ES: Weather

Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.

PERFORMANCE INDICATOR 1.1: Explain complex phenomena, such as tides, variations in day length, solar insolation, apparent motion of the planets, and annual traverse of the constellations.

• Gravity influences the motions of celestial objects. The force of gravity between two objects in the universe depends on their masses and the distance between them.

MAJOR UNDERSTANDING 1.1e: The Foucault pendulum and the Coriolis effect provide evidence of Earth's rotation.

MAJOR UNDERSTANDING 1.1e: The Foucault pendulum and the Coriolis effect provide evidence of Earth's rotation.

PERFORMANCE INDICATOR 1.2: Describe current theories about the origin of the universe and solar system.

MAJOR UNDERSTANDING 1.2g: Earth has continuously been recycling water since the outgassing of water early in its history. This constant recirculation of water at and near Earth's surface is described by the hydrologic (water) cycle.

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

PERFORMANCE INDICATOR 2.1: Use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of Earth's plates.

MAJOR UNDERSTANDING 2.1a: Earth systems have internal and external sources of energy, both of which create heat.

MAJOR UNDERSTANDING 2.1b: The transfer of heat energy within the atmosphere, the hydrosphere, and Earth's interior results in the formation of regions of different densities. These density differences result in motion.

MAJOR UNDERSTANDING 2.1c: Weather patterns become evident when weather variables are observed, measured, and recorded. These variables include air temperature, air pressure, moisture (relative humidity and dewpoint), precipitation (rain, snow, hail, sleet, etc.), wind speed and direction, and cloud cover.

MAJOR UNDERSTANDING 2.1d: Weather variables are measured using instruments such as thermometers, barometers, psychrometers, precipitation gauges, anemometers, and wind vanes.

MAJOR UNDERSTANDING 2.1e: Weather variables are interrelated. For example:
Weather variables are interrelated. For example:

• Temperature and humidity affect air pressure and probability of precipitation

• Air pressure gradient controls wind velocity

MAJOR UNDERSTANDING 2.1f: Air temperature, dewpoint, cloud formation, and precipitation are affected by the expansion and contraction of air due to vertical atmospheric movement.

MAJOR UNDERSTANDING 2.1g: Weather variables can be represented in a variety of formats including radar and satellite images, weather maps (including station models, isobars, and fronts), atmospheric cross-sections, and computer models.

MAJOR UNDERSTANDING 2.1h: Atmospheric moisture, temperature and pressure distributions; jet streams, wind; air masses and frontal boundaries; and the movement of cyclonic systems and associated tornadoes, thunderstorms, and hurricanes occur in observable patterns. Loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.

PERFORMANCE INDICATOR 2.2: Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate.

MAJOR UNDERSTANDING 2.2a: Insolation (solar radiation) heats Earth’s surface and atmosphere unequally due to variations in:

• The intensity caused by differences in atmospheric transparency and angle of incidence which vary with time of day, latitude, and season

• Characteristics of the materials absorbing the energy such as color, texture, transparency, state of matter, and specific heat

MAJOR UNDERSTANDING 2.2b: The transfer of heat energy within the atmosphere, the hydrosphere, and Earth’s surface occurs as the result of radiation, convection, and conduction.

• Heating of Earth's surface and atmosphere by the Sun drives convection within the atmosphere and oceans, producing winds and ocean currents.

KEY IDEA 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process

PERFORMANCE INDICATOR 1.1: Elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent one's thinking.

PERFORMANCE INDICATOR 1.2: Hone ideas through reasoning, library research, and discussion with others, including experts

PERFORMANCE INDICATOR 1.3: Work towards reconciling competing explanations; clarify points of agreement and disagreement

PERFORMANCE INDICATOR 1.4: Coordinate explanations at different levels of scale, points of focus, and degrees of complexity and specificity, and recognize the need for such alternative representations of the natural world.

KEY IDEA 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity

PERFORMANCE INDICATOR 3.1: Use various methods of representing and organizing observations (e.g. diagrams, tables, charts, graphs, equations matrices) and insightfully interpret the organized data

PERFORMANCE INDICATOR 3.3: Assess correspondence between the predicted result contained in the hypothesis and actual result, and reach a conclusion as to whether the explanation on which the prediction was based is supported

Inferred Properties of Earth's Interior (p.10)

Dewpoint (p.12)

Relative Humidity (p.12)

Temperature (p.13)

Pressure (p.13)

Key to Weather Map Symbols (p.13)

Selected Properties of Earth's Atmosphere (p.14)

Reading: Key Ideas and Details

Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

Reading: Key Ideas and Details

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text. 

Reading: Craft and Structure

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

Reading: Craft and Structure

Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). 

Reading: Craft and Structure

Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

Reading: Integration of Knowledge and Ideas

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Reading: Integration of Knowledge and Ideas

Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Reading: Range of Reading and Level of Text Complexity

By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently

Writing: Production and Distribution of Writing

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Writing: Research to Build and Present Knowledge

Draw evidence from informational texts to support analysis, reflection, and research.

Writing: Range of Writing

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.