7-Earth+Systems,+Structures+&+Processes

7.E.1.1 Compare the composition, properties and structure of Earth’s atmosphere to include mixtures of gases and differences in temperature and pressure within layers. 7.E.1.2 Explain how the cycling of water in and out of the atmosphere and atmospheric conditions relate to the weather patterns on earth. 7.E.1.3 Explain the relationship between the movement of air masses, high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions that may result. 7.E.1.4 Predict weather conditions and patterns based on information obtained from: • Weather data collected from direct observations and measurement (wind speed and direction, air temperature, humidity and air pressure). • Weather maps, satellites and radar • Cloud shapes and types and associated elevation 7.E.1.5 Explain the influence of convection, global winds and the jet stream on weather and climatic conditions. 7.E.1.6 Conclude that the good health of humans requires: monitoring the atmosphere, maintaining air quality and stewardship. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**===
 * ===**Common Core Standards**===
 * 7.E.1 Understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere, weather and climate and the effects of the atmosphere on humans. **

7.TT.1 Use technology and other resources for assigned tasks. Students will use power point,prezi, or another presentation program to create a weather forecast presentation.
 * [[file:7th grade Science literacy standards.doc|Literacy Standards]]** ||
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===

7.RP.1 Apply a research process to complete given tasks. Students will research global warming and develop their own personal opinion.

7.SE.1 Apply responsible behaviors when using information and technology resources. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**===

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * Level 2 - Understanding - Brace Map on atmospheric layers**
 * Level 3 - Applying - Students will apply what they have learned to create a weather forecast presentation.**
 * Level 4 - Analyzing - Students are given a weather map that they have to analyze to predict the current and upcoming weather conditions.**
 * Level 5 - Evaluating - Students will be evaluating the different views of global warming to arrive at their own personal opinion.** ||
 * 7.E.1.1**
 * I will investigate the importance of the ozone layer and explain how it blocks harmful radiation
 * I will identify the layers of the atmosphere
 * I will describe the unique qualities of each layer of the atmosphere.
 * 7.E.1.2**
 * I will examine the different stages of the water cycle and the influence water has on weather patterns.
 * 7.E.1.3**
 * I will explain the relationship between air masses and frontal systems
 * I will understand the movement of air from areas of high pressure to low pressure (wind)
 * 7.E.1.4**
 * I will analyze weather data using proper weather instruments and predict future conditions.
 * I will be able to distinguish between different cloud types and the weather typically associated with them


 * 7.E.1.5**
 * I will illustrate how the sun heats the Earth’s surface and transfers energy throughout the atmosphere.
 * I will recognize that winds curve due to the rotation of the Earth on its axis (Coriolis Effect)
 * 7.E.1.6**
 * I will identify how an imbalance of greenhouse gases can negatively affect the earth’s climate.
 * I will explore how human activities affect the ozone layer/greenhouse gases.

1.1 I can display the 5 atmospheric layers showing their unique qualities:

 * 1) ====Mixture of gases ====
 * 2) ====Temperatures ====
 * 3) ====Pressure ====

1.4 I can make a weather prediction using the following data:

 * 1) ====Direct observation and measurement ====
 * 2) ====Weather maps, satellites and radar ====
 * 3) ====Cloud types and elevation ====

7.E.1.5 Convection, conduction, radiation, Coriolis effect
====7.E.1.6 Ozone, particulate matter, acid rain, global warming, Environmental Protection Agency (EPA), primary pollutants, secondary pollutants ====

Pre-assessment and Post-assessment

 * ====Quick poll (Clickers) ====
 * ====Google Docs ====
 * ====Thinkgate ====

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**

 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Students will have the option of drawing or creating a model of the atmospheric layers illustrating each layers’ pressure, gases, temperatures and any interesting facts. ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Weather Tic-Tac-Toe (DPI notebook activity) Students choose what three projects they want to complete. ====
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Weather Maps - Students will be given a printed weather map from one of the weather sites. They must analyze the map to determine current or upcoming weather conditions.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Weather Maps continued - Students will be given a dry-erase map and a detailed printout of the current conditions in the United States. Students must read through the instructions to correctly illustrate those conditions on the map.
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Weather forecasting projects: Students take active roles in being meteorologists, forecasters and field reporters for a student-centered teaching activity. Presentation instructions. Presentation rubric. ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Kinesthetic Learning activities - UV Ray lab using beads. (DPI Weather Unit) ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Water Cycle Game: Write a paper about the day and life of being a water droplet. (DPI notebook activity) ====
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Read the articles on Global Warming
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Is Global Warming just a Natural Cycle?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Global Warming: Man made or Natural Cycle?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Are humans responsible for Global Warming?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Discovery Education
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Our Changing Climate
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Understanding the Weather
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Izzit video "Unstoppable Solar Cycles: Rethinking Global warming" (Free video from izzit.org)
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">DSI – To introduce new vocabulary students will “Predict” their meaning by one of three ways: ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">D – Write what they think the definition is. ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">S – Write a sentence using that word. ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">I – Illustrate what they think the word means. ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">I – Illustrate what they think the word means. ====

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**

 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Reteach misconceptions using supplemental resources
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">PowerPoint - with note taking strategies. Using the handout for PowerPoint omit a few words for students to fill in as we go along. (Instead of requiring students to write the full set of notes)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Earth's Atmosphere
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">[[file:Altitude.ppsx|Air Pressure and Altitude ppt]]
 * [[file:Altitude Handout.docx|Air Pressure and Altitude note]]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Channel 1
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Interwrite workspace
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Error analysis of formative assessments (Students will analyze their incorrect answer choices from their assessment and write a correct statement.)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;"> DPI Brace Map - Students will create a brace map to describe the four main atmospheric layers. They will give 3 facts about each one and illustrate a feature of the layers.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**

 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Hurricane Strike - Interactive Hurricane Course link - Hurricane Strike - Interactive Hurricane Course - A computer-based learning module on hurricane science and safety for middle school students. ====
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Write a letter to the President persuading him to stop global warming or educate the public that it is a natural process not human-caused.
 * Research the effects hurricanes have had on the North Carolina coast.
 * Students will pick a time frame to report to the class.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**===
 * **Tic-Tac-Toe Weather Project from DPI**
 * Hurricane Strike - Interactive Hurricane Course link
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">[|www.imapweather.com] ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">[|www.weather.com] ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">[|www.wunderground.com] ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">[|www.edheads.org] ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">UnitedStreaming - Discovery Education ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">[|www.middleschoolscience.com] ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">DPI Units ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Laptops ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">ActivBoard ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Mobi ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Word Wall ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Jeopardy ====
 * Weather Jeopardy (Feel free to save this and edit on your computer. The blank template is on the wiki's homepage.)
 * ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 105%;">Pbworks.com (wikipage) ====

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===
 * DPI Weather Unit**