Standards Objective Materials

E.ES.M.1 The sun is the major source of energy for phenomena on the surface of the I can write to explain what Science books
Earth. causes air molecules to 4 glass flasks
E.ES.07.12 Describe the relationship between the warming of the atmosphere of the expand and contract with 4 measuring tapes
Earth by the sun and convection within the atmosphere and ocean currents. my group. 4 balloons
8 thermometers
E.ES.07.13 Describe how the warming of the Earth by the sun produces winds and I can discuss how science 8 1 gallon tanks
ocean currents.
vocabulary words are
E.ES.M.7 Global patterns of atmospheric and oceanic movement influence weather related with help from my Weather data
and climate. partner. Word cards
1 3 gallon tank
E.ES.07.72 Describe how different weather occurs due to the constant motion of the I can read and discuss how Clamp lamp
atmosphere from the energy of the sun reaching the surface of the Earth.
warm air rising and cold air Fireplace match
E.ES.07.74 Describe weather conditions associated with frontal boundaries (cold, sinking relates to pressure Regular matches
warm, stationary, occluded) and the movement of major air masses and the jet and horizontal winds. 2 deli containers
stream across North America using a weather map. 1 cup of sand
E.FE.M.1 The atmosphere is a mixture of nitrogen, oxygen, and trace gases that
I can write to explain the Plastic wrap
include water vapor. The atmosphere has different physical and chemical movement of air and how Food coloring
composition at different elevations. winds are formed using the Candle
word cards as a guide. Cut up paper plate
E.FE.07.12 Compare and contrast the atmosphere at different elevations. Masking tape
Vocabulary Ice
S.IP.M.1 Inquiry involves generating questions, conducting, investigations, and
developing solutions to problems through reasoning and observation. Markers
Convection Hot water
S.IP.07.11 Generate scientific questions based on observations, investigations, and Air mass Cold water
research. Solar energy Black construction paper
Air currents How are the winds made
S.IP.07.12 Design and conduct scientific investigations.
density chart.
S.IP.07.13 Use tools and equipment (spring scales, stop watches, meter sticks, and
tapes, models, hand lenses, thermometers, sieves, microscopes, hot plates, pH
meters) appropriate to scientific investigations.

S.IP.07.14 Use metric measurement devices in an investigations.

S.IP.07.15 Construct charts and graphs from data and observations.

S.IP.07.16 Identify patterns in data.

S.IA.07.1 Inquiry includes an analysis and presentation of findings that lead to future
questions, research, and investigations.

S.IA.07.11 Analyze information from data tables and graphs to answer scientific
questions.

S.IA.07.12 Evaluate data, claims, and personal knowledge through collaborative

science discourse.

S.IA.07.13 Communicate and defend findings of observations and investigations.

S.IA.07.14 Draw conclusions from sets of data from multiple trials of a scientific
investigation.

S.IA.07.15 Use multiple sources of information to evaluate strengths and weaknesses

of claims, arguments, or data.

S.RS.M.1 Reflecting on knowledge is the application of scientific knowledge to new

and different situations. Reflecting on knowledge requires careful analysis of
evidence that guides decision-making and the application of science throughout
history and within society.

S.RS.07.11 Evaluate the strengths and weaknesses of claims, arguments, and data.

S.RS.07.13 Identify the need for evidence in making scientific decisions.

S.RS.07.15 Demonstrate scientific concepts through various illustrations,

performances, models, exhibits, and activities.

RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments,

taking measurements, or performing technical tasks.

WHST.6-8.2 Write informative/explanatory texts, including the narration of historical

events, scientific procedures/experiments, or technical processes.

WHST.6-8.4 Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

WHST.6-8.7 Conduct short research projects to answer a question (including a self-

generated question), drawing on several sources and generating additional related,
focused questions that allow for multiple avenues for exploration.
WHST.6-8.10 Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.

Warm up

Read and discuss objective.

Why do air masses move? What makes the wind? How is the sun, air pressure, air temperature, and wind all connected? How
does the Earth react with the sun?

Have students record ideas on the what we think about wind chart.

Lesson Questions

The movement of air masses requires energy. What is the relationship between temperature and
pressure? (air pressure decreases at higher elevation, air
Have groups turn to page 22. Pass out materials and have students pressure increases at lower elevation)-air pressure
complete page 22 in their groups. expands as it rises.

Observe how students choose to organize data in number 6.
Make sure the balloon is not too inflated when they start.
Water temperature needs to be extremely different.
Where does the energy come from to move air masses?
What do you think is happening to the air inside the flask
and balloon?
Can you explain that in terms of the motion of air
molecules and expansion and contraction?

Share ideas with the class before students answer number 7.

Give groups time to answer 7.

Wrap Up

Share answers as a class, warm air causes balloon to expand while cold air causes it to contract.
Assess

Pg 23

Warm up

Read and discuss objective.

Share findings from balloon experiment yesterday.

Cold air contracts and warm air expands.

Lesson Questions

Discuss/finish pg 23 in notebooks. How does the air movement in the flask and balloon relate
to air movement in the atmosphere?
Write convection, molecules, density, expand, contract, and air on the
board. Have students write how all of the words are related in their
groups. Use the back of the book to help.

Discuss density and how it relates to cold and warm air. Cold is more Which is more dense cold air or warm air? What does that
dense, warm is less dense. Air molecules in warm air spread out from mean in terms of molecules?
each other while in cold air molecules come together.

Warm air is less dense. Cold air is more dense. What type of experiment could we do to explore
convection?
Discuss convection. This past experiment does not show convection.

Wrap Up
Share with a partner how convection, molecules, density, expand, contract, and air are all related. Add in pressure and
temperature.

Assess

Class discussions

Warm up

Read and discuss objective.

Show convection model. Discuss what each part represents. Ice-snow, light-sun, sand-land, Match and smoke is used only to let
us see air movement.

Once match has been lighted students should see cold air above the ice contract, become dense, and sink. This air eventually
warms up and begins to expand and rise, as warm air rises new cold air moves in to take its place. This is an example of
convection and the movement of air is called wind. This is the basic cause of air masses moving.

Lesson Questions

Show students paper bag filled with cold air rising, and paper bag on What does warmer less dense air do?
top of candle spinning. This demonstrates that heat or warm air is -rise
rising.
What does colder more dense air do?
How does the relationship between high and low pressure systems -sink
and wind?
-High pressure indicates cooler air mass and low pressure indicates a Can anyone explain how the horizontal movement of the
warmer mass due to the difference in their density and the movement wind relates to the upward movement of warm air (low
of air molecules at different temperatures. pressure) and downward movement of cold air (high
pressure)?
Weather maps show high pressure systems with an H and low
pressure systems with an L and often have isobars as well.

In pairs have students read page 24-25.

Wrap Up

Discuss how air pressure is the same thing as barometric pressure which is the same as atmospheric pressure.

Have student groups each retell a section of the reading.

Assess

Group discussions and class discussions.

Warm up

Read and discuss objective.

Return to what makes the wind?

Lesson Questions

How does land or the oceans change the temperature of the air? What causes water or land to become warmer?
-sun/solar energy
What happens when water and land cool the air above them?
-warmer air has molecules that are spreading out making the air less
dense. The warmer, less dense air masses rise, pushed up my
cooler denser air moving in.

-cooler air has molecules that are moving more slowly and are closer
together, making the air denser. Warmer, less dense air floats above
the denser cool masses.

Pass out word cards to each group. Have students sort the word
cards and practicing telling their group how all the word cards are
related.

When students are answering page 26 have students use all word
cards in question one.

Wrap Up

Discuss question 2 with the class after student have written responses.

Assess

Pg 26