1. Essential Question: What factors influence weather?
Standards:
S6E4a. Demonstrate that land and water absorb and lose heat at different rates and explain the resulting effects on weather patterns.
S6E4b. Relate unequal heating of land and water surfaces to form large global wind systems and weather events such as tornados and thunderstorms.
S6E4c. Relate how moisture evaporating from the oceans affects the weather patterns and weather events such as hurricanes.
Instructional Approach(s): The teacher should introduce the essential question and the standards that align to the essential question.

2. Activating Strategy: “A Perfect Day”
Instructional Approach(s): The teacher should show the video clip then click to the next slide to discuss.

3. Activating Strategy: “A Perfect Day”
Have you experienced a “perfect day” like Peep, Chirp, and Quack? Describe your experience.
Did everyone experience the “perfect day” as you did? Why or why not?
What do you think has an influence on our “perfect days”?
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

4. Climate is the average weather of an area over a long period of time
Weather refers to the state of the atmosphere at a specific time and place (short periods of time)
Climate is the average weather of an area over a long period of time
Instructional Approach(s): The teacher should present the information on the slide.

5. The interaction of water, the sun, and air cause weather.
Instructional Approach(s): The teacher should present the information on the slide.

6. Turn to an elbow partner and describe what you have learned so far about the interaction of water, the sun, and air on Earth. [Hint: water cycle, land/sea breeze]
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

7. The Sun provides the Earth’s energy
The Sun provides the Earth’s energy. This energy causes the evaporation of water from the atmosphere which eventually falls back to Earth as precipitation.
Instructional Approach(s): The teacher should present the information on the slide.

8. The Sun’s energy also heats the Earth’s surface, which then heats the air. Due to the unequal heating of the Earth’s surface, heat is redistributed by air and water currents.
Instructional Approach(s): The teacher should present the information on the slide.

9. Review of Concepts: https://www.youtube.com/watch?v=lrPS2HiYVp8
Instructional Approach(s): The teacher should show the video to review concepts.

10. As you have experienced, weather changes frequently.
What factors cause weather to change?
Instructional Approach(s): The teacher should present the information on the slide.

11. A Few of the Factors of Weather
Air Pressure
Air Temperature
Wind
Humidity
Clouds
Precipitation
Instructional Approach(s): The teacher should present the information on the slide.

12. Use the Factors of Weather Graphic Organizer to Take Notes
Instructional Approach(s): The teacher should give each student a copy of the Factors of Weather Graphic Organizer [linked on the curriculum map] to record important information during the lesson.

13. Air temperature, wind, and humidity are all connected to air pressure.
Instructional Approach(s): The teacher should present the information on the slide.

14. Air Temperature
Instructional Approach(s): Transition slide to the first concept.

15. Temperature is a measure of the average amount of motion of molecules.
Air Temperature
Temperature is a measure of the average amount of motion of molecules.
Based on our previous lessons, does warm air or cold air have faster moving molecules?
Instructional Approach(s): The teacher should present the information on the slide. Students should write down the definition of temperature on their graphic organizer.

16. The temperature of a substance is related to the speed of the substance’s particles.
As the temperature of a substance increases, the particles in the substance move faster causing lower density and lower pressure.
Instructional Approach(s): The teacher should present the information on the slide.
As the temperature of a substance decreases, the particles in the substance move slower causing higher density and higher pressure.

17. Lower Particle Movement Higher Particle Movement
Lower Temperature
Higher Density
Higher Pressure
Lower Particle Movement
Higher Temperature
Lower Density
Lower Pressure
Higher Particle Movement
Instructional Approach(s): The teacher should present the information on the slide while the students summarize the information on their graphic organizer.

18. Infrared Images of Surface Temperature on the Earth
Notice the land specifically in the animation showing a 5 year average of surface temperatures. What concept does this demonstrate?
Instructional Approach(s): The teacher should show the animation on the slide and pose the question to the class. Click the mouse to reveal the answer.
Land heats and cools faster than water

19. Warm air temperature = Warm Feeling Weather Cold air temperature = Cold Feeling Weather
Instructional Approach(s): The teacher should present the information on the slide.

20. Wind
Instructional Approach(s): Transition slide to the next factor that influences weather.

21. Wind is air moving in a specific direction.
Instructional Approach(s): The teacher should present the information on the slide.
What determines the direction of wind?

22. In which direction would the wind move below.
Instructional Approach(s): The teacher should use the slide to review the direction of wind movement.
Higher Temperature faster moving particles
Lower Density
Lower Pressure
Lower Temperature slower moving particles
Higher Density
Higher Pressure

23. How does wind influence weather?
Instructional Approach(s): Transition slide

24. Wind helps redistribute the Earth’s heat.
Wind can make the weather in an area cooler or warmer.
Instructional Approach(s): The teacher should present the information on the slide while the students record the information on their graphic organizer.

25. Turn to a seat partner and describe a time you have experienced when the wind has influenced the weather.
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

26. Formative Assessment Check:
On a sheet of paper…
Identify the difference between weather and climate
Describe how temperature and wind affect weather.
Instructional Approach(s): The teacher should have students complete the formative assessment check questions.

27. Heat evaporates water into the atmosphere.
Where does it go?
Water vapor molecules fit into spaces among the molecules that make up air.
Instructional Approach(s): The teacher should present the information on the slide.

28. Remembering the Water Cycle
Instructional Approach(s): The teacher should use the slide to review the water cycle process
Water Vapor
Molecules

29. Instructional Approach(s): Transition slide to the next factor that influences weather
Humidity

30. Humidity is the amount of water vapor present in the air.
Instructional Approach(s): The teacher should present the information on the slide and show the video. Students should record the definition of humidity on their graphic organizer.

31. Humidity
Air doesn’t always contain the same amount of water vapor. More water vapor can be present when the air is warm than when it is cool. But Why???
Instructional Approach(s): The teacher should present the information on the slide and pose the question to the class, call on students or ask for volunteers. When ready, click to the next slide to discuss the answer.

32. Humidity
Think about it…what is happening to the movement of particles when the temperature is warm? In warmer temperatures, the particles move faster and don’t easily come together. In cooler temperatures, slower moving particles allow water vapor molecules to stick together and form water droplets of liquid water (condensation)
Instructional Approach(s): The teacher should present the information on the slide.

33. How then is Humidity connected to Air Pressure?
Instructional Approach(s): The teacher should pose the question to the class. Click to the next slide to discuss the answer.

34. Cooler temperatures have lower pressure (density) and lower humidity because the water vapor condenses faster.
Instructional Approach(s): The teacher should present the information on the slide.

35. How does Humidity influence weather?
Instructional Approach(s): Transition slide

36. How does Humidity influence Weather?
Low Humidity is when the air feels dry.
Instructional Approach(s): The teacher should present the information on the slide while the students record the information on their graphic organizer.

37. How does Humidity influence Weather?
High Humidity is when the air feels damp, “sticky” or “muggy”. High Humidity can make the weather feel warmer than the actual temperature.
Instructional Approach(s): The teacher should present the information on the slide while the students record the information on their graphic organizer.

38. Instructional Approach(s): The teacher should use the images on the slide to illustrate humidity.

39. Would you prefer your “perfect day” weather to have low humidity or high humidity? Why? Share with an elbow partner.
Instructional Approach(s): The teacher should allow students to briefly discuss the question with a partner.

40. Turn to a seat partner and discuss how a cloud forms.
Clouds
Instructional Approach(s): The teacher can allow students to discuss the question with a partner or discuss as a class.
Turn to a seat partner and discuss how a cloud forms.

41. A cloud forms when warm air rises, expands, cools and condenses.
Instructional Approach(s): The teacher should present the information on the slide.

42. How might clouds influence weather?
Instructional Approach(s): Transition slide
How might clouds influence weather?

43. How do Clouds Influence the Weather?
Clouds prevent the sun’s radiation from hitting the Earth’s surface; therefore, causing a cooling effect
Clouds can also trap some of the Earth’s heat as well as reflect some of the solar radiation
Clouds are a source of precipitation
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their graphic organizer.

44. Formative Assessment Check
Instructional Approach(s): The teacher should have all students complete the formative assessment check question.
Are clouds good or bad for weather? Explain.

45. Instructional Approach(s): Transition slide to the next factor that influences weather.
Precipitation

46. Precipitation
Precipitation occurs when water droplets combine and grow large enough to fall to Earth.
Air temperature determines whether water forms rain, snow, sleet or hail
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their graphic organizer.

47. Precipitation
Instructional Approach(s): The teacher should present the information on the slide.

48. Describe a time you have experienced when precipitation has affected the weather.
Instructional Approach(s): The teacher should pose the question to the class and ask for student responses.

49. Study Jams: Weather and Climate
Instructional Approach(s): The teacher should show the video to review weather and climate.

50. Summarizer: 5 – 3 – 1 Identify 5 factors of weather
Describe 3 examples of how these factors affect weather
Identify 1 reason weather is not the same everywhere
Instructional Approach(s): Each student should complete the summarizer. The teacher should use the summarizer to determine the level of student mastery and if differentiation is needed.