Unit: Geologic Weather
Length of Unit: 6 Weeks
Barnes & Armella
Stage 1 –Desired Results
Where are we going?
NY State Standards:
Standard 4
perspective.
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and
Performance Indicator: 1.1:
Explain complex phenomena, such as tides, variations in day length, solar insulation,
apparent motion of the planets, and annual traverse on the constellations.
1.1e: The Foucault pendulum and the Coriolis effect provide evidence of Earth’s rotation.
Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system.
1.2e: Earth’s early atmosphere formed as a result of the outgassing of water vapor carbon dioxide, Nitrogen, and lesser
amounts of other gases from the interior.
Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of
air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns,
seasonal changes, movements of Earth’s plates.
2.1e: Weather variables are interrelated. For example: temperature and humidity affect air pressure and
probability of precipitation; air pressure gradient controls wind velocity
2.1f: Air temperature, dew point, cloud formation, and precipitation are affected by the expansion and contraction of
air due to vertical atmospheric movements.
2.1g: Weather variables can be represented in a variety of formats including: radar and satellite image; weather maps
(including station model, isobars, and fronts); atmospheric cross-sections; and computer models.
2.1h: Atmospheric moisture, temperature and pressure distributions; jet streams, wind, air masses and frontal
boundaries; and the movement of cyclonic systems and associated tornadoes, thunderstorms, and hurricanes occur in
observable patterns. Loss of property, personal injury, and loss of life can be reduced by effective emergency
procedures.
2.1c: Weather patterns become evident when weather variables are observed, measured, and recorded. These
variables include air temperature; air pressure; moisture (relative humidity and dew point); precipitation (rain, snow,
hail, sleet, etc); wind speed and direction; and cloud cover.
Performance Indicator: 2.2:
Explain how incoming solar radiation, ocean currents, and land masses affect weather
and climate
2.2a: Insolation (solar radiation) heats Earth’s surface and atmosphere unequally due to variations in:
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The intensity caused by differences in atmospheric transparency and angle of incidence that vary with time of
day, latitude, and season.
Characteristics of the materials absorbing the energy such as color, texture, transparency, state of matter, and
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specific heat.
Duration, which varies with seasons and latitude.
2.2b: The transfer of heat energy within the atmosphere, the hydrosphere, and Earth’s surface occurs as the result of
radiation, convection, and conduction.
2.2c: A location’s climate is influenced by latitude, proximity to water, ocean currents, prevailing winds, vegetative
cover, elevation, and mountain ranges.
2.2d:
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Temperature and precipitation patterns are
altered by:
Natural events such as El Nino and volcanic eruptions
Human influences including deforestation, urbanization, and the production of greenhouse gases such as
carbon dioxide and methane.
2.1i: Seasonal changes can be explained using concepts of density and heat energy. These changes include: the
shifting of global temperature zones, the shifting of planetary wind and ocean current patterns, the occurrence of
hurricanes, monsoons, rainy and dry seasons, flooding, severe weather, and ozone depletion.
CCSS:
Reading:
(1) Cite specific textual evidence to support analysis of science and technical texts, attending to the precise
details of explanations or descriptions.
(8) Compare and contrast findings presented in a text to those from other sources (including their own
experiments), noting when the findings support or contradict previous explanations or accounts.
Writing:
(2) Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
a) Introduce a topic and organize ideas, concepts, and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
b) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of the
topic.
c) Use varied transitions and sentence structures to link the major sections of the text, create cohesion,
and clarify the relationships among ideas and concepts.
d) Use precise language and domain-specific vocabulary to manage the complexity of the topic and
convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
e) Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
f) Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
(9) Draw evidence from informational texts to support analysis, reflection, and research.
Shifts in Literacy :
 Balancing Informational Text and Literacy
X Knowledge in the Disciplines
 Staircase of Complexity
X Text-Based Answers
X Writing from Sources
X Academic Vocabulary
Learning Outcomes/Goals:
Students will be able to:
WEATHER BASICS:
 Explain where the energy for Earth’s weather originates.
 Describe the basic direction all weather moves in the United States.
STATION MODELS:
 Locate and decode information from a weather station model.
 Label a weather station model based on provided data in the correct formats.
MOISTURE:
 � Name three factors which affect the rate of evaporation.
 � Name the natural process which cleans the atmosphere.
 � Draw and describe the process by which clouds form.
 � Explain under what conditions clouds are most likely to form.
 � Explain the relationship between air temperature and its ability to hold water.
 � Identify the instrument used to measure relative humidity and dew point.
 � Use the charts on page 12 of the ESRTs to calculate relative humidity and dew point.
 � Describe the relationship between relative humidity and temperature.
 � Explain the relationship between dew point and air moisture.
 � Explain the relationship between relative humidity and moisture content.
 � Explain how the probability of precipitation changes as dew point and temperature change.
PRESSURE AND WIND:
 � Explain how wind is named.
 � Describe what causes the general movement of wind and its direction.
 � Describe the relationship between air pressure and density
 � Describe whether air is sinking or rising based on its pressure.
 � Describe the relationship between moisture content and air pressure.
 � Identify the characteristics of high and low pressure centers.
 � Draw the direction of wind flow around high and low pressure centers.
 � Draw an isobar map based on provided data.
 � Describe the relationship between altitude and air pressure.
 � Describe the relationship between air pressure gradient and wind speed.
 � Identify how land and sea breezes are formed.
 � Explain the relationship between winds and waves.
 � Describe why planetary winds curve.
 � Use the chart on page 14 of the ESRTs to state the prevailing wind direction for any latitude.
 � Use the chart on page 13 of the ESRTs to convert barometric pressure from millibars to inches of
mercury.
AIR MASSES AND FRONTS:
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� Explain how air masses get their properties.
� Identify the temperature and moisture content of air masses based on their abbreviations.
� Identify where an air mass would likely form based on its characteristics.
� Draw an isotherm map based on provided data.
� Identify a warm or cold front on a weather map.
� Draw a profile showing how a cold or warm front looks on the ground.
� Identify the key characteristics associated with cold and warm fronts.
� Draw warm and cold fronts on a weather map based on air mass characteristics.
HAZARDOUS WEATHER AND SAFETY:
 � Identify other names for hurricanes and tornadoes.
 � Describe the type of weather and dangers associated with hurricanes and tornadoes.
 � Describe hurricanes and tornadoes are different regarding geographical scale.
 � Describe appropriate safety precautions to take for both tornadoes and hurricanes.
Enduring Understandings:
Essential Questions:
We will understand…
What causes energy?
Energy is converted into various forms which impact the Earth.
There are many forces that shape the Earth’s weather.
How do atmospheric properties affect weather?
What causes weather and wind patterns?
How does temperature and pressure determine air flow?
How do events in one geographical area affect another?
Knowledge
We will know…
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Skills
We will be able to…
Atmospheric properties vary between atmospheric
 Use the appropriate ESRT charts.
layers.
 Interpret the layers of atmospheric charts on
Weather occurs in the troposphere.
the ESRT.
The ozone layer absorbs ultra violet rays, which
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Identify the location of stratosphere given
protects
appropriate information.
Earth.
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Determine wind direction based on
Weather is a result of interaction of temperature,
temperature and/or air pressure differences.
air pressure, and moisture in the air.
Winds are a result of differences in air pressure.
 Read and interpret the barometric pressure
The magnitude of energy changes is proportional
and temperature charts.
to the energy released.
 Describe relationships between temperature,
Air temperature changes adiabatically as the air
pressure, humidity, dew point and
rises and
precipitation.
Sinks
 Use DP and RH charts.
Distribution of land and oceans modifies the wind.
 Describe properties and name air masses by
Air masses gain the properties of their source
source region.
region.
 Diagram fronts and label associated air
A front is the boundary between two air masses.
masses.
The type of front is determined by the relative
 Describe typical weather changes at frontal
locations of air masses.
boundaries.
The greater the differences between two air
masses at front, the greater the severity of weather
 Use ESRT (synoptic data) to draw station
changes.
models and interpret information from
Changing weather variables (including the jet
weather maps.
stream) can be used to forecast weather.
 Construct and read isolines.
Accurate weather forecasting can minimize
 Use weather map data, to draw locations of
property damage
fronts.
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and loss of life.
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.Tier Three Words:
Compare and contrast hurricanes (storm
surge) and tornadoes.
Discuss appropriate safety precautions for
various weather phenomena.
air mass, air pressure, anemometer, barometer,
cyclone, dew point, front, isobar, isotherm,
meteorology, precipitation, psychrometer, relative
humidity, saturated, transpiration
Stage 2 – Assessment Evidence
Performance/Products Tasks:
How will we know we are there?
Other Evidence:
lab Investigations
Final Unit Assessment with questions pulled from
last year’s Regents exam. Teachers will compare
student responses/results between last year’s group
and this year’s.
1. Altitude & Temperature
2. Isotherms & Bars
3. Coastal & Continental Temperature Ranges
Quizzes
4. Hawaii Rainfall Patterns
5. Dewpoint and Cloud Formation
Do Now
6. Weather Maps
7. Station Model Lab
Tickets out the Door
8. Hurricane Tracking
Claim/Evidence/Interpretation Model for Conclusions
CCSS W(2)
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Green house research
Adiabatic Temperature Changes - The
Orographic (Mountain) Effect
Literacy Lab #38 - Urban Heat Islands
Stage 3 – Learning Plan
How will we get there?
Individual Lesson Plans with Resources
The following is the intended SLO for each day of the unit. SLOs for each day may change based on results
of embedded formative assessment.
Day 1