeds yesterday, how did they look? Did your hypothesis hold up? What is your hypothesis for the final check on Friday? Explain. Review hypotheses and pick up the graphic organizers that were completed for homework. Collect any work that was not completed inclass yesterday. Discuss the difference between climate and weather. Discuss the two things climate classifications are based on. Collect any work that was not completed inclass yesterday. Collect seeds and enter data into acid rain lab report. Answer the analysis questions and turn in. ‘Review El Nino and La Nina. Revised 8/17/2012 Scotland High School Lesson Plan Format - Weekly Set the Goal/ Learnin g Targets Hook Acquire New Inform ation I CAN …explain air systems, cyclonic storms, and air moment and how they are all connected. I CAN … Identify major climate categories and describe them. Thunderstorm video 1. Hurricane video 2. Place mats - Climate I CAN …interpret data to I CAN …explain changes determine appropriate in global climate due to climate classification natural processes … describe El Nino and La Nina Video clip on the site for the Classification system Video Clip on El Nino We need to look at the 3 Today students will be Today, students will be types of severe storms. introduced to climates and introduced to El Nino and These did not get covered the Koppen climate La Nina. The importance earlier so we need to make identification system. of these tow and how they sure that the students Students will take notes can impact global climate have the info on these 3 and participate in the will be explored. These types. These are follow up on the smart are several interactive that thunderstorms, tornadoes, board lesson on the we will do. and hurricanes. That is Climate system. the reason for the video. They will also understand Students will be given a that the two major factors video guide to fill in as that influence climate are they watch the video. We temperature and will discuss the answers as precipitation a class after watching. Tomorrow we will watch the video Hurricanes. Page 2 I CAN …apply knowledge of global climate systems and natural changes to global climate. Students will be completing a foldable on the natural processes that can change global climate. Stations will be set up and the student swill work in groups and move from station to the next. The areas are 1. Volcanic eruption 2. Sunspots 3. Shifts in Earth’s orbit 4. CO2 5. El Nino 6. Greenhouse Effect Revised 8/17/2012 Scotland High School Lesson Plan Format - Weekly Apply knowle dge Students will fill in the info on the video. Students will read the info about the 3 types on the book – 20.3, p.571 to 577 in the text. Students will do a graphic organizer on the 3 types. It will include the type, where it can be found, when it can be found, conditions for its formation, and the characteristics of them. Students will answer the video guide for the video on hurricanes. Students will take notes on the climate system and then interact with the Smart board in a review of the materiel. Students will work in the test Chapter 21.1 with the Study guide, which should be completed prior to leaving for the day. Using Vegetation, Precipitation, and Surface Temperature to Study Climate Zones’ http://mynasadata.larc.na sa.gov/lessonplans/lesson-plansmiddle-schooleducators/?page_id=474? &passid=52 is the site for the climate classification system info. Students will do this first to reinforce there knowledge of the types and use of data tables and graphs. Students will construct a foldable from the information on the six areas of concern. I may have them do a large poster on all six instead. Will be considering this option! Page 3 Today, I want to have some type of assessment for the students. At this time, I am not sure what, and how. Will speak to Pam and add to this the the first part of the week. Next, the students will be involved with the interactive Smart board and NOAA site for El Nino. They will then read and complete the study guide for section 19.3 in their text. Assess ment 3-2-1 Questioning Home work Complete graphic organizer if not competed in class! Finish study guide if not completed in class Explain why you decided 3-2-1 that you gave (I will give them a particular place from their work today) the correct classification. None Finish study guide if not completed in class. Revised 8/17/2012 Scotland High School Lesson Plan Format - Weekly Materi als Computer, Tornado video, video ws, books, graphic organizers Smart board, Video, video guide, Koppen classification system handout, 21.1 study guide Smart board, classification system handouts with data, study guide Teache r’s Notes Reflect ion Notes Need to keep track of the lab, but do not spend a lot of time on it each day! Make sure materials are ready for tomorrow Spend time on NOAA climate change online Revised Bloom’s Taxonomy (RBT): Remembering Understanding Applying Marzano’s Strategies Cooperative learning Page 4 Expert sheets on the 6 areas, markers, paper, colored pencils, crayons Analyzing Evaluating Creating Similar/different LITERACY STANDARDS IN READING to be addressed—GRADE SPAN ____9-10 ___11-12 Key Ideas & Details ____RH/RST.1 ____ RH/RST.2 ____ RH/RST.3 Craft & Structure ____ RH/RST.4 ____ RH/RST.5 ____ RH/RST.6 Integration of Knowledge & Ideas ____ RH/RST.7 ____ RH/RST.8 ____ RH/RST.9 RH.10. By the end of grade, read and comprehend texts in the grades 910/11-12 text complexity band independently and proficiently. LITERACY STANDARDS IN WRITING to be addressed—GRADE SPAN ___9-10 ___11-12 Text Types and Purposes ____WHST.1 ____WHST.2 ____WHST.3 INFORMATIONAL TECHNOLOGY 9-12 to be addressed Sources of Information ____SI.1.1 ____SI.1.2 NA SI.1.3 Production and Distribution of Writing ____WHST.4 ____WHST.5 ____WHST.6 Technology as a Tool ____TT.1.1 ____TT.1.2 ____TT.1.3 Research to Build and Present Knowledge ____WHST.7 ____WHST.8 ____WHST.9 Research Process ____RP.1.1 ____RP.1.2 WHST.10 Write routinely over various time frames…for a range of disciplinespecific tasks, purposes, and audiences. Safety and Ethical Issues ____SE.1.1 ____SE.1.2 Revised 8/17/2012