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Elizabeth Didato Unit Name: Global Atmosphere Grade Level: 6th

Subject/Topic Area(s): Earth Science Time Frame:3 weeks

Class Description/Developmental Needs of Students:

There are 28 students in this class: 16 boys and 12 girls. They range in age from 11 to 13 years old.

Four students are English Language Learners (emergent bilinguals); one is a newcomer with
extremely limited English speaking skills, her CELDT score is Beginning. I will need to supplement
written material to assist in translation, monitor these students progress and develop additional aids
to insure content is accessible.

One student is confined to a wheelchair. She is above grade level academically, so other than
physical accommodations, this student does not require additional aids.

Two students are at risk of failing. A boy, Stuart, is learning disabled: he is a grade level behind his
peers in reading and writing, and has trouble decoding new words. Stuart occasionally displays
disruptive behavior, particularly when stressed and struggling with lessons. He was held back a year
in elementary school and is a year older than his classmates. Since he is self-conscious about his
learning difficulties, supplemental material, study aids and adaptations must be delivered subtly to
avoid embarrassing Stuart. Another boy, one of the emergent bilinguals, has limited English reading
and writing skills. His CELDT score is Early Intermediate although he has been in ELL classes for two
years.

STAGE ONE: DESIRED RESULTS

MS-ESS2 Earths Systems


MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air
masses results in changes in weather conditions.
MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth
cause patterns of atmospheric and oceanic circulation that determine regional climates

ESS2.D: Weather and Climate


Weather and climate are influenced by interactions involving sunlight, the ocean, the
atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude,
and local and regional geography, all of which can affect oceanic and atmospheric flow
patterns. (MS-ESS2-5)

Because these patterns are so complex, weather can only be predicted probabilistically. (MS-
ESS2-5)
The following is a stretch goal. It will be addressed fully in a later unit, but can be readily
added to this unit if time allows:
The ocean exerts a major influence on weather and climate by absorbing energy from the sun,
releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-5)

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UNDERSTANDINGS: Students understand ESSENTIAL QUESTIONS: Q
Most of the energy we use comes from the What makes a home?
Sun What makes Earth our home?
The atmosphere acts as a blanket around the How do the sun and atmosphere help
Earth to keep temperatures consistent create conditions that allow us to survive?
The atmosphere has four major layers, which
What is air pressure? How do we measure
vary in temperature and have different roles in
maintaining Earths habitable conditions air pressure?
Local winds are created by differences in air What would a map of the rounded Earth
pressure look like?
Differences in pressure, heat, air movement Do all parts of the Earth get the same
and humidity cause changes in weather amount of energy?
What creates wind?

KNOWLEDGE: Students know that SKILLS: S


The air we breathe is composed of Students can
gasses, particles and water vapor Demonstrate that air has mass
Nitrogen and oxygen are the primary
gasses in the lower atmosphere Develop a model of energy transfer and
Altitude affects air pressure and density demonstrate convection, conduction, and
radiation
Student knows that solar energy reaches
Read and explain a barometer
earth through radiation, mostly in the form
of visible light. Describe how air masses flow from regions
Within the troposphere, heat is transferred of high pressure to low pressure, causing
mostly by convection weather
The difference in temperatures at the
poles and the equator create large Interpret a diagram of the layers of the
convection currents, also called global atmosphere, explaining unique properties
winds: near Earths surface, cool air flows of each layer
from the poles toward the equator
Global winds curve along with Earths Developing a visual representation of
rotationthis is called the Coriolis effect. Earth's systems
New vocabulary terms: weather, Emergent bilinguals acquire new
atmosphere, water vapor, air pressure, vocabulary
density, altitude, barometer, troposphere, Use multimedia components to create
stratosphere, mesosphere, thermosphere, visual displays for presentations
conduction, convection, radiation, wind,
latitude, land breeze, jet stream
Didato
Unit: Global Atmosphere

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Didato
Unit: Global Atmosphere

STAGE TWO: ASSESSMENT EVIDENCE

PERFORMANCE TASKS (STUDENTS WILL OTHER EVIDENCE (FORMATIVE): OE


DEMONSTRATE STANDARD BY): T
Week 1, Demonstrate that air has mass: brief lab Week 1, GAME: The composition of air (what
activity using balloons and a scale. gasses, ratios).
Week 1, Lab Activity: Energy Transfer and Heat
Students demonstrate convection, conduction, Week 2, Homework: Write a summary of activity:
radiation. using a barometer and modeling air pressure.
Week 2, Global Atmosphere, Haiku Decks
Week 3, Activity: Modeling Global Wind Belts Week 3, Vocabulary quiz
using fans, small kites, string, balloon; other
supplies may be available. (This is a creative Week 3, Summative Assessment, Global Wind
project that is student driven.) Belt Project

**Additional/Alternate Activities (can be for extra


credit, to replace low grade or in place of another
assignment):
Build a weather station activity
Detect carbon dioxide lab
(Instructions are found in textbook.)

All Performance tasks are preceded by class


discussion in preparation, are teacher-guided, are
done as small group activity (some may be done
in pairs or individually if accommodations are
needed), and are completed with either a written,
oral or visual report.

STAGE THREE: LEARNING PLAN


(UNIT SEQUENCE)

LEARNING ACTIVTIES (WHERETO): WHERETO listed below in daily plans


W, H, E1, R, E2, T, O
21st Century Skills:
CLcollaboration, COcommunication, CRcreativity, CT--critical thinking, M/T--media and technology
DIFF--Differentiation

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Didato
Unit: Global Atmosphere
MONDAY 1/1 TUESDAY 1/2 WEDNESDAY 1/3 THURSDAY 1/4 FRIDAY 1/5
Diagnostic What is Air? Why is the Types of gasses Air pressure,
Assessment: Air has mass and atmosphere in the atmosphere introduction:
Crossword Puzzle takes up space. important? Direct Instruction Direct Instruction
Ss work in pairs or Air is composed of Acts as a blanket and discussion
small groups on gasses, water around the earth GAME (formative
crossword puzzles vapor and to keep assessment): *LAB ACTIVITY:
with new particulates. E1 temperatures The composition energy transfer
vocabulary terms. consistent. E1 of air (what and heat.
Ss each complete *ACTIVITY: Use a gasses, ratios). Students
a puzzle. W scale and Homework: article CO R T DIFF demonstrate
balloons to with diagrams and Provide written convection,
Word Bank is demonstrate that visuals explaining instructions in conduction,
provided on puzzle. Spanish for
air has mass. CL composition of air. emergent bilingual radiation. CL, CT
Provide English/
Spanish version for
H Read and be Ss. DIFF E1
emergent bilingual prepared to
Ss. DIFF *Make any discuss. R Review crossword *Make any
I will check to insure necessary space Provide English/ puzzle. On the board necessary space
that Stuart accommodation for Spanish version for or projector I will accommodation for
understands the student using emergent bilingual display a list of terms student using
assignment. DIFF wheelchair. T, DIFF Ss. DIFF and definitions. This wheelchair. T, DIFF
list will stay on display
for the remainder of
the unit.

MONDAY 2/1 TUESDAY 2/2 WEDNESDAY 2/3 THURSDAY 2/4 FRIDAY 2/5
How do we Review: Earths Day 1 of Lesson Day 2 of Lesson O Flexible:
measure air surface, how Plan 2: GLOBAL Plan 2: GLOBAL 1-Presenting Haiku
pressure? energy emerges ATMOSPHERE ATMOSPHERE Decks, Small group
Demonstrations from layers of the discussions or class
and activities from Earth. (small CO, CR, M/T E1 CL, CR, M/T E1, T discussion. CO E2
textbook pp. 264, teams, make it DIFF OR
1-Groups needing
266: using a into a competition)
more time finish
barometer and CT R
(Accommodations Haiku Decks. E2
modeling air (Accommodations
pressure. CT, E1 Introduce and and differentiation as and differentiation as
noted on previously 2-Groups that are
DIFF discuss Solar noted on previously
submitted Lesson done choose: build
I will check to insure Energy: Most of submitted Lesson
emergent bilinguals & Plan 2: GLOBAL Plan 2: GLOBAL a weather station
Stuart understand the the energy we use ATMOSPHERE) ATMOSPHERE) E1; detect carbon
assignment. I will comes from the dioxide lab;
work with them more Sun in the form of make flipbooks of
as needed. DIFF solar rays. W atmosphere layers
CO or drawings from
Homework: Write 2 or last Fridays Heat
3 paragraphs, Lab (convection,
summarize the conduction,
activity. Explain what radiation); quiet
we did, what supplies
were used and what reading. T DIFF
you learned.

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Due Wednesday.
MONDAY 3/1 TUESDAY 3/2 WEDNESDAY 3/3 THURSDAY 3/4 FRIDAY 3/5
Introduction to QUIZ: Vocabulary *GROUPS BUILD *GROUPS BUILD Demonstrations of
Wind and Weather E2 PROJECTS PROJECTS Group Projects:
W English/Spanish
dictionaries if I will consult with I will consult with Each group
emergent bilingual Ss
HWatch video: want them. DIFF each group and each group and demonstrates
Storm Chasers monitor their monitor their Global Wind Belts,
(Shows how wind Introduce Project: progress. progress, using their project
is created by Global Wind Belts CL, CR E2, T especially emergent to illustrate a
differences in air bilinguals and Stuart. feature of weather
Students will
pressure; air I will work with CL, CR, T dynamics.
create a physical emergent bilinguals DIFF
pressure, heat, air (or visual) model and Stuart more Other Ss have
movement and of how global wind closely as needed. *Make any feedback sheets that I
humidity cause belts move around DIFF necessary space have prepared for Ss
severe weather.) the Earth. accommodation for to rate and write
M/T student using questions about
Students will
discuss and plan wheelchair. T, DIFF classmates work. If
Discuss, time allows, we will
in small groups, *Make any
brainstorm necessary space have a class
previous choose from accommodation for discussion and ask
knowledge of supplies provided, student using questions.
weather CO, CT such as fans, wheelchair. T, DIFF
beach balls, small
Review kites, string,
Vocabulary from balloon; other
Weeks 1 and 2 supplies may be
R available.
CO E1
Provide study guide
for Stuart, (Expectations,
Provide vocabulary criteria and rubric
notes in Spanish for will be clearly
emergent bilingual explained.
Ss to review/study. Also, provide written
DIFF instructions in
Spanish for
emergent bilingual
Ss. DIFF)

Didato
Unit: Global Atmosphere

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Didato
Unit: Global Atmosphere

REFLECTIONS

On the first day, I want to determine not only what vocabulary terms most of the class is
familiar with, but also whether the emergent bilinguals and Stuart are able to identify these terms. I
anticipate that they will recognize some terms by discussing the puzzle in small groups. I have
additional word games for the groups that finish quickly.

For Lab activities (Wk 1/day 2, Wk 1/5, Wk 2/1), reports can be a combination of written text
and graphics (clear drawings and data tables). I will point out misspellings of important term and
errors in data, instruct Ss to correct and resubmit their work.

I anticipate that the final project will result in rather varied quality of work. My goal will be to
insure that groups have a clear idea of what they are representing in their project and that they can
explain the ideas, even if the product falls short of expectations. I will work with my exceptional
learners if they need, but I doubt that they will need help with the physical representation of their
ideas. The rubric criteria will specify: group creates a design/plan before construction; the group
records changes to the design that might be made and why; Ss are able to explain what they are
representing in their project; participation of each group member in design, construction and
presentation. I will make it clear on Wk 3/2 that this is a summative assessment.