MYP unit planner
Unit title
Unit 4: Earth Systems: Weather & Water Cycles
Teacher(s)
Claudia Murphy, Megan Bonafede (2013-2014)
Subject and grade
level
Science Year 1
Time frame and
duration
March- April (8 weeks)
Learner Profile
Inquirer, Thinker, Reflective, Open-Minded
Stage 1: Integrate significant concept, area of interaction and unit question
Trans disciplinary Theme/Global
Context
Global contexts provide shared
starting points for inquiry into what
it means to be internationally
minded. Intercultural
understanding and global
engagement through these
contexts build on the powerful
themes of global significance that
structure teaching and learning in
the PYP.
Who we are/ Identities and
Relationships
Weather and climate are influenced
by interactions involving sunlight, the
ocean, the atmosphere, ice,
landforms, and living things. These
interactions vary with latitude, altitude,
and local and regional geography, all
of which can affect oceanic and
atmospheric flow patterns. Because
these patterns are so complex,
weather can only be predicted
probabilistically. The ocean exerts a
major influence on weather and
climate by absorbing energy from the
sun, releasing it over time, and
globally redistributing it through ocean
currents.
Significant concept(s)
What are the big ideas? What do
we want our students to retain for
years into the future?
Causes and Effects of Weather to
our environment
Weather follows a pattern
Weather is the combination of
multiple factors
MYP unit question
How do patterns impact life?
Assessment
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show
what they have understood?
Science Investigation
Which specific MYP objectives will be addressed during this unit?
B: Communication in science
• use scientific language correctly
• use appropriate communication modes such as verbal (oral, written), visual
(graphic, symbolic) and communication formats (laboratory reports, essays,
presentations) to effectively communicate theories, ideas and findings in science
• acknowledge the work of others and the sources of information used by
appropriately documenting them using a recognized referencing system.
C: Knowledge and understanding of science
-with guidance, recall scientific knowledge and use of scientific understanding to
construct scientific explanations, consistent with the level of complexity of the units of
work covered
-apply scientific knowledge and understanding to solve problems in familiar and, with
guidance in unfamiliar situations, consistent with the level of complexity of the units
of work covered
-Analyze scientific information by identifying components, relationships and patterns
and with guidance, make comments on the validity and quality of the information
Which MYP assessment criteria will be used?
Criterion B: Communication in science
Criterion C: Knowledge and understanding of science
Stage 2: Backward planning: from the assessment to the learning activities through inquiry
Content
What knowledge and/or skills (from the course overview) are going to be used to
enable the student to respond to the unit question?
What (if any) state, provincial, district, or local standards/skills are to be addressed?
How can they be unpacked to develop the significant concept(s) for stage 1?
NYS Science Standards:
2.2i Weather describes the conditions of the atmosphere at a given location for a short
period of time.
2.2j Climate is the characteristic weather that prevails from season to season and year
to year.
2.2k The uneven heating of EarthÕs surface is the cause of weather.
2.2l Air masses form when air remains nearly stationary over a large section of EarthÕs
surface and takes on the conditions of temperature and humidity from that location.
Weather conditions at a location are determined primarily by temperature, humidity,
and pressure of air masses over that location.
2.2m Most local weather condition changes are caused by movement of air masses.
2.2n The movement of air masses is determined by prevailing winds and upper air currents.
2.2o Fronts are boundaries between air masses. Precipitation is likely to occur at these
boundaries.
2.2p High-pressure systems generally bring fair weather. Low-pressure systems usually
bring cloudy, unstable conditions. The general movement of highs and lows is from west to
east across the United States.
2.2q Hazardous weather conditions include thunderstorms, tornadoes, hurricanes, ice
storms, and blizzards. Humans can prepare for and respond to these conditions if given
sufficient warning.
2.2r Substances enter the atmosphere naturally and from human activity. Some of these
substances include dust from volcanic eruptions and greenhouse gases such as carbon
dioxide, methane, and water vapor. These substances can affect weather, climate, and
living things.
Next Generations Science Standards (NGSS)
Students who demonstrate understanding can:
MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions
of air masses results in changes in weather conditions.
MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the
Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in
global temperatures over the past century.
Next Generation Science Standards Core Ideas
ESS2.C: The Roles of Water in Earth’s Surface Processes
The complex patterns of the changes and the movement of water in the atmosphere,
determined by winds, landforms, and ocean temperatures and currents, are major
determinants of local weather patterns. (MS-ESS2-5)
Variations in density due to variations in temperature and salinity drive a global pattern of
interconnected ocean currents. (MS-ESS2-6) ESS2.D: Weather and Climate
Weather and climate are influenced by interactions involving sunlight, the ocean, the
atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude,
and local and regional geography, all of which can affect oceanic and atmospheric flow
patterns. (MS-ESS2-6)
Because these patterns are so complex, weather can only be predicted probabilistically. (MSESS2-5)
The ocean exerts a major influence on weather and climate by absorbing energy from the sun,
releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6)
ESS3.D: Global Climate Change
Human activities, such as the release of greenhouse gases from burning fossil fuels, are major
factors in the current rise in Earth’s mean surface temperature (global warming). Reducing
the level of climate change and reducing human vulnerability to whatever climate changes do
occur depend on the understanding of climate science, engineering capabilities, and other
kinds of knowledge, such as understanding of human behavior and on applying that
knowledge wisely in decisions and activities. (MS-ESS3-5)
How does the atmosphere impact Earth?
• The student will label the atmosphere on a sketch.
• The student will describe the atmosphere’s composition.
How can we explain the relationships between altitude and air pressure?
•The student will explain the inverse relationship between altitude and air pressure.
How does the atmosphere, hydrosphere and lithosphere interact, evolve,
change?
• The student will label the parts of the water cycle given a drawing.
How does weather affect our community, world? How do geographic features
affect weather? How are climate and weather different?
• The student will look at different climates and compare them to our climate.
• Students will recognize fossils can be used to study past climates and
environments.
How do temperature, air pressure, and the amounts of water vapor in the air
contribute to weather? How is the sun’s energy useful on Earth?
How do air masses impact weather?
How are air masses and prevailing winds connected?
Why is precipitation more likely to occur at the boundary between two air
masses?
How can humans prepare for hazardous weather?
How has technological advances improved weather prediction?
How has human activity and industrialization impacted the atmosphere,
weather and climate?
How can we reduce pollution?
Vocabulary
Air Masses
Location
Atmosphere
Low-Pressure Systems
Blizzards
Methane
Carbon Dioxide
Precipitation
Climate
Stationary
Conditions
Substances
Hazardous
Sufficient
High-Pressure Systems
Thunderstorms
Humidity
Tornadoes
Hurricanes
Unstable
Ice Storms
Water Vapor
Approaches to learning
How will this unit contribute to the overall development of subject-specific and
general approaches to learning skills?
Communication
-collaborating in inquiry based groups
Reflection
-reflection on areas of perceived limitation; self-awareness
Thinking
-using the inquiry cycle to address unit question
-Logical progression of arguments
Information Literacy
Accessing information:
-researching from a variety of sources using a range of technologies
-identifying primary and secondary sources
Selecting and or organizing information:
-identifying points of view, bias, and weaknesses
-making connections between a variety of resources
Referencing:
-use of citing, footnotes, and referencing of sources
-respecting the concept of intellectual property rights
Learning experiences
Teaching strategies
How will students know what is
expected of them? Will they see
examples, rubrics, templates?
How will we use formative assessment to
give students feedback during the unit?
How will students acquire the
knowledge and practise the skills
required? How will they practise
applying these?
Do the students have enough prior
knowledge? How will we know?
General Skills: Students will follow
safety procedures, use appropriate
units for measured or calculated
values, recognize and analyze
patterns/trends, classify objects
according to and established scheme,
develop dichotomous key, sequence
events, identify cause-and-effect
relationships, and interpret results.
What different teaching methodologies will
we employ?
How are we differentiating teaching and
learning for all? How have we made
provision for those learning in a language
other than their mother tongue? How have
we considered those with special
educational needs?
Formative Assessments
-Quick writes
-Create graph to show composition of
atmosphere
Teaching Methods
-Use of graphic organizers
-Short answer responses
-Cornell Notes
-Philosophical Chairs
General Skills: Safely and accurately -Socratic Seminars
use the following measuring tools:
metric ruler, balance, stopwatch,
graduated cylinder, thermometer,
spring scale, and voltmeter.
-Observe that the atmosphere is a
relatively thin layer that surrounds the
Earth
-Study charts that describe the
composition of the different layers of
the atmosphere. Most weather occurs
in the lowest layer of the atmosphere
- Construct a classroom model of the
water cycle and discuss sources of
pollution in the water cycle.
-Analyze weather reports
How does Lake Ontario influence our
weather in Rochester?
Why are climates different?
-Compare and contrast climates to
ours based on temperature and
precipitation data. (biomes)
- investigate different climates
recognize patterns and trends in
connection with latitude/longitude
coordinates and seasonal changes.
- make connections between
latitude/longitude coordinates to
weather conditions and location,
recognizing patterns (biomes)
-Measure weather variables such as
wind speed and direction, relative
humidity, and barometric pressure.
-Using a map of the U.S. identify and
trace several air masses to predict
the temperature and moisture
characteristics
-Predict the characteristics of an air
mass based on the origin of the air
mass.
-Use newspaper weather maps to
track wind patterns and system
movements.
-Use local maps and computer maps
to show the different types of fronts.
-Draw and label the different types of
fronts; label the types of fronts on
several weather maps.
-Watch different weather scenarios
and make predictions.
-Examine emergency preparedness
plans and how they differ according to
locality.
-WICOR Strategies
-Other AVID Science specific strategies
Differentiated Teaching
-Pre-teaching vocabulary
-Graphic organizers
-Use of small group read alouds
-Guided notes
-Scaffolded questions
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be
used to facilitate students’ experiences during the unit?
-weatherunderground.com
-weatherchannel.com
-newspapers
-maps
-Encarta CD
-AVID Write Path Science Guide
-Prentice Hall Series
Ongoing reflections and evaluation
In keeping an ongoing record, consider the following questions. There are
further stimulus questions at the end of the “Planning for teaching and
learning” section of MYP: From principles into practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in
any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What
opportunities were there for student-initiated action?
Possible connections
How successful was the collaboration with other teachers within my subject group
and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration
with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives
identified for this unit? How did I make sure students were invited to achieve at all
levels of the criteria descriptors?
Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?
Figure 12
MYP unit planner