Grade:             7

Unit Theme:   Weather

Main Goal:      Students will be able to apply concepts of relative humidity, air masses, pressure systems to learn how to read weather map and to predict weather.

Duration:         10 periods





Literacy Strategy


Area of Integration



Students should be able to

·         understand that weather does not happen by accident but there is cause and effect relationship between physical factors and weather





·         Show a clip from a movie “Perfect Storm” or “Twister”

·         These are extreme examples of weather conditions that have serious effect on people’s lives.

·         Ask question “Can you think of other examples of weather conditions that affect your or other human’s lives?” – cause and effect



·         Because weather is important to our lives, we need to be able to predict changes in weather.

·         In the past, we use folklore to predict weather

·         Hand out samples of weather folklore to students.  Ask them if they have any sample to add.

·         Ask students:  “What are the methods that we use to predict the weather today?” (prior knowledge)


·         Introduce objectives, expectations, and  and assessment strategy for the unit


·         Introduce “Daily Weather Log” activity.  In their journals, students have to record the barometer reading of pressure morning and afternoon in addition to other observations like sunny, cloudy, rainy, clear, windy, temperature, and their own mood or feeling.  This is an ongoing activity for the whole unit.  The culminating activity will be described in Lesson 8.


Writing to learn – daily weather log (observation, reflection, and writing skills)

Exit slip – Students write a response to a question: “What effect has weather on them personally in the past week?  Explain to show cause and effect.




·         Explain the role of water vapor in the atmosphere and how it affects weather

·         Understand the concept of “humidity”



·         Place a pan in the middle of the classroom, pour in liquid cologne.

·         Ask students if they can smell the cologne.

·         Ask students how the smell of the liquid cologne gets to their noses.

·         Have students deduce that cologne evaporates.



·         Using a beaker of water as a prompt, have students deduce that water also evaporates.

·         Ask students if there is any sign of water in the air.


·         Use cobalt chloride trick to show the presence of water in air. (Use concentrated cobalt chloride solution, which is pink in the presence of water, and write a message on a piece of paper, dry it over a heating plate.  The color will turn blue in the absence of water, which will turn pink again if you let the paper sit in air for a few minutes.)


·         Pre-lab activity:  introduce vocabularies: humidity, relative humidity, dew point, evaporation, and condensation – vocabulary wall

·         In groups, students discover dew point by doing the activity on page 245, Science Interactions, Course 3



·         Daily Weather Log


Weather vocabulary wall (vocabulary skill)

Students have to answer the questions concerning dew point.



Understand the concept of “relative humidity” and relate it to weather



·         Pre-lab activity:  ask students to consider whether air would be equal wet in all places.

·         Make prediction which area in the school would be the most humid.



·         In groups, students investigate lab on relative humidity

·         Write a lab report



·         Daily Weather Log


Writing lab report using a correct for mat (scientific process skill)

Grading the lab report



Identify and describe different types of clouds


·         Students read handouts on types of clouds

·         Show video clips from computer of different types of clouds

·         “Looking at clouds” worksheet – students write a poem or prose about the clouds that they see in the sky.



·         Daily Weather Log


Looking at clouds (observation and creative writing skills)


Students practice identifying cloud types from the handouts.






Language arts



Describe the weather associated with different types of air masses (fronts)



·         Set up a demo for the activity: “What happens when two air masses meet?” – as on p. 252

·         Pre-reading discussion on air masses



·         In pairs in “study-buddy team”, students read p. 251-253, Science Interactions, Course 3 – using the selective reading study guide provided

·         Post-reading discussion



·         Daily Weather Log


Selective reading study guide (comprehension aid)

Post-reading handout activity to test students’ understanding of air masses




Explain why high pressure systems usually bring clear weather and how low pressure systems bring cloudy weather



·         Set up a demo with a cold thermos as on p. 254

·         Ask for a student volunteer to experience the cold dense air moving down over his/her head

·         Pre-reading discussion



·         In pairs in “study-buddy team”, students read p. 254-257, Science Interactions, Course 3 – using the selective reading study guide provided

·         Post-reading discussion



·         Daily Weather Log


Selective reading study guide (comprehension aid)

Post-reading handout activity to test students’ understanding of pressure systems




·         Describe what causes thunderstorm



·         Show a video clip of thunderstorm from the computer and play a music that accompanies the thunderstorm



·         Ask student to describe sequence of events that lead up to the thunderstorm.  Emphasize the use of correct weather vocabulary and application of understanding of high and low pressure system

·         Class discussion – using concept map



·         Daily Weather Log


Concept map –  cause and effect relationship (comprehension skill)

A Cloze test




·         Relate how tornadoes evolve from thunderstorms

·         Describe the motion of a tornado Describe the formation of a hurricane

·         Explain how a hurricane moves and weakens

·         Compare and contrast tornadoes and hurricanes



·         Show video clips of tornadoes and hurricanes from computer



·         In groups of four, two students are assigned reading on tornadoes and the other two on hurricanes.  Students summarize the conditions that lead to the formation of tornadoes or hurricanes individually (to be handed in as well).

·         Those who read the same thing get together to discuss

·         Then those who read tornadoes teach those who read hurricanes and vice versa.

·         Together as a group of four, they summarize the information by identifying similarities and differences in the formation of these severe storms.



·         Culminating activity for the Daily Weather Log – students analyze their weather data from the past 8 days.  The analysis should include a graph of atmospheric pressure versus day (could be done on computer).  In addition, students should look for correlations between moods, atmospheric pressure, and weather conditions.  This is due in Lesson 10.


Modified jigsaw (comprehension, analytical thinking and cooperation skills)

Summary of similarities and differences of the storms as well as their individual notes.

Math and technology– Daily Weather Log culminating activity



Know how to read and interpret a weather map




·         Teach students about various weather map symbols and their meanings using an over head transparency

·         Use weather maps from various sources to tell what the weather is in different locations


·         In groups, students investigate
“Reading a Weather Map” activity on p. 258



Answering questions to the activity on p. 258




Apply concepts learned from this unit (relative humidity, air masses, pressure systems, and reading weather maps) to make a weather forecast



·         Provide students with weather maps of a local area for 3 consecutive days

·         Students must predict the weather of the next day and justify their predictions with proper reference to the concepts in this unit.

Interpreting and writing

Final assessment -Weather prediction