Unit of Study: Air Pressure and Wind Grades 7 and 8

1. Unit of Study:Air Pressure and WindGrades 7 and 8 By Beth Olson EDMA620 July 2009

2. Context • This lesson is part of a larger weather and water unit. • It follows lessons on air pressure, differential heating, and weather tools • The final piece to fulfill 2 Earth and Space Science standards on Earth processes, weather, and atmosphere Fossweb resource site

3. Design • Curriculum Map Design • Better fit for my content area • Easy to identify different areas as needed

4. Understandings/Learner Outcomes • When pressure is exerted on a gas, its volume decreases and its density increases • Differential heating of Earth’s surface creates low and high pressure areas • Wind = movement of air from high pressure area to low pressure area • Local winds blow in predictable ways, determined by differential heating • Anemometer = measures wind speed • Air pressure is represented on a map by contour lines called isobars

5. Essential Questions • What is wind? • What is the relationship between changing air pressure and wind?

6. Know/Do • By the end of this unit my students will be able to: • Explain wind and air pressure • Explain the relationship between wind and air pressure (air moves from areas of high pressure to areas of low pressure) • Operate an anemometer and take accurate measurements with it • Identify high and low air pressure areas on a map • Determine that winds are predictable based on differential heating

7. Assessments • Response Sheet (Formative) • Correcting false imaginary student responses about what air pressure is – “be the teacher” • student response • Quick Write (Formative/Summative) • “What is wind?” • Lab Self Assessment (Formative) • Collecting data with anemometer, graph, and determine if wind patterns and other weather factors (air pressure, wind direction, and temp.) are related • Exam (Summative) • t/f, short answer, multiple choice, and drawing a diagram, identify h/l pressure areas, covering all content area objectives

8. Assessment rubric for student response sheet

9. Outline of lesson Design • Air Pressure Inquiry • Students assemble pressure indicators (clear tubes in bottles filled with colored water). They investigate the effect of air pressure on the system and consider how density is affected by air pressure. They view a demonstration of how changing air pressure affects a barometer. • Wind Models • In groups students design a model that shows what happens in the atmosphere to create wind. Groups share their models in a poster session and explain to others how the model represents differential heating, energy transfer, convection, change of density, change of atmospheric pressure, and wind. • Measuring Wind • Students construct a simple anemometer and use it to measure wind speed at different locations on the school grounds. They map the average wind speeds and compare their wind data to air-pressure and temperature readings for the same locations. • Pressure Maps • Students are introduced to pressure maps and isobars as a means for representing air pressure over a large region. They locate high- and low-pressure areas on maps and predict where and in what direction winds will blow.