Content Standard(s):
Science 12 ) Integrate qualitative scientific and technical information (e.g., weather
maps; diagrams; other visualizations, including radar and computer simulations)
to support the claim that motions and complex interactions of air masses result
in changes in weather conditions.
a. Use various instruments (e.g., thermometers, barometers, anemometers,
wet bulbs) to monitor local weather and examine weather patterns to predict
various weather events, especially the impact of severe weather (e.g., fronts,
hurricanes, tornados, blizzards, ice storms, droughts).
Unpacked Content
Scientific And Engineering Practices:
Obtaining, Evaluating, and Communicating Information; Analyzing and Interpreting Data
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Earth's Systems
Evidence Of Student Attainment:
Students:
Support the claim that motions and complex interactions of air masses result in changes in weather conditions using qualitative scientific and technical information.
Monitor local weather using a variety of instruments.
Examine weather patterns to predict various weather events, especially the impact of severe weather. Teacher Vocabulary:
Integrate
Qualitative scientific information
Technical information
Weather map
Radar
Visualization
Weather
Air mass
Temperature
Pressure
Humidity
Precipitation
Wind
Uniform
Temperature
Moisture
Landform
Current
Probability
Atmosphere
Monitor
Instruments
Predict
Weather patterns
Severe weather
Temperature
Moisture
Pressure
Humidity
Precipitation
Wind
Atmosphere Knowledge:
Students know:
Qualitative scientific and technical information may include weather maps, diagrams, and visualizations, including radar and computer simulations.
Qualitative scientific information may be obtained through laboratory experiments.
Weather is the condition of the atmosphere as defined by temperature, pressure, humidity, precipitation, and wind.
An air mass is a large body of air with uniform temperature, moisture, and pressure.
Air masses flow from regions of high pressure to low pressure, causing weather at a fixed location to change over time.
Sudden changes in weather can result when different air masses collide.
The distribution and movement of air masses can be affected by landforms, ocean temperatures, and currents.
Relationships exist between observed, large-scale weather patterns and the location or movement of air masses, including patterns that develop between air masses (e.g., cold fronts may be characterized by thunderstorms).
Due to the complexity and multiple causes of weather patterns, probability must be used to predict the weather.*Local atmospheric conditions (weather) may be monitored by collecting data on temperature, pressure, humidity, precipitation, and wind.
Instruments may be used to measure local weather conditions. These instruments may include, but are not limited to, thermometers, barometers, and anemometers.
Weather events, specifically severe weather, can be predicted based on weather patterns.
Severe weather may include, but is not limited to, fronts, thunderstorms, hurricanes, tornadoes, blizzards, ice storms, and droughts. Skills:
Students are able to:
Make a claim, to be supported by evidence, to support or refute an explanation or model for a given phenomenon, including the idea that motions and complex interactions of air masses result in changes in weather conditions.
Identify evidence to support the claim from the given materials including qualitative scientific and technical information.
Evaluate the evidence for its necessity and sufficiency for supporting the claim.
Determine whether the evidence is sufficient to determine causal relationships between the motions and complex interactions of air masses and changes in weather conditions.
Consider alternative interpretations of the evidence and describe why the evidence supports the claim they are making, as opposed to any alternative claims.
Use reasoning to connect the evidence and evaluation to the claim that motions and complex interactions of air masses result in changes in weather conditions.
Use instruments to collect local weather data.
Monitor local weather data.
Use patterns observed from collected data to provide causal accounts for weather events and make predictions. Understanding:
Students understand that:
The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. Because these patterns are so complex, weather can only be predicted based on probability. Instruments may be used to monitor local weather.
Weather patterns can be used to predict weather events. AMSTI Resources:
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
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Teacher Vocabulary:
R4.
Writing process
Plan
Draft
Revise
Edit
Publish
Genres Knowledge:
R4. Students know:
The writing process steps are to plan, draft, revise, edit, and publish.
Various genres of writing. Skills:
R4. Students are able to:
Plan writings in various genres.
Draft writings in various genres.
Revise writings in various genres.
Edit writings in various genres.
Publish writings in various genres. Understanding:
R4. Students understand that:
The writing process is a set of steps that make writing easier.
There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts 7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.
a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details.
b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings.
c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources.
Unpacked Content
Teacher Vocabulary:
7.
Narrative writing
Argument writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language
7a.
Narratives
Literary elements
Characters
Plot
Setting
Point of view
Conflict resolution
Dialogue
Sensory details
7b.
Informative text
Explanatory text
Organized structure
Formal style
Point of view
Clear purpose
Credible evidence
Technical word meaning
7c.
Argument
Claim
Evidence
Credible source Knowledge:
7. Students know:
A narrative is a piece of writing that tells a story.
Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.
7a.
A narrative is a piece of writing that tells a story.
Narrative writing includes text elements, like characters, setting, point of view, conflict, and resolution.
The plot is a series of events in a narrative text.
Dialogue is a conversation between two or more characters in a text.
Sensory details use descriptions of the five senses.
7b.
Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple credible research sources.
Informative or explanatory text begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion.
Informative or explanatory writing should include academic, content-specific technical word meanings.
7c.
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, and a concluding statement.
Evidence to support the argument must be collected from various credible sources. Skills:
7. Students are able to:
Produce clear, coherent narrative, argument, and informative/explanatory writings.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
Demonstrate command of the written language.
7a.
Write a narrative with a logical sequence of plot events.
Incorporate literary elements into their narrative writing, like characters, setting, point of view, conflict, and resolution.
Include dialogue and sensory details in narrative writing.
7b.
Gather credible information from multiple sources.
Write an informative or explanatory text with an organized structure and formal style that includes a focused point of view, clear purpose, credible evidence, and technical vocabulary words.
7c.
Write an argument to convince a reader to take action or adopt a position.
Include a claim, relevant evidence, and a conclusion in argumentative writing.
Gather evidence from credible sources to support the claim. Understanding:
7. Students understand that:
There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
Formal academic writing should display their command of the English language.
7a.
Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, point of view, conflict, and resolution.
Incorporating dialogue between the characters and sensory details can make their narrative writing more engaging.
7b.
Informative or explanatory writing follows a predictable text structure that includes a focused point of view, credible evidence, and ends with a conclusion.
They must gather their facts about the topic from multiple credible research sources.
Writers elaborate details included in the text by using formal academic, content-specific technical words.
7c.
To persuade a reader to take action or adopt an opinion, they must present relevant, well-organized evidence from credible sources.
English Language Arts 24. Write about research findings independently over short and/or extended periods of time.
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Teacher Vocabulary:
Knowledge:
24. Students know:
Research strategies.
Independent writing skills. Skills:
24. Students are able to:
Write about their research findings. Understanding:
24. Students understand that:
They can demonstrate their thorough understanding of a topic by writing about their research findings.
Some research projects will be shorter, while others will be longer.
