Activate Prior Knowledge Answer the True or False questions. Be able to explain your answer. 1. The Sun controls our weather. True or False? 2. Weather and climate are the same thing. True or False? 3. Climate affects the resources available in a given place. True or False? 4. Climate can affect the kinds of animals living in a given place. True or False?  

State the Objective(s)/Standard (s) CCSS.ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-LITERACY.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-LITERACY.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.Sci.7.4c Describe the causes and effects of heat transfer as they relate to the circulation of ocean currents, atmospheric movement, and global wind patterns (trade winds, jet stream). Provide examples of how these global patterns can affect local weather. Student reads while I pass white boards/markers  

State the Purpose (Big Idea) – This week’s lessons are essential to building the skills necessary to find background information on a problem and present scientific evidence to support a claim relating to the health of the MS Delta resources and the link between heat circulation and weather patterns. … How are scientific reports structured and organized? How can we compile evidence and claims to construct a presentation of information on the causes of weather patterns?

Unit Essential Questions: Reminders How can we compile evidence and claims to construct a presentation of information on the link between local materials and resources present and the health/ needs of the MS Delta? (Are our resources healthy enough to support us in the Delta?) How do earth materials and resources connect to not only the life we see on the planet but also the way in which it, including humans, live?

The Flow of this Unit: → What are essential earth materials and abiotic factors that determine resources available to life? check. → Why is it important to measure and monitor resources? Who does this? check on first half. Did some of “who” → How can the resources change? How do earth processes and weather patterns impact them? How are our actions linked? This week’s focus. → What do our inquiry results and research findings mean for the health of the Delta and its ability to support life? Do  our findings limit our ability to be healthy ourselves here? What about other life? What do our results suggest is needed? → What should people (who exactly?) do with information found about our resources?

Vocabulary Words Introduction. Background Information. Findings. Conclusion. References. Outline. Claim. Evidence. Volume, posture, word choice, fillers, preparation, movement Heat transfer. Circulation. Climate. Weather. Pressure. Fronts. Trade winds. Jet stream.

Knowledge Targets 2/8/16-2/10/16 1. By examining texts and print materials, students must identify what affects global climate, mid-US and Southern climate, and local weather 2. Students must know explicit information is stated directly in the text. 3. Students must know an inference is implied in the text through clues, but is not explicitly stated in the text 4. Students must generate their own claims from evidence compiled from text sources and weather observations 2/8/16-2/11/16 5. Students must understand the importance of effective outlining in the steps to good writing and practice it 6. Students must apply organizational and technical skills to prepare (with appropriate introduction, evidence, and conclusion) information about weather in written, visual, and oral form

Pd. 1 Teacher will explain the week’s goals and divide the class into working groups on the following topics. 1. Current week’s weather recorded and explained as it compares to patterns and history; Predicting weather events by analyzing clouds/ maps/ satellite data 2. Heat transfer’s effect on ocean currents/Characteristics of the Gulf Stream and other ocean currents/ Examples of how this affects local weather 3. Heat transfer’s effect on atmospheric movement and wind patterns/ Examples of how this affects local weather 4. High and low pressure areas and fronts in the atmosphere/ Examples of how this affects local weather 5. Causes for climate in Eastern North America and Western Europe Teacher will hand out text resources (textbooks and small climate centered books Monday; articles and web sources Tuesday; additional resources as requested Wednesday)

Pd. 2 Teacher will explain the week’s goals and divide the class into working groups on the following topics. 1. Current week’s weather recorded and explained as it compares to patterns and history; Predicting weather events by analyzing clouds/ maps/ satellite data 2. Heat transfer’s effect on ocean currents/Characteristics of the Gulf Stream and other ocean currents/ Examples of how this affects local weather 3. Heat transfer’s effect on atmospheric movement and wind patterns/ Examples of how this affects local weather 4. High and low pressure areas and fronts in the atmosphere/ Examples of how this affects local weather 5. Causes for climate in Eastern North America and Western Europe Teacher will hand out text resources (textbooks and small climate centered books Monday; articles and web sources Tuesday; additional resources as requested Wednesday)

Pd. 3 Teacher will explain the week’s goals and divide the class into working groups on the following topics. 1. Current week’s weather recorded and explained as it compares to patterns and history; Predicting weather events by analyzing clouds/ maps/ satellite data 2. Heat transfer’s effect on ocean currents/Characteristics of the Gulf Stream and other ocean currents/ Examples of how this affects local weather 3. Heat transfer’s effect on atmospheric movement and wind patterns/ Examples of how this affects local weather 4. High and low pressure areas and fronts in the atmosphere/ Examples of how this affects local weather 5. Causes for climate in Eastern North America and Western Europe Teacher will hand out text resources (textbooks and small climate centered books Monday; articles and web sources Tuesday; additional resources as requested Wednesday)

Pd. 4 Teacher will explain the week’s goals and divide the class into working groups on the following topics. 1. Current week’s weather recorded and explained as it compares to patterns and history; Predicting weather events by analyzing clouds/ maps/ satellite data 2. Heat transfer’s effect on ocean currents/Characteristics of the Gulf Stream and other ocean currents/ Examples of how this affects local weather 3. Heat transfer’s effect on atmospheric movement and wind patterns/ Examples of how this affects local weather 4. High and low pressure areas and fronts in the atmosphere/ Examples of how this affects local weather 5. Causes for climate in Eastern North America and Western Europe Teacher will hand out text resources (textbooks and small climate centered books Monday; articles and web sources Tuesday; additional resources as requested Wednesday)

Pd. 5 Teacher will explain the week’s goals and divide the class into working groups on the following topics. 1. Current week’s weather recorded and explained as it compares to patterns and history; Predicting weather events by analyzing clouds/ maps/ satellite data 2. Heat transfer’s effect on ocean currents/Characteristics of the Gulf Stream and other ocean currents/ Examples of how this affects local weather 3. Heat transfer’s effect on atmospheric movement and wind patterns/ Examples of how this affects local weather 4. High and low pressure areas and fronts in the atmosphere/ Examples of how this affects local weather 5. Causes for climate in Eastern North America and Western Europe Teacher will hand out text resources (textbooks and small climate centered books Monday; articles and web sources Tuesday; additional resources as requested Wednesday)

Pd. 7 Teacher will explain the week’s goals and divide the class into working groups on the following topics. 1. Current week’s weather recorded and explained as it compares to patterns and history; Predicting weather events by analyzing clouds/ maps/ satellite data 2. Heat transfer’s effect on ocean currents/Characteristics of the Gulf Stream and other ocean currents/ Examples of how this affects local weather 3. Heat transfer’s effect on atmospheric movement and wind patterns/ Examples of how this affects local weather 4. High and low pressure areas and fronts in the atmosphere/ Examples of how this affects local weather 5. Causes for climate in Eastern North America and Western Europe Teacher will hand out text resources (textbooks and small climate centered books Monday; articles and web sources Tuesday; additional resources as requested Wednesday)

We Do Students brainstorm the needed evidence and places to search for information in given resources. What information would be appropriate to support claims about what effects local weather?

Work Period (You Do) Agenda Quiet volume with groups or silent and alone In groups, students will complete the following task(s) while SHARING resources: Students analyze given text resources to pull out needed information for an effective report on causes of local weather patterns. They will make a list of references used, cite material, list quotes to use, and format research in an outline. They must format findings in complete sentences as claims and evidence. They must support responses with evidence from recent class texts and observations. They must brainstorm what the results mean about the quality of resources available in the Delta and what might be leading to their findings.