Unit #: ____2____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
STAGE 1 – DESIRED RESULTS
Unit Title: Understanding Weather and Climate
Understandings: Students will understand that…
 The cycling of matter in and out of the atmosphere influences
weather and climate patterns.
 Global heating by the sun is the driving force behind weather
and climate patterns.
 The interaction between air masses affects the weather patterns
in a given area.
Essential Questions:
1. How does the cycling of water in and out of the atmosphere affect
weather patterns?
2. How does the sun’s energy impact weather and climate patterns?
3. What is relationship between air masses; high and low pressure
systems and frontal boundaries to weather patterns?
Students will know:
 The cycling of water in and out of the atmosphere affects
weather patterns.
 The movement and interaction of air masses influence the
weather of a specific area.
 The sun heats the atmosphere, which influences the wind
patterns of Earth.
 The global winds and jet stream have a major impact on weather
and climate.
Students will be able to:
 Describe the water cycle and understand how it relates to
weather patterns.
 Relate the movement of air masses to the formation of storms
and other weather conditions.
 Explain how the uneven heating of the Earth causes global and
local winds patterns.
 Describe the influence of global and local wind patterns on
weather and climate.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____2____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
STAGE 1– Standards
7.E.1
Understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere, weather and
climate and the effects of the atmosphere on humans.
7.E.1.2
Explain how the cycling of water in and out of the atmosphere and atmospheric conditions relate to the weather patterns on Earth.
7.E.1.3
Explain the relationship between the movement of air masses, high and low pressure systems and frontal boundaries to storms (including
thunderstorms, hurricanes and tornadoes) and other weather conditions that may result
7.E.1.5
Explain the influence of convection, global winds and the jet stream on weather and climatic conditions
Technology Standards
7.TT.1
Use technology and other resources for assigned tasks
7.TT.1.1 Use appropriate technology tools and other resources to access information.
Use appropriate technology tools and other resources to organize information (e.g. graphic organizers, databases, spreadsheets, and desktop
publishing).
Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia presentations, Web
7.TT.1.3
2.0 tools, graphics, podcasts, and audio files)
7.TT.1.2
7.SE.1
Apply responsible behaviors when using information and technology resources.
7.SE.1.1
Apply ethical behavior (copyright, not plagiarizing, proper netiquette) when using resources.
7.SE.1.2
Apply the safety precautions necessary when using online resources (personal information, passwords, etc.).
7.SI.1
Evaluate information resources based on specified criteria
7.SI.1.1
Evaluate resources for reliability. (Reliability can be determined by currency, credibility, authority, etc. depending on the curriculum topic).
7.SI.1.2
Evaluate content for relevance to the assigned task.
7.SI.1.3
Evaluate resources for point of view, bias, values, or intent of information.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____2____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
Performance Tasks:
STAGE 2 – ASSESSMENT EVIDENCE
Other Evidence:
Key Criteria:
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____2____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
STAGE 3 – RESOURCES
District Resources:
 NCDPI Weather Unit Resources
Supplemental Resources:
-StudyJams on Weather and Climate
-StudyJams on Water Cycle
-StudyJams on Air Pressure and Wind
-StudyJams on Water Cycle
-StudyJams on Air Masses and Fronts
-StudyJams on Severe Storms
-EdHeads on Weather
-BrainPop on Water Cycle
-All Science (list of multiple websites)
-Water Cycle Game
-Air Mass Foldable
-Air Pressure Lab
-Heat Transfer Activity
-Global Winds Flipbook
Discovery Education Resources
Standard 7.E.1
Video:
Earth Cycles
Our Changing Climate: Researching and Forecasting Weather
Catchments
The Greenhouse Effect
Instructional Images:
Water cycle
Audio:
Understanding Weather & Climate: Currents & the Water Cycle
Skill Builder:
Science Lab: Weather
Standard 7.E.1.2
Video:
The Water Cycle
The Roles of the Sun and Moisture in Weather
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____2____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
Moisture and Weather
The Water Cycle: Evaporation, Condensation, Precipitation, and Runoff (BGL)
Weather (BGL)
Audio:
Understanding Weather & Climate: Water Cycle & Humidity
Skill Builder:
The Water Cycle
Standard 7.E.1.3
Video:
Characteristics of Air Masses
Weather In Air Masses
Air Mass Boundaries: Fronts
Stormy Weather
Audio:
Understanding Weather & Climate: Air Masses
Understanding Weather & Climate: Fronts
Understanding Weather & Climate: Why Storms Form
Standard 7.E.1.5
Video:
Convection
Convection in the Atmosphere and Oceans
Air Pressure, Jet Streams, Trade Winds, and Weather Fronts
Global Winds and Weather Systems
Audio:
Understanding Weather & Climate: Convection Currents
Understanding Weather & Climate: Jet Streams
Understanding Weather & Climate: Global Wind Patterns
Standard 7.TT.1
Video:
What Are Scientific Measurements?
Using the Computer and Internet for Research
Using a Computer to Organize a Database
Enhancing Lab Experiences (AGL)
Technology in the Classroom (AGL)
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____2____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
Practicing Reading, Writing, and Technology Skills (AGL)
Articles:
Technology
Standard 7.TT.1.1
Video:
Narrowing Your Search & Staying Focused
Determining Your Information Needs (AGL)
Linking Technologies in the Classroom (AGL)
Online Resources (AGL)
The Internet (BGL)
Electronic Media (BGL)
Search Engines (BGL)
Standard 7.TT.1.2
Video:
Gathering Information for a Database
Using a Computer to Organize a Database
Organizing Research: London Bridge (AGL)
A Closer Look at Prewriting Skills (BGL)
Articles:
Database
Spreadsheet
Desktop Publishing
Standard 7.TT.1.3
Video:
What Is Web 2.0?
Web 2.0: YouTube, Digg, and Facebook
The Internet (BGL)
Using Multimedia (AGL)
Presenting Pompeii (AGL)
Articles:
Graphic Arts
Computer Graphics
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____2____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
Standard 7.SE.1
Video:
Video Games and the Internet
What Is Cyberbullying?
Cyberbullies
Internet Bullies: What Is It?
Resources, Responsibilities, and Ramifications: Guidelines for Acceptable
Use of the Internet (AGL)
Monitoring Students' Use of the Internet (AGL)
History of the Internet (BGL)
Standard 7.SE.1.1
Video:
YouTube's New Battle
Music Industry Fights Back
Using Your Computer: Avoiding Plagiarism
Plagiarism
Research Methods and Citing Sources (AGL)
Copying from the Web (BGL)
Articles:
Copyright
Standard 7.SE.1.2
Video:
Internet Safety Review
Online Shopping
Your Words and Pictures in Cyberspace
Internet Safety (AGL)
Website References (AGL)
Internet Safety (BGL)
Practicing Internet Safety (BGL)
Standard 7.SI.1
Video:
Overview of Internet Resources
Plagiarism
Research Sources: Handwritten Documents, Internet, Books, Museums
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____2____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
Research Your Subject
Classroom Profile: Learning to Recognize Valid Research Sources on the
Internet
A Closer Look at Previewing Resources (BGL)
Evaluating Sources (AGL)
Standard 7.SI.1.1
Video:
Extrinsic and Intrinsic Credibility (AGL)
A Question of Credibility (AGL)
Evaluating Sources’ Credibility (AGL)
Plagiarism and Information Literacy (AGL)
Standard 7.SI.1.2
Video:
Information Relevance (BGL)
Standard 7.SI.1.3
Video:
Viral Information: Evaluating Websites (AGL)
Choice of Language
Evaluating Media
Evaluating Your Information (AGL)
Evaluating Websites for Content Quality (AGL)
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____2____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
Differentiated Resources (AIG, ESL, EC, Technology, etc.):
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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