6.3.2

Predicting Weather

Storyboard

Teacher instruction and hints are

included within the speaker notes section

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6.3.2 Predicting Weather Matrix

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Teacher Overview: Episode 1

Phenomenon: I watched a storm come in, and it seemed to move on a diagonal, like a doorstop sliding under a door.

Student Learning Expectation: Students will make sense of how collisions between air masses of different temperatures and densities create weather patterns, including storms moving along a front.

CCCs:

Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

• Patterns: Storms and cloud formations follow predictable patterns along boundaries between air masses.
• Cause and Effect: Differences in temperature and density between air masses cause movement and uplift, resulting in storms.
• Energy and Matter: Energy from the Sun drives the movement of air masses, and matter (air and water vapor) is transported and transformed in weather systems.

SEPs:

SEPs are actions that students complete to interact with the phenomena.

• Analyzing and Interpreting Data: Students will examine storm videos and real-time weather maps to identify patterns in cloud movement and storm fronts.
• Obtaining, Evaluating, and Communicating Information: Students will gather and discuss information from weather maps, radar data, and symbols to explain storm movement.
• Constructing Explanations: Students will explain, using evidence from videos and maps, how cold and warm air interactions create storm fronts and influence storm direction.�

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Episode 1

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I can construct an explanation to describe the patterns, cause and effect and relationship between fronts and weather.

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Phenomenon Observation

Gather

Reason

Radar

Fronts

Communicate

Describe the relationship between fronts and weather.

Teacher Overview: Episode 2

Phenomenon:� There are patterns that can be used to predict changes in weather.

Student Learning Expectation:� Students will make sense of how patterns in wind, temperature, radar, and fronts can be used to predict future weather conditions.

CCCs:

Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

• Patterns: Similar weather patterns occur repeatedly and can be used to make predictions.
• Cause and Effect: Interactions between air masses, temperature, and moisture lead to predictable weather outcomes.
• Systems and System Models: Weather maps are models that represent how components of the atmosphere interact.

SEPs:

SEPs are actions that students complete to interact with the phenomena.

• Using Models: Students will analyze wind, temperature, radar, and front maps to identify patterns and connections.
• Analyzing and Interpreting Data: Students will compare multiple types of weather maps to detect relationships between variables.
• Engaging in Argument from Evidence: Students will use evidence from weather maps to justify and communicate their city-specific weather predictions.

Episode 2

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I can argue from evidence my predictions using a model.

Phenomenon Observation

Gather

Radar

Fronts

Temperature

Wind

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Reason

Communicate

Use evidence from your maps to argue your weather prediction.

Teacher Overview: Episode 3

Phenomenon:� There are patterns that are used to predict changes in weather.

Student Learning Expectation:� Students will discover how collecting and analyzing weather data over multiple days can improve predictions and reveal cause-and-effect relationships in atmospheric patterns.

CCCs:

Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

• Patterns: Weather patterns emerge from daily data collection and can be used to make and refine predictions.
• Cause and Effect: Changes in weather conditions occur due to interactions between air masses, pressure systems, and other variables.
• Stability and Change: Weather conditions can change suddenly when air masses meet, and these changes can be predicted within certain ranges.
• Systems and System Models: Weather maps and collected data represent parts of a larger atmospheric system that interact over time.

SEPs:

SEPs are actions that students complete to interact with the phenomena.

• Planning and Carrying Out Investigations: Students will design and conduct a multi-day investigation to collect both small-scale (local) and large-scale (national) weather data.
• Analyzing and Interpreting Data: Students will compare daily weather data to detect emerging patterns and causes of change.
• Engaging in Argument from Evidence: Students will use collected evidence to revise predictions and justify their reasoning.
• Constructing Explanations: Students will explain their final predictions based on patterns, causes, and evidence from their multi-day investigation.

Episode 3

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I can construct explanations for predictions for the next day’s forecast using evidence from their analyzed data.

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Phenomenon Observation

Gather

Was your prediction correct? Why or why not?

Reason

What is your new prediction? Why?

Communicate

How are you using the information from the maps to make better predictions?

Final Prediction!

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The prediction needs to be based on your investigation and use evidence from the data you have collected data.

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Assessment