Medicines & Vaccines2 Weeks
/ ScienceLesson Plan
Teacher:
6th Grade Science / Grade:
6th Grade Science
Lesson Title:
Medicines & Vaccines – Data and Predictions
STRANDS
Embedded Inquiry
Embedded Technology & Engineering
The Atmosphere
LESSON OVERVIEW / Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
Students will learn how to collect data related to the weather and make predictions based on the data. They will apply their data-analysis skills to understanding the behavior of the influenza virus and how scientists develop vaccines and predict the severity of outbreaks. Technologies related to flu vaccines will be investigated. Finally, students will collect and analyze data to determine what role the weather plays in the spread of influenza. Cross-curricular connections to math include using ratios and equations to describe data. Connections to social studies include a comparison of influenza to the bubonic plague and how the analysis of data led to understanding the plague. Connections to ELA include analyzing nonfiction text related to influenza and the development of a vaccine. Career connections include careers in medicine, such as physician, nurse, public health investigator and researcher.
MOTIVATOR / Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
Technologies that use air pressure play a role in old and new types of flu vaccines. The simple act of pushing medicine from a syringe into an arm requires a pressure greater than air pressure and greater than blood pressure. The equally simple act of administering a mist vaccine requires that normal air pressure be over come, otherwise the mist would not leave the bottle. The hook for this unit is the power of air pressure, which will be demonstrated by crushing a can using normal air pressure. This is a dramatic demonstration and leaves a lasting impression on students. Air pressure is an indicator of energy in the atmosphere and this energy can also be released during severe weather, like typhoon Haiyan.
DAY /
Objectives
(I can….) /Materials & Resources
/Instructional Procedures
/ DifferentiatedInstruction /
Assessment
1 / - I can define air pressure.- I can measure air pressure and report the units.
- I can explain the consequences of changes in air pressure and make basic weather predictions from pressure data. / Set:
- Aluminum can, hot plate, tongs, water, spoon, basin of ice water, goggles, heat glove
Direct Instruction
-LabQuest
-Syringe
-Gas pressure sensor
Bell Work and Table Work:
- iPads
Homework:
iPads / Essential Question:
What is air pressure and how do you measure it? / Remediation:
-Provide written definitions of vocabulary words, as shown in Direct Instruction.
-Group with peers capable of assisting in the demo.
Enrichment:
-Review the entire Wiki-How link on reading weather maps. See the homework section for the link. / Formative Assessment:
-Bell Work
-Questions
Meteorological Data - Air Pressure
Bell Work
Based on prior learning, students will write in their iPad journals a paragraph explaining what we mean by the word weather (the state of the atmosphere) and factors that must be measured to define the state of the atmosphere. These factors include air pressure, temperature, humidity and wind speed and direction.
After submitting work, have students find images of Typhon Haiyan.
Link to Project
Students will learn how to measure air pressure and will examine medical instruments that use air pressure.
Set
Collapse an aluminum can using air pressure. See this Wiki-How link to learn how to do it. Be safe – wear goggles and have students wear goggles. Discuss the force of air pressure. Note that air pressure is powerful and remind students that differences in air pressure drive the wind.
Have students airplay images of the typhoon and discuss energy in the atmosphere how pressure played a role during the development of the typhoon and determined its path.
Direct Instruction
Review definitions:
Pressure – force per area
Air pressure – force per area due to weight of air
Barometer – instrument used for measuring air pressure
Units of pressure – mm Hg, inches Hg, Pa (N/m2), kPa, psi
Demonstrate how to measure barometric pressure using a column of liquid:
Draw or demonstrate how a barometer based on a column of liquid responds to increased and decreased pressure and how it can be used to measure changes in the atmosphere. The air presses on the liquid, just like it pressed on the can, and forces the liquid upward. If the liquid is Hg, then the pressure reading is found by measuring the height of the Hg and recorded as mm Hg.
Connect to previous learning -
- Rising air (warm part of a convection cell) creates low pressure on the ground beneath it.
- Sinking air (cool part of a convection cell) creates high pressure on the ground beneath it
Easy Demo (Teacher only) – read the normal air pressure, connect a syringe to the gas pressure sensor, push down slightly to simulate falling air (the pressure reading will increase) and pull up to demonstrate rising air (the pressure will decrease).
Demonstrate how to turn on the LabQuest, connect the pressure sensor and navigate the screens.
Student Participation – connect balloons to the sensor and allow students to press down on the balloon to simulate the weight of cool air. They should note the change in pressure while pressing.
Check for Understanding
Question 1 – While you are in class, you notice barometer reading rising steadily. What is happening outside? (Possible answer: Cool air is sinking around us. The wind will push toward warm air. It is unlikely that we will have clouds (since moisture is not being carried upward.)
Question 2 – While you are in class, you notice the barometer falling. What is happening outside? (Possible answer: We are under a warm, rising column of air, creating an area of low pressure. Winds are likely to increase, bringing cooler air into the area. Where the cool air meet the warm air, we are likely to have rain. Also, the rising warm air will cool, which will produce clouds and could cause rain.)
Application
Table Work – each table group will find barometric pressure data for the local region over the past 72 hours, graph the data (every 4 hours) and write weather conditions (sunny, cloudy, rainy, windy) above the data points. (One source is wunderground.com, scroll down to Almanac and then select more history.)
Close
Review opening demo – air pressure is more powerful than we realize. Changes in air pressure can tell us what will change about the weather. Exit: Five-question practice quiz on Moodle.
Homework
Go to another Wiki-How link, Read a Weather Map, and read ONLY step 3. Step 3 explains how to read air pressure on a weather map and reviews what happens in high- and low-pressure areas.
2 / -I can define relative humidity.
-
-I can read relative humidity.
-
-I can define dew point and determine the dew point. / Exit Ticket:
iPad
Bell Work and Classwork:
iPads
MiniLabs:
-Jug of room temperature water
-Ice
-Sling psychrometers
-Table for reading relative humidity based on dry and wet bulb readings
Set:
Hot plate
Pot of water
Beaker of ice
Tongs
Glove / Essential Question:
- What is relative humidity and how do you measure it?
- What is the dew point?
-Provide written definitions.
-Provide additional explanation of vocabulary and labs.
-Reduce the closing written assignment.
Enrichment:
- Research humidity and dew point on NOAA or the Weather Channel. / Performance Assessment:
Bell Work
Mini Labs
Exit
Homework
Meteorological Data – Relative Humidity and Dew Point
Bell Work
In iPad journals will explain what humidity is and attempt to explain what is meant by relative humidity.
Link to Project
Students will later investigate the link between humidity and the flu. This link provides some background.
Set
Demonstrate one way humidity changes in the atmosphere by boiling water and holding a beaker filled with ice above the steam. Observe three aspects of the water cycle: evaporation, condensation, and precipitation. Point out to students that humidity, vaporous moisture in the atmosphere is very high where the evaporation rate is high.
Direct Instruction
Vocabulary Review
Humidity - water vapor in the air
Relative Humidity – a measure of water vapor in the air expressed as a percent of the saturation amount that could be held in the air at a particular temperature
Dew Point – the temperature at which condensation forms in the air
Dry Bulb – normal temperature reading
Wet Bulb – temperature reading using a wet sponge or towel on the end of a thermometer (or sling psychrometer)
Mini Lab – Measuring the Dew Point
The dew point is the temperature at which condensation occurs. To measure the dew point, fill a small container (250ml) with 125 ml water. Place a thermometer in the water and place one hand (dry) on the outside of the beaker. Slowly add ice. Record the temperature at which you first feel moister on the outside of the can. Explain to students that the decreased temperature around the outside of the can caused condensation to form. This is the dew point.
Data Analysis – Have each lab group report their measurement to the room. Each group should average the numbers and record the average.
Mini Lab – Measuring Relative Humidity
Remind students of what relative humidity is: it is the amount of water vapor in the air expressed as a fraction of the saturation amount. 59 % relative humidity means that the air holds 59% of the moisture it could possibly hold at that temperature. The saturation amount changes with temperature: cold air can hold very little moisture, warm air can hold more.
Using the thermometers of the sling psychrometer, read and record the temperature in the room. Soak the wet bulb in room temperature water, rotate the psychrometer for thirty seconds and record the wet bulb temperature. Use the relative humidity table (see resource file – psychro table) to determine the relative humidity.
Table Work
Have table groups prepare a Prezi or short slide show explaining what the dew point means and what relative humidity means. Use a recent local weather report as examples. They should also explain what psychrometer readings they are likely to find in the tundra and in a tropical rain forest.
Select at least one group to present their answers.
Electronic Exit Ticket
Students will use their class notes to explain what relative humidity means and how to measure it. They will submit answers on Gaggle.
Homework
Watch a weather report, take notes on pressure, temperature, dew point and humidity. Prepare to discuss the report in class. (Teachers should record a local weather report.)
3 / - I can predict basic aspects of the weather.
- I can identify warm and cold fronts. / Bell Work:
iPad
Exit Ticket:
iPad
Classwork:
iPads
Set:
iPads
Apple TV / Essential Question:
How do you predict the weather? / Remediation:
- Provide diagrams of weather symbols.
Enrichment:
-Read about hurricanes on the South Carolina web site (see Homework section for the link). / Formative Assessment:
Bell Work
Application
Exit Ticket
Bell Work
Table groups find a video weather report online, watch it and prepare to discuss the major elements of the report: temperature changes, pressure changes, moisture changes and movement of air masses. Observe groups as they select and discuss videos. Select one or two to play for the Set.
Link to Project
Students will research and understand how data is used to predict the spread of influenza. They will also examine data that correlates aspects of the weather to the probability of getting the flu.
Set
Play and discuss videos one or two videos, pointing out the major aspects of the weather report and what the terminology the weather person uses.
Direct Instruction
Vocabulary
Air Mass – large body of air that shares similar temperature, density, and moisture throughout the mass
Front – boundary where two air masses meet
Cold Front
Warm Front
Stationary Front
Occluded Front
Draw examples of each type of front or display examples from internet sources, such as
This is an animated example of the four types of weather fronts.
Weather Maps
Draw and explain the symbols for each type of front when shown on a weather map.
Show a map of north America and explain the six major air masses that converge on the United States. For example
Application
Students should work out the following scenarios individually.
- A warm air mass extending from Texas to Michigan meets a cool air mass that is sitting over the entire east coast. Draw the front on a weather map and show where rain is most likely to occur.
- It has been raining in Kingsport for three days. What is the likely weather system we are experiencing? Would you expect a big temperature difference between Knoxville and Bristol?
- Draw a cold front moving from Knoxville toward Kingsport that extends from Kentucky down to Georgia. Identify where the higher pressures are, where the warm and cool air sits and how many hours or days of rain we can expect.
Students will find a weather map online, download it and sketch the location of air masses on the map. They will identify the types of air masses and write down the properties: pressure, moister, temperature. Students will submit the assignment to Gaggle.
Homework
Go to the South Carolina State Climatology website and do the map activity:
4 / Project Day 1 – See Unit Plan
5 / - I can use visual data to predict the weather.
- I can identify cloud types. / Bell Work:
iPad
Set:
Large beaker
Small beaker of blue salt water
Small beaker of red water / Essential Question:
How do you predict the weather using visual data? / Remediation:
-peer grouping to ensure completion of task
Enrichment:
-Look for evidence locally of projects that have fragmented an ecosystem.
-Summarize the impact of fragmentation on local plant and animal life. / Formative Assessment:
Bell Work
Application
Homework
Bell Work
Students will look at the daily forecast for the local area and identify air masses associated with fronts in the region or nearby regions.
Set
Demonstrate the behavior of air masses by mixing blue colored dense salt water with light red colored, less dense water. Allow layers to form and point out the boundary between the layers, the front.
Direct Instruction
Review
Air Masses
Fronts
How clouds are formed
Introduce basic cloud classification.
Clouds are classified by:
Shape
Stratus – smooth layers
Cumulus – puffy white masses
Cirrus – feathery, white, high, thin
Height
Cirro – high
Alto – middle
Srato – low
Rain/Snow Producers
Nimbus – dark rain cloud
Application
Students will find examples of the following clouds, explain what they indicate about upcoming weather and draw a diagram showing fronts and air masses to explain how the clouds formed.
- Cirrostratus
- Altostratus
- Cumulonimbus
- Nimbostratus
- Cirrocumulus
Close
Examine the clouds outside and discuss the types and names. Discuss what the clouds indicate about upcoming weather.
Homework
Read on how to read weather maps.
6 / - I can read a weather map.
- I can forecast the weather. / Set:
iPad
Bell Work and classwork:
iPads / Essential Question:
How do you interpret meteorological data, read a weather map and forecast the weather? / Remediation:
-Provide written definitions and examples.
-Provide additional explanation.
Enrichment:
- Find resources about forecasting the weather on another planet and read about how it is done and why. For example, goggle ‘forecasting weather on Mars’. / Formative Assessment:
Bell Work, in-class assignment and homework.
Bell Work
Students will cite evidence that the wind carries energy. They will submit their answers to Gaggle.
Link to Project
Students are learning to make predictions based on data gathered in different ways. They will use this skill to research and draw conclusions about the flu, including the possible effects of weather on the transmission and occurrence of flu outbreaks.