Unit #: 1
Subject(s):
Science
Grade(s):
7
Designer(s): Debra Gallagher, Susan Harrington, Deanna Jones,
Robin McCraw ,Sheryl Troutman
STAGE 1 – DESIRED RESULTS
Unit Title: Earth’s Atmosphere and Weather
Transfer Goal(s): Students will be able to independently to use their learning to
 Understand how weather impacts their daily lives and lives around the world.
 Use data analysis and observation skills to predict weather.
 Apply knowledge of air quality to be good stewards of Earth.
Enduring Understandings:
Students will understand that…
 Earth’s atmosphere has a specific structure and composition with specific
properties.
 The water cycle 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.
 Information from weather data can be used to make predictions about
weather conditions.
 The quality of life on Earth depends on the monitoring and maintaining of
air quality.
Students will know:
 Earth’s atmospheric layers and their composition.
 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
which impact our weather and climate.
 Data (speed, direction, temperature, humidity, air pressure) gathered about
the atmosphere is used to make predictions about weather conditions.
 Weather conditions over time define our climate.
 Technology has made it easier to predict severe weather.
 The major cloud types and their associated elevations.
 The most common ways in which air quality is affected and the
consequences of poor air quality.
Essential Questions:
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How and why do scientists predict weather conditions?
How has technology influenced weather predictions?
How does nature and man’s actions in our atmosphere affect our daily
lives?
How does air quality affect living things?
Students will be able to:
 Compare and contrast each layer’s specific characteristics.
(7.E.1.1)
 Describe the water cycle and explain how it relates to weather
patterns. (7.E.1.2)
 Relate the movement of air masses and low and high pressure
systems to the formation of storms and other weather
conditions. (7.E.1.3 & 7.E.1.5)
 Explain how the uneven heating of the Earth causes global and
local winds patterns and their effect on weather and climate.
(7.E.1.5)
 Interpret a weather map. (7.E.1.4)
 Use basic weather data (wind speed and direction, air
temperature, humidity and air pressure) to make predictions
about weather conditions and patterns. (7.E.1.4)
 Analyze and draw conclusions on the human impact on air
quality. (7.E.1.6)
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/8/16
1
Unit #: 1
Subject(s):
Science
Grade(s):
7
Designer(s): Debra Gallagher, Susan Harrington, Deanna Jones,
Robin McCraw ,Sheryl Troutman
STAGE 1– STANDARDS
Essential 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.
Clarifying Objectives
Compare the composition, properties and structure of Earth’s
7.E.1.1
atmosphere to include: mixture of gases and differences in temperature
and pressure within layers.
Explain how the cycling of water in and out of the atmosphere and
7.E.1.2
atmospheric conditions relate to the weather patterns on Earth.
Explain the relationship between the movement of air masses, high and
low pressure systems and frontal boundaries to storms (including
7.E.1.3
thunderstorms, hurricanes and tornadoes) and other weather conditions
that may result
Predict weather conditions and patterns based on information obtained
from:
 Weather data collected from direct observations and
measurement (wind speed and direction, air temperature,
7.E.1.4
humidity and air pressure)
 Weather maps, satellites and radar
 Cloud shapes and types and associated elevation
Explain the influence of convection, global winds and the jet stream on
7.E.1.5
weather and climatic conditions.
Conclude that the good health of humans requires: monitoring the
7.E.1.6
atmosphere, maintaining air quality and stewardship.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/8/16
2
Unit #: 1
Subject(s):
Science
Performance Tasks:
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Weather Scientist
Weather Unit Culminating Lesson
Climatologist Diorama-Defined STEM
Click here to access the resources above.
Grade(s):
7
Designer(s): Debra Gallagher, Susan Harrington, Deanna Jones,
Robin McCraw ,Sheryl Troutman
STAGE 2 – ASSESSMENT EVIDENCE
Other Evidence:
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3-2-1 Review
Air Quality: The Pollution Solution
Atmosphere Poem
Bumper Sticker
Ozone Comic Strip
NCDPI Released Test Items
Click here to access the resources above.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/8/16
3
Unit #: 1
Subject(s):
Science
Grade(s):
7
Designer(s): Debra Gallagher, Susan Harrington, Deanna Jones,
Robin McCraw ,Sheryl Troutman
STAGE 3 – RESOURCES FOR THE LEARNING PLAN
District Resources:
Supplemental Resources:
When designing the learning plan, these resources are intended to be These are considered additional resources that are recommended by the
a primary resource used by all teachers.
Curriculum Writing Teams. Those resources with an asterisk (*) may be
purchased by each individual school.
 NCDPI Weather Unit Resources
 StudyJams on Earth’s Atmosphere
o NCDPI Atmosphere Layer Model
 BrainPop on Earth’s Atmosphere
 Discovery Education-Greatest Discoveries with Bill Nye SEPUP Atmosphere Interactive
Atmosphere
 Atmospheric Oxygen Interactive
 iCurio
 Atmosphere Game
 Defined Stem (main site)
 Atmosphere Balloon Race
 Discovery Education (main site)
 Layers of Atmosphere Information
 iCurio (main site)
 Windows to the Universe-Atmosphere
 ASPIRE
 Water Cycle
 7th Science Discovery Education Resources
 EdHeads- Weather*
 7th Grade DPI Unpacked
 The Weather Game
 National Geographic: Eye in the Storm
Click here to access the resources listed above.
 On The Trail of the Missing Ozone
 EPA- Air Quality
 Atmospheric Pressure Activity
 StudyJams on Weather and Climate
 StudyJams on Water Cycle
 StudyJams on Air Pressure and Wind
 StudyJams on Air Masses and Fronts
 StudyJams on Severe Storms
 BrainPop on Water Cycle
 Awful 8 Play
 Air Now (Air Quality Site)
 Catch the Pollution
 EPA Air Quality Resources for Teachers
 NOAA Weather Forecasting
 Weather Watch
 Weather Wiz Kids
 Weather Is a Daily Activity
 NASA Global Climate Change
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/8/16
4
Unit #: 1
Subject(s):
Science
Grade(s):
7
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Designer(s): Debra Gallagher, Susan Harrington, Deanna Jones,
Robin McCraw ,Sheryl Troutman
My NASA Data
Science Net Lesson Plans
Youtube Channel – Science Parody Link: Mr. Parr
TEDEd – lessons worth sharing (videos)
Steve Spangler – Science Demonstration Videos (Youtube)
Kahn Academy – Weather & Atmosphere
CK-12 – Weather & Atmosphere
Bill Nye Videos
Jetstream Online Weather School
Click here to access documents below:
 Air Mass Foldable
 Air Pressure Lab
 Heat Transfer Lab (plus Spiral)
 Put a Sock on It Lab
 Water Cycle Lab
Considerations for Differentiating Instruction (AIG, EL, EC, etc.):
These resources are intended to be used when differentiating instruction to meet the varied needs of students in your classroom.
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Atmosphere Activities
Weather Wiz Kids
LINCS Strategy for Vocabulary
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/8/16
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