Weather
Discovery Education Unit: Superstorm of 1993
Embedded Files
Literacy / Driving Question Board Connections
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Driving Question Boards
Multilingual Learner Language Expectations
MS-ESS2-4: Cycling of Water Through Earth's Systems
Develop a model to describe the cycling of water through earth's systems driven by energy from the sun and the force of gravity. (Energy and Matter)
Clarification & Boundary Statements
Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.
Boundary Statement: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.
MS-ESS2-5: Interacting Air Masses and Weather
Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. (Cause and Effect)
Clarification & Boundary Statements
Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).
Boundary Statement: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.
Clarification & Boundary Statements
Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods).
Examples of data can include the locations, magnitudes, and frequencies of the natural hazards.
Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires)
or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).
Boundary Statement: none
Anchor Phenomenon / Local Colorado Phenomenon Connections
DRIVING QUESTION: What caused the Superstorm of 1993?
Anchor
This lesson introduces the Anchor Phenomenon to students. They read a passage and study images and data about the Superstorm of 1993. After reading the passage, students will discuss their own experiences with suddenly changing weather and relate their experiences with the Superstorm. Then, they will generate questions about the formation of the storm, how it became a superstorm, and how data was collected before and during the storm and place their questions on the Driving Question Board.
Discovery Education Lesson / Connections to Anchor Phenomenon
Exploring the Superstorm of 1993 / What caused the Superstorm of 1993?
Rainstorms and Snowstorms / Why did rain fall in some places and snowfall in other places?
Water in the Ground / What happens to precipitation after it falls to the surface of Earth?
Water in the Atmosphere / How does water get into the air?
Storm Patterns / Why were there so many different kinds of weather associated with the Superstorm?
Predicting the Storm and Natural Hazards / How did scientists know the storm was coming?
Outscider National Park Phenomena Connections
Sequoia and Death Valley National Parks - weather and climate; water cycle
Engage: Discussion Guide
Explore: Modeling Relative Humidity
Explain: Weather Journal
Elaborate: Weather vs. Climate Analysis
Evaluate: Communicating Climate Risks
Everglades National Park - Water Cycle
Everglades National Park - Water Cycle
Explore: Water Cycle Stations Game
Explain: Porosity and Permeability Lab
Elaborate: Tracking Local Water Pollution
Evaluate: Green Infrastructure Project
Local Colorado Phenomena Connections
NGSS standard MS-ESS2-5 focuses on collecting data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. Here are some local Colorado phenomena you could use to address this standard:
Chinook Winds: These warm, dry winds occur on the eastern slopes of the Rockies, particularly in winter, and can lead to rapid temperature changes.
Rocky Mountain Weather Patterns: The interaction of air masses over the Rockies can cause sudden weather changes, including thunderstorms and snowstorms.
Colorado's Microclimates: The state's diverse topography creates microclimates, which can be studied to understand localized weather variations.
High Altitude Weather: Explore how altitudes above 5,000 feet influence air pressure and weather patterns, including the phenomenon of afternoon thunderstorms.
The Colorado Front Range: This area often experiences unique weather patterns due to the interaction between the mountains and the plains, ideal for studying air mass movements.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Career Connections
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.
Local Colorado Career Connections
Here are some Colorado-based career connections related to weather and climate that you can explore for your 7th grade science curriculum:
National Center for Atmospheric Research (NCAR):
Located in Boulder, NCAR offers research opportunities and educational resources related to atmospheric science.
NOAA's Earth System Research Laboratories (ESRL): Also in Boulder, ESRL focuses on weather, climate, and air quality research. They might offer tours or guest speakers.
Colorado State University (CSU) Department of Atmospheric Science: CSU is known for its meteorology and climate research programs. They often engage with local schools for educational outreach.
Denver Museum of Nature & Science: The museum offers educational programs and exhibits related to weather and climate science.
Local TV Meteorologists: Consider reaching out to meteorologists from Denver-based TV stations for guest talks or classroom visits.
These connections can provide students with real-world insights into careers in atmospheric sciences and climate-related fields.
Hands On, Minds On Connections
Discovery
Discovery Hands-On Refurbishments
PASCO
St Vrain Science Center
Data Puzzle Connections
Simulations
GIZMOS
Nearpod Lessons / Activities / Videos
LabXchange Lessons / Activities / Videos
Environmental Education Connections
Teacher Notes / Assessments
Discovery Hands-On Refurbishments
To Extend Student Learning
7) Modeling the Superstorm Additional Remediation, Extension, Differentiation Resources
Teacher Prep: Content Background Unit Storyline Driving Question Boards English Language Learner Support
7th Grade Pilot Teacher Notes & Resources
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 8th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
Stanford 3D Short Performance Assessments (Natural Hazards)
CDE: Grade Level Expectations
Prepared Graduates:
Prepared Graduates:
3.10: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how and why Earth is constantly changing.
3.11: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how human activities and the Earth’s surface processes interact
Grade Level Expectation:
Grade Level Expectation:
3-4: Energy flows and matter cycles within and among Earth’s systems, including the sun and Earth’s interior as primary energy sources. Plate tectonics is one result of these processes.
3-6: Water cycles among land, ocean, and atmosphere, and is propelled by sunlight and gravity. Density variations of sea water drive interconnected ocean currents. Water movement causes weathering and erosion, changing landscape features
3-9: Mapping the history of natural hazards in a region and understanding related geological forces.
3-10: Human activities have altered the biosphere, sometimes damaging it, although changes to environments can have different impacts for different living things.
3-11: Human activities affect global warming. Decisions to reduce the impact of global warming depend on understanding climate science, engineering capabilities, and social dynamics
Colorado Department of Education - Middle School Science Standards
Connecting Thinking Maps to Science Instruction
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Graphic Organizers (Science Practices & Cross-Cutting Concepts)
Thinking Maps Guide Thinking Maps Guide (Spanish)
Thinking Map Resources (Spanish)
Patterns
Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?
Possible Thinking Maps:
Flow or Bridge Maps for analyzing patterns (Page 54)
Tree Map for classifying (Page 42)
Bridge Map for relationships (Page 66)
Multi-flow Map for causes of patterns and making predictions (Page 60)
Double Bubble Map for comparing / contrasting patterns (Page 36)
Cause and Effect
Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Partial Multi-flow Map (Page 60)
Circle Map for Brainstorming (Page 24)
Double Bubble Map for cause and effect (Page 36)
Scale, Proportion, Quantity
Critical Questions: How does this system look at a smaller or larger scale? What is new and what is the same? What is new and what is the same? How does this scale relate to you? What happens if we change the quantity involved?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Tree Map for details at different measures (Page 42)
Double-Bubble Map (Page 36)
Brace Map for analyzing parts at different scales or proportions (Page 48)
Bridge Map for relationships (Page 66)
Systems and System Models
Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?
Possible Thinking Maps:
Brace Map for taking systems apart (Page 48)
Flow Map for organization of the system (Page 54)
Double-Bubble Map to systems (Page 36)
Multi-flow Map to analyze impact of modifying systems (Page 60)
Energy and Matter
Critical Questions: How are energy and matter related in this system? Where does the energy for this system come from? Go?
Possible Thinking Maps:
Flow Map for tracking energy (Page 54)
Partial Multi-Flow Map for effects of changes (Page 60)
Bridge Map for relating energy and matter (Page 66)
Partial Multi-flow for causes of energy (Page 60)
Structure and Function
Critical Questions: How does the function depend on the structure? Are there other structures that serve the same function?
Possible Thinking Maps:
Brace Map to analyze structure (Page 48)
Partial Multi-Flow Map to explain how the structure causes the function (Page 60)
Double Bubble Map for different structures (Page 36)
Stability and Change
Critical Questions: What causes change in this system? Stability? Is the stability static or dynamic? What are possible catalysts for changing the stability?
Possible Thinking Maps:
Partial Multi-Flow Map for change (Page 60)
Circle Maps for defining dynamic and static stability (Page 24)
Flow map for evolution of a system (Page 54)
Double Bubble to dynamic and static stability (Page 36)
Page updated
Report abuse