Ms. O'Leary, Science, 5th

Hello! On Monday we will begin the next unit “Weather and Climate.”

Below is some information on what we will be learning along with some at home activities to consider.

Standards:

PE MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. PE MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

• Temperature, humidity, and air pressure are factors that influence the weather we experience daily. Weather occurs in Earth’s atmosphere; other parts of the Earth system interact with the atmosphere to influence weather. Air masses meet and form fronts that bring changes in weather. Weather forecasts are made by analyzing various weather data.
• Different places have different climates. Areas near the equator receive more direct sunlight than areas near the poles. Climate is influenced by latitude, prevailing winds, ocean currents, elevation, large bodies of water, and landforms. Earth has major climate zones that describe regional climate.

At-Home Activity/ Questions

Have students work with family members to compare and contrast the plant and animal communities of two locations in different climate zones. Students can record their findings in a chart and should include information about how the biotic community is adapted to live in the climate zone.

Thank you for supporting your child’s education.

Dear Families, 

We are excited to begin our next science unit! Here is a quick look at what your child will be learning and how you can support their learning at home. 

Dates of Unit: August 10-September 7 (roughly)

Standards addressed: 

Earths systems

PE MS-ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

PE MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

Essential Questions 

• How does dust move from the Sahara desert to the amazon rainforest
• How does energy from the sun affect your life?
• Where does the water you drink come from?
• What are some examples of movement of water near where you live?
• How can the movements of air and water make local pollution a global problem?

Unit Overview 

In Earth and Space Sciences Unit 1, students explain patterns of circulation in the atmosphere and oceans caused by unequal heating and the rotation of Earth. Students also explain the movement and transfer of energy and water in the water cycle. In Lesson 1, students model circulation and interactions within Earth’s atmosphere. In Lesson 2, students model ocean water properties to explain the circulation and interactions within Earth’s oceans. In Lesson 3, students model the flow of energy, the cycling of matter, and the movement of water in the water cycle.

Key Vocabulary 

convection Lesson 1

 Coriolis effect Lesson 1

ocean current Lesson 2

evaporation Lesson 3

transpiration Lesson 3

 sublimation Lesson 3

 condensation Lesson 3

precipitation Lesson 3

 deposition Lesson 3

 runoff Lesson 3

 water cycle Lesson 3

At home supports:

Some words can become confusing for a student when they are used in a scientific context. Rotation in terms of baseball means a planned regular succession of starting pitchers decided by the team manager. In agriculture, crop rotation is where crops are switched out from year to year in order to avoid depleting the soil and to control weeds and pests. In the context of science, rotation often refers to planets spinning around an axis. Alternatively, the word circumference often gets confused with other math related terms, such as radius. Circumference is the distance around a circle or its boundary. The radius is the distance from the center to the circumference of a circle.

Ask: What are some examples of rotation?

Encourage students to describe examples of rotation that they are familiar with, either from everyday language or from science. Lead a group discussion about why it is important to understand multiple definitions of a word and how a word is being used in a particular context.

Hands on ideas:

FLY A KITE Ask students to make and fly a kite in an area free of power lines. Have students document how air circulation influences the kite’s flying behavior. Students can take this activity further by researching how wind affects aspects of the kite’s behavior, such as loft and lift. 

CIRCULATION OBSERVATION Ask students to observe a local body of water with their family. Students should record observations, noting how water and other matter circulates and flows in the body of water. They should take photographs of their body of water and write up a short description of their observations.

How Will We Know What Students Understand? 

Students will demonstrate their learning through: 

☐ Class discussions and conversations  X

☐ Hands-on activities and models  X

☐ Independent practice 

☐ Problem-solving tasks X

☐ Quick checks/exit tickets 

☐ Written explanations X

☐ Unit assessment 

☐ Other: ______________________________________ 

Teachers will use this information to celebrate student progress and provide additional instruction or practice when needed. 

Thank You for Partnering With Us! 

Your encouragement and conversations at home make a difference. Thank you for supporting your child's learning!