Sixth Grade Science Lesson Plans Rucker Boulevard Elementary
2014-2015
Daily Lesson Plan
Subject/Course: Science
Teacher: Shavonne Burrows and Latasha Henderson
Topic: Weather and Climate (Convection Currents in the
Air)
Date: November 10-14, 2014
COS Science Standards:
2. Describe factors that cause changes to Earth’s surface over time.
Examples: earthquakes, volcanoes, weathering, erosion, glacial erosion or scouring,
deposition, water flow, tornadoes, hurricanes, farming and conservation, mining and
reclamation, deforestation and reforestation, waste disposal, global climate changes,
greenhouse gases
Key Terms:
Essential Questions:
Students will be able to brainstorm ways to heat
transfer and movement in the air
Classroom Design
Monday –Friday Materials: Pencils, markers, and Students AMSTI Science Books (Understanding Weather and Climate)
Warm Up: Science
Monday: Teacher and students will discuss lesson outcomes (Compare land and water temperatures at different
times during a 24-hour period)
Tuesday: Teacher and students will discuss lesson outcomes (Investigate the effect of surface temperature on the
temperature of the air above the surface) and (Investigate the effect of surface temperature on the movement
of the air above the surface)
Wednesday: Teacher and students will discuss lesson outcomes (Hypothesize about the transfer of heat from the
earth’s surface to the air above it)
Thursday: Teacher and students will discuss lesson outcomes (Determine the basic conditions under which water
moves through the air)
Friday: Teacher and students will discuss lesson outcomes (Develop working definitions for the words “stable air
mass” and “unstable air mass”.
Monday – 4-H Lesson with Kaitlyn Ellis
Tuesday –Teacher and students will review student sheet 3.1b and discuss the following questions: What was the
temperature of Portland Parklands at 2:00p.m.? How does this temperature compare with the temperature of the
Atlantic Ocean near Portland, Main at 2:00p.m.? How do you think the temperature of the earth’s surface affects the
temperature of the air above it? How do you think the temperature of air affects how air moves? Students will discuss
with their partner the following: How might you use a Convection Tube to investigate how the temperature of a surface
affects air temperature, air movement, and the formation of clouds? And be prepared to share their ideas with the
class. Students will enter a new entry into their science notebook: Question: How does the temperature of the earth’s
surface affect the temperature of the air above it? Hypothesis: If ____________ then ________________ because
_____________.
Wednesday – Teacher and students will review previous days lesson. In students SNB, note the procedure (Steps 5-12)
found on page 61-63. Students will read the procedures carefully with their group before they begin the experiment. In
SNB, students will record observations in Table 1 Temperature Changes. In SNB students will complete the following:
What can you conclude after completing the investigation? Discuss your thoughts with your group members and record
your conclusion. Record any new questions that come to your mind.
Thursday – Teacher and students will review previous days lesson. Before Reading Strategy: Quick Write: Write the
word meteorologist at the top of their SNB page. In two minutes, write whatever comes to your mind about this word.
Sixth Grade Science Lesson Plans Rucker Boulevard Elementary
2014-2015
Students will write freely. Students will be prepared to share their ideas with teacher and classmates. Students will
read “What’s the Weather Forecast?” pgs. 68-73 with a partner. At the end of each of the four sections, stop and “say
something” to your partner about the text. Listen as the teacher model this with a volunteer. After reading strategy 32-1. Stack two sheets of paper so the back sheet is one inch lower than the front sheet. Bring the top of both sheets
downward and align the edges so that all of the layers or tabs are the same distance apart. Staple the pages along the
mountain. On each tab student will complete the following: 3 questions you might ask Bob Ryan to find out more about his
career. 2 techniques that Bob Ryan uses to collect data. 1 thing that interests you about meteorology.
Friday- Review all material covered this and complete any unfinished work for the week. Science test on material
covered this week.
Small Group Instruction- Tier II Instruction, Compass Learning, AMSIT PROJECTS, and Stride Academy
Monday Homework: none
Tuesday Homework: none
Wednesday Homework: none
Thursday Homework:
none
Friday Homework: none
Monday – Friday Closing: Students will discuss what he/she has learned today.
Assessment: Teacher Observation and student participation
Technology Integration: Document Camera, Internet, Compass Learning, Stride Academy and Smart Board