Air Masses & Fronts Lesson Plan

Teacher: Erika Orimoto Date and Time: February 6, 2018 (1:26-2:13)

Class: Science Grade Level: 7th

Purpose: This unit focuses on Weather, Climate and Earth’s systems. For this lesson we will
be focusing on Air Masses and Fronts. It introduces students to the movement of large masses
of air and how their interactions affect the weather.

Objectives: Students should be able to:

 Identify the four kinds of air masses that influence weather in the contiguous United
States
 Describe the four major types of fronts
 Explain how fronts cause weather changes
 Display mutual disrespect

NGSS:
MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of
air masses result in changes in weather conditions.

GLO’s: Maryknoll Middle School maintains a list of Tribes that is a process that creates
culture that maximizes learning and human development. These characteristics are:
 Attentive listening: Pay attention to another’s ideas, opinions, and feelings. Check for
understanding. Let other know that they have been heard.
 Mutual Respect: Affirm the value and uniqueness in others. Appreciate individual and
cultural differences in others. Offer feedback that encourages growth.
 Right to Pass: You have the right to choose to participate however you must remain
engaged and observe quietly.
 Appreciations: Be kind, tenderhearted, forgiving, and accepting of the uniqueness of
others. Think before you speak. Speak positively.
This lesson plan should be all encompassing of all four Tribes. However, there are times when
students need to be reminded on being mindful of appreciation and attentive listening.

The Hawaii DOE has a list of GLO’s that are also applicable:
 Self-Directed Learner: The ability to be responsible for one’s own learning.
 Complex Thinker: The ability to demonstrate critical thinking and problem solving.
 Effective and Ethical User of Technology: The ability to use a variety of technologies
effectively and ethically.
 Effective Communicator: The ability to communicate effectively.
 Quality Producer: The ability to recognize and produce quality performance and quality
products.

Hawaii State Teacher Standards:

Standard #3 - Learning Environment: The teacher works with others to create environments
that support individual and collaborative learning, and that encourage positive social
interaction, active engagement in learning, and self-motivation. 3C, 3E, 3F, 3G, 3H
Standard #6 - Assessment: The teacher understands and uses multiple methods of assessment
to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s
and learner’s decision making. 6B, 6G
Standard #7 - Planning for Instruction: The teacher plans instruction that supports every
student in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context. 7A, 7D, 7F, 7I

Assessments:
 The “Question of the Day” is posed at the start of class as a formative assessment to
indicate what prior knowledge students may have on air masses and fronts and using
that as a guide to teach the lesson.
 Notebooks will be collected at the end of the period as a qualitative assessment to
indicate if students are following along during class. Along with sporadic notebook
checks, weekly notebook checks are performed.
 Kahoot! Quiz is a fun and quick quantitative and summative assessment issued at the
end of the period to check for comprehension.

Materials/Set-Up:
 Science notebook
 Air Masses Map Handout
 Blue and Red Colored Pencils
 Glue
 Laptops for Kahoot! Quiz

Procedures:
a. Introduction (5-10 minutes)
 On the board a list of resources and what to reference is posted. Students will be aware
of what is going to happen in class today as well as what is to be worked on before
instruction begins (reflection on the “Question of the Day”).
 Any questions that need to be addressed, homework to be review or clarification any
students may have prior to the start of the lesson.
 Question of the Day: If you go outside, you are breathing air from hundreds of miles
away yesterday. “What do you think cause that air to move?” This moves into a short-
guided discussion on the explanation of what causes air to move.
b. Developmental (30 minutes)
 The first half of instruction will focus on the Air Masses. The Air Masses Map handout
will be passed out along with blue and red colored pencils. Students will be introduced
to the naming convention of Air masses, based on air temperature and humidity. Based
on that naming convention, students will follow along with the teacher to complete the
drawing and labeling of the air masses on the map handout. Check for understanding.
 The second half of instruction will focus on Air Fronts. Students will be guided through
the construction of drawing and labeling an Air Front table in their notebooks. Students
will be expected to follow along with the notes and discussion regarding the table. Use
the feedback throughout the discussion to guide the students to be able to think
 critically.
c. Concluding (10 minutes)
 The last part of class consists of giving student’s time to glue/tape the handout in their
notebook. Remind students to include the title, date and page number.
 Students will be instructed to close their notebooks and take out their laptops in order
to conclude class with a Kahoot! Quiz consisting of three questions addressing the
objectives of the lesson.
 Students turn in notebooks at the end of the period. Those who don’t finish will come
in at their free time to complete their notebook.

Adaptations and Extensions: There are three students (S1, S2, S3) who are diagnosed with
ADHD. These students are provided brief movement breaks if struggling with inattention and
restlessness as well as additional time to complete tests and assignments when needed.
Therefore, during the course of the lesson checking for understanding is helpful in order to
make sure each of these students are not only understanding but are given some extra time to
catch up and stay on task. *See attached seating chart*

Management Considerations: The overall behavior of the 7th grade classes needs some work.
On a daily basis there are side conversations, students standing/walking around class, or just
the general struggle with staying on task. I plan to address these issues by calling out the
student and reminding them what they should be doing in the moment. If it seems to be a
constant problem, I’ll give them a final warning, if it continues then I’ll administer the
appropriate consequence (keeping consistent with what my CT administers).

Reflections: Not applicable until after observation.

Resources:
Hawaii’s Teacher Performance Standards (2018). Hawaii State Department of Education.
Retrieved from: https://hawaiiteacherstandardsboard.org/content/teacher-
performance-standards/
Learner outcomes (n.d.). Hawaii State Department of Education. Retrieved from
http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning/Lear
nerOutcomes/Pages/home.aspx
MS.Weather and Climate (n.d.). Next Generation Science Standards. Retrieved from:
https://www.nextgenscience.org/topic-arrangement/msweather-and-climate