Weather Science ModuleGrade Level: 4

Catie Pinkerton & Paige WeberApril 8, 2015

Schedule

Day 1: The Water Cycle Review & What Do You Know About Weather?

1. Daily Question: How does the water cycle affect daily weather? 2. Learning Outcome: Students will describe the processes of evaporation, condensation, and

precipitation as they relate to the water cycle, as well as construct and interpret a model of the water cycle

3. Activity: Introduce weather tracking sheet, Weather in a Cup- students review water cycle while creating different phenomenons in a cup. *see picture at the end of schedule

4. Assessment (formal/informal): In activity students label parts of water cycle, the teacher will informally check their labels

Day 2: Types of precipitation 1. Daily Question: How do types of precipitation form?2. Learning Outcome: Students will compare and contrast the formation of different types of

precipitation 3. Activity: Fill out daily weather tracking sheet using weather.com. Read Cloudy with a Chance of

Meatballs. Have the students discuss the different types of food that falls from the sky. Ask them to research what falls from our sky, and create a presentation (poster, skit, powerpoint, etc) to present to the class. Introduce the term precipitation and have the students complete a Fayer model of the word in their science notebooks.

4. Assessment (formal/informal): student presentations

Day 3: What is Weather?

1. Daily Question: What is weather? What causes weather? Where does weather happen?2. Learning Outcome: Students will describe what causes weather and where this weather takes

place. They will also observe the different levels of the atmosphere. 3. Activity: Fill out daily weather tracking sheet using weather.com, atmosphere in a cup (see

lesson plan) 4. Assessment (formal/informal): students will label each section of the atmosphere

Day 4: Weather Tools/Measuring

1. Daily Question: How do we use different tools to measure weather? 2. Learning Outcome: Students will design an investigation in which a thermometer is used to

compare air temperatures over a period of time. Students will analyze the changes in air pressure occurring over time, using a barometer, and predict what the changes mean in terms of changing weather patterns. Students will measure wind speed, using an anemometer, and measure precipitation with a rain gauge.

3. Activity: Students will work at different stations to create different weather tools. Each station will have directions on how to create the tool, but the students must figure out what the tool measures. Fill out daily weather tracking sheet using the weather tools.

4. Assessment (formal/informal): asses how the students present each tool, question and answer sessions to check understanding

Day 5: Cloud Types

1. Daily Question: What are clouds? Are there different types of clouds that we can observe? Do different types of clouds bring/predict different weather patterns?

2. Learning Outcome: Students will differentiate between cloud types (i.e., cirrus, stratus, cumulus, and cumulo-nimbus clouds) and the associated weather.

3. Activity: Fill out daily weather tracking sheet using the weather tools.Students will create a cloud finder and keep a log of the different types of clouds they see every day. We will return to the log in a week and discuss any patterns or trends.

4. Assessment (formal/informal): assess how students are identifying the types of clouds outside by listening to their observations and initiating discussion about the logs

Day 6: Cloud Types

1. Daily Question: What are clouds? How are clouds formed? Why do clouds form at different heights in the atmosphere?

2. Learning Outcome: Students will differentiate between cloud types (i.e., cirrus, stratus, cumulus, and cumulo-nimbus clouds) and the associated weather.

3. Activity: Fill out daily weather tracking sheet using the weather tools.Students will complete another entry in their logs and ‘jigsaw’ into expert groups to learn about the different types of clouds and their characteristics.

4. Assessment (formal/informal): assess how students are identifying the types of clouds outside by listening to their group/individual observations and initiating discussion about the logs

Day 7: Air Pressurehttp://www.weatherworksinc.com/high-low-pressureDaily Question: How does air pressure affect the weather?

1. Learning Outcome: students will differentiate between the types of weather associated with high and low pressure air masses. Illustrate and label high and low pressure air masses and warm and cold fronts

2. Activity:Fill out daily weather tracking sheet using the weather tools. Teacher will demonstrate air pressure through bottle activity. Put one 2-liter bottle in cold water, and another in hot water. Have the students hypothesize what the effects will be on the bottles. The bottle in the cold water will collapse when taken out, while the bottle in the hot water will expand. Explain how low pressure systems is air rising, and as air rises it moistens, causing precipitation.High pressure systems causes air to sink, which leads to sunny days with little to no precipitation. Have students draw pictures of pressure systems in science journals and take notes on the properties of high and low pressure systems.

3. Assessment (formal/informal): Students’ notes on pressure systems and class discussions

Day 8: Patterns in WeatherWebsite: http://sciencenetlinks.com/lessons/weather-1-weather-patterns/

1. Daily Question: What are some of the local weather patterns that we’ve observed? Does our geographical location affect the types of weather patterns that we see on a yearly basis?

2. Learning Outcome: Students will understand how meteorologists use data to predict weather patterns.

3. Activity: Fill out daily weather tracking sheet using the weather tools. Watch the National Geographic Video about climate and weather (http://video.nationalgeographic.com/video/climate-weather-sci.) Following the video students will form a discourse circle. The teacher will facilitate questions about recent weather patterns: What have you noticed about the weather lately? Do your clothes today reflect the weather? What is your favorite season and why? Following the discourse circle, students will write about their dream home location. Students will need to explain this location in detail, being sure to include what the weather will be like in all four seasons, what they will need to wear or bring, and how the weather will affect their daily lifestyle.

4. Assessment (formal/informal): Student discourse will be facilitated and observed by the teacher. The teacher will make notes of any misconceptions and interject to correct these misconceptions when needed. Students’ essays/stories about their dream location will be assessed by the teacher using a rubric.

Day 9: Extreme Weather

1. Daily Question: What are the different types of extreme weather that occur? What are characteristics of these storms?

2. Learning Outcome: Students will recognize a variety of storm types, describe the weather conditions associated with each, and explain when they occur (e.g., thunderstorms, hurricanes, and tornadoes).

3. Activity: Fill out daily weather tracking sheet using the weather tools. Students will produce an extreme weather report that demonstrates their knowledge of their assigned storm.

4. Assessment (formal/informal): The teacher will observe students’ reactions to the extreme weather videos. The attached rubric will be used to score the extreme weather report project.

Day 10: Meteorology

1. Daily Question: What is meteorology? How do meteorologists collect and report weather data?2. Learning Outcome: Students will participate in an investigation in which weather data are

gathered using meteorological tools and charted to make weather predictions. 3. Activity: Fill out daily weather tracking sheet using the weather tools.Students will read about the

history of meteorology and break out into stations. Each station will focus on using the tools that they created on Day 3 to measure the weather, develop predictions, and observe weather patterns occurring in the local area. A station will also be dedicated to the explaining the job of a meteorologist, specifically the work of Ted Fujita.

4. Assessment (formal/informal): Group work will be observed and facilitated by the teacher. The teacher should encourage students to find answers to their questions in their group work. There will be no formal assessment for Day 10, however, there will a unit test to follow.

Activity Example(s):

*Weather in a cup example (activity 1)

Overview

Theme/question: Rob Traver reading (?) The theme of this unit is weather. Specifically, how weather is

formed, how weather is measured, and how to predict different weather phenomenon. In order to answer

these questions, students must first understand what weather is, where weather happens, and the different

environmental factors that may affect weather (cloud types, air pressure, geographical location). To

measure weather, students will explore the different types of instruments, by creating their own and then

using the instruments almost everyday. The final activity in this unit will condense the previous lessons

into student led weather predictions.

Virginia Standards of Learning

SOL: 4.6 Weather Phenomena

The student will investigate and understand how weather conditions and phenomenaoccur and can be predicted. Key concepts include:

a) weather phenomena;b) weather measurements and meteorological tools; andc) use of weather measurements and weather phenomena to make weather predictions.

Description of Students

This lesson was designed for a classroom where students are eager to get out of their seats and do

‘real’ science. Each day, students have the opportunity to discuss their findings with one another, ask

questions that may have gone unanswered, and act like real scientists through hands-on investigations.

We imagine that our class would be an excited and sometimes noisy bunch, but nevertheless ready for

directions about what’s yet to come. We will have taught students to treat all of the lab materials with

respect and use them properly as real scientists would do. We assume that this is a non-gifted classroom,

however, we would anticipate some inclusion students for this lesson. As fourth graders, they would be

expected to record and interpret their data in a meaningful way that demonstrates their understanding of

various weather concepts.

Connectivity

As with almost all science concepts, weather is a theme that continues to build upon itself as

more information is introduced. We strategically organized our two week lesson plan to appropriately

reflect this pattern so that students could use previously learned knowledge to approach new ideas and

investigations about weather. Our first lesson is focused on the water cycle and is intended to act as a

review for students as they will have encountered this material in earlier grade levels. From there, we

begin to ask more questions: What is precipitation? What is weather? How can we measure weather?

What are clouds? What is air pressure? Is extreme weather different? Are there patterns in weather? Who

studies the weather? As students investigate these questions, they create tools and observation charts that

help them quantify their reasoning. Many of the tools created on Day 2 [Measuring Weather] are used

again in the Air Pressure, Extreme Weather, and Meteorology units. Additionally, the cloud observation

log created on Day 5 will continue to be referenced throughout the unit, especially on Day 9 which

discusses the Patterns in Weather.

All of our lessons are designed to get our students up and out of their seats. Weather is a

phenomenon that should be observed, measured, and questioned because that’s how real scientists learn

more about it! Students will create their own tools to measure the weather (barometer, thermometer,

anemometer, rain gauge), ‘harness’ weather in a cup, design and produce their own weather report,

observe and collect data about clouds, and work together in groups to investigate new and novel concepts.

Daily lessons are purposefully made to be student-centered and are designed to promote inquiry and self-

discovery.

Nature of Science

1) Science Demands Evidence: In Lesson 1, students examine the intersection between the water

cycle and weather. This lesson calls for an understanding of the water cycle and its connection to

weather. Lesson 7 provides students with evidence of air pressure through the bottle experiment.

2) Science Uses a Blend of Logic and Imagination: In Lesson 4, students are not told what each

instrument measures, so they must use their imagination and logic in order to create the tools and

discover their purpose.

3) Scientific Knowledge is the Product of Observation and Inference: In Lesson 1, students observe

the different weather phenomena in cups and then make inferences about the water cycle. In

Lesson 3, students create an ‘atmosphere in a cup’ and draw conclusions about the atmosphere

based on observations. Lessons 5 and 6 give students the opportunity to directly observe clouds

and draw conclusions based on observations.

4) Science is a Social Activity: In Lesson 2, students work in groups to create a poster on a specific

type of precipitation. In Lesson 4, students work together in groups to develop a weather tool.

The final lesson also puts students in groups to make weather predictions together.

5) Scientists Use Many Different Methods to Develop Scientific Knowledge: In Lesson 4, students

use multiple methods to understand and investigate the instrument they must create. Students also

use many different means when researching extreme weather in Lesson 9.

Inquiry-Based Activities About 50% percent of our activities are inquiry based activities (Days 1, 2, 3, 6, and 8) These

activities are student centered, with an emphasis on student led investigations and presentations of their

results. Our students participate in hands-on activities every day after Day 3. Before the start of each

lesson, the students check on the classroom weather tools, and record the results. Other activities that are

specifically hands-on include: Day 4, 5, 9 and 10.

Technology and Safety

All websites used will be pre-approved and screened by us before students have access to them.

We will create a share folder that will contain word documents for each lesson. These documents will

have a list of links that students can go to and use for research. The topic of Internet Safety will be

addressed before technology is accessed. A brief lesson on Internet Safety will be given before the start of

the extreme weather project. We will monitor all student activity on the computers to make sure that they

are staying on task and sticking to the websites that are provided. If the students have trouble finding

certain pieces of information, they may ask us to do a Google search or look at another website.

Additionally, if students desire to use pictures in their work, they must ask permission before searching.

Safe science practices will be reviewed at the start of the unit. Students will be required to wear

safety goggles whenever any material(s) besides room temperature water is used in an investigation.

Students will be instructed to use caution and good judgement when observing weather (they should

never stare into the sun, go outside during a thunderstorm, etc.). Additionally, students should never go

outside unless given permission or accompanied by an adult. When it is not safe or possible to go outside,

will remind students that they can also observe and record weather data from inside.

Underrepresented Scientist

Ted Fujita is included in lesson 10. Tetsuya Theodore (Ted) Fujita, was born in 1920 in Japan and

died in 1998 in Chicago. He is credited with creating the “Fujita-Scale,” or F-Scale, a system that

classifies tornado intensity based on the damage done to the surrounding area. Fujita introduced the idea

of a tornado “family.” This term applies to tornadoes that each follow a unique path, but are produced by

a single thunderstorm. He also discovered macrobursts and microbursts, phenomenon associated with

severe thunderstorms that can be harmful towards aviation. On the station card, students would receive a

copy of the F-Scale, and a few scenarios. The students will use the scenario to classify the tornado.

Science Module Lesson Plan- Day 3Topic: Weather Grade level: 4th

SOL (write out): 4.6 Weather Phenomena The student will investigate and understand how weather conditions and phenomenaoccur and can be predicted. Key concepts include:

a) weather phenomena;b) weather measurements and meteorological tools; andc) use of weather measurements and weather phenomena to make weather predictions

Objective(s): Students will be able to differentiate between the different atmospheric layers, and be able to articulate the relationship between the atmospheric layers and weather. Subject: Science Daily Question: How does the weather relate to the atmosphere?

Procedures for Learning Experience

Guiding Questions Materials Needed Evaluation (Assessment)

Approximate Time Needed

Engagement:TW: explain the different levels of the atmosphere, show students atmosphere rap https://www.youtube.com/watch?v=AkaY1dvZer4 and diagrams of the atmosphere.SW: Fill out the weather chart for the day, make chart of atmosphere in science journal

How big is our atmosphere?

What are the features of each atmospheric level?

science journals

powerpoint on atmosphere-- with diagram

Students’ label of the atmosphere

10

Exploration:TW: pass out materials, allow the students to explore the properties of the different liquids. Have them decide the order of the liquids in order to represent the atmosphere.SW: pour substances into the cups and label each atmospheric level, then describe each level in science journal and write observations in journals

How do the different levels interact with each other?

What are the features of each level?

dirt, honey, corn syrup, dish soap, water, vegetable oil, safety goggles

How students describe each level

20

Explanation:TW: talk about the different weather phenomenons that happen in the atmosphereSW: make predictions for the next lesson about what causes weather to be more/less extreme, post these predictions and questions on weather board

How do you think the atmosphere affects weather?

What causes weather to be extreme?

science journalssticky notes

the questions students turn in

10 mins

Extension:TW: look at student sticky notes to evaluate understanding, continually relate weather to atmosphereSW: review terms and examine weather throughout the day

What is the relationship between weather and the atmosphere?

5 mins

Notes: In “Notes” include information on how this lesson fits into a series of lessons. This is also where I expect to see safety notes, differentiation strategies, etc.This serves as an introduction to atmosphere, students are learning the basics so that in the following lessons can go more indepth about weather. The students will wear safety goggles, as well as gloves, in order to ensure that they are protected from the different substances. The teacher will need to remind students of the different procedures taken when working with unknown substances (even though the teacher knows that the materials are safe). Teaching Aides:

http://exchangedownloads.smarttech.com/public/content/c0/c072715f-edb1-442a-8b04-85f7572b9872/previews/medium/0001.pnghttp://forces.si.edu/atmosphere/images/media/library_001_lg.jpg

http://homeschool.rebeccareid.com/2014/06/25/atmosphere-layers/

Science Module Lesson Plan- Day 4 Topic: Weather Grade level: 4 SOL (write out): 4.7 Subject: measuring toolsObjective(s): design an investigation in which weather data are gathered using meteorological tools and charted to make weather predictions Daily Question: How do we use tools to analyze weather?

Procedures for Learning Experience

Guiding Questions

Materials Needed Evaluation (Assessment)

Approximate Time Needed

Engagement:TW: answer questions posed on weatherboard, review yesterdays concepts through four corners SW: fill out weather chart

How are the atmosphere and weather related?

none Students’ discussion

6 mins

Exploration:TW: explain the different instruments used to measure weather, split

How do we use different instruments to measure

strawspaper punchrecycled plastic

student discussion, participation in

30 mins

students into groups,SW: each group makes a different instrument, thermometer, anemometer, barometer, rain gauge, the student cards will have instructions, as well as hints about the different instruments.

weather?

How do scientists use these tools to predict the weather?

container w/lidheavy weightcoffee canplastic wrapindex cardrubber band2 liter bottletape11oz bottlewaterrubbing alcoholmodelling clayfood coloring

instructions on how to put instruments togethersafety goggles

group work

Explanation:TW: facilitate student discussion about their objects. Show students videos of the weather objects in actionSW: present what they think the objects are and how they are used. Write on stickys their questions to stick on the “confusion storm” board.

How do these instruments measure weather?

As a scientist how would you utilize this object?

student creationsconfusion storm board, sticky notes

Student presentations, sticky notes that students place on confusion board

15 mins

Extension:TW: Demonstrate the proper use of the tools, take students outside and introduce the procedure that will be done daily to check collect data on the tools. Lead discussion about why results may differSW: Use objects daily to

How will we use these objects in our classroom?

How do our results compare to experts?

class weather tools, computer with internet access

student discourse and participation

7mins

measure the weather and fill out the weather chart. Students will compare their results to that of weather.com

Notes: This builds on the concepts of weather, and also gives the students instruments that they can use for the rest of the unit. For future lesson, the teacher can identify students to check the instruments everyday. In order to make sure each object is created correctly, the instructions should be detailed. If possible, have parent volunteers or aides sit at each of the stations to ensure the tools are created correctly.

Teacher Aides: Videos on tools: Thermometer https://www.youtube.com/watch?v=3rJxV0iEuR0anemometer-https://www.youtube.com/watch?v=X3uanOS2Bq0barometer- https://www.youtube.com/watch?v=aaz4B2Oxmjkrain gauge: https://www.youtube.com/watch?v=JVOxLrMaWA8 (40 seconds - 1:40) Teacher should be knowledgeable about how each object is created, and be sure to prep helpers as well.

Science Module Lesson Plan - Day 5 Topic: Weather Grade level: 4th

SOL (write out): 4.6 Subject: ScienceObjective(s): create a cloud finder that will help students identify the main characteristics of each type of cloud Date: Day 5Daily Question: What kinds of clouds are there? What do different clouds predict about the weather?

Time: 30 minutes- Ongoing

Procedures for Learning Guiding Materials Needed Evaluation Approxim

Experience Questions (Assessment) ate Time Needed

Engagement:TW: Gather students for a discourse circle and initiate discussion with guiding questions.

SW: Participate in a discourse circle centered around the topic of clouds. They will collaborate and share their existing knowledge.

-When do you see clouds?

-Can clouds help us to predict the weather?

-What do you know about clouds?

-Open space in the room to create a circle for discussion

-Teacher will facilitate the discourse circle and set expectations for discussion. Student responses will be evaluated as they are presented to the circle, and the teacher will only interject when needed (off-topic responses, inappropriate responses, etc.)

10-15 min.

Exploration:TW: Provide all materials for creating the cloud finder. The teacher will explain that students will be making a tool to help identify the different types of clouds that appear.SW: Create the cloud finder by first cutting out the materials and then placing a brad in the middle. Students will be able to take the cloud finder to the window and observe the clouds (if any) outside. Each day, they will log their findings in the daily weather chart. After 5 or 6 days of observation, we will return to the log and

-Cloud finder printouts on cardstock (durability)

-Scissors

-Copies of cloud observation log

-Brads

-Optional: Small thumbtack to puncture hole in the middle of the cloud finder. Sometimes brads aren’t sharp enough to puncture the paper on their own.

-Teacher will observe students putting together their cloud finders

-Teacher will listen to the conversations about the types of clouds that students are seeing outside

-Information in student logs will be evaluated each day to make sure they are on the right track with their identification skills

20-25 min.

discuss our results. -Crayons (students may color their cloud finder only when they have completed everything else)

Explanation:TW: Show students videos (NASA) of different types of clouds and the weather they predict/produceSW: Write on stickys about questions and confusion on “confusion storm” board

-What are you confused by?

-How will we use these objects in our classroom?

Confusion storm board, sticky notes

The teacher will assess the sticky notes that students put on the confusion storm board

7 mins

Extension:

TW: After the observation log has been completed, the teacher will facilitate group discussion about the different types of clouds and the type(s) of weather they produce.

SW: Present their group’s findings and highlight one particular type of cloud in their presentation

How does your type of cloud change/predict/ effect the weather?

What was the most common type of cloud that your group observed? Why do you think this is?

-Observation logs

-Cloud finders

Student presentations will be assessed based on how well the group works together and how accurate the information they present is in comparison to the notes on the cloud finder

15-20 minutes

Notes: As noted in the lesson plans, the observation log will take several days to compile data. Students should be reminded that this is an ongoing project and they will need to continue their observations after school and on the weekend.

NASA Cloud Videos:● http://www.nasa.gov/audience/forstudents/k-4/stories/what-are-clouds-k4.html

Science Module Lesson Plan - Day 9 Topic: Weather Grade level: 4th

SOL (write out): 4.6 Subject: ScienceObjective(s): Students will recognize a variety of storm types, describe the weather conditions associated with each, and explain when they occur (e.g., thunderstorms, hurricanes, and tornadoes). Date: Day 9Daily Question: What are the different types of extreme weather that occur? What are characteristics of these storms? Time: 1 hr.-Ongoing

Procedures for Learning Experience

Guiding Questions

Materials Needed

Evaluation (Assessment)

Approximate Time Needed

Engagement:TW: Show students video clips of extreme weather situations. Explain that students

What causes extreme weather to occur?

-Video-TV-Paper-Pencils

Teacher will listen to student discussions/brainstorm about their ideas for the

15 mins.

will be taking on the roles of weather reporters and researching an “upcoming” extreme storm to report on. The teacher will divide up the class into groups and assign each group an example of extreme weather.

SW: Watch clips of extreme weather and take notes of the defining features of their assigned storm.

What are the defining features of each storm?

How do they affect our environment and communities?

video

Exploration:TW: Facilitate student research and filming of the weather reports.

SW: Create a weather report/broadcast that describes the weather conditions associated with the storm and explain when they occur. Students will research their assigned storm using selected books from the library as well as a list of pre-approved web resources. Students should be prepared to present their weather broadcast to the class. The class will be expected to take notes on each weather report.

What causes extreme weather to occur?

What are the defining features of each storm?

How do they affect our environment and communities?

-Access to research (Internet, books, etc.)

-Camera

-TV or computer

-Listen as students develop their reports and assist with research if needed

30 min.-ongoing

Explanation:TW: Ask students to

-What are the defining

-Media to present the

-Assess student reports and

30 min.

present their reports.

SW: Present their reports making sure to identify the key elements of their assigned storm. They will also take notes on other students’ projects as presentations are given.

features of your storm?

-How bad will it be? (Is there a rating scale?)

-What should people do to protect themselves?

-What is going to happen during this storm?

-How did this storm appear/form?

videos (TV, computer, iPad, etc.)

-Science journals or notebooks to take notes

-Pencils

check for thorough understand of each group’s assigned storm

Extension:TW: Ask students to refer to the “confusion storm” boardSW: Write on stickys about questions and confusion on “confusion storm” board

-What are you confused by?

-Is there anything you still want to know about extreme weather?

Confusion storm board, sticky notes

The teacher will assess the sticky notes that students put on the confusion storm board

7 mins

Notes: Teacher should provide a list of appropriate research materials for students to use. The teacher will take this opportunity to address internet safety by reviewing safe internet policies. BrainPop has several videos regarding safe internet research. A brief class discussion will follow the video. All technology should be checked out ahead of time to avoid any problems and/or conflicts.

Extreme Weather Clips:● http://www.sciencekids.co.nz/videos/weather.html

○ Note: Several videos have loud or intense noises. Be sure to warn students of this before starting the video or turn the volume down.

Approved Web Resources1. http://www.sciencekids.co.nz/sciencefacts/weather.html 2. http://climatekids.nasa.gov/menu/weather-and-climate/ 3. http://www.weather.gov/informationcenter 4. http://www.wxdude.com/singalongcompanion/clouds/index.html 5. http://www.nws.noaa.gov/om/reachout/kidspage.shtml 6. http://www.weather.com/ 7. http://urbanext.illinois.edu/treehouse/index.cfm 8. http://www.almanac4kids.com/weather/index.php

*Library resources will be assessed by the teacher. Because each school library has different collections of books, specific book resources are not listed. If necessary, the teacher can visit the local library or order books for classroom use.

Daily Weather Chart Name: _____________________ Date:_____________________

Current Weather Conditions:

Time: Temperature: Wind Speed:

________________ ________________ ________________

Rainfall: Air Pressure:

________________ ________________

What do you think the weather will be like today?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________

Draw a picture of your prediction:

Worksheets for day four

Station 1:

Place the cut-off bottle top down into the bottom so it creates a funnel. Now, tape around the edges where the two bottle parts meet. Then pour a little water into the bottle. It should be filled just past the bumpy bottom legs of the bottle. The top of the water will be your base point. Mark the top of the water line with a permanent marker.

Hint: This tool will come in handy if you spot a cumulous nimbus cloud!

What is the name of this instrument?

What do you think this instrument measures?

How would we use this instrument in regards to weather?

Station 2:

● Use a paper punch and in 4 of the cups punch a hole about a centimeter down from the rim.

● In the 5th cup punch 4 evenly spaced holes about a centimeter down from the rim and also make

a small hole in the bottom center of this cup.

● Make a small hole in the center of the rim of the plastic container

● Push a pencil through the center hole of the cup and also through the plastic cover of the

container which will be the base of the anemometer.

● Slide one of the straws through the hole in one of the 4 cups that has only one hole in it. Bend the

end of the straw that is inside the cup and tape or staple it to the inside of the cup.

● Place the other end of the straw through two of the holes in the 5th cup. Then through the hole in

one of the other cups.Also tape or staple the end of the straw to the inside of the cup.

● Repeat the last 2 steps with the remaining 2 cups.

● Make sure the 4 cups all have their open ends facing in the same direction (clockwise) around the

center cup and pencil.

● Push the push pin through the two straws where they overlap and then into the pencil eraser.

● Mark one of the cups with a marker! Use that cup as your starting point when measuring.

Hint: Use this tool when it feels like a gust may remove your hat!

What is the name of this instrument?

What do you think this instrument measures?

How would we use this instrument in regards to weather?

This is an example of your final product!

Station 3

● Tightly cover the top of the coffee can with plastic wrap, using a rubber band to hold the plastic wrap in place.

● The cover should be tight making the can airtight.● Place the straw horizontally or sideways 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 so that it will not fall off.

● Tape an index card to the can behind the straw. The straw will act as a pointer on the card.

● Carefully record the location of the straw on the index card with a pencil. If desired, marks can be drawn on the index card to make observing the changes easier.

● After a few minutes, record the new location of the straw on the index card. Continue checking and recording the straw location as often as you want.

Hint: This tool is hard to figure out, don’t feel too much pressure.

What is the name of this instrument?

What do you think this instrument measures?

How would we use this instrument in regards to weather?

Station 4

● Fill about 1/4 of the bottle full with equal parts of water and rubbing alcohol.● Add a few drops of food coloring.● Put the straw in the bottle, but don't let it touch the bottom.● Use the modeling clay to seal the neck of the bottle, so the straw stays in place. (Make

sure the straw does not touch the bottom of the bottle.)● Hold your hands on the bottom of the bottle and watch the mixture move up through the

straw.Hint: This tool is very high in June, but very low in January!

What is the name of this instrument?

What do you think this instrument measures?

How would we use this instrument in regards to weather?

Bibliography

Brantley, Anna. "Crazy for First Grade." Crazy for First Grade. N.p., 18 Sept. 2011. Web. 12 Apr. 2015. <http://fun-n-first.blogspot.com/2011/09/weather-part-2-finally.html>.

"Cloud Key." Scholastic Professional Book (n.d.): 39+. Scholastic. Scholastic. Web. <http://teacher.scholastic.com/lessonrepro/reproducibles/profbooks/cloudkey.pdf>.

Exline, Joseph, Dr., Arlene Levine, Dr., and Joel Leving, Dr. "Meteorology: An Educator’s Resource for Inquiry-Based Learning for Grades 5-9." (n.d.): n. pag. NASA. Langley Research Center. Web. <http://www.nasa.gov/pdf/288978main_Meteorology_Guide.pdf>.

"Make a Paper Cup Anemometer." Learning Ideas Grades K-8. The Teacher's Blog, 15 Jan. 2012. Web.

Reid, Rebecca. "Layers of the Atmosphere Hands-On Lab." Line upon Line Learning. N.p., 25 June 2014. Web. 12 Apr. 2015. <http://homeschool.rebeccareid.com/2014/06/25/atmosphere-layers/>.

Snow, John. "T. Theodore Fujita | Biography - Japanese-American Meteorologist." Encyclopedia

Britannica Online. Encyclopedia Britannica, 11 Aug. 2013. Web. 12 Apr. 2015.

Wicker, Crystal. "Make Your Own Barometer." Weather Wiz Kids. N.p., n.d. Web. 12 Apr.

2015. <http://www.weatherwizkids.com/experiments-barometer.htm>.

Wicker, Crystal. "Make Your Own Thermometer." Weather Wiz Kids. N.p., n.d. Web. 12 Apr.

2015. <http://www.weatherwizkids.com/experiments-thermometer.htm>.

HANGING INDENT ON THIS

Things to print

http://homeschool.rebeccareid.com/2014/06/25/atmosphere-layers/ (atmospheric layers page 1)

http://fun-n-first.blogspot.com/2011/09/weather-part-2-finally.html (rain gauge page 1)

http://learningideasgradesk-8.blogspot.com/2012/01/maka-paper-cup-anemometer.html (anemometer page 1)http://www.weatherwizkids.com/experiments-barometer.htm (barometer page 1)

http://www.weatherwizkids.com/experiments-thermometer.htm (thermometer page 1)

http://www.britannica.com/EBchecked/topic/221558/T-Theodore-Fujita (theodore page 1)