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					Lewiston High School                                                 Understanding by Design (UbD)
Content Area: Science                                 Course: Grade 9 Earth Systems Science
Quarter2: Unit 3                                      Unit Title: Atmosphere & Meteorology
                                      Stage 1 – Desired Results
      Established Goals:
      Theme: D The Physical Setting: Earth & Matter;
      D-2: Students describe and analyze the biological, physical, energy, and human influences that shape
      and alter Earth Systems.
      D-3: Students describe the structure, behavior, and interactions of matter at the atomic level and the
      relationship between matter and energy.
      Understandings: Students will understand that...
      1. Energy is transferred throughout Earth's atmosphere.
      2. Atmospheric properties, such as temperature, air pressure, and humidity describe weather conditions.
      3. Air masses have different temperatures and amounts of moisture because of uneven heating of
      Earth's surface.
      4. Weather results when air masses with different pressures and temperatures move, change, and
      5. Without oceans on Planet Earth, the atmosphere and life as we know it would not exist.
      6. Light energy acts as both waves and particles, and can be measured by wavelength, frequency and
      7. Light is part of the electromagnetic spectrum and plays an integral role in the creation of weather.
      8. Accurate measurements of atmospheric properties are a critical part of weather analysis and
      Essential Questions:
      O. How does the relationship between temperature, pressure, and molecular motion help us to
      understand and explain our atmospheric and oceanic systems?
      T. How are the atmospheric layers organized?
      T. How does molecular motion contribute to convection currents and conduction of heat in the
      T. How does the electromagnetic spectrum influence the stratosphere and the troposphere?
      T. How are air masses influenced by the land or water they are traveling over?
      T. To what extent is there a difference between weather and climate?
      T. Why is there less air pressure on a mountaintop than at sea level?
      Students will know…
      • definitions of unit vocabulary.
      • the range of frequencies/wavelengths in the EM spectrum, their uses by man, and their affect on the
      layers of the atmosphere.
      • the relationship between pressure, temperature, and molecular motion in the atmosphere
      • how weather and climate are related, man's influence on climate, and the influence of climate on
      Students will be able to…
      • distinguish between different weather fronts on weather maps
      • describe, conduct, and analyze key aspects of scientific investigations
      • manipulate an online simulation of gas properties and states of matter
                                     Stage 2 – Assessment Evidence
      Performance Tasks:
      1. Students will illustrate and design an Electromagnetic Spectrum Mobile/Puzzle/3-D poster (student
      choice) with short narratives about the importance of each part of the EM spectrum. (Explanation)
      2. Students will hypothesize and experiment on their own pressure on Earth's surface with the R U
      Under Pressure Lab (Take-home Lab) (application)
Lewiston High School                                                          Understanding by Design (UbD)
Content Area: Science                                       Course: Grade 9 Earth Systems Science
Quarter2: Unit 3                                            Unit Title: Atmosphere & Meteorology
       Other Evidence:
       • Quizzes
       • Definitions: Meteorology, Atmosphere, Weather, Climate, Barometer, Thermometer, Air Pressure,
       Troposphere, Stratosphere, Mesosphere, Thermosphere, Ionosphere, Ozone Layer, Aurora Borealis,
       Electromagnetic Spectrum, Temperature, Density, Pressure, Molecular Motion, Humidity, Dew Point,
       Radiation, Conduction, Convection, Temperature Inversion, Cold Front, Warm Front, Stationary Front,
       Occluded Front, Weather Radar, Doppler Effect, Air Mass.
       • Labs:
       1. Students will analyze the results of a Can Crush Pressure Demo (performance criteria = rubric)
       • Log Book Journals
       • Unit 3 Test
                                          Stage 3 – Learning Plan
       Learning Activities:
       (W) PowerPoint Presentations: Students will take notes on varied short PowerPoint presentations that
       introduce the concepts of: Atmospheric Structure / Light / Pressure, Temp., Molecular Motion /
       (W/H) Students will complete an Interest Inventory on the atmosphere and weather (before unit
       (W/E) Students will complete selected textbook questions from Chapter 11-Atmosphere and Chapter
       (W/E) Students will graph the layers of the atmosphere when given data on altitude and temperature.
       (E/R/E2) Students will view a Crushed Can Lab Demo, and will complete an analysis and journal entry;
       Students will Rethink and Revise journal entries after teacher feedback. Student will complete a self-
       evaluation on the quality of their conclusion and how they will improve upon future lab journals
       (E/O) Students will manipulate a variety of Interactive Simulations found on a University of Colorado-
       Boulder website covering the following topics: Temp., Pressure, Molecular Motion, Gas Properties,
       States of Matter. They will complete a series of questions that will guide them through an exploration
       of the big ideas of Unit 3.
       (T) Website-Vision Learning: Earth's Atmosphere-Students read at own pace and take/re-take online
       quizzes until they have mastered the information.
       Habits of Mind:
       Persisting- Students will work through online quizzes until they have achieved passing scores. This
       involves re-reading information to gain a more thorough understanding of it before submitting online
       test scores to the teacher.
       Thinking and communicating with clarity and precision- Students write lab reports clearly and
       Applying past knowledge to new- Using what they have learned about atmospheric pressure, student
       will experiment to find out how much pressure they exert on Earth's surface.

       Technology Skills: Students will be able to:
       Use a computer simulation to manipulate data.
       Use a computer to complete an online guided-tutorial.

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