Northwest Rankin Middle School
Lesson Plan Template
Teacher: Mrs. Cooper
Course: 8th Grade Science
Dates of implementation: January 11th through February 8th, 2016
Stage 1: Desired Results
Competency/Objective:
1d. Analyze evidence that is used to form explanations and draw conclusions. (DOK 3)
1e. Develop a logical argument defending conclusions of an experimental method. (DOK 3)
1f. Develop a logical argument to explain why perfectly designed solutions do not exist. (DOK 3)
4c. Examine weather forecasting and describe how meteorologists use atmospheric features and technology to predict the weather. (DOK 2) Temperature,
precipitation, wind (speed/direction), dew point, relative humidity, and barometric pressure. How the thermal energy transferred to the air results in vertical and
horizontal movement of air masses, Coriolis effect Global wind patterns (e.g., trade winds, westerlies, jet streams)
4e. Explain how the tilt of Earth’s axis and the position of the Earth in relation to the sun determine climatic zones, seasons, and length of the days. (DOK 2)
At the end of this unit, students will know:
At the end of this unit, students will be able to:
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 Analyze data from recorded data to form sound inferences
 How to take a systematic approach in developing supportive facts for
the conclusion of the experiment
 Identify how human error prevents a scientific experiment from ever
being perfectly designed
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Weather data that consist of its temperature, precipitation,
barometric pressure, wind speed/direction, dew point, and relative
humidity.
How the thermal energy that is transferred to the air results in
vertical and horizontal movement of air masses, Coriolis effect,
global wind patterns (e.g., trade winds, westerlies, jet streams)
How the tilt of Earth’s axis and the position of the Earth in
relation to the sun determine climatic zones, seasons, and length
of the days
Northwest Rankin Middle School
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Analyze their own and their peers’ recorded data of activator &/or science fair
projects.
Justify how conclusions are properly developed.
Recognize that there is no perfectly designed experiment due to human error
&/or involvement
Analyze weather data to identify its temperature, precipitation, barometric
pressure, wind speed/direction, dew point, and relative humidity.
Explaining how the movement of thermal energy results in air masses.
Discuss what causes and what results in the Coriolis effect.
Justify why trade winds have the patterns that they exhibit.
Infer the seasons that would result in the tilt of the Earth’s axis and the position
that Earth has in relation to the sun.
Determine the length of the days based upon the relation of Earth’s tilt,
relation to the sun and its season.
2015-2016
Stage 2: Assessment Evidence
Pre-Assessment
The students will take the “Weather” Pre-test.
The students will take the “Seasons” Pre-test.
NO SCHOOL: Martin Luther King, Jr. Day
Observance—Monday, January 18, 2016
Formative Assessment:
Any of the daily activities below may serve as
formative assessments based upon the discretion of
the teacher.
Rotating Stations include the following:
 Scientist station
 Graph interpretation
 Reading Comprehension/Current Event
 Vocabulary
 Measurement
Summative Assessment
The students will perform their activators/science fair
projects to address the inquiry competencies: 1d, 1e &
1f.
8TH GRADERS WILL VIEW THE “ARCS & SPARKS”
(ELECTRICITY) PRESENTATION IN THE GYM ON 1/13.
Students will monitor the weather statistics on a daily
basis using their weather charts and the provided
weather tools.
Take the Weather post test on February 1st & February
2nd.
Stage 3: Learning Plan
Date: 1/11 & 12/16
Date: 1/13 & 14/16
Date: 1/15 & 19/16
Date: 1/20 & 21/16
Date: 1/22 & 25/16
WEATHER/ELECTRICITY
WEATHER/ELECTRICITY
WEATHER/ELECTRICITY
WEATHER
WEATHER
Bell ringer/Hook:
Bell ringer/ Hook:
Bell ringer/Hook:
Bell ringer/Hook:
Bell ringer/Hook:
CASE-21 OR USA TEST-PREP QUESTIONS
CASE-21 OR USA TEST-PREP QUESTIONS
CASE-21 OR USA TEST-PREP QUESTIONS
CASE-21 OR USA TEST-PREP QUESTIONS
CASE-21 OR USA TEST-PREP QUESTIONS
Transitions:
(Min. of Three)
Transitions:
(Min. of Three)
Transitions:
(Min. of Three)
Transitions:
(Min. of Three)
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Transitions:
(Min. of Three)
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Discuss the “Arcs & Sparks”
overview questions.
Discuss section 1 of the “Weather”
point notes; students must complete
the guided notes.
Complete the "Weather
Vocabulary" handout on the
laptops.
Reflection:
Make a flow chart using the section 1
vocabulary
H.W. Study Mr. E's power point (chapter
7—Atmosphere).
Northwest Rankin Middle School
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Take Weather quiz #1 on the
section 1 notes.
Complete the “Weather” QR
handout.
Read the Science World
magazine.
Reflection:
Complete a 3-2-1 (like, learn & change) of
today’s
H.W. Enjoy your family.
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Reflect on the “Arcs & Sparks”
presentation; take quiz.
Discuss part 2 of the Weather power point
notes; complete the guided notes
Complete the rotating stations exercises
(weather tools, weather map
symbols & types of fronts).
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Perform “Outdoors Weather” lab.
Complete part 2 of the Weather power point
notes.
Discuss both parts 1 & 2 with your peersharing partner.
Take a quiz on both parts 1 & 2.
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Discuss part 3 of the “Weather”
power point notes.
Perform the “Weather” lab.
Reflection:
Make a Frayer model using any vocabulary
term.
Reflection:
Complete an analysis of 1d, 1e & 1f on the
“Outdoors Weather” lab.
Reflection:
Complete the lab report.
H.W. Study Mr. E's power point--chapter 8--Weather).
H.W. Study the “Weather” guided notes.
H.W. Study the “Weather” guided notes.
2015-2016
Date: 1/22 & 25/16
Date: 1/26 & 27/16
Date: 1/28 & 29/16
Date: 2/1 & 2/16
Date: 2/3 & 4/16
WEATHER
WEATHER
WEATHER
WEATHER
SEASONS
Bell ringer/Hook:
Bell ringer/Hook:
Bell ringer/Hook:
Bell ringer/Hook:
Bell ringer/Hook:
CASE-21 OR USA TEST-PREP QUESTIONS
CASE-21 OR USA TEST-PREP QUESTIONS
CASE-21 OR USA TEST-PREP QUESTIONS
CASE-21 OR USA TEST-PREP QUESTIONS
CASE-21 OR USA TEST-PREP QUESTIONS
Transitions:
(Min. of Three)
Transitions:
(Min. of Three)
Transitions:
(Min. of Three)
Transitions:
(Min. of Three)
Transitions:
(Min. of Three)
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TURN in and discuss the
“Weather” lab report.
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View the following link on the
laptops and complete the “deep
reading” exercise:
http://www.readworks.org/sites/d
efault/files/passages/1300_a_br
ave_new_climate.pdf
Reflection:
Complete the graphic organizer—“I read, I
think, Therefore…”
H.W. Study Mr. E's power point (chapter 7—
Atmosphere).
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Watch “Weather” TWIG video;
write 3-5 summary sentences
Discuss section 4 of the
“Weather” power point notes;
students are to complete their
guided notes.
Complete the “Weather” web
quest.
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Navigate the following link:
http://www.enchantedlearni
ng.com/subjects/Geologicti
me.html (See atmosphere &
clouds.)
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Take the “Weather” posttest.
Read the “Science World” magazine.
Check the “Weather” posttest.
Write 3-5 summary sentences
about the atmosphere & clouds.
Perform the Dew Point lab.
Reflection:
Pretend that you’re a meteorologist. Write a
dialogue using the following terms:
barometric pressure, relative humidity, low
pressure system, high pressure system, dew
point, temperature, & air mass.
Reflection:
Complete the Dew Point lab report.
H.W. Study Mr. E's power point (chapter 8—
Weather).
H.W. Study the Weather guided notes for the
“Weather” posttest.
Reflection:
Pretend that you’re a critic for an article in the
Science World magazine. Write a 150- word
analysis of your selected article.
H.W. Enjoy your family.
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Perform an item-analysis of the
“Weather” posttest; the student
teacher will explain each missed
items to the 3-4 students in the
group.
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Take the “Seasons” pre-test.
Navigate and study seasons on the following
link:
http://www.enchantedlearning.com/subject
s/Geologictime.html; click on seasons; click
on leap year.
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Check the “Seasons” pre-test.
Reflection:
Write a short story about seasons. Make sure
that you include the following words: winter
solstice, vernal equinox, summer solstice,
autumnal equinox, axis (23.5 degrees)
H.W. Enjoy your family.
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Date: 2/5 & 8/16
SEASONS
Bell ringer/Hook:
CASE-21 OR USA TEST-PREP QUESTIONS
Transitions:
(Min. of Three)
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Northwest Rankin Middle School
View a TWIG video on
“Seasons”; write 3-5 summary
sentences.
Discuss the “Seasons” power
point; complete the “Seasons”
guided notes.
Navigate the following animated
season’s link:
http://www3.eboard.com/boards
/16/92/94/Brownstein/att1573305/SeasonsModule_bothvie
ws_.swf (animated seasons)
2015-2016
Reflection:
Explain what happens to the stick man in
each of the four seasons. (See the animated
seasons.)
H.W. Study Mr. E's power point (chapter 7—
Atmosphere).
Add an additional page if needed
Stage 4: Differentiation
What difference in students do I anticipate, and how will I differentiate instruction to attend to those differences?
THE STUDENTS WILL BE PEER-TUTORED OR LEVELED GROUPED OR HETEROGENEOUSLY GROUPED &/OR RE-TESTED ON COMPETENCIES NOT MASTERED.
Study the following link for remediation:
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http://www.readworks.org/sites/default/files/passages/1300_a_brave_new_climate.pdf
http://www.msnewsnow.com/weather
http://mrescience.com/earth_home.php (Chapter 7—Atmosphere; chapter 8-Weather)
http://scienceworld.scholastic.com (Science World magazine)
http://www.enchantedlearning.com/subjects/Geologictime.html (weather & seasons)
http://www.weather.com/
http://www3.eboard.com/boards/16/92/94/Brownstein/att-1573305/SeasonsModule_bothviews_.swf (animated seasons)
Northwest Rankin Middle School
2015-2016