Essential Question:	How do changes in the atmosphere affect our lives?
Unit Questions:	How can we explain daily changes in our weather? How can we distinguish between weather and climate? How do changes climate impact our lives? How do humans impact weather and climate? What do changes to global climate mean for our future?
Content Questions:	What is the role of water in our atmosphere? What are the factors affecting weather? What are the factors affecting climate? What makes the wind blow? How do interactions between air masses result in weather changes?
Missouri Learning Standards:	Missouri Learning Standards: 6-8-ESS2-4 Design and develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] 6-8-ESS2-5 Research, collect, and analyze data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within possible ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] 6-8-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. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] 6-8-ESS3-5 Analyze evidence of the factors that have caused the change in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities.]
ISTE-S Standards:	1.a. Apply existing knowledge to generate new ideas, products, or processes 1.b. Create original works as a means of personal or group expression 1.c. Use models and simulations to explore complex systems and issues 1.d. Identify trends and forecast possibilities 2.a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media 2.b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats 3.b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media 3.c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks 3.d. Process data and report results 4.a. Identify and define authentic problems and significant questions for investigation 4.b. Plan and manage activities to develop a solution or complete a project 4.c. Collect and analyze data to identify solutions and/or make informed decisions 5.a. Advocate and practice safe, legal, and responsible use of information and technology 5.b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity 5.c. Demonstrate personal responsibility for lifelong learning 5.d. Exhibit leadership for digital citizenship 6.a. Understand and use technology systems 6.b. Select and use applications effectively and productively
Measurable Learner Objectives:	When completing the Weather and Climate unit, 7th grade students will be able to provide an explanation for the cycling of water throughout the hydrosphere with 100% accuracy. I can identify properties of matter affecting water. I can define water cycle. I can identify 6 stages of the water cycle in order When given factors affecting the atmosphere, 7th grade students will be able to classify them as weather or climate with 100% accuracy. I can define weather. I can define climate. I can identify factors that affect weather. I can identify factors that affect climate. After completing the Weather and Climate unit, 7th grade students will be able to provide explanation of the interactions between air masses with 100% accuracy. I can describe how the Sun’s energy affects the Earth. I can explain how convection happens. I can explain the formation of winds. I can explain how weather is created. After completing the Weather and Climate Unit, 7th grade students will be able to identify human impacts on weather and climate with 100% accuracy. I can identify human impacts on weather. I can identify human impacts on climate.