Monday
Tuesday
Wednesday
Thursday
Friday
Science A
Science A Lesson 1
Science D Lesson 1
Science C Lesson 2
Science B Lesson 3
Science B
Science B Lesson 1
Science A Lesson 2
Science D Lesson 2
Science C Lesson 3
Planning ( Data Team)
Planning (TM
Meeting)
Science C Lesson 1
Planning
Planning (PLC and
Co Teach Planning)
Science A Lesson 3
Planning
Science C
Science B Lesson 2
Science D Lesson 3
Science D
Robotics
Science
Lesson 2
Lesson 3
Learning Target:
Monday
Learning Target:
Lesson 1
Learning Target:
Learning Target:
I can predict the type of clouds
expected given a weather front or
expected weather.
I can describe the formation of
thunderstorms, tornadoes, and
hurricanes.
I can Describe how meteorologist
measure weather.
I can Predict severe weather and
analyze weather data from a weather
map
I can explain how to stay safe during
severe weather
Standards: NGSS
08-ESS3-2. Analyze and interpret
data on natural hazards to forecast
future catastrophic events and
inform the development of
technologies to mitigate their
effects.
ESS3.B: Natural Hazards
Mapping the history of natural hazards in a region,
combined with an understanding of related
I can Describe how meteorologist
forecast weather.
Standards: NGSS
Standards: NGSS
Standards: NGSS
08-ESS3-2. Analyze and interpret
data on natural hazards to forecast
future catastrophic events and
inform the development of
technologies to mitigate their
effects.
08-ESS3-2. Analyze and interpret data
on natural hazards to forecast future
catastrophic events and inform the
development of technologies to
mitigate their effects.
08-ESS3-2. Analyze and interpret data
on natural hazards to forecast future
catastrophic events and inform the
development of technologies to
mitigate their effects.
ESS3.B: Natural Hazards
Mapping the history of natural hazards in a region,
combined with an understanding of related
geologic forces can help forecast the locations and
likelihoods of future events. (08-ESS3-2)
ESS3.B: Natural Hazards
Mapping the history of natural hazards in a region,
combined with an understanding of related geologic
forces can help forecast the locations and likelihoods of
future events. (08-ESS3-2)
ESS3.B: Natural Hazards
Mapping the history of natural hazards in a
region, combined with an understanding of
related geologic forces can help forecast the
locations and likelihoods of future events. (08-ESS3-
geologic forces can help forecast the locations and
likelihoods of future events. (08-ESS3-2)
2)
Instructional Method
Instructional Method
Instructional Method
Instructional Method
Bellringer:
Bellringer:
Bellringer:
Bellringer:
Prove it “atmospheric instability”
Prove It strategy on evacuate, updrafts,
downdrafts
Prove it strategy on forcasting
Prove it strategy on isobar and isotherm
What is the difference between measuring
and forecasting something?
Craft:
Craft:
Workshop:
Craft:
Review cloud formation, cloud types, air
masses, and front movement
What is lightning? What is thunder?
What is a cyclone?
Craft:
1.
Workshop:
1.
2.
3.
4.
5.
Three Main Type Y chart
Cloud weather chart
Finish Front Foldable
Air Mass and Cloud practice
packet
Group Weather prediction
worksheet
Weather Data Graphing practice
2.
Confer:
While the students are working on the
activity I will be walking around assessing
if they are correctly connecting the cloud
type to front type.
I will also be walking around with a
formative assessment powerpoint on my
Reflection:
Students will reflect on the complexity of
what a weather
3.
4.
Ask what observations can we
make during a thunderstorm.
Show thunderstorms on radar
and talk about relative size
compared to the system it is in.
Introduce Statement for them
to do Prove It.
Hurricane: Ask the students the
Cardinal Direction of where the
storm wind is coming from
using a drawing to show how
the direction of wind changes
as a cyclone passes over.
Introduce statement for prove
it
Show where tornado alley is.
Show a risk map of tornados in
the U.S. compared to the rest
of the world. Introduce
statement for prove it.
Show pictures of damage done
by severe weather. Explain the
importance of safety education
from severe weather. Explain
the next workshop activity.
Workshop:
1.
What does the weather feel like
today?
What would you use to describe
the weather? (wind speed, temp,
pressure)
How can we see future weather
systems coming
2.
Use gizmo (edgenuity) to show
how radar shows weather fronts
Workshop:
1.
Students will do a matching
activity where they match the
description of the instrument to
the picture of the instrument.
Students will work as a group to build a
weather prediction presentation for the
class
1.
2.
3.
Quiz Reflections
Assessment
Earthquake Assessment Reflection
1.
2.
3.
4.
Prove It: Statement:
Thunderstorms form when cool
air pushes up warm humid air
to create a cumulonimbus
cloud with electrical charges
that create lightning which will
sometimes come into contact
with the ground.
Prove It: Statement: Hurricanes
in the United States form in the
Atlantic Ocean and are tropical
storms that turn into
hurricanes that draw its energy
from the warm humid air at the
ocean’s surface and spiral
around a low pressure area to
create a cyclone.
Prove It: Statement: Tornado
alley has weather patterns that
are more likely to create
tornados than any other place
on earth.
Pair Work-Graphic organizer to
organize safety precautions for
the different severe weathers’.
Then they will make a brochure
to support a state:
a. reference state and % of
getting severe weather
b. Must be for Hurricane or
Tornado
c. discuss how you would know
if one is coming. (evidence)
d.
Confer:
1. During the prove it’s I will
traveling around ensuring that
the students are able to pick
out of the text the information
needed to prove statement.
Confer:
1.
This is an opportunity for me to
walk around and show video of
different instruments
Reflection:
1.
Students will reflect on :
What can we measure in the weather to
identify the fronts coming and leaving?
Weather balloons
Radar
Satellites (Doppler Radars)
Barometer
Thermometer
Wind Sock or Wind Vein
Anemometer
NWS (national weather service)
2. Practice Reading the EF scale. I
will have question for small
groups to answer
Reflection:
1.
Reflection will be the three
Teacher generated statement
with evidence statements and
vocabulary used.
Instructional Strateges:
Instructional Strategies:
Instructional Strategies:
Instructional Strategies:
Pair work, direct instruction, journaling,
reading and writing strategies
Pair work, direct instruction, journaling,
reading and writing strategies
Pair work, direct instruction, journaling,
reading and writing strategies
Pair work, direct instruction, journaling,
reading and writing strategies
Vocabulary:
Stratus, cumulus, cirrus, Air mass,
tropical, polar, maritime, continental,
, front, occluded, cyclone, anticyclone
Vocabulary:
Storm, thunderstorm, lightning,
hurricanes, storm surge, tornado,
evacuate
Vocabulary:
Meteorologist, isobars, anemometer,
barameter
Vocabulary:
Assessment:
Assessment:
Assessment:
Assessment:
Students will look at the weather map
and solve for expected weather and
cloud types using their knowledge on
fronts.
1.
2.
3.
4.
Identify which state has the
most likely chance of
developing a tornado
(analyzing data tables and
graphs)
Multiple choice question that
ask where not to hide for a
tornado
Most common severe weather
Cloud formations that are
indicators of severe
thunderstorms
1.
Students can describe how
weather fronts are tracked and
we can see precipitation
Students will predict the type of weather a
region will have based on the types of
fronts
Resources:
Resources:
Resources:
Resources:
text book, journal, lab equipment,
conferring items, graphic organizers
Both test
Text book, journal
Text book, journal
Text book, journal
Homework:
Homework:
Homework:
Homework:
None
None
None
None
Differentiated:
Differentiated:
Differentiated:
Differentiated:
All:
Pair Share ( add one from your partner) ..
This will help those that need extended
time to complete strategy.
All:
Pair Share ( add one from your partner) ..
This will help those that need extended
time to complete strategy.
A block GT students:
A block GT students:
Read an article on the importance of
weather safety
Read an article on the importance of
weather safety
C block collaboration:
1. Grouping, prompting and cueing
2. JM (edgenuity on forecasting
weather
C block collaboration:
3. Grouping, prompting and cueing
4. JM (edgenuity on forecasting
weather
D block IEP students:
1. Grouping, prompting and cueing
2. NC and JS :
D block IEP students:
3. Grouping, prompting and cueing
4. NC and JS :
D block GT students:
D block GT students
D block GT students
Those that get done with the strategies
early can work on Prove It from
statements made from an article called
ZAPPED from National Geographic.
Read an article on the importance of
weather safety
Read an article on the importance of
weather safety
All:
Pair Share ( add one from your partner) ..
This will help those that need extended
time to complete strategy.
A block GT students:
1. Cyclones vs Anticyclones reading
on page 440
C block collaboration:
1. Grouping, prompting and
cueing, graphic oragizers
2. JM (student will start a folder
and keep the folder in special
place): edgenuity –graphic
organizer- all vocab word and
definition, cornell notes on
direct instruction, journal
activity on worksheet, cornell
lab lecture
3.
D block IEP students:
1. Grouping, prompting and cueing
2. NC and JS : Have students show
work in order and neat in journal
D block GT students:
All:
Pair Share ( add one from your partner)
.. This will help those that need
extended time to complete strategy.
A block GT students:
Those that get done with the strategies
early can work on Prove It from
statements made from an article called
ZAPPED from National Geographic.
C block collaboration:
1. Grouping, prompting and
cueing, graphic oragizers
2. JM (edgenuity on forecasting
weather
D block IEP students:
1. Grouping, prompting and
cueing
2. NC and JS : Graphic Organizers
SGG Items
Have students make a data table with
different temperatures and pressure
readings. Work on basic Data Tables
Robotics:
1.
2.
3.
All students work on
finding the manual
Question board
Class challenge
Make robot follow a black
tape
SGG Items
SGG Items:
SGG Items: