Standards -Target-Assessment Planner for Meteorology & Natural Disasters, 9 Week Course
Author: Rebecca Steinke
Next Generation Science
Standards
ESS.2C--How do the properties
and movements of water shape
Earth's surface and affect its
systems?
Long-Term Learning Targets
 Short Term Learning Targets
I can use meteorological data to form conclusions and make predictions about
weather patterns and extreme weather events.
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I can explain how the environment creates and influences weather patterns.
ESS.2D--What regulates weather
and climate?
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I can collect meteorological data on temperature, humidity, air pressure, dew
point to draw conclusions on current and future weather conditions.
ESS.3B--How do natural
disasters affect individuals and
societies?
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I can explain how extreme weather events are created and how these events
have shaped human evolution and lead to advances in technology. (Tornado,
Hurricane, Thunder and Lightning, Blizzards, Floods, Drought)
I can plan and carry out an investigation to explore the environmental conditions
ESS.3D--How do people model
and predict the effects of human that lead to natural disasters--such as volcanic eruptions, earthquakes, and tsunami's
and their evolutionary consequences.
activities on Earth's climate?
PS4.A--What are the
characteristic properties and
behaviors of waves?
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I can model the process of plate tectonics and explain how its interactions
lead to the formation of volcanic eruptions, earthquakes and tsunami's.

I can analyze the various factors that lead to a more devastating natural
disaster and how it will impact human life.
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I can analyze how evolution of humans and life on earth have been shaped
by natural disasters events, which may include fires and impact events.
LT #1 Meteorology
I can meteorological data to form conclusions and make predictions about weather patterns and
extreme weather events.
1.1 I can explain how
the environment
creates and influences
weather patterns.
1.2 I can collect meteorological
data on temperature, humidity, air
pressure, dew point to draw
conclusions on current and future
weather conditions.
Highly Proficient
1.3 I can explain how extreme weather events are created
and how these events have shaped human evolution and
lead to advances in technology.
(Tornado, Hurricane, Thunder and Lightning, Blizzards,
Floods, Drought)
METEOROLOGIST
Score 4
Student can demonstrate in-depth inferences, analysis or synthesis—with little to no errors.
LT 1.1
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I can look at a real-time sky and analyze the types of clouds present and make predictions about the current and future weather patterns.
I can analyze meteorological data and determine the correct weather phenomena that would result.
I can model how the ocean absorbs and releases heat daily to contribute to air masses and fronts and how this change in temperature can
increase or decrease the evaporation rate that contributes to global precipitation.
I can develop a model to explain why people living in Eastern Oregon (beyond the Cascade Mountains) can expect to see more snow in
the winter than someone in the Willamette Valley which sees more precipitation.
I can collect multiple sets of data from a school weather station or online regarding temperature, humidity, air pressure and dew point.
I can analyze this data to determine the current and future weather patterns. I can use clouds outside to support my data and cite multiple
pieces of data and information to back up my conclusion. (I can report the weather now and for tomorrow)
I can create a model to show the difference between a F-0 through a F-5 Tornado in terms of meteorological conditions and destruction.
I can create a model to show the difference between a Category 1 through a Category 5 hurricane in terms of meteorological conditions
and destruction.
I can create a model to show the different meteorological conditions necessary to create a thunder storm in Oregon vs. Florida.
I can use a model to explain the various areas globally that are currently in drought or prone to flooding and cite evidence to support my
answer.
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LT 1.2
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LT 1.3
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STORM CHASER
Proficient
Score 3
Student can demonstrate their understanding and apply their knowledge in multiple ways—with some minor errors.
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LT 1.1
LT 1.2
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LT 1.3
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I can create a model showing the relative elevation of the major types of clouds--indicating their composition, elevation and ability to
produce precipitation.
I can explain how each of the following components of weather is regulated--temperature, humidity, air pressure, and dew point and how
their fluctuations lead to various weather fronts.
I can explain how the ocean contributes both temperature and moisture to the global weather system.
I can explain the rain shadow effect using the Coast and Cascade Ranges in Oregon as an example of the varying differences in climate
between the coastal towns, the Willamette Valley and Eastern Oregon.
I can collect multiple sets of data from a school weather station or online regarding temperature, humidity, air pressure and dew point.
I can analyze this data to determine if the weather is stable or unstable and provide and accurate and meaningful description of the
current weather conditions--using types of clouds present to support your conclusion.
I can explain the factors that create tornados that range from an F-0 to an F-5 and why they can usually be found in a specific
geographical location at a specific time of year.
I can explain the factors that create category 1 through category 5 hurricanes; where and when they are likely to occur.
I can explain the factors that create thunder and lightning storms and explain the difference between a storm in Florida vs. Oregon.
I can explain the global relationship between floods and droughts.
Developing Proficient
WEATHERMAN
Score 2
Student can demonstrate evidence of understanding and comprehension—errors exists but do not impede understanding.
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LT 1.1
LT 1.2
LT 1.3
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I can identify the major categories of clouds in term of the elevation in which they are found (low, medium, high).
I can identify how each of the following contributes to or is a predictor of a weather system/front--temperature, humidity, air pressure,
and dew point.
I can identify the role the ocean plays in the movement of large air masses.
I can identify the role the rain shadow effect has on the distribution of rainfall over land.
I can collect multiple sets of data from a school weather station or online regarding temperature, humidity, air pressure and dew point.
I can superficially analyze this data to determine if it is stable or unstable and provide an accurate--yet superficial description of the
current weather conditions.
I can identify the types of clouds, air masses and conditions necessary to create a tornado.
I can identify the types of clouds, air masses and conditions necessary to create a hurricane.
I can identify the types of clouds, air masses and conditions necessary to create a thunder and lightning storm.
I can identify the environmental conditions that lead to extreme weather events such as drought and floods.
Beginning Proficient Score 1
Student can demonstrate a partial understanding of
some of the knowledge—however major errors or
misconceptions exist.
Not Proficient Score 0
Lack or insufficient evidence to determine proficiency.
LT #2 Natural Disasters
I can plan and carry out an investigation to explore the environmental conditions that lead to
natural disasters--such as volcanic eruptions, earthquakes, and tsunami's and their evolutionary
consequences.
2.1 I can model the process of plate
tectonics and explain how its
interactions lead to the formation of
volcanic eruptions, earthquakes and
tsunami's.
Highly Proficient
2.2 I can analyze the various factors
that lead to a more devastating natural
disaster event and how it will impact
human life.
2.3 I can analyze how the evolution
of humans and life on earth has been
shaped by Natural Disaster Events,
which may include fires and impact
events.
METEOROLOGIST
Score 4
Student can demonstrate in-depth inferences, analysis or synthesis—with little to no errors.
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LT 2.1
LT 2.2
LT 2.3
I can diagram or model how a volcanic eruption, earthquake and tsunami can be created as a result from a divergent, convergent and
transform boundaries.
I can diagram or model the major types of volcanic eruptions that occur globally.
I can diagram or model the different types of earthquakes that occur globally.
I can diagram or model the different ways in which a tsunami can be generated.
I can use scientific data and measurements to determine the relative strength of a volcanic eruptions and its implications for life.
I can use scientific data and measurements to determine the relative strength of an earthquake and its implications for life.
I can use scientific data and measurements to determine the relative strength of a tsunami and its implications for life.
I can use a model to explain how natural disasters can randomly bottleneck a population or lead to an extinction event in which
speciation and evolution can occur--specifically how human evolution occurred.
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STORM CHASER
Proficient
Score 3
Student can demonstrate their understanding and apply their knowledge in multiple ways—with some minor errors.
LT 2.1
LT 2.2
LT 2.3
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I can explain the origin and likelihood of specific natural disasters that occur at divergent, convergent and transform boundaries.
I can compare and contrast the major types of volcanic eruptions.
I can compare and contrast the different types of earthquakes.
I can compare and contrast the different sources of tsunamis.
I can explain how volcanic eruptions can bring both positive and destructive change to the environment.
I can explain how earthquakes can bring both positive and destructive change to the environment.
I can explain how the source, distance and strength of a Tsunami will determine its destructive force (properties of waves).
I can compare and contrast how different changes in the environment can lead to change in life.
I can cite specific extinction events and explain how life changed as a result.
I can cite how specific natural disasters have shaped the history of human evolution.
Developing Proficient
WEATHERMAN
Score 2
Student can demonstrate evidence of understanding and comprehension—errors exists but do not impede understanding.
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LT 2.1
LT 2.2
LT 2.3
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I can identify the three most common plate tectonic interactions that can lead to natural disasters--divergent, convergent and transform
boundaries.
I can identify the major types of volcano eruptions.
I can identify the different types of earthquakes.
I can identify the different sources of tsunamis.
I can identify the major types of volcanic eruptions and the environmental and biological effects.
I can identify the different type of earthquakes and the environmental and biological effects.
I can identify the different sources of Tsunami's and the environmental and biological effects.
I can explain the theory of evolution and how changes in the environment lead to change in life.
I can explain why the diversity of life owes its existence to extinction events.
I can explain how specific natural disasters have shaped the history of human evolution.
Beginning Proficient Score 1
Student can demonstrate a partial understanding of
some of the knowledge—however major errors or
misconceptions exist.
Not Proficient Score 0
Lack or insufficient evidence to determine proficiency.