6 Weeks
6th Grade Science Scales – Unit 3: Weather
2013-2014
Reporting Cluster: Atmospheric influence on Weather and Climate
Topic
The Water Cycle
4
3
Proficient
2
Knowledge:
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was
taught.
Students demonstrate they have developed an understanding of:

how water, which covers the majority of the earth’s surface, circulates through the crust, oceans, and atmosphere
in what is known as the water cycle

how water evaporates from the earth’s surface, rises and cools as it rises to higher elevations, condenses as rain or
snow, and falls to the surface where it collects in lakes, oceans, soil and in soil and rocks underground

how the transfer of energy from the Sun is responsible for the water cycle
Students will recognize or recall :
Specific vocabulary such as:
evaporation, condensation, runoff, precipitation, radiation, transpiration, sun
Basic knowledge such as:
 clouds are formed by water condensation in the atmosphere
 precipitation can take the form of rain, snow, sleet or hail depending on temperature and atmospheric conditions
 water is continually progressing through the water cycle
 The sun is the driving force of the water cycle
http://science.dmschools.org
Assessments:
6 Weeks
6th Grade Science Scales – Unit 3: Weather
2013-2014
Reporting Cluster: Atmospheric influence on Weather and Climate
Topic
Earth’s
Atmosphere
and Global
Climate Change
4
3
Proficient
Knowledge:
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was
taught.
Students demonstrate they have developed an understanding of:







the atmosphere has different properties at different elevations
how global patterns of atmospheric movement influence local weather
oceans as an influence on climate due to water in the oceans holding a large amount of heat
how clouds, formed by the condensation of water vapor, affect weather and climate
the Sun as the driving force for all weather
collisions between air masses create severe weather
the effect of human behaviors on the levels of greenhouse gasses in the atmosphere
Students demonstrate they have the ability to:
 make a prediction of an area’s weather based on air pressure and movement
2
Students will recognize or recall :
Specific vocabulary such as:
atmosphere, troposphere, stratosphere, mesosphere, thermosphere, ozone, wind, jet stream, air pressure, convection,
conduction, radiation, altitude, nitrogen, oxygen, carbon dioxide, Coriolis effect, weather, climate
Basic knowledge such as:
 air is made of a mixture of nitrogen, oxygen and other trace gasses
 differences in air pressure create wind
 the types of clouds
 oceans affect climate
 the Sun provides all energy in the atmosphere for weather and climate
http://science.dmschools.org
Assessments:
6 Weeks
6th Grade Science Scales – Unit 3: Weather
2013-2014
Suggested Instructional Resources
Learner Objectives
Topic
Textbook Resources
Labs
PBL Ideas
(projects)
Web Resources – websites or
resources on
http://science.dmschools.org

I can identify the sun as the
driving force for weather.

I can summarize the steps of
the water cycle.

I can explain the difference
between weather and climate.

I can describe the composition
of Earth’s atmosphere.

I can differentiate among
convection, conduction and
radiation.

I can explain the relationships
between human activities and
global climate change

I can predict whether air
masses will float or sink based
on their relative densities
and/or temperatures.

I can describe the process that
causes wind.
http://science.dmschools.org
The Water Cycle
Earth’s
Atmosphere
and Global
Climate Change
definedstem.com