2016+Unit+2+-+Chapter+5+Science

=Unit 2 - Chapter 5: Science - Earth's Weather=
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===

[|California State Science Standards]
//What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?// 4. Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns. As a basis for understanding this concept: a. Students know uneven heating of Earth causes air movements (convection currents). b. Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns. c. Students know the causes and effects of different types of severe weather. d. Students know how to use weather maps and data to predict local weather and know that weather forecasts depend on many variables. e. Students know that the Earth’s atmosphere exerts a pressure that decreases with distance above Earth’s surface and that at any point it exerts this pressure equally in all directions.
 * 5th Grade Earth Science**

** [|CCSS ELA Standards for California] **
5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
 * Reading Information **

Writing
5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly 5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. || //Students will understand that. . .// • The atmosphere is a dynamic system that involves the interactions of different materials and conditions and this produces weather (short term) and climate (longer term) conditions • Some of the conditions affecting weather and climate include the sun • Some of the results of these systems is severe weather (which can result in natural disasters)that • We can do some prediction of weather and climate and there are tools to assist us. • Weather is stable, climate is stable or they are both completely unpredictable. || ===Essential Questions:=== • The general idea of systems where many parts or inputs interact together (we've done the body) • How to do scientific research and present it in a choice of formats (see Authentic task below) • Ability to analyze and synthesize information from different resources in a variety of formats || ====//Students will be able to know. . .//==== • How to pick a topic and a format • How to use the class wiki to write and revise their work. || • Weekly Assessments • Choice of assessment - Students will be able to choose a format (comic/graphic, infographic, play, podcast, etc.) to convey an idea from the unit || === Other Evidence: === • Unit packet with notes and other work related to the topic • Question and concept board, weekly class discussions, survey at unit end (Google Docs). || rss url="https://www.diigo.com/rss/user/mizmercer/weather?key=7e9d41ede2bee463c35eaf0c119b98fe" link="true" number="10" ||
 * ===Understandings:===
 * Idea**
 * Misunderstandings**
 * Provocative Questions?**
 * •** Why is atmosphere, climate and weather important for living creatures?
 * •** How do we as humans affect the climate? ||
 * ^  || ===Essential Background:===
 * Background knowledge**
 * •** Temperature, altitude, and the idea that what looks like "nothing" (the air around us) is something. ||
 * ====//Students will know . . .//====
 * Skills and knowledge**
 * ==Stage 2 – Assessment Evidence== ||
 * === Performance Tasks: ===
 * Authentic task **
 * Reflection **
 * ==Stage 3 - Learning Plan== ||
 * ===**Links:**===

Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results? 1/4 || Unit 2 Chapter 5 Lesson 5 Earth's Atmosphere p232-239 Think/Ideas: What is Earth's atmosphere and why is that important for living things? What things can affect the atmosphere? ||  ||   || 1/11 || Unit 2 Chapter 5 Lesson 2 Air Currents and Wind p242-249 Think/Ideas: What causes air to move in the form of wind? What are some of the different patterns of air currents and wind on Earth? ||  ||   || 1/18 MLK Holiday || SKIP MLK Holiday ||   ||   || 1/25 || Unit 2 Chapter 5 Lesson 3 Oceans and Air Temperature p252-259 Think/Ideas: How do oceans and air temperature affect each other? How do they interact? ||  ||   || 2/1 || Unit 2 Chapter 5 Lesson 4 Severe Weather p262-273 Think/Ideas: What are some of the causes and effects of severe weather? ||  ||   || 2/8 Lincoln Holiday || Unit 2 Chapter 5 Lesson 5 Predicting the Weather p276-285 Think/Ideas: What are some methods and tools for predicting weather? ||  ||   ||
 * **Date** || **Science Text** || **Supplemental Materials** || ** Writing and Other Activities ** ||
 * Sixteen
 * Seventeen
 * Eighteen
 * Nineteen
 * Twenty
 * Twenty-one