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** Unit Template Grade 7 ** ** Weather ** || ** Stage 1 - Desired Results ** //The learner will be able to describe how the global patterns of atmospheric movement influence catastrophic events such as hurricanes/cyclones and tornadoes.//
 * VI Technology Integration Curriculum Mapping **
 * **Science Content Standard(s) Addressed:**
 * S7.ESS.3**
 * S7.ESS.3**
 * Other Content Area Standards Addressed:**

|| ** 1. ** || ** Creativity and Innovation ** || Students will understand: › Layers of the atmosphere, water cycle, global winds, Coriolis effect, barometric pressure, relative humidity, temperature, rain gauges, anemometer, convection currents, radiation, clouds and clouds cover › Global weather patterns in order to understand local weather › How to forecast the weather by reading the sky › How to predict weather due to changes in air pressure › How to predict weather by observing cloud patterns || › To what degree can weather be predicted? › How do global patterns affect local patterns? › How do storms evolve? ||  || **Student objectives (outcomes):** Students will be able to: › Compare and contrast local and global weather conditions › Compare and contrast local and global weather patterns › Analyze and interpret satellite images and Doppler radar to real-time ground observations. › Make predictions based on data collection || ** Stage 2 – Assessment Evidence ** Students will: › Read and record weather using scientific instruments › Compare the data from school’s weather station and nearby airport › Create a multimedia presentation demonstrating an understanding of weather patterns <span style="font-family: "Wide Latin","serif"; font-size: 9pt;">› Create a spreadsheet to collect and graph data to compare and contrast weather patterns <span style="font-family: "Wide Latin","serif"; font-size: 9pt;">› Use Google Earth overlays to demonstrate the understanding of a weather phenomena || <span style="font-family: "Wide Latin","serif"; font-size: 9pt;">› Label diagram of the layers of the atmosphere (pre-assessment) <span style="font-family: "Wide Latin","serif"; font-size: 9pt;">› Google Earth overlays <span style="font-family: "Wide Latin","serif"; font-size: 9pt;">› Journal or blog of communication between students from other parts of the world detailing weather difference between the two locals <span style="font-family: "Wide Latin","serif"; font-size: 9pt;">› Field Trip / Interview Rubric <span style="font-family: "Wide Latin","serif"; font-size: 9pt;">› Weather reports with comparative tables based on weather station data <span style="font-family: "Wide Latin","serif"; font-size: 9pt;">› Team Assignment: Weather report (summative) || <span style="font-family: "Tahoma","sans-serif"; font-size: 11pt;"> || ** Stage 3 – Learning Plan ** This is the core of your lesson plan and includes a listing describing briefly (usually in bullet or numbered form so easy to follow) what: <span style="font-family: "Wide Latin","serif"; font-size: 9pt;">› the students will do during the class to prepare them for the outcomes you expect of them. <span style="font-family: "Wide Latin","serif"; font-size: 9pt;">› the teacher will do to guide the learning · K-W-L activity on background knowledge of weather · Students will be introduced real-time data on weather by using [|www.NOAA.gov] · Remote sensing exercise to determine how satellites read · Homework: Students will view local weather report and begin a weather log to summarize their findings · Create a weather station (i.e. barometers, rain gauges, anemometers, etc.) Prentice Hall Textbook //Weather and Climate// // [|www.undergroundweather.com] // // [|www.noaa.gov] // // V.I. Alert // // Local newspaper // // Local and international news //
 * NETS-S Standards Addressed:**
 * || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ||
 * || || a. || apply existing knowledge to generate new ideas, products, or processes. ||
 * b. || create original works as a means of personal or group expression. ||
 * c. || use models and simulations to explore complex systems and issues. ||
 * d. || identify trends and forecast possibilities. || ||
 * ** 2. ** || ** Communication and Collaboration ** ||
 * || Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||
 * || || a. || interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. ||
 * b. || communicate information and ideas effectively to multiple audiences using a variety of media and formats. ||
 * c. || develop cultural understanding and global awareness by engaging with learners of other cultures. ||
 * d. || contribute to project teams to produce original works or solve problems. || ||
 * ** 3. ** || ** Research and Information Fluency ** ||
 * || Students apply digital tools to gather, evaluate, and use information. Students: ||
 * || || a. || plan strategies to guide inquiry. ||
 * b. || locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. ||
 * c. || evaluate and select information sources and digital tools based on the appropriateness to specific tasks. ||
 * d. || process data and report results. || ||
 * ** 4. ** || ** Critical Thinking, Problem Solving, and Decision Making ** ||
 * || Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: ||
 * || || a. || identify and define authentic problems and significant questions for investigation. ||
 * b. || plan and manage activities to develop a solution or complete a project. ||
 * c. || collect and analyze data to identify solutions and/or make informed decisions. ||
 * d. || use multiple processes and diverse perspectives to explore alternative solutions. || ||
 * ** 5. ** || ** Digital Citizenship ** ||
 * || Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: ||
 * || || a. || advocate and practice safe, legal, and responsible use of information and technology. ||
 * b. || exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. ||
 * c. || demonstrate personal responsibility for lifelong learning. ||
 * d. || exhibit leadership for digital citizenship. || ||
 * ** 6. ** || ** Technology Operations and Concepts ** ||
 * || Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: ||
 * || || a. || understand and use technology systems. ||
 * b. || select and use applications effectively and productively. ||
 * c. || troubleshoot systems and applications. ||
 * d. || transfer current knowledge to learning of new technologies. || ||
 * **Enduring Understanding/Goal**
 * **Enduring Understanding/Goal**
 * **Essential Question(s):**
 * **Performance Task(s):**
 * **Performance Task(s):**
 * **Other Evidence of Student Understanding:**
 * **Learning Activities:**
 * **Learning Activities:**
 * Essential Question(s): ** To what degree can weather be predicted?
 * Lesson 1 **
 * (2-4 days) **
 * Lesson Plan/Activities **
 * Resources **

· Hurricane tracking map · Create Keyhole Markup Language (KML) overlays for Google Earth Prentice Hall Textbook //Weather and Climate// // [|www.noaa.gov] // // [|www.weather.com] // // [|www.intellicast.com] // // Google Earth (Overlays) //
 * Essential Question(s): ** How do global patterns affect local patterns?
 * Lesson 2 **
 * (4-5 days) **
 * Lesson Plan/Activities **
 * Resources **
 * Essential Question(s): ** How do storms evolve?

· Exploring global patterns of weather cycles (Africa – Caribbean) · Use six factors of hurricane (or typhoon) formation and apply them to selected locations around the world to determine storm formation · Compare and contrast weather predictions for the Virgin Islands versus other global locals · Field Trip to visit Hurricane Hunters plane, VITEMA, and/or Interview a Meteorologist or local weather expert · Communicate with students from other parts of the world about their local weather (i.e. video conference, blog, wikis, Skype, email, ePals etc.) · Team Assignment: Conduct a weather report of a historic storm. Prentice Hall Textbook //Weather and Climate// // [|www.noaa.gov] // // VITEMA // || <span style="font-family: "Tahoma","sans-serif"; font-size: 11pt;">
 * Lesson 3 **
 * (10 days) **
 * Lesson Plan/Activities **
 * Resources **
 * Unit Overview (Description)**

Describe each lesson that supports your unit’s enduring understandings and curriculum/technology standards. In each description, explain how the lesson incorporates student-centered learning, project-based or inquiry-based learning, NETS and 21st century skills. Include formative and summative assessments that are associated with the lesson. Fully cite resources (print materials, organizations, software, web resources, etc.) that are used to support the lesson’s content.)
 * Learning Activities (Lesson Plans)**
 * Lesson || Duration || Activity Plan ||
 * 1 || __ days || ** Essential Question(s): **

(describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.)
 * Lesson Plan/Activities: **

<span style="font-family: "Tahoma","sans-serif"; font-size: 11pt;"> (describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.)
 * Resources: ** ||
 * 2 || __ days || ** Essential Question(s): **
 * Lesson Plan/Activities: **
 * Lesson Plan/Activities: **


 * Resources: ** ||
 * 3 || __ days || ** Essential Question(s): **
 * 3 || __ days || ** Essential Question(s): **

(describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.)
 * Lesson Plan/Activities: **

<span style="font-family: "Tahoma","sans-serif"; font-size: 11pt;">
 * Resources: ** ||
 * 4 || __ days || ** Essential Question(s): **
 * 4 || __ days || ** Essential Question(s): **

(describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.)
 * Lesson Plan/Activities: **

Please add here a description of your culminating summative assessment. Prepare this as if you are introducing this assignment to your students for the first time. Therefore, you will likely need a handout that describes the project, sets expectations and deadlines, etc.
 * Resources: ** ||
 * Culminating Summative Performance Task:**