weather research project 6th grade

6.3 Weather, Climate & Water Cycling

Why does a lot of hail, rain, or snow fall at some times and not others?

Unit Summary

This 6th grade science unit on weather, climate, and water cycling is broken into four separate lesson sets. In the first two lesson sets, students explain small-scale storms. In the third and fourth lesson sets, students explain mesoscale weather systems and climate-level patterns of precipitation. Each of these two parts of the unit is grounded in a different anchoring phenomenon.

The unit starts out with anchoring students in the exploration of a series of videos of hailstorms from different locations across the country at different times of the year. The videos show that pieces of ice of different sizes (some very large) are falling out of the sky, sometimes accompanied by rain and wind gusts, all on days when the temperature of the air outside remained above freezing for the entire day. These cases spark questions and ideas for investigations, such as investigating how ice can be falling from the sky on a warm day, how clouds form, why some clouds produce storms with large amounts of precipitation and others don’t, and how all that water gets into the air in the first place.

The second half of the 6th grade science weather and climate unit is anchored in the exploration of a weather report of a winter storm that affected large portions of the midwestern United States. The maps, transcripts, and video that students analyze show them that the storm was forecasted to produce large amounts of snow and ice accumulation in large portions of the northeastern part of the country within the next day. This case sparks questions and ideas for investigations around trying to figure out what could be causing such a large-scale storm and why it would end up affecting a different part of the country a day later.

Simulations

Unit 6.3 L20 Sea Surface Temperature Simulation

Unit 6.3 L20 Rainfall Accumulation Simulation

Unit 6.3 L19 Atmospheric River Global Simulation

Unit 6.3 L19 Precipitation Rates Global Simulation

Unit 6.3 L19 Precipitation Rates USA Simulation

Unit examples, additional unit information, next generation science standards addressed in this unit.

Performance Expectations

This 6th grade science unit on weather and climate builds toward the following NGSS Performance Expectations (PEs):

• MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
• 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.
• MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
• 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.

Disciplinary Core Ideas

The 6th grade science weather and climate unit expands students’ understanding of weather and climate, and the role of water in Earth’s surface processes which include these grades 6-8 elements of the Disciplinary Core Ideas (DCIs).  It addresses all but the crossed-out sections of the ones shown below. 

ESS2.C:  The Roles of Water in Earth’s Surface Processes

• Global movements of water and its changes in form are propelled by sunlight and gravity.
• The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns .
• Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents .
• Water continually cycles among land, ocean, and atmosphere via transpiration , evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land .

ESS2.D:  Weather and Climate

• Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things . These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. 
• Because these patterns are so complex, weather can only be predicted probabilistically .
• The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents.

This unit builds on DCI elements that students should have developed in the prior OpenSciEd unit 6.2. These ideas are elicited and are used in new contexts (primarily different because of time and temporal scale). In many cases, the unit helps students extend these DCIs. The plain text beneath each of the DCI elements below describes how the ideas are used and where they are extended. 

• This particle model is reused and extended in Lessons 3-11, 13-14, and 17-18. It is used to model (1) how energy is transferred from the ground to the air (through conduction), (2) why air changes its density (due to changes in the speed of air particles), (3) why density would affect the amount of air pressure detected by a barometer (due to differences in the amount of force applied to the barometer from changes in the weight of a column of air particles overhead), and (4) how the cooling of water vapor in the air can cause the molecules in it to slow down enough that they stick to, rather than bounce off of, neighboring particles in collisions, thereby causing the particles to condense or solidify out of the air. 
• The idea that thermal energy transfer can occur through conduction is used to explain how the air above the ground is heated by it, and how warm rising air cools off as it moves higher up, This idea is reused in Lessons 5-8, 10, 12, 13, 14, 17, 18, 20, and 22.
• The idea that light is absorbed by the ground and converted to thermal energy is an idea that is reused in Lessons 3, 6-8, 10, 14, 17, 18, 20, and 22 in this unit.

Disciplinary Core Ideas are reproduced verbatim from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Idea s. DOI: https://doi.org/10.17226/13165. National Research Council; Division of Behavioral and Social Sciences and Education; Board on Science Education; Committee on a Conceptual Framework for New K-12 Science Education Standards. National Academies Press, Washington, DC.

Science & Engineering Practices

• Developing and Using Models
• Planning and Carrying Out Investigations
• Analyzing and Interpreting Data

Crosscutting Concepts

• Cause and Effect
• Systems and System Models
• Matter and Energy

Connections to the Nature of Science

Which elements of the Nature of Science are developed in the unit?

• Science investigations use a variety of methods and tools to make measurements and observations. (NOS-SEP)
• Science investigations are guided by a set of values to ensure accuracy of measurements, observations, and objectivity of findings. (NOS-SEP)
• Science depends on evaluating proposed explanations. (NOS-SEP)
• Science knowledge is based upon logical and conceptual connections between evidence and explanations. (NOS-SEP)
• Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. (NOS-CCC)

How are they developed?

• Students engage with different tools (i.e., thermometers, light sensors, humidity probes, barometers, and simulations) to make measurements and observations.
• Students develop and use color gradient based visualization methods for rendering weather data from across the country to look for patterns across space and over time.
• Students discuss how they will collect measurements and observations during their use of light detectors and thermometers in outdoor settings to ensure the data set is accurate.
• Students critique a computer simulation of a thunderstorm to determine the mechanisms that cause storms to form and suggest revisions to the interface to make such concepts more transparent to the user.
• Students evaluate which model ideas for explaining small-scale weather events might help explain predicted precipitation patterns in a mesoscale weather system.
• Students compare and critique arguments about what would cause the predicted weather changes in a mesoscale weather system to identify whether they emphasize similar or different mechanisms.
• Students apply scientific ideas and related evidence to evaluate whether those mechanisms are also needed to explain how the weather will change for three other storms occurring at a different time of year.

Unit Placement Information

What is the anchoring phenomenon and why was it chosen?

This unit uses two anchors, one to drive student questions and investigations in the first half of the unit, and one to drive  student questions and investigations in the second half of the unit. The unit begins with students watching, in three short video clips of relatively short precipitation events,  hail falling at different locations in North America at different times of year. Students develop initial models to explain what causes this kind of precipitation event to occur, considering (1) the changes that happen over time where the hail falls, (2) the changes that occur to matter in the air at a particle level, and (3) the energy that transfers into, through, and out of the system. They expand the range of phenomena by considering other times when they’ve seen or heard of a lot of precipitation fall in one place in either a relatively short time (minutes) or continuously over a much longer time (hours or days). Students then develop a Driving Question Board (DQB) to guide future investigations.

The second half of the unit re-anchors in the context of a larger-scale weather event in Lesson 14. It begins with students watching a winter weather report and forecast  clip from the Today show (from 8:00 a.m. (EST) on Saturday, Jan. 19, 2019) and analyzing maps for most of the United States,. Students evaluate their previously developed model ideas for explaining the causes of a hailstorm to determine  whether the same causes also help explain how what happened in the air over the country at the time of the forecast was connected to what was predicted to happen by the end of the weekend (40 hours later),  which includes some areas that went on to receive over a foot of snow accumulation and other areas that received over half an inch of ice accumulation. Students then add new questions to their Driving Question Board (DQB) to guide future investigations. The second half of the video from the same forecast is then introduced in Lesson 18, to support a transition to climate-related questions and investigations in the last few lessons of the unit.

Each OpenScied unit’s anchoring phenomenon is chosen from a group of possible phenomena after analyzing student interest survey results and consulting with external advisory panels.  We also chose hail as the first anchoring phenomenon for this unit for these reasons:

• Severe weather events provided a compelling context for explaining weather-related phenomena.  Hailstorms fell into this category, and explanations for them did not require model ideas that were beyond the target DCIs for  the middle school level, which something like tornadoes would require.  
• The relatively sudden and brief window of a hailstorm event (up to about 15 min in length) and relatively small impact area (a few miles) provided a more tractable scale system to begin investigating how changes in the matter flow and energy transfer into the air can drive the formation of storms, before moving on to larger-scale weather system (mesoscale) and climate-related patterns (hemisphere scale) in the later half of the unit.
• A pre-field test release of this anchor produced Driving Question Boards that had over 85% of the students’ questions on them as well as ideas for investigations to answer those questions. These investigations were anticipated by the unit development team, and were specifically targeted in the field test version of the storyline.
• A subsequent piloting of this anchor confirmed that this type of weather event was intriguing for students who had varying levels of firsthand experience with hail.  This included those who experienced hail relatively frequently (classrooms in the midwest), as well as for those who encountered it far less frequently (classrooms on the west coast) and those who had neither encountered nor heard of it before (some international students).

 We also chose a video of a winter storm weather report and forecast from Jan., 19, 2019 as the phenomenon to re-anchor the second half of this unit for these reasons:

• The video clip included weather reporting and forecasts for the western, central, and eastern United States. This broad area of impact provides regional connections to most students in the country.  
• Related predictions, regarding a potential loss of energy due to the effect of freezing rain on downed power lines and the forced closing of schools in the northeast, provide a severe winter storm context that has an impact on the related activities that students engage in.
• The four extratropical cyclones covered in the forecast are examples of mesoscale (synoptic) low pressure weather systems. These systems commonly occur in the middle latitudes of the Earth (e.g., the United States) across multiple seasons of the year. These, in combination with anticyclones of high-pressure air, drive much of the weather changes that students experience – capable of producing a myriad of weather events, including cloudiness and mild showers to heavy gales, thunderstorms ,and blizzards.
• The differences in the predicted precipitation across different regions from all of these storm systems reveal some new patterns related to coastal proximity, elevation, and prevailing winds. These patterns provide a context to start exploring climate-oriented questions, which are also part of the target DCIs for this unit.

Where does this unit fall within the OpenSciEd Scope and Sequence?

This unit is designed to be taught after students have experienced the One-way Mirror Unit and the Cup Design Unit . As such, work in this unit can leverage ideas about the interaction of light with matter as well as the particle nature of matter and how energy can be transferred through particle-level collisions (conduction).  

This unit is designed to be taught prior to the Everest Unit , in which students will leverage ideas about how thermal energy transfer can result in the movement of matter. It is also designed to be taught prior to the Storms Unit , in which students will leverage ideas about how to predict, detect, and respond to natural hazards relevant to their local context, many of which are likely to be severe weather related. Finally, it is designed to be taught prior to the Everest Unit , in which students will leverage ideas about what causes climate-level precipitation patterns to develop a model to help explain why the climate may be changing and what we can do to address some of those causes and mitigate the impacts of such changes.

How is the unit structured?

The unit is organized into four lesson sets that begin with figuring out a short-term, small-scale hail storm and slowly build into larger storm systems and global circulation systems.

What modifications will I need to make if this unit is taught out of sequence?

This is the third unit in 6th grade in the OpenSciEd Scope and Sequence . Given this placement, several modifications would need to be made if teaching this unit earlier or later in the middle school curriculum. These include the following adjustments:

• Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. 
• The temperature of a sample of matter is proportional to the average internal kinetic energy per molecule in that sample.  
• When the kinetic energy of a particle object changes, there is inevitably some other change in energy at the same time; kinetic energy can be transferred from one particle to another through particle collision. This form of energy transfer (conduction) can occur between solid, liquids and gases when they make contact with each other. 
• When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the color of the light.  Energy from the light that is absorbed by a sample of matter is converted to increased particle motion energy in that sample of matter.  
• The total kinetic energy of particles in a sample of matter is also referred to as the thermal energy of that matter.
• Identifying independent and dependent variables and controlling for other variables, can help you conduct fair tests, which is a necessary condition for producing data that can serve as the basis for evidence in supporting or refuting a potential cause and effect relationship in a system. 
• If taught before OpenSciEd Unit 6.1 (or at the start of the school year), supplemental teaching of classroom norms, setting up the Driving Question Board, and asking open-ended and testable questions would need to be added. Experience with using light sensors and reading and interpreting their output would need to be added.

What are prerequisite math concepts necessary for the unit?

In this unit, students will need to have prior experiences in working with the ideas in the bolded sections of the related Common Core Math Standards listed below.

CCSS.MATH.CONTENT.6.NS.C.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values ( e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

CSS.MATH.CONTENT.6.NS.C.8: Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.

CCSS.MATH.CONTENT.6.RP.A.2: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. 

CCSS.MATH.CONTENT.6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

Additionally, when students generate and interpret the tables of data in Lessons 2, 4, and 11, they will draw on what they have learned across a number of Represent and Interpret data standards for grades 1-5, w ithin the domain of Measurement and Data in the Common Core Mathematics Standards.

How do I shorten or condense the unit if needed? How can I extend the unit if needed?

The following are example options to shorten or condense parts of the unit without completely eliminating important sensemaking for students:

• Since, in many ways, one can think of this unit as two units in one – where Lesson sets 1 and 2 are anchored around a small-scale weather phenomenon, and Lessons sets 3 and 4 are anchored around large-scale weather phenomenon and long-term patterns (climate level), one natural end point for the unit would beat the end of Lesson 13, which is the end of Lesson set 4.  
• Since the focus of Lesson set 4 is on climate-level phenomena, rather than weather-related ones, another natural end point for the unit would be toward the end of Lesson 18, which is the end of Lesson set 3. If you end here, then modify the second half of day 2 of Lesson 14 so the focus is taking stock of the progress the class feels they made on the Driving Question Board again, as was done at the end of Lesson 13, rather than eliciting new questions and ideas for investigations, which is what is outlined in the learning plan.

To extend or enhance the unit, consider the following:

• Lesson 1: You could replace one of the first two videos of hail with a local example, to establish stronger local relevance. However, keep the third video (timelapse) as it shows changes in the air overhead, which most other videos will not.
• Lesson 2:  You could ask students to start tracking changes in local weather conditions where they live to look for additional patterns over time.
• Lesson 6: You could ask students to start tracking instances of vertical cloud growth they see in the weather outside.
• Lesson 11: You could give interested students the opportunity (and some of the materials needed) to build their own homemade barometer and ask them to track changes in air pressure over subsequent days.
• Lesson 13: If hurricane season impacts your area more than extratropical cyclones tend to, you could extend the unit to investigate how ocean temperatures, currents, and prevailing winds influence the formation of hurricanes and typhoons around the world. If you include a focus on how these systems interact with other air masses, this will provide an alternate pathway to cover mesoscale weather phenomena and some climate-level patterns in precipitation, which is the focus of Lessons 14-22. Keep in mind that such a modification to the unit will require a relatively large time investment in pre-development before it is ready to be implemented in the classroom.

Unit Acknowledgements

Unit Development Team

• Michael Novak, Unit Lead, Northwestern University
• Renee Affolter, Writer, Boston College
• Emily Harris, Writer, BSCS Science Learning
• Audrey Mohan, Writer, BSCS Science Learning
• Lindsey Mohan, Writer, BSCS Science Learning
• Dawn Novak, Writer, BSCS Science Learning
• Tracey Ramirez, Writer, The Charles A. Dana Center, The University of Texas at Austin
• Abe Lo, Reviewer, BSCS Science Learning
• Katie Van Horne, Assessment Specialist
• Colleen O’Brien, Pilot Teacher, Williston Central School 
• Heather Galbreath, Pilot Teacher, Lombard Middle School
• Vanessa Hannana, Pilot Teacher, Indian Woods Middle School
• Whitney Smith, Pilot Teacher, Indian Woods Middle School
• Ann Rivet, Unit Advisory Chair, Teachers College, Columbia University
• Elisabeth Cohen, Advisory Team, Weather Outreach

Production Team

BSCS Science Learning

• Kate Herman, Copyeditor, Independent Contractor
• Stacey Luce, Copyeditor and Editorial Production Lead
• Renee DeVaul, Project Coordinator and Copyeditor
• Valerie Maltese, Marketing Specialist & Project Coordinator
• Chris Moraine, Multimedia Graphic Designer

Unit External Evaluation

EdReports awarded OpenSciEd an all-green rating for our Middle School Science Curriculum in February 2023.  The materials received a green rating on all three qualifying gateways: Designed for the Next Generation Science Standards (NGSS), Coherence and Scope, and Usability. To learn more and read the report, visit the EdReports site .

NextGenScience’s Science Peer Review Panel

An integral component of OpenSciEd’s development process is external validation of alignment to the Next Generation Science Standards by NextGenScience’s Science Peer Review Panel using the EQuIP Rubric for Science . We are proud that this unit has been identified as a quality example  of a science unit. You can find additional information about the EQuIP rubric and the peer review process at the nextgenscience.org website.

Unit standards

This unit builds toward the following NGSS Performance Expectations (PEs) as described in the OpenSciEd Scope & Sequence:

Reference to kit materials

The OpenSciEd units are designed for hands-on learning and therefore materials are necessary to teach the unit. These materials can be purchased as science kits or assembled using the kit material list.

• All Resources
• Growing up & Staying Safe
• Physical Education
• Social and Emotional Learning
• Asian American History
• Black History
• Hispanic Heritage
• Anti-racism
• Hidden Voices
• Civic Education
• Four Pillars for Building Trust in New York City Public Schools
• Citywide Instructional Priority
• Career Connected Learning
• Our Instructional Principles Learn about how we will transform our system through the integration of academic and social-emotional learning, and establish a new path to academic recovery and reimagining.
• Instructional Practices Learn about instructional practices that support student achievement.
• Instructional Leadership Framework Learn about implementing the Instructional Leadership Framework in schools.
• Supporting New Teachers Learn about the key beliefs, knowledge, and skills for first year teachers.
• Professional Learning Learn about different ways to support professional learning in schools.
• Civics for All
• Vision for School Improvement Learn about how to embed the Framework for Great Schools into ongoing cycles of learning.

Weather and the atmosphere

This collection of resources supports unit 6:2 of the 6th grade science Scope and Sequence: Weather and the Atmosphere.

Included Resources

Visualization of the water cycle, visualization of the water cyc....

In this visualization, the blue and red raindrops show how water is constantly moving through different stages of the water cycle. Shared by McDougal Littell, a Houghton Mifflin company. Scope and Sequence connection: 6:2 Weather and the Atmosphere. Please note Flash is required for this interactive.

From gas to liquid to solid

In this activity, students will see that the liquid water can change state again and freeze to become ice. Shared by the American Chemical Society.

Scope and Sequence connection: 6:2 Weather and the Atmosphere; 7:2 Energy and Matter.

States of matter- try it out!

Steve Spengler Science shares experiments to help understand the different states of matter. 

Scope and Sequence connection: 6:2 Weather and the Atmosphere and 7:2 Energy and Matter.

States of matter experiments

These activities encourage students to explore the different states of matter. By the American Chemical Society.

Density: Sink and float for solids

Density: sink and float for so....

This lesson, from the American Chemical Society, explains how the weight of the object does not always correlate to its density.  This lesson includes a hands on experiment on a tea candle and a piece of clay.  

Weather and climate student activities

Weather and climate student ac....

Find a number of different weather-related lessons to use with your students.  Provided by the Center for Innovation in Engineering and Science Education by Stevens Institute of Technology. 

Scope and Sequence connection: 6:2 Weather and the Atmosphere.

The ups and downs of thermometers

The ups and downs of thermomet....

This lesson explains how alcohol thermometers work.  Note, the videos are hosted by YouTube. 

Great graph match

Students match the precipitation or temperature graph to the correct biome through this online "mission."  Students are able to search details about the biomes on the same NASA site. 

Scope and Sequence connection: 6:2 Weather and the Atmosphere and 8:4 Human Impact on the Environment and Health: Needs and Tradeoffs.

Weather and climate data exploration

Weather and climate data explo....

Students explore the relationship between weather and climate by graphing weather temperature data and comparing with climate averages.  Shared by The National Center for Atmospheric Research. Scope and Sequence connection: 6:2 Weather and the Atmosphere.

Tools for measuring weather

Students learn about the following: thermometer, hygrometer, anemometer, barometer, rain gauge, and the wind vane. Created by Scholastic Study Jams. Scope and Sequence connection: 6:2 Weather and the Atmosphere. 

Weather resources for educators

Weather resources for educator....

Resources (including lesson plans) about weather, satellite meteorology, and Earth science for middle and high-school students.  SciJinks (short for Science Hijinks) is a joint NOAA and NASA educational website. Scope and Sequence connection: 6:2 Weather and the Atmosphere.  

Tornados: Information for kids

Tornados: information for kids....

Information on tornadoes written for students. Written by Weather Wiz Kids. Scope and Sequence connection: 6:2 Weather and the Atmosphere. 

Tornado preparation tips

Some tips on tornado preparation from the Department of Homeland Security. Scope and Sequence connection: 6:2 Weather and the Atmosphere. 

Tornado FAQ

The Tornado FAQ is a quick-reference summary of tornado knowledge. This list has been compiled from questions asked of the Storm Prediction Center as well as basic tornado research information and different scientific resources. Scope and Sequence connection: 6:2 Weather and the Atmosphere.

Twistin' tornado

This task describes how to make your own tornado in a bottle by using two plastic soda bottles, duct tape and food coloring.  This activity could be used by the teacher as a demonstration or by students.  From Bill Nye's website.

The science of hurricanes

This video on the science of hurricanes provided by the History channel

Severe weather 101

The National Severe Storms Laboratory provides information on multiple aspects of weather and severe weather conditions.   Scope and Sequence connection: 6:2 Weather and the Atmosphere. 

Images of earth by topic

This NASA site includes satellite images of current scientific events happening on earth.  The images can be used as launching phenomena in various grades and units.  For example, blooming phytoplankton growth or the wildfire smoke images can be used to elicit questions from 6th grade students before teaching them about the interdependence between organisms in an ecosystem.   The images related to invasive species could be used for 8th grade students learning about the relationship between humans and their environment.

Scope and Sequence connection: 6:2 Weather and the Atmosphere; 6:4 Interdependence; 8:4  Human Impact on the Environment and Health: Needs and Tradeoffs.

Weather and the atmosphere collection highlig...

Weather and the atmosphere col..., weather and the atmosphere collection highlights.

This document shares an overview of the WeTeachNYC collection for middle school earth science students students learning about weather and the atmosphere.

This collection is also included in these collections:

• Skip to primary navigation
• Skip to main content
• Skip to primary sidebar

Teaching Expertise

• Classroom Ideas
• Teacher’s Life
• Deals & Shopping
• Privacy Policy

20 Fun Weather Activities for Middle School Students

June 29, 2022 //  by  Kimberly Lange

These 20 activities, lesson plans, videos, and experiments will make learning about the weather a breeze for middle schoolers. From the Winter freeze to the Fall leaves; the Summer flowers to the Spring showers.

We will cover all types of weather, and weather-related concepts, and have a blast while doing it.

1. Weather Lesson Plans Straight From NASA

This collection of lesson plans from Nasa will help you teach your middle schoolers about complex weather systems and common weather phenomena. These resources build on each other and by applying all their newfound knowledge, they can make their own weather predictions.

Learn More:  NASA Climate Kids

2. Learn About Different Types of Clouds With a Cloud Cake

This yummy, hands-on activity will help your students visualize the different cloud types while learning the names and different levels. This lesson also includes free printables of cloud formations. So you can have your cake, and eat it too.

Learn More: The Pioneer Woman

3. Make Your Own Tornado in a Bottle

For this hands-on experiment, you will need a bottle of water, dish soap, and a tall narrow plastic bottle. This awesome weather activity will safely demonstrate the power and movement of a tornado, and how it is formed.

Learn More: Little Bins For Little Hands

4. Learn About the Cause and Effect of Weathering and Erosion

This STEM activity will help your students understand weathering and erosion, the difference between the two, and the impacts of rain on the ground. Erosion is the mass wasting of rock structure while weathering is the process where rocks dissolve rock pieces. You will need colorless gelatin, hot water, small rocks and sediments, and dirt with tiny gravel.

Learn More: The Natural Homeschool

5. Build Your Own Miniature Water Cycle

This interactive STEM activity will help your students to understand the water cycle and the important role that weather plays. You will need aluminum foil, plastic wrap, rubber bands, plastic shoe boxes, hot water, ice, and heat lamps.

Learn More: Sarah’s STEM Stuff

6. Make Your Own Barometer

Knowing about air pressure and its importance can help us to understand the weather. To make your own barometer, you will need an empty tin can, a latex balloon, a thick rubber band, a thin straw, a paper clip, glue, and a ruler.

Learn More: KC Edventures

7. Which Color Absorbs More Heat- Black or White?

You will need two glass jars filled with water. Wrap one in a black piece of construction paper and the other in a white paper. Place them both in the sun for a few hours and see which color jar is hotter.

Learn More: Lessons 4 Little Ones

8. Learn About Air Mass

This simple experiment will teach your students about a very important concept of weather – air masses. All you need is a coat hanger, two clothespins, and two balloons.

Learn More: Grade Six Mr. Polsky

9. Build Your Own Anemometer

With a few kitchen supplies, you can build your own anemometer to measure wind speed. You’ll need four paper cups, a paper plate, pencil, straw, pushpins, and some colored tape.

Learn More: Scout Life

10. Create a Draft

Learn how hot and cold air work together to create a breeze. You’ll need two metal baking pans, heatproof boards, a large cardboard box, dry sand, ice, an incense stick, scissors, and matches.

11. Weather Map Symbols

Teach your students how to be a real meteorologist with these weather map symbols. Knowing the correct symbols for these basic weather occurrences will help your students make accurate weather predictions.

Learn More: Pinterest

12. Lightning in a Jar

This shocking experiment will teach your middle school students about static electricity and how lightning is formed. You’ll need aluminum foil, a balloon, a dryer sheet, metal thumb tacks, and a glass jar. Turn down the lights to see mini lightning bolts form.

Learn More: FubardProductions

13. Become a Cloud Spotter

These fun interactive resources about different cloud types will teach your middle school students about cloud patterns and types in no time.

14. Make Your Own Wind Vane

This wind vane will show you the direction of the wind, which can help predict climate patterns and air pressure systems. You’ll need a plastic container, a pencil, a straw, a thumb tack, and construction paper scraps.

Learn More: Learning Ideas Grades K-8

15. Learn Why Leaves Change Color 

This colorful experiment will help your Middle School students understand why leaves change colors as the seasons change. All you need are some colorful Fall leaves, glass jars, isopropyl alcohol, and coffee filters.

Learn More: 123 Homeschool 4 Me

16. Layers of the Atmosphere Experiment

This interactive lab and Ebook will help your students understand where the weather is formed, and how the weather system works. You will need dirt, honey, corn syrup, dish soap, water, a clean container, and food coloring.

Learn More: Homeschool Rebecca Reid

17. Make Your Own Rain Gauge

One of the aspects of weather forecasting is predicting when it will rain but also how much it might rain. This backyard weather station activity will help you measure how much it had rained. You will need a 2-liter plastic bottle, small rocks, a permanent marker, and a ruler.

Learn More: News 24

18. National Geographic Will Teach Your Students About Climate Change

One of the biggest challenges we are facing is climate change. This educational resource will help your students understand what is climate change , what causes it, and what we can do about it.

Learn More: National Geographic Kids

19. Learn More About the Greenhouse Effect With This Miniature Model

This experiment will help your students understand what the greenhouse effect is,  climate change, how greenhouse gasses trap heat, and what the consequences are. You’ll need 5 glass jars, vinegar, baking soda, measuring cups and spoons, plastic wrap, elastic bands, a heat source, a thermometer, and a sharpie.

Learn More: Steam Powered Family

20. Make Your Own Thermometer

This interactive experiment will help your middle school students understand climate better as they learn how to read temperatures. You will need water, food coloring, play dough or sticky tack,  a measuring cup, clear straw, cooking oil, a glass bottle, and cooking oil.

Learn More: Lemon Lime Adventures

These 20 experiments, lessons, and activities will have your Middle School students become real meteorologists in no time.

• Try for free

6th Grade Weather

• Most Popular
• Most Recent

weather and climate 6th grade

All Formats

Resource types, all resource types.

• Rating Count
• Price (Ascending)
• Price (Descending)
• Most Recent

Weather and climate 6th grade

WEATHER & CLIMATE Crossword Puzzle Worksheets - 3rd, 4th, 5th, 6th Grade

Weather and Climate Project for 5th and 6th Grades Science Worksheets

Greece Geography 6th Grade Statistics Analyze Climate and Weather Data Activity

6th Grade Statistics Analyze and Interpret Climate and Weather Activity BUNDLE

Egypt Geography 6th Grade Statistics Analyze Climate and Weather Data BUNDLE

Inspire Science 6th Grade - Module 6 " Weather and Climate " DIGITAL BUNDLE

• Google Drive™ folder

6th Grade Unit 4 ( Weather and Climate ) Bellwork

Weather and Climate Unit Revised for 2018-19 ( 6th Grade SEEd Standards Aligned)

• Easel Activity

Egypt Geography 6th Grade Statistics Analyze Climate and Weather Data Activity

India Geography 6th Grade Statistics Analyze Climate and Weather Data Activity

China Geography 6th Grade Statistics Analyze Climate and Weather Data BUNDLE

6th Grade Statistics Interpret and Analyze Climate and Weather Activity BUNDLE

Mesopotamia Geography 6th Grade Statistics Analyze Climate and Weather Data

China Geography 6th Grade Statistics Analyze Climate and Weather Data Activity

Greece Geography 6th Grade Statistics Analyze Climate and Weather Data BUNDLE

Rome Geography 6th Grade Statistics Analyze Climate and Weather Data BUNDLE

Weather and Climate Unit Packet ( 6th Grade )

Rome Geography 6th Grade Statistics Analyze Climate and Weather Data Activity

India Geography 6th Grade Statistics Analyze Climate and Weather Data BUNDLE

Weather Climate Severe and floods 6th grade

6th Grade Unit 3 ( Weather and Climate ) Study Guide

Earth Science PowerPoints - Google Slides 6th Grade Science & Space 5th Grade

Earth Science Curriculum for 6th Grade Science & Earth Systems & Earth and Space

Earth Science Posters - Science Classroom Decor - Classroom Posters 6th Grade

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think

Teaching about Climate Change with Project Based Learning

The project to end all projects.

One way to think about the climate crisis is as the project to end all projects—a massive, collaborative, interdisciplinary endeavor with an authentic, incredibly high-stakes outcome: the future of our planet.

This project requires every single person on Earth to deepen our knowledge and build our skills, and demands that we work together in unprecedented ways.

How can we as educators support the student movement?

We often talk about Project Based Learning as a pedagogy that equips students for the future. However, our youth are fighting right now to ensure that they have a future. Through movements like Sunrise and the Youth Climate Strikes, young people around the world recognize the urgency of the crisis we’re in, and are leading the charge to transform our economic, social, and political systems in time to save the planet.

So how can we help our students adapt to the realities of an already changing climate while also empowering them to stop climate change from getting worse? One way to take action within our own spheres of influence is to design projects that teach core content and skills in the context of authentic climate action.

Go to blog post

Here are 6 project ideas about our changing climate...

Shrinking Our Footprints

How can we use data to reduce our families’ impact on the environment?

Species Survival

How can we protect an endangered species in our area?

Ready for Anything

How can we keep our communities safe in the face of natural hazards?

Waiting on the World to Change

How can we make change happen in our community?

There’s What in My Water?!

How safe is my [water, air, soil, food]?

Broken Laws

How can we change the law to make our society better for everyone?

Looking for more inspiration?

Check out our latest blog posts about the climate crisis – including some real-life projects in action...

The Most Important Project Ever: Climate Change

An Evening of Climate, Science & Theater: Our Grade 6-7 Project

A Project Empowers Students to Improve Air Quality (& Reduce Greenhouse Gases)

Passion is Contagious: Our Sustainable Living Project

Don't miss a thing get pbl resources, tips and news delivered to your inbox..

• Rivers and Lakes
• Severe Weather
• Fire Weather
• Long Range Forecasts
• Climate Prediction
• Space Weather
• Past Weather
• Heating/Cooling Days
• Monthly Temperatures
• Astronomical Data
• Beach Hazards
• Air Quality
• Safe Boating
• Rip Currents

Thunderstorms

• Sun (Ultraviolet Radiation)
• Safety Campaigns
• Winter Weather
• Wireless Emergency Alerts
• Weather-Ready Nation
• Cooperative Observers
• Daily Briefing
• Damage/Fatality/Injury Statistics
• Forecast Models
• GIS Data Portal
• NOAA Weather Radio
• Publications
• SKYWARN Storm Spotters
• TsunamiReady
• Service Change Notices
• Be A Force of Nature
• NWS Education Home
• Pubs/Brochures/Booklets
• NWS Media Contacts

NWS All NOAA

• Organization
• Strategic Plan
• Commitment to Diversity
• For NWS Employees
• International
• National Centers
• Social Media
• NEW | The Flood Categories for Coleto Creek at Arnold Road have been raised.
• Click here to register for SKYWARN 2024!

Privacy Policy

Corpus Christi, TX

Weather Forecast Office

Basic Weather Education

• Submit a Storm Report
• Daily Video Briefing
• Local Storm Report
• National Hazards (Graphical)
• National Hazards (Text)
• Experimental Graphical Hazardous Weather Outlook
• Surface Observations
• Observed Precipitation
• Observations (Local Page)
• Mesowest Observations
• Hourly Weather Roundup
• MADIS Display
• 5-minute Obs
• GOES-East Imagery
• Local Standard Radar (Low Bandwidth)
• Local Enhanced Radar
• Regional Standard Radar (Low Bandwidth)
• Hourly View
• Activity Planner
• Forecaster's Discussion
• Surf Zone Forecast
• Experimental Beach Forecast Page
• AHPS Rivers and Lakes
• West Gulf RFC
• Normals, Records, Rankings
• Daily Rainfall and Temperatures
• Texas Rainfall
• Monthly Rainfall
• Holiday Climatology
• Past Weather Events
• StoryMap Collections
• Past Tropical Cyclone Tracks
• Tropical Cyclone Reports
• Hurricane Guide
• Spanish Hurricane Guide
• Hurricane Talks
• Weather Radio
• Office History
• Introduction
• Earth's Atmosphere

This website is designed to be an educational resource for teaching a unit on the Earth's atmosphere. This unit is embedded in the Earth Science curriculum in the 6th grade of most elementary schools. This website is intended for teachers, with the hope that they will be able to use the website to engage their students. The website can easily be used by students who want to go more in depth about a particular subject.

The website is divided into three main sections (see below), with each section containing multiple webpages. These webpages incorporate both text and diagrams that are related to a specific topic in Atmospheric Science. Topics covered range from basic properties of the atmosphere (i.e. pressure, temperature, and dewpoint temperature) to thunderstorms and the greenhouse effect. All topics introduced in the website were chosen based on material covered in a standard 6th grade Earth Science textbook.

To proceed, click on one links shown at the top of the page. They will navigate you to the information you want.

• Basic Properties

Heat Transfer

Water cycle, the basic properties of the atmosphere.

Temperature

Dewpoint Temperature

Dewpoint temperature is a measure of the moisture content in the atmosphere and is the temperature to which air must be cooled (at constant pressure, with no change in water vapor content) for saturation to occur. When saturation is reached, condensation occurs and such things as dew, frost or fog may occur. The dewpoint temperature is a good indicator of the actual amount of water vapor in the air. High dewpoint temperatures indicate there is high water vapor content, which indicates the air is moist. Low dewpoint temperatures indicate there is low water vapor content, which indicates the air is dry.

The source of heat for our planet is the sun. The sun's energy moves through space, then through the earth's atmosphere and finally reaches the earth's surface. The sun's radiation warms the earth's atmosphere and surface and becomes heat energy. This heat energy is transferred through the atmosphere by one of three mechanisms:

Conduction is the transfer of heat from one molecule to another within a substance. Remember that temperature is just the measure of the average kinetic energy or speed of the molecules in a substance. Imagine you are holding a metal pin between your fingers and you place this pin in a flame. The pin absorbs the energy from the flame and the molecules inside the pin begin to move faster (warmer temperature). These faster moving molecules cause adjoining molecules to move faster and will eventually cause the molecules in your fingers to move faster. The heat is now being transferred from the pin to your finger and your finger will heat up. This is an example of heat transfer through conduction. When heat is transferred through conduction, it flows from warmer to colder regions and will transfer more rapidly with greater temperature differences. The rate of heat transfer through conduction also depends on whether the substance is a good conductor. It turns out that air is an extremely poor conductor of heat. Therefore, conduction is only important in the atmosphere within the first several millimeters closest to the surface. How then does the air transfer energy from one region to another?

The water cycle, also known as the hydrologic cycle, refers to the continuous movement of water between the earth and the atmosphere. There are many components to the water cycle, but only the most important ones will be discussed here:

Evaporation and Transpiration

Condensation

Condensation is the process by which a substance changes from the gas phase to the liquid phase. As air containing water vapor rises into the atmosphere, it will expand and cool. If it cools to its dewpoint temperature, the air will become saturated and condensation will occur. Condensation can be observed in the atmosphere as clouds, fog, dew, or frost form. When condensation occurs, the heat required to originally evaporate the water is returned to the atmosphere, causing the atmosphere to warm.

Precipitation

Clouds are composed of millions of water droplets that have condensed. These water droplets grow into larger droplets by colliding and coalescing with one another. Eventually, the droplets can grow large enough that they will not be able to stay suspended in the cloud. When this occurs, they fall out of the cloud as precipitation. If the cloud's temperature is below freezing, it will contain ice crystals. Ice crystals collide and stick to other ice crystals and eventually fall from the cloud as snow. Precipitation is water, either liquid or solid, that falls from the atmosphere to the surface.

Runoff and Groundwater

Runoff and groundwater are both driven by precipitation. When precipitation falls to the surface, it will either be absorbed into the ground (groundwater) or, if the ground cannot absorb any more water, flow into streams. Eventually, even water that is absorbed into the ground will make its way into streams. The water in streams converges into rivers and flows back to the oceans. Finally, some of the runoff will be evaporated and some of the groundwater will be taken in by plants and then transpired.

Wind is simply air in motion relative to the earth's surface. We normally think of the wind as the horizontal motion of the air, although air actually moves in three dimensions. The vertical component of the wind is generally quite small, except in thunderstorm updrafts. The vertical motion of air, however, is very important in determining our weather. Air that is rising cools, which may cause it to reach saturation and form clouds and precipitation. Conversely, air that is sinking warms, which causes clouds to evaporate and produce clear weather. Why does the wind blow? There are three forces that cause the wind to blow in the direction that it does.

Pressure Gradient Force

Coriolis force.

• Airmasses and Fronts

Cloud Classification

Clouds are classified by their height (high, middle, low, or vertically developing), physical appearance and whether they produce precipitation. Here are a few Latin roots that are helpful when identifying cloud types: "cirro": high, 'curl of hair' "alto": 'middle' "stratus": layer, sheet-like, low "cumulus": heap-like, puffy "nimbus": clouds producing precipitation

Combinations of these Latin roots are used to describe the most common types of clouds (i.e. a cirrostratus cloud is one that is high and layered).

High Clouds (Cirrus, Cirrostratus, Cirrocumulus)

Mid-level clouds (altostratus, altocumulus), low clouds (stratus, stratocumulus, nimbostratus), vertically developing clouds (cumulus, cumulonimbus), air masses and fronts, air mass classification.

Air masses are classified according to their temperature and moisture characteristics. They are grouped into four categories based on their source region. Air masses that originate in the cold, polar regions are designated with a capital "P" for polar. Air masses that originate in the warm, tropical regions are designated with a capital "T" for tropical. Air masses that originate over land will be dry and are designated with a lowercase "c" for continental. Air masses that originate over water will be moist and are designated with a lowercase "m" for maritime. These letters are combined to indicate the type of air mass: cP: cold, dry air mass mP: cold, moist air mass cT: warm, dry air mass mT: warm, moist air mass In winter, one more type of air mass may form, an extremely cold, dry air mass referred to as cA, continental arctic. Once formed, air masses can move out of their source regions bringing cold, warm, wet, or dry conditions to other parts of the world.

Cold Fronts

Warm fronts, stationary fronts.

A stationary front is a front that is not moving. Although the frontal boundary does not move, the air masses may move parallel to the boundary. Stationary fronts can also produce significant weather and are often tied to flooding events. Stationary fronts are represented on a weather map by alternating red and blue lines, with blue triangles and red semi-circles facing opposite directions.

Occluded Fronts

Generally, cold fronts move faster than warm fronts. Sometimes in a storm system the cold front will "catch up" to the warm front. An occluded front forms as the cold air behind the cold front meets the cold air ahead of the warm front. Which ever air mass is the coldest undercuts the other. The boundary between the two cold air masses is called an occluded front. Occluded fronts are represented on weather maps by a solid purple line with alternating triangles and semi-circles, pointing in the direction of its movement.

Sources of Moisture

Instability

Lifting mechanism.

Another ingredient that must be present is a lifting mechanism to give the air the initial "push" upward. There are several ways in which air can be lifted. Lifting primarily occurs along fronts (cold, warm, stationary, or occluded fronts). Air can also be lifted as it flows over hills or mountains. Locations where these three"ingredients" come together are most likely to experience a thunderstorm.

Stages of a Ordinary (Non-Severe) Thunderstorm

Many non-severe thunderstorms go through a life cycle consisting of three distinct stages. This life cycle generally lasts one to two hours.

Towering Cumulus Stage

Mature stage, dissipating stage.

The term "funnel cloud" is used to describe a region of strong rotation where the circulation has not reached the ground yet. The funnel becomes visible when water vapor begins to condense into liquid droplets. One sign that the circulation has reached the ground and has become a tornado is that dust and debris on the ground will begin to rotate. The size and/or shape of the tornado is not always a measure of its strength, although very large tornadoes are almost always quite destructive. Tornadoes will gradually lose strength and take on a rope-like appearance.

Tornado Classification

Tornadoes are classified according to the damage they cause, which is related to their wind speed. The original scale, called the Fujita (F) Scale, was developed by Dr. Fujita in the 1960s. A tornado's wind speeds are estimated based on the damage caused by the storm, which is assessed after-the-fact. There are some apparent problems with the F-Scale. One problem is that it is subjective. A different assessment may be made based on who is assessing the damage. Another problem is the structural integrity of buildings may vary. One last problem is that the damage assessment is completed after-the-fact. This can be a problem because the damage site might be altered before it is assessed. Due to these potential problems with the Fujita Scale, a new scale, the Enhanced Fujita (EF) Scale was implemented on February 1, 2007. This new scale uses Degree of Damage Indicators, in order to get a more realistic estimate of a tornado's winds.

Tropical Cyclone Classification

An organized system of clouds and thunderstorms in the tropics with a defined circulation, and maximum sustained winds of 38 mph or less is called a "tropical depression". Once a tropical depression has sustained winds of at least 39 mph, it is called a "tropical storm." This is when a tropical cyclone is assigned a name. A tropical storm becomes a hurricane when it reaches maximum sustained winds of 74 mph. Hurricanes are classified by their wind speeds using the Saffir-Simpson Scale.

Tropical Cyclone Structure

The Eyewall Rainbands

Tropical cyclone environments.

Since hurricanes need warm waters for development, they only form over warm, tropical oceans. They rarely form within 5° latitude of the equator, because the Coriolis Force is weak near the equator and the thunderstorm clusters will not rotate. (The Coriolis Force is zero at the equator and increases towards the poles.) There are seven regions around the world where tropical cyclones form:

The following environmental conditions must be present for a tropical cyclone to develop:

• The ocean waters must be warm (at least 80°F / 27°C) to a depth of approximately 150 ft.
• Relatively moist air must be present throughout most of the lower troposphere.
• The storm must form at least 5° latitude north or south of the equator.
• Winds must not change signficantly between the lower and upper troposphere (low values of vertical wind shear).

Tropical Cyclone Developmental Process

El niño & la niña, greenhouse effect.

Both weather and climate tend to be quite variable, with short and long time scale variations. Long time scale variations are generally associated with changes in atmospheric circulations, which lead to changes in weather, temperature and rainfall patterns around the world. One of these naturally occurring circulations is the El Niño/Southern Oscillation (ENSO) cycle. This occurs in the tropical Pacific Ocean near the equator when there is a reversal of the surface air pressure at opposite ends of the Pacific Ocean.

Normal Conditions

El niño, la niña.

Atmospheric greenhouse gases (water vapor, carbon dioxide, methane, and other gases) trap some of the earth's outgoing (infrared) energy, which causes the atmosphere to retain this heat and warm. Life as we know it today would not be possible if it were not for this natural "greenhouse effect". Without the greenhouse effect, temperatures would be much lower than they are today because the energy (heat) would simply escape to space. However, if the atmospheric concentration of greenhouse gases increases, problems may arise.

Since the beginning of the industrial revolution, the atmospheric concentration of certain greenhouse gases has increased. The atmospheric concentration of carbon dioxide, one of the most talked about greenhouse gases, has increased by nearly 30%. Other greenhouse gases have also experienced increases in their concentrations. These increases have enhanced the greenhouse effect (i.e. heat-trapping capability) of the earth's atmosphere.

CURRENT HAZARDS Submit a Storm Report National Hazards Graphical National Hazards Text Local Storm Reports Daily Video Briefing

CURRENT CONDITIONS Local Observations Page Hourly Weather Roundup Detailed Observations Map Enhanced Data Display MADIS Display 5-minute Observations Local Satellite Page GOES-East Satellite Rivers and Lakes

FORECASTS Graphical Marine Tides NWPS Fire Aviation Activity Planner National Outlooks Extended Outlooks

TROPICAL Local Tropical Page Storm Surge Maps English Hurricane Guide Spanish Hurricane Guide Past Tropical Cyclones Storm Surge Threat

EDUCATION Online Weather School Basic Weather Education Product Guide

CLIMATE/PAST WX Daily Rainfall and Temps Texas Rainfall Monthly/Yearly Rainfall Norms/Records/Rankings 1981-2010 Normals Past Weather Events Drought Tropical Cyclone Reports

WEATHER SAFETY Weather Radio Wireless Emergency Alerts Beat The Heat Outdoor Safety

SPECIAL PROGRAMS SKYWARN CoCoRaHS StormReady TsunamiReady Hurricane Preparedness Talks

ABOUT US Staff Station History South TX WX Journal Local Research Area Descriptors En Español

US Dept of Commerce National Oceanic and Atmospheric Administration National Weather Service Corpus Christi, TX 426 Pinson Dr Corpus Christi, TX 78406 (361) 289-0959 Comments? Questions? Please Contact Us.

• What is Science Matters?
• 4th – Life Science – Ecosystems
• 4th – Physical Science – Magnetism & Electricity
• 4th – Earth Science – The Changing Earth
• 5th – Life Science – Living Systems
• 5th – Physical Science – Chemistry & Matter
• 5th – Earth Science – Solar System & Earth’s Weather
• 6th – Physical Science – Energy
• 6th – Earth Science – Plate Tectonics
• 6th – Earth Science – Earthquakes & Volcanoes
• 6th – Earth Science – Weathering & Erosion
• Photo Gallery

Grade 6 Earth Science

Weathering and erosion.

Written By: Kim Castagna Jennifer Foster Meagan Callahan Tracy Schifferns

Developed in Conjunction with K-12 Alliance/WestEd

All 6th Grade Physical Science Energy in Earth Systems – Lessons and Literature can be Downloaded here

Earth Science: Weathering and Erosion Introduction and Conceptual Flow Narrative

Introduction: This Grade 6 Earth Science Weathering and Erosion Unit focuses on weathering and erosion and addresses the California Science Standards for 6th grade for the topic of reshaping the topography of the Earth and Investigation and Experimentation Standards. Changes in the Earth are caused by weathering of rock and soil, and by transportation and deposition of sediments. By the end of the unit students will know that water running downhill is the dominant process in shaping California’s landscape. Rivers and streams are dynamic systems that erode, transport sediment, change course and flood their banks in natural recurring patterns. Rivers flow to beaches where sand supplied by the river is moved along the coast in predictable patterns by the action of waves. In addition, a significant California landslide or slump is representative of water logged soil sliding downhill in the local La Conchita area.

The Grade 6 Earth Science Unit on Weathering and Erosion is presented to students through a series of investigations using indirect evidence (models) and direct evidence, experiments, active learning experiences, researching using a variety of sources, questions, and assessments. Assessments include: pre-, post and two formative assessments.

Conceptual Flow Narrative: The Grade 6 Conceptual Flow Narrative for Earth Science: Weathering and Erosion builds on the concepts presented on the conceptual flow graphic by describing the concept(s) addressed in each lesson and the links that connect each lesson to the next. Lessons are linked to the previous lesson and the lesson that follows via a conceptual storyline enabling the development of student understanding as they progress from one concept to the next.

After students have completed the Pre-Assessment, they begin their exploration of weathering and erosion with Lesson 1, “Mechanical and Chemical Weathering” . Mechanical refers to forces such as wind, water, or ice that break rocks into smaller and smaller pieces. Changes are physical and change only the size of the rocks. Chemical weathering refers to interactions between the rock material, water, and air (oxygen and carbon dioxide) causing chemical changes of specific minerals. Chemical weathering changes the rock permanently and loosens rock layers.

Formative Assessment #1 Weathering of Earth Materials assesses concepts about mechanical or chemical weathering. The assessment information is used to design interventions for future lessons.

During the previous lesson, students learned that rock is weathered and changed physically or chemically. Lesson 2 “Wind Erosion” continues the exploration by modeling how the wind erodes and moves material to another location. The lesson begins with images of the “Dust Bowl” and continues with explorations of wind erosion in a combination of videos and wind / sand models. The next lesson continues exploring erosion and deposition of Earth materials by ice.

Lesson 3, “Glacial Erosion,” links to the previous lesson by providing another example of how Earth materials are moved. Pictures of glacial changes are used to engage students in exploring a model of how glaciers scrape materials and form new landforms. The model uses ice cream and other edible items that simulate glacial movement. Glacial erosion is linked to the next lesson by exploring how water erodes and deposits material in new location.

Having learned that forces of wind and ice can erode materials in the two previous lesson, students in Lesson 4 “Get Eroded” learn that water running downhill is the primary source that changes topography in California. Relationships between the independent variable (height of the slope) and the dependent variable (erosion of material) is explored through experimental design.

Erosion by water from the previous lesson is linked to Lesson 5 “Local Landslides: La Conchita” . This example is a landslide or slump of a local hillside. Historical pictures and a model of how waterlogged soil can slide huge areas of soil are used to explore how slumps are formed and move. In the next lesson, students learn the deposition patterns of Earth materials in water.

Formative Assessment #2: “Erosion Performance Task” is a authentic assessment used to measure student understanding of the relationship between the steepness of the slope and the type of materials eroded when water runs down the slope. The assessment could be used in place of Lesson 4 “Get Eroded” or to deepen understanding developed in lesson 4.

Water moving downhill in the two previous lessons deposit sediments in predictable patterns modeled in Lesson 6 “Let’s Settle It” . Earth materials placed in a jar with water are tumbled and allowed to settle to the bottom of the jar. The sediments layer in predictable patterns that occur where water slows down in the natural setting. Natural locations for sediments include curves of rivers and mouths of rivers (ocean). In the next lesson, students learn that beaches are dynamic systems that continue to move the sand.

While lesson 6 established how sand reaches the ocean, Lesson 7, “Beaches on the Move” explores how waves move the sand in a “River of Sand” along the edge of the beach. Summer and winter waves change the pattern of sand movement along the beaches. Man-made harbors and other structures alter the pattern of sand movement. Santa Barbara Harbor is an example of a man-made structure that changes sand movement and requires sand dredging to keep the harbor open. Lessons 1-7 are linked to three local field studies providing examples of changes in the local topography. Each of the sequenced hikes include pre-field trip experiences, planned stops of interest, and post-field trip activities.

In Lesson 8a: Hike #1 “Hot Springs Trail” , students learn first hand to observe weathering and erosion on the Hot Springs Trail in Montecito, California. In particular, they will see evidence of erosion and weathering on hillsides, a seasonal creek, and rocks.

During Lesson 8b: Hike #2 “Rocky Nook Park” students will see evidence of a debris flow and movement of sediments in by water flowing downhill in Mission Creek. On the next hike, Arroyo Burro, students will see where the creek empties into the ocean.

In Lesson 8c: Hike #3 “Arroyo Burro Beach” students see evidence of where the creek empties into the ocean and examples of weathering and erosion caused by the ocean. Upon completion of the seven lessons and three field studies, students take a Post-Assessment to determine their overall understanding of the concepts presented in the unit.

Recent Comments

• Lisa on What is Science Matters?
• Melanie on 4th – Life Science – Ecosystems
• Hortencia Corral on 6th – Physical Science – Energy
• Yazz on 6th – Physical Science – Energy
• Grace Dankyau on What is Science Matters?

Kids and Science

• Skip to main content
• Skip to primary sidebar
• Facebook Group
• Amazon Favs
• Learn with Ashley
• Search this website

Teach Create Motivate

A motivational website with creative resources for teachers.

Open the Book Freebie

Engage students with the extreme weather research project.

Extreme weather is a high-interest topic for so many elementary students. The Extreme Weather Digital Research Project freebie is jam-packed with engaging science, reading, AND writing!

Grab the free project in this blog post and discover some easy ways to incorporate it in your classroom!

Extreme Weather Digital Research Project Freebie

Learn all about hurricanes, tornadoes, and blizzards in the Extreme Weather Digital Research Project freebie. Each weather event has BOTH an article and a video already linked up for students to use in their research.

Students will then fill out the slides with the information they learned.

• 5 research questions
• Words to know
• How are ___ formed? Where are ___most common?
• 3 interesting facts

Enter your info below to get it straight to your inbox!

3 Ways to Assign

The great thing about this project is that you can make it work for you and your class however you need it! Here are three different ways to assign it:

• Assign each student one weather event to research
• Give students a choice between the 3 weather events
• Students complete the entire project

This project can easily be differentiated! Pick and choose what slides work best for your individual students. Each weather event has over 2 different research slides to choose from!

How much of the project you assign can also vary from student to student.

Foster Student Collaboration

Students can work individually or in small groups on this project to foster collaboration. I love having students work on project-based learning collaboratively because it helps build and maintain our classroom community.

Quick Ideas on How to Use the Project

Unit wrap up.

Use the project to wrap up a weather unit. Then, assess what your students learned about extreme weather conditions. They can apply all their knowledge and maybe even learn a little more!

Mini Science Unit

Use the digital research project as a unit itself! Then, take it further and assign books about hurricanes, tornadoes, and blizzards on Epic .

Extension of Learning

This project would make a perfect extension of learning. Use it as a fast finisher option or a special project for students interested in these specific weather events.

Informational Writing

Practice researching and putting writing skills to use. Students use what they learn in the project and write an informational writing piece at the end.

No matter how you use your  Extreme Weather Digital Research Project freebie, students can showcase the reading, writing, and research skills they have learned this year. They will love learning all about extreme weather conditions in this mini-research project.

Pin the image below to revisit this blog post later!

Reader Interactions

Leave a comment cancel reply.

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed .

Best Science Fair Ideas For 6Th Graders

As a 6th grader, participating in a science fair is an exciting opportunity to showcase your knowledge and skills in science, technology, engineering, and math (STEM). But coming up with an interesting, doable science fair project idea can be challenging.

If you’re short on time, here’s a quick answer to finding great science fair ideas for 6th grade: Choose a hands-on experiment testing a hypothesis in topics like food science, engineering, earth science, or human biology .

Popular choices include testing which materials work best for cleaning up oil spills, how wings and fins affect air and water resistance, which brand of battery lasts longest, and how music tempo impacts heart rate.

In this comprehensive guide, we will provide dozens of great science fair ideas for 6th grade students divided by scientific field. We’ll also offer tips on selecting the right project, conducting experiments, analyzing data, and presenting your work to make your science fair experience a success.

Physical Science Projects

Heat transfer and insulators.

One exciting project idea for 6th graders is to investigate heat transfer and insulators. They can explore how different materials affect the transfer of heat and how insulators can help retain heat. A simple experiment can involve testing the effectiveness of various materials, such as metal, plastic, and fabric, in insulating heat.

Students can use thermometers to measure the temperature changes and record their findings. This project not only allows students to understand the concept of heat transfer but also encourages critical thinking and problem-solving skills.

Sound and Light Experiments

Another engaging topic for 6th-grade science fair projects is sound and light. Students can explore how sound waves travel and the factors that affect their propagation. They can conduct experiments to demonstrate how different materials absorb or reflect sound waves.

Additionally, students can investigate the properties of light, such as refraction and reflection. They can create a prism using a glass or plastic container filled with water and observe how light bends as it passes through different mediums.

These experiments help students grasp the fundamental concepts of sound and light while providing hands-on learning experiences.

Simple Machines and Engineering

Introducing 6th graders to the world of simple machines and engineering can be both educational and entertaining. Students can explore the different types of simple machines, such as levers, pulleys, and inclined planes, and build their own models to demonstrate their functions.

They can investigate how these machines make work easier by reducing the amount of force needed. This project can also involve a real-world application, such as designing and constructing a small-scale bridge or a simple catapult.

By engaging in hands-on activities, students not only learn about the principles of engineering but also develop problem-solving and teamwork skills.

For more project ideas and detailed instructions, check out educational websites like Science Buddies or Education.com . These resources provide a wide range of science fair project ideas for 6th graders, along with step-by-step guides to help students successfully complete their projects.

Remember to choose a project that interests your child and aligns with their scientific curiosity, as this will enhance their engagement and enthusiasm throughout the process.

Life Science and Health Projects

Human body and senses.

One fascinating area of life science is exploring the human body and our senses. A great project idea for 6th graders is to investigate how our sense of taste works. Students can design an experiment to test how different factors such as temperature, texture, and color affect our perception of taste.

They can gather data by conducting taste tests with volunteers and analyzing the results. This project not only teaches students about the science behind taste but also allows them to develop their critical thinking and data analysis skills.

Plants and Ecosystems

Another engaging topic for 6th-grade life science projects is studying plants and ecosystems. One interesting project idea is to investigate the effects of different types of fertilizers on plant growth.

Students can set up several plant pots and use different fertilizers, such as organic and chemical-based ones, to see which fertilizer produces the best results. They can measure the height, number of leaves, and overall health of the plants over a period of time.

This project not only teaches students about the importance of nutrients for plant growth but also introduces them to the concept of sustainable farming practices.

Food Science Experiments

Food science is an exciting branch of life science that combines chemistry, biology, and nutrition. For a fun and educational project, 6th graders can explore the science behind baking. They can experiment with different ingredients, such as yeast, baking soda, and baking powder, to see how they affect the rise and texture of baked goods.

Students can document their findings through photos and written observations, and even create a recipe book of their successful creations. This project not only allows students to apply scientific principles to everyday activities but also encourages their creativity in the kitchen.

Earth Science Projects

Water conservation and filtration.

One fascinating earth science project idea for 6th graders is to explore water conservation and filtration. Students can learn about the importance of conserving water and come up with innovative ways to reduce water waste in their everyday lives.

They can also build a water filtration system to understand how pollutants can be removed from water sources. For detailed instructions and ideas, students can visit websites like www.epa.gov/stormwater or www.nationalgeographic.com .

Weather and Climate Studies

Weather and climate studies are another exciting avenue for 6th graders to explore in their science fair projects. Students can collect and analyze weather data, create weather models, and even predict weather patterns for specific regions.

They can also investigate the impact of climate change on weather patterns and explore ways to mitigate its effects. Websites like www.weather.gov and climatekids.nasa.gov provide valuable resources and information to support students in their weather and climate studies.

Geology Experiments

Geology experiments offer an exciting opportunity for 6th graders to delve into the fascinating world of rocks, minerals, and the Earth’s crust. Students can conduct experiments to understand the formation of different types of rocks, simulate volcanic eruptions, or investigate the effects of erosion on landscapes.

They can also explore the concept of plate tectonics and its role in shaping our planet. Websites like www.geology.com and www.nationalgeographic.org provide a wealth of information and experiments for students to explore in their geology projects.

Choosing the Right Project

When it comes to selecting a science fair project for 6th graders, it’s important to choose a topic that is both interesting and educational. Here are some tips to help you pick the right project:

Pick an Interesting Topic

The first step in choosing a science fair project is to pick a topic that genuinely interests you. Think about your hobbies, passions, or curiosities. Do you love animals? Are you fascinated by space? Consider choosing a project related to these interests.

When you are passionate about the topic, it will be easier to stay motivated and engaged throughout the project.

Make It Testable with an Experiment

Once you have chosen a topic, it’s important to make sure it is testable with an experiment. A good science fair project should involve a hypothesis that can be tested and proven through experimentation.

For example, if your topic is plants, you could design an experiment to test the effect of different types of fertilizers on plant growth. This will allow you to collect data and draw conclusions based on your findings.

Consider Time and Resource Constraints

When selecting a science fair project, it’s essential to consider the time and resources you have available. Make sure the project can be completed within the given timeframe and that you have access to the necessary materials and equipment.

If you have limited resources, consider projects that require simple materials or can be conducted using everyday household items. This will ensure that you can successfully complete the project without any major obstacles.

Remember, the goal of a science fair project is not only to learn about a specific topic but also to develop important skills such as critical thinking, problem-solving, and data analysis. So, choose a project that challenges you and allows you to explore the fascinating world of science!

Conducting Your Experiment

When it comes to conducting a successful science fair project, it’s important to follow a structured approach. This will ensure that your experiment is well-organized and yields reliable results. Here are some key steps to keep in mind:

Write a Clear Hypothesis

Before starting your experiment, it’s crucial to develop a clear hypothesis. This is a statement that predicts the outcome of your experiment based on your understanding of the topic. A good hypothesis should be specific, testable, and based on prior research.

For example, if your project is about plant growth, your hypothesis could be: “Increasing the amount of sunlight will result in faster plant growth.”

Follow the Scientific Method

The scientific method is a systematic approach used by scientists to conduct experiments. It consists of several steps, including making observations, asking a question, forming a hypothesis, conducting experiments, analyzing data, and drawing conclusions.

By following this method, you can ensure that your experiment is well-structured and that you are able to make accurate conclusions based on your findings.

Repeat Trials for Reliable Data

One important aspect of conducting a scientific experiment is the need to repeat trials. By repeating your experiment multiple times, you can ensure that your results are reliable and not due to chance. This will also allow you to identify any inconsistencies or outliers in your data.

For example, if you are testing the effect of different fertilizers on plant growth, you should conduct the experiment with multiple plants and repeat the process several times to ensure consistent results.

Remember, conducting your experiment in a systematic and organized manner is key to a successful science fair project. By writing a clear hypothesis, following the scientific method, and repeating trials for reliable data, you can ensure that your project is well-executed and yields accurate results.

Analyzing Data and Presenting Results

Organize quantitative data clearly.

When analyzing data for a science fair project, it is crucial to organize the quantitative data in a clear and organized manner. This allows others to easily understand the information you are presenting and draw meaningful conclusions from it.

One way to achieve this is by using tables or spreadsheets to arrange the data. By labeling each column and row appropriately, you can make it easier for the reader to interpret the data. Additionally, consider using headings or subheadings to categorize the data into different groups or variables.

This will help make your findings more accessible and coherent.

Highlight Key Findings in Charts/Graphs

Another effective way to present your results is by creating charts or graphs that highlight the key findings of your experiment. Visual representations of data can often be more impactful and easier to understand than long paragraphs of text.

Bar graphs, line graphs, and pie charts are just a few examples of visual tools you can use to showcase your data. Be sure to choose the appropriate type of chart or graph that best represents your data and effectively communicates your findings.

Consider using different colors or patterns to differentiate between different variables or data points, making it easier for the reader to interpret the information.

Prepare an Eye-catching Display Board

Once you have organized and analyzed your data, it’s time to prepare an eye-catching display board for your science fair project. Your display board should be visually appealing and capture the attention of the viewers.

Use colorful backgrounds, large fonts, and clear headings to make your board visually appealing. Including images, diagrams, or photographs related to your project can also help to engage the audience.

Remember to include key information such as your hypothesis, experimental procedure, results, and conclusions on your display board. This will provide the viewers with a comprehensive understanding of your project and its findings.

For more information on organizing data and presenting results, you can visit Science Buddies . They offer a wide range of resources and tips to help students effectively analyze and present their data for science fair projects.

Doing a science fair project is a great way for 6th graders to get hands-on experience with the scientific process. From physical science to life, earth, and health sciences, there are many cool experiment ideas to choose from based on your interests.

Make sure to pick a topic that’s testable with an experiment and allows you to systematically collect quantitative data. Follow the scientific method closely when performing trials and repeat often for reliable results.

Analyze your findings thoroughly and present them visually on well-organized charts and graphs.

With these science fair project ideas and tips, you’re sure to impress the judges and have fun applying classroom lessons in a creative way. Good luck!

Similar Posts

Is Earth Science A Physical Science? Examining The Classification

Earth science encompasses diverse fields like geology, oceanography, and meteorology that study the planet we call home. But is this study of planet Earth considered a ‘physical science’ like physics or chemistry? If you’re short on time, here’s a quick answer: Yes, earth science is generally classified as a physical science given its focus on…

Demystifying The Uva Computer Science Acceptance Rate

As one of the top public universities in the country, the University of Virginia is a dream school for many prospective students. But when it comes to competitive majors like computer science, you may wonder about your chances of getting in. If you’re looking for a quick answer, UVA’s overall acceptance rate hovers around 24%,…

What Does Mantle Mean In Science? An In-Depth Explanation

The mantle is one of the major layers making up the interior of the Earth. If you’re short on time, here’s a quick answer: In science, the mantle refers to the very hot, viscous layer found between the Earth’s crust and core. In this comprehensive guide, we’ll explore the scientific meaning of the mantle in…

Does The Pope Have A Science Degree? Examining The Education Of The Pontiff

As the head of the Catholic Church, the Pope wields immense influence over billions of followers worldwide. Naturally, many are curious about the background and education of whoever holds this august office. If you’re short on time, here’s a quick answer to your question: While Pope Francis studied chemistry and psychology in college, he does…

Who Said Political Science Is The Science Of Power?

The insightful definition of political science as ‘the science of power’ has become a fundamental concept in the field. If you’re short on time, here’s a quick answer to your question: The famous quote ‘political science is the science of power’ originated from prominent 20th century political scientist Harold Lasswell in his seminal work Politics:…

Extended Research Project - 6th and 7th Grades: The Basics

• Primary v. Secondary Sources
• WSA Databases
• WebPath Express
• Washington State & Pacific NW
• American History
• Biographies

The ERP in the 6th and 7th Grades

What is the extended research project.

The Extended Research Project (ERP) for students in the sixth and seventh grades is a project in History class beginning in November in Fall Semester and culminating in a presentation in late March.  Through their work on the ERP, students are able to build their research, writing, citing and presentation skills.

The ERP in 6th Grade

Overall goals are to:

• Choose an historical topic from a prescribed list that is relevant, with available sources, meets the assignment requirements and is of interest to the student
• Research the topic thoroughly
• Learn and use primary and secondary sources
• Learn how to write about a topic with authentic voice and proper citations
• Introduce students to the library databases and resources available to them at WSA
• Learn how to use NoodleTools in order to keep track of works cited
• Learn how to determine if a source is credible and to extract information from that source
• Learn how to find and use sources that are appropriate for the age
• Learn how to present information in an engaging and contemporary method
• Discuss their research with unfamiliar yet supportive audiences

Scope and Timeline:

It is the expectation that the majority of the work on the sixth grade ERP will be done in history class rather than at home.

Fall Semester:  Sixth grade students will learn proper word processing, keyboarding, presentation and web platform skills within the curriculum of their Intro to Technology course.  At the same time, the ERP work will be concentrated in history class with specific writing and grammatical lessons supporting the project taught in English class.

By December:   S tudents will have chosen their topic, done the bulk of their research, documented the research on NoodleTools, practiced scaffolded writing assignments in support of the project and developed a thesis statement.

During January, February and March: Students will be concentrating on writing about their topics in anticipation of starting to develop a website as the final product.  They will use an online webtool such as Weebly to develop a website with the following components included within the framework of their site:

• Background Information of the Event
• Narrative Depiction of Events
• Historical Significance of the Event
• Specific Case Study or Narrative Story Relevant
• Bibliography

March 27, 2020:  Parents and other students will be invited to an evening event where sixth and seventh grade students will share their projects with attendees. Sixth graders will be expected to sit at a designated computer station with their website available for guests to view and ask questions of the student. Specific teachers, including the classroom teacher will be assigned as “Committee Reviewers” who will assess the students work at that time. 

The ERP in 7th Grade

Overall goals  are to:

• Choose a person of note in which to research
• Research the person thoroughly
• Learn how to write a five paragraph (or more) essay with authentic voice and proper citations
• Remind students of the library databases and resources available to them at WSA
• Utilize NoodleTools in order to keep track of works cited
• Practice how to determine if a source is credible and to extract information from that source
• Practice finding and using sources that are appropriate for the age
• Utilize research to prepare an original monologue written from the perspective of that person or someone close to that person
• Present the memorized 3-minute monologue to an audience of parents and peers (and the sixth graders) in costume

It is the expectation that the majority of the work on the seventh grade ERP will be done in their History and English classes rather than at home.

Fall Semester:   Seventh grade students will re-orient themselves to proper word processing skills and protocols as well as the library databases and the use of NoodleTools.  At the same time, the ERP work will be concentrated in History class with specific writing lessons supporting the project taught in English class.  In addition, the second semester speech class will support public speaking techniques in preparation.

By December:   Students will have chosen their person, done the bulk of their research, documented the research on NoodleTools, and completed a minimum five paragraph essay about the author. 

During January, February and March:  Students will finalize their monologues and costumes and spend significant time rehearsing for their monologue.

March 27, 2020:   Parents and other students will be invited to an evening event where sixth and seventh grade students will share their projects with attendees. Seventh graders will be expected to perform the monologue in front of the audience of attendees. Specific teachers, including the classroom teacher will be assigned as “Committee Reviewer’s” who will assess the students work at that time and ask questions after the student’s performance. 

Research FAQs (Frequently Asked Questions)

How many sources do I need?

You will learn how to get information from both primary and secondary sources and will need to list those in your bibliography under separate headings for each type.  The guide line is:

• Three Primary Sources of various types including one text, one image and one additional type of your choice
• Five Secondary Sources with at least two books, one periodical (journal or magazine), and three web sites
• Three Photo or Image Sources

Wikipedia is a good place to begin research on topics and to get ideas but Wikipedia will not be an acceptable source in your bibliography.

How will I manage my bibliographic information?

You will use an online platform called NoodleTools to manage your bibliography which also will automatically format the final hard copy version for you. You will have a log in and password that you can use to access NoodleTools from any computer with Internet access. Your log in and password are managed by Susan Trower if you forget them.  Need help knowing how to use NoodleTools?  See the NoodleTools Guide!

How do I sort primary sources and secondary sources in NoodleTools?

Log in to NoodleTools. Click on your NHD project. Enter in the source. After entering it should return you to an overall list of all the sources in the bibliography for this project. At the bottom of the list there is a field that says “Select an attribute”. Click on the source you want to classify and then select “primary” or “secondary” for that source.  Do this for all your sources. Once done with that return to the top of the list of bibliography list. In the upper right corner there is a “Sort” field. As a default, keep the sources sorted “Alphabetic”.  When you are ready to print, sort your sources “primary/secondary” in the Sort field.  Any source not classified as primary/secondary will not show up on the list when it is sorted by “primary/secondary.”  

Where can I get more help with knowing how to use NoodleTools?

Thesis Statement

A thesis statement is the central idea of your paper and states an arguable opinion. It informs the reader of your focus and gives a general overview of the order of analysis it will follow. It appears in the first paragraph of a paper; on the main page of a web site; clearly articulated in a monologue performance.  It is essential to do preliminary research on your topic before you try to write your thesis or else you will end up with a weak statement.

Your thesis statement must be clearly present with no question whatsoever of its existence. The worst thing you can have is for someone who has seen your website or watched your monologue and left thinking, “It was a nice website (or performance) but what was the thesis statement?”  

The ease with which the Internet makes information available makes sometimes tempts students to borrow information without properly documenting its source. Poor planning and organization can make it easy to lose track of what you read and where you read it. When you present material that contains any ideas that are not yours alone without properly citing or crediting the original author; that is plagiarism.

It is important to carefully keep track of your information and sources in your paper management system as well as build your bibliography “as you go”.

Plagiarism is taken very seriously. Plagiarism can be detected with careful reading, simple Internet searches and plagiarism software. If a student submits work in first draft form that contains plagiarized material, the student’s teachers will make every effort to ensure the student’s understanding of what it is and how to avoid it. If any work is submitted in final draft form containing plagiarized material, the student’s grade will be severely affected.

ERP Scope of Study at West Sound Academy, Grades 6 - 12

Students at West Sound Academy will follow the progression of ERP subject areas below:

Grade 6:                 History

Grade 7:                    History or English

Grade 8:                  Science

Grade 9:                  History

Grade 10:                English

Grade 11:                Extended Essay (EE) or Senior Project (SP) in the subject of student’s choice

Grade 12:               Finalization of EE or SP

Middle School Humanities Teacher

Georgia Chehade

R1 and R2 Ryan Hall

Email:   [email protected]

Quick Links

Search the WSA Library Catalog

Find books, digital resources (ebooks), WebPath Express websites, and Open Educational Resources (OER).

The librarian is always happy to help you!

• Next: Primary v. Secondary Sources >>
• Last Updated: Oct 19, 2022 2:16 PM
• URL: https://libguides.westsoundacademy.org/erp_6-7