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V:

Instruction and Management Plan


Sequence and Organization of Unit:


This unit is the first part of the Earth Science portion of pre-AP 8th Grade Science. It
covers the concepts of Meteorology and is important for a basic understanding of
climate and weather and how they can be manipulated by different forces acting on
Earth. This unit will be organized into five 80-minutes class periods and one 80-
minute testing period.

Lesson #1- Covers Earths atmosphere. Layers and composition will be the
emphasis. Students will demonstrate knowledge by drawing a to-scale model of the
Earths atmosphere. They will also discuss as a group why our atmosphere is
composed of mostly a gas that humans cant use.

Lesson #2- Covers the water cycle and air pressure. Students will demonstrate
knowledge by writing observations and questions about air pressure
demonstrations. They will also write a CERC paragraph (Claim, Evidence, Reasoning,
and Conclusion) based on the question; Why should we be concerned with
conserving water? They will then discuss as tables how Earths atmosphere, the
water cycle, and air pressure relate to weather patterns. Once they have a
reasonable statement they will write it on a piece of paper and do a game of Pass
the Trash

Lesson #3- Covers weather fronts. Students will demonstrate knowledge of different
weather fronts and how they can help predict weather by finishing a webquest with
guided questions.

Lesson #4- Covers weather maps and predictions. Students will demonstrate
knowledge by making predictions about different regions weather and presenting
to their group. They will also predict and analyze what our weather will be like over
the next week using their knowledge on weather fronts and current weather maps
of Colorado.

Lesson #5- Covers climate change. Students will construct an argument involving
some debate aspect of climate change. They will then use this argument to debate
with established table groups on the topics.

Lesson #6- Summative Assessment of the Meteorology unit. If there is time, we will
start watching Twister and the students will write observations on what they
think is real science, pseudo-science, and Hollywood-ized science.

This unit will cover the necessary components and background knowledge needed
to understand extreme weather and emergency preparedness protocols, which is
the next part of quarter 4.

Demonstration of Knowledge of Concepts:



Students will demonstrate prior knowledge of the unit by completing a pre-test
prior to Spring Break.

Students will demonstrate content knowledge during each lesson with different
activities involving a variety of assessment and instruction techniques.

-This involves informal assessment like verbal confirmation, group

discussion, and tickets out the door

-This involved formal assessment with the grading of the various in-class

activities during each lesson

Students will demonstrate whole content knowledge of the unit with a repeat take
of the pre-test during Lesson #6.


Integration of Literacy, Numeracy, and Technology:
Lesson 1:
Literacy is integrated through introduction reading to atmosphere layers and
composition
Technology is integrated via presentation on SMART board with models of
atmospheric layers

Lesson 2:
Literacy is integrated through writing and describing the water cycle
Literacy is integrated through writing observations on lab demonstrations
Literacy is integrated through reading about Earths water and writing a
conclusions-based paragraph
Numeracy is integrated through students using mathematical models to predict how
much of Earths water is drinkable

Lesson 3:
Literacy is integrated through reading website information for webquest
Technology is integrated via students using their computers to complete a webquest
on weather fronts

Lesson 4:
Literacy is integrated by answering questions based on weather map predictions
Technology is integrated via students using computer-based models and interactive
applications to simulate weather maps

Lesson 5:
Literacy is integrated by students writing out their arguments for climate change
debate

Lesson 6:
Assessment Day/ Movie. Literacy is integrated by writing test answers, and
observations on movie
Technology is integrated by students having the option to type out their test
answers


Instructional Strategies:
Lesson #1:
Individual reading and group discussion. This will be followed by class discussion-
based lecture with me answering questions and guiding the students through the
material.

Lesson #2:
Individual drawing, followed by classmates coming up to the board and drawing a
portion of the water cycle on the diagram. This will then be followed by teacher-led
demonstrations to allow students to start understanding air pressure and what
makes wind. This will be followed by class discussion on the concepts. Students will
then work as a group to develop an appropriate CERC paragraph based on a reading
for conservation of Earths water.

Lesson #3:
Self-directed webquest with group work allowed (guided-inquiry). Students will
complete the webquest individually or by groups. This will be followed by class
discussion and classmate demonstrations of weather fronts.

Lesson #4:
Lecture-based introduction to weather maps followed by group collaboration to
draw and predict weather in different regions of the US. Class will end with a
discussion and prediction of what Colorado weather will be like in one week.

Lesson #5:
Individual or group based writing followed by a class-mediated debate where
students will present their arguments to an opposing team.

Lesson #6:
Individual Student assessment.