Grade 6. Unit 2 The Atmosphere, Hydrosphere, and Lithosphere. NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill) Field Test 1

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1 NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill) Field Test 1 Unit 2 The Atmosphere, Hydrosphere, and Lithosphere Essential Question: How do matter and energy interact to produce weather patterns? Major Understandings: PS 2.1a: Nearly all the atmosphere is confined to a thin shell surrounding Earth. The atmosphere is a mixture of gases, including nitrogen and oxygen with small amounts of water vapor, carbon dioxide, and other trace gases. The atmosphere is stratified into layers, each having distinct properties. Nearly all weather occurs in the lowest layer of the atmosphere. 2.1b: As altitude increases, air pressure decreases. 2.1c: The rock at Earth s surface forms a nearly continuous shell around Earth called the lithosphere. 2.1d: The majority of the lithosphere is covered by a relatively thin layer of water called the hydrosphere. 2.1j: Water circulates through the atmosphere, lithosphere, and hydrosphere in what is known as the water cycle. 2.2i: Weather describes the conditions of the atmosphere at a given location for a short period of time. 2.2j: Climate is the characteristic weather that prevails from season to season and year to year. 2.2k: The uneven heating of Earth's surface is the cause of weather. 2.2l: Air masses form when air remains nearly stationary over a large section of Earth s surface and takes on the conditions of temperature and humidity from that location. Weather conditions at a location are determined primarily by temperature, humidity, and pressure of air masses over that location. 2.2m: Most local weather condition changes are caused by movement of air masses. 2.2n: The movement of air masses is determined by prevailing winds and upper air currents. 2.2o: Fronts are boundaries between air masses. Precipitation is likely to occur at these boundaries. 2.2p: High-pressure systems generally bring fair weather. Low-pressure systems usually bring cloudy, unstable conditions. The general movement of highs and lows is from west to east across the United States. 3.1c: The motion of particles helps to explain the phases (states) of matter as well as changes from one phase to another. The phase in which matter exists depends on the attractive forces among its particles. 3.2a: During a physical change a substance keeps its chemical composition and properties. Examples of physical changes include freezing, melting, condensation, boiling, evaporation, tearing, and crushing. 3.1d: Gases have neither a determined shape nor a definite volume. Gases assume the shape and volume of a closed container. 3.1e: A liquid has definite volume, but takes the shape of a container. 3.1f: A solid has definite shape and volume. Particles resist a change in position. 3.1h: Density can be described as the amount of matter that is in a given amount of space. If two objects have equal volume, but one has more mass, the one with more mass is denser. 3.1i: Buoyancy is determined by comparative densities. 3.3a: All matter is made up of atoms. Atoms are far too small to see with a light microscope. 3.3b: Atoms and molecules are perpetually in motion. The greater the temperature, the greater the motion.

2 NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill) Field Test 2 4.1a: The Sun is a major source of energy for Earth. Other sources of energy include nuclear and geothermal energy. 4.1c: Most activities in everyday life involve one form of energy being transformed into another. For example, the chemical energy in gasoline is transformed into mechanical energy in an automobile engine. Energy, in the form of heat, is almost always one of the products of energy transformations. 4.1d: Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways. 4.1e: Energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position. 4.2a: Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. 4.2b: Heat can be transferred through matter by the collisions of atoms and/or molecules (conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection). 4.2c: During a phase change, heat energy is absorbed or released. Energy is absorbed when a solid changes to a liquid and when a liquid changes to a gas. Energy is released when a gas changes to a liquid and when a liquid changes to a solid. 4.2d: Most substances expand when heated and contract when cooled. Water is an exception, expanding when changing to ice. 4.5a: Energy cannot be created or destroyed, but only changed from one form into another. 5.2c: Machines transfer mechanical energy from one object to another.

3 NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill) Field Test 3 CHAPTER 4: States of Matter, pp Major Understandings: PS 3.1c: The motion of particles helps to explain the phases (states) of matter as well as changes from one phase to another. The phase in which matter exists depends on the attractive forces among its particles. 3.2a: During a physical change a substance keeps its chemical composition and properties. Examples of physical changes include freezing, melting, condensation, boiling, evaporation, tearing, and crushing. 3.1d: Gases have neither a determined shape nor a definite volume. Gases assume the shape and volume of a closed container. 3.1e: A liquid has definite volume, but takes the shape of a container. 3.1f: A solid has definite shape and volume. Particles resist a change in position. 3.1h: Density can be described as the amount of matter that is in a given amount of space. If two objects have equal volume, but one has more mass, the one with more mass is denser. 3.1i: Buoyancy is determined by comparative densities. 3.3a: All matter is made up of atoms. Atoms are far too small to see with a light microscope. 3.3b: Atoms and molecules are perpetually in motion. The greater the temperature, the greater the motion. 4.1c: Most activities in everyday life involve one form of energy being transformed into another. For example, the chemical energy in gasoline is transformed intomechanical energy in an automobile engine. Energy, in the form of heat, is almost always one of the products of energy transformations. 4.1d: Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways. 4.2c: During a phase change, heat energy is absorbed or released. Energy is absorbed when a solid changes to a liquid and when a liquid changes to a gas. Energy is released when a gas changes to a liquid and when a liquid changes to a solid. 4.2d: Most substances expand when heated and contract when cooled. Water is an exception, expanding when changing to ice. Reminder Here is a list of the Live Materials you will need to order from Science Kit for Unit 3. Look for instructions at the end of Unit 2 in this Planning Guide. Be sure to order at least 2 weeks prior to doing the lab. CHAPTER LAB UNIT / LESSON LIVE MATERIALS Chapter 8 Comparing Cells Unit 3 / Lesson 12 Aquaria Plant Set (5 gallon) Chapter 9 Feeding Habits Of Planaria Unit 3 / Lesson 26 Planaria (classroom set) and Guppies (24) Chapter 9 Population Growth In Fruit Flies Unit 3 / Lesson 28 Fruit Flies (Drosophila Wild Red Eye) (classroom set)

4 NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill) Field Test 4 Section 1: Matter, pp Recognize that matter is made of particles in constant motion. Relate the three states of matter to the arrangement of particles within them. Alignment with NYS Core Curriculum: PS 3.1c: The motion of particles helps to explain the phases (states) of matter as well as changes from one phase to another. The phase in which matter exists depends on the attractive forces among its particles. Also covered: 3.1a, 3.1e, 3.1f, 3.3a, 3.3b WEEK 8 (continued) Lesson 1 (45 min) Lesson 2 (45 min) Section 2: Changes of State, pp Define and compare thermal energy and temperature. Relate changes in thermal energy to changes of state. Explore energy and temperature changes on a graph. Chapter Opener Journal Activity, p. 102 Foldable: p. 103 (Foldable worksheet available in the FastFile, p.15) Transparency: Bummer Text: pp FastFile: Teaching Transparency Solid, Liquid, Gas Lab Demonstration: Temperature and Viscosity of a Liquid, Teacher Wraparound Edition, p. 107 Quick Demo: Movement of Gases, p. 108 NY Physical Setting boxes, pp. 104, 106, and 107 Reading Essentials: Section 1, pp FastFile: Enrichment Designing Scientific Models, p. 28 FastFile: Teaching Transparency Activity Solid, Liquid, Gas, p. 45 Take Home Science Notebook, pp Section 1 Review, p. 108 Alignment with NYS Core Curriculum: PS 3.2a: During a physical change a substance keeps its chemical composition and properties. Examples of physical changes include freezing, melting, condensation, boiling, evaporation, tearing, and crushing. Also covered: PS 3.1c, 3.3b, 4.1c, 4.1d, 4.2c Lesson 3 (45 min) Transparency: Looking forward to some ice water, are you? Text: pp National Geographic: Visualizing States of Matter, p. 112 Applying Science: How can ice save oranges? p. 113 MiniLAB: Observing Vaporization, p. 114 (Lab worksheet available in the FastFile, p. 3) FastFile: Trans Activity Looking forward to some ice water, are you?, p. 43 NY Physical Setting boxes, pp. 110 and 115 Reading Essentials: Section 2, pp

5 NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill) Field Test 5 Lesson 4 (45 min) Lab: The Water Cycle, p. 117 (Lab worksheet available in the FastFile, pp. 5-6) Suggested Time: 1 class period Take Home Science Notebook, pp Virtual Lab CD-ROM: Thermal Energy Section 2 Review, p. 116 WEEK 9 Section 3: Behavior of Fluids, pp Explain why some things float but others sink. Describe how pressure is transmitted through fluids. Lesson 5 (45 min) Lesson 6 (45 min) Transparency: Up or Down? MiniLAB: Predicting a Waterfall, p. 121 (Lab worksheet available in the FastFile, p. 4) Text: pp Applying Math: Calculating Density, p. 123 Transparency: Up or Down? MiniLAB: Predicting a Waterfall, p. 121 (Lab worksheet available in the FastFile, p. 4) Text: pp Applying Math: Calculating Density, p. 123 Alignment with NYS Core Curriculum: PS 3.1h: Density can be described as the amount of matter that is in a given amount of space. If two objects have equal volume, but one has more mass, the one with more mass is denser. Also covered: PS 3.1c, 3.1i, 3.3b FastFile: Trans Activity Up or Down?, p. 44 Reading Essentials: Section 3, pp NY Physical Setting boxes, pp. 122 and 124 Take Home Science Notebook, pp Section 3 Review, p. 125 FastFile: Enrichment Buoyant Forces, p. 30 Chapter Study Guide, p. 129 Chapter Review, pp Text: Intermediate-Level Science Examination Practice, pp Lesson 7 (45 min) Lesson 8 (45 min) Chapter Review Continue to work on Design Your Own Ship Lab Assessment Transparency: States of Matter FastFile: Note-Taking Worksheet, pp FastFile: Chapter Review, pp Foldable: Students complete Visit glencoe.com for Self Check Quiz Chapter Review

6 NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill) Field Test 6 WEEK 10 Lesson 9 (45 min) Chapter Assessment Chapter Assessment Options: Intermediate-Level Science Examination Practice ExamView CD-ROM, Chapter 4 Chapter Review at glencoe.com For additional assessment options, refer to Performance Assessment in the Science Classroom for rubrics and task lists.

7 NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill) Field Test 7 CHAPTER 5: Thermal Energy, pp Major Understandings: PS 3.2a: During a physical change a substance keeps its chemical composition and properties. Examples of physical changes include freezing, melting, 4.1d: 4.1e: 4.2a: 4.2b: 4.5a: 5.2c: WEEK 10 continued condensation, boiling, evaporation, tearing, and crushing. Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways. Energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position. Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. Heat can be transferred through matter by the collisions of atoms and/or molecules (conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection). Energy cannot be created or destroyed, but only changed from one form into another. Machines transfer mechanical energy from one object to another. Section 1: Temperature and Thermal Energy, pp Explain how temperature is related to kinetic energy. Describe three scales used for measuring temperature. Define thermal energy. Lesson 10 (45 min) Launch Lab: Measuring Temperature, p. 135 Foldable: p. 135 (Foldable worksheet available in the FastFile, p.17) Transparency: Coping with Winter Text: pp Applying Math: Converting to Celsius, p. 138 Alignment with NYS Core Curriculum: PS 4.1e: Energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position. NY Physical Setting box, p. 138 Reading Essentials: Section 1, pp FastFile: Enrichment Earth s Liquid Solid State, p. 30 Take Home Science Notebook, pp Section 1 Review, p. 139

8 NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill) Field Test 8 Section 2: Heat, pp Explain the difference between thermal energy and heat. Describe three ways heat is transferred. Identify materials that are insulators or conductors. Alignment with NYS Core Curriculum: PS 4.2a: Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. Also covered: 4.2b WEEK 10 continued WEEK 11 Lesson 11 (45 min) Lesson 12 (45 min) Lesson 13 (45 min) Transparency: Hot Times Text: pp MiniLAB: Comparing Rates of Melting, p. 142 (Lab worksheet available in the FastFile, p. 3) Text: pp MiniLAB: Observing Convection, p. 143 (Lab worksheet available in the FastFile, p. 4) Lab: Heating Up and Cooling Down, p. 146 (Lab worksheet available in the FastFile, pp. 5-6) Suggested Time: 1 class period Section 3: Engines and Refrigerators, pp Describe what a heat engine does. Explain that energy can exist in different forms, but is never created or destroyed. Describe how an internal combustion engine works. Explain how refrigerators move heat. Lesson 14 (45 min) Transparency: From Sun Up to Sun Down Text: pp National Geographic: Visualizing the Four-Stroke Cycle, p. 149 FastFile: Trans Activity Hot Times, p. 45 NY Physical Setting box, p. 141 Reading Essentials: Section 2, pp Take Home Science Notebook, pp Virtual Lab CD-ROM: Insulation FastFile: Enrichment Convection Ovens, p. 31 Section 2 Review, p. 145 Alignment with NYS Core Curriculum: PS 4.1d: Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways. 4.5a: Energy cannot be created or destroyed, but only changed from one form into another. Also covered: 5.2c FastFile: Trans Activity From Sun Up to Sun Down, p. 46 NY Physical Setting boxes, pp. 147 and 148 Reading Essentials: Section 3, pp

9 NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill) Field Test 9 Lesson 15 (45 min) Teaching Transparency: How a Refrigerator Works Lab: Comparing Thermal Insulators, pp (Lab worksheet available in the FastFile, pp. 7-8) Suggested Time: 2 class periods Take Home Science Notebook, pp Section 3 Review, p. 151 FastFile: Enrichment Solar Powered Cars, p. 32 WEEK 11 continued Lesson 16 (45 min) Lesson 17 (45 min) Chapter Review Continue Comparing Thermal Insulators Lab Assessment Transparency: Thermal Energy FastFile: Note-Taking Worksheet, pp FastFile: Teaching Transparency Activity How a Refrigerator Works, pp Chapter Study Guide, p. 155 Chapter Review, pp Text: Intermediate-Level Science Examination Practice, pp FastFile: Chapter Review, pp Foldable: Students complete Visit glencoe.com for Self Check Quiz Chapter Review Lesson 18 (45 min) Chapter Assessment Chapter Assessment Options: Intermediate-Level Science Examination Practice ExamView CD-ROM, Chapter 5 Chapter Review at glencoe.com For additional assessment options, refer to Performance Assessment in the Science Classroom for rubrics and task lists.

10 NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill) Field Test 10 CHAPTER 6: Atmosphere, pp Major Understandings: PS 2.1a: Nearly all the atmosphere is confined to a thin shell surrounding Earth. The atmosphere is a mixture of gases, including nitrogen and oxygen with small amounts of water vapor, carbon dioxide, and other trace gases. The atmosphere is stratified into layers, each having distinct properties. Nearly all weather occurs in the lowest layer of the atmosphere. 2.1b: As altitude increases, air pressure decreases. 2.1c: The rock at Earth s surface forms a nearly continuous shell around Earth called the lithosphere. 2.1d: The majority of the lithosphere is covered by a relatively thin layer of water called the hydrosphere. 2.1j: Water circulates through the atmosphere, lithosphere, and hydrosphere in what is known as the water cycle. 2.2k: The uneven heating of Earth's surface is the cause of weather. 2.2l: Air masses form when air remains nearly stationary over a large section of Earth s surface and takes on the conditions of temperature and humidity from that location. Weather conditions at a location are determined primarily by temperature, humidity, and pressure of air masses over that location. 2.2m: Most local weather condition changes are caused by movement of air masses. 2.2n: 3.3b: 4.1a: 4.1d: 4.2a: 4.2b: WEEK 12 The movement of air masses is determined by prevailing winds and upper air currents. Atoms and molecules are perpetually in motion. The greater the temperature, the greater the motion. The Sun is a major source of energy for Earth. Other sources of energy include nuclear and geothermal energy. Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways. Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. Heat can be transferred through matter by the collisions of atoms and/or molecules (conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection). Section 1: Earth s Atmosphere, pp Identify the gases in Earth s atmosphere. Describe the structure of Earth s atmosphere. Explain what causes air pressure. Alignment with NYS Core Curriculum: PS 2.1a: Nearly all the atmosphere is confined to a thin shell surrounding Earth. The atmosphere is a mixture of gases, including nitrogen and oxygen with small amounts of water vapor, carbon dioxide, and other trace gases. The atmosphere is stratified into layers, each having distinct properties. Nearly all weather occurs in the lowest layer of the atmosphere. Also covered: 2.1b, 2.1c, 2.1d

11 NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill) Field Test 11 WEEK 12 continued Lesson 19 (45 min) Lesson 20 (45 min) Foldable: p. 161 (Foldable worksheet available in the FastFile, p.13) Transparency: Cosmic Impact Text: pp Applying Science: How does altitude affect air pressure?, p. 166 MiniLAB: Determining if Air Has Mass, p. 167 (Lab worksheet available in the FastFile, p. 3) Lab: Evaluating Sunscreens, p. 170 (Lab worksheet available in the FastFile, p. 5) Suggested Time: 1 class period Section 2: Energy Transfer in the Atmosphere, pp Describe what happens to the energy Earth receives from the Sun. Compare and contrast radiation, conduction, and convection. Explain the water cycle and its effect on weather patterns and climate. FastFile: Trans Activity Cosmic Impact, p. 40 NY Physical Setting boxes, pp. 163, 165, and 167 Reading Essentials: Section 1, pp Take Home Science Notebook, pp Section 1 Review, p. 169 Virtual Lab CD-ROM: Air Layers FastFile: Enrichment Observing the Effects of Air Pressure, p. 26 Alignment with NYS Core Curriculum: PS 4.1a: The Sun is a major source of energy for Earth. Other sources of energy include nuclear and geothermal energy. PS 4.2b: Heat can be transferred through matter by the collisions of atoms and/or molecules (conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection). Also covered: 2.1j, 3.3b, 4.1d, 4.2a Lesson 21 (45 min) Lesson 22 (45 min) Transparency: Full of Hot Air Text: pp FastFile: Teaching Transparency, Heat Transfer MiniLAB: Modeling Heat Transfer, p. 173 [This lab could be completed in 30 minutes depending on how sunny the day.] (Lab worksheet available in the Chapter Fast File, p. 4.) Fast File: Trans Activity Full of Hot Air, p. 41 NY Physical Setting boxes, pp. 172 and 173 Reading Essentials: Section 2, pp FastFile: Teaching Transparency Activity, Heat Transfer, pp Take Home Science Notebook, pp Section 2 Review, p. 174

12 NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill) Field Test 12 WEEK 12 continued Section 3: Air Movement, pp Explain why different latitudes on Earth receive different amounts of solar energy. Describe the Coriolis effect. Explain how land and water surfaces affect the overlying air. Lesson 23 (45 min) Chapter Review Transparency: The Growth of a Mountain Text: pp National Geographic: Visualizing Global Winds, p. 177 Alignment with NYS Core Curriculum: PS 2.2k: The uneven heating of Earth's surface is the cause of weather. Also covered: 2.2l, 2.2m, 2.2n FastFile: Trans Activity The Growth of a Mountain, p. 42 NY Physical Setting Boxes, pp. 176 and 178 Reading Essentials: Section 3, pp Lesson 24 (45 min) Chapter Assessment Activity: Earth s Rotation, Teacher Wraparound Edition, p. 177 Lab: The Heat Is On, pp (Lab worksheet available in the Chapter Fast File, pp. 7-8.) Suggested Time: 2 class periods Take Home Science Notebook, pp Section 3 Review, p. 179 WEEK 13 Lesson 25 (45 min) Lesson 26 (45 min) Chapter Review Continue The Heat Is On Lab Assessment Transparency, Atmosphere Fast File: Note-Taking Worksheet, pp Chapter Study Guide, p. 183 Chapter Review, pp Text: Intermediate-Level Science Examination Practice, p FastFile: Enrichment Thermals, p. 28 Fast File: Chapter Review, pp Foldable: Students complete Visit glencoe.com for Self Check Quiz Chapter Review

13 NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill) Field Test 13 WEEK 13 continued Lesson 27 (45 min) Chapter Assessment Options: Intermediate-Level Science Examination Practice ExamView CD-ROM, Chapter 6 Chapter Review at glencoe.com For additional assessment options, refer to Performance Assessment in the Science Classroom for rubrics and task lists.

14 NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill) Field Test 14 CHAPTER 7: Weather, pp Major Understandings: PS 2.2i: Weather describes the conditions of the atmosphere at a given location for a short period of time. 2.2j: Climate is the characteristic weather that prevails from season to season and year to year. 2.2k: The uneven heating of Earth's surface is the cause of weather. 2.2l: Air masses form when air remains nearly stationary over a large section of Earth s surface and takes on the conditions of temperature and humidity from that location. Weather conditions at a location are determined primarily by temperature, humidity, and pressure of air masses over that location. 2.2m: Most local weather condition changes are caused by movement of air masses. 2.2n: The movement of air masses is determined by prevailing winds and upper air currents. 2.2o: Fronts are boundaries between air masses. Precipitation is likely to occur at these boundaries. 2.2p: High-pressure systems generally bring fair weather. Low-pressure systems usually bring cloudy, unstable conditions. The general movement of highs and lows is from west to east across the United States. WEEK 13 continued Section 1: What is weather? pp Explain how solar heating and water vapor in the atmosphere affect weather. Discuss how clouds form and how they are classified. Describe how rain, hail, sleet, and snow develop. Lesson 28 (45 min) Launch Lab: What causes rain?, p. 189 Foldable: p. 189 (Foldable worksheet available in the FastFile, p. 17.) Essential Question: How do matter and energy interact to produce weather patterns? Teacher Edition, p. 188A Alignment with NYS Core Curriculum: PS 2.2i: Weather describes the conditions of the atmosphere at a given location for a short period of time. Also covered: 2.2k, 2.2l, 2.2n, 2.2o FastFile: Trans Activity Valley Mist, p. 44 Reading Essentials: Section 1, pp WebQuest Hurricanes at glencoe.com

15 NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill) Field Test 15 Lesson 29 (45 min) LAST CHANCE Place your order for aquaria plant set for Unit 3, Lesson 12. Text: pp MiniLAB: Determining Dew Point, p. 192 (Lab worksheet available in the Chapter Fast File, p. 3.) Applying Math: Dew Point, p. 193 Take Home Science Notebook, pp NY Physical Setting boxes, pp. 194 and 196 Section 1 Review, p. 197 WEEK 14 Section 2: Weather Patterns, pp Describe how weather is associated with fronts and high- and lowpressure areas. Explain how tornadoes develop from thunderstorms. Discuss the dangers of severe weather. Lesson 30 (45 min) Lesson 31 (45 min) Transparency: Cloud Walking Text: pp Quick Demo: Classroom Tornado, Teacher Wraparound Edition p. 202 Section 3: Weather Forecasts, pp Explain how data are collected for weather maps and forecasts. Identify the symbols used in a weather station model. Text: pp National Geographic: Visualizing Tornadoes, p. 203 Essential Question, Concept Web, p. 203 Alignment with NYS Core Curriculum: PS 2.2l: Air masses form when air remains nearly stationary over a large section of Earth's surface and takes on the conditions of temperature and humidity from that location. Weather conditions at a location are determined primarily by temperature, humidity, and pressure of air masses over that location. 2.2o: Fronts are boundaries between air masses. Precipitation is likely to occur at these boundaries. Also covered: PS 2.2m, 2.2n, 2.2p Fast File: Trans Activity Cloud Walking, p. 45 NY Physical Setting box, p. 199 Reading Essentials: Section 2, pp NY Physical Setting boxes, pp. 201 and 202 Take Home Science Notebook: pp Section 2 Review, p. 205 FastFile: Enrichment Reading Weather Maps, p. 31 Alignment with NYS Core Curriculum: PS 2.2i: Weather describes the conditions of the atmosphere at a given location for a short period of time. Also covered: PS 2.2j, 2.2l, 2.2m

16 NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill) Field Test 16 WEEK 14 continued Lesson 32 (45 min) Lesson 33 (45 min) Lesson 34 (45 min) Text: pp MiniLAB: Measuring Rain, p. 207 (Lab worksheet available in the Chapter Fast File, p. 4.) Teaching Transparency: Weather Map Assessment Transparency: Weather Lab: Reading a Weather Map, p. 209 (Lab worksheet available in the Chapter Fast File, pp. 5-6.) Suggested Time: 1 class period Lab: Measuring Wind Speed, pp (Lab worksheet available in the Chapter Fast File, pp.7-8.) Suggested Time: 1-2 class period(s) FastFile: Teaching Transparency Weather Map, pp Reading Essentials: Section 3, pp Take Home Science Notebook, pp Section 3 Review, p. 208 Virtual Lab CD-ROM: Forecasting Chapter Study Guide, p. 213 Chapter Review, pp Text: Intermediate-Level Science Examination Practice, pp WEEK 15 Lesson 35 (45 min) Chapter Review Lesson 36 (45 min) Chapter Assessment Essential Question: News Report, Teacher Edition, p. 213 Fast File: Note-Taking Worksheet, pp Chapter Assessment Options: Intermediate-Level Science Examination Practice ExamView CD-ROM, Chapter 7 Chapter Review at glencoe.com For additional assessment options, refer to Performance Assessment in the Science Classroom for rubrics and task lists. Fast File: Chapter Review, pp Foldable: Students complete Visit glencoe.com for Self Check Quiz Chapter Review

17 NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill) Field Test 17 Time to order your live specimens for Units 3 and 4. Please order your live specimens now to help ensure they arrive on time. CHAPTER LAB UNIT / LESSON LIVE MATERIALS Chapter 8 Comparing Cells Unit 3 / Lesson 12 Aquaria Plant Set (5 gallon) Chapter 9 Feeding Habits Of Planaria Unit 3 / Lesson 26 Planaria (classroom set) and Guppies (24) Chapter 9 Population Growth in Fruit Flies Unit 3 / Lesson 28 Fruit Flies (Drosophila Wild Red Eye) (classroom set) Chapter 11 What Environment Do House Plants Need Unit 4 / Lesson 13 Geranium Plants (set of 6) Chapter 11 Modeling Freshwater Environments Unit 4 / Lesson 21 Mixed Pond Culture (classroom set) Placing your live specimen order online with Science Link is quick and easy. Just click on the link provided below. Be sure to complete the information with the date you want your specimens to arrive at your school.