Goal-directed Instructional Design Plan - Air Masses and Weather Author - Mr. Delemeester 1.

A problem or a need Students in High School Earth Science often dont remember the details associated with air masses that they learned in 7th Grade Science. We build upon the knowledge of air masses in High School Earth Science as we develop understandings of large-scale weather patterns (synoptic meteorology). Students need to activate their knowledge of air masses and fill in any missing gaps (supplement) before we move on to studying interactions of the upper and lower atmosphere that are responsible for our large scale weather patterns. 2. A real-world performance Explain how and why air masses are created, the ways they affect our weather and that most storms occur at the boundaries between air masses 3. An instructional objectives a. identify typical source regions for an air mass b. describe the size of surface area and time needed for an air mass to form c. understand that air masses are named based on characteristics of temperature and humidity that result from their place of formation d. identify prevailing winds and unequal pressure as a reason that air masses move e. explain that air masses transport energy (hot or cold) and moisture (dry or humid) as they move into a new region f. explain why air masses are not generally formed in the mid latitudes g. predict that storms will occur at the boundary between air masses

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4.A set of essential content a. understand that the characteristics of the atmosphere change with altitude, latitude and geographic location b. understand the atmosphere is a fluid that can absorb, transport and release large amounts of energy(review from Unit I) c. understand our earth contains large amounts of liquid water that can absorb, transport and release large amounts of energy (review from Unit I) d. understand that liquid water releases energy when it evaporates, and water vapor absorbs energy when it condenses (review from Unit I) e. understand that the uneven heating of Earth by the Sun is the main cause for wind on our planet (review from Unit I) f. the coriolis effect is the reason for prevailing winds on our planet (review fromUnit I) g. understand that precipitation and the release of energy occurs when at the boundary between two different air masses

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An evaluation consisting of a test or observation Students will apply their knowledge and understandings of air masses to a current weather map. Students should be able to identify the air masses that are present, their characteristics and source regions, the impact on our weather. Students should be able to predict the movement of the air masses based on prevailing winds explain the types of weather that will result at the air mass boundaries.

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A method to help participants lesson Engage: Create a Real Time Poll PollEverywhere.com and then use Wordle to create a word cloud of the responses Explain: Air Mass Quick Facts Powerpoint: What, Importance and Movmement Elaborate: Air Mass Student Note and Activity: What, Importance, Movement, Characteristics, Effects Elaborate: Create a Poplet together in the computer lab - add visuals and explanation of the instructional objectives (see above) centered around the theme air mass. Work with a partner to create a list of rules to use for explaining air mass movement and effects Homework: Ch. 29-I Section Questions

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Motivation Meaningfullness Discuss how the weather impacts our moods, and our plans such as sporting events, vacations weekend events. Recognize that weather is primarily dependent on air mass in our region! Pleasant consequences As we better understand the causes for weather, we can be more prepared for our day; appropriate clothing, modification of plans, more in control of our lives. Novelty Using cell phones, wordle and poplet will be unusual, high interest and creative activities.

Socialization Sharing ideas with each other via polleverywhere, working with a partner to complete the notes activity, creating the poplet and working with a partner to create a rules list intersperse socialization throughout the lesson adding interest.

Audience High School (15-17 yrs.) Skill level: fluent with bookwork, technology and classroom procedures Prerequisite knowledge: middle school science, Earth Science Unit I: The Reasons for Seasons

Technology Needs internet access, time in the computer lab, document camera and video projector

Michigan State University, Educational Technology Programs http://edutech.msu.edu