Middle School Science Lessons

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  • Lesson Sequence with Blog Entries:
    • 1. Introduction and City Selection – Students will cover various topics in Earth & Life Science through the lens of geography by adopting a city and exploring topics such as weather, biomes, geology, and astronomy. Students will learn more about how different places around the world are similar to and different from where they live.
      • when I used this unit with our 6th graders in 2022-23 & 2023-2024, it was a year long unit that was woven into our weekly schedule as needed. Ideally we would introduce a concept on Fridays and have each as a one day lesson. We could also use them on shortened weeks, special schedules, testing days when no HW could be assigned, the days leading up to break or returning from a break, etc. The students looked forward to it and they were learning skills and concepts in small chunks over time.
    • 2. Map Skills – finding your adopted city
    • 3. Weather Data Collection – using Google Sheets to collect data throughout the unit/school year
      • Optional – Equinox/Solstice Data Collection – can be used to show day length in cities around the world in September, March, December, and June
      • Once students set up their city weather data collection google sheets, this was the sequence for each lesson that followed:
        • Have current weather map projected on the screen & make observations/class discussion 5-10 minutes.
        • Introduce new lesson and activity for the day.
        • Students worked independently to collect weather data for their city.
        • Students worked independently/with a partner/small groups to complete the days lesson.
        • If needed, students complete the lesson during the next class or for homework, but would still collect weather data the next day before continuing to work on the lesson. For example, the postcard lesson took some students 2-3 classes to complete.
    • 4. Postcards – using Google Slides to share information about your adopted city. We printed these out and hung them up around a large dry erase map of the world.
    • 5. Air Masses – what are the main types of air masses, where do they form, and what are their characteristics?
    • 6. Global Wind – how does wind form and travel around the world?
    • 7. Isotherms 👩🏻‍💻- how can we identify locations with similar temperatures?
    • 8. Weather Station Models – how can we represent current weather graphically?
    • 9. Biomes – how are the characteristics of our biome similar to and/or different than the characteristics of my adopted city?

–Links on this page were updated on 5.14.25 – More Lessons coming soon-

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Archives Below

I  used this unit with my students in 2014- 2015 . 

Photo by Maria Orlova on Pexels.com

These link below are no longer updated but kept here as a reference for sequencing.

This mini-weather unit (3-4 weeks) was used as a self paced series of lessons or independent study where students will work on tasks and check in both during and at the end of each task. Each class begin with weather data collection followed by either starting a new task or completing the previous task.

Materials to get started:

  1. List of cities to adopt: US Cities (pdf), US Cities 2015 (pdf), or International (pdf)
  2. Blank Map of the United States 8 1/2 x 11 (link)
  3. Packet of mini-maps (pdf)
  4. Weather & Astronomy Log (excel)
  5. BrainPOP Videos – videos related to weather (link)
  6. A Golden Guide: Weather (link)
  7. Weather Symbols (link)
  8. Optional: Nat Geo Maps (8 1/2 x 11)
    • North America (link)
    • United States (link) or you can select each individual state to print out
  9. Optional: Giant Map of the USA – print out 18 pages, tape together, and laminate – Free from NatGeo (pdf) (Continental 48 only)(change paper size to 8 1/2 x 11 before printing)

Summaries: (added 5/16/15)

  • Google Sheets Template for Weather Report (link)
  • Google Doc Template for Weather Report (link)
  • Pacing (blog entry)

All tasks:

Finding your city, recording weather and astronomy data (updated 3/24/15)

Task 1 – Finding your city

  1. Find your state and city using Google Maps (link).
  2. Make a dot to represent your city on your blank map (link).
  3. Write the name of your city next to it.
  4. Using a yellow colored pencil, color in your state on the map.

Task 2 – Start Recording your city’s weather:

  1. What is your adopted city’s zip code? US Zip Codes (link)
    1. Add the zip code to your map.
    2. Using the zip code and weather website (link), find the current weather conditions
  2. Record the weather for today. What time is it in your city?
    • Weather website (link)
    • Do NOT add astronomy data yet
    • Weather log spreadsheet for your class. (excel)
    • I will record the weather for NJ, on the first tab of the spreadsheet
    • Add your information on the tab for your adopted city (add your city to the tab name)
  3. Record the weather from March 20th to today using the historical data

Task 3  – Astronomy Data:

  • Record today’s weather, using the weather website (link) and your weather log spreadsheet (excel).
  • What is the latitude and longitude of your city?
    • You can find this on the weather website in the top left corner, above the current temperature.
    • Record the latitude and longitude on your map. (link)
  • On the weather website (link), scroll down to “Astronomy Data”
    • Find the following data for March 20th through today:
      1. Record the Actual Sunrise, Sunset, & Day Length for your city
      2. Record the Moon Rise Data for your city (excel)

Task 4  – Time zones:

  1. Record today’s Weather & Astronomy Data (link) (excel).
  2. What time zone is your city in? The information is posted on the weather site, can you find it?
  3. Using this website (link/pdf) draw lines on your blank USA map (link) to represent each time zone. Identify and label each one.
  4. Answer the following questions by adding it to your map:
    • How many time zones are there in the United States?
    • Is your city in the same timezone as New Jersey?
      • If not, what is the difference in time?

Task 5 – State Facts

  1. Record today’s Weather & Astronomy Data (link) (excel)
  2. Create a Google Doc comparing your adopted state to NJ, use charts or tables, and print out when completed.
    • Sources

State Facts

  1. State capital
  2. State Nickname
  3. State motto
  4. Population of state
  5. Largest city
    • Population of largest city
  6. Fun Fact of your choice
  7. Admission to statehood
    • When did the states become an official state of the union? (Month, day and year)
  8. Out of the 50 states, New Jersey is # ______ your state is # _________ .
  9. State Flag – compare the flag of New Jersey to your adopted state:
    • Image of state flag
    • Words/phrases/slogans?
    • Symbols and what they represent
  10. Is there a song that mentions your state or your city?

Task 6 – Weather Symbols

  1. Record today’s Weather, yesterday’s Hi/Lo/Precipitation, & Astronomy Data (link) (excel).
  2. Weather Symbols Reference Handout (link)
  3. Read pages 132-133  in your Weather Guide about Station Models

The following will be graded for accuracy:

  1. Practice using weather station symbols – worksheet (pdf)
    • have this checked by me when done
  2. Create a Weather Station Model (WSM) for your city and NJ on your mini-map (pdf)
    • Add your city’s WSM to the classroom map of the USA (pdf) using an EXPO marker
  3. On your mini-map, lightly color in any areas of precipitation according to the national radar (link) using the colors shown.
    • Be sure you can see the 48 continental states on the map at once
    • Make a key to show areas of rain (green) and snow (blue)
      • have this checked by me when done

Task 7  – Isotherms (updated 4/4/15)

  1. Record today’s Weather, yesterday’s Hi/Lo/Precipitation, & Astronomy Data (link) (excel).
  2. On your mini-map (pdf) record the following:
    1. WSM
    2. Precipitation (Rain – green, Snow – blue)

Climate Comparison & Map Skills

  1. Using your Weather Guide Book pages 147-153, find the following information:
  2. Create a chart using google doc to compare your city to NJ. Print out when done
    1. Humid, Sub-humid, Semiarid, or Arid?
    2. Average annual temperature
    3. Average low temperature
    4. Average temperature in July
    5. Average annual precipitation in inches
    6. Percent of years with precipitation less than 20 inches
    7. Average number of sunshine per day December-February
    8. Average number of clear days
    9. Average relative humidity in July
    10. Number of days with snow on the ground

Drawing Isotherms

  • Today you will learn how to read and create Isotherms using an interactive map on this website: (link) (updated 2.22.16)
    • Record your answers on your worksheet (pdf)

Task 8  – Air masses (updated 4.1.15)

  1. Record today’s Weather & Astronomy Data (link) (excel).
  2. On your mini-map (pdf) record the WSM and add it to the classroom map of the USA (pdf)

What is an air mass?

  1. Use the websites below and pages 68-76 in your Weather Guide to learn about air masses:
    • Study Jams Video – Air Masses and Fronts (link)
      • take the quiz to review the material
    • Interactive Demo – Air Masses (link)
    • BrainPOP – Weather Video (link)
    • NOAA Air Masses (link)
    • USA Today (link)
  2. Air Masses (pdf) {or old 2002 worksheet (pdf)} – hand in when done, will be graded for accuracy

Task 9 – Fronts & Interactive Weather Maker (updated 4.9.15)

Fronts – Where air masses meet

  1. Record today’s Weather, yesterday’s Hi/Lo/Precipitation, & Astronomy Data (link) (excel).
  2. On your mini-map (pdf)
    • record the WSM and add it to the classroom map of the USA (pdf)
    • color in the precipitation
    • draw the fronts (using blue and red dotted lines), along with H and L, for today (link)
      • go to the WunderMap, click “U.S. Fronts” and “Weather Stations” (link)
      • What do you notice about the temperatures on either side of the fronts?
        • show me your work when done
  • Resources
    1. Fronts – symbols (link) (Updated 11/30/16)
    2. Pages 77-95 in your Weather Guide for more information
    3. Handout for types of weather fronts (pdf)
    4. Interactive site on weather fronts (link)
    5. Interactive site on air masses (link)

What happens when air masses meet? How do air masses create weather?

  • Study Jams Video – Air Masses and Fronts (link)
  • Using this interactive website (link), find out how air masses interact to create different types of weather
  • Record your results on the handout and answer questions completely (pdf)
    • this will be graded for accuracy and completeness

Task  10 – Wind & Air Pressure (updated 4/9/15)

  1. Record today’s Weather, yesterday’s Hi/Lo/Precipitation, & Astronomy Data (link) (excel).
  2. On your mini-map (pdf)
    • record the WSM and add it to the classroom map of the USA (pdf)
    • color in the precipitation
    • draw the fronts (using blue and red dotted lines), along with H and L, for today (link) or WunderMap (link)
      • go to the WunderMap, click “U.S. Fronts” and “Weather Stations” (link)
      • What do you notice about the temperatures on either side of the fronts and the location of the precipitation?

A) Wind & Air Pressure

  1. Use the following resources to learn about wind and air pressure to complete your worksheet (pdf)
    1. BrainPOP – Wind (link)
    2. Study Jams -Air Pressure & Wind (link)
    3. Pages 53-59 in your Weather Guide about Wind
    4.  Pages 124-125 in your Weather Guide about the Beaufort Wind Scale
    5. Pages 60-67 in your Weather Guide about High and Low Pressure

B) Bernoulli’s Principle – try it out!

  1. Bernoulli’s Principle (link): complete 3 of the activities posted (I will supply the materials) and write 3-5 sentences for each activity using google doc or lined paper describing what you did and what you learned by doing each activity.
  2. How does wind and air pressure allow us to fly? BrainPOP Flight Movie (link)

Task 11  – Layers of the Atmosphere (updated 4/15/15)

  1. Record today’s Weather, yesterday’s Hi/Lo/Precipitation, & Astronomy Data (link) (excel).
  2. On your mini-map (pdf) record the following:
    1. WSM – add it to the classroom map of the USA (pdf)
    2. Precipitation (Rain – green, Snow – blue)
    3. H/L/Fronts (link)
  • Use the resources below to learn about the layers of the atmosphere and complete your notes (pdf).
    • Study Jams – Atmosphere (link)
    • BrainPOP – Atmosphere video (link)
    • Weather Guide pgs. 34-37 & 44-47
    • Interactive – where does it go? (link)
    • Layers of the Atmosphere NOAA (link)
  • Once you have completed your notes:
    • Complete the illustration by adding an object to each layer and color each layer lightly.
    • Add the miles to each layer.
    • Can you add the Ozone Layer and the Ionosphere to your diagram?

Task  12 – Clouds (updated 4/15/15)

  1. Record today’s Weather, yesterday’s Hi/Lo/Precipitation, & Astronomy Data (link) (excel).
  2. On your mini-map (pdf) record the following:
    1. WSM – add it to the classroom map of the USA (pdf)
    2. Precipitation (Rain – green, Snow – blue)
    3. H/L/Fronts (link) or WunderMap (link)
    4. NEW: Click on Satellite (link) to view cloud cover for the US
      • Find your adopted state – describe the cloud cover
    5. NEW: Zoom the map into your state then click on Webcam (link) to view the sky in a city closest to your adopted city
      • click on Video Loop to see the weather conditions for the past 24 hrs
      • what did you notice about the cloud cover? precipitation?

Resources

Complete your notes using the resources below. Cloud Notes (pdf) & Diagram (link)

  • Weather Guide – pages 13-20
  • BrainPOP Clouds video (link)
  • Study Jams Cloud slides (link)
  • Types of Clouds Identification (link)
  • Clouds and weather (link)
  • Cloud types (link)
  • Clouds and fronts (link)
  • Cloud Identification Chart (pdf)
  • Optional: NOAA Cloud Spotter – make your own cloud identification wheel (pdf)

Task 13 – Thunderstorms (updating 4/21 & 4/22)

  1. Record today’s Weather, yesterday’s Hi/Lo/Precipitation, & Astronomy Data (link) (excel).
  2. On your mini-map (pdf) record the following:
    1. WSM – add it to the classroom map of the USA (pdf)
    2. Precipitation (Rain – green, Snow – blue)
    3. H/L/Fronts (link) or WunderMap (link)
    4. NEW: Click on Severe (link) and then check the box next to Lightning to view lighting activity for the US
      • Using orange, shade in areas of lightning activity on your mini-map
      • Answer these questions on your mini-map
        1. What does yellow indicate on the map for precipitation?
        2. What do you notice about the areas of lightning and their relationship to areas of precipitation?
        3. Did all areas of precipitation have lightning activity?
        4. Zoom into an area with lightning activity, what state did you pick?
          • What do the pink (+) symbols stand for?
          • What do the red (+) symbols stand for?
          • What do the dark blue (-) symbols stand for?
          • What do the light blue (-) symbols stand for?

Resources:

  • Complete Moving Masses and the Formation of Thunderstorms handout (pdf pages 13-19)
    • Storm Prediction Center (link)
    • Weather Guide pages 96-100 about lightning and thunderstorms
    • NatGeo Lightning 101 Video (link)
    • BrainPop Video: Thunderstorms (link)
    • Life cycle of a Thunderstorm (link) or (link)
    • Interactive: NatGeo Make Lighting Strike (link)
    • Reading Comprehension (pdf)

Task 14 – Tornadoes 

  1. Record today’s Weather, yesterday’s Hi/Lo/Precipitation, & Astronomy Data (link) (excel).
  2. On your mini-map (pdf) record the following:
    • WSM – add it to the classroom map of the USA (pdf)
    • Precipitation (Rain – green, Snow – blue)
    • H/L/Fronts (link) or WunderMap (link)
    • NEW: Click on Severe (link)
      1. Check the box next to Lightning to view lightning activity for the US
        • Using orange, shade in areas of lightning activity on your mini-map
      2. Check the box next to Tornado to view tornadic activity for the US
        • Using purple, shade in any tornado activity on your mini-map
          • there may not be any today
        • Using purple, outline any areas that are under a Tornado Watch or Warning(link)
          • there may not be any today
  3. Tornado Alley (link)
    1. On your handout (pdf pages 20-21), color in the states that are part of “Tornado Alley”
    2. Is your adopted city in tornado alley?
    3. How many tornadoes per year, on average, occur in your adopted state? (link)
    4. On average, how many tornadoes occur in NJ?
    5. Which state has the most tornadoes? least tornadoes?
  4. Saffir-Simpson Scale – Rate the Tornado Damage for each image (link)

Resources:

  • Storm Prediction Center (link) – Issues watches, warnings, and advisories
  • BrainPOP Tornado Video (link)
  • NatGeo Tornadoes 101 Video (link)
  • NOAA Tornado 101 (link)
  • NOAA – Tornado resources (link)
  • NOAA – Yesterday’s Tornado Data (link)
  • Red Cross Tornado Packet – lots of great stuff in here, Fujita scale, mapping skills, etc, geared towards 3rd to 5th (pdf) and also for 6th to 8th (pdf)

Task  15 – Hurricanes (updated 4/28/15)

  1. Record today’s Weather, yesterday’s Hi/Lo/Precipitation, & Astronomy Data (link) (excel).
  2. On your mini-map (pdf) record the following:
    • WSM – add it to the classroom map of the USA (pdf)
    • Precipitation (Rain – green, Snow – blue)
    • H/L/Fronts (link) or WunderMap (link)
    • NEW: Click on Tropical (link)
      1. Check the box next to Hurricanes/Typhoons to view activity for the US
        • Using the color code under “Legend”, place a Hurricane symbol on your map to indicate the location of any current Hurricanes or Typhoons
        • There may not be any activity today
      2. Check the box next to Sea Surface Temperature
        • What is the approximate temperature for the water off the coast of New Jersey? Write the temperature on your mini map.
        • Does your adopted state touch a body of water?
          • If so, do the same for your adopted state.

Complete the following using the resources below:

  • BrainPOP Hurricanes Video (link) & Activity Sheets (link)
  • Hurricane Notes (pdf)
  • Tracking Hurricanes (spreadsheets)
    • Choose any one Hurricane and plot it on the NOAA/NWS Atlantic Basin Hurricane Tracking Chart (pdf)

Resources

  • Weather Guide pgs. 105-111
  • Hurricane Names (link)
  • NOAA/NWS Historical Hurricane Data (link) – Data for every Hurricanes, including maps
  • Weather Underground Hurricane Archive (link)
  • NOAA/NWS National Hurricane Center (link)
  • Interactive Activities
    • Create-a-Cane (link)
    • Aim a Hurricane (link)
    • Hurricane Tracker (link)
    • How Hurricanes Form (link)
    • NatGeo – Forces of Nature (link)
    • Saffir-Simpson Scale (link) – What happens when a hurricane hits your neighborhood?
  • Additional Resource:
    • Practice latitude and longitude: plotting hurricanes worksheet (pdf)
    • Hurricane Isabel 2003: tracking and analysis of Hurricane Isabel (pdf)