Look for: Air temperature tends to decrease the higher…

17.B Construct an explanation that includes the qualitative relationships presented in a weather forecast among (1) the area of lowest air pressure and where it will move to, (2) the locations of the fronts, and (3) where precipitation will fall, using scientific ideas and principles to explain what would be causing these three things to be connected to one another.

The use of old mechanisms in the explanation, such as:

• Air temperature tends to decrease the higher up you go.
• Sunlight absorbed at Earth’s surface is the source of thermal energy that warms the air directly above it.
• Parcels of air that are less dense than the surrounding air rise, and those that are more dense sink.
• Cooling, humid air can cause water vapor in it to condense and/or solidify out of it.
• Rising air pushes up on water droplets or crystals, holding these aloft until they grow heavy enough to fall.

The use of new mechanisms in the explanation, such as:

• The area of lowest air pressure corresponds to where air is rising.
• The area of rising air could partially be explained by the locations where cold and warm air masses are moving into each other (the front lines) and/or the area of rising air could be partially explained by thermal energy transferring from the surface to the air right above it.
• The areas where air is rising (the low-pressure center and along the front lines) would produce precipitation if the warmer air that is lifted is humid and cool enough.

If students struggle to articulate connections to more than a couple of these mechanisms, strategically assign those students to small groups in the next lesson that will have at least one member who references multiple mechanisms in their response. Listen in on those groups. Pose questions such as, Did you hear anything from Student X’s explanation that you didn't have but think you might want to include? For any students who are missing at least one old or new mechanism, leave written feedback on question 3 of Explaining Patterns and Predictions in the Forecast in the form of only one question which is targeted at asking them to consider whether one additional old mechanism or new mechanism helps explain this phenomenon and why. Vary which mechanism you ask different students to consider further.

Additional Lesson 17 Teacher Guidance

SUPPORTING STUDENTS IN MAKING CONNECTIONS IN ELA

Students engage in the following while completing Explaining Patterns and Predictions in the Forecast:

• CCSS.ELA-LITERACY.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
• CCSS.ELA-LITERACY.W.6.2.B Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
• CCSS.ELA-LITERACY.W.6.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.