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Andrea Chen
(New Orleans - United States)I am a high school English teacher in New Orleans taking the year off to read good books and relax. I currently work for the New Orleans Center for Creative Arts, designing an arts-integrated academic curriculum to prepare students for a rapidly changing ...
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- From: Curriki Monthly Thematic Collections
- Contributed By: Sandy Gade
This is an interactive website where students can learn about the different things that make up weather: wind direction, wind force, precipitation, temperature, sunshine, visibility, clouds.
Navigate to This External Web Link:
http://www.bbc.co.uk/schools/whatisweather/aboutweather/index.shtml
Up to 32 students
45-60 minutes
Introduction: Weather is the changes in humidity (amount of water in the atmosphere), air pressure, temperature and such on a short term basis, daily, seasonally or yearly. This is not to be confused with climate which is defined as long term weather patterns such as those found in the tropics (hot and moist) versus the desert (dry) or polar regions (dry and cold). We receive most of our energy from the sun. The sun heats the surface of the Earth, the rock surfaces and the oceans. In turn things heat up and as we saw with the convection demo in our plate tectonics activities hot things rise due to density changes. When the oceans heat up and absorb energy it will evaporate and turn into its gaseous form, water vapor. Because the upper parts of the troposphere are significantly cooler water vapor will cool, condense and fall out of the atmosphere as precipitation (snow, rain, hail). Just as heat is rising from the tropics and moving toward the lower pressures in the high latitudes it allows for cooler and denser air from the high latitudes to move toward the equator. These are called Hadley Cells; they are simply gaseous convection cells. Water is an amazing molecule and does not follow conventional density laws due to its dipolar nature. Water is densest a couple of degrees before freezing, upon freezing its density is less than that of water. This is why ice floats.
Learning Objectives:
Guiding Questions: What is weather? What is climate? How does rain happen?
Materials: Large Post-Its Large Marker per group of up to 8 students 2-3 500ml Beakers Hot Plates or a Microwave Room temperature water Plastic baggies filled with ice Plastic Wrap Tongs and/or oven mitts
Activity 1: L.I.N.K. on Weather (Assessment opportunity for an introductory activity to a new unit) Have each group of students write down ideas about weather and climate for approximately 3 minutes. Topics can be posted together or separately. “What do you know about weather? How does the weather change? Why does the weather change from location to location on the globe? What is climate and is it different from weather?” Following the 3-minute activity ask students to look around at other group’s concept maps and inquire about vocabulary or concepts they may be unfamiliar. Maps may either be taken down and students prompted to write down what they may have just learned about the topic discussed or maps may be left up for duration of unit to be built upon at a later time in substitution for a word wall. Review with the class the ideas of density and convection in the mantle and apply it to the atmosphere.
Activity 2: Rain Maker Prep note: water takes a long time to heat up so have the beakers heating up a minimum of 15 minutes before this activity Students should make observations of the boiling water; what do you see rising from the beaker, without using a thermometer what temperature do you think the boiling water is, what phase of matter is water, what phase of matter is the steam? Direct the student to remove the beaker from the hot plates and carefully cover the top of the beaker with plastic wrap. Have the students take note of what is happening to the plastic wrap (it should form a dome by the rising hot air that is now trapped). Students should then gently place the bag of ice on top of the plastic wrap dome and take notes on what is happening on the inside of the beaker (water should be condensing on the plastic wrap and will soon after fall off in little droplets – rain!).
Activity 3: Think, Pair, Share Have the class break into small groups to discuss their observations and answer the following questions: Why did the plastic wrap bubble up? Why did water form on the plastic wrap when the ice was placed on top? When and where did you see density changes in the water and water vapor? What are the steps in phase changes you saw?
Conclusion and Wrap Up: Have a volunteer from each group offer up their findings to the class, point out the ideas of evaporation, condensation and precipitation. Emphasize the density concepts and the transfer of energy as this will help in ocean concepts to follow. Have students add new concepts to their LINK. Vocabulary to note: Evaporation Condensation Precipitation Weather Climate Density Phases of Matter
New York State Scope and Sequence: Intermediate and High School Science Standards Physical Setting: Key Idea 1.2g, 2.2a - 2.2d, 3.1
Introduction: Weather is the changes in humidity (amount of water in the atmosphere), air pressure, temperature and such on a short term basis, daily, seasonally or yearly. This is not to be confused with climate which is defined as long term weather patterns such as those found in the tropics (hot and moist) versus the desert (dry) or polar regions (dry and cold). We receive most of our energy from the sun. The sun heats the surface of the Earth, the rock surfaces and the oceans. In turn things heat up and as we saw with the convection demo in our plate tectonics activities hot things rise due to density changes. When the oceans heat up and absorb energy it will evaporate and turn into its gaseous form, water vapor. Because the upper parts of the troposphere are significantly cooler water vapor will cool, condense and fall out of the atmosphere as precipitation (snow, rain, hail). Just as heat is rising from the tropics and moving toward the lower pressures in the high latitudes it allows for cooler and denser air from the high latitudes to move toward the equator. These are called Hadley Cells; they are simply gaseous convection cells. Water is an amazing molecule and does not follow conventional density laws due to its dipolar nature. Water is densest a couple of degrees before freezing, upon freezing its density is less than that of water. This is why ice floats.
Learning Objectives:
- Weather is atmospheric changes on a short term basis. Climate is weather over the long term.
- Become familiar with the terms evaporation, condensation, precipitation and their meanings.
Guiding Questions: What is weather? What is climate? How does rain happen?
Materials: Large Post-Its Large Marker per group of up to 8 students 2-3 500ml Beakers Hot Plates or a Microwave Room temperature water Plastic baggies filled with ice Plastic Wrap Tongs and/or oven mitts
Activity 1: L.I.N.K. on Weather (Assessment opportunity for an introductory activity to a new unit) Have each group of students write down ideas about weather and climate for approximately 3 minutes. Topics can be posted together or separately. “What do you know about weather? How does the weather change? Why does the weather change from location to location on the globe? What is climate and is it different from weather?” Following the 3-minute activity ask students to look around at other group’s concept maps and inquire about vocabulary or concepts they may be unfamiliar. Maps may either be taken down and students prompted to write down what they may have just learned about the topic discussed or maps may be left up for duration of unit to be built upon at a later time in substitution for a word wall. Review with the class the ideas of density and convection in the mantle and apply it to the atmosphere.
Activity 2: Rain Maker Prep note: water takes a long time to heat up so have the beakers heating up a minimum of 15 minutes before this activity Students should make observations of the boiling water; what do you see rising from the beaker, without using a thermometer what temperature do you think the boiling water is, what phase of matter is water, what phase of matter is the steam? Direct the student to remove the beaker from the hot plates and carefully cover the top of the beaker with plastic wrap. Have the students take note of what is happening to the plastic wrap (it should form a dome by the rising hot air that is now trapped). Students should then gently place the bag of ice on top of the plastic wrap dome and take notes on what is happening on the inside of the beaker (water should be condensing on the plastic wrap and will soon after fall off in little droplets – rain!).
Activity 3: Think, Pair, Share Have the class break into small groups to discuss their observations and answer the following questions: Why did the plastic wrap bubble up? Why did water form on the plastic wrap when the ice was placed on top? When and where did you see density changes in the water and water vapor? What are the steps in phase changes you saw?
Conclusion and Wrap Up: Have a volunteer from each group offer up their findings to the class, point out the ideas of evaporation, condensation and precipitation. Emphasize the density concepts and the transfer of energy as this will help in ocean concepts to follow. Have students add new concepts to their LINK. Vocabulary to note: Evaporation Condensation Precipitation Weather Climate Density Phases of Matter
New York State Scope and Sequence: Intermediate and High School Science Standards Physical Setting: Key Idea 1.2g, 2.2a - 2.2d, 3.1
Introduction:
Have you ever stopped and thought about global warming? Well if you haven't, today you will have that opportunity! You will get to be an environmentalist investigating the possibility of global warming! As the environmentalist, it will be your job to decide, do you think global warming is happening?
The Task:
You will be gathering research on the two sides of global warming; yes it is happening or no it is not happening. Using the information gathered, you will have to choose a side, either for or against, and participate in creating a Public Service Announcement, with a group of 3 people. The Public Service Annoucement could be created to raise awareness about global warming or it could be created to argue that global warming is not actually occurring.
The Process:
1. Individually, you will research both sides of the controversial issue of global warming. From your research, you will have to pick a side on whether or not you think global warming is actually taking place.
Your job is to navigate through the following websites in order to form your own opinion on global warming:
http://news.nationalgeographic.com/news/2004/12/1206_041206_global_warming.html
http://www.aproundtable.org/tps30info/globalwarmup.html
http://planetsave.com/blog/2009/06/07/global-warming-effects-and-causes-a-top-10-list/ http://www.nytimes.com/2006/07/27/opinion/27doran.html
http://en.wikipedia.org/wiki/Global_warming_controversy
http://www.buzzle.com/articles/arguments-against-global-warming.html
2. After choosing your side of the argument, you will be split into groups of 3. You will combine all of your research in order to make your PSA video.
You will choose a role within your group of 3 students. When filming the scenes for your PSA, the information you will be responsible for presenting will be based on your role in the group. This allows every group member to have an opportunity to record and star in the video.
Depending on your view point of global warming, the different roles within the larger grop will be:
Proccess Part Two:
Steps In Making Your PSA Video:
First you will sign out a video camera. Then you will need to go and film your scenes for the video. Once you have filmed all of your necessary scenes, you will edit your footage using iMovie.
Steps For Using iMovie!
Tips For Making An Effective Public Service Announcement:
* PSA's are usually short video's. Your's should be between 30 seconds to 1 minute in length.
* Persuade audience to take a favorable action.
* PSA's are usually about a specific issue or cause.
* Keep in mind the audience you want to teach. Is your video geared towards other students, teachers, or adults?
* It is important to grab your audience's attention. This can be accomplished by using pictures, other types of visual effects, or by simply adding emotion.
* Your video should have a specific purpose.
Here Is A Sample PSA Video To Help Spark Your Imagination:
http://www.youtube.com/watch?v=wbm5pj-rtEs\\
Evaluation:
Conclusion:
After completing this Webquest, you will have formed your own opinion about Global Warming. You will also have had the opportunity to work with a group, in which you shared your opinions and the information you found in order to make your own PSA video.
Learner
This lesson is designed for a fifth grade class but it can easily be used for a sixth or seventh grade science lesson as well.
The students will have to have prior knowledge on how to do do research on the internet. The students will also have to know how to use a video camera and have an idea of how to use the iMovie software in order to edit their video.
Standards:
• Explain how climate and extreme weather events (e.g., drought, flood) influence people’s lives.
• Explain how human activities and natural events have affected ecosystems.**
• Identify natural or human impacts that cause habitat loss.
• Select appropriate sources (e.g., dictionaries, encyclopedias, other reference materials, interviews, observations, computer databases).
• Use traditional and electronic search tools.
• Describe appropriate image generating techniques (e.g., photography, video).
Reflection on Standards
Students Will:
- Gain knowledge on the controversial issue of global warming.
Credits and References
Steps For Using iMovies From: http://www.ehow.com/how_4838996_use-imovie-apple.html
Sample PSA Video From: http://www.youtube.com/watch?v=wbm5pj-rtEs
Resources - Computers with access to the internet in order to do research. (1 computer per student)- Worksheet made by the teacher to guide the students through their research.- Video Cameras (1 per group)- iMovie software (on every computer)
Only one teacher is needed to implement the lesson. However, if there is another teacher available that could help with the technology part of the project it would be helpful. This would allow for more student-teacher interaction.
Evaluation
This lesson will be successful if the students are able to inform others of their viewpoints on global warming. In order to have a powerful PSA, the students will have to have gathered enough evidence through their research in order to support their stance on the issue of global warming.
Each student has a different topic that they are responsible for researching (causes, effects,and evidence) . Therefore, if all of these aspects are present in the PSA video, then as a teacher, you know that they did their part. They also are responsible for completing a worksheet as they do their research. The content on the worksheet should be accurate and informative. The students will also be working in groups so they will be graded on how well they work together and the amount of effort that they put into the project.
Have you ever stopped and thought about global warming? Well if you haven't, today you will have that opportunity! You will get to be an environmentalist investigating the possibility of global warming! As the environmentalist, it will be your job to decide, do you think global warming is happening?
The Task:
You will be gathering research on the two sides of global warming; yes it is happening or no it is not happening. Using the information gathered, you will have to choose a side, either for or against, and participate in creating a Public Service Announcement, with a group of 3 people. The Public Service Annoucement could be created to raise awareness about global warming or it could be created to argue that global warming is not actually occurring.
The Process:
1. Individually, you will research both sides of the controversial issue of global warming. From your research, you will have to pick a side on whether or not you think global warming is actually taking place.
Your job is to navigate through the following websites in order to form your own opinion on global warming:
http://news.nationalgeographic.com/news/2004/12/1206_041206_global_warming.html
http://www.aproundtable.org/tps30info/globalwarmup.html
http://planetsave.com/blog/2009/06/07/global-warming-effects-and-causes-a-top-10-list/ http://www.nytimes.com/2006/07/27/opinion/27doran.html
http://en.wikipedia.org/wiki/Global_warming_controversy
http://www.buzzle.com/articles/arguments-against-global-warming.html
2. After choosing your side of the argument, you will be split into groups of 3. You will combine all of your research in order to make your PSA video.
You will choose a role within your group of 3 students. When filming the scenes for your PSA, the information you will be responsible for presenting will be based on your role in the group. This allows every group member to have an opportunity to record and star in the video.
Depending on your view point of global warming, the different roles within the larger grop will be:
Proccess Part Two:
Steps In Making Your PSA Video:
First you will sign out a video camera. Then you will need to go and film your scenes for the video. Once you have filmed all of your necessary scenes, you will edit your footage using iMovie.
* PSA's are usually short video's. Your's should be between 30 seconds to 1 minute in length.
* Persuade audience to take a favorable action.
* PSA's are usually about a specific issue or cause.
* Keep in mind the audience you want to teach. Is your video geared towards other students, teachers, or adults?
* It is important to grab your audience's attention. This can be accomplished by using pictures, other types of visual effects, or by simply adding emotion.
* Your video should have a specific purpose.
Here Is A Sample PSA Video To Help Spark Your Imagination:
http://www.youtube.com/watch?v=wbm5pj-rtEs\\
Evaluation:
Conclusion:
After completing this Webquest, you will have formed your own opinion about Global Warming. You will also have had the opportunity to work with a group, in which you shared your opinions and the information you found in order to make your own PSA video.
Learner
This lesson is designed for a fifth grade class but it can easily be used for a sixth or seventh grade science lesson as well.
The students will have to have prior knowledge on how to do do research on the internet. The students will also have to know how to use a video camera and have an idea of how to use the iMovie software in order to edit their video.
Standards:
• Explain how climate and extreme weather events (e.g., drought, flood) influence people’s lives.
• Explain how human activities and natural events have affected ecosystems.**
• Identify natural or human impacts that cause habitat loss.
• Select appropriate sources (e.g., dictionaries, encyclopedias, other reference materials, interviews, observations, computer databases).
• Use traditional and electronic search tools.
• Describe appropriate image generating techniques (e.g., photography, video).
Reflection on Standards
Students Will:
- Gain knowledge on the controversial issue of global warming.
- Develop their own opinion based on their research.
They will gain knowledge and develop their opinion based on their individual research.Students Will:- Make a PSA video stating their viewpoint on the issue of global warming. They will do this by using the video camera to film their scenes and the iMovie software in order to edit their scenes. Credits and References
Steps For Using iMovies From: http://www.ehow.com/how_4838996_use-imovie-apple.html
Sample PSA Video From: http://www.youtube.com/watch?v=wbm5pj-rtEs
Resources - Computers with access to the internet in order to do research. (1 computer per student)- Worksheet made by the teacher to guide the students through their research.- Video Cameras (1 per group)- iMovie software (on every computer)
Only one teacher is needed to implement the lesson. However, if there is another teacher available that could help with the technology part of the project it would be helpful. This would allow for more student-teacher interaction.
Evaluation
This lesson will be successful if the students are able to inform others of their viewpoints on global warming. In order to have a powerful PSA, the students will have to have gathered enough evidence through their research in order to support their stance on the issue of global warming.
Each student has a different topic that they are responsible for researching (causes, effects,and evidence) . Therefore, if all of these aspects are present in the PSA video, then as a teacher, you know that they did their part. They also are responsible for completing a worksheet as they do their research. The content on the worksheet should be accurate and informative. The students will also be working in groups so they will be graded on how well they work together and the amount of effort that they put into the project.
This lesson was created using the Nortel LearniT 6E + S template for integrating technology within the curriculum.Overview:
This project is designed for teams of two.
Technology Integration:
Discovering the Internet
Prerequisite Experience:
Students should be able to conduct research online and use a word processor. It would be helpful for them to know how to use the drawing program on their computer. Experience with digital cameras and capturing images from the computer will also be helpful.
Teacher Prep Time:
Hour
Review these training videos from Nortel LearniT- Discovering the Internet, http://nortellearnit.org/technology/Discovering_the_Internet/
- Imaging, http://nortellearnit.org/technology/Imaging/
- PowerPoint Presentations, http://nortellearnit.org/technology/PowerPoint_Presentations/
Students will use the Internet and software applications on the XO laptop to gather and record observations of weather. They will create a digital weather portfolio that will be shared with other students around the world. By comparing weather portfolios, students will look for patterns and trends in weather that lead to seasons. Based upon your students’ interests and abilities, you may choose a variety of ways to help your students create their own digital weather portfolio. Some options include:
- Word processing
- Drawing
- Imaging
- PowerPoint Presentations
- Discovering the Internet
- Audio production
People often talk about the weather. It certainly has a huge effect on our daily lives. What can you tell about the weather from the photos shown above? What clues helped you make these observations?Discuss your ideas with a friend.You and your classmates are going to be observing and studying the weather in your community throughout the year.Your observations, combined with the tools in your XO laptop, will help you share your findings with students around the world. To complete this lesson, you’ll need a computer with word processing software and a drawing program. You will also need a computer with Internet access and the ability to take digital images. It will be helpful to have a computer with a music program, too.Using some of the skills and tools of scientists, let’s begin our study.
Explore:
What weather do you observe?
1. Choose a partner to help you make observations of the weather. Using the word processing software on your computer, record your observations in this chart, or a similar chart.
Our Weather Observations
| What We Saw | Where We Saw It | How It Looks | How it Feels | What it's Doing |
|---|---|---|---|---|
| Weather Sky Temperature (°F or °C and date) | ||||
| Land/Water | ||||
| Animals | ||||
| Plants | ||||
| People | ||||
| Other | ||||
| Do you see anything or any changes for the “first” time during these observations? First leaf buds? First signs of plant life? First leaves falling? |
Explain:
1. As a class, discuss each team’s observations. Chart these observations on a large sheet of paper so that everyone in the group may see all observations.
2. What observations were made by most groups? Create a list of observations that were repeated most often.
3. Identify observations made by just a few groups.
4. As a class, decide what observations are most important when trying to describe the weather. Use these key observations for all future weather observations.
5. Use a word processing program to start a journal to record key observations of today’s weather and all future weather observations. Be sure to date each entry.
6. At least once a week, make weather observations and add these observations to this journal.
7. Each time you make your weather observations, use another tool from your XO laptop to help record what you’ve observed. Some suggestions:
1. Use the drawing software to draw the weather that you’re observing.
2. Use the digital camera to take digital images of the weather.
3. Continue to use the word processing program to journal your observations.
4. Use the music software to create original music that helps describe the weather.
5. Use the word processing program to write poems or haikus about the weather.
8. You may want to review several Nortel LearniT training videos to help you record your observations.
Elaborate:
Organize your weather observations into a digital weather portfolio. You may choose to include digital images, samples of your journal, and/or examples of your drawings.
2. Share your weather portfolio with students from another location using the XO laptops.
3. How does their weather compare to your weather? What might cause similarities or differences?
4. How does location affect weather? Do similar latitudes have similar weather? Compare your locations by plotting them on a map. Use the atlas included on your XO laptop, or any of these Internet sites to compare the locations. Google Earth World Maps World Atlas World Atlas 2 Map Machine from National Geographic 5. Need some help understanding latitude and longitude? These sites may be helpful: Map to find latitude and longitude Explanation of latitude and longitude 6. Help your teacher create a visual wall display mapping the digital weather portfolios with their locations. How does geography affect weather?
Evaluate:
Weather Portfolio Evaluation Rubric
| Criteria | Exemplary | Satisfactory | Needs Improvement | Unsatisfactory |
|---|---|---|---|---|
| Observations | Thorough observations including many details | Many observations with some details | Few observations with few details | Limited observations with little or no details |
| Planning | Thorough planning evident | Planning evident | Some planning evident | Limited planning evident |
| Content | Excellent detail and much variety | Good detail and much variety | Some detail and some variety | Lacks detail and variety |
| Technology Use to Demonstrate Understanding | Intuitive technology use with specific purpose | Technology use with purpose | Technology use with some purpose | Technology use with little purpose |
| Overall Final Project | Consistent, creative and appropriate aesthetics and technical functionality | Consistent and appropriate aesthetics and technical functionality | Somewhat consistent and appropriate aesthetics and technical functionality | Inconsistent and inappropriate aesthetics and technical functionality |
Extend:
Consider some of these ideas for extensions:
1. What might you learn about the weather from these descriptions:
- The leaves are changing colors here. They are pretty shades of red, yellow, and orange (and some brown). Some are falling off the trees, but more are still on the trees. Some of the plants around are dying and creating seeds. There are a lot of apples on the apple trees around here.
- We have seen large groups of birds flying around, mostly crows. There are still insects around, especially caterpillars. Many of them are making their cocoons.
- Use digital images and the drawing software to create a collage that depicts specific weather conditions. Challenge your classmates to make “inferences” about the weather based upon these collages.
http://ksnn.larc.nasa.gov/k2/s_measureWeather.html 5. Create graphs to display weather data collected using your weather tools. 6. Does the weather or the seasons affect any of your holidays and community
celebrations? Which holidays are affected by the weather? Find out more about holidays around the world by visiting the Earth Calendar web site, http://hem.passagen.se/farila/year_eng.htm. 7. Listen to this podcast of the composer Vivaldi’s “Four Seasons”. http://hem.passagen.se/farila/year_eng.htm Use the music software on your XO laptop to create music that helps to describe the weather or seasons where you live. 8. Write poems and haiku about the weather. Share your poems with friends at another location.
Required Attachments:
| weatherlesson2ndgrade.doc |
Content:
Materials
Hurricanes, tropical storms, tornadoes, and other extraordinary weather events have been a big part of the news headlines in the U.S. for months. With a record number of named hurricanes and tropical storms and killer tornadoes striking in November, many are asking, "What's up with the weather?" The winter forecast for much of the U.S. calls for above normal temperatures, with some areas experiencing a winter with temperatures as high as 20 or more degrees above normal. Looking at past weather patterns, weather cycles, and what causes these patterns and cycles can help students understand more about the type of weather events we are experiencing and what is contributing to what many consider to be unusual weather and maybe even a change in the world's climate.
Procedure Part 1: Weather Quiz
1. To get students interested in the weather topics being discussed, begin by using the overhead or a photocopied version of the Weather Quiz to see what students already know about the topic. 2. Using the answers to the questions on the Weather Quiz, discuss and teach students basic information about the weather events and topics that are part of the quiz. NOTE: The Weather Quiz Key contains a number of links to specific Web sites, articles, graphic organizers, and other resources that can be used to teach students basic information about the ideas/events featured in each question. Part 2: Hypothesizing About the Weather
1. Once you have completed the class discussion using the weather quiz, ask students the following questions:
1. Divide the class into pairs or small groups. Using the topics listed below as well as those you provide as well, assign each group/pair to conduct research and create an interactive project or presentation that they can use to teach their classmates about the topic they have been assigned. Following the Project Guidelines, each group should be prepared to teach their classmates about what they have learned. Topic List:
1. Using The Farmer's Almanac http://www.almanac.com/weathercenter/ or similar resources, create a graph or chart that compares the weather from 10, 20, 50, and 100 years ago. Document precipitation, average temperatures, number of damaging storms (tornadoes, hurricanes, floods, etc.). Using the graphs and charts, draw conclusions about whether or not the weather and climate in your region is changing or has stayed the same over the past century. 2. Using what you have learned about weather, make a long term weather forecast for your region. Compare your forecast to what experts are forecasting. Provide specific reasons why you forecasted the weather the way you did. Keep track of the weather for the following months and go back and assess the accuracy of your forecast at the end of the season. National Standards
McRel Compendium of K-12 Standards Addressed: Science
Standard 1: Understands atmospheric processes and the water cycle
Standard 12: Understands the nature of scientific inquiry Geography
Standard 7: Knows the physical processes that shape patterns on Earth's surface Language Arts
Writing
Standard 4: Gathers and uses information for research purposes Reading
Standard 5: Uses the general skills and strategies of the reading process
Standard 7: Uses reading skills and strategies to understand and interpret a variety of
informational texts Listening and Speaking
Standard 8: Uses listening and speaking strategies for different purposes Working with Others
Standard 4: Displays effective interpersonal communication skills
Materials
- Weather Quiz (Printer-friendly PDF included with lesson)
- Weather Quiz Key (PDF included)
- Finding the Facts (PDF included)
- "Hurricanes Mark Unusual Spike in Already Active Storm Cycle" available at http://www.pbs.org/newshour/updates/hurricanes_09-23-05.html
- "Strange Days on Planet Earth: 6 Reasons You Should Care" available at http://www.pbs.org/strangedays/episodes/onedegreefactor/care/index.html
- "Global Warming" available at http://www.pbs.org/newshour/extra/features/jan-june01/global_warming.html
- Project Guidelines (PDF included)
- Access to Internet and primary source research materials
- Assorted art supplies, computer software, and other supplies necessary for creating student presentations and projects (optional)
Hurricanes, tropical storms, tornadoes, and other extraordinary weather events have been a big part of the news headlines in the U.S. for months. With a record number of named hurricanes and tropical storms and killer tornadoes striking in November, many are asking, "What's up with the weather?" The winter forecast for much of the U.S. calls for above normal temperatures, with some areas experiencing a winter with temperatures as high as 20 or more degrees above normal. Looking at past weather patterns, weather cycles, and what causes these patterns and cycles can help students understand more about the type of weather events we are experiencing and what is contributing to what many consider to be unusual weather and maybe even a change in the world's climate.
Procedure Part 1: Weather Quiz
1. To get students interested in the weather topics being discussed, begin by using the overhead or a photocopied version of the Weather Quiz to see what students already know about the topic. 2. Using the answers to the questions on the Weather Quiz, discuss and teach students basic information about the weather events and topics that are part of the quiz. NOTE: The Weather Quiz Key contains a number of links to specific Web sites, articles, graphic organizers, and other resources that can be used to teach students basic information about the ideas/events featured in each question. Part 2: Hypothesizing About the Weather
1. Once you have completed the class discussion using the weather quiz, ask students the following questions:
- Is the Earth's weather changing, or is the weather we have seen this year and in recent years just part of the Earth's natural weather cycle?
- Assume the weather is changing. In your opinion what is causing these changes?
- "Hurricanes Mark Unusual Spike in Already Active Storm Cycle" available at http://www.pbs.org/newshour/updates/hurricanes_09-23-05.html
- "Strange Days on Planet Earth: 6 Reasons You Should Care" available at http://www.pbs.org/strangedays/episodes/onedegreefactor/care/index.html
- "Global Warming" available at http://www.pbs.org/newshour/extra/features/jan-june01/global_warming.html
1. Divide the class into pairs or small groups. Using the topics listed below as well as those you provide as well, assign each group/pair to conduct research and create an interactive project or presentation that they can use to teach their classmates about the topic they have been assigned. Following the Project Guidelines, each group should be prepared to teach their classmates about what they have learned. Topic List:
- How Do Hurricanes Form?
- How Has the Weather Changed in the Past 10 Years?
- What Causes a Tornado?
- What is Global Warming?
- How Do We Forecast the Weather?
- What are the Effects of Rising Global Temperatures on People, Plants, Animals, and Ecosystems? (this could be split into 4 different projects)
- What are the Positive Effects of Global Warming?
- What is the Historically Normal Weather Pattern for Your Area of the U.S. and How has the Pattern Changed Over the Past Ten Years?
- What Can be Done to Combat Global Warming?
- Other: create your own project and get teacher approval
1. Using The Farmer's Almanac http://www.almanac.com/weathercenter/ or similar resources, create a graph or chart that compares the weather from 10, 20, 50, and 100 years ago. Document precipitation, average temperatures, number of damaging storms (tornadoes, hurricanes, floods, etc.). Using the graphs and charts, draw conclusions about whether or not the weather and climate in your region is changing or has stayed the same over the past century. 2. Using what you have learned about weather, make a long term weather forecast for your region. Compare your forecast to what experts are forecasting. Provide specific reasons why you forecasted the weather the way you did. Keep track of the weather for the following months and go back and assess the accuracy of your forecast at the end of the season. National Standards
McRel Compendium of K-12 Standards Addressed: Science
Standard 1: Understands atmospheric processes and the water cycle
Standard 12: Understands the nature of scientific inquiry Geography
Standard 7: Knows the physical processes that shape patterns on Earth's surface Language Arts
Writing
Standard 4: Gathers and uses information for research purposes Reading
Standard 5: Uses the general skills and strategies of the reading process
Standard 7: Uses reading skills and strategies to understand and interpret a variety of
informational texts Listening and Speaking
Standard 8: Uses listening and speaking strategies for different purposes Working with Others
Standard 4: Displays effective interpersonal communication skills
This lesson was created using the Nortel LearniT 6E + S template for integrating technology within the curriculum.Overview:
How does weather affect people? What causes different types of weather? Where does rain come from? Why do we need different clothes for different weather? Is weather always the same? What is wind and can we see it? Students will study the effects of weather on Earth and people.
Technology Integration:
Microsoft Excel
Prerequisite Experience:
Prior to this lesson, students and teachers should be familiar with functions of Microsoft Excel. Students should have some sense of numbers and be familiar with cloud types and basic weather conditions.
Teacher Prep Time:
Teacher will need to understand basic weather conditions and how weather affects people, the earth and activities. Teacher should know how to access the Internet for local weather conditions if the newspaper is not available. For additional resources on weather, locate the Cloud Identification lesson plan on Nortel LearniT site. This NASA "How Do You Measure the Weather" web site has some good ideas for teachers presenting weather unit.: http://ksnn.larc.nasa.gov/weather.html
Estimated Time for Completion:
week (45 minutes per day)
Materials:
• Thermometers • Internet access • Electric fan • Construction paper • Projector (To show attached PowerPoint presentation titled "Types of Weather") • Computer with access to Excel
Project:
Students will create a booklet of the weather conditions for one week that will track the local weather conditions. They will finish the week by completing a graph using Excel that will display their estimated temperature guesses and the actual temperature. Students will also explore their favorite weather conditions throughout this lesson.
Time Management Tips:
Students work individually throughout this project. Teachers can have daily temperatures ready when needed to save time.
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- the book Oh Say can you Say What’s the Weather Today? By Lynn Huggins-Cooper or another book related to weather. Perhaps, Weather by Lynn Huggins; All About Weather (Cat in the Hat’s Learning Library); K-4: What Will the Weather Be? by Lynda Dewitt; Weather; Lightning: Storms K-2: On the Same Day in March: A Tour of the World’s Weather. null
Assessment:
An assessment rubric has been included in the Word-format version of this lesson plan, attached below.
Engage:
1. Read the book Oh Say Can You Say What’s the Weather Today? by Lynn Huggins-Cooper or another book related to weather. Perhaps, Weather by Lynn Huggins; All About Weather (Cat in the Hat’s Learning Library); K-4: What Will the Weather Be? by Lynda Dewitt; Weather; Lightning: Storms K-2: On the Same Day in March: A Tour of the World’s Weather.
2. Brainstorm and explore with your table group some examples of weather and what you know about it. Share your group’s thoughts during a classroom discussion.
3. Look at the PowerPoint, "Types of Weather" (attached below). Can you guess the different types of weather conditions?
4. Look at this thermometer (show students a thermometer). Do you know what its function is? Does anyone know how it works? What will happen when your teacher places the thermometer outside?
5. In this lesson, you will be exploring the way it feels outside everyday by guessing what the temperature is and writing the guess in on the “Weather Predictions Worksheet” (attached below).
6. When the teacher has retrieved the outside thermometer, check your prediction against the actual temperature. During the class discussion, explain why you chose the estimated temperature and how different it was from the actual temperature?
7. Predict the weather each day this week and keep up with your predictions on the “Weather Prediction Worksheet."
Explore:
Activity 2: Wind
1. What is wind? Can you see the wind? Does the wind change the temperature? Watch the effects of the wind. Turn on a fan and hold several objects in the winds path. What happens to the objects?
2. If you have access to United Streaming, watch How Wind Affects Weather, located at:
http://www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=25e022f4-516b-4370-8cd0-8d1f44d2682d&tabDisplay=myContent
“Discovery Education streaming is a digital video-on-demand and online teaching service to help improve students' retention and test scores; it is aligned to U.S. state and provincial standards.” If you do not have access to United Streaming, you can sign up for a free 30 day trial at www.unitedstreaming.com
3. Draw a picture of yourself doing something that would be affected by the wind. Perhaps you are flying a kite or surfing on waves. Make sure you show evidence that the wind is blowing.
Explain:
Activity 3: Clouds/Rain
1. Where does rain come from? What is a cloud? How are clouds formed? Draw a picture of a cloud on the board. What type of cloud did you draw?
2. If you have access to United Streaming, watch Clouds, Weather, and Life, located at
http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=876E3388-75E0-4F28-8693-5919FA0ED6CF
“Discovery Education streaming is a digital video-on-demand and online teaching service to help improve students' retention and test scores; it is aligned to U.S. state and provincial standards.” If you do not have access to United Streaming, you can sign up for a free 30 day trial at www.unitedstreaming.com
3. For additional reference material on Clouds, locate the Cloud Identification lesson on Nortel LearniT (this lesson is also available in the "Science" folder of the Nortel Lesson Plans at Curriki.org).
Elaborate:
Activity 4
1. Complete your daily temperature book today. You will now graph the temperature you estimated (guessed) for each day versus the actual temperature using an Excel Spreadsheet. Look at the example below and use your teacher’s guidance in completing the graph. Example:
| Actual Temperature | Estimated Temperature |
|---|---|
| 78 | 74 |
| 79 | 76 |
| 65 | 60 |
| 80 | 74 |
2. What did you notice about the numbers? Were your guesses close to the real temperature?
3. What is your favorite weather? Group yourself with others in your class that share the same favorite. Gather yourselves in a designated area of the room and discuss why this was your favorite weather Share your thoughts with others in the class during a classroom discussion.
Evaluate:
An evaluation rubric has been attached as part of the Word-format version of this lesson plan, attached below.
Extend:
Consider these suggestions for extending the lesson:
1. Group yourself according to the weather condition you liked the best and debate with each other as to why it is your favorite.
2. Draw yourself dressed in the correct clothing indicative of your favorite weather and write a sentence describing what you are wearing and why it is your favorite.
3. Make a rain gauge to use at home. http://www.eduplace.com/rdg/gen_act/weather/rain.html
4. Perform body movements (pantomime) that show rain, wind, hot, cold and let your classmates guess the weather condition.
5. Dress yourself in various clothing that represents various weather conditions.
6. Cut out pictures from magazines or draw a picture that depicts varying weather conditions and activities performed in certain weather.
Related Resources
NASA Weather Jeopardy (grade 4, but can be adapted): http://asd-www.larc.nasa.gov/SCOOL/lesson_plans/Weather_Jeopardy.html
Web Weather for Kids: http://eo.ucar.edu/webweather
http://school.discovery.com/lessonplans/programs/weathermaps/
Required Attachments:
|
| TheEffectsofWeatheronPeople0608.doc |
|
| TypesofWeatherPowerPoint.ppt |
How do climate changes in Greenland and Antarctica affect weather for the rest of the world?" Alan Rodger – British Antarctic Survey. Addressing polar region study as a whole, the interactions between the physical, chemical, biological, solar, human, space and solar, marine life, climate, geological aspects.
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