Daily Lesson Plan/Learning Guide for Day 6
Utah State Core Standard and
Objective
Essential Question(s)
How do activities, materials etc.
connect to students’ prior
knowledge?
(academic, interests, learning styles,
motivation, Funds of Knowledge)
Assessments
(formative and/or summative)
Learning Activities:
(Include detailed description and
time frame or each activity)
Accommodations made for
struggling and accelerated learners
(grouping patterns, content literacy
strategies, etc.)
Resources
How has prior day assessment
shaped your instruction?
Standard ESS.3.3
Construct an explanation for how energy from the Sun drives atmospheric
processes and how atmospheric currents transport matter and transfer energy.
Emphasize how energy from the Sun is reflected, absorbed, or scattered; how the
greenhouse effect contributes to atmospheric energy; and how uneven heating of
Earth’s atmosphere combined with the Coriolis effect creates an atmospheric
circulation system. (PS3.A, ESS1.B, ESS2.A, ESS2.D)
What would happen if there was no wind?
Each lesson in the unit builds of previous day’s lesson. After learning how the Sun’s energy
creates uneven heating on Earth’s surface, students will now learn that this uneven heating
in turn creates atmospheric circulation and wind. With this final piece, we now have all the
ingredients for weather.
Modelling Coriolis Effect Worksheet
1. Bell Work (5 min): Students will fill out day 2 of their Daily Weather Logs using
their Chromebooks.
2. Standard Starters (10 min): Teacher will take roll call while students watch
weather forecast for the day. After roll call, three students will choose a Pick-a-
Card to be answered. For pick-a-card, prior student questions are answered in pairs
or threes. Any question not known by the teacher is taken by the teacher as
homework.
3. Review (10 min): Class will discuss what we remember about the causes of
weather from prior lesson.
4. Lecture (30 min): Lecture on how uneven heating of Earth’s surface creates
atmospheric circulation and how this in turn creates wind. Rotation of the Earth
creates major global wind patterns. This is known as the Coriolis Effect. Students
will then watch a video that demonstrates how the Coriolis Effect works.
5. Activity (remainder of class): Students will work in pairs to model the Coriolis
Effect using balloons and markers, then answer lab analysis questions on a
worksheet.
Struggling learners: Students are working with partners
ELL students: Worksheet and video translated into Spanish.
Accelerated students: Asked to consider how wind direction would change if speed
of rotation changed.
Modelling Coriolis Effect Worksheet
https://www.youtube.com/watch?v=6L5UD240mCQ
balloons and markers
Students seemed to struggle with previous lesson’s concepts, so I took more time
during the review and lecture today reteaching insolation and how the imbalance
of energy on Earth’s surface creates uneven heating.