Weather & Water 6 th Grade

Transcription

1 Tucson Unified School District Middle School Science Weather & Water 6 th Grade Regional

2 Supplemental Packet Table of Contents Title Page # Understanding by Design Stage Understanding by Design Stage Sequence of Instruction 3 UBD Stage 3 Matrix 4 Safety Contract 5 Additional Materials & Resources can be found on the TUSD Website

3 Understanding By Design (UBD) Stage Enduring Understandings Students will understand that A. The Sun is the major source of energy for the Earth. B. Water circulates through Earth s crust, oceans, and atmosphere in the water cycle. C. Weather and climate are the result of the interactions among Earth s water, its atmosphere and the Sun s heating of Earth s surface. D. Earth has seasons because of its tilt and its revolution around the Sun. Essential Questions In what ways does energy from the Sun affect Earth? How is Earth s weather produced? How is climate different from weather? What are the relationships among the parts of the water cycle on Earth? How does water affect weather, climate and life on Earth? Why does Earth have seasons? Page

4 Understanding By Design (UBD) Stage : Assessment Measures From informal and formative to formal and summative: How do you assess preconceptions and misconceptions before instruction? Quick writes Concept map KWL charts What do you think? Student generated questions Preconception quizzes Venn diagram Science notebooks How do you assess understanding during instruction? Quick writes/contrast with writing later in the unit Quizzes 3-- Jeopardy Science notebook entries, lab write-ups Fast fives, openers, bell work Ladder of Inference Think, pair, share Evidence/inference T-charts Whiteboards Teacher observation/listening Venn diagram Science notebooks How do you assess learning at the completion of an instructional unit? Tests Describe, draw the principle, law, etc. Concept map additions Advanced organizer Application of concepts to the real world Poster books and presentation Venn diagram Contrast with quick writes from the beginning of the unit Science notebooks Performance assessment Page

5 Weather and Water Understanding By Design Stage 3: Sequence of Instruction Source Weather & Water (FOSS) Investigation #: What Is Weather? Time (days) Investigation Parts and Suggestions Part - Into the Weather Part - Local Weather (Modify use of weather instruments; use online resources to collect weather data) #: Where s the Air? 3 Part - The Air Around Us Part - Earth s Atmosphere #3: Seasons & Sun Part - How Much Sunshine? (Graph with total group; modify calculation of daylight hours) Part - Sun-Earth System Part 3- Sun Angle & Solar Heating (Summarize) #4: Heat Transfer 3 Part - Heating the Earth (Graph with total group) Part - Conduction #5: Convection 3 Part - Density of Fluids (Summarize and model calculation of density) Part - Convection in Water Part 3- Convection in Air #6: Water in the Air 3 4 Part - Is Water Really There? (Evaporation investigation is strongly suggested) (Summarize Parts -5) Part Evaporation and Humidity Part 3 Condensation and Dew Point Part 4 Clouds and Precipitation (Use soda bottle demonstration for cloud formation) Part 5 Weather Balloons #7: The Water Planet 3 Part - Water-Cycle Game (Add information on Tucson water cycle) #8: Air Pressure & Wind 4 (Summarize all parts. See performance assessment below) Part - Air-Pressure Inquiry Part - Wind Models Part 3- Measuring Wind #9: Weather & Climate / / Part 4 Pressure Maps (Summarize Parts and ) Part - Air Masses Part - Air Masses & Weather Maps Part 3- Climate Part 4- Global Warming Performance Assessment 5 Students create a weather system model that includes the Sun, the atmosphere, and bodies of water. Present model to class. Page 3