Earth Systems Agenda

What

Earth Systems Agenda

When

4/17/2024, 11:45 AM – 1:20 PM

What Students and Parents Need to Know
Weather and Climate Unit Introduction

Teacher : Addison
Course/ Subject: Earth Systems
Date of Instruction: 4/17/24
An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.
TKES 1, 2, 3,4,5, 8,10



Standard/s: .
SES5. Obtain, evaluate, and communicate information to investigate the interaction of solar energy and Earth’s systems to produce weather and climate.
a. Develop and use models to explain how latitudinal variations in solar heating create differences in air pressure, global wind patterns, and ocean currents that redistribute heat globally.
b. Analyze and interpret data (e.g., maps, meteograms, and weather apps) that demonstrate how the interaction and movement of air masses creates weather.
c. Construct an argument that predicts weather patterns based on interactions among ocean currents, air masses, and topography.
d. Analyze and interpret data to show how temperature and precipitation produce the pattern of climate regions (zones) on Earth.
e. Construct an explanation that describes the conditions that generate extreme weather events (e.g., hurricanes, tornadoes, and thunderstorms) and the hazards associated with these events.
f. Construct an argument relating changes in global climate to variation to Earth/sun relationships and atmospheric composition.


Learning Target: I know that I have learned it when I can:
Elaborate on Coriolis Effect, climate and weather, latitude and climate, solar energy angle variation
Success Criteria:
Success Criteria (You adequately exhibit what you can do) Can you??????
correctly deconstruct the standard (SES5), analyze it and extract the information and concepts from it?
discuss how you think the regions of the earth affect climate and weather?
clearly communicate by properly using the vocabulary associated with weather and climate?
graphically depict latitude, longitude, Coriolis effect, and directionality of the sun?

Introduction/Connection:
Daily 10’s- https://docs.google.com/document/d/1QmD8lXoIDwBWaG2aGFaRaO6Cn44I5jGM3xDuHJutivM/edit?usp=sharing
Review the following terms:
Climate, Regions, Precipitation, Temperature, Conduction, Convection, Relative Humidity Weather, Climate, Coriolis Effect, Front, Jet Stream, Anemometer, El Niño/La Niña, Global warming, Hurricane, Tornado, Thunderstorms, Downburst, Supercell, Tornado, Eye, Eyewall, Storm Surge, Tropical Cyclone, Cold Wave, Drought, Heat Wave, Wind-chill index, Biome, Freshwater, Marine Terrestrial, Ice Age, Global Warming, Greenhouse Effect, Atmospheric Currents, Ocean Currents, Solar Heating, Surface Current, Upwelling, Density Current


DIRECT INSTRUCTION:

Teacher will
Modeling- Examples of scientific communication
Demonstration- examples of the scientific method and questions (see attached)*
Reinforce learning goals- assignment explain
DOK question stems- Ontogeny recapitulates phylogeny argument
Real-life connections- tied with student experiences
Build upon existing knowledge and skills in class discussions
Describe the difference between longitude and latitude
https://www.youtube.com/watch?v=56nHBah7mdE
https://www.youtube.com/watch?v=95TtXYjOEv4&feature=youtu.be
Work Period (We Do, You Do)
Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period.
TKES 1, 2, 3, 4, 5, 7. 8,10


GUIDED PRACTICE:

Students will
Assignment explanation and demonstrations
Stuck like “Chuck”-
What is the Coriolis effect?
https://scijinks.gov/coriolis/


INDEPENDENT/
COLLABORATIVE PRACTICE/DIFFERENTIATION
DI is done by materials, strategies, groupings, mini-lessons, etc.
CONTENT- is always geared to service students with multiple intelligences and diverse needs.
PROCESS- is kept flexible to accommodate diversity
PRODUCTS- are chosen by teacher and student, then agreed upon by both
Students are allowed choices of products on most assignments.
Options are provided to students to demonstrate understanding without compromising standards and goals
Closing (We Check)
Describe the instructional process that will be used to close the lesson and check for student understanding .
TKES : 1,2,3, 4,5,6,7,8


SUMMARIZE/CHECK FOR UNDERSTANDING:

Engages students in a process that may include a review of lesson concepts/learning targets, preview for future learning, apply or extend lesson concepts and/ or assess student learning.
Turn in Standard deconstruction