ES: Weather

12 Components
Unit Overview
Weather Unit Plan Snow Day Performance Task Unit 6 Regents-Based Item Bank
5E Instructional Model Plans
Atmosphere and Weather Variables 3E Instructional Model Plan Air Masses and Fronts 5E Instructional Model Plan Air Mass Origins and Global Winds 5E Instructional Model Plan
Laboratory Experience
Modeling Movement of Air in the Atmosphere Lab
Highlighted Resources
Which station model best represents the weather? Why is there snow at high altitudes? Atmospheric Moisture Questions How do winter storms form? Unit 6 Professional Development Booklet
ES Unit 6: ES: Weather
Browse Components
Unit Overview
Weather Unit Plan Snow Day Performance Task Unit 6 Regents-Based Item Bank
5E Instructional Model Plans
Atmosphere and Weather Variables 3E Instructional Model Plan Air Masses and Fronts 5E Instructional Model Plan Air Mass Origins and Global Winds 5E Instructional Model Plan
Laboratory Experience
Modeling Movement of Air in the Atmosphere Lab
Highlighted Resources
Which station model best represents the weather? Why is there snow at high altitudes? Atmospheric Moisture Questions How do winter storms form? Unit 6 Professional Development Booklet
5E Instructional Model Plan:

Air Masses and Fronts 5E Instructional Model Plan

Plan for teaching about weather variables and air masses using the 5E Instructional Model as a framework

5-7 days
See Standards
Earth Science (NY State Core Curriculum, 2005) - Standard 4:
ES 2

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

ES 2.1

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.

ES 2.1b

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.

ES 2.1c

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.

ES 2.1e.i
  • Temperature and humidity affect air pressure and probability of precipitation
ES 2.1g

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.

ES 2.1h

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.

Analysis, Inquiry, and Design SCIENTIFIC INQUIRY (NY State Core Curriculum, 2005) - Standard 1:
SI 1

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

SI 1.1

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.

SI 1.2

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

SI 1.4

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.

SI 2

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

NY State Earth Science Reference Tables:
ESRT 22

Key to Weather Map Symbols (p.13)

Common Core Learning Standards - Grades 6-12 Literacy in History/Social Studies, Science, & Technical Subjects:
9-10.R.ST.4

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.

9-10.R.ST.7

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.

9-10.R.ST.10

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

9-10.W.HST.10

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.

Students learn about types of air masses and the regions they are associated with by examining photos of those regions and making predictions about temperature and moisture levels of air masses that originate in the photos. Students then observe simulations of different front boundaries to compare/contrast air mass interaction and the resulting weather at each type of front boundary. Finally, students are asked to research the types of air masses and front boundaries associated with blizzards and use the ESRT to create a map representing what these air masses and front boundaries.

Resources: