Severe Weather
West Haven Public Schools

Unit Planning Organizer

Subject:   Integrated Science                  

 Grade:  10

Unit:   14 Severe Weather (9.12)                    

 Pacing:   3 weeks

Essential Question(s):

  1. What are the costs and benefits of predicting severe weather?
  2. What kind of weather will we have in Connecticut?

Big Idea(s):

1.Prediction of severe weather can be beneficial or detrimental to human life

2. The composition of air masses are determined by latitude and whether they form over land or water

 

CT State Standards (includes West Haven’s “Priority” GLES’s in BOLD and “Supporting” Standards)

Describe how global patterns affect weather.

 

Identify and explain regional air masses.

 

Explain the affect of global wind patterns of air masses.

 

Describe the formation of thunderstorms, tornados, and hurricanes and their affects on human populations.

 

Predict weather using meteorological data.

“Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(Need to Know)

Skills(Able to Do)

BL

Weather patterns

Describe

2

 

 

 Instructional Planning

Suggested Resources/Materials:

Smart board

United Streaming

Text/notes

PowerPoint

Readings

Lab equipment

Suggested Research-based Effective Instructional Strategies:

Interactive use of technology

Graphic organizers

Direct instruction

Cooperative group work

Hands-on learning

Demonstration 

Vocabulary/Word Wall

Enrichment/Extension

Interdisciplinary Connections

Weather

Lightning

Thunderstorm

Hurricane

Tornado

Air mass

Marine polar

Continual polar

Tropical maritime

Warm front

Cold front

Watch

Warning

Fujtia scale

Saffir-Simpson scale

Readings

Discussion of significant storms (Andrew, Katrina)

Vocabulary building

Political impact of major storms

Personal responsibility in weather emergencies