Weather
Fifth Grade
Backwards Design of TRACKS
Colorado State Standards
Evaluate evidence that Earth's geosphere, atmosphere, hydrosphere, and biosphere interact as a
complex system.
Concepts and skills students master:
Weather conditions change because of the uneven heating of Earth's surface by the Sun's energy.
Weather changes are measured by differences in temperature, air pressure, wind and water in the
atmosphere and type of precipitation
Evidence Outcomes 21st Century Skill and Readiness Competencies
Students Can:
a.Develop and communicate an evidence-based scientific explanation for changes in weather conditions
(DOK 1-3)
b.Gather, analyze, and interpret data such as temperature, air pressure, wind, and humidity in relation
to daily weather conditions (DOK 1-3)
c.Describe weather conditions based on data collected using a variety of weather tools (DOK 1-2)
d.Use data collection tools and measuring devices to gather, organize, and analyze data such as
temperature, air pressure, wind, and humidity in relation to daily weather conditions (DOK 1-2)
Inquiry Questions:
1.Why does the Sun heat different surfaces at different rates?
2.Why does the weather change from day to day?
Relevance & Application:
1.The Sun's energy helps change daily weather by influencing the water cycle, air movement, and
temperature.
2.Gliders and birds exploit updrafts created by thermals.
3.Deicing airplanes in the winter is sometimes necessary so that they can fly.
4.Weather satellites generate data that measure and monitor changes in weather.
Nature Of:
1.Support explanations of weather using evidence. (DOK 2-3)
2.Understand how weather maps are utilized to predict the weather from day to day. (DOK 1-2)
3.Assess and provide feedback on other student's scientific explanations about weather, pushing for
reasoning based on evidence and scientific principles. (DOK 2-3)
What overarching understandings are desired?
1. The angle of the sunlight (direct versus indirect) striking the surface of the Earth greatly
influence the temperature in any location.
2. Energy from the Sun drives all weather.
3. Seasonal difference on Earth result from differences in the amount of Sun’s energy that hits
Earth’s surface because of the tilt of Earth as it revolves around the sun.
4. The student will be able to compare the climates of coastal and inland areas at similar
latitudes to demonstrate the ocean’s impact on weather and climate.
5. There are several processes that must take place in the water cycle.
6. The composition of ocean water affects the water cycle.
What will students understand as a result of this unit?
1. Students should understand that local weather conditions, such as temperature, wind direction,
and speed, precipitation, cloud cover and air pressure can be measured. The measurements
indicate relationships and predictable patterns.
2. Air temperature decreases as elevation increases.
3. Proximity to large bodies of water influence temperatures on land.
4. Water continuously evaporates from Earth’s surface and condenses in the atmosphere in
repeating pattern known as the water cycle. The water cycle is driven by energy from the Sun.
5. When water evaporates, it changes into gaseous water vapor in the air.
What evidence will show that students understand?
Students will be exposed to a plethora of material in this unit. They will obtain information through
texts, videos, experiments, discussions and projects. The assessment of the students’ progress will be
done throughout the unit and in a variety of ways. Students will read and take notes on the TRACKS text
and turn these in as part of the assessment. In addition, there will be assessments given throughout the
unit. Students are expected to be able to label all components of the water cycle.
Students will conduct various experiments that will show them how weather works. For each
experiment, they will use the Scientific Method and write a report on their findings. In addition, they will
have to keep a log of the weather around them as well as weather in a city in a foreign country. They will
have to track various weather patterns and compare them to years past.
The students will also have to conduct an experiment of their choosing that showcases their knowledge
on how weather works. They can tie in any aspect of weather, including natural disasters. The students
will present their finds to the class.
Student Self-Assessment/Reflections
1. Students will keep a weather journal throughout the unit.
2. Students will self-assess with their experiments. For each of these, students must write a
conclusion/reflection.
3. Students will reflect through the discussions in class.
4. Students will use the class blog to further assess and reflect throughout the unit.
What teachings and learning experiences will equip students to demonstrate the targeted
understandings?
1.The student will describe the effects of the oceans on weather and climate.
2. The student will explain how mountains affect weather and climate.
3. The student will analyze and predict how major landforms and bodies of water affect atmospheric
conditions.
4. The students will conduct experiments and analyze data on weather.