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Weather Unit
Outcomes:
Monica Stoilov 2007
Measuring and Describing Weather
L3
identify and use weather-related folklore to predict weather
L4,5, identify and/or construct and use instruments for measuring weather information
6,7
L4,5, use appropriate terminology in naming weather instruments and collecting weather data
6,7
H1
record observations using measuring instruments in order to describe weather in terms of temperature, wind
speed, wind direction, precipitation, and cloud cover.
L2
classify clouds as stratus, cumulus, cirrus, or "other", compare results with others, and recognize that
results may vary
P1
use a variety of sources to gather information to describe key features of a variety of weather systems
H1
estimate weather measurements for various times of the day, week, or for weather systems.
L8
identify weather-related technological innovations and products that have been developed by various
cultures in response to weather conditions
Sun's Energy Reaching the Earth
L9
relate the transfer of energy from the sun to weather conditions
L9
identify and use appropriate tools, measuring instruments and materials to measure the temperature of soil
and water after exposing them to light and draw conclusions
Properties of Air
L10
classify according to several attributes and create a chart of describe situations demonstrating that air
takes up space, has mass, and expands when heated.
L10
draw a conclusion, based on evidence gathered through research and observation, about the patterns of air
and/or water flow that result when two air or water masses of different temperature meet.
Movement of Air and Water
L10 identify patterns in indoor and outdoor air movement
L1
relate the constant circulation of water on Earth to the processes of evaporation, condensation and
precipitation.
Predicting the Weather
H1
compile and display the weather data collected over a period of time in table and/or graph format, and
identify and suggest explanations for patterns or discrepancies in the data
L3
ask different people in the community and region for advice on how to predict weather, compare their tools
and techniques.
provide examples of the way that weather forecasts are used by various people in the community.
L11 describe and predict patterns of change in local weather conditions
Environmental Issues
P1
identify examples of weather phenomena that are currently being studied.
L11 identify positive and negative effects of technologies that affect weather and the environment
describe how studies of the depletion of the ozone layer, global warming and the increase in acid rain have
L11 led to new inventions and stricter regulations on emissions from cars, factories and other polluting
technologies.
Overview and Materials List
Lesson
Lesson 1: Web Based – Water Cycle
Lesson 2: Web Based – Cloud Formation
Lesson 3: Web Based – Weather Folklore
Lesson 4: Make an Anemometer
Lesson 5: Make a Wind Vane
Lesson 6: Make a Rain Gauge
Lesson 7: Make a Barometer
Lesson 8: Make a Sundial
Lesson 9: Make a Psychrometer
Lesson 10: Weather-related Technological
Innovations
Lesson 11: Sun’s Effect on Soil and Water
Materials
Website, Computers, worksheet (available on webpage).
Website, Computers, worksheet (available on webpage).
Computers, Weather Folklore worksheets
4 small paper cups, 4 plastic drinking straws, pencil with
a new eraser, tape, scissors, straight pin, stapler, a
table-tennis ball, some fishing line or similar nylon cord,
a protractor
Tag board or manila file folder, Straight pin, Scissors,
Glue, Pencil with a new eraser, Plastic drinking straw,
Modeling clay, Paper plate
Clear plastic ruler (or laminated clear rulers),
Cylinder shaped clear jar (or you can use a 500ml
water bottle that has been cut in half – the top
part is the funnel and the bottom the collecting
container.), Rubber band, Funnel, Transparent tape
(#1) small coffee can, plastic wrap, scissors,
straw, index card, rubber band OR (#2) A tall,
narrow, clear plastic bottle, a bowl of water, paper,
sticky tape, ruler, string, modeling clay.
Webpage, Sundial template, scissors, tape
2 centigrade thermometers, tape, wet gauze,
rubber band, fan, Relative Humidity Table (on
worksheet)
Website, Infosheet, Project Outline
3 containers with water, soil and sand, 3
thermometers, worksheet
Lesson 12: Properties of Air
Lesson 13: Climate change and regulations
Mini Project: Reporting on a Weather System
Homework 1: Ongoing: Observing the Weather
with Folklore
Infosheet
Note taking worksheet, computers
Computers
HOME = Worksheet
Weather Watcher’s Worksheet
SCHOOL = Worksheet
Assessment:
 Assignments: L1, L2, L12
 Homework: Folklore
 Weather Watchers Worksheet
 Debate: L13 (notes and participation)
 Powerpoint Project
Resources:
Video
 Magic School Bus: Kicks Up a Storm
 Magic School Bus: Inside a Hurricane
 Magic School Bus: Goes on Air
 Bill Nye: Storms
 Bill Nye: Water Cycle
Lesson 1: Web Based – Water Cycle
http://hrsbstaff.ednet.ns.ca/mstoilov/Science/Weather/water_cycle.htm
Materials: Computers, worksheet (available on webpage).
Procedure:
1. Either in pairs or alone, have students read the information pertaining to the water cycle,
answer on the computer generated worksheet, save a copy and email it to the teacher.
2. If time permits, have students draw a picture of the water cycle. (Tree and ground
evaporates to clouds then falls as rain)
Lesson 1: Water Cycle Worksheet
Name:
Date:
Complete the following in full sentences and email to teacher.
Part A – Write just the answers below.
1.
2.
3.
Part B – Write just the answers below
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Part C – Answer questions in FULL sentences. Use as much detail as you can.
1.
2.
3.
Answer Key
Part A – Write just the answers below.
1. The water cycle is a complex process that not only gives us water to drink, fish to
eat, but also weather patterns that help grow our crops.
2. Water covers more than three-fourths of the Earth's surface.
3. About 1% of all the Earth's water in a form useable to humans and land animals.
Part B – Write just the answers below
1. Evaporation is the process where a liquid changes from its LIQUID state to a
GASEOUS state.
2. The primary factor in evaporation is TEMPERATURE.
3. Evaporated water is so clean because During the process of evaporation,
impurities in the water are left behind.
4. Condensation occurs when a gas is changed into a liquid.
5. Condensation is the opposite of EVAPORATION.
6. When the TEMPERATURE and ATMOSPHERIC PRESSURE are right, the small
droplets of water in clouds form larger droplets and precipitation occurs.
7. So, the water cycle can be described as water that travels from the surface
of the Earth goes into the atmosphere, and returns to Earth again.
8. Surface runoff is an important part of the water cycle because, through
surface runoff, much of the water returns again to the oceans, where a great deal
of evaporation occurs.
9. INFILTRATION is an important process where rain water soaks into the
ground, through the soil and underlying rock layers.
10. The process of evaporation through plant leaves is called TRANSPIRATION.
11. In large forests, an enormous amount of water will TRANSPIRE through leaves.
Part C – Answer questions in FULL sentences. Use as much detail as you can.
1. As the water evaporates, vapors rise and condense into clouds. The clouds move
over the land, and precipitation falls in the form of rain, ice or snow. The water
fills streams and rivers, and eventually flows back into the oceans where
evaporation starts the process anew.
2. Water's state (solid, liquid or gas) is determined mostly by temperature.
3. Although water continuously changes states from solid to liquid to gas, the
amount of water on Earth remains constant. There is as much water now as there
was hundreds of millions of years ago.
Lesson 2: Web Based – Cloud Formation
http://hrsbstaff.ednet.ns.ca/mstoilov/Science/Weather/cloud_types_and_formation.htm
Materials: Computers, worksheet (available on webpage).
Procedure:
1. Either in pairs or alone, have students read the information pertaining to the cloud
formation, answer on the computer generated worksheet, save a copy and email it to the
teacher.
2. Bring the class back together and discuss the difficulty in properly naming clouds. (There
should be a discussion about how it is difficult, at times, to know whether they are stratus,
alto or cirrus.)
Cloud Types and Formation Worksheet
NAME: ___________________________
Part A – Answer questions in full sentences.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Part B – Answer the questions in complete sentence.
1.
2.
3.
Part C - Answer the questions in the complete sentence
1.
2.
3.
4.
Part D – Write your answers in the following boxes to 21 different cloud
formations. Don’t forget to put a check if you are correct.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
ANSWER KEY
Cloud Types and Formation Worksheet
Part A – Answer questions with as much detail as possible.
1. Cirrus clouds are thin, wispy clouds blown by high winds into long streamers.
2. Cirrus clouds are considered "high clouds" forming above 6000 m (20,000 ft).
3. Stratus clouds are uniform grayish clouds that often cover the entire sky.
They resemble fog that does not reach the ground.
4. Nimbo or nimbus means that they are rain clouds.
5. No. Usually no precipitation falls from stratus clouds, but sometimes they may
drizzle. Nimbostratus are low rain clouds.
6. Cumulus clouds are puffy clouds that sometimes look like pieces of floating
cotton.
7. Clouds with the prefix "alto" are middle level clouds that have bases between
2000 and 7000 m (6500 to 23,000 ft.).
8. Cumulonimbus clouds are puffy, towering and dark.
9. The troposphere is that portion of the atmosphere that lies between the
earth's surface and an altitude of approximately 15 km (9.5 miles). It consists of
water vapor, gases, and vertical winds that account for much of our weather.
10. Answers will vary depending on the type of day outside.
Part B – Answer question by writing the complete sentence.
1. Fog is a CLOUD based on the ground, rather than in the ATMOSPHERE.
2. Fog forms when there is a lot of MOISTURE near the ground, or when the air
near the ground cools to the dew point.
3. The temperature to which air must be cooled in order for the water vapor in
the air to condense into liquid water is known as the dew point.
Part C - Answer question by writing the complete sentence
1. As the earth is heated by the sun, bubbles of HOT AIR rise upward from the
warm surface.
2. If a thermal (vapor) is able to rise high enough to cool to its SATURATION point,
the moisture condenses and becomes visible as a CLOUD.
3. Another word for hot air is THERMALS.
4. Convection refers primarily to atmospheric motions in the vertical direction.
Lesson 3: Web Based – Weather Folklore
Materials: Computers, Weather Folklore worksheets
Procedure:
1. Begin this lesson by reading the explanation of what weather folklore is on the weather
webpage. Ask students if they know of any weather folklore.
2. Explain to students that for the next 2 weeks, they will predict the weather using some
traditional weather folklore. Show students their recording sheets.
3. Bring students to the lab and have them read over some of the websites that have weather
folklore and write some that they find interesting in the table provided.
4. Encourage students to connect a piece of folklore to any memories that they might have.
Homework 1: Ongoing: Observing the Weather
Weather Folklore Worksheet
Directions:
1.
2.
3.
4.
Name:
Read some of the weather folklore found linked off of our class site.
You can also find more weather folklore by doing an Internet search.
For 14 days, predict the weather using one of the folklore that you have learned.
Record the actual weather the next day. Repeat.
You can record some of the interesting rain predictions or nice weather
predictions in the table below.
Bad Weather
Good Weather
Name: ______________________________
Date
Prediction with Folklore
Actual Weather
Date
Prediction with Folklore
Actual Weather
Lesson 4: Make an Anemometer
Materials: 4 small paper cups, 4 plastic drinking straws, pencil with a new eraser, tape, scissors,
straight pin, stapler, a table-tennis ball, some fishing line or similar nylon cord, a protractor
TYPE 1: 4 small paper cups, tape, scissors, 4 plastic drinking straws, straight pin, pencil with a
new eraser, stapler
TYPE 2: a table-tennis ball, some fishing line or similar nylon cord, a protractor
Procedure:
1. There are 2 types of anemometers that students can build. The first one relies on nonstandard measurements (The cups are spinning slow, fast etc.) while the second one is based
on a scale. Both can be used for a more accurate description of wind speed and so students
can experience different types of gauges.
2. Wind is air that moves. Although wind can not be seen, the effects of wind on objects can be
observed. Wind can move small and large objects across the ground, over a body of water, or
hurl them across the sky. The wind is always present and moving even if it isn't felt.
Wind comes in several strengths. In 1805, a British Admiral, Sir Francis Beaufort, developed
an observation scale for measuring the winds at sea. The Beaufort scale measured winds by
observing their effects on sailing ships and the water's waves. Beaufort's scale was later
adapted for use on land also. The Beaufort wind scale is still used today.
Meteorologists use a man-made instrument, an anemometer, to measure wind speed. An
anemometer rotates at the same speed as the wind blows. It is a useful instrument because
it gives a true measure of speed to the wind.
3. Have students complete the 2 anemometers.
Lesson 4
Making an Anemometer - An instrument for measuring the
force or velocity of wind; a wind gauge.
Materials:
 4 small paper cups
 tape
 straight pin
 4 plastic drinking straws
 scissors
 stapler
 pencil with a new eraser
Procedure:
1. Arrange four plastic drinking straws to form a cross and tape them together at the center.
2. Staple the top side of one drinking cup, such as the small paper Dixie cups designed for
bathroom dispensers, to the end of each straw, so the open ends of the cups all face the
same direction.
3. Push a straight pin through the center of the straws into an eraser on the end of a pencil.
This provides the axle.
4. Blow on the anemometer or turn an electric fan on low to make sure that it spins easily.
To make an anemometer you will need:

a table-tennis ball

some fishing line or similar nylon cord

a protractor
Thread the table-tennis ball onto the fishing line. Suspend this from the centre of the protractor so
that it can swing freely. The fishing line should hang down the 90-degree line on the protractor. An
indication of the wind speed will be given by the angle shown on the protractor when the instrument is
held in the air. Wind speed readings can be taken at the same time as temperature measurements.
Scale Angle
km/hour
90
0
80
15
70
20
60
25
50
30
40
35
30
40
20
50
Lesson 5: Make a Wind Vane
Materials: Tag board or manila file folder, Straight pin, Scissors, Glue, Pencil with a new eraser,
Plastic drinking straw, Modeling clay, Paper plate
Procedure:
1. Introduce the Weather Observations worksheet. Tell students that they will observe the
weather using the instruments that they will make over the next few weeks. The
anemometers were the first instrument that we made but there will be more that measure
other components of weather.
2. Ask students to brainstorm what other components of weather we could observe? (Direction
of wind, rainfall, humidity, atmospheric pressure, temperature and time). Most students
won’t recognize that we can tell time by the sun. Also, bring to their attention that it is
difficult to measure temperature; therefore, we will be using manufactured thermometers.
All the other instruments, we will be making.
3. Continue with the next instrument – a wind vane or weather vane. Explain that once
completed, they will monitor the direction that the wind is COMING FROM. When we say
that the wind is “out of the west”, that means it is coming from the west. However, our wind
vanes will be pointing east. So, we can say that our wind vanes will be telling us where the
wind is GOING not where it is COMING FROM.
4. Ask students if there is anything that might influence our reading of wind direction.
(Students should know that the wind will be blocked or rerouted by objects here on earth.)
Discuss where the best place would be to get an accurate reading of wind direction.
5. Have students construct their wind vanes.
6. Head outdoors to make the first entry on their worksheet.
Lesson 5: Making a Wind Vane
A wind vane is also called a weather vane. It is a tool for measuring
wind direction. It spins and points in the direction from which the wind
is coming.
Materials
Tag board or manila file folder
Straight pin
Scissors
Glue
Pencil with a new eraser
Plastic drinking straw
Modeling clay
Paper plate








Procedure
1.
2.
3.
4.
5.
6.
7.
8.
9.
Cut out an arrow point 5cm long.
Cut out an arrow tail 7cm long.
Make 1cm cuts at the ends of each straw.
Slide the arrow point and the arrow tail into the cuts in the straw.
Push a straight pin through the middle of the straw and into the eraser end of the
pencil.
Stick the sharp end of the pencil into a lump of modeling clay; this will be your base.
Put the clay on a paper plate.
Blow on the vane and make sure that the arrow can spin freely
Take your wind vane outside to observe wind direction on your worksheet.
Lesson 6: Make a Rain Gauge
Materials: Clear plastic ruler (or laminated clear rulers), Cylinder shaped clear jar (or you can
use a 500ml water bottle that has been cut in half – the top part is the funnel and the bottom
the collecting container.), Rubber band, Funnel, Transparent tape
Procedure:
1. Give students some background information on rain gauges:
a. Measuring the amount of rain that falls is of serious interest to many segments of the
population. For example, measuring rainfall with a rain gauge is critical information for
gardeners, those in agriculture or involved with nurseries, farmers, meteorologists,
weather hobbyists and just for general interest.
b. The first rain gauge is believed to have been invented more than 2,000 years ago when
rulers of the ancient Choson Dynasty (now Korea) directed all villages to measure
rainfall. The information was then incorporated into a formula to determine the
potential harvest of each farm.
c. Rain gauges collect and measure the rain. Rain is caught in a funnel on top of the rain
gauge and runs down into a measuring cylinder below where the rainfall amount is
recorded.
2. Explain to students that today they will make an instrument that measures rain.
3. Have students follow the directions on their sheets to construct their rain gauges.
Constructing a Rain Gauge
Materials





Clear plastic ruler (or laminated clear rulers)
Cylinder shaped clear jar (or you can use a 500ml water bottle that has been cut in half –
the top part is the funnel and the bottom the collecting container.)
Rubber band
Funnel (with the same diameter as the BASE of the jar. The funnel will help prevent
evaporation and in case the diameter of the mouth of jar is smaller than that of the
base. If the diameter of the mouth of the jar is the 'exact' same size as the diameter of
the base, then a funnel is not necessary).
Transparent tape
Procedure


Remove the jar's label.
Attach the ruler to the outside of the jar with the rubber band; make sure that the
bottom edge of the ruler is even with the bottom of the jar. Or secure the ruler inside
the jar so it is standing vertically with the end at the base of the jar/bottle. Tape the
ruler in place so the numbers can be read from the outside of the jar/bottle.
Note: As an alternative to a ruler, you can use a permanent marker to mark the
inches/centimeters on clear tape affixed vertically to the outside of the jar/bottle beginning
at the base to the outside of the jar/bottle. Cover the marks with a second piece of clear
waterproof tape.
Directions for use




Put the funnel in the jar.
Put the jar out in the rain.
Read the ruler to determine how much rain was collected.
Empty the jar after each use.
Lesson 7: Make a Barometer
Materials: (#1) small coffee can, plastic wrap, scissors, straw, index card, rubber band OR
(#2) A tall, narrow, clear plastic bottle, a bowl of water, paper, sticky tape, ruler, string,
modeling clay.
Procedure:
1. Give students some background information on the barometer:
a. A barometer is an instrument used for predicting weather changes by measuring air
pressure. As you will learn in a later lesson, LOW pressure happens when there is an
impending weather system or storm, HIGH pressure usually indicates NICE weather.
b. Evangelista Torricelli, an Italian mathematician and physicist, invented the barometer in
1643. He had also served as an assistant to astronomer Galileo. Torricelli discovered
that the variation of the height of mercury from day to day was caused by changes in
atmospheric pressure.
c. Mercury barometers include the “stick” version where you read the mercury height by
looking at the top of the column inside the glass tube. A dial barometer (sometimes
known as wheel or banjo barometers) has a hand pointing to numbers on a dial.
2. Assign the different barometers to the groups. Explain that we will compare the two types
and their accuracy in measuring the rise or fall of barometric pressure.
3. Have students construct their barometer. When marking the cards, you may want to have a
real barometer present to get an accurate reading on the student’s cards.
4. Take students outside and make another recording on their weather watcher’s worksheet.
M a k e Y o u r
B a r o m e t e r
O w n
#1
Do you know what the air pressure is today? You can find out for yourself by measuring the air
pressure on a barometer. Falling atmospheric pressure on a barometer indicates that stormy weather or
unsettled weather conditions are approaching. A rising atmospheric pressure indicates the approach of good
weather.
Materials






small coffee can
plastic wrap
scissors
straw
index card
rubber band
Instructions
1. COVER the top of the can with plastic wrap. USE a rubber band to hold the plastic wrap in
2.
3.
4.
5.
6.
7.
8.
place. The cover should be taut making the can airtight.
PLACE the straw horizontally on the plastic wrap so that two-thirds of the straw is on the can.
TAPE the straw to the middle of the plastic wrap.
TAPE the index card to the can behind the straw.
Carefully RECORD the location of the straw on the index card.
Each time you observe, RECORD the new location of the straw on the index card.
Continue CHECKING and RECORDING the straw location as often as desired.
Be careful not to place your barometer near a window, as the barometer is sensitive to
temperature as well as air pressure.
What's happening
High pressure will make the plastic wrap cave in, and the straw go up. Low pressure will make the
plastic wrap puff up, and the straw go down. Check your measurements with a real barometer.
M a k e Y o u r
B a r o m e t e r
O w n
#2
Do you know what the air pressure is today? You can find out for yourself by measuring the air
pressure on a barometer. Falling atmospheric pressure on a barometer indicates that stormy weather or
unsettled weather conditions are approaching. A rising atmospheric pressure indicates the approach of good
weather.
Materials




A tall, narrow, clear plastic bottle,
a bowl of water,
paper,
sticky tape,



ruler,
string,
modeling clay.
Instructions
1. Put a piece of modeling clay on one side of the bowl and use it to hold the ruler upright.
2. Fill the bowl with about 2-3 inches (5-8 cm) of water and fill the bottle three-fourths full
of water.
3. Cover the opening of the bottle with the palm of your hand.
4. Turn the bottle carefully upside down and put the opening under the surface of the
water in the dish.
5. Take your hand away from the opening but keep the bottle upright with your other
hand.
6. Tie the bottle to the ruler with the string.
7. Mark a piece of paper with a scale and stick it onto the bottle. Make a note of the water
level and keep a record of how the level changes from day to day.
What's happening
Air presses down on the surface of the water in the bowl. If the air pressure (the pushing
power of the air) rises, more water is pushed into the bottle and the level on the scale will go
up slightly. If the air pressure falls, the opposite happens. Check your measurements with a real
barometer.
Lesson 8: Make a Sundial
Materials: Sundial template, scissors, tape
Procedure:
1. Begin by exploring NASA’s site on sundials. This will give the students a good idea about how
sundials work.
2. Make a note to students that the incline of the sundial depends on your degree north or
south from the equator. Halifax is approximately 44 N of the equator so the fold will go
around 45.
3. Have students construct their sundial.
4. Then, have students take readings from their instruments and record on the weather
watcher’s worksheet.
Making a Sundial
Materials:
 Sundial Template
 scissors
 tape
Part I: Gnomon
1. Cut out your gnomon shown to the left.
2. Cut the three dotted lines at one end of the gnomon.
3. Folder the gnomon in half and then fold the folded gnomon in half.
Part II: Sundial
1. Cut along the dotted lines on each end of the sundial page but don't cut all the
way across. Stop at the stop marks.
2. Fold the remaining dashed lines. - - - 3. Fold each ramp side along the line which is closest to your latitude. In Halifax,
we are 44 NORTH of the equator. So, fold the line around 44.
4. Tape the folded ramps to the back side of the folded paper so that the side
labeled "ramp" is vertical.
5. Depending on the time of the year, you tape the gnomon on different sides of
the sundial face. If it is after the Spring Equinox, you tape it on the numbered
side. If it is after the Fall Equinox, you tape it on the back or un-numbered side.
6. When taping the gnomon on, you match the tabs with the sundial face.
7. Aim your sundial North.
Lesson 9: Make a Psychrometer
Materials: 2 centigrade thermometers, tape, wet gauze, rubber band, fan, Relative Humidity
Table (on worksheet)
Procedure:
1. Give students some background information on psychrometers:

Relative humidity can be measured by an instrument called a hygrometer. The
simplest hygrometer - a sling psychrometer - consists of two thermometers
mounted together with a handle attached on a chain. One thermometer measures the
air temperature while the other one measures the wet-bulb temperatures.
 After the wick is dipped in distilled water, a weather observer whirls the sling
psychrometer around, using the handle. As the instrument is whirled, water evaporates
from the wick on the wet-bulb thermometer and cools the thermometer.
 The wet-bulb thermometer cools to the lowest value possible in a few minutes. This value is
known as the wet-bulb temperature. The drier the air the more the thermometer cools and
hence, the lower the wet-bulb temperature.
2. Using their instructions as a guide, have students construct their psychrometer.
3. Then, have students take readings from their instruments and record on the weather
watcher’s worksheet.
Lesson 9: Make a Psychrometer
A psychrometer measures the amount of relative humidity in the air.
Materials
 2 centigrade thermometers
 tape
 wet gauze
 rubber band
 fan
 Relative Humidity Table
Instructions
1. TAPE the two thermometers to the surface of a table with the numbers facing up and the liquid filled ends
2.
3.
4.
5.
6.
sticking over the edge of the table about 2.5 cm (1 inch).
Using the rubber band, TIE the wet gauze around the liquid filled end of one thermometer.
BLOW the fan on the thermometers until the temperature stops falling.
WRITE DOWN the temperature on both thermometers.
SUBTRACT the temperature on the wet thermometer from that of the dry one.
LOOK at the table below. FIND the dry thermometer temperature on the left and FOLLOW it to the right.
FIND the difference between the two temperatures on the top, and FOLLOW it down. The number where the
row and column intersect is the relative humidity.
Relative Humidity Table (in percent)
Dry Bulb Minus Wet Bulb (degrees celsius)
°C 1
2
3
4
5
6
7
8
9
10
10 88 77 66 55 44 34 24 15 6
11 89 78 67 56 46 36 27 18 9
12 89 78 68 58 48 39 29 21 12
13 89 79 69 59 50 41 32 22 15 7
Dry Bulb
(degrees celsius)
14 90 79 70 60 51 42 34 25 18 10
15 90 81 71 61 53 44 36 27 20 13
16 90 81 71 63 54 46 38 30 23 15
17 90 81 72 64 55 47 40 32 25 18
18 91 82 73 65 57 49 41 34 27 20
19 91 82 74 65 58 50 43 36 29 22
20 91 83 74 67 59 53 46 39 32 26
21 91 83 75 67 60 53 46 39 32 26
22 91 83 76 68 61 54 47 40 34 28
23 92 84 76 69 62 55 48 42 36 30
24 92 84 77 69 62 56 49 43 37 31
25 92 84 77 70 63 57 50 44 39 33
Lesson 10: Weather Systems
Materials: Info sheet on high and low pressure,
Procedure:
1. Begin by reading info sheet with students.
2. Visit the Edhead site about predict the weather:
http://www.edheads.org/activities/weather/index.htm
3. Explain the components of the Mini Project: Reporting on a Weather System
Weather Systems
Atmospheric pressure at the Earth's surface is one of the keys to weather, which is one reason weather maps
feature H's and L's, representing areas of high and low air pressure. High and low are pressure are important
because they affect the weather.
The weather maps, such as those on television, show what's happening at the Earth's surface, and that's what
we're talking about here.
As the name says, a "high" is an area where they air's pressure is higher than the pressure of the surrounding
air. A "low' is where it's lower. Meteorologists don't have any particular number that divides high from low
pressure; it's the relative differences that count.
The pressure is high at the surface where air is slowly descending - much to slowly to feel. And, this is going
on over a large area, maybe a few hundred square miles. As air descends, it warms, which inhibits the
formation of clouds. This is why high pressure is generally - but not quite always - associated with good
weather.
The air that descends in high pressure areas, has to get to high altitudes in some way, and that way is by rising
in areas where the pressure at the surface is low.
As air rises it cools. As the air cools, the humidity in it begins to condense into tiny drops of water, or if it's cold
enough, into tiny ice crystals. If there is enough water, or ice, rain or snow begin to fall. This is why low
pressure is associated with bad weather.
As shown in the graphic above, the air descending in high pressure flows out in a clockwise spiral in the
Northern Hemisphere. Air flowing into an area of low pressure to rise, makes a counterclockwise spiral on the
way in.
A weather system is an active weather occurrence such as a hurricane or a fine May day. You
will be reporting on some kind of weather system to your classmates.
Go to: http://www.theweathernetwork.com
Browse through the “INTERACT” section at the top of the page to find a good topic. You may
want to begin with the “Ask the Expert” section. Create a PowerPoint presentation that contains
at least 10 slides about your weather system.
Evaluation Rubric for PowerPoint Presentation
Poor Presentation
Good Presentation
Name_________________
Excellent Presentation
Score
Overall Aesthetics (This refers to the look of the slides, not the information presented.)
Overall visual
Appeal
0 points
Background makes it hard
to read. Graphics are
confusing and not related
to words. Too much
movement in the slides.
Many slides hard to read.
1 point
There are too few graphic
elements. Appropriate
background. Some slides
hard to read.
2 points
Score
Appealing graphic elements are
included appropriately. Slides
are easy to read and movement
and sounds are used
effectively.
1 point
There are some errors in
spelling, grammar and
punctuation. Bullet format
is not consistent on a few
slides. Too much
information on some slides.
2 points
There are no errors in spelling,
grammar and punctuation.
Bullets are consistent and
clear. Information is clear and
concise on each slide.
Score
2 point
A few images move in
front of text. Sounds are
irritating and confusing in
a few slides. Timing and
order of appearance is off
in a few slides.
3 points
All images move properly in
relationship to the text.
Sounds are used properly and
add to the meaning of the text.
Timing and order of appearance
flows smoothly in each slide. All
transitions are alike.
Score
2 points
The presenter struggled
to show knowledge of topic
and they got lost often.
Diction and voice level
made listening difficult
from for the audience.
3 points
The presenter knew the
information and progressed
smoothly through the
presentation. Diction and voice
level engaged the audience in
the presentation.
Score
5-8 points
Information contained
met some of the objective
requirements of
describing a weather
system in detail.
 Detail of the weather
system
 Detection
 Impact on the
environment
 Impact on Humans
9-10 points
Information contained met the
objective requirements of
describing a weather system in
detail.
 Detail of the weather
system
 Detection
 Impact on the environment
 Impact on Humans
Score
Grammar, Punctuation and Spelling
Readability of
the Slides
0 points
There are many errors in
spelling, grammar and
punctuation. Bullet format
is not consistent or clear.
Too much information on
many slides.
Flow of Presentation
Effects and
Transistions
0-1 points
Images move in front of
text on many slides.
Sounds are irritating and
confusing in most slides.
Timing and order of
appearance is not
consistent on many slides.
Presentation 0-1 points
The presenters didn't
Skills
know the information and
got lost often. Diction and
voice level made listening
difficult.
Task
Meeting
Information
Objectives
0-4 points
Information contained did
not meet the objective
requirements of describing
a weather system in detail.
 Detail of the weather
system
 Detection
 Impact on the
environment
 Impact on Humans
Total Points
Lesson 11: Sun’s Effect
Materials: 3 containers with water, soil and sand, 3 thermometers, worksheet
Procedure:
1. Read the beginning scenario to students: (Some sand, soil and water have been sitting out in
the sun. They were the same temperature to start. Now, predict which one will be warmest.)
Have students write what they think will happen.
2. Instruct students that they will design and carry out an experiment to arrive at a conclusion
about the scenario.
3. Encourage students to not “RUSH IN” but rather to think about how they will control
variables so that their data will reflect exactly what they want it to.
4. Have students conduct their experiments.
Lesson 11 - The Sun’s Transfer of Energy
Name: ____________
Some sand, soil and water have been sitting out in the sun. They were the same temperat
__________________________________________________________________
Soil
Sand
Water
Directions: Design an experiment that will answer the question: Which material, soil, sand or water will
My Procedure: ___________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
________
My Observations:
Material
Beginning Temperature
Ending Temperature
My Conclusions:
1. Which material showed the highest temperature gain? ___________________________
2. Which material showed the least temperature gain? _____________________________
3. What can you conclude based on the evidence? _________________________________
4. How do you think the sun’s energy affects weather conditions? ______________________
_____________________________________________________________________________
____
Lesson 12: Properties of Air
Materials: Properties of Air worksheet
Procedure:
1. Have students read the text about the properties of air as it relates to weather and
weather fronts.
2. Students will answer the questions at the end of the reading.
Lesson 12 – Properties of Air
Weather can change quickly, and it is due to the movement of air masses in the atmosphere. An air
mass is a large chunk of air ... often many tens of miles wide ... that shares the same temperature
and humidity. When two different air masses meet, the boundary between them is called a front, and
bad weather is usually the result.
The principle that causes storms is a simple one ... when air rises, it expands and cools. Cooling
occurs at the rate of about 10°C per kilometre. The water vapour in the air soon condenses into water
droplets, which form clouds, and eventually these droplets fall from the sky as rain.
Storms can occur when two very different air masses meet. Let's look at two possibilities.
A Cold Front
A cold front happens when a fast-moving mass of cold air
hits a warm air mass. The warm air, which holds a lot of
water vapour, gets pushed upward quickly.
The water vapour condenses to a lot of water droplets,
which form tall clouds. Eventually the weight of the drops
can no longer be supported by the air, and they fall.This
type of storm is often violent, accompanied by a lot of
thunder and lightning, and a heavy rainfall in a short
period of time. But it ends quickly.
A Warm Front
A warm front happens when a fast moving mass of warm
air encounters a cold air mass, and rides up on top of it.
The warm, humid air eventually rises high enough for
water droplets and clouds to form, and rain to fall.
This type of storm usually covers more area, lasts longer,
and will produce a steady rain for a long period of time.
Thunder and lightning may occur, but of a less violent
nature than in a cold front.
Rainfall also occurs where warm, humid air masses are
forced to rise as they pass over mountains, or large hot
cities. The warm air goes up, water vapour condenses to
droplets and clouds, and it rains. On mountains, this
happens on the windward side (the side the wind is
coming from). By the time the air mass reaches the
leeward side (the far side), all its water has fallen, and the
air is dry.You can see this effect in the Rocky Mountains in
British Columbia. The winds come from the west, where
they have picked up a lot of moisture from the Pacific
Ocean. As they rise over the Rockies, the water vapour condenses and falls as rain. The west side of
the Rockies gets a lot of rainfall. By the time the winds reach the far side, they're dry ... the foothills of
eastern BC get very little rain.
Air Pressure
You probably know that a barometer measures air pressure, and can tell you something about what
the weather is going to be like. Rising air pressure means good weather is coming, and dropping air
pressure means that bad weather is on the way. Here's the explanation.
Air masses are constantly moving. In some places air is going up; in other places it is falling. In
between, air is moving parallel to the surface ... causing winds.
When you are experiencing low pressure, it usually means that air above you is rising, and
expanding. This rising, expanding air will cool, forcing its water vapour to condense, clouds to form,
and maybe rain to fall.
If you are experiencing high pressure, it probably means that the air above you is falling, and
compressing. As this air falls, it gets warmer. This means it can hold more water vapour, so any
clouds that exist will evaporate, leaving a clear sky.
Answer in complete sentences.
1. What is the boundary between a cold air mass and a warm are mass called?
___________________________________________________________________
2. When does rainfall occur?
___________________________________________________________________
___________________________________________________________________
____________________________________________________________________
3. What kind of weather phenomena is associated with cold front?
____________________________________________________________________
____________________________________________________________________
4. What kind of weather would you expect to find if there was LOW PRESSURE in the area?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5. Is it true that when you are experiencing a warm front, that the weather is warm and sunny?
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
6. What are you experiencing if the air above you is falling on you?
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
7. Why are the foothills of BC very dry?
_____________________________________________________________________
______________________________________________________________________
Lesson 13: Climate change and regulations
Materials: Computer, worksheet
Procedure:
1. A debate is a great way to tackle this topic. First, assign students to either the “Believe In”
or “Don’t Believe” groups. Tell them that they are going to debate whether climate change is
actually occurring and whether the COSTS of what we are doing is worth it.
2. Begin at the lab with students reading and taking notes on the topic.
3. After you feel that the students have had adequate time in research, set up the room with
Pro on one side and Con on the other.
4. Have a discussion about whether the heated topic! Using a talking stick will help student to
not shout out, practice listening skills and not just TALKING skills!
Lesson 13 – Climate Change and Regulations
Directions: Visit the sites below and take down some notes on
whether you think climate change is REAL or NOT and what
you think are things we should do. You will take ONE SIDE or
the other! Prepare to debate them in class!
http://www.epa.gov/globalwarming/kids/detectives.html
http://tiki.oneworld.net/global_warming/climate_home.html
http://www.ecokids.ca/pub/eco_info/browse_topics/environmental_issues.cfm
http://www.coolkidsforacoolclimate.com/
http://www.sciencenewsforkids.org/articles/20041208/Feature1.asp
http://www.timesonline.co.uk/tol/news/uk/article1363818.ece
http://www.scienceinafrica.co.za/2004/april/climate.htm
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BEAUFORT SCALE OF WIND FORCE
Beaufort
Number
0
Specifications for Use on Land
Calm; smoke rises vertically
Miles Per
Hour
Less than 1
U.S. Weather
Bureau
Forecast Terms
Light
1
Direction of wind shown by smoke drift, but not by
wind vanes.
1-3
Light
2
Wind felt on face; leaves rustle;ordinary vane moved
by wind
4-7
Light
3
Leaves and small twigs in constant motion; wind
extends light flag
8-12
Gentle
4
Raises dust and loose paper; small branches are
moved
13-18
Moderate
5
Small trees in leaf begin to sway; created wavelets
form on inland water
19-24
Fresh
6
Large branches in motion; whistling heard in
telegraph wires;
umbrellas used with difficulty
25-31
Strong
7
Whole trees in motion; inconvenience felt in walking
against wind
32-38
Strong
8
Breaks twigs off trees; generally impedes progress
39-46
Gale
9
Slight structural damage occurs.(Chimney pots and
slates removed.)
47-54
Gale
10
Seldom experienced inland; trees uprooted;
considerable structural damage occurs.
55-63
Whole Gale
11
Very rarely experienced; accompanied by widespread
damage.
64-75
Whole Gale
12
..................
Above 75
Hurricane
Cloud Chart
High Clouds: These clouds are composed of tiny ice crystals. Found at elevations of 20,000 to
40,000 feet.
Cirrus: thin, wispy, and feathery and are sometimes called "Mares' Tails"
Sky blue - fair
Sky grayblue Warm front
Cirrostratus:- thin and patchy, and are rarely seen.
Fair weather
Cirrocumulus: - small, white flakes or globular masses that cause them to
appear as ripples
Fair weather
Middle Clouds: This family of clouds occurs from 6,000 to 20,000 feet above the earth, and
they are either Stratus or Cumulus.
Allostratus:- dense veils or sheets of gray or blue. They look slightly
striped. The sun looks as if it is being seen through frosted glass.
Warm front.
Rain
Altocumulus:- patches or layers of puffy or roll-like clouds--graywhitish.
Possible weather
change
Low Clouds: This family ranges from near the earth to 6,500 feet in height.
Stratus:- low and like fog. Only a tiny drizzle can fall from these clouds.
Fine drizzles
Nimbostratus:- true rain clouds. They have a wet look and often there
are streaks of rain extending to the ground.
Rain
Stratocumulus:- Odd shaped masses spreading out in a rolling or puffy
layer. Gray with darker shadings.
Won't produce rain
Towering Clouds: These clouds form at almost any altitude.
Cumulo-nimbus - are the thunderheads
"Thunderstorm
cloud"
Cumulus - puffy and cauliflowerlike. The shapes constantly change.
Fair weather cloud
Date/
Time
Weather Watcher’s Instrument Observation Worksheet
Name: _____________________
Cloud Temp. Anemometer Wind Rain
Type
c
Cups
Wind
Speed
Vane Gauge
Barometer Psychrometer