Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

Science lesson plan · 7th grade (Year 8 in England) · 30 minutes

Air pressure, fronts and forecasting the weather

Weather and climate

CCSS NGSS.MS-ESS2-5CCSS NGSS.SEP 4England: KS3 Geography: Weather and climate

Objective and success criteria

Students will: Air pressure, fronts and forecasting the weather.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Reading weather data; Measuring the weather

Leads to: Global winds, ocean currents and climate zones

Materials: Weather maps, Thermometers, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Reading weather data; Measuring the weather). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which instrument would you use to measure how much rain fell today? (anemometer / rain gauge / thermometer / barometer) → rain gaugePrompt: Is it about rain, temperature, wind speed, wind direction or pressure?
  2. Temperatures (°C) on five days were 1, 10, 4, 10, 0. What was the mean temperature? Give 1 decimal place. → 5 °CPrompt: Add the temperatures.
  3. Which instrument would you use to measure whether pressure is rising or falling? (anemometer / barometer / thermometer / wind vane) → barometerPrompt: Is it about rain, temperature, wind speed, wind direction or pressure?

Hook · 3 min

  • Show today's forecast and ask what it means for the class and how forecasters know.
  • Share the objective: Air pressure, fronts and forecasting the weather. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Wind blows from areas of…
  • Step 1: Air flows from high to low pressure; bigger differences give stronger winds.
  • Step 2: So the answer is: high pressure to low pressure
  • Answer: high pressure to low pressure
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Wind blows from areas of… (the sea only / high pressure to low pressure / low pressure to high pressure / cold to colder) → high pressure to low pressurePrompt: Air moves to even out differences in pressure.
  2. A weather station recorded air pressure changing from 1012 hPa to 1006 hPa over 8 hours. What does this suggest? (rain and wind are becoming more likely / settled, dry weather is becoming more likely) → rain and wind are becoming more likelyPrompt: Is the pressure going up or down?

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. A weather station recorded air pressure changing from 1022 hPa to 1010 hPa over 12 hours. What does this suggest? (rain and wind are becoming more likely / settled, dry weather is becoming more likely) → rain and wind are becoming more likelyPrompt: Is the pressure going up or down?
  2. Why does high pressure (an anticyclone) usually bring dry weather? (Air rises and cools / High pressure creates rain / High pressure blocks sunlight / Air sinks and warms, so clouds do not form easily) → Air sinks and warms, so clouds do not form easilyPrompt: Clouds form when air rises and cools.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Reading weather data.
  • Use concrete materials: weather maps.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Global winds, ocean currents and climate zones.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-7.

Free lesson plan from eurekami.com/lesson-plan-builder

eurekami

Air pressure, fronts and forecasting the weather

Name

Date

Score/ 6

  1. Question 1

    Why does high pressure (an anticyclone) usually bring dry weather?

    • A. High pressure blocks sunlight
    • B. Air rises and cools
    • C. High pressure creates rain
    • D. Air sinks and warms, so clouds do not form easily

  2. Question 2

    Weather systems: which statement is NOT true?

    • A. Meteorologists use satellites and computer models to forecast weather.
    • B. Isobars on a weather map join places of equal pressure.
    • C. Air has no weight.
    • D. Air pressure is measured with a barometer.

  3. Question 3

    A weather station recorded air pressure changing from 1023 hPa to 1027 hPa over 24 hours. What does this suggest?

    • A. rain and wind are becoming more likely
    • B. settled, dry weather is becoming more likely

  4. Question 4

    A weather station recorded air pressure changing from 1023 hPa to 1017 hPa over 12 hours. What does this suggest?

    • A. rain and wind are becoming more likely
    • B. settled, dry weather is becoming more likely

  5. Question 5

    A weather station recorded air pressure changing from 1020 hPa to 1010 hPa over 8 hours. What does this suggest?

    • A. rain and wind are becoming more likely
    • B. settled, dry weather is becoming more likely

  6. Question 6

    Wind blows from areas of…

    • A. low pressure to high pressure
    • B. the sea only
    • C. high pressure to low pressure
    • D. cold to colder

Free from eurekami.com

for the adult only

Answer key: Air pressure, fronts and forecasting the weather

  1. 1. D. Air sinks and warms, so clouds do not form easily

  2. 2. C. Air has no weight.

  3. 3. B. settled, dry weather is becoming more likely

  4. 4. A. rain and wind are becoming more likely

  5. 5. A. rain and wind are becoming more likely

  6. 6. C. high pressure to low pressure