6TH Grade Science
Notebook
2nd Semester 2016
Science: TOC
[on the inside front cover…]
First and Last Name
Science
Period
Date
TABLE OF CONTENTS
Activity Title
pg. #
2/1/16
2/1/16
2/2/16
2/3/16
2/4/16
2/5/16
2/8/16
2/9/16
2/10/16
2/11/16
2/12/16
2/16/16
2/17/16
2/18/16
2/19/16
2/22/16
2/23/16
2/24/16
2/25/16
2/26/16
2/29/16
3/1/16
3/2/16
3/3/16
3/4/16
Science Safety Contract
Intro to Weather and Climate
Weather and Climate
Concept Map
Concept Map Continued
Intro to Storms
Adding to our Model
Vortices
Thunderstorms, Tornadoes, & Hurricanes
T-storms, Tornadoes, & Hurricanes cont.
Storm Intensity Scales
Storm Intensity Scales Cont.
Heating Earth’s Surfaces
Weather and Climate Summative
Graphing Data
The Source of Earth’s Heat
Interpreting and comparing data
Heat Transfer and the Movement of Air
How the Earth was formed
The Atmosphere
Investigating the Temperature of Air
How warm and cool air move
How warm and cool air move lab
Pre- Assessment #2
Challenges of Life
1
2-3
4-5
6-7
8-9
10-11
12-13
14-15
16-17
18-19
20-21
22-23
24-25
26-27
28-29
30-31
32-33
34-35
36-37
38-39
40-41
42-43
44-45
46-47
48-49
A
Science: TOC
Date
3/7/16
3/8/16
3/9/16
3/10/16
3/11/16
B
TABLE OF CONTENTS
Activity Title
Air Masses Reflection
Air Masses Wrapping it up
Convection Currents in the air
Convection Currents in the air lab
Why does the wind blow?
pg. #
50-51
52-53
54-55
56-57
58-59
Date
TABLE OF CONTENTS (New INB)
Activity Title
pg. #
C
Science: TOC
2/1/16
Date
Activity Title
Science Safety Contract
pg. #
TAPE IN: Signed Science Safety Contract
D
1
Science – Feb. 1, 2016
2/1/16
Intro to Weather and Climate
LT: : I can describe the difference between weather and
climate.
Main Idea/?s
Notes
1. Where do
hurricanes form
Do Now: *Take a new notebook from the back counter and and why?
bring it to your desk. You should have a total of 4 table of
contents pages (2 pages front and back) and then start
numbering your pages. Number 1 starts on the right hand
side.
2. Where do
tornados occur
and why?
Success Criteria
B
A
M
E
Missing
major
details
from
MET
Missing
only minor
details from
MET
 Set up new
notebook with TOC,
Glossary, and first
three pages
 Compared and
contrasted weather
and climate
 Reflection
is shared
with elbow
partner and
discussed
REFLECTION (IQIA)
1. Why did you put your stickers where you put
them on your map?
-Hurricanes?
-Tornados?
2 -Other?
3. What weather
patterns could be
included in
“other”? Explain
your thinking.
TAPE IN: World Map 1.2b
Planner: Intro to Weather and Climate
Homework: Signed Safety Contract
Due: Thursday, 2/4/16
3
Science – Feb. 2, 2016
2/2/16
Weather and Climate
LT: : I can make connections between different weather
patterns based on a model of our planet.
Main Idea/?s
Notes
Do Now: *Take a “Pre-Unit Assessment: Where on Earth?”
from the stool in the front and bring it to your desk. You
will have ten minutes to complete this graphic organizer to
the best of your ability. Please do not share your answers
with anyone.
Success Criteria
B
A
M
E
Missing
major
details
from
MET
Missing
only minor
details from
MET
 Make predictions
about all vocabulary
 Make at least 2
connections
between vocabulary
in cog. dictionary
 Reflection
is shared
with elbow
partner and
discussed
REFLECTION (IQIA)
1. Are there any connections you can see between
any of the vocabulary words in your cognitive
dictionary? Explain your thinking.
4
TAPE IN: Cognitive Dictionary
Planner: Weather and Climate
Homework: Signed Safety Contract
Due: Thursday, 2/4/16
5
Science – Feb. 3, 2016
EQ: What is the difference between weather and climate and the role of
water on Earth’s surface?
Concept Map:
2/3/16
Concept Map
LT: I can model connections between different weather
phenomena and their impact on the Earth.
Do Now: What connections did you find between the
words on your cognitive dictionary yesterday? How are
these words related. Give at least 2 examples.
With your group design a concept map that includes
the words from your cognitive dictionary. You may
include more words to help you organize your
thoughts. On the lines write action words that
describe how they are connected. Below is an example
of what your concept map might look like.
Success Criteria
B
A
Missing
major
details
from
MET
Missing
only minor
details
from MET
M
 Make at least 5
connections between
vocabulary in cog.
dictionary
 Draw a concept map
using the words from
your Cog. Dictionary
 Identify the
connections between
words
E
 Reflection
is shared
with
elbow
partner
and
discussed
REFLECTION (IQIA)
1.
6
What is one thing you learned from your
cognitive dictionary? What was one thing that
surprised you? Why?
Planner: Concept Map
Homework: Signed Safety Contract
Due: Thursday, 2/4/16
7
Science – Feb. 4, 2016
2/4/16
Reading pgs. 9-19 in Text Book
Concept Map Continued
LT: I can form an understanding of the complex patterns of
changes and the movement of water in the atmosphere
that determine local weather patterns.
Main Idea/?s
Notes
Do Now: Make a list of interview questions you would like
to ask a scientist to find out how they investigate weather,
climate and catastrophic events.
Success Criteria
B
A
Missing
major
details
from
MET
Missing
only minor
details
from MET
M
 Take at least 10 notes
on the reading
 Draw a concept map
using the words from
your Cog. Dictionary
 Identify the
connections between
words using action
words on the lines
E
 Reflection
is shared
with
elbow
partner
and
discussed
REFLECTION (IQIA)
1.
8
What is one thing you learned from the notes
you took on “How Scientist Study the Earth” and
one thing you learned from “Views from Space”?
Planner: Concept Map Continued
Homework: Signed Safety Contract
Due: TODAY, Thursday, 2/4/16
9
Science – Feb. 5, 2016
2/5/16
Intro to Storms
LT: I will be able to identify patterns to predict weather
events.
Main Idea/?s
Notes
1. Write down your
materials
Do Now: *Open your book to page 13. Read Views from
Space (pgs 13-19) silently. You will have 15 min. When you
2. Follow steps 4 and
finish answer the following question:
5 on pg. 23, and 6How do you think the images in figures 2.1 and 2.2 on pg.
7 on pg. 25 in your
22 were made? How are they alike and how are they
text book. Answer
different?
the corresponding
questions.
Success Criteria
B
A
M
E
Missing
major
details
from
MET
Missing
only minor
details from
MET
 Follow the steps of
the lab
 Make observations
about what you see
in the model
 Clean up
 Reflection
is shared
with elbow
partner and
discussed
REFLECTION (IQIA)
1. Each storm has its unique characteristic
properties and behaviors. What unique
properties and behaviors do hurricanes and
tornados have in common? Explain your
10 thinking.
Planner: Intro to Storms
Homework: Signed Safety Contract
Due: Thursday, 2/4/16 (OVERDUE)
11
Science – Feb. 8, 2016
2/8/16
Adding to Our Model
LT: I will expand my concept map using my cognitive
dictionary, my learning from the vortex lab, my notes, and
the readings from the text.
Main Idea/?s
Notes on Weather and Climate (BrainPop)
Do Now: How does the word “Vortex” relate to the words
in your cognitive dictionary? How could you fit it into your
concept map?
Success Criteria
B
A
M
E
Missing
major
details
from
MET
Missing
only minor
details
from MET
 Add the word “Vortex”
to your concept map
 Add the word “Vortex”
to your glossary
 Add at least 2 new
words from your notes
to your concept map
 Reflection
is shared
with
elbow
partner
and
discussed
REFLECTION (IQIA)
1.
12
Draw a diagram or the Vortex Model from the
top and the side. Make sure you label the glitter
and beads. Where would I find most of the
beads and most of the glitter?
Planner: Adding to Our Model
Homework: none
13
Science – Feb. 9, 2016
2/9/16
VORTICES
Main Idea/?s
LT: I will be able to explain why weather alert and
emergency alert systems are crucial
Notes on Weather and Climate
Read “Tornado
Watch or
Warning” on
Do Now: There is a high pressure system moving over
Tacoma today. What will the weather be like. Explain your pages 24-25 of
your text book.
thinking. (Hint: use your notes from yesterday)
Success Criteria
B
A
M
E
Missing
major
details
from
MET
Missing
only minor
details
from MET
 Add the word “Vortex”
to your glossary
 Add at least 2 new
words from your notes
to your concept map
 Complete the reading
and questions and
discuss with a partner
 Reflection
is shared
with
elbow
partner
and
discussed
REFLECTION (IQIA)
TURN IN EXIT SLIP
1. What is a Vortex? Explain with examples and
labeled drawings (diagrams). Use the article on
pgs. 28-29 of the text and the storm in a bottle
14 lab to help you explain your thinking.
Answer reflection
questions 1-4 on
page 27 of your
text book.
Read “What is a
Vortex?” on
pages 28-29 of
your text book.
Answer
discussion
questions 1-2 on
page 29 of your
text book.
Planner: Vortices
Homework: none
15
Science – Feb. 10, 2016
2/10/16 Thunderstorms, Tornadoes & Hurricanes
LT: I will be able to describe the formation, location, and
properties of each type of storm.
Main Idea/?s
Notes
Do Now: There is a LOW pressure system moving over
Tacoma today. What will the weather be like? Explain your
thinking. (Hint: use your notes!)
Success Criteria
B
A
Missing
major
details
from
MET
Missing
only minor
details
from MET
M
 Complete the reading
and questions and
discuss with a partner
 Complete the
worksheet 2.1
 Add at least 2 new
words and 3 new
connections to your
concept map
E
 Reflection
is shared
with
elbow
partner
and
discussed
REFLECTION (IQIA)
TURN IN EXIT SLIP
1. How do high and low pressure systems create
storms? Explain using your notes. (only 2nd
period did this)
16
Planner: Thunderstorms, Tornadoes, &
Hurricanes
Homework: none
17
Science – Feb. 11, 2016
2/11/16
Thunderstorms, Tornadoes & Hurricanes Cont.
LT: I will be able to describe the formation, location, and
properties of each type of storm and explain how my
thinking has changed from my original prediction.
Main Idea/?s
Notes on Thunderstorms, Tornados, & Hurricanes
(Concept Map #2)
Do Now: *Take a half sheet from the stool and fill it out. Be
honest with yourself and reflect on how you can be
successful this semester.
SC – You got it when…
B
A
M
E
Missing
major
details
from
MET
Missing
only minor
details
from MET
 Use reading strategies
to identify how and
where storms form
 Take at least 10 notes
 Compare this
information to your
original prediction
 Reflection
is shared
with
elbow
partner
and
discussed
REFLECTION (IQIA) – explain your thinking!
How has your thinking changed?
1. Where in the world do hurricanes form?
2. Where in the world do tornadoes form?
3. Where do other weather phenomena happen?
18
TAPE IN: worksheet 2.1 “Thunderstorms,
Tornadoes and Hurricanes”
Planner: Thunderstorms, Tornadoes &
Hurricanes (oh my!) Continued
Homework: none
19
Science – Feb. 12, 2016
2/12/16
Storm intensity scales
Thunderstorm scale:
LT: I will create a scale that measures intensity for
thunderstorms in the spirit of the Fujita scale.
Do Now: *Take a practice test from the stool and take it to
your seat. Use the rubric to get the highest score possible.
You may use your notebook on the test. You will have 10
min.
SC – You got it when…
B
A
M
E
Missing
major
details
from
MET
Missing
only minor
details
from MET
 Scale should include at
least 5 categories,
intensity phrase,
amount of area
covered, temperature,
flashes of lightning per
minute, and damage
done.
 Scale is
shared
with the
class
 Reflection
is shared
with
elbow
partner
REFLECTION (IQIA) – explain your thinking!
1.
20
How would your scale help people who live in
areas where thunderstorms occur? Why are
these scales important for scientists to create?
What do they tell us?
Planner: Storm intensity scales
Homework: none
21
Science – Feb. 16, 2016
2/16/16
Storm Intensity Scales Cont.
LT: I will complete my Thunderstorm scale and explain how
it measures storm intensity
Main Idea/?s
Thunderstorm notes (BrainPop):
Do Now: What is the Fujita scale and why is it important in
terms of weather alerts and/or warnings?
SC – You got it when…
B
A
M
E
Missing
major
details
from
MET
Missing
only minor
details
from MET
 Finish your t-storm
scale - should include
at least 5 categories,
intensity phrase,
amount of area
covered, precipitation,
flashes of lightning per
minute, and damage
done.
 Add one new thing to
your scale from your
notes
 Scale is
shared
with the
class
 Reflection
is shared
with
elbow
partner
REFLECTION (IQIA) – explain your thinking!
1.
22
What might the characteristics of a mild
thunderstorm be? Refer to your scale and
explain your thinking.
Planner: Storm intensity scales cont.
Homework: none
23
Science – Feb. 17, 2016
2/17/16 Heating Earth’s Surfaces
LT: I can observe and record the rates at which equal
volumes of soil and water heat and cool.
Do Now: What is a Weather Front and what kind of
weather would you expect to find there? Why? Explain
your thinking.
SC – You got it when…
B
A
Missing
major
details
from
MET
Missing
only minor
details
from MET
M
 Record materials and
safety tips
 Follow all procedure
steps and record all
data on worksheet
3.1a
 Reflection is shared
with your lab group
Main Idea/?s
Notes (Lab set-up)
Hypothesis:
Variables:
MV:
RV:
CV:
Materials:
E
 Reflection
is shared
with the
class
Safety Tips:
Follow Steps
5-13 on pages
42-43 of your
text and
answer the
questions on
your
worksheet:
REFLECTION (IQIA) – explain your thinking!
1.
24
What do you think the data you collected today
is telling you about the way Earth’s surfaces are
heated and cooled? Explain your thinking.
TAPE IN: Worksheet 3.1a “Testing the Heating
and Cooling Rates of Soil and Water”
Planner: Heating Earth’s Surfaces
Homework: none
25
Science – Feb. 18, 2016
2/18/16 Weather and Climate Summative
LT: I can use my prior learning to compare and contrast
weather and climate.
Main Idea/?s
Additional Notes on Weather and Climate
Do Now: Take a look at your scored assessment and
identify how you might score a meeting or higher. What
could you add to your explanation to improve your score?
SC – You got it when…
B
A
M
E
Missing
major
details
from
MET
Missing
only minor
details
from MET
 Make sure you address
all similarities and
differences between
weather and climate
 Follow all procedure
steps and record all
data on worksheet
3.1a
 Reflection
is shared
with the
class
REFLECTION (IQIA) – explain your thinking!
1.
26
If you are not satisfied with your grade on your
first summative, what will you do to improve
your grade before the two week cut-off? What
resources can you use to help you study?
Planner: Weather and Climate Summative
Homework: none
27
Science – Feb. 19, 2016
2/19/16 Graphing Data
LT: I can graph and analyze the heating and cooling rates of
soil and water.
Do Now: Take a look at your data from Wednesday’s lab.
What patterns do you see? How might you create a better
representation of what happened to the temperature of
the water and the soil?
SC – You got it when…
B
A
M
E
Missing
major
details
from
MET
Missing
only minor
details
from MET
 Complete a line graph
that demonstrates
what happened to the
temperature of the
water and the soil over
time.
 Use 2 different colors
to represent water and
soil on your graph
 Reflection
is shared
with the
class
REFLECTION (IQIA) – explain your thinking!
1.
2.
28
What is your hypothesis about why water and
soil heat up differently?
What did you learn about how water and soil
heat up by looking at your graph?
TAPE IN: Graph Paper (Plotting Soil and
Water Data)
Planner: Graphing Data
Homework: none
29
Science – Feb. 22, 2016
2/22/16 The Source of Earth’s Heat
LT: I can interpret data to compare ocean and land
temperatures and explain what happens to the sun’s
energy when it reaches the earth.
Earth’s Atmosphere (pg. 47)
Diagram:
Do Now: Take out your graph from Friday. Finish plotting
your points for both soil and water over 20 minutes. What
does your graph tell you about how soil and water heat up
and cool down? (you have 10 minutes)
SC – You got it when…
B
A
M
E
Missing
major
details
from
MET
Missing
only minor
details
from MET
 Complete a line graph
 Read the article “the
source of earth’s heat”
 Draw the diagrams on
pgs. 47 and 49
 Discuss and answer the
question at the end of
the article with your
elbow partner
 Reflection
is shared
with the
class
Earth’s Seasons (pg. 49)
Diagram:
REFLECTION (IQIA) – explain your thinking!
Answer the discussion questions on page 49 of your
text book and discuss with your elbow partner.
30
TAPE IN: Article “The Source or Earth’s Heat”
Planner: The Source of Earth’s Heat
Homework: none
31
Science – Feb. 23, 2016
2/23/16 Interpreting and Comparing data
LT: I can interpret data and compare my data to the class
data.
Do Now: Take a look at your graph. What generalizations
can you make about how soil and water heat up and cool
down differently? (use post-it note and stick it on the
board when you are done)
Main Idea/?s
What do you see in the other graphs? What does
this groups’ data tell you?
Group 1:
Soil data shows…
Water data shows…
This data tells me…
Group 2:
Water data shows…
SC – You got it when…
B
A
M
E
Missing
major
details
from
MET
Missing
only minor
details
from MET
 Interpret your graph
data
 Compare your graph to
other graphs
 Explain how the class
data gives us a better
picture of what is
happening
 Reflection
is shared
with the
class
REFLECTION (IQIA) – explain your thinking!
32
Soil data shows…
Answer the do now again on a half sheet of paper.
What do you know now after comparing your data
to class data?
This data tells me…
Group 3:
Soil data shows…
Water data shows…
This data tells me…
Compare your
graph to
other
graphs…
How were they similar?
How were they different?
Why do you think there are differences?
Planner: Interpreting and Comparing Data
Homework: none
33
Science – Feb. 24, 2016
2/24/16 Heat transfer & the movement of Air
LT: I can compare land and water temperature at different
times during a 24 hour period.
Do Now: Take a look at the graph from yesterday. How
does this explain our climate in the Pacific Northwest?
SC – You got it when…
B
A
M
E
Missing
major
details
from
MET
Missing
only minor
details
from MET
 Graph the data points
for Portland parklands
and the Atlantic ocean
 Work with your group
to answer the
questions on 3.1b
worksheet
 Reflection
is shared
with the
class
REFLECTION (IQIA) – explain your thinking!
1.
2.
34
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?
TAPE IN: Worksheet 3.1b “Interpreting a data
table”
Planner: Heat transfer & the movement of air
Homework: none
35
Science – Feb. 25, 2016
2/25/16 Investigating the temperature of the air
LT: I will be able to understand the impact that surface
temperature has on the air above it.
Inquiry 4.1 Lab setup (page 62 of the text)
Diagram:
Do Now: Get your Plicker card and be prepared to choose
an answer for the reflection questions from yesterday. You
may review your answers from yesterday.
SC – You got it when…
B
Missing
major
details from
MET
A
Missing only
minor details
from MET
M
 Make a hypothesis with
reasoning
 Make observations and record
data about my lab
 Demonstrate my new
understanding by answering
questions correctly
REFLECTION (IQIA) – explain your thinking!
1. Get out your Plicker card and answer the Do Now
questions now.
36
TAPE IN: Worksheet 4.1 “Investigating the
temperature of air”
Planner: Investigating the temperature of air
Homework: none
37
Think About It…
1. What does the ice and water represent?
2. Where in real life could you see this happen?
How might this affect weather?
3. How has your thinking changed after making
observations of your model?
Science – Feb. 26, 2016
2/26/16 The Atmosphere
LT: I will be able to describe the atmosphere and its layers.
Main Idea/?s
Notes from “The Atmosphere: a multilayered
blanket of air” on page 50-57 of your text
Do Now: How do you think the atmosphere affects the
temperatures on Earth?
For 2nd period only: How do you think the lab we did
yesterday was representing the atmosphere on Earth?
SC – You got it when…
B
A
Missing
major
details from
MET
Missing only
minor details
from MET
M
 Read the text for understanding
 Discuss with a partner
 Take at least 15 notes
 Draw & label the atmosphere
and its 5 layers, their elevations,
and a description of each
REFLECTION (IQIA) – explain your thinking!
1.
2.
38
Who was Joseph Henry and what was his biggest
achievement? How is that important to people in
2016?
Discussion questions #1-2 on page 57 of your text.
TAPE IN: Diagram of the Earth’s Atmosphere from
page 51 in your text.
Planner: The Atmosphere
Homework: none
39
Science – Feb. 29, 2016
2nd period only
2/29/16 How the Earth was formed
LT: I will be able to describe how the Earth was formed.
Main Idea/?s
Notes from “How the Earth was formed” video
documentary
Do Now: What do you know about how the Earth was
formed? Explain.
SC – You got it when…
B
A
Missing
major
details from
MET
Missing only
minor details
from MET
M
 Watch and listen for
understanding
 Take at least 15 notes
 Write down questions as they
arise (minimum of 3)
 Share Reflection with elbow
partner
REFLECTION (IQIA) – explain your thinking!
1.
2.
3.
4.
40
What do you know now?
What surprised you?
How has your thinking changed?
What do you still wonder about?
Planner: How the Earth was formed
Homework: none
41
Science – Feb. 29, 2016
2/29/16 Investigating the temperature of the air
LT: I will be able to understand the impact that surface
temperature has on the air above it.
Inquiry 4.1 Lab setup (page 62 of the text)
Diagram:
Do Now: Get your Plicker card and be prepared to choose
an answer for the reflection questions from 2/24/16. You
may review your answers from that day.
SC – You got it when…
B
Missing
major
details from
MET
A
Missing only
minor details
from MET
M
 Make a hypothesis with
reasoning
 Make observations and record
data about my lab
 Demonstrate my new
understanding by answering
questions correctly
REFLECTION (IQIA) – explain your thinking!
1. Get out your Plicker card and answer the Do Now
questions now.
40
TAPE IN: Worksheet 4.1 “Investigating the
temperature of air”
Planner: Investigating the temperature of air
Homework: none
41
Science – March 1, 2016
3/1/16
How warm and cool air move - ESS2.C
LT: I will collect data to provide evidence for how the
motions and complex interactions of air masses result in
changes in weather conditions.
Main Idea/?s
Procedure for inquiry 4.2 on pages 64-67
Make a
prediction:
Read step 3
and answer
the question
Do Now: Review the data from yesterday. What
generalizations can you make about the surface
temperature affecting the temperature of the air above it? Write down
SC – You got it when…
B
Missing
major
details from
MET
A
Missing only
minor details
from MET
M
 Make a prediction using prior
knowledge
 Interpret lab procedures and
write them in your own words
(so a 5th grader could follow
your steps).
 Explain the lab to your teacher
steps 4-9 in
YOUR OWN
words. Be
prepared to
share the
steps with
your teacher
REFLECTION (IQIA) – explain your thinking!
1. Why is it necessary for you to understand the
steps in an investigation? Be specific. Give at
least 2 reasons.
42
Planner: How warm and cool air move
Homework: none
43
Science – March 2, 2016
3/2/16
How warm and cool air move Lab
LT: I will diagram the direction warm and cool air move
based on my observations.
Do Now: *Get your notebook from the back and open up
to yesterdays pages. Finish the steps of the lab if you are
not done.
If you are done with the steps: set up your right side for
your diagram.
SC – You got it when…
B
Missing
major
details from
MET
A
Missing only
minor details
from MET
M
 ALL steps of the lab are
followed correctly
 Safety Procedures are followed
 Diagrams show the direction of
air movement based on my
observations of the smoke
REFLECTION (IQIA) – explain your thinking!
1. How does this lab better help us understand
weather? (How does the movement of air affect
weather?)
2. What do you know now? What questions do you
still have?
44
ESS2.C
Main Idea/?s
Results for inquiry 4.2 on pages 64-67
Record your
data:
Draw a
diagram for
the hot water
convection
tube and the
ice water
convection
tube. Use
arrows and
labels to
indicate
which
direction the
air is moving
inside the
tubes.
Planner: How warm and cool air move lab
Homework: none
45
Science – March 3, 2016
3/3/16
Pre-Assessment #2
LT: I will be able to use my notes to predict and diagram
the greenhouse effect.
Do Now: *Pre-Assessment #2
SC – You got it when…
B
A
Missing
major
details from
MET
Missing only
minor details
from MET
M
 Complete the pre-assessment
 Include a labeled drawing to
support your explanation.
REFLECTION (IQIA) – explain your thinking!
1.
2.
46
How do you think the “greenhouse effect” might
affect weather?
How do you think the “greenhouse effect” might
affect Climate?
Planner: Pre-Assessment #2
Homework: none
47
Science – March 4, 2016
3/4/16
Challenges of Life
LT: I will be able to explain how changes in weather or
climate might affect life on earth.
Main Idea/?s
Video Notes
Do Now: What was your favorite thing that happened
today (Career Day)?
SC – You got it when…
B
A
Missing
major
details from
MET
Missing only
minor details
from MET
M
 Watch the video at volume zero
 Take at least 15 notes
 Share reflection with an elbow
partner
REFLECTION (IQIA) – explain your thinking!
1.
What do you know now?
2.
What questions do you still have?
48
Planner: Challenges of Life
Homework: none
49
Science – March 7, 2016
3/7/16
Air Masses Reflection
LT: I will be able to reflect on the movement of warm and
cool air from “How warm and cool air move” lab.
Do Now: What do you think will happen when warm and
cool air meet? Why do you think so? Explain your
thinking.
SC – You got it when…
B
A
Missing
major
details from
MET
Missing only
minor details
from MET
M
 Acquire new definitions and add
them to my glossary
 Read pages 66-73 from the text
book
 Answer refection questions
from the text on page 67.
REFLECTION (IQIA) – explain your thinking!
1.
50
Using what you have learned so far, explain how
the temperature of a surface affects the air above
it. Use your interactive notebook. (The “I” in INB)
How does it affect the temperature? How does it
affect the direction it moves?
Main Idea/?s
Reflection from text on pages 66-73
Answer #1, A-E on
page 67
(reflect back on
your results from
the convection
tube lab)
Read “Air Masses”
on page 66
Define and add to
the Glossary:
Stable Air Mass:
Unstable Air Mass:
Answer #3 on page
67 of the text
2nd Period:
An air mass is takes on the qualities of the
area/surface (humidity, temperature)
A stable air mass is a body of air that is
predictable (same temp & humidity
throughout)
An unstable air mass when two different air
masses collide and create stormy weather
(weather front)
With a partner
read “Extending
your Knowledge”
on pages 68-73.
Planner: Air Masses Reflection
Homework: none
51
Science – March 7, 2016
3/7/16
Air Masses Reflection
LT: I will be able to reflect on the movement of warm and
cool air from “How warm and cool air move” lab.
Do Now: What do you think will happen when warm and
cool air meet? Why do you think so? Explain your
thinking.
SC – You got it when…
B
A
Missing
major
details from
MET
Missing only
minor details
from MET
M
 Acquire new definitions and add
them to my glossary
 Read pages 66-73 from the text
book
 Answer refection questions
from the text on page 67.
REFLECTION (IQIA) – explain your thinking!
1.
50
Using what you have learned so far, explain how
the temperature of a surface affects the air above
it. Use your interactive notebook. (The “I” in INB)
How does it affect the temperature? How does it
affect the direction it moves?
Main Idea/?s
Reflection from text on pages 66-73
Answer #1, A-E on
page 67
(reflect back on
your results from
the convection
tube lab)
Read “Air Masses”
on page 66
Define and add to
the Glossary:
Stable Air Mass:
Unstable Air Mass:
Answer #3 on page
67 of the text
4th and 5th period:
Air Mass: Body of air that with the same
temperature and water content throughout –
can spread out hundreds or thousands of
kilometers
Stable Air mass: the characteristics of the air
are the same throughout
Unstable: When two air masses collide on
that dividing line (Front) you will find
unpredictable weather (storms)
With a partner
read “Extending
your Knowledge”
on pages 68-73.
Planner: Air Masses Reflection
Homework: none
51
Science – March 8, 2016
3/8/16
Air Masses - Wrapping it up
LT: I will be able to reflect on the movement of warm and
cool air and how it affects weather and cloud formation.
Main Idea/?s
Notes (How Clouds form)
Do Now: Take 15 minutes to finish the reading and
answering the questions for yesterday. We will go over
this together shortly.
SC – You got it when…
B
A
Missing
major
details from
MET
Missing only
minor details
from MET
M
 Finish notes and reading from
yesterday
 Draw a diagram explaining how
clouds form
REFLECTION (IQIA) – explain your thinking!
1.
52
How do evaporation and condensation and the
temperature of the air play a part in cloud
formation?
Planner: Air Masses - Wrapping it up
Homework: none
53
Science – March 9, 2016
3/9/16
Convection Currents in the Air
LT: I will set up an investigation that demonstrates what
happens to two air masses when they meet.
Do Now: Explain how clouds form using condensation,
evaporation and temperature in your explanation.
SC – You got it when…
B
A
Missing
major
details from
MET
Missing only
minor details
from MET
M
 Answer the questions at the top
of your lab sheet 5.1a (make a
hypothesis)
 Interpret lab procedures and
write them in your own words
(so a 5th grader could follow
your steps).
 Be able to instruct another
student so they can perform the
lab (demo)
Main Idea/?s
Lab Procedure (pages 77-78)
Make a prediction:
Read step 1 on
page 77 of your
text and answer
the question on
your lab sheet
Write down steps
3-9 in YOUR OWN
words. Be
prepared to share
the steps with the
class
REFLECTION (IQIA) – explain your thinking!
1.
54
How is it helpful for you to be able to instruct
another student in the steps of an investigation?
Be specific. Give at least 2 reasons.
TAPE IN: Worksheet 5.1a “When Air Masses
Meet”
Planner: Convection Currents in the Air
Homework: none
55
Science – March 10, 2016
3/10/16 Convection Currents in the Air Lab
LT: I will perform an investigation that demonstrates what
happens to two air masses when they meet.
Main Idea/?s
Lab Diagram with punk position shown
(pages 77-78)
Do Now: Take 5 minutes to make sure all of your steps
from yesterday are correct. Make sure you include safety
tips. We will have one more group perform the demo
before we begin.
SC – You got it when…
B
A
Missing
major
details from
MET
Missing only
minor details
from MET
M
 Be able to instruct another
student so they can perform the
lab (demo)
 Carry out the steps of the lab
correctly
 Collect qualitative data for each
manipulated variable
REFLECTION (IQIA) – explain your thinking!
1.
56
Draw what you saw: What direction did the smoke
go for ice and ice? What do you know about air
movement that could explain this?
TAPE IN: Worksheet 5.1a “When Air Masses
Meet”
Planner: Convection Currents in the Air Lab
Homework: none
57
Science – March 11, 2016
3/11/16 Why Does the Wind Blow?
LT: I can relate the movement of air within the convection
model to the formation of land and sea breezes and the
development of tornadoes.
Main Idea/?s
Notes for “Why Does the Wind Blow” article on
pages 80-85 in the text.
Do Now: Take the worksheet from the stool and fill it out
to the best of your ability. Explain your thinking using
what you already know about the movement of air.
SC – You got it when…
B
A
Missing
major
details from
MET
Missing only
minor details
from MET
M
 Read the text for understanding
 Discuss with a partner
 Take at least 15 notes
 Draw & label the land and sea
breezes (pg. 81), and convection
currents on earth (pg. 84)
REFLECTION (IQIA) – explain your thinking!
1.
58
How might the lab model from yesterday
represent how winds are created? Use evidence
from the lab and what you know about the
movement of air.
Planner: Why Does the Wind Blow?
Homework: none
59
Science: Glossary
[FLIP notebook upside-down so this is the inside BACK cover…]
A
Glossary
B
Atmosphere, 4-5, 38-39
C
D
Climate, 2-3, 4-5
Clouds, 4-5
Drought, 4-5
Science: Glossary
Glossary
E
G
Glossary
F
I
Flood, 4-5
Ice Melt, 4-5
H
K
Hurricane, 2-3, 4-5
High Pressure, 8-9, 12-13
Humidity, 12-13
J
L
Low Pressure, 8-9, 12-13
Science: Glossary
Glossary
M
N
Meteorologist, 4-5
Natural Catastrophic
Event, 4-5
O
P
Glossary
Q
R
S
T
Tornado, 2-3, 4-5
Temperature, 12-13
Science: Glossary
Glossary
U
V
Vortex, 10-15
Vortices (see Vortex)
W
Weather, 2-3, 4-5
X
Glossary
Y
Z