Medicines & Vaccines
2 Weeks
Science
Lesson Plan
Teacher:
6th Grade Science
Grade:
6th Grade Science
Lesson Title:
Medicines & Vaccines – Data and Predictions
STRANDS
Embedded Inquiry
Embedded Technology & Engineering
The Atmosphere
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
Students will learn how to collect data related to the weather and make predictions based on the data. They will apply their data-analysis skills to understanding the behavior
of the influenza virus and how scientists develop vaccines and predict the severity of outbreaks. Technologies related to flu vaccines will be investigated. Finally, students will
collect and analyze data to determine what role the weather plays in the spread of influenza. Cross-curricular connections to math include using ratios and equations to
describe data. Connections to social studies include a comparison of influenza to the bubonic plague and how the analysis of data led to understanding the plague.
Connections to ELA include analyzing nonfiction text related to influenza and the development of a vaccine. Career connections include careers in medicine, such as physician,
nurse, public health investigator and researcher.
MOTIVATOR
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
Technologies that use air pressure play a role in old and new types of flu vaccines. The simple act of pushing medicine from a syringe into an arm requires a pressure greater than air pressure
and greater than blood pressure. The equally simple act of administering a mist vaccine requires that normal air pressure be over come, otherwise the mist would not leave the bottle. The hook
for this unit is the power of air pressure, which will be demonstrated by crushing a can using normal air pressure. This is a dramatic demonstration and leaves a lasting impression on students.
Air pressure is an indicator of energy in the atmosphere and this energy can also be released during severe weather, like typhoon Haiyan.
DAY
Objectives
(I can….)
1
- I can define air
pressure.
- I can measure air
pressure and
report the units.
- I can explain the
consequences of
changes in air
pressure and
make basic
weather
predictions from
pressure data.
Materials &
Resources
Set:
- Aluminum can,
hot plate, tongs,
water, spoon,
basin of ice water,
goggles, heat
glove
Direct Instruction
LabQuest
Syringe
Gas
pressure
sensor
Bell Work and
Table Work:
- iPads
Homework:
iPads
Instructional Procedures
Essential Question:
What is air pressure and how do you measure it?
Meteorological Data - Air Pressure
Bell Work
Based on prior learning, students will write in their iPad journals a paragraph explaining
what we mean by the word weather (the state of the atmosphere) and factors that must
be measured to define the state of the atmosphere. These factors include air pressure,
temperature, humidity and wind speed and direction.
After submitting work, have students find images of Typhon Haiyan.
Link to Project
Students will learn how to measure air pressure and will examine medical instruments
that use air pressure.
Set
Collapse an aluminum can using air pressure. See this Wiki-How link to learn how to do
it. Be safe – wear goggles and have students wear goggles. Discuss the force of air
pressure. Note that air pressure is powerful and remind students that differences in air
pressure drive the wind.
Have students airplay images of the typhoon and discuss energy in the atmosphere how
pressure played a role during the development of the typhoon and determined its path.
Direct Instruction
Review definitions:
Pressure – force per area
Air pressure – force per area due to weight of air
Barometer – instrument used for measuring air pressure
Units of pressure – mm Hg, inches Hg, Pa (N/m2), kPa, psi
Demonstrate how to measure barometric pressure using a column of liquid:
Draw or demonstrate how a barometer based on a column of liquid
Differentiated
Instruction
Assessment
Remediation:
Provide written
definitions of
vocabulary words,
as shown in Direct
Instruction.
Group with peers
capable of assisting
in the demo.
Formative
Assessment:
Bell Work
Questions
Enrichment:
Review the entire
Wiki-How link on
reading weather
maps. See the
homework section
for the link.
responds to increased and decreased pressure and how it can be used
to measure changes in the atmosphere. The air presses on the liquid,
just like it pressed on the can, and forces the liquid upward. If the
liquid is Hg, then the pressure reading is found by measuring the height
of the Hg and recorded as mm Hg.
Connect to previous learning 

Rising air (warm part of a convection cell) creates low
pressure on the ground beneath it.
Sinking air (cool part of a convection cell) creates high
pressure on the ground beneath it
Demonstrate how to measure barometric pressure using a LabQuest or other
electronic instruments. Do not create a pressure beyond the tolerance of your
instrument. For the LabQuest 2 the tolerance is 400 kPa. Do not allow students
to exert pressure beyond the instrument tolerance.
Easy Demo (Teacher only) – read the normal air pressure, connect a
syringe to the gas pressure sensor, push down slightly to simulate
falling air (the pressure reading will increase) and pull up to
demonstrate rising air (the pressure will decrease).
Demonstrate how to turn on the LabQuest, connect the pressure
sensor and navigate the screens.
Student Participation – connect balloons to the sensor and allow
students to press down on the balloon to simulate the weight of cool
air. They should note the change in pressure while pressing.
Check for Understanding
Question 1 – While you are in class, you notice barometer reading rising
steadily. What is happening outside? (Possible answer: Cool air is sinking
around us. The wind will push toward warm air. It is unlikely that we will have
clouds (since moisture is not being carried upward.)
Question 2 – While you are in class, you notice the barometer falling. What is
happening outside? (Possible answer: We are under a warm, rising column of
air, creating an area of low pressure. Winds are likely to increase, bringing
cooler air into the area. Where the cool air meet the warm air, we are likely to
have rain. Also, the rising warm air will cool, which will produce clouds and
could cause rain.)
Application
Table Work – each table group will find barometric pressure data for the local
region over the past 72 hours, graph the data (every 4 hours) and write weather
conditions (sunny, cloudy, rainy, windy) above the data points. (One source is
wunderground.com, scroll down to Almanac and then select more history.)
Close
Review opening demo – air pressure is more powerful than we realize. Changes
in air pressure can tell us what will change about the weather. Exit: Five-question
practice quiz on Moodle.
2
-
I can define
relative
humidity.
Exit Ticket:
iPad
Bell Work and
Homework
Go to another Wiki-How link, Read a Weather Map,
http://www.wikihow.com/Read-a-Weather-Map, and read ONLY step 3. Step 3
explains how to read air pressure on a weather map and reviews what happens in
high- and low-pressure areas.
Essential Question:
1. What is relative humidity and how do you measure it?
2. What is the dew point?
Remediation:
Provide written
definitions.
Provide additional
Performance
Assessment:
Bell Work
Mini Labs
-
-
I can read
relative
humidity.
I can define
dew point
and
determine
the dew
point.
Classwork:
iPads
MiniLabs:
-Jug of room
temperature
water
-Ice
-Sling
psychrometers
-Table for reading
relative humidity
based on dry and
wet bulb readings
Set:
Hot plate
Pot of water
Beaker of ice
Tongs
Glove
Meteorological Data – Relative Humidity and Dew Point
Bell Work
In iPad journals will explain what humidity is and attempt to explain what is
meant by relative humidity.
Link to Project
Students will later investigate the link between humidity and the flu. This link
http://www.npr.org/blogs/health/2013/03/08/173816815/flu-risk-andweather-its-not-the-heat-its-the-humidity provides some background.
Set
Demonstrate one way humidity changes in the atmosphere by boiling water and
holding a beaker filled with ice above the steam. Observe three aspects of the
water cycle: evaporation, condensation, and precipitation. Point out to students
that humidity, vaporous moisture in the atmosphere is very high where the
evaporation rate is high.
Direct Instruction
Vocabulary Review
Humidity - water vapor in the air
Relative Humidity – a measure of water vapor in the air expressed as a
percent of the saturation amount that could be held in the air at a
particular temperature
Dew Point – the temperature at which condensation forms in the air
Dry Bulb – normal temperature reading
Wet Bulb – temperature reading using a wet sponge or towel on the
end of a thermometer (or sling psychrometer)
Mini Lab – Measuring the Dew Point
The dew point is the temperature at which condensation occurs. To measure
the dew point, fill a small container (250ml) with 125 ml water. Place a
thermometer in the water and place one hand (dry) on the outside of the
beaker. Slowly add ice. Record the temperature at which you first feel moister
on the outside of the can. Explain to students that the decreased temperature
around the outside of the can caused condensation to form. This is the dew
point.
Data Analysis – Have each lab group report their measurement to the room.
Each group should average the numbers and record the average.
Mini Lab – Measuring Relative Humidity
-
explanation of
vocabulary and
labs.
Reduce the closing
written assignment.
Enrichment:
- Research humidity and
dew point on NOAA or
the Weather Channel.
Exit
Homework
Remind students of what relative humidity is: it is the amount of water vapor in
the air expressed as a fraction of the saturation amount. 59 % relative humidity
means that the air holds 59% of the moisture it could possibly hold at that
temperature. The saturation amount changes with temperature: cold air can
hold very little moisture, warm air can hold more.
Using the thermometers of the sling psychrometer, read and record the
temperature in the room. Soak the wet bulb in room temperature water,
rotate the psychrometer for thirty seconds and record the wet bulb
temperature. Use the relative humidity table (see resource file – psychro table)
to determine the relative humidity.
Table Work
Have table groups prepare a Prezi or short slide show explaining what the dew
point means and what relative humidity means. Use a recent local weather
report as examples. They should also explain what psychrometer readings they
are likely to find in the tundra and in a tropical rain forest.
Select at least one group to present their answers.
Electronic Exit Ticket
Students will use their class notes to explain what relative humidity means and
how to measure it. They will submit answers on Gaggle.
3
- I can predict
basic aspects of
the weather.
- I can identify
warm and cold
fronts.
Bell Work:
iPad
Exit Ticket:
iPad
Classwork:
iPads
Set:
iPads
Apple TV
Homework
Watch a weather report, take notes on pressure, temperature, dew point and
humidity. Prepare to discuss the report in class. (Teachers should record a local
weather report.)
Essential Question:
How do you predict the weather?
Bell Work
Table groups find a video weather report online, watch it and prepare to discuss
the major elements of the report: temperature changes, pressure changes,
moisture changes and movement of air masses. Observe groups as they select
and discuss videos. Select one or two to play for the Set.
Link to Project
Students will research and understand how data is used to predict the spread of
influenza. They will also examine data that correlates aspects of the weather to
the probability of getting the flu.
Remediation:
- Provide diagrams of
weather symbols.
Enrichment:
Read about
hurricanes on the
South Carolina web
site (see Homework
section for the link).
Formative
Assessment:
Bell Work
Application
Exit Ticket
Set
Play and discuss videos one or two videos, pointing out the major aspects of the
weather report and what the terminology the weather person uses.
Direct Instruction
Vocabulary
Air Mass – large body of air that shares similar temperature, density,
and moisture throughout the mass
Front – boundary where two air masses meet
Cold Front
Warm Front
Stationary Front
Occluded Front
Draw examples of each type of front or display examples from internet sources,
such as
http://www.phschool.com/atschool/phsciexp/active_art/weather_fronts/
This is an animated example of the four types of weather fronts.
Weather Maps
Draw and explain the symbols for each type of front when shown on a weather
map.
Show a map of north America and explain the six major air masses that converge
on the United States. For example
http://apollo.lsc.vsc.edu/classes/met130/notes/chapter11/na_airmasses.html
Application
Students should work out the following scenarios individually.
1. A warm air mass extending from Texas to Michigan meets a cool air mass
that is sitting over the entire east coast. Draw the front on a weather map
and show where rain is most likely to occur.
2. It has been raining in Kingsport for three days. What is the likely weather
system we are experiencing? Would you expect a big temperature
difference between Knoxville and Bristol?
3. Draw a cold front moving from Knoxville toward Kingsport that extends
from Kentucky down to Georgia. Identify where the higher pressures are,
where the warm and cool air sits and how many hours or days of rain we
can expect.
Exit Ticket
Students will find a weather map online, download it and sketch the location of
air masses on the map. They will identify the types of air masses and write
down the properties: pressure, moister, temperature. Students will submit the
assignment to Gaggle.
Homework
Go to the South Carolina State Climatology website and do the map activity:
http://www.dnr.sc.gov/climate/sco/Education/wxmap/wxmap.php
Project Day 1 – See Unit Plan
4
5
- I can use visual
data to predict
the weather.
- I can identify
cloud types.
Bell Work:
iPad
Essential Question:
How do you predict the weather using visual data?
Set:
Large beaker
Small beaker of
blue salt water
Small beaker of
red water
Bell Work
Students will look at the daily forecast for the local area and identify air masses
associated with fronts in the region or nearby regions.
Set
Demonstrate the behavior of air masses by mixing blue colored dense salt water
with light red colored, less dense water. Allow layers to form and point out the
boundary between the layers, the front.
Direct Instruction
Review
Air Masses
Fronts
How clouds are formed
Introduce basic cloud classification.
Clouds are classified by:
Shape
Stratus – smooth layers
Cumulus – puffy white masses
Cirrus – feathery, white, high, thin
Height
Cirro – high
Alto – middle
Srato – low
Rain/Snow Producers
Remediation:
peer grouping to
ensure completion
of task
Enrichment:
Look for evidence
locally of projects
that have
fragmented an
ecosystem.
Summarize the
impact of
fragmentation on
local plant and
animal life.
Formative
Assessment:
Bell Work
Application
Homework
Nimbus – dark rain cloud
Application
Students will find examples of the following clouds, explain what they indicate
about upcoming weather and draw a diagram showing fronts and air masses to
explain how the clouds formed.
1. Cirrostratus
2. Altostratus
3. Cumulonimbus
4. Nimbostratus
5. Cirrocumulus
Download images of the clouds and type the meaning and explanation into a
PDF Notes file that can be submitted to Gaggle. Collect all five explanations into
one file and submit to Gaggle.
Close
Examine the clouds outside and discuss the types and names. Discuss what the
clouds indicate about upcoming weather.
6
- I can read a
weather map.
Set:
iPad
- I can forecast the
weather.
Bell Work and
classwork:
iPads
Homework
Read http://www.srh.noaa.gov/jetstream/synoptic/wxmaps.htm on how to
read weather maps.
Essential Question:
How do you interpret meteorological data, read a weather map and forecast the
weather?
Bell Work
Students will cite evidence that the wind carries energy. They will submit their
answers to Gaggle.
Link to Project
Students are learning to make predictions based on data gathered in different
ways. They will use this skill to research and draw conclusions about the flu,
including the possible effects of weather on the transmission and occurrence of
flu outbreaks.
Set
Use two balloons to show the interactions of air masses. Show again the 3D
animation of fronts:
http://www.phschool.com/atschool/phsciexp/active_art/weather_fronts/
Briefly review the four types of fronts.
Remediation:
Provide written
definitions and
examples.
Provide additional
explanation.
Enrichment:
- Find resources about
forecasting the weather
on another planet and
read about how it is
done and why. For
example, goggle
‘forecasting weather on
Mars’.
Formative
Assessment:
Bell Work, inclass
assignment and
homework.
Direct Instruction
Vocabulary
Meteorologist – person who studies the weather
Station model – symbol that shows weather conditions
Isotherm – line of constant temperature
Isobar – line of constant pressure
Explain a station model:
High cloud type
Middle cloud type
Low cloud type
Barometric pressure
Change in pressure in last three hours
Wind speed and direction
Dew point
Type of precipitation
Temperature
A typical station model can be found at
http://www.srh.noaa.gov/jetstream/synoptic/wxmaps.htm
Show examples of fronts, air masses, high and low pressure areas, isobars and
isotherms on a weather map. An example can be found at
http://en.wikipedia.org/wiki/File:Surface_analysis.gif
7
- I can identify the
characteristics of
a thunderstorm.
Bell Work:
iPad
Set:
Application – Group Assignment
Provide map links to each table group. Each group must explain the map to the rest of
the class and predict the future weather at a point chosen by the teacher. Groups will
make brief presentations.
Homework
Students will explain three ways you can tell what direction the wind is blowing
using a weather map. (high and low pressure areas, station model, front
direction, toss the map in the wind).
Essential Questions:
1. What causes severe weather?
2. What are signs and characteristics of severe weather?
Remediation:
Provide research
links
Explain vocabulary
Formative
Assessment:
Discussion,
application and
- I can recognize
the signs of severe
weather.
Images of
thunderstorms
iPads
Apple TV
Application:
iPads
Bell Work
Students will open the severe weather pamphlet at this NOAA link
http://www.nws.noaa.gov/om/severeweather/resources/ttl6-10.pdf
and read page two.
Link to Project
Some websites, like this one http://www.accuweather.com/en/us/bellevillemi/48111/cold-flu-weather/20846_pc associate weather conditions with the
likelihood of catching a cold. Students will be asked to find weather data,
including occurrences of severe weather, that support or refute the hypothesis
that severe weather can cause the flu (or a cold) to spread.
Set
Show pictures of thunderstorm formation and discuss.
http://www.geography.hunter.cuny.edu/tbw/wc.notes/10.thunderstorms.torna
does/mature_thunderstorm_cloud.stage.htm
http://science1.nasa.gov/media/medialibrary/2007/07/18/18jul_tc4_resources/
hackmann1.jpg
Direct Instruction
Discussion
Show http://www.srh.noaa.gov/jetstream/tstorms/tstrmtypes.htm
and discuss the formation and characteristics of thunderstorms.
Storm Safety
Indoors
Windows closed
Low areas
Application
Assign table groups to investigate and assemble reports on the following severe
weather: tornadoes, hurricanes and blizzards. One group reports on one form
of severe weather. The report will include pictures, diagrams, explanation of
how the severe weather forms, how it is predicted, hazards associated with it
and a weather map showing conditions of where and when it is likely to occur.
Use Prezi or other app that allows conveyance of information via airplay. The
presentation is entirely electronic. Time expectations – 5 to 6 minutes.
Close
Explain that all severe weather starts with warm moist air that comes in contact
with cooler air. They should look for this basic characteristic in the severe
words encountered
during research
Enrichment:
Include one or two
examples of severe
weather on other
planets in the
research report.
homework.
weather they are researching.
Homework
Finish reports and prepare to present tomorrow.
8
- I can interpret
meteorological
data to make
predictions about
the weather.
- I can
communicate
scientific
understanding.
Essential Question:
How can I interpret meteorological data to make predictions about the weather?
Set:
Apple TV
iPads
Crushed can from
motivator
experiment
Presentations:
iPads
Apple TV
Bell Work
Meet with table groups and finalize presentation.
Link to Project
Research, organization of data, explanations and presentation of scientific
information.
Set
Show again the picture of downtown Kingsport flooded. This is the result of
severe weather. This photo shows what downtown Kingsport looked like was
shown during a previous unit. The photo is in the resource folder.
Remind students of the crushed can experiment. There is energy stored in the
atmosphere.
Direct Instruction
Remind students of basic presentation expectations:
1. Eye contact
2. Everyone in group speaks
3. Courtesy in audience
4. All for questions at the end
Specifics to the presentation include:
1. Pictures
2. Diagrams
3. Explanation of how the severe weather forms
4. How it is predicted
5. Hazards associated with it
6. A weather map showing conditions of where and when it is
likely to occur.
7. Use Prezi or other app that allows conveyance of information
via airplay.
Remediation:
Accept reduced
presentation time.
Enrichment:
Allow discussion of
extraterrestrial
weather.
Formative
Assessment:
Presentation
and
Exit
Table Group Presentations
Draw group numbers and begin presentations.
Close
Write down three characteristics that all severe weather shares and submit to
Gaggle.
Homework
Study class notes for upcoming test.
Project Day 2 – See Unit Plan
9
Project Day 3 – See Unit Plan
10
STANDARDS
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
GLE 0607.Inq.2
Use appropriate tools and techniques to gather, organize, analyze, and interpret data.
GLE 0607.Inq.3
Synthesize information to determine cause-effect relationships between evidence and explanations.
GLE 0607.Inq.4
Recognize possible sources of bias and error, alternative explanations, and questions for further exploration.
GLE 0607.Inq.5
Communicate scientific understanding using descriptions, explanations, and models.
SPI 0607.Inq.2
Select tools and procedures needed to conduct a moderately complex experiment.
SPI 0607.Inq.3
Interpret and translate data in a table, graph, or diagram.
SPI 0607.Inq.4
Draw a conclusion that establishes a cause and effect relationship supported by evidence.
GLE 0607.T/E.4
Describe and explain adaptive and assistive bioengineered products.
SPI 0607.T/E.1
Identify the tools and procedures needed to test the design features of a prototype.
SPI 0607.T/E.2
Evaluate a protocol to determine if the engineering design process was successfully applied.
SPI 0607.T/E.4
Differentiate between adaptive and assistive engineered products (e.g., food, biofuels, medicines, integrated pest management).
GLE 0607.8.1
Design and conduct an investigation to determine how the sun drives atmospheric convection.
GLE 0607.8.2
Describe how the sun’s energy produces the wind.
GLE 0607.8.4
Analyze meteorological data to predict weather conditions.
SPI 0607.8.1
Analyze data to identify events associated with heat convection in the atmosphere.
SPI 0607.8.2
Recognize the connection between the sun’s energy and the wind.
SPI 0607.8.4
Interpret meteorological data to make predictions about the weather.