Unit Plan 27 (Grade 6 Science): Weather & Climate — Quarter Synthesis

Focus: Demonstrate mastery of water cycle, weather systems, heat transfer, and global climate patterns by creating integrated models, data displays, and engineering reflections that connect MS-ESS2-4–6 and MS-ETS1-2–4.

Grade Level: 6

Subject Area: Science (Earth & Space Science — Weather, Climate & Earth Systems; Engineering Design)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this quarter synthesis unit, students bring together everything they have learned about water cycling, air masses and fronts, unequal heating, and atmospheric/oceanic circulation—along with their experience in engineering weather solutions. They revisit key models and datasets, then design a Weather & Climate Portfolio + Mini-Expo that includes water cycle diagrams, weather data graphs, circulation models, and engineering evaluations. Students practice explaining how energy and gravity drive the water cycle, how air masses interact to create weather, how circulation shapes climate, and how engineering solutions can reduce weather impacts.

Essential Questions

• How does water move through Earth’s systems, and how are these movements driven by energy and gravity?
• How do air masses and fronts interact to cause weather conditions that we can see in data and maps?
• How do unequal heating and Earth’s rotation create global patterns of winds, currents, and climate zones?
• How can we use models, graphs, and test data to evaluate and improve engineering solutions for weather-related problems?
• Why is it important to connect water cycle, weather, heat transfer, and climate into one big-picture system?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Construct and explain a water cycle model showing evaporation, condensation, precipitation, runoff, infiltration, and storage, driven by solar energy and gravity.
2. Analyze and interpret weather datasets and maps to provide evidence that air masses and fronts cause changes in temperature, wind, clouds, and precipitation.
3. Develop and use circulation models (diagrams, concept maps) to show how unequal heating + Earth’s rotation create atmospheric and oceanic circulation that influence weather and climate.
4. Evaluate and compare engineering solutions (from previous units or mini-challenges) using a systematic process, focusing on how well they mitigate weather hazards or improve forecasting/communication.
5. Synthesize their understanding in a Weather & Climate Portfolio + Mini-Expo that combines models, graphs, and written/oral explanations, aligned with MS-ESS2-4–6, MS-ETS1-2–4.

Standards Alignment — 6th Grade (NGSS-based custom)

• MS-ESS2-4 — Develop a model to describe the cycling of water through Earth’s systems driven by energy and gravity.
• MS-ESS2-5 — Collect/interpret data to provide evidence for how air masses interact to cause weather conditions.
• MS-ESS2-6 — Develop and use a model to describe how unequal heating and Earth’s rotation cause atmospheric and oceanic circulation that influences weather and climate.
• MS-ETS1-2 — Evaluate competing design solutions using a systematic process to determine how well they meet criteria and constraints.
• MS-ETS1-3 — Analyze test data to determine similarities/differences among several design solutions.
• MS-ETS1-4 — Develop a model to generate data for iterative testing and improvements of a proposed object or tool.

Success Criteria — Student Language

• I can draw and explain the water cycle and show where energy and gravity act in the system.
• I can use weather data and maps to explain what happens when air masses and fronts move through an area.
• I can create a model that connects unequal heating, circulation, and climate zones.
• I can evaluate and compare engineering designs for weather hazards using criteria, constraints, and test data.
• I can put my ideas together in a portfolio/exhibit that clearly shows how water cycle, weather, and climate are all connected.