CURRICULUM OUTLINE. DEPARTMENT: Science DATE: January, 2004

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1 PARAMUS ELEMENTARY SCHOOL PARAMUS, NEW JERSEY CURRICULUM OUTLINE DEPARTMENT: Science DATE: January, 2004 COURSE: The Earth s Atmosphere GRADE LEVEL: Grade 6 I. COURSE DESCRIPTION: The student will explore in this activity-centered course the importance of the earth s atmosphere, how it changes, and how these changes can be predicted and perhaps controlled. Investigations focus on causes of weather, weather and climate, the elements of weather, and forecasting weather. Opportunities are provided for the student to read weather instruments, construct weather instruments, observe the elements of weather over a period of time, read weather maps, and forecast weather. In addition, the student will have the opportunity to use the satellite imaging system and analyze pictures from satellites. II. COURSE OBJECTIVES: Science Generalization: The universe is in constant change. Major Concept to be Revised: The earth=s atmosphere is essential to life on earth (Grade 2) Major Unit Concept: Changes in our atmosphere can be predicted and perhaps controlled. General Objectives: 1. Understand the difference between weather and climate and their relationship to one another. (5.8.8.B.1) Grade6 -The Earth s Atmosphere-1

2 2. Identify the causes of weather and climate. (5.8.8.B.1) 3. Investigate the effects the earth s atmosphere, shape, tilt, geographic features, and land and water masses have on the gain or loss of the sun s heat energy. (5.9.8.A.3, B.1, B.2 & B.3) 4. Understand the greenhouse effect. ( B.1) 5. Identify the composition of the earth s atmosphere. (5.8.8.B.1) 6. Describe the water cycle. (5.8.6.B.2) 7. Identify world and regional wind belts and pressure areas. (5.8.8.B.1) 8. Understand the weather patterns associated with weather fronts and pressure areas. (5.8.8.B.1) 9. Identify the elements of weather. (5.8.8.B.1) 10. Observe and record the elements of weather. (5.8.8.B.1 & B.3) 11. Read a weather map. (5.8.8.B.1) 12. Understand the process and techniques used by meteorologists to forecast the weather. (5.8.8.D.1, D.4) 13. Identify common storms.(5.8.8.b.1) 14. Identify methods used in trying to control the weather. (5.8.8.B.1) 15. Use equipment and materials safely. (5.1.8.C.1) 16. Apply problem solving skills. (5.1.8.B.2 & B.3) 17. Identify related careers. (5.1.8.B.1) 18. Appreciate weather as a dynamic process affecting our daily lives. (5.2.8.B.1) 19. Integrate technology into science investigations. (5.2.8.B.1 & B.2) 20. Demonstrate how people of various cultures have contributed to the advancement of science and technology. (5.1.8.B.2 & B.3) III. MAJOR CONCEPTS AND TOPICS: I. I. Weather and Climate A. Defining weather and climate B. Causes of climate regions 1. Latitude 2. Topography 3. Land and water masses 4. Elevation 5. Wind patterns C. Causes of Weather 1. Sun a. Unequal heating 1. Angle of rays 2. Absorption and reflection Grade6 -The Earth s Atmosphere-2

3 b. Greenhouse effect 2. Earth a. Axis tilt b. Size and shape c. Distance from sun d. Land and water masses 1. Absorption 2. Reflection e. Atmosphere 1. Composition 2. Layers II. Effect of Weather and Climate A. Seasons B. Water cycle C. Movement of air masses 1. General world wind circulation 2. Planetary pressure area 3. Planetary wind belts 4. Local wind belts a. Land and sea breezes b. Mountain and valley breezes D. Pressure areas 1. High pressure a. Falling air (diverging) b. Anticyclonic (clockwise) wind direction c. Usually fair weather 2. Low pressure a. Rising air (converging) b. Cyclonic (counterclockwise) wind circulation c. Usually stormy weather E. Frontal movements 1. Cold 2. Warm Grade6 -The Earth s Atmosphere-3

4 3. Stationary 4. Occluded III. Elements of Weather A. Clouds 1. Composition 2. Formation 3. Types 4. Ceiling B. Precipitation C. Wind 1. Rain 2. Snow 3. Sleet 4. Hail 5. Dew and frost D. Air pressure E. Temperature F. Relative humidity G. Visibility H. Storms 1. Thunder storms 2. Tornado 3. Hurricane 4. Blizzard IV. Forecasting Weather A. Observing and recording weather elements B. Weather maps 1. Types Grade6 -The Earth s Atmosphere-4

5 2. Interpreting 3. Station model 4. Weather symbols V. Weather and our daily lives A. Long range prediction 1. Weather satellites 2. Hurricane hunters 3. Improved technology/techniques B. Control efforts 1. World weather watch 2. Cloud seeding 3. Fog control 4. Frost control 5. Hail control VI. Scientists A. Introduction to scientists B. Contributions of scientists C. Careers IV. STUDENT SKILL OBJECTIVES: 1. After reading about and/or discussing weather and climate, the student will state orally or in writing a definition for each and how they are different. 2. After reading about and/or discussing the causes of climate regions, the student will state orally or in writing at least 3 causes. 3. After reading about and/or discussing the causes of weather, the student will state orally or in writing at least 3 causes. 4. Given the necessary equipment and materials, the student will determine the effect the earth s curvature has upon the unequal heating of the earth s surface. Grade6 -The Earth s Atmosphere-5

6 5. After a class review of the cause of the earth s seasons, the student will state orally or in writing the relationship between the earth s seasons and the sun s energy (heat, light). 6. Given the necessary equipment and materials, the student will determine the reflective and absorption properties of water. 7. Given the necessary equipment and materials, the student will determine the reflective and absorption properties of the earth s atmosphere. 8. After reading about and/or discussing the layers of the earth s atmosphere, the student will construct a model or will state orally or in writing for each layer its name, its altitude, and any special properties. 9. After reading about and/or discussing the water cycle, the student ill draw a labeled diagram. 10. After observing, reading about, and/or discussing the greenhouse effect, the student will state orally or in writing its cause and effects. 11. After reading about and/or discussing the major world wind belts, the student will state orally or in writing their names and global locations. 12. After reading about and/or discussing the major world pressure areas, the student will state orally or in writing their names and global locations. 13. After reading about and/or discussing local wind patterns, the student will state orally or in writing the causes for land and sea breezes and mountain and valley breezes. 14. After reading about and/or discussing high and low pressure areas, the student will state orally or in writing for each the general movement of air within, the general movement of air around, and the general type of associated weather. 15. After reading about and/or discussing cold, warm stationary, and occluded fronts, the student will state orally or in writing for each its cause and associated weather. 16. After reading about and/or discussing the elements of weather - clouds, precipitation, wind, air pressure, temperature, relative humidity, and visibility, the student will state orally or in writing for each a definition and at least one method of observing it. 17. Given a cloud chart or pictures, the student will identify from direct observation Grade6 -The Earth s Atmosphere-6

7 at least 3 different cloud types. 18. Given a rain gauge containing collected rain or snow from a specified period of time, the student will read the amount of precipitation collected to the nearest tenth of an inch. 19. Given an anemometer and wind vane, the student will orally state from direct observation the wind s speed and direction. 20. Given an aneroid barometer, the student will orally state from direct observation the air pressure to the nearest tenth of an inch. 21. Given a dual scale thermometer, the student will orally state from direct observation the temperature to the nearest whole degree Fahrenheit and Celsius. 22. Given a psychrometer and/or a hygrometer, the student will orally state from direct observation the relative humidity to the nearest whole percent. 23. After observing the full horizon line, the student will state orally an estimated average visibility for the station. 24. After observing the elements of weather through direct observation and weather instruments, the student will record them on a chart for a period of at least one week. 25. Given a weather map, the student will state orally or in writing the following information the location of high and low pressure areas, the location of fronts, for a given city its cloud cover, wind speed and direction, temperature, and air pressure. 26. Given a weather forecast computer, the current wind direction and air pressure, the student will forecast the weather for the next hour period. 27. After reading about and/or discussing some common storms - thunder, blizzard, tornado, hurricane, the student will state orally or in writing for each its cause, its unique properties, how it can be forecasted, and examples of its damaging effects. 28. After reading about and/or discussing methods for controlling the weather, the student will state orally or in writing for each the name of the method, the weather element attempted to be controlled and the result of the method. 29. After reading about and/or discussing methods for controlling the weather, the student will state orally or in writing at least 2 reasons for defending his/her position for or against the control of the weather. Grade6 -The Earth s Atmosphere-7

8 30. After reading about and/or discussing related careers, the student will state orally or in writing the name of a career, some duties involved, and likes and dislikes about it. 31. The student will demonstrate an understanding of how people of various cultures have contributed to the advancement of science and technology by completing ab activity such as: listening to stories or poetry, reading biographies, writing stories and/or research papers, constructing time lines, making an oral presentation to recognize that scientific ideas and knowledge have come from men and women of all cultures. 32. Incorporate the use of technology to design, present, and/or investigate an activity or problem in science. 33. After observing pictures obtained from the satellite imaging system, the student will monitor local and national weather conditions and changes in the atmosphere that lead to weather system. V. EVALUATION PROCEDURES: 1. Class participation and preparation 2. Assignments, projects, homework 3. Lab reports 4. Unit criterion referenced test 5. Observable mastery of performance objectives and process skills 6. Tests and quizzes 7. Attendance VI. SUGGESTED MATERIAL: 1. Resource unit, The Earth s Atmosphere 2. Holt Earth Science, Robert Fronkanol, Linda Knight, Holt, Rinehart and Winston Grade6 -The Earth s Atmosphere-8

9 3, Variety of media and technology Grade6 -The Earth s Atmosphere-9