Unit 5

Fundamentals of Weather
Key Concepts
* Weather instruments * Incoming solar radiation/Albedo * Layers of the
atmosphere * Air pressure * Wind/Global wind belts * Humidity * Air masses *
Fronts * Severe weather/impacts * Tornadoes, hurricanes
Iowa Core Science Standards
1. Understand and apply knowledge of energy in the earth system
2. Understand and apply knowledge of geo-chemical cycles
3. Think critically and logically to make the relationships between
evidence and explanation
4. Communicate and defend scientific procedures and explanations
5. Using math in all aspects of scientific inquiry
NGSS

HS-ESS2-2. Analyze geoscience data to make the claim that one

change to Earth's surface can create feedbacks that cause changes to
other Earth systems
HS-ESS2-4. Use a model to describe how variations in the flow of
energy into and out of Earths systems result in changes in climate.
HS-ESS2-7. Construct an argument based on evidence about the
simultaneous co-evolution of Earths systems and life on Earth.

DAY 1
INTRODUCTION (Monday)
Activities
1. Traveling concept maps
a. Materials
i. Poster paper
ii. Markers
b. Instructions
i. Ask students to draw a circle in the middle that says
weather
ii. Ask them to draw two lines one will be for misconceptions
and the other one for concepts
iii. Round one of traveling
1. Students need to discuss and contrast what are some
misconceptions and conceptions of weather.
 2. Posters then travel clockwise to other groups.
Students on other groups check both concepts and
misconceptions and either agree, correct or add to
them.
3. Group discussion
iv. Round two
1. List differences between climate and weather
2. Students on other teams add or correct
3. Group discussion
v. Round three
1. What is weather?
2. Students on other teams add or correct
3. Group discussion
vi. Conclusion
Chapter 1
What is weather?
NGSS
HS-ESS2-7. Construct an argument based on evidence about the
simultaneous co-evolution of Earths systems and life on Earth.

Activities
1. Notes
2. Activities
A. Sun light mini lab
B. Life on earth and Weather
a. Students will have to make a connection between the evolution
of life on Earth and the evolution of weather.
i. Climate and Biomes. Students will investigate the
relationship between climate and the variety of biomes in
the world. Students will compare climate patterns from a
variety of regions of the globe and explain how climate is
defined by precipitation and temperature. Students will
then give examples of the relationship between climate
and the living environment (the biome).
ii. Using their knowledge of weather and climate from the
previous lab. Students will make a prediction of how life
and weather evolved. Students then present their theory
by doing a comic, a timeline, a 1-page report, a news
article, or a concept map.
C. Cliamte vs Weather lab
a. Students will gather data on current weather. Students will then
plot their data and compare it to the type of climate we live in.
Students then will explore the differences between weather and
climate.
 Chapter 2
Radiation, Conduction, and Convection

Objectives
To be able to explain the 3 methods of heat transfer on Earth
To be able to contrast and compare Radiation, Conduction, and Convection
To be able to draw conclusions on how these 3 methods work together to
transfer heat all over the world
Activities
1. Notes
2. Radiation Rate of absorption Lab

Chapter 3
The Atmosphere
Objectives
To name the major gases on the atmosphere
To understand how the atmosphere has changed over time and why
To compare and contrast the different layers of the atmosphere and its
specific characteristics
Activities
1. Notes
a. Earths layers jigsaw activity
b. Earths layers foldable
2. Exit ticket/ Bell ringer
3. Layers of the atmosphere scientific model
Chapter 4
Air
Activities Air Pressure
1. Air pressure demo 10 min
a. Teacher will have a balloon inside of a plastic bottle. Stretch the
mount of the balloon over the mouth of the bottle.
b. The plastic bottle should have a hole on one of the sides of the
bottle at the bottom.
 c. Make sure that you have at least 2 bottles so that at least 2
students can try or disinfectant wipes to clean out the top of the
balloon and the hole on the bottle.
d. Ask students to try to inflate the balloon without covering the
hole at the bottom of the bottle. IMPOSSIBLE!
e. Now ask students to suck air through the hole at the bottom of
the bottle. Watch the balloon inflate. Have students cover the
hole with their finger and the balloon will stay inflated. Uncover
the hole and the balloon will deflate.
f. Science behind it:
i. The air pressure all over the room is much higher than the
one inside of the bottle when you are covering the hole.
Therefore, air is putting pressure inside the bottle to
equalize the pressure and so inflating the balloon. Once
you uncover the hole then air pressure fills up the bottle
from the bottom up. Equalizing the pressure and therefore
deflating the balloon.
2. Air pressure notes/worksheet
3. Make your own barometer
a. Watch this short video https://www.youtube.com/watch?
v=EkDhlzA-lwI
b. Using the materials you brought make your own barometer using
this instructions
c. Record the air pressure at the classroom on your data graph,
then take it home and record the air pressure Friday, Saturday,
and Sunday.
d. Bring your data table back on Monday and share your results.
Why do you think there were differences on air pressure?
Activities Wind/global wind belts
Activities Air Masses
Activities Fronts
Chapter 5
Weather Instruments
Objectives

Be able to construct and interpret weather station models.

Be able to measure weather variables using typical instruments and scales.

Understand the relationship that exits between weather variables.

Be able to use weather related charts from the Earth Science Reference
Tables.

Activities

1. Notes

2. Choose your assignments from each level

a. Students must choose assignments from all 3 levels to complete

a total of 100 points

"C" Level Work (40 "B" Level Work (35 "A" Level Work (25
points maximum) points maximum) points maximum)

Flash Cards: (5 Station Model Lab (15 Build your own

points)* create flash points) weather station (25
cards using the points)
following words-
anemometer,
barometer, weather
station model, pressure
gradient, dew point,
relative humidity, air
pressure, density,
Coriolis Effect
Concept Map: (10 Evaluating Weather Aruba Cloud Cover
points)* create a map Forecasting (20 Measured by Satellite
using the following points) Use a (25 points)
words- pressure newspaper or other
gradient, dew point, weather report for the
relative humidity, air next 7 days. Record the
pressure, density, temperature and
Coriolis Effect, millibar, weather conditions for
temperature, wind. your city during that
week and compare the
forecasted weather with
the observed weather.
Write a report of your
findings and create a
hypothesis based on
your observations for
the difference in

Create a weather advisory
pamphlet (20 points):
Choose a weather event and
create an informational
pamphlet about it. Make sure
it has pictures, that it includes
how to stay safe? How to
prepare for the event? Why it
happens? Include a map to
show where it happens more
often.
Create a Weather
Poem/song: (5
points) write a poem
that uses at least 10
weather-related words.
weather if any. Make
sure you include
scientific terms and
facts.
Create a Video Using Radiosonde
Forecast: (20 points) Data From a Weather
use current weather Balloon Launch (25
maps, local data, and web points)
sites to develop a forecast
for the next few days.
Record yourself and a
team member delivering
the forecast. Be sure the
video includes a weather
map and that you provide
a reason for the weather
you are predicting.