Weather Under Pressure: Assessment
Day 1
Pre-assessment: open ended written test
Choral read word of the day: temperature
Worksheet: temperature
Exit question: Why do we have two different scales to measure temperature?
Day 2
Choral read word of the day: thermometer
Data sheet: investigation observations
Think-Pair-Share: discuss observations
Exit question: What types of places contain the highest temperatures?
Day 3
Choral read previous words of the day: temperature, thermometer
Data sheet: investigation observations
Think-Pair-Share: discuss observations
Exit question: Are our bodies good judges of temperature? Why or why not?
Day 4
Choral read word of the day: seasons
Data sheet: investigation observations
Think-Pair-Share: discuss observations
Exit question: Explain how we get our seasons.
Day 5
Choral read words of the day: hot air (moves fast), cold air (moves slowly)
One sentence summary: investigation observations
Act it out: puppet configurations of matter movement
Exit question: We learned that cold air sinks. Why does this happen?
Day 6
Choral read word of the day: air pressure
Journal: investigation observations
Sticky note: statements to discuss what was learned from each station
Exit question: What happens to the objects when high pressure is exerted on it?
Day 7
Choral read previous word of the day: air pressure
Journal: investigation observations
Think-Pair-Share: discuss observations
Data sheet: investigation observations
Think-Pair-Share: discuss observations
Exit question: Based on the effects of air pressure on the marshmallow, what can you
conclude about how air pressure affects humans?
Days 8 & 9
Choral read previous words of the day: temperature, air pressure
Student created experiment: design, data
Poster: present experiment design and data on poster, evaluated using rubric
Sticky note: comments on other groupʼs experiment posters
Exit question: Based on your findings from your experiment, how does heat affect air
pressure?
Day 10
Post assessment: open ended written test