Monday
Tuesday
Wednesday
Thursday
Friday
Science A
Science A Lesson 1
Science D Lesson 1
Science C Lesson 2
Science B Lesson 3
Science B
Science B Lesson 1
Science A Lesson 2
Science D Lesson 2
Science C Lesson 3
Planning ( Data Team)
Planning (TM
Meeting)
Science C Lesson 1
Planning
Planning (PLC and
Co Teach Planning)
Science A Lesson 3
Planning
Science C
Science B Lesson 2
Science D Lesson 3
Science D
Robotics
Science
Lesson 2
Lesson 3
Learning Target:
Monday
Learning Target:
Learning Target:
Learning Target:
I can Describe how meteorologist
measure weather and forecast
weather.
I can predict and forecast weather
I can classify regions using climate
I can analyze data on human activity
that affect the climate
Standards: NGSS
08-ESS3-2. Analyze and interpret
data on natural hazards to forecast
future catastrophic events and
inform the development of
technologies to mitigate their
effects.
ESS3.B: Natural Hazards
Mapping the history of natural hazards in a region,
combined with an understanding of related
geologic forces can help forecast the locations and
likelihoods of future events. (08-ESS3-2)
Lesson 1
Standards: NGSS
08-ESS3-2. Analyze and interpret
data on natural hazards to forecast
future catastrophic events and
inform the development of
technologies to mitigate their
effects.
ESS3.B: Natural Hazards
Mapping the history of natural hazards in a
region, combined with an understanding of
related geologic forces can help forecast the
locations and likelihoods of future events. (08-ESS32)
Standards: NGSS
08-ESS3-5. Ask questions to clarify
evidence of the factors that have
caused the rise in global
temperatures over the past century
I can describe human activities that
effect the climate
Standards: NGSS
08-ESS3-5. Ask questions to clarify
evidence of the factors that have
caused the rise in global temperatures
over the past century
Instructional Method
Bellringer:
Prove it strategy on forecasting
Prove it strategy on isobar and isotherm
What is the difference between
measuring and forecasting something?
2.
Instructional Method
Instructional Method
Bellringer:
Bellringer:
Bellringer:
Flashback question that will have the
students look at a front on a map and
predict the front, weather, and cloud
type
Prove it for the word: subtropical
Prove it for the phrase: green house gas
1.
Look at the local weather and
have the students reflect on
what was measured to receive
the data in the local weather. I
will give a quick mini lesson on
air pressure and what it looks
like on a map.
Walk outside to see weather
station. Describe the fact that if
you combine all of the 5
instruments together you get a
weather station. Set up the next
activity which is for the group to
forecast the weather. Show
weather map and explain roles.
Read page 454 to describe the
the other three systems
3.
4.
Get students ready for weather
summative
Show students where they can
get their information to reflect
on earthquake assessment
Pass out folders for the
students to put their names on
for their Projects.
Describe graphic organizer
Workshop:
1.
2.
3.
4.
5.
Students will take the Weather
Summative assessment
Students will reflect on the
earthquake assessment
Students will start their project
folders ( name and location)
Start new place in journal for
Climate Change
Students will read pages 468473 and complete graphic
organizer
Workshop:
1.
2.
Students will do a matching
activity where they match the
description of the instrument to
the picture of the instrument.
Students will work as a group to
Craft:
1.
Set up weather summative
reflection
2.
Craft:
2.
Craft:
1.
Instructional Method
Reflection:
The students will use the
graphic organizer to reflect on
what causes climate
Workshop:
1.
2.
Workshop:
1.
2.
Reflect on weather
In pairs the students will use a
graphic organizer to classify
locations as either Tropical Rainy,
Dry, or Temperate climates
Confer:
Confer:
Reflection:
1.
3.
Unit summative
Look at graphs that show the
usage of carbon and nitrates and
the rise in temperature and
change in agriculture. Students will
ask questions about the data.
Students will complete a round
robin looking at different ways
humans create carbon, use
nitrates
Students will create a bar graph
that shows the temperature and
precipitation at different
locations. They will use that
graph to write a letter to an
Olympic committee for what
place to have the Olympics and
why
Reflection:
Students will use evidence to explain how
humans impact the earth.
build a weather prediction
presentation for the class. Roles:
Tech expert ( discuss the
technology used), Cloud expert
(discuss the types of clouds to
be expected), Front Expert (
discuss the Front expected)
Severe weather expert (discuss
any possible severe weather and
how to stay safe)
Confer:
1.
This is an opportunity for me to
walk around and show video of
different instruments.
2.
Reflection:
1.
Students will reflect on :
Describe the 5 weather
measurements and what
instruments we use to take
those measurements. Must use
the following words.
Barometer
Thermometer
Wind Vein
Anemometer
Wet Bulb
2. The students will combine each
roles write up to make one
reflection that all students will
write in their journal.
Weather balloons
Radar
Satellites (Doppler Radars)
NWS (national weather service)
Instructional Strateges:
Instructional Strategies:
Instructional Strategies:
Instructional Strategies:
Pair work, direct instruction, journaling,
reading and writing strategies
direct instruction, journaling, reading
and writing strategies
Pair work, direct instruction, journaling,
reading and writing strategies
Pair work, direct instruction, journaling,
reading and writing strategies
Vocabulary:
Stratus, cumulus, cirrus, Air mass,
tropical, polar, maritime, continental,
, front, occluded, cyclone, anticyclone
Meteorologist, isobars, anemometer,
barometer, Storm, thunderstorm,
lightning, hurricanes, storm surge,
tornado, evacuate
Vocabulary:
Vocabulary:
Vocabulary:
Climate, tropical zone, polar zone,
temperate zone, marine climate,
continental climate, windward,
leeward, monsoon
Rain forest, savanna, desert, humid
subtropical, subarctic, tundra, permafrost
Greenhouse gas, fossil fuel, global warming
Assessment:
Assessment:
Assessment:
Assessment:
Students will look at the weather map
and solve for expected weather and
cloud types using their knowledge on
fronts.
Students will describe what effects the
climate (Temperature and precipitation)
of different regions on a map.
Students will describe what effects the
climate (Temperature and precipitation)
of different regions on a map.
Students will identify how human activities
effect the climate
Resources:
Resources:
Resources:
Resources:
text book, journal, lab equipment,
conferring items, graphic organizers
Both test
Text book, journal
Text book, journal
Text book, journal
Homework:
Homework:
Homework:
Homework:
None
None
None
None
Differentiated:
All:
Pair Share ( add one from your partner) ..
This will help those that need extended
time to complete strategy.
Differentiated:
All:
Pair Share ( add one from your partner)
.. This will help those that need
extended time to complete strategy.
Differentiated:
Differentiated:
All:
Pair Share ( add one from your partner) ..
This will help those that need extended
time to complete strategy.
All:
Pair Share ( add one from your partner) ..
This will help those that need extended
time to complete strategy.
C block collaboration:
1. Grouping, prompting and cueing
C block collaboration:
2. Grouping, prompting and cueing
3. JM (edgenuity )
.
C block collaboration:
1. Grouping, prompting and
cueing, graphic oragizers
2. JM (student will start a folder
and keep the folder in special
place): edgenuity –graphic
organizer- all vocab word and
definition, cornell notes on
direct instruction, journal
activity on worksheet, cornell
lab lecture
3.
D block IEP students:
1. Grouping, prompting and cueing
2. NC and JS : Have students show
work in order and neat in journal
C block collaboration:
1. Grouping, prompting and
cueing, graphic oragizers
2. JM (edgenuity on forecasting
weather
SGG Items
SGG Items
Recording of the assessment read
Recording of the assessment read
D block IEP students:
1. Grouping, prompting and
cueing
2. NC and JS : Graphic Organizers
D block IEP students:
1. Grouping, prompting and cueing
2. NC and JS :
D block IEP students:
1. Grouping, prompting and cueing
2. NC and JS : Have students show
work in order and neat in journal
SGG Items:
SGG Items:
Robotics: