|Lesson Plan ID:
In this lesson, students will learn about sea breezes and land breezes. They will complete demonstrations and work in groups as they investigate how air is affected by the surfaces below it.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
|SC(6) ||1. Identify global patterns of atmospheric movement, including El Niño, the Gulf Stream, the jet stream, the Coriolis effect, and global winds that influence local weather. |
|ELA(6) ||14. Use organizing and paraphrasing in the research process. |
|ELA(6) ||17. Use listening skills for remembering significant details, directions, and sequences. |
|ELA2013(6) ||24. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 21-23 above.) [W.6.4] |
|ELA2013(6) ||27. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. [W.6.7] |
National Academy of Sciences, National Science Education Standards:
NS.5-8.4: As a result of activities in grades 5-8, all students should develop understanding of the structure of the earth system.
NS.5-8.6: As a result of activities in grades 5-8, all students should develop understanding of natural hazards.
|Primary Learning Objective(s):
The students will:
1. Explain how air is affected by land and water. surfaces below it.
2. Compare and contrast land breezes and sea breezes.
|Additional Learning Objective(s):
Students will gather information from a variety of sources.
Students will work cooperatively with their peers.
|Approximate Duration of the Lesson:
|| 61 to 90 Minutes|
|Materials and Equipment:
Students will need pencils, paper, crayons, colored pencils, markers, staplers, and science notebooks (optional).
Before beginning, the teacher will need to prepare a set of colored index cards (or construction paper cut to card size) to be used for grouping. You will need 4 cards each of 5-6 different colors (depending on the number of students). In the upper left of each card, write a number from 1-4; in the upper right, write a letter from A-D; in the lower left, draw a shape (circle, triangle, square, or rectangle); and in the lower right write a direction (north, south, east, or west). Vary the way the cards are set up - for example, all of the red cards should not have the same numbers, letters, or shapes, etc.
After passing out the cards, you can quickly group and/or regroup students by color, number, shape, letter, or direction.
|Technology Resources Needed:
Computers with Internet access, LCD projector
This lesson is intended to be used as part of a unit on weather. It assumes that students have been introduced to air pressure and temperature. Students will learn that air is heated or cooled by the surface below it. They will learn that sea breezes occur during the day when air blows from the land toward the sea. Land breezes occur at night when air blows toward the land.
1.)Have a cup of ice and a cup of warm water for each group. Ask students to hold their hands over each cup and discuss what they feel. Discuss with students how water in lake or pool would feel during the day and at night. Also discuss how the wind blows/feels during the day and at night.
2.)Give each student 2 sheets of white paper (to make a large foldable). Have students fold their paper as shown on "The 3 Tab", page 2 of How to Fold Foldables.
Use the following example to label and write information on foldables:
*First Tab: "Land Breeze"
*Second Tab: "Sea Breeze"
*Third Tab: "How Surfaces Affect Air" - Students should write 2-3 sentences describing how the air above a surface is affected by what's below it.
(How to Fold Foldables
5.)Regroup students and allow them to share their foldables with others in their group. Students may add or change information as they talk with their peers. Staple or glue foldables in science notebooks.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
*Review students' foldables to make sure they have drawings and details about land breezes and sea breezes and that they described how the surface affects the air above it.
*Just Breezy Quiz
*What Color Is The Wind? - This is a wonderful activity for all students and makes a great bulletin board. Show students the painting, What Color Is The Wind?, on George Mendoza's website. Read and discuss the painting and its description. Allow students to paint their own What Color Is The Wind? paintings.
*Allow students to explore Weather Wiz Kids
Students may be paired with stronger students to review key concepts and terms.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: