Statement: Emphasis is on how from the sun, through the water interpret and report patterns vary by latitude, altitude, releasing it over time, cycle? to the rest of the and geographic land distribution. and globally class weather maps Emphasis of atmospheric redistributing it from the local MS-ESS2-4 circulation is on the through ocean What is a newspaper. latitudinal banding, the currents. watershed? Coriolis effect, and resulting Students will receive prevailing winds; emphasis of MS-ESS2-4 blank maps and will ocean circulation is on the transfer How does water have to represent of heat by the global ocean flow between the provided weather convection cycle, which is different scenarios on the constrained by the Coriolis effect components of map. and the outlines of continents. watersheds? Examples of models can be Students will be diagrams, maps and globes, or given weather maps MS-ESS2-6 digital What is the with specific representations.] [Assessment atmosphere weather scenarios. composed of? They will have to Boundary: Assessment does not interpret and explain include the dynamics of the MS-ESS2-6 the map to the class Coriolis effect.] How does the or to small groups of composition of the students. atmosphere change at different Students will create elevations? a water cycle representation: 3-D MS-ESS2-6 model, drawing, How do these comic strip etc. to changes affect the explain the water properties and cycle. temperature of the air? After: Students will take a posttest on the MS-ESS2-6 What risks and weathering unit. benefits does the They will have to sun have on the determine what Earth? weather symbols
Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.] from the sun, releasing it over time, and globally redistributing it through ocean currents. through the water cycle? MS-ESS2-4 What is a watershed? MS-ESS2-4 How does water flow between the different components of watersheds? MS-ESS2-6 What is the atmosphere composed of? MS-ESS2-6 How does the composition of the atmosphere change at different elevations? MS-ESS2-6 How do these changes affect the properties and temperature of the air? MS-ESS2-6 What risks and benefits does the sun have on the Earth? interpret and report to the rest of the class weather maps from the local newspaper. Students will receive blank maps and will have to represent provided weather scenarios on the map. Students will be given weather maps with specific weather scenarios. They will have to interpret and explain the map to the class or to small groups of students. Students will create a water cycle representation: 3-D model, drawing, comic strip etc. to explain the water cycle. After: Students will take a posttest on the weathering unit. They will have to determine what weather symbols
SUPO_Gr6_NGSS_PG_2014.docx