Science Curriculum Map
Grade Level: 6
Title: Earth’s Atmosphere and Weather
Time Frame: 7 weeks
Enduring Understanding: Understand how the relationship between the Earth’s atmosphere and Earth’s weather and climatic
conditions are important in order for survival on Earth.
Essential Questions: What are the layers of the atmosphere? (This includes temperature and pressure). What are the processes of the water
cycle? How do clouds form? How do air masses, fronts and pressure systems result in various weather conditions? How to forecast the
weather based on collected data? How is Earth’s surface heated, then collected or absorbed?
Concept
Topic
Standard
6-4:
The student
will
demonstrate
an
understandi
ng of the
relationship
between
Earth’s
atmospheric
properties
and
processes
and its
weather and
climate.
(Earth
Science)
Indicators
Vocabulary
Development
6-4.1 Compare the
composition and
structure of Earth’s
atmospheric layers
(including the gases
and differences in
temperature and
pressure within the
layers).
Troposphere
Stratosphere
Mesosphere
Thermosphere
Exosphere
Assessment
Strategies &
State Guidelines
Category sort
Mobiles
Foldable
Textbook
Groups- research: Wall
poster
Internet articles
Compare and contrast
SC Standards
Warm-ups
Chart/ Notes
Support document
websites
Exit tickets

Atmospheric
pressure
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Resources
Flips- smartboard
Atmospheric
gases
Atmospheric
temperatures
It is essential for students to
know that Earth’s
atmosphere is the layer of
gases that surrounds the
planet and makes conditions
on Earth suitable for living
Instructional Activities/
Extension Activities
Air pressure
It is not
essential for
students to

Compare the
composition and
structure of
Earth’s
atmospheric
Detect similarities
and differences
between the layers
(including the
gases and
300 South Catawba Street, Lancaster SC 29720
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Elevator to Space: Weather
and water Kit CD. Aimee
Freshour- ILM
Create foldable, Venn
United Streaming
Weather and Water
FOSS kit
Science Curriculum Map
know the exact
distance between
each layer or the
temperatures of
the layers. The

chemistry of the
different gas
particles (such as
H2 is an element, 
and CO2 is a
compound) is not
expected at this

grade level.
They do not need
to compare the
properties of
pure air with air
containing
particulate matter
and unnatural
gases, polluted
air.
things.
6-4.2 Summarize the
interrelationships
among the dynamic
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Water Cycle
differences in
temperatures and
pressure within
the layers).
Identify common
gases or the layer
where weather
occurs
Recall where the
ozone layer is
located
Classify by
sequencing the
layers.
Create a wheel
Precipitation
300 South Catawba Street, Lancaster SC 29720
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diagrams, classify
composition and
structure using strips
I use the foldable on page
311 in the textbook for the
layers of the atmosphere. I
ask that they put the altitude,
temperature, a couple of
facts and objects found in
that layer along with some
sort of illustration.
Sandra Macy
Buford Middle School
Create a board Game
Textbook
Narrative Writing: “A
SC Standards
Science Curriculum Map
processes of the water
cycle (including
precipitation,
evaporation,
transpiration,
condensation, surfacewater flow, and
groundwater flow).
Evaporation/
Transpiration
Drop in the Water Cycle”
Guided Notes
Jig Saw
Condensation
Weather and Water kit Graphic Organizer: Cycle
FOSS weather kit
Run-off
Warm-ups
Smartboard: Jeopardy
Exit tickets
Guided Notes

Evaporation with web bulb
thermometer, condensation
demo with ice
Groundwater
flow.

It is not
essential for
students to
know what
happens to the
individual water
particles as they
change from one
state of matter to
another.

106757809 3/7/2016
/Support document
websites
United Streaming
Surface-water
flow
It is essential for students to
know that water is always
moving between the
atmosphere (troposphere) and
surface of Earth. Each
components of the water cycle
process has certain conditions
under which each form of
precipitation develops:
Board Game
Summarize the
interrelationships
among the
processes of the
water cycle
Generalize major
points about the
parts of the water
cycle (including
precipitation,
evaporation,
transpiration,
condensation,
surface-water
flow, and
groundwater
flow).
Identify parts of
the water cycle;
compare one part
of the water cycle
with another
300 South Catawba Street, Lancaster SC 29720
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Diagrams, Water Cycle
Song, Streamline Video,
Smartboard Activities,
Foss Kit Investigation
lesson.
http://www.fergusonf
oundation.org/hbf/wat
ercycle/index.shtml
water cycle puzzle,
water cycle on the
move, and water cycle
stages (interactive)
Erlinda Broughton –
South
http://www.sweetwater.
org/index.aspx?page=2
12 water cycle. ( Will
load if using Internet
Explorer but will not
load if using Mozilla. I
have spoken via email
to them about this
problem. Not sure if
they will fix it for those
who use Mozilla)
Erlinda Broughton –
South
Here is the website for
the "Hippy Drippy"
water cycle song:
http://msnucleus.org/m
Science Curriculum Map

6-4.3 Classify shapes and
types of clouds
according to elevation
and their associated
weather conditions and
patterns.
It is essential for students to
know that clouds that form
from the condensation of water
vapor are classified by a basic
shape and associated weather
conditions and patterns.
Clouds can be classified in
three major groups:
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Cumulus
Cirrus
Stratus
Suffix - Nimbus
Cumulonimbus
Nimbostratus
Prefix - alto
Fog.
embership/storybooks/D
rippyHippie.html
Illustrate parts of
the water cycle
using words,
drawings,
diagrams, or
symbols.
Shree Crawley, Rucker
Identify Photos
Cloud Booklet
Textbook
Shadow of Clouds
Read Alouds: Weather,
Little Cloud
SC Standards
“Stack Them Up”
Weather.com
Video Download
Warm-ups
Exit tickets
Cloud sketches: Outside
Observation, ID/Discuss
Support document
websites
United Streaming
Cloud in a Bottle

It is not
essential for
students to
know the details
of cloud
formation,
condensation
nuclei and dew
point. Knowing
the numerous


Classify shapes
and types of
clouds according
to elevation and
their associated
weather conditions
and patterns
Determine the
cloud category
based on the
description
Recognize a cloud
type based on a
description
300 South Catawba Street, Lancaster SC 29720
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Guided Notes
Direct observations, Foss
Kit Investigation lesson,
create poems, educational
games, Cloud finder wheel,
Cloud elevation visual,
cloud booklet.
Here is the website for
the cloud finder:
http://teacher.scholastic
.com/lessonrepro/reprod
ucibles/profbooks/cloud
key.pdf
Shree Crawley, Rucker
Science Curriculum Map
combinations of

cloud names is
also not essential.

6-4.4 Summarize the
relationship of the
movement of air
masses, high and low
pressure systems, and
frontal boundaries to
storms (including
thunderstorms,
hurricanes, and
tornadoes) and other
weather conditions.
It is essential for students to
know that the interactions
between air masses, fronts,
and pressure systems result in
various weather conditions.
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Illustrate cloud
shapes or types
through pictures
or words
Compare weather
conditions
associated with
cloud types
Air masses
Smartboard Match
Symbol ID
Newspapers
Fronts
Written
US Maps: Change the
Scenario
6th Grade Textbook
Warm front
Cold front
Stationary front
Occluded front
Category flips
SC Standards
Tic- Tac-Notes
Picture ID
Google Animations
Smartboard Animations
Warm-ups
High/Low
Pressure Systems
Storms
Thunderstorm
Tornado
Hurricane
Exit tickets

It is not
essential for
students to
know the specific
names of all the
air masses. The

Summarize the
relationships of
the movement of
air masses, high
and low pressure
systems, and
frontal boundaries
to storms and
other weather
conditions
Generalize the
300 South Catawba Street, Lancaster SC 29720
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Smartboard Favorites
Demo: Warm/Cold Water
Collide
Observe- What do you
See?
Guided Notes
Science kit investigation
lesson, fronts song,
Weather Tracker, Weather
Map Reading, Centers
Storm Stories
National Geographic
Support document
websites
United Streaming
The front song is include
in the air mass and
fronts powerpoint and it
goes to the tune of the
Science Curriculum Map
specifics of the
formation of
severe lowpressure storms,
for example,
tornadoes and
hurricanes, are
not necessary.



6-4.5 Use appropriate
Anemometer
instruments and tools to
collect weather data
Wind vane
(including wind speed
and direction, air
Thermometer
temperature, humidity,
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"The Ants Go
Marching". The website
for the tune is:
http://kids.niehs.nih.gov
/lyrics/antsgo.htm
major points about
these factors in
their relationship
to storms
(including
thunderstorms,
hurricanes, and
tornadoes)
weather conditions
Interpret a
diagram or
description of a
front
Compare the
weather conditions
resulting high
pressure and low
pressure systems
Predict the
weather
condition(s) along
fronts or within air
masses.
Water and Weather
Kit
Shree Crawley, Rucker
Inside, outside, paper
Instruments
Value of a line
6th Grade Textbook
Smartboard instruments
Science Explorations
Instrument use
300 South Catawba Street, Lancaster SC 29720
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Science Curriculum Map
and air pressure).
Sling
Psychrometer
Written
Use- Read- Record
(Instrument Use)
Warm-ups
It is essential for students to
know that in order to
understand the conditions in
weather systems and be able to
make weather forecasts as
precise as possible, weather
data must be accurately
collected.
NOTE TO TEACHER:
Students must be able to use
(not make) and accurately
measure using the following
instruments:
Relative
humidity
Barometer
Guided Notes
Support document
websites
Tickets

Rain gauge

It is not
essential for
students to make
any of these
instruments; they
need to use them
to collect
weather data
accurately.

Students do not
need to know
how to use a
hygrometer.


106757809 3/7/2016
Smartboard
Use appropriate
instruments and
tools to collect
weather data
Apply a procedure
to the tool that
would be needed
to measure wind
speed, wind
direction, air
temperature,
humidity, and air
pressure
Identify weather
instruments that
measure certain
weather conditions
Interpret the
reading on the
instrument for
accurate data
Interpret the
scale on weather
instruments.
300 South Catawba Street, Lancaster SC 29720
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FOSS kit: Weather tools,
collect data daily using
tools for time period
Be sure to include
barometer and sling
psychrometer (Indicator 61.1)
Science kit investigation
lesson, direct observations,
Gizmo,
Centers,
Weather Tracker
United Streaming
Science Curriculum Map
6-4.6 Predict weather
conditions and patterns
based on weather data
collected from direct
observations and
measurements, weather
maps, satellites, and
radar.
Direct
Observations and
Measurements
Meteorologists
Weather maps
Isobars
It is essential for students to
know weather conditions and
patterns can be predicted based
on weather data collected from
various sources.
Isotherms
Read a Map
Internet Weather
Readings
Local News (TV)
SC Standards
Symbol Reading
6th Grade Textbook
Various Maps (Current)
Science Explorations
Guided Notes
Support document
websites
Written
Match Them Up
Predict the Scenario
Warm-ups
Exit tickets
Match Them Up
Station models
Satellites
Given data, create a
weather forecast
report to show
understanding
Radar

It is not
essential for
students to
know how to
draw weather
maps or isobar or
isotherm lines.
Students do not
need to identify

other information
found on a
station model
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Local and Other City
Newspaper Collections
Predict weather
conditions and
patterns based on
weather data
collected from
direct observations
and
measurements,
weather maps,
satellites, and
radar
Take the
presented material
from direct
observations and
300 South Catawba Street, Lancaster SC 29720
-8-
United Streaming
Science Kit investigation
lesson, direct observations,
Weather Tracker, Center
Science Curriculum Map
such as the types
of clouds, dew
point, types of
precipitation
(other than snow
or rain), or
change in
barometric
pressure.
6-4.7 Explain how solar
energy affects Earth’s
atmosphere and surface
(land and water).
It is essential for students to
know that the driving energy
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Greenhouse
effect.
measurements,
from weather
maps, satellite
images, and radar
and use that
information to
show what might
happen to local or
national weather
conditions
 Interpret a
weather map,
station model, or
hurricane tracking
map
 Compare a series
of weather maps
to show patterns
or weather system
movement
 Identify weather
symbols
commonly found
on weather maps.
Scenario Lab
Water and Weather Kit
Written
Solar Energy Kit
Pictures to words
Outside Data Collection:
Compare/Contrast
Picture Talk: 6th
Grade Textbook
Solar Energy Kit
It is not
essential for
Demo: Solar Oven
300 South Catawba Street, Lancaster SC 29720
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Water and Weather
Kit
Science Curriculum Map
source for heating of Earth and
circulation in Earth’s
atmosphere comes from the
Sun and is known as solar
energy.
Some of the Sun’s energy
coming through Earth’s
atmosphere is reflected or
absorbed by gases and/or
clouds in the atmosphere.
students to
know the
electromagnetic
spectrum as part
of solar (radiant)
energy. Students
do not have to
explain the
greenhouse effect
in its negative
terms based on
excess
greenhouse gases
in the
atmosphere.
Warm-ups
Guided Notes
Exit tickets
Science Kit investigation
lesson
United Streaming
Category sort.
Foldable
Textbook
Mobiles
Groups- research: Wall
Internet articles




6-4.8 Explain how
convection affects
weather patterns and
climate.
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Convection
current
Support document
websites
Explain how solar
energy affects
Earth’s
atmosphere and
surface (land and
water)
Construct a
cause-and-effect
model of solar
energy’s impact
on Earth’s
atmosphere and on
the land and water
surfaces
Summarize the
process known as
the greenhouse
effect
Identify factors in
the atmosphere
that would either
reflect or absorb
solar energy.
Tropical region
300 South Catawba Street, Lancaster SC 29720
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Science Curriculum Map
Written (multiple
Temperate region choice)
It is essential for students to
know that because warm air
near Earth’s surface rises and
then cools as it goes up, a
convection current is set up in
the atmosphere. There are
three atmospheric convection
areas in the northern
hemisphere and three in the
southern hemisphere.
Polar region
Compare and contrast
Global wind
belts
Warm-ups
SC Standards
Flips- smartboard
Support document
websites
Chart/ Notes
United Streaming
Elevator to Space
Exit tickets
Land and sea
breezes
Surface currents
Climate zones
NOTE TO
TEACHER:
Students will
focus their
understanding on
the northern
hemisphere
convection
regions, or cells:
It is not essential for
students to locate,
classify, or identify
the characteristics of
various global climate
regions. This
indicator is not a
complete study on the
conditions related to
climate. Climate is
only related as an
effect of global
convection.

It is not
essential for
students to
locate, classify,
or identify the
106757809 3/7/2016
poster

Explain how
convection affects
weather patterns
and climate
Construct a
cause-and-effect
model of
300 South Catawba Street, Lancaster SC 29720
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Create foldable, Venn
diagrams, classify
composition and
structure using strips.
Weather and Water
FOSS kit
Science Curriculum Map
characteristics of
various global
climate regions.
This indicator is
not a complete
study on the
conditions
related to
climate. Climate
is only related as
an effect of
global
convection.



6-4.9 Explain the influence
Coriolis effect
of global winds and the
jet stream on weather
Global winds
and climatic conditions. Trade winds
Westerly winds
Polar winds
convection’s
impact on Earth’s
convection
regions, global
winds, ocean
surface currents,
and climate
Interpret
diagrams related
to convection
Compare
convection regions
to the global wind
belts
Identify the
convection regions
or ocean currents
that influence
climate along the
coasts of the
United States
Create a wheel
Create a board Game
Textbook
Board Game
Narrative Writing: “A
Drop in the Water Cycle”
SC Standards
Guided Notes
Jig Saw
Support document
websites
Graphic Organizer: Cycle
United Streaming
Weather and Water kit
Jet stream
It is essential for students to
know that global winds are
106757809 3/7/2016
Warm-ups
FOSS weather and
300 South Catawba Street, Lancaster SC 29720
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Science Curriculum Map
found in each convection
region
Exit tickets
It is not
essential for
students to
explain the cause
of the jet stream
or the global
wind belts. The
effects of
latitude,
topography, and
elevation on
climate patterns
are not included
in this indicator.




106757809 3/7/2016
Smartboard: Jeopardy
Guided Notes
Explain the
influence of global
winds and the jet
stream on Earth’s
weather and
climatic
conditions
Construct a
cause-and-effect
model of how
weather and
climatic
conditions are
moved by global
winds and also
how the jet stream
moves weather
systems in the
Northern
Hemisphere
Interpret
diagrams related
to global winds or
the jet stream
Compare the
movement of
weather systems
between the global
wind belts
300 South Catawba Street, Lancaster SC 29720
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Evaporation with web bulb
thermometer, condensation
demo with ice
Diagrams, Water Cycle
Song, Streamline Video,
Smartboard Activities,
Foss Kit Investigation
lesson.
water kit
Science Curriculum Map


106757809 3/7/2016
Identify the wind
belts and their
prevailing wind
directions
Recall the curving
of global winds as
the Coriolis effect
300 South Catawba Street, Lancaster SC 29720
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