Ledyard Public Schools

a. define the term molecule.

b. identify properties of solids, liquids and gases.

c. explain the affect of heat on molecules in solids, liquids and gases.

1. Define the term molecule using text or internet sources. C7a
2. Measuring temperature, why thermometers work. C7b, c “Temp-a-chur” Energy Stop Faking It! pgs. 59-61 (CINQ. 10)
3. Investigate movement of molecules in liquid. C7b, c “Food Coloring” Energy Stop Faking It! pgs. 61-63 (CINQ. 8)
4. Investigate movement of molecules in gasses. C7b, c “Balloon and bottle investigation: and “Human gas molecules” Energy Stop Faking It! pgs. 65-67 and 67-69 (CINQ. 9)
5. Determine the effect of temperature on the motion of particles. C7c “Temperature Changes Everything” Science Netlinks (see Appendix) (CINQ. 5, 9)
6. Investigate evaporation. C7c “Moving Molecules” (see Appendix) AIMS (CINQ. 3, 4, 5, 7, 9, 10)
7. Use scientific models to illustrate movement of molecules in changes of state. Energy Stop Faking It! p. 61
8. Review the processes of melting, evaporation, condensation and freezing (see Grade 4 curriculum)
9. Performance task provided by SDE (tbd)

a. explain how water enters the atmosphere.

b. explain the relationship between an increase in temperature and an increase in the rate of evaporation

c. explain the effect of solar energy on the earth’s surface.

d. compare the weather conditions of a local coastal region to an inland region.

e. interpret air pressure on weather maps to determine the movement of air masses.

f. locate Ledyard on a map and describe its’ proximity to the Atlantic Ocean.

g. predict upcoming weather using a weather map.

h. explain how local weather conditions are related to temperature, pressure and water content of the atmosphere and proximity to a large body of water.

1. Locate Ledyard on a map and describe its’ proximity to the Atlantic Ocean. C8f
2. Construct weather stations on which students post data. “Building Weather Stations” Delta Science Module Weather Forecasting p. 13
3. Gather data for weather station (data may be collected from local newspapers, internet source, WTNH school net website, Juliet W. Long data). “Why Forecast the Weather?” Delta Science Module Weather Forecasting pgs. 19-23 (CINQ. 5)
4. Collect temperature, rainfall and wind data and explore how these measurements can help forecast weather. “Collecting Weather Data” C8g Delta Science Module Weather Forecasting pgs. 25-31 (CINQ. 5)
5. Investigate air pressure and relate air pressure to wind and weather forecasting. C8e “High and Low Pressure” Delta Science Module Weather Forecasting p. 33 (CINQ. 5)
6. Investigate barometric pressure readings. C8d, e “Forecasting with a Barometer” Delta Science Module Weather Forecasting pgs. 41-47 (CINQ. 5)
7. Interpret weather map symbols and construct station models (weather symbol that represents the state of the weather at a particular place). C8d “Decoding Weather Data” Delta Science Module Weather Forecasting pgs. 49-53
8. Investigate different types of weather fronts. C8b “Weather Fronts” Delta Science Module Weather Forecasting pgs. 55-60 (CINQ. 5, 9)
9. Examine data on temperature and barometric pressure. C8e “Isobars and Isotherms” Delta Science Module Weather Forecasting pgs. 63-67 (CINQ. 5, 6)
10. Construct cloud chambers and clouds. C8a, b “Creating a Cloud” Delta Science Module Weather Forecasting pgs. 69-74 (CINQ. 9)
11. Classify cloud types and associate them with specific weather conditions. C8a, b “Classifying Clouds” Delta Science Module Weather Forecasting pgs. 75-80
12. Use informational text and video to identify some conditions needed for severe weather, such as hurricanes and tornadoes. Delta Science Module Weather Forecasting. Also, “Severe Storms” Delta Science Module Weather Forecasting pgs. 87-92
13. Compare and contrast the weather conditions at four different school weather stations, two inland and two along the shore. They will use the internet to access the WTNH school net website to gather data for the four areas. They will then design their own data collection tables, line graphs that display data, and will draw conclusions through a written reflection. Litchfield High School, Putnam Middle School, Juliet W. Long School, and Fisher’s Island school will be used for the comparisons. (CINQ. 1, 2, 5, 6, 10) Students may use Excel to design data tables and produce graphs.
14. Examine the accuracy of almanac weather forecasts. C8h “Folklore and Forecasting” Delta Science Module Weather Forecasting pgs. 81-81 (CINQ. 2)

1. Refer to “Connections” at the end of each lesson for extensions and challenges.

a. explain how the uneven heating of the Earth’s surface causes winds.

1. Refer to activities in C7 to explain movement of molecules in a liquid and gas.
2. Explain how on-shore and off-shore breezes are created. Stop Faking It! Air, Water and Weather pgs. 73-76 (C7a)