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: Learning Target: Learning Target: I can Describe how meteorologist measure weather and forecast weather. I can predict and forecast weather I can classify regions using climate I can analyze data on human activity that affect the climate 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 geologic forces can help forecast the locations and likelihoods of future events. (08-ESS3-2) Lesson 1 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 geologic forces can help forecast the locations and likelihoods of future events. (08-ESS32) Standards: NGSS 08-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century I can describe human activities that effect the climate Standards: NGSS 08-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century Instructional Method Bellringer: Prove it strategy on forecasting Prove it strategy on isobar and isotherm What is the difference between measuring and forecasting something? 2. Instructional Method Instructional Method Bellringer: Bellringer: Bellringer: Flashback question that will have the students look at a front on a map and predict the front, weather, and cloud type Prove it for the word: subtropical Prove it for the phrase: green house gas 1. Look at the local weather and have the students reflect on what was measured to receive the data in the local weather. I will give a quick mini lesson on air pressure and what it looks like on a map. Walk outside to see weather station. Describe the fact that if you combine all of the 5 instruments together you get a weather station. Set up the next activity which is for the group to forecast the weather. Show weather map and explain roles. Read page 454 to describe the the other three systems 3. 4. Get students ready for weather summative Show students where they can get their information to reflect on earthquake assessment Pass out folders for the students to put their names on for their Projects. Describe graphic organizer Workshop: 1. 2. 3. 4. 5. Students will take the Weather Summative assessment Students will reflect on the earthquake assessment Students will start their project folders ( name and location) Start new place in journal for Climate Change Students will read pages 468473 and complete graphic organizer Workshop: 1. 2. 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 Craft: 1. Set up weather summative reflection 2. Craft: 2. Craft: 1. Instructional Method Reflection: The students will use the graphic organizer to reflect on what causes climate Workshop: 1. 2. Workshop: 1. 2. Reflect on weather In pairs the students will use a graphic organizer to classify locations as either Tropical Rainy, Dry, or Temperate climates Confer: Confer: Reflection: 1. 3. Unit summative Look at graphs that show the usage of carbon and nitrates and the rise in temperature and change in agriculture. Students will ask questions about the data. Students will complete a round robin looking at different ways humans create carbon, use nitrates Students will create a bar graph that shows the temperature and precipitation at different locations. They will use that graph to write a letter to an Olympic committee for what place to have the Olympics and why Reflection: Students will use evidence to explain how humans impact the earth. build a weather prediction presentation for the class. Roles: Tech expert ( discuss the technology used), Cloud expert (discuss the types of clouds to be expected), Front Expert ( discuss the Front expected) Severe weather expert (discuss any possible severe weather and how to stay safe) Confer: 1. This is an opportunity for me to walk around and show video of different instruments. 2. Reflection: 1. Students will reflect on : Describe the 5 weather measurements and what instruments we use to take those measurements. Must use the following words. Barometer Thermometer Wind Vein Anemometer Wet Bulb 2. The students will combine each roles write up to make one reflection that all students will write in their journal. Weather balloons Radar Satellites (Doppler Radars) NWS (national weather service) Instructional Strateges: Instructional Strategies: Instructional Strategies: Instructional Strategies: Pair work, direct instruction, journaling, reading and writing strategies 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 Meteorologist, isobars, anemometer, barometer, Storm, thunderstorm, lightning, hurricanes, storm surge, tornado, evacuate Vocabulary: Vocabulary: Vocabulary: Climate, tropical zone, polar zone, temperate zone, marine climate, continental climate, windward, leeward, monsoon Rain forest, savanna, desert, humid subtropical, subarctic, tundra, permafrost Greenhouse gas, fossil fuel, global warming Assessment: Assessment: Assessment: Assessment: Students will look at the weather map and solve for expected weather and cloud types using their knowledge on fronts. Students will describe what effects the climate (Temperature and precipitation) of different regions on a map. Students will describe what effects the climate (Temperature and precipitation) of different regions on a map. Students will identify how human activities effect the climate 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: All: Pair Share ( add one from your partner) .. This will help those that need extended time to complete strategy. Differentiated: All: Pair Share ( add one from your partner) .. This will help those that need extended time to complete strategy. 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. C block collaboration: 1. Grouping, prompting and cueing C block collaboration: 2. Grouping, prompting and cueing 3. JM (edgenuity ) . 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 C block collaboration: 1. Grouping, prompting and cueing, graphic oragizers 2. JM (edgenuity on forecasting weather SGG Items SGG Items Recording of the assessment read Recording of the assessment read D block IEP students: 1. Grouping, prompting and cueing 2. NC and JS : Graphic Organizers D block IEP students: 1. Grouping, prompting and cueing 2. NC and JS : D block IEP students: 1. Grouping, prompting and cueing 2. NC and JS : Have students show work in order and neat in journal SGG Items: SGG Items: Robotics: