Download Weather and Climate

Weather and Climate
Unit of Study
Grade 5
Lesson 1: The Water Cycle
1. Gather the students on the carpet and ask them if they know where water comes
from. Entertain their answers and encourage a conversation between them.
Chart their ideas in one color on a two column chart.
2. Send the kids back to their seats. Have them take out pencil and paper and
show the movie Magic School Bus: Wet All Over to introduce the water cycle.
http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=7465
FD96-A981-4EDC-B996-D40E8CB6B2EC
During the movie, press pause when you think an important point is being made.
Have a brief discussion about it and encourage the students to make a brief note
about it.
3. After the movie is over, gather the students on the carpet and re-visit the chart
you originally created. Add the new thinking to the other column, using
another color.
4. Have them make an entry in their science journals about something important they
learned. Illustrations are o.k if there is some written explanation.
Lesson 2: Let’s Become Experts on Precipitation, Evaporation, Condensation, and
Runoff
1. Gather the students and talk briefly about the above words. (They should
remember some meaning from the last lesson). Put them in 4 different groups,
assigning group one of the following: precipitation, evaporation, condensation
and runoff. Give each group a large piece of poster paper and explain that it is
their job to work together and create an informative poster that explains their
word.
Explain that their poster should answer the following questions:
- What is _______________________?
- What does it look like?
- When does it occur?
- Why does it occur?
- How often does it occur?
Careful and accurate Illustrations are a must. The following web-sites
May be helpful:
http://www.kidzone.ws/water/
http://ga.water.usgs.gov/edu/watercycle.html
2. Have books and/or web-sites available where the students can find this
information.
3. Allow them 45 minutes to an hour for them to create these.
4. Share.
5. Reflect in Science Journals.
The Water Cycle
By Lori-Ann Phelan
(Sang to the tune of She'll Be Coming Around the Mountain)
Water travels in a cycle, yes it does
Water travels in a cycle, yes it does
It goes up as evaporation
Forms clouds as condensation
Then comes down as precipitation, yes it does!
Lesson 3: Creating an Interactive Water Cycle
Items you will need to gather before this lesson:
 a large section of butcher paper, about 4-5 feet long
 6 word tags, approximately 12 inches by 3 inches
 a variety of large pieces of construction paper.
 Pieces of velcro
1. Gather the students and get them talking about what they learned in the previous
lesson.
2. Assign pairs or small groups of kids a part of the water cycle: Assign one group the
sun, clouds, a body of water representing oceans, rivers and lakes, 5 rain drops and
5 snow flakes, a tree, and a small hill. Give them construction paper and let them
know the approximate size to make them. Assign another group to make arrows,
approximately 10-12. Assign the last group to make word cards (have these premade). Each card will have one of the following words; evaporation,
condensation, precipitation, surface runoff, groundwater (subsurface runoff), heat
and transpiration. Attach Velcro to the backs of each item created by the kids. Allow
about 15 minutes to complete this task.
3. Gather the students with their creations in front of the butcher paper. Work
together to place the sun, body of water, rain, snow, tree and small hill in an
arrangement that you know will work. It is very important that you help them
place these items appropriately. Next, tell them you are going to read a passage
about the water cycle and that they must listen carefully. You will pause from time
to time and this will signal someone to go up and attach their creation to the paper.
The Water Cycle
Water covers 70% of the earth’s surface and is very important for all living things.
Water is always circulating between the earth’s surface and the atmosphere in the
water cycle. Heat from the sun makes water evaporate from the ground and the
oceans, rivers and lakes, forming water vapor. (Pause – sun and body of water should
go up and place, then
heat, evaporation, groundwater and water vapor should go.
Next, have a few kids appropriately place some arrows). As the water vapor rises, it
cools and starts to condense and become water again. This forms clouds.
(condensation and clouds should place). As the clouds get cooler, the water droplets
become bigger and bigger and then they fall as rain. (allow rain, snow, precipitation
and other arrows to place). The water then runs back into the ground , and into the
oceans, rivers and lakes and the cycle repeats. (allow surface runoff to place).
 You will need to help and direct the students. Allow them to help each other
and give as many verbal clues as you need to help them complete this
successfully.
4. When it is complete, take the words and arrows away and ask for volunteers to
help put it up again. Allow the others to check and see if they think it is correct.
Play as much as time will allow.
Lesson 4: The Water Cycle in Action! Let’s Experiment!
ACMP ©2006-2008 UAF Geophysical Institute B-1 Water Cycle Bag
Water Cycle Bag
Overview:
During this activity, students will witness evaporation, condensation and precipitation by enclosing water in an
airtight bag and leaving it in a warm area.
Objectives:
The student will:
• research the water cycle;
• construct a model water cycle;
• recognize that water changes from one state to another; and
• learn the stages of the water cycle.
Materials:
• Gallon-size resealable plastic bags (one per student)
• Permanent markers (5 per class)
• Clear plastic Dixie cups (one per student)
• Water
• Pitcher
• Red food coloring (1 bottle)
• Duct tape (1 roll)
Activity Preparation:
Fill a pitcher with water, add several drops of red food coloring, and stir. Water should be noticeably pink.
III-IV
Grades 5-8
Bag
Cup
WaterACMP ©2006-2008 UAF Geophysical Institute B-2 Water Cycle Bag
Activity Procedure:
1. Day one: Build a water cycle bag (see steps 4-6) in front of the students and ask them what will happen to
the water in the cup if the bag is left in the sun or near a heater vent. Students may know that the water
will evaporate. Point out that the cup is sealed inside the bag. Ask students where the water vapor will
go. Facilitate discussion of student hypotheses.
2. Distribute supplies and ask students to build their own water cycle bags. Make sure students write their
names on the bags with permanent markers before placing the cup of water into the bag.
3. Ask students to fill a clear plastic cup half full with colored water from the pitcher, and mark the level of the
water in the cup (with a marker on the side of the cup). The cups of water represent oceans, rivers and
lakes.
4. Ask students to place the cup in the bag, taking care not to spill the water into the bag. Demonstrate how
to hold the bag by one corner so the cup nests into the bottom corner of the bag. The bag represents the
atmosphere and air.
5. Ask students to seal the bag, leaving some air inside the bag.
6. Using a piece of duct tape about three inches long, ask students to affix their bags to a south-facing
window (or near a heat source) with the cup nested upright in the lowest corner. Leave the bag overnight. Ask students to complete question #1 in the Data section of their lab packets.
8. Day two: Some water from the cup should evaporate and condense on the bag, and will then roll down
and pool in the bottom of the bag. Look to see if the level of water in the cups is lower. The water on the
sides and in the bottom of the bag represents rain.
9. Explain that the water from the cups (representing lakes, rivers, oceans) evaporates into the air in
the bag and condenses on the bag (representing clouds). It then runs down inside the bag to
the bottom of the bag (representing rain, snow or other precipitation).
Conclusion/Explanation: evaporate into the air in the bag, then condense on the sides of the bag
and run down into the bottom of the bag. Explanations will vary.
Testable Question:
What will happen to water in a cup if the cup is placed
inside a sealed bag in a warm area and left overnight?
Hypothesis:
Complete the statement below:
If a cup of water is sealed inside a plastic bag and left
overnight in a warm area, then the water in the cup will:
Analysis of Data
What differences do you see between your drawing for Day
1 and your drawing for Day 2?
Further Questions:
1. Draw arrows to indicate the path of the water in the water
cycle bag below. Label evaporation, condensation and
precipitation in this model of the water cycle.
2. Draw arrows to indicate the path of water in the
picture below. Label evaporation, condensation
and precipitation on this drawing of Earth’s water
cycle.
Lesson 5: Become a Water Droplet (A writing activity)
Ask your students to choose a place in the water cycle to begin.
Once they choose that place, ask them to pretend that they are a
drop of water in that place and to start telling a story about their
lives and their water cycle journey including what it is like at each
place and where they are going next. They should end the story
when they are back where they started. Remind them to use the
writing strategies you have been working on so far.
Lessons 6, 7 and 8: Clouds
Lesson 6: Clouds in a Bottle (From DPI)
Objective:
3.03 Describe and analyze the formation of various types of clouds
and discuss their relation to weather systems.
Materials: ice cube, hot water, and clear, clean jar
Concepts: How clouds are formed?
Process Skills: observing, communicating, making models, experimenting
Engage: Ask students these series of questions. [Listen for responses so
you can understand misconceptions and invite more questions]
 What are clouds?
 How do clouds look?
 What is the purpose of clouds?
 How are clouds formed?
 How many different types of clouds are there?
Explore: Tell students that you are going to demonstrate how clouds are
formed. [The following website gives instructions on how to make Clouds in
a Bottle.]
http://www.shermanisd.net/Curriculum/Weather/make_a_cloud_in_a_bo
ttle.htm
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 Pour about 1/2 inch of very hot water into a clear bottle.
 Immediately cover the mouth of the bottle with an ice cube.
OR Can view a demonstration on U-tube @
http://www.bing.com/videos/search?q=utube+%22cloud+in+a+bottle%
22&view=detail&mid=52AA67EF04242562F70052AA67EF04242562F70
0&first=0&qpvt=utube+%22cloud+in+a+bottle%22&adlt=strict
or search Utube for “cloud in a bottle” and take your pick
Explain: Ask students to tell some of the things that they have observed.
[Make sure that they include as many observations as possible.] Explain
Clouds are formed when water vapor in the air is cooled and condenses as
part of the water cycle. Clouds consist of billions of tiny water droplets (and
even ice crystals) floating in the sky and appear in a variety of shapes and
sizes depending on how and where they formed. In other words, we know
that clouds form when rising air cools and the moisture in it condenses to
form water droplets. [Referenced from
http://www.rcn27.dial.pipex.com/cloudsrus/clouds.html]
Three things are needed for clouds to form: evaporation, cooling, and
condensation
Extension/Elaboration: Have students take the time in their notebooks to
explain how the demonstration relates to cloud formation. [Allow students
to share their notebook entries and take the time to tie any loose ends.]
Evaluation: Evaluate student notebook entries.
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Lesson 7: It Looked Like Spilt Milk (Types of Clouds) (From DPI)
Introductory Literary Connection: It Looked Like Spilt Milk (flipchart on wiki)
Cloud song on wiki
Objective:
3.03 Describe and analyze the formation of various types of clouds
and discuss their relation to weather systems.
Materials:
 Book: It Looked Like Spilt Milk
 Pictures of the following cloud types: cirrus, stratus, cumulus, and
cumulonimbus
OR
 A PowerPoint on the Gaston County Schools website
http://gaston.k12.nc.us/resources/teachers/ppt/science.htm [Click 3-5 and
choose Clouds 2 under Earth Science]
Concepts: cloud variety and weather predictions
Process Skills: inferring, predicting, and classifying
Engage: Read It Looked Like Spilt Milk (on Wiki as flipchart – can use
document camera to show whole class).
Explore/ Explain: Teach from PPT [If using pictures, take information
from PPT]
Extension/Elaboration: Have students to complete the enclosed graphic
organizer.
Evaluation: Evaluate the graphic organizer.
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NAME: __________________________________________
Type of Cloud
Drawing of Cloud
DATE: ____________________
Description of Cloud
Cirrus
Stratus
Cumulus
Cumulonimbus
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Common Type of Weather
Produced
Cloud Lesson 8:
A Science Nature Lesson
1.
2.
3.
4.
Cirrus - Latin for "curl of hair". High, wispy, icy clouds. Usually very thin.
Cumulus - Latin for "heap". Clouds that are puffy and fluffy looking.
Stratus - Latin for "curl of hair". Hanging low in the sky in layers.
Cumulonimbus - Nimbus is Latin for "rain". Large, towering gray clouds.
Thunderstorm clouds.
Cloud Song (on wiki)
Make it - Give several cotton balls to each child and a sheet of construction paper.
Divide paper into 4 halves. Label each one with the name of a cloud type. Use the cotton
balls to make "clouds" of each type and glue onto paper. (see end of article for websites
where you can find good pictures of each type of cloud).
Show It - Keep a cloud journal for a week. Observe the sky for clouds and record which
types are seen. Record the weather for the each day observed, as well, and see if there are
any connections to be made.
This is a basic lesson. If you look around, you may find that many different sites have
slightly different ways of explaining classifying clouds.
These are great sites to develop this lesson further for older children, or to learn more
yourself.



Clouds, by Carl Wokniak - a really great site with excellent pictures and
descriptions of cloud types
WW2010, by the University of Illinois - Great pictures and descriptions of clouds.
Also where the Latin translations for cloud types in this article come from.
NASA's Space Place - a wonderful science site for kids
Read more at Suite101: Clouds Lesson Plan: A Science Nature Lesson
http://www.suite101.com/content/clouds-lesson-plan-a26446#ixzz0xcYzQO1E
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Lesson 9: Fronts
Weather Fronts: Understanding the Movement of Air
Lesson Plan on types of weather fronts with various conceptual demonstrations
By: Craig O’Connell and Jack Hord
A. Objectives
a. Students will learn about the various types of weather fronts
b. Students will learn what happens to air of different temperatures when
they combine
c. Students will be asked to draw various weather fronts and depict the
movement of air as the fronts meet.
d. Students will learn about weather patterns associated with each front.
e. Students will see some laboratory demonstrations to demonstrate the
difference between cold versus hot air.
B. Lesson Plan
a. Engage. The lesson will begin with a quick PowerPoint presentation. The
PowerPoint presentation will introduce the students to the various types of
weather fronts: (1) warm front, (2) cold front, (3) stationary front, and (4)
occluded front. A quick video will be shown to demonstrate these types of
fronts to the students. The video is extremely helpful because there are
conceptual diagrams along with live video representing each front. The
video can be found at: http://videos.howstuffworks.com/hsw/5670atmosphere-weather-fronts-video.htm.
b. Explore. After the video, experiments pertaining to weather fronts will be
demonstrated. It is essential for students to understand the difference
between cold air and warm air. To show the differences,
i. Instructor will conduct an experiment (EXPERIMENT 1).
1. Materials:
a. One empty 2-L soda bottle
b. One balloon
c. One tub of boiling hot water
d. One tub of ice cold water
2. Instructions:
a. Take the balloon and attach it to the top of the soda
bottle
b. Place the soda bottle in the tub of cold water and have
the students make observations (watch the balloon for
approximately one minute: Balloon should deflate)
c. Next, take the soda bottle and place it into the tub of
warm water and have the students make observations
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(watch the balloon for approximately one minute:
Balloon should inflate).
ii. Instructor will conduct an experiment (EXPERIMENT 2).
1. Materials:
a. One 2-L Tupperware
b. A plastic divider
c. Clay
d. Two colors of food dye
e. 2 cups of boiling hot water
f. 2 cups of ice cold water
2. Instructions:
a. Students will fill out an experimental worksheet as we
progress through experiment (attached as Weather Fronts
Lesson Plan Part II)
b. Prior to adding water to the Tupperware, the divider must
be placed in the middle of the Tupperware.
c. Clay is used to seal the divider in the Tupperware to
ensure that there is no leaking from one side to the other.
Just press all the clay around the edges of the divider,
making the divider lay flush against the Tupperware.
d. Add blue food coloring to 2 cups of boiling hot water
e. Add yellow food coloring to 2 cups of ice cold water
f. Pour each container of water into a designated side in the
Tupperware, being careful not to mix
g. Have students make observations
h. Slowly lift the divider so water begins to flow to each
side of the Tupperware (only allow for a small amount of
water to go through so it is easier to see the movement
patterns of the water)
*It is extremely difficult to demonstrate using real-life experiments how
air of different temperatures moves, so that is why water is being used in
experiment II. Make sure it is clear to your students that they understand
that even though water is being used in this experiment, air moves in a
similar manner.
c. Explain and Elaborate. After these experiments, students will have to talk
to each other in groups and prepare to explain what each experiment was
demonstrating. It is pertinent that for the first experiment, students
understand that the air molecules begin to move around much faster when
heated up, causing air to expand. This results in the balloon filling up.
This concept can then be related to a hot air balloon which is an excellent
depiction of WARM AIR RISING. For the second experiment, this will
serve as an excellent example of what warm and cold air masses do when
they meet. Make sure students associate the water movements with air
movements. After explaining these exercises, review each type of air
mass and lead an inquiry based activity asking the students to draw each
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of the weather fronts and to depict the movement of the air with arrows.
The pervious experiments, if done correctly, will allow these students to
properly draw these fronts and correctly label the movement of the air
masses.
Also, as part of this exercise as well, have students explain concepts about
cold air and warm air. So far, they have talked about air masses,
movement of air, and even observed experiments demonstrating how air
moves, it would be a great time for them to make a T table (Weather
Fronts Lesson Plan Part III) explaining the characteristics of warm air
versus cold air to truly understand why air moves in the ways that is does.
d. Evaluate. This lab will be graded by a (1) journal assessment and a (2)
Microsoft Turning Point Exercise.
(1) To be included in their journal entry:
i. The four types of weather fronts
ii. Drawings of air patterns of each type of air front
(2) Microsoft Turning Point Exercise:
i. Assessment tool that allows teacher to test the student’s
knowledge using multiple choice questions. The program
will then generate results about the performance of the
class in correspondence to each question giving the teacher
a great idea of what topics the students are struggling with
so those topics can be reviewed prior to test time.
1.
2.
.
3.
Post Lesson Notes from Teacher:
This was a very exciting exercise for the students and was easy to accomplish in a
100 minute lesson.
The balloon exercise was much more successful than expected since students
could associate the concept of hot air balloons to the movement of warm air.
This is an excellent lesson plan that will really enhance a weather unit in grades in
the middle school level.
Lesson: 10: Weather fronts and Other Relevant Information
Show the students this video found on United Streaming. Stop at moments when
you would like to have a discussion, look at something in more detail or explain
something more in-depth. Use student journals to jot down or sketch relevant
information. (This video is intended for older students but they should be able to
handle it. A lot of it contains information found on our EOG.)
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http://player.discoveryeducation.com/index.cfm?guidAssetId
=012B53AC-B9EF-4161-963073C91727D8C5&blnFromSearch=1&productcode=US#
Lesson 11: Geography, Weather and Climate: A Research
Project
1. Gather the students with their science notebooks and
have a brief discussion about what they know about the
geography of the United States. Next, introduce a
topographical map or locate one on the internet. Spend
some time looking at it and discussing the geographical
variety we have in our country.
2. Have the students take out their notebooks and make
an entry based on this question: “How do you think the
weather effects these different geographical locations?”
Give them a few minutes to write and then share.
Remember, you are not looking for answers now. That
is what they will learn through their research.
3. Have some books and web-sites available for the
student to go to and peruse. They are looking for
general information regarding specific locations.
4. With the students, name various locations. (mountains
and sea, mountains, sea, lakes, islands etc. )
5. Tell the students that they will be studying one of these
locations and then creating a travel brochure about it.
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6. Show them a few different brochures so they have an
understanding of the purpose and reason for creating
one.
Tell them that their brochure will contain the following
information:
-
Direction of location in terms of the US (example: NW)
Feet above sea level
A line graph showing rainfall and snowfall
Graph of yearly temperatures
Seasonal recreational activities
Severe Weather Patterns
Population
Tourist Population (Who comes and Why)
Interesting Facts or other desired information
8. The geographical places to be studied are:
Portland, Oregon (mountains and sea)
Vail, Colorado (mountains)
Muskegon, Michigan (lake)
Nantucket, Massachusetts (island)
Tampa, Florida (sea)
The students will need to work in small groups, each
making their own brochure.
**These were chosen as places that represent a variety of
geographical locations. Your students can pick their own
places with your guidance if you wish. Just be sure that
you can easily get needed information for their brochure,
on-line for that location. You will want to make sure that
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each group highlights the physical features of their
geographic location, the height above sea level, the
location in the US (N,S, E, W) and the type of weather and
climate that the location receives. Be sure that they point
out the connection between these factors.
Lesson 12: Climate Research (one session to be completed
with laptops or in the Flex Lab)
Review averages with your students. Have each student
choose a city either in this country or the world. Go to the
following web-site and type in desired city.
http://www.worldclimate.com/
Look at the options provided and answer the following
questions:
a. How many years does this data represent? What
are they?
b. What are the monthly averages you are
investigating?
c. What conclusions can you draw about this
information?
d. Does this information surprise you? Why or why
not?
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Other Optional Ideas You May Want To Include
 Paidea Seminar on June 6th, 1999 by Weisman
 Study the different types of floods and how to prepare for them.
Create safety brochures. Maybe for blizzards, thunder and
lightening storms, etc.
 Research devastating floods throughout history.
 Lightening experiments
 Reports on hurricanes, tornadoes and other wild weather (pair
kids up to do the research).
 Go to www.wildweather.com to make your own anemometer,
compass and wind vane and to measure wind speed.
 Lots of quick text kids can read on-line; go to
www.Proteacher.com
 Other good sites; www.internet4kids.com and
www.wxdude.com
 Have a lightening safety talk from a guest (UNCA student)
 Technology – track hurricanes, compare weather in other places
daily, create graphs of weather etc.
 Peruse a variety of weather related books (maybe do this at the
beginning to generate interest).
 Research Farmer’s Almanac
 Hurricane tracking and charts showing statistics of fatalities and
damage.
 Fascinating Weather Fact Bulletin Board – maybe a weather fact
of the day. Each child can read one per day. Maybe weather
maps from the paper everyday too.
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