Northwest Rankin Middle School

Lesson Plan Template

Teacher: Mrs. Cooper Course: 8th Grade Science Dates of implementation: January 11th through February 8th, 2016

Stage 1: Desired Results

Competency/Objective:
1d. Analyze evidence that is used to form explanations and draw conclusions. (DOK 3)
1e. Develop a logical argument defending conclusions of an experimental method. (DOK 3)
1f. Develop a logical argument to explain why perfectly designed solutions do not exist. (DOK 3)
4c. Examine weather forecasting and describe how meteorologists use atmospheric features and technology to predict the weather. (DOK 2) Temperature, precipitation, wind (speed/direction), dew point, relative humidity, and barometric pressure. How the thermal energy transferred to the air results in vertical and horizontal movement of air masses, Coriolis effect Global wind patterns (e.g., trade winds, westerlies, jet streams)
4e. Explain how the tilt of Earth’s axis and the position of the Earth in relation to the sun determine climatic zones, seasons, and length of the days. (DOK 2)
At the end of this unit, students will know:
·  Analyze data from recorded data to form sound inferences
·  How to take a systematic approach in developing supportive facts for the conclusion of the experiment
·  Identify how human error prevents a scientific experiment from ever being perfectly designed
·  Weather data that consist of its temperature, precipitation, barometric pressure, wind speed/direction, dew point, and relative humidity.
·  How the thermal energy that is transferred to the air results in vertical and horizontal movement of air masses, Coriolis effect, global wind patterns (e.g., trade winds, westerlies, jet streams)
·  How the tilt of Earth’s axis and the position of the Earth in relation to the sun determine climatic zones, seasons, and length of the days / At the end of this unit, students will be able to:
·  Analyze their own and their peers’ recorded data of activator &/or science fair projects.
·  Justify how conclusions are properly developed.
·  Recognize that there is no perfectly designed experiment due to human error &/or involvement
·  Analyze weather data to identify its temperature, precipitation, barometric pressure, wind speed/direction, dew point, and relative humidity.
·  Explaining how the movement of thermal energy results in air masses.
·  Discuss what causes and what results in the Coriolis effect.
·  Justify why trade winds have the patterns that they exhibit.
·  Infer the seasons that would result in the tilt of the Earth’s axis and the position that Earth has in relation to the sun.
·  Determine the length of the days based upon the relation of Earth’s tilt, relation to the sun and its season.

Stage 2: Assessment Evidence

Pre-Assessment
The students will take the “Weather” Pre-test.
The students will take the “Seasons” Pre-test.
NO SCHOOL: Martin Luther King, Jr. Day Observance—Monday, January 18, 2016 / Formative Assessment:
Any of the daily activities below may serve as formative assessments based upon the discretion of the teacher.
Rotating Stations include the following:
·  Scientist station
·  Graph interpretation
·  Reading Comprehension/Current Event
·  Vocabulary
·  Measurement / Summative Assessment
The students will perform their activators/science fair projects to address the inquiry competencies: 1d, 1e & 1f.
8TH GRADERS WILL VIEW THE “ARCS & SPARKS” (ELECTRICITY) PRESENTATION IN THE GYM ON 1/13.
Students will monitor the weather statistics on a daily basis using their weather charts and the provided weather tools.
Take the Weather post test on February 1st & February 2nd.

Stage 3: Learning Plan

Date: 1/11 & 12/16
WEATHER/ELECTRICITY
Bell ringer/Hook:
CASE-21 OR USA TEST-PREP QUESTIONS
Transitions:
(Min. of Three)
•  Discuss the “Arcs & Sparks” overview questions.
•  Discuss section 1 of the “Weather” point notes; students must complete the guided notes.
•  Complete the "Weather Vocabulary" handout on the laptops.
Reflection:
Make a flow chart using the section 1 vocabulary
H.W. Study Mr. E's power point (chapter 7—Atmosphere).
Date: 1/22 & 25/16
WEATHER
Bell ringer/Hook:
CASE-21 OR USA TEST-PREP QUESTIONS
Transitions:
(Min. of Three)
•  TURN in and discuss the “Weather” lab report.
•  View the following link on the laptops and complete the “deep reading” exercise:
http://www.readworks.org/sites/default/files/passages/1300_a_brave_new_climate.pdf
Reflection:
Complete the graphic organizer—“I read, I think, Therefore…”
H.W. Study Mr. E's power point (chapter 7—Atmosphere).
. / Date: 1/13 & 14/16
WEATHER/ELECTRICITY
Bell ringer/ Hook:
CASE-21 OR USA TEST-PREP QUESTIONS
Transitions:
(Min. of Three)
•  Take Weather quiz #1 on the section 1 notes.
•  Complete the “Weather” QR handout.
•  Read the Science World magazine.
Reflection:
Complete a 3-2-1 (like, learn & change) of today’s
H.W. Enjoy your family.
Date: 1/26 & 27/16
WEATHER
Bell ringer/Hook:
CASE-21 OR USA TEST-PREP QUESTIONS
Transitions:
(Min. of Three)
•  Watch “Weather” TWIG video; write 3-5 summary sentences
•  Discuss section 4 of the “Weather” power point notes; students are to complete their guided notes.
•  Complete the “Weather” web quest.
Reflection:
Pretend that you’re a meteorologist. Write a dialogue using the following terms: barometric pressure, relative humidity, low pressure system, high pressure system, dew point, temperature, & air mass.
H.W. Study Mr. E's power point (chapter 8—Weather). / Date: 1/15 & 19/16
WEATHER/ELECTRICITY
Bell ringer/Hook:
CASE-21 OR USA TEST-PREP QUESTIONS
Transitions:
(Min. of Three)
•  Reflect on the “Arcs & Sparks” presentation; take quiz.
•  Discuss part 2 of the Weather power point notes; complete the guided notes
•  Complete the rotating stations exercises (weather tools, weather map symbols & types of fronts).
Reflection:
Make a Frayer model using any vocabulary term.
H.W. Study Mr. E's power point--chapter 8---Weather).
Date: 1/28 & 29/16
WEATHER
Bell ringer/Hook:
CASE-21 OR USA TEST-PREP QUESTIONS
Transitions:
(Min. of Three)
•  Navigate the following link: http://www.enchantedlearning.com/subjects/Geologictime.html (See atmosphere & clouds.)
•  Write 3-5 summary sentences about the atmosphere & clouds.
•  Perform the Dew Point lab.
Reflection:
Complete the Dew Point lab report.
H.W. Study the Weather guided notes for the “Weather” posttest. / Date: 1/20 & 21/16
WEATHER
Bell ringer/Hook:
CASE-21 OR USA TEST-PREP QUESTIONS
Transitions:
(Min. of Three)
•  Perform “Outdoors Weather” lab.
•  Complete part 2 of the Weather power point notes.
•  Discuss both parts 1 & 2 with your peer-sharing partner.
•  Take a quiz on both parts 1 & 2.
Reflection:
Complete an analysis of 1d, 1e & 1f on the “Outdoors Weather” lab.
H.W. Study the “Weather” guided notes.
Date: 2/1 & 2/16
WEATHER
Bell ringer/Hook:
CASE-21 OR USA TEST-PREP QUESTIONS
Transitions:
(Min. of Three)
•  Take the “Weather” posttest.
•  Read the “Science World” magazine.
•  Check the “Weather” posttest.
Reflection:
Pretend that you’re a critic for an article in the Science World magazine. Write a 150- word analysis of your selected article.
H.W. Enjoy your family. / Date: 1/22 & 25/16
WEATHER
Bell ringer/Hook:
CASE-21 OR USA TEST-PREP QUESTIONS
Transitions:
(Min. of Three)
•  Discuss part 3 of the “Weather” power point notes.
•  Perform the “Weather” lab.
Reflection:
Complete the lab report.
H.W. Study the “Weather” guided notes.
Date: 2/3 & 4/16
SEASONS
Bell ringer/Hook:
CASE-21 OR USA TEST-PREP QUESTIONS
Transitions:
(Min. of Three)
•  Perform an item-analysis of the “Weather” posttest; the student teacher will explain each missed items to the 3-4 students in the group.
•  Take the “Seasons” pre-test.
Navigate and study seasons on the following link: http://www.enchantedlearning.com/subjects/Geologictime.html; click on seasons; click on leap year.
·  Check the “Seasons” pre-test.
Reflection:
Write a short story about seasons. Make sure that you include the following words: winter solstice, vernal equinox, summer solstice, autumnal equinox, axis (23.5 degrees)
H.W. Enjoy your family.
______
Date: 2/5 & 8/16
SEASONS
Bell ringer/Hook:
CASE-21 OR USA TEST-PREP QUESTIONS
Transitions:
(Min. of Three)
•  View a TWIG video on “Seasons”; write 3-5 summary sentences.
•  Discuss the “Seasons” power point; complete the “Seasons” guided notes.
·  Navigate the following animated season’s link: http://www3.eboard.com/boards/16/92/94/Brownstein/att-1573305/SeasonsModule_bothviews_.swf (animated seasons)
Reflection:
Explain what happens to the stick man in each of the four seasons. (See the animated seasons.)
H.W. Study Mr. E's power point (chapter 7—Atmosphere).


Add an additional page if needed

Stage 4: Differentiation

What difference in students do I anticipate, and how will I differentiate instruction to attend to those differences?
THE STUDENTS WILL BE PEER-TUTORED OR LEVELED GROUPED OR HETEROGENEOUSLY GROUPED &/OR RE-TESTED ON COMPETENCIES NOT MASTERED.
Study the following link for remediation:
·  http://www.readworks.org/sites/default/files/passages/1300_a_brave_new_climate.pdf
·  http://www.msnewsnow.com/weather
·  http://mrescience.com/earth_home.php (Chapter 7—Atmosphere; chapter 8-Weather)
·  http://scienceworld.scholastic.com (Science World magazine)
·  http://www.enchantedlearning.com/subjects/Geologictime.html (weather & seasons)
·  http://www.weather.com/
·  http://www3.eboard.com/boards/16/92/94/Brownstein/att-1573305/SeasonsModule_bothviews_.swf (animated seasons)

Northwest Rankin Middle School 2015-2016