Bayou View Middle School – Weekly Lesson Plans
Teacher: A. Wallace
Week of: September 29, 2014
Subject: 6th Science
Weather maps and severe weather
Classroom News/Due Dates:

Standards:
6.4c Analyze climate data to draw conclusions and make predictions.
7.4c Describe 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:
a. Characteristics of the Gulf Stream and other large ocean currents
b. Effects on climate in Eastern North America and Western Europe
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)
d. Satellites and computer modeling
6.4h Predict weather events by analyzing clouds, weather maps, satellites, and various data.
8.4h Justify why an imaginary hurricane might or might not hit a particular area, using important technological resources.
Day/Date
Bell
Schedule
Bell Work
Objectives
(“The student will…”)
Regular
schedule
Tuesday
9-30-14
Regular
Assessment
Closure
ANTICIPATORY SET: Strange weather Phenomena video
https://www.youtube.com/watch?v=51_OTidEfBY
Monday
9-29-14
Procedures
TI = Teacher Input, M = Modeling, GP = Guided Practice, IP = Independent Practice
TTW = “The teacher will…”
TSW = “The students will…”
Students will look
at pictures of
severe weather
damage and try
to identify which
damage belongs
to which storm.
Copy Weather
Instruments
vocabulary in
notebook
The student can
create a timeline
of weather
phenomena.
 Students will watch a video about a week of crazy weather!
 Students will use the data gathered to create a weather timeline
 Class will discuss timelines and talk about whether or not an earthquake is
“weather”

 Homework: Interview a parent or guardian about the strangest or scariest
weather they have experienced.
The student can
identify what type
of instrument is
used to gather
weather
information.
ANTICIPATORY SET
How to read a weather map
https://www.youtube.com/watch?v=GkE3F5AuWBQ



Let students share some interview answers!
BW- copy weather instruments vocab.
Class will look at different weather instruments and talk about
Each group will be
assessed by Socratic
questioning about the
earthquakes in the
weather video.
Teacher observation
Class participation
Check notebook for
accuracy and
completeness
3-2-1 on
weather
reflection
(in Notebook)
Shout Out
Schedule

how they work
How to read a weather map activity
Homework: finish weather map activity
Wednesday
10-1-14
Regular
schedule
Write a
descriptive
paragraph
about a
thunderstorm
in your
notebook.
Describe the
weather
conditions
before,
during, and
after of the
thunderstorm
Thursday
10-2-14
Regular
schedule
Friday
10-2-14
Regular
schedule
Write a story
about a time
when you
experienced a
sever storm.
Students will
describe what is
happening in a a
picture of
tornado
formation.
ANTICIPATORY SET: Poll the students: On Average, what kills more people in
the United States-lightning, floods, tornadoes, or hurricanes.
The student can
identify the front
and other factors
that lead into the
production of a
thunderstorm.
 BW- Let students read their descriptive paragraphs aloud.
 Take a poll in class about what kills more people- lightning, flooding, tornadoes,
or hurricanes?
 GN- Definitions, who they are formed, and FUN FACTS section!

Teacher
observation.
Homework: Finish any unfinished notebook assignments.
Students will be
able to describe
how a tornado
forms and identify
which type of
front will most
likely produce a
tornado .
Students will
describe the
conditions needed
for a tornado to
develop.
ANTICIPATORY SET:
What did you
learn today
that you didn’t
know before
about
thunderstorms
????
TORNADO IN A BOTTLE
Students will work together to create a flow map of tornado development and
the effects of a tornado.
Homework: Finish unfinished notebook assignments
ANTICIPATORY SET:
Tornado demonstration
Control a tornado http://whyfiles.org/2013/control-a-tornado/
PowerPoint of Tornado
Project Rubric- Adopt a City “weather”
High and Low Pressure Systems
https://www.youtube.com/watch?v=_NeFCO_Dww4
TORNADOS
http://whyfiles.org/2014/tornadoes-strike-again-how-do-they-work/
http://www.nwf.org/Eco-Schools-USA/Become-an-Eco-School/Tornadoes/Activites-Lesson-Plans.aspx
http://www.tornadoproject.com/cellar/cellar.htm
Air masses games
http://reviewgamezone.com/game.php?id=17
Pearson Hall- Weather Fronts http://www.phschool.com/atschool/phsciexp/active_art/weather_fronts/
Students will be
assessed by Socratic
questions based on their
flow map
QUACK BACK.
Students will be
assessed by random
questions throughout the
demonstration
Identify any
“Murkies” you
have on
tornados
http://www.kidsgeo.com/geography-for-kids/0122-air-masses.php
http://www.srh.noaa.gov/crp/?n=education-airmasses
weather activities
http://www.edheads.org/activities/weather/
Weather Maker
http://www.scholastic.com/kids/weather/
ww2010. University of Illinois http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/home.rxml