YEAR 1: Seasons and Weather
|
|
- Vincent Adams
- 7 years ago
- Views:
Transcription
1 YEAR 1: Seasons and Weather Contents Include: The four seasons Tools to record the weather Making graphs Clouds Weather forecasts Weather around the world Please Note: The activities included in this pack are suggestions only. Teachers should adapt the lessons to ensure they are pitched correctly for their pupils. For an outline of the content included in Year 1 Science please see: Core Knowledge Science Sequence
2 Lesson 1: Seasons and Weather This lesson is the first in a series about the seasons and weather. By the end of this unit of work children should be able to describe weather types including wind, rain, sun, fog and snow. Children should be able to describe each season and the associated weather conditions. Weather can be understood as the state of the atmosphere at a given time. This contrasts to climate, which describes average weather conditions over a longer period of time. Weather is caused by interactions amongst various atmospheric factors including heat energy, moisture, air pressure and wind. Temperature, humidity, precipitation and wind direction are all determined by what is happening in the atmosphere at a given time. In Britain we have a temperate maritime climate which means the weather we experience is influenced by the sea, in our case the Atlantic Ocean. Our northern latitude and the Gulf Stream (a warm current in the Atlantic) also influence our weather. Despite our weather being very changeable, it is possible to identify certain characteristics of our four seasons. Spring often has mild temperatures and can have heavy rainfall, in summer temperatures are warmer and rainfall is less frequent, in autumn temperatures cool leading to winter where temperatures are often at their lowest. Winter can sometimes bring snow. Seasons occur due to the tilt of the Earth on its axis. See page 251 of What your Year 1 Child Needs to Know Learning Objective Core Knowledge Activities for Learning Related Vocabulary To name and describe the four seasons. Our four seasons are spring, summer, autumn and winter. Colder weather comes in autumn and winter. Warmer weather comes in spring and summer. Challenge: Our days of sunlight are longest in the summer and shortest in the winter. Prior Learning Assessment: Give children a page with Seasons and Weather written in the middle. Ask children to note down (draw or write) anything they already know about seasons and weather. This record of their prior learning will help to inform subsequent lessons. Teach children about the four seasons and their features. Discuss how the weather changes throughout the four seasons. Children can record descriptions of each season (written or illustrated). Challenge: Demonstrate how the tilt of the Earth s axis means that we have more sunlight during the summer than the winter. Children should begin to understand that we have more sunlight in the summer and less in the winter. season seasonal spring summer autumn winter warm cool wind rain sun fog snow axis orbit tilt Resources: Teacher Knowledge: Why we have seasons - Woodlands Junior School (includes a diagram of how the tilt of the Earth s axis creates our seasons. Assessment Questions Can you describe the season of summer in England? Compare summer and winter in England. Which season would be ideal for a BBQ and why? Describe something you might notice in a forest during autumn.
3 Name: Date: LO: To name and describe the four seasons. Describe the four seasons:
4 Lesson 2: Tools to record the weather This lesson will introduce three tools that can be used to record different kinds of weather. Children will learn about the rain gauge, wind vane and thermometer. If possible children should have hands on experience either making or using tools to measure the weather. To provide children with opportunities to apply their knowledge, regular weather observations should be recorded throughout this unit. A rain gauge is a simple tool that collects rainfall over a set period of time. Early records show that the Ancient Greeks recorded rainfall in 500 BC, followed shortly by people in India using bowls to record rainfall in 400 BC. A wind vane indicates which way the wind is blowing and is often positioned on the highest point of a building. Traditionally, a cockerel is used on a weather vane alongside arrows pointing north, south, east and west. The earliest known weather vane depicted the Greek god Triton and was fixed to the top of the Tower of Winds, built in Athens in 48 BC. A thermometer measures temperature using a substance that expands as temperature increases. In the past thermometers often contained mercury; however for safety reasons, alcohol with red colorant is now widely used. See page 120 of What your Year 1 Child Needs to Know Learning Objective To know that tools are used to gather information about the weather. Core Knowledge Activities for Learning Related Vocabulary A rain gauge measures how much rain has fallen. A wind vane shows which way the wind is blowing. A thermometer measures the temperature. Throughout this unit of work, children regularly use tools to gather information about the weather. A system can be set up for children to share the responsibility of data collection and recording. During this lesson, children can either design and make tools to record data about the weather, or handle some ready-made tools before writing a description of how each one works. Ideally, opportunities to take weather recordings should be taken throughout the year. Homework challenge: Design a Tower of the Winds. rain gauge wind vane thermometer tools measure observe record precipitation Assessment Questions How could I find out how much rain has fallen today? What might tell me which way the wind is blowing? How can I measure the temperature in the playground? Why is it useful to measure and record the weather? Resources: Make your own rain gauge Met Office How to make a water cycle- Met Office UK
5 Name: Date: LO: To use tools to gather information about the weather
6 Lesson 3: Using a graph to show information During this lesson children will organise data using a graph. Children can either use data they have collected themselves, or they can use the example data provided in the lesson resources. This lesson is a good opportunity for children to build on the data handling skills they have been developing in Mathematics. Children can begin to understand that scientists use graphs to help them understand weather data. From this information, scientists can make predictions about the weather. See page 120 of What your Year 1 Child Needs to Know Learning Objective To present data using a graph. Core Knowledge Activities for Learning Related Vocabulary Data is a collection of facts. We can present data using a graph. We can gather information from a graph which helps us to understand the data. Explain to children that we have some data gathered from a weather station. We want to show this data in a graph to help us understand it. Explain that a graph is like a picture of data. We must include labels to help us to see what the data is telling us. Demonstrate how children should colour a square for each ml of rainfall on the graph template provided in the resources (two versions are included, one with labels already added and one without). Discuss how the graph helps us to see how much rainfall there was and also to compare different days. What information can we find out from this graph? graph measure information record data Assessment Questions What is data? What information can we find out from this graph? Why is it useful to record information using a graph? Why might scientists study graphs? Why is it helpful to know things about the weather? Show children some other examples of graphs showing rainfall and discuss what they show. Resources: Prior to this lesson: Make your own rain gauge Met Office Advice on recording the weather with children.
7 Rainfall in millilitres (ml) Name: LO: To present data using a graph Date: This is a graph to show 6 Day Rainfall (ml) 5 Monday Tuesday 3 Wednesday 6 Thursday 2 Friday 0 1 Monday Tuesday Wednesday Thursday Friday Days of the week
8 Name: LO: To present data using a graph Date: This is a graph to show Day Rainfall (ml) Monday 1 Tuesday 3 Wednesday 6 Thursday 2 Friday 0
9 Lesson 4: Clouds Clouds are formed when water vapour collects and condenses as liquid water or ice around dust or other solid particles in the atmosphere. These tiny particles remain in the air because air resistance prevents them from falling. Clouds are formed in a wide variety of shapes and sizes. There are three main types of clouds: cirrus, stratus and cumulus. Cirrus clouds are often thin and wispy and form at high altitude. Cirrus clouds usually indicate good weather. Stratus clouds often form a sheet in the sky blocking out the sun. They are often grey in colour and can signal light rain. Cumulus clouds are puffy and often appear to have a flat bottom. They can be a sign of fair weather unless they are larger and darker in colour in which case they can signal thunderstorms. Cloud formations indicate what kind of weather we are about to experience. Learning Objective Core Knowledge Activities for Learning Related Vocabulary To understand there are different types of cloud. Clouds are made of tiny droplets of water that float in the air. Dark clouds are carrying more water. Extension: Cirrus clouds are white, thin and wispy. Cumulus clouds are white and fluffy like cotton wool. Stratus clouds are grey and cover the whole sky. Children should, where possible, spend some time looking at cloud formations. This could be set as a homework task or children could be taken into the playground to look at the shapes of clouds on different days. Explain to children that clouds are made of tiny droplets of water that float in the air. There is water in the air all of the time, but when it is cooled it turns into little droplets. If possible, demonstrate this (see resources). Show children examples of cirrus, cumulus and stratus clouds. Use the meaning of the names of each cloud to help children remember them. Discuss how cloud formations can indicate what kind of weather we might be about to experience. Would cirrus clouds indicate a heavy rainstorm? What do darker clouds often tell us? cloud droplet float dark fluffy storm cirrus cumulus stratus Assessment Questions How are some clouds different from others? Describe what storm clouds might look like. What can we find out from looking at clouds? Children can write a description of each of the three types of cloud they have looked at. Resources: How to make a cloud in a glass- Met Office UK Weather Apparatus create a weather station Cirrus- from the Latin cirrus meaning lock or curl of hair Cumulus- cumulo means heap or pile in Latin. Stratus- from the Latin prefix strato meaning layer.
10 Name: Date: LO: To understand there are different types of cloud. Cirrus Cumulus Stratus
11 Lesson 5: Weather Forecasts Climate describes the average temperature and precipitation over a long period of time. Weather itself describes daily conditions which can be changeable from hour to hour. When talking about weather, people are usually referring to temperature, cloud cover and precipitation. Precipitation is any form of water; rain, snow, sleet or hail that falls to Earth from the atmosphere. It occurs when cloud droplets join together and become too heavy to remain suspended in a cloud. When rain falls it refills lakes, rivers, streams and groundwater supplies, continuing the water cycle. The weather affects our daily lives in many ways. From deciding what to wear, to determining our leisure activities, we are all influenced by the weather. In terms of agriculture, the weather can affect which crops are grown, when harvests occur and the quantity of crops grown. Therefore forecasting the weather is important for both individual people and businesses too. Learning Objective Core Knowledge Activities for Learning Related Vocabulary To understand that weather forecasts help people to prepare for different kinds of weather. A weather forecast tells us what the weather will be in the next few days. Scientists study the weather and use computers to make forecasts. (A scientist who studies the weather is called a meteorologist.) Weather forecasts help people to be prepared for different kinds of weather. Ask children what they think a weather forecast tells us. Discuss their ideas and highlight the link between the word forecast and the word before. A forecast tells us what the weather might be like in the future. It is not always completely accurate, but is the best prediction that can be made based on the information scientists have at the time. Watch a weather forecast and ask children to look for the symbols used. Discuss the weather symbols that are needed for a forecast. Children can fill in the table showing different weather forecasts, adding detail about how people can prepare for different types of weather. Children could work in pairs to role play weather reporting. forecast predict future scientist meteorologist prepare Assessment Questions What is a weather forecast? Why are weather forecasts helpful? What sort of thing might you hear on a weather forecast? Show children pictures of meteorologists at work to help develop their understanding of this role. Resources: The Met Office s You Tube Channel National Geographic Education: Meteorology
12 Name: LO: To understand that weather forecasts help people to prepare for different kinds of weather. Date: Weather Forecast What you can wear Activities you can do Be aware of Bright sunshine Heavy rain Snow Strong winds Sunny first, then rain showers Foggy
13 Lesson 6: Weather around the world In this lesson children will find out about extreme weather and how it impacts upon people around the world. A specific example, Hurricane Katrina, is given here, but this can be changed if a particular event is of relevance at the time this lesson is taught. Hurricane Katrina hit the south-eastern part of America in August The winds reached up to 125 miles per hour and there was also widespread flooding. New Orleans is a city near the coast that was badly flooded during the hurricane; water levels reached depths of up to six metres. Flooding is dangerous because people can become trapped by fast moving flood waters. Hurricanes can cause sea levels to rise and the winds can create huge waves. The strong winds blew buildings down and people s homes were destroyed. Over a thousand people died as a result of the storm and many other people had to leave their homes, some could never come back. There are some things people can do to protect their homes from dangerous weather, for example, glass window panes can be replaced with plastic panes, hurricane shutters can be fitted to cover doors and windows, and special straps or clips can be fitted to keep the roof in place. Some people keep hurricane preparation kits in their homes which contain drinking water, first aid kits, dried food, waterproof torches and a whistle. Learning Objective To understand that certain types of weather can be dangerous. Core Knowledge Activities for Learning Related Vocabulary Show children where America is on a world map. Explain Some weather can be very that in 2005 (before they were born!) there was a very bad extreme dangerous. storm that started in the Bahamas and moved up the danger south-eastern coast of America. Tell children that sometimes, a storm gets so strong that it becomes a flood A flood is an overflow of water. hurricane. Scientists give some storms names. Show tornado children some images or video of Hurricane Katrina. Explain hurricane A hurricane is a storm with very that hurricanes have very strong winds and can cause strong wind. drought flooding too. Discuss the dangers of hurricanes and flooding. Discuss the importance of forecasting during Extension: There are things people dangerous weather. can do to prepare for dangerous Children could write some information about how the weather. weather became dangerous during Hurricane Katrina. Explain some of the things people to do prepare for dangerous weather such as adapting their homes and creating hurricane preparation kits. Children could think about the steps that could be taken to prepare for dangerous weather. Resources: MET office education case study: Hurricane Katrina The History Channel video: Hurricane Katrina Assessment Questions How can certain types of weather be dangerous? What sort of damage could strong winds cause? What do some people do to prepare for bad weather? Why might a whistle be useful in a hurricane preparation kit?
14 Name: LO: To understand that certain types of weather can be dangerous. Date: What happened? How can people protect their homes?
15 Lesson 6: Assessment In this lesson, children will apply the knowledge they have learnt during this unit of work. Children should be able to identify features of the weather we experience here in the UK and should also be able to describe some extreme weather conditions such as flooding and hurricanes. An assessment template has been included in the resources, but teachers can select their own method for assessing their pupil s progress. Learning Objective Core Knowledge Activities for Learning Related Vocabulary All previous To identify and describe We have four seasons; spring, seasons and weather. summer, autumn and winter. Our weather is warmer during the spring and summer and cooler during the autumn and winter. Some weather can be dangerous, for example, flooding and hurricanes. This lesson is an opportunity for children to show what they know about seasons and weather. Teachers should select an appropriate way of gathering information about what children know. An assessment template is included in the resources, but teachers are encouraged to select their own method of gathering meaningful assessment. Assessment Questions Can you describe our seasons? What can you tell me about the weather here in the UK? What do you know about dangerous weather? Resources: All previous
16 Year 1 Science Assessment 1. Seasons and Weather Name: Date: The Four Seasons
17 Weather 2. Draw some symbols to show a weather forecast for the UK: The forecast:
18 Describe how some weather can be dangerous: 3. Draw and label things people can do to prepare for dangerous weather:
19 Assessment notes: 4. Teachers should read the questions to the class and explain what they need to do on each page. This is not intended to be a high-stakes test but should provide helpful insight into what content children have remembered and understood, the results of which can be used to inform future planning and teaching. Marking notes: This assessment has been designed to indicate what children have learned, not to give a particular level. It is possible to give children scores against the following criteria, but this is not essential. 1. Seasons a total of 8 marks available, one mark for each correctly named season and one mark for additional drawn information for each season. 2. Weather- a total of 6 marks available, one mark for each plausible symbol up to a total of 4 and then two additional marks for written forecast, one for each mention of weather up to a total of Dangerous weather a total of 6 marks available, two marks for mentioning both hurricane and flooding, one additional mark for a mention of other forms of dangerous weather. The remaining three marks can be awarded for correctly identifying ways in which people prepare for dangerous weather, one for each suggestion up to a total of 3. The total is out of 20 marks.
FOR SUBSCRIBERS ONLY! - TRIAL PASSWORD USERS MAY NOT REPRODUCE AND DISTRIBUTE PRINTABLE MATERIALS OFF THE SOLPASS WEBSITE!
FOR SUBSCRIBERS ONLY! - TRIAL PASSWORD USERS MAY NOT REPRODUCE AND DISTRIBUTE PRINTABLE MATERIALS OFF THE SOLPASS WEBSITE! 1 NAME DATE GRADE 5 SCIENCE SOL REVIEW WEATHER LABEL the 3 stages of the water
More informationTemperature affects water in the air.
KEY CONCEPT Most clouds form as air rises and cools. BEFORE, you learned Water vapor circulates from Earth to the atmosphere Warm air is less dense than cool air and tends to rise NOW, you will learn How
More informationCOMMON CORE Lessons & Activities
T E AC H I T SA M PL E COMMON CORE Lessons & Activities DAY! O T Common Core Lessons & Activities: Weather By Carole Marsh Published by Gallopade International, Inc. Carole Marsh/Gallopade Printed in the
More informationRead and study the following information. After reading complete the review questions. Clouds
Name: Pd: Read and study the following information. After reading complete the review questions. Clouds What are clouds? A cloud is a large collection of very tiny droplets of water or ice crystals. The
More informationFOURTH GRADE WEATHER
FOURTH GRADE WEATHER 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF FOURTH GRADE WATER WEEK 1. PRE: Comparing different reservoirs of water. LAB: Experimenting with surface tension and capillary
More informationPartnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools
Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation Weather: 4.H.3 Weather and Classical Instruments Grade
More informationWEATHER AND CLIMATE practice test
WEATHER AND CLIMATE practice test Multiple Choice Identify the choice that best completes the statement or answers the question. 1. What role does runoff play in the water cycle? a. It is the process in
More informationSIXTH GRADE WEATHER 1 WEEK LESSON PLANS AND ACTIVITIES
SIXTH GRADE WEATHER 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF SIXTH GRADE WATER WEEK 1. PRE: Evaluating components of the water cycle. LAB: Experimenting with porosity and permeability.
More information6 th Grade Science Assessment: Weather & Water Select the best answer on the answer sheet. Please do not make any marks on this test.
Select the be answer on the answer sheet. Please do not make any marks on this te. 1. Weather is be defined as the A. changes that occur in cloud formations from day to day. B. amount of rain or snow that
More informationName Period 4 th Six Weeks Notes 2015 Weather
Name Period 4 th Six Weeks Notes 2015 Weather Radiation Convection Currents Winds Jet Streams Energy from the Sun reaches Earth as electromagnetic waves This energy fuels all life on Earth including the
More informationKindergarten Seasons and Weather Assessment
Kindergarten Seasons and Weather Assessment 1a. Circle the pictures that represent the four seasons: snowman going to a teacher harvest fruits colorful flowers the beach 1b. Write the name of the season
More information[7] SD3.1 The student demonstrates an understanding of cycles influenced by energy from the
Cloud Types Levels Overview: During this project, students learn about different types of clouds and determine which type of cloud is most commonly overhead in their area over a period of four weeks. Objectives:
More informationGeography affects climate.
KEY CONCEPT Climate is a long-term weather pattern. BEFORE, you learned The Sun s energy heats Earth s surface unevenly The atmosphere s temperature changes with altitude Oceans affect wind flow NOW, you
More informationWhat Causes Climate? Use Target Reading Skills
Climate and Climate Change Name Date Class Climate and Climate Change Guided Reading and Study What Causes Climate? This section describes factors that determine climate, or the average weather conditions
More information2. The map below shows high-pressure and low-pressure weather systems in the United States.
1. Which weather instrument has most improved the accuracy of weather forecasts over the past 40 years? 1) thermometer 3) weather satellite 2) sling psychrometer 4) weather balloon 6. Wind velocity is
More informationClouds and What They Mean
Vocabulary and Writing Worksheet 1. Choose the best vocabulary word for each sentence and write it in the blank. dew point evaporation fog gas precipitation relative humidity a. Relative humidity refers
More informationMake a Cloud Finder. How to Fold the Cloud Finder: Play the Weather Word Game:
Make a Cloud Finder Make a Cloud Finder. The pattern is included here. Learn the names of the beautiful clouds that may appear in the sky where you live. Color your Cloud Finder, and cut it out on the
More information1/2/3. Finding out about the Water Cycle
The Water Cycle 1/2/3. Finding out about the Water Cycle Aims: To enable pupils to learn and understand what happens at each stage of the Water Cycle To introduce specific vocabulary related to the Water
More information5. Why does the weather near cities tend to be cloudier and wetter than in rural areas?
Name: Date: 1. Today weather forecasting is better because of the use of A. barometers. B. telescopes. C. satellites. D. anemometers. 2. The letter H is the weather symbol for A. hail storms. B. humidity.
More informationWeather Forecasting. DELTA SCIENCE READER Overview... 103 Before Reading... 104 Guide the Reading... 105 After Reading... 114
Weather Forecasting T ABLE OF CONTENTS ABOUT DELTA SCIENCE MODULES Program Introduction................... iii Teacher s Guide..................... iv Delta Science Readers................ vi Equipment
More informationEducation and Outreach Lesson Plan
Education and Outreach Lesson Plan Visit our online activities collection http://education.arm.gov/ Grade levels K 2 Common Covering Clouds Common Covering Clouds Approximate Time 1 1/2 hours, or two 45-minute
More informationTHIRD GRADE WEATHER 1 WEEK LESSON PLANS AND ACTIVITIES
THIRD GRADE WEATHER 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF THIRD GRADE WATER WEEK 1. PRE: Comparing the different components of the water cycle. LAB: Contrasting water with hydrogen
More informationSample Cooperative Learning Lesson Plan
1 Sample Cooperative Learning Lesson Plan OVERVIEW Subject Grade Level Topic Brief Overview and Explanation PLANNING Objectives Assessment Pre / Diagnostic Formative (informal and/or formal) Summative
More informationPlease be sure to save a copy of this activity to your computer!
Thank you for your purchase Please be sure to save a copy of this activity to your computer! This activity is copyrighted by AIMS Education Foundation. All rights reserved. No part of this work may be
More informationList 10 different words to describe the weather in the box, below.
Weather and Climate Lesson 1 Web Quest: What is the Weather? List 10 different words to describe the weather in the box, below. How do we measure the weather? Use this web link to help you: http://www.bbc.co.uk/weather/weatherwise/activities/weatherstation/
More informationPlease see the Seasonal Changes module description.
Overview Children will measure and graph the precipitation on the playground throughout the year using a rain gauge. Children will also observe satellite images of clouds and begin to investigate how clouds
More informationPrecipitation forms from water droplets or ice crystals.
KEY CONCEPT Water falls to Earth s surface as precipitation. BEFORE, you learned Water moves between Earth's surface and the atmosphere Water vapor condenses into clouds NOW, you will learn How precipitation
More informationSECOND GRADE 1 WEEK LESSON PLANS AND ACTIVITIES
SECOND GRADE 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF SECOND GRADE WATER WEEK 1. PRE: Exploring the properties of water. LAB: Experimenting with different soap mixtures. POST: Analyzing
More informationA Teaching Unit for Years 3 6 children
A Teaching Unit for Years 3 6 children 1 SEREAD and ARGO: Concept Overview for Years 3-6 Teaching Programme This is the overview for the first part of the SEREAD programme link with ARGO. The overview
More informationGrade 4 Standard 1 Unit Test Water Cycle. Multiple Choice. 1. Where is most water found on Earth? A. in glaciers B. in lakes C. in rivers D.
Grade 4 Standard 1 Unit Test Water Cycle Multiple Choice 1. Where is most water found on Earth? A. in glaciers B. in lakes C. in rivers D. in oceans 2. What source of energy evaporates the most water from
More informationCGC1D1: Interactions in the Physical Environment Factors that Affect Climate
Name: Date: Day/Period: CGC1D1: Interactions in the Physical Environment Factors that Affect Climate Chapter 12 in the Making Connections textbook deals with Climate Connections. Use pages 127-144 to fill
More informationThe Water Cycle Now You See It, Now You Don t
The Water Cycle Now You See It, Now You Don t Unit: Salinity Patterns & the Water Cycle l Grade Level: Elementary l Time Required: Introduction - 30 min. - Activity as groups 45min Wrap Up 20 min l Content
More informationName: OBJECTIVES Correctly define: WEATHER BASICS: STATION MODELS: MOISTURE: PRESSURE AND WIND: Weather
Name: OBJECTIVES Correctly define: air mass, air pressure, anemometer, barometer, cyclone, dew point, front, isobar, isotherm, meteorology, precipitation, psychrometer, relative humidity, saturated, transpiration
More informationSummary This lesson will introduce the concept of the water cycle by using a simple demonstration.
Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation Weather: 4.H.3 Water Cycle Grade Level 4 Sessions Seasonality
More informationContent Guide & Five Items Resource
Content Guide & Five Items Resource Introduction The following information should be used as a companion to the CPI Links. It provides clarifications concerning the content and skills contained in the
More informationBasics of weather interpretation
Basics of weather interpretation Safety at Sea Seminar, April 2 nd 2016 Dr. Gina Henderson Oceanography Dept., USNA ghenders@usna.edu Image source: http://earthobservatory.nasa.gov/naturalhazards/view.php?id=80399,
More informationThe Clouds Outside My Window. National Weather Service NOAA
The Clouds Outside My Window National Weather Service NOAA The Clouds Out My Window Written and illustrated by John Jensenius My window With help from Owlie Skywarn 1 The Clouds Outside My Window Whether
More informationHumidity the story for teachers
Humidity the story for teachers As we have learned earlier, water may exist as a gas (water vapour). Even in the driest desert there is some water vapour in the air. Water vapour is the most important
More informationSTANDARDS ADDRESSED IN THIS UNIT
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are
More informationFormation & Classification
CLOUDS Formation & Classification DR. K. K. CHANDRA Department of forestry, Wildlife & Environmental Sciences, GGV, Bilaspur What is Cloud It is mass of tiny water droplets or ice crystals or both of size
More informationKINDERGARTEN WATER 1 WEEK LESSON PLANS AND ACTIVITIES
KINDERGARTEN WATER 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF KINDERGARTEN WEEK 1. PRE: Defining the states of matter. LAB: Discovering the properties of water. POST: Analyzing the water
More informationTraveling on the Water Cycle
Traveling on the Water Cycle 40- to 1-2 50-minute sessions ACTIVITY OVERVIEW 62 M OD E L I N G Students simulate traveling with water molecules through the water cycle, beginning in their own town. After
More informationSouthern AER Atmospheric Education Resource
Southern AER Atmospheric Education Resource Vol. 9 No. 5 Spring 2003 Editor: Lauren Bell In this issue: g Climate Creations exploring mother nature s remote control for weather and Climate. g Crazy Climate
More information6. Base your answer to the following question on the graph below, which shows the average monthly temperature of two cities A and B.
1. Which single factor generally has the greatest effect on the climate of an area on the Earth's surface? 1) the distance from the Equator 2) the extent of vegetative cover 3) the degrees of longitude
More informationHeat Transfer and the Movement of Air
LESSON 4 Heat Transfer and the Movement of Air INTRODUCTION How can a hang glider stay up in the air for hours without a motor? How can a bird soar over an open field without flapping its wings? They can
More informationClimate of Illinois Narrative Jim Angel, state climatologist. Introduction. Climatic controls
Climate of Illinois Narrative Jim Angel, state climatologist Introduction Illinois lies midway between the Continental Divide and the Atlantic Ocean, and the state's southern tip is 500 miles north of
More informationStorms Short Study Guide
Name: Class: Date: Storms Short Study Guide Multiple Choice Identify the letter of the choice that best completes the statement or answers the question. 1. A(n) thunderstorm forms because of unequal heating
More informationClouds, Clouds, Everywhere
1 Clouds, Clouds, Everywhere Grade Level 1 st Grade_ Standards Connection(s): Earth Science: Weather can be observed, measured, and described. Physical Science: States of Materials. Solids, liquids, gases
More informationWeatherBug Vocabulary Bingo
Type of Activity: Game: Interactive activity that is competitive, and allows students to learn at the same time. Activity Overview: WeatherBug Bingo is a fun and engaging game for you to play with students!
More informationGETTING TO THE CORE: THE LINK BETWEEN TEMPERATURE AND CARBON DIOXIDE
DESCRIPTION This lesson plan gives students first-hand experience in analyzing the link between atmospheric temperatures and carbon dioxide ( ) s by looking at ice core data spanning hundreds of thousands
More informationDescription: This competition will test the student's knowledge of meteorological terms, techniques, and events.
Weather or Not Description: This competition will test the student's knowledge of meteorological terms, techniques, and events. Number of Participants: 2 Approximate Time: 45 minutes The Competition: 1.
More informationCloud Unit. Materials Needed: The Cloud Book by Tomie de Poala See the seven activities below for materials need for each activity.
Cloud Unit Submitted by: Lisa Johnson Van-Far Elementary (573)594-2731 E-mail: ljohnson@vf.k12.mo.us Materials Needed: The Cloud Book by Tomie de Poala See the seven activities below for materials need
More informationClouds: What They Are and What They Mean. Susannah Lopez. Introduction to Meteorology. 2 December 2008
Clouds: What They 1 Clouds: What They Are and What They Mean Susannah Lopez Introduction to Meteorology 2 December 2008 Clouds: What They 2 Clouds: What They Are and What They Mean Clouds are composed
More informationGeorgia Performance Standards Framework for Natural Disasters 6 th Grade
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are
More informationFIRST GRADE 1 WEEK LESSON PLANS AND ACTIVITIES
FIRST GRADE 1 WEEK LESSON PLANS AND ACTIVITIES UNIVERSE CYCLE OVERVIEW OF FIRST GRADE UNIVERSE WEEK 1. PRE: Describing the Universe. LAB: Comparing and contrasting bodies that reflect light. POST: Exploring
More informationPerth Academy. Geography Department
Perth Academy Geography Department Natural Hazards Tropical Storms Natural Hazards Natural Hazards affect a large percentage of the world s population. Despite the damage and destruction caused, there
More information7613-1 - Page 1. Weather Unit Exam Pre-Test Questions
Weather Unit Exam Pre-Test Questions 7613-1 - Page 1 Name: 1) Equal quantities of water are placed in four uncovered containers with different shapes and left on a table at room temperature. From which
More informationHumidity, Condensation, Clouds, and Fog. Water in the Atmosphere
Humidity, Condensation, Clouds, and Fog or Water in the Atmosphere The Hydrologic Cycle Where the Water Exists on Earth Evaporation From the Oceans and Land The Source of Water Vapor for the Atmosphere
More informationAssignment Discovery Online Curriculum. Lesson title: Weather Maps. Grade level: 4-6. Subject area: Earth Science. Duration: Two class periods
Assignment Discovery Online Curriculum Lesson title: Weather Maps Grade level: 4-6 Subject area: Earth Science Duration: Two class periods Objectives: Students will do the following: Understand basic information
More informationSeasonal Temperature Variations
Seasonal and Daily Temperatures Fig. 3-CO, p. 54 Seasonal Temperature Variations What causes the seasons What governs the seasons is the amount of solar radiation reaching the ground What two primary factors
More information4-H Hands-on Science Series Discovering CoCoRaHS: Tracking Weather and Precipitation
4-H Hands-on Science Series Discovering CoCoRaHS: Tracking Weather and Precipitation Welcome 4 H Leaders! This guide provides you with project meeting plans (Skill Builders) that include, a skills list,
More informationPreparation / Background Information:
Aim / Learning Objective: Looking at the world through science, students can learn about the marine elements of our natural environment and the importance of the water cycle. Students can look at and compare
More informationProject-Based Learning Unit: Weather Grade Level: 2nd Teacher: Tracy Varner, Reeds Elementary Essential Question:
Project-Based Learning Unit: Weather Grade Level: 2nd Teacher: Tracy Varner, Reeds Elementary Essential Question: How do weather changes affect me? Subquestions: 1. What is weather? 2. What are the kinds
More informationShadows, Angles, and the Seasons
Shadows, Angles, and the Seasons If it's cold in winter, why is Earth closer to the Sun? This activity shows the relationship between Earth-Sun positions and the seasons. From The WSU Fairmount Center
More informationATM S 111, Global Warming: Understanding the Forecast
ATM S 111, Global Warming: Understanding the Forecast DARGAN M. W. FRIERSON DEPARTMENT OF ATMOSPHERIC SCIENCES DAY 1: OCTOBER 1, 2015 Outline How exactly the Sun heats the Earth How strong? Important concept
More information(Walter Glogowski, Chaz Shapiro & Reid Sherman) INTRODUCTION
Convection (Walter Glogowski, Chaz Shapiro & Reid Sherman) INTRODUCTION You know from common experience that when there's a difference in temperature between two places close to each other, the temperatures
More informationWater Cycle. DELTA SCIENCE READER Overview... 123 Before Reading... 124 Guide the Reading... 125 After Reading... 130
Water Cycle T ABLE OF CONTENTS ABOUT DELTA SCIENCE MODULES Program Introduction................... iii Teacher s Guide..................... iv Delta Science Readers............... vi Equipment and Materials
More informationHow Do Oceans Affect Weather and Climate?
How Do Oceans Affect Weather and Climate? In Learning Set 2, you explored how water heats up more slowly than land and also cools off more slowly than land. Weather is caused by events in the atmosphere.
More informationOrder of the Weather Experiments
Order of the Weather Experiments 1. Staying Dry Towel in bottle--student i. Magic Air Pushing the stick down-- Student ii. Air Power Water in funnel--teacher 2. Tipping the Scale Weighing air--student
More informationClimates are described by the same conditions used to describe
58 The Causes of Climate R E A D I N G Climates are described by the same conditions used to describe weather, such as temperature, precipitation, and wind. You now know that oceans have an important effect
More informationUnit: Plants & Animals (Grade 2)
Unit: Plants & Animals (Grade 2) Content Area: Science Course(s): Science Time Period: 8 weeks Length: Weeks Status: Published Unit Overview Students will determine the life cycles of plants and animals
More informationTune In to The Zula Patrol
Family Take-Home Pages Dear Family, In school, your child has been studying Sky-High Science. Inspired by the award-winning public television program The Zula Patrol, this program helps your child: build
More informationclimate science A SHORT GUIDE TO This is a short summary of a detailed discussion of climate change science.
A SHORT GUIDE TO climate science This is a short summary of a detailed discussion of climate change science. For more information and to view the full report, visit royalsociety.org/policy/climate-change
More informationActivity 8 Drawing Isobars Level 2 http://www.uni.edu/storm/activities/level2/index.shtml
Activity 8 Drawing Isobars Level 2 http://www.uni.edu/storm/activities/level2/index.shtml Objectives: 1. Students will be able to define and draw isobars to analyze air pressure variations. 2. Students
More informationCLIMATE OF RWANDA. Overview. Linked to other lessons
Geography S6 GENERAL PHYSICAL GEOGRAPHY OF RWANDA Lesson 75 Developed by (Niwagaba Innocent) Subtopic Climate and factors influencing it in Rwanda Specific Objectives The learners must be able to: Describe
More informationFOURTH GRADE WATER 1 WEEK LESSON PLANS AND ACTIVITIES
FOURTH GRADE WATER 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF FOURTH GRADE WATER WEEK 1. PRE: Comparing different reservoirs of water. LAB: Experimenting with surface tension and capillary
More informationThird Grade Science Vocabulary Investigation Design & Safety
recycle dispose reuse goggles data conclusion predict describe observe record identify investigate evidence analyze mass matter float sink attract force magnet magnetic magnetism pole pull push repel Third
More informationActivity 4 Clouds Over Your Head Level 1
Activity 4 Clouds Over Your Head Level 1 1 Objectives: Students will become familiar with the four main types of clouds: stratus, cirrus, cumulus, and cumulonimbus and their characteristics. Students will
More informationWater Cycle Unit Test
Name: Multiple Choice (2 pts each): 1. What is the source of energy for all parts of the water cycle? A. Wind B. The Ocean C. Soil D. The Sun 2. Which of the following processes would result in water pollution?
More informationTeaching Machine Based on the work of Judi Garratt
Teaching Machine Based on the work of Judi Garratt 1. Ask students to name various machines they see in the room. 2. Establish that movement of machines is mechanical, repetitive, and often stationary.
More informationWhy do clouds float?
E A RT H A N D B E Y O N D Why do clouds float? I n t ro d u c t i o n In this unit, students complete activities that involve conducting investigations similar to those that a meteorologist may carry
More informationWeather Merit Badge Workbook
Merit Badge Workbook This workbook can help you but you still need to read the merit badge pamphlet. The work space provided for each requirement should be used by the Scout to make notes for discussing
More informationUsing a Concept Definition Map
Lesson Plan Using a Concept Definition Map 1. Set Expectations Print Disaster on the board. Tell students, You are going to come up with as many words as you can that are related to the word disaster,
More informationOverview. Suggested Lesson Please see the Greenlinks Module description.
Overview Plants interact with their environment in many ways that we cannot see. Children often enjoy learning about these hidden secrets of plant life. In this lesson, children will learn about role of
More informationELEMENTARY-LEVEL SCIENCE TEST
4THE UNIVERSITY OF THE STATE OF NEW YORK SPRING 2008 GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST Student Name School Name Print your name and the name of your school on the lines above. The test
More informationHUMIDITY AND PRECIPITATION
12 HUMIDITY AND PRECIPITATION In our previous lesson while discussing the composition of the atmosphere, we noted that water vapour, though a minor component, is a very important constituent of the atmosphere.
More informationRainforest Concern Module 2 Why do we need rainforests?
Rainforest Concern Module 2 Why do we need rainforests? Rainforest Concern Module 2: Why do we need Rainforest? Before we go any further, there are some words you may not understand, and these words and
More informationUNIT IV--TEMPERATURE-MOISTURE RELATIONSHIP
UNIT IV--TEMPERATURE-MOISTURE RELATIONSHIP Weather is the most variable and often the most critical determinant of fire behavior. This is the first of several units that will deal with weather and its
More informationSevere Weather A Reading A Z Level T Leveled Book Word Count: 1,775
Severe Weather A Reading A Z Level T Leveled Book Word Count: 1,775 LEVELED BOOK T SEVERE WEATHER Written by Bruce D. Cooper Illustrated by Cende Hill Visit www.readinga-z.com for thousands of books and
More informationEffects of Water Classroom Activity
Effects of Water Classroom Activity The Classroom Activity introduces students to the context of a performance task, so they are not disadvantaged in demonstrating the skills the task intends to assess.
More informationHeat Energy FORMS OF ENERGY LESSON PLAN 2.7. Public School System Teaching Standards Covered
FORMS OF ENERGY LESSON PLAN 2.7 Heat Energy This lesson is designed for 3rd 5th grade students in a variety of school settings (public, private, STEM schools, and home schools) in the seven states served
More informationAir and Weather FOSS kit
Air and Weather FOSS kit 2. E. 1 Understand patterns of weather and factors that affect weather. 2.E.1.1 Summarize how energy from the sun serves as a source of light that warms the land, air and water.
More informationLet s Make a Cloud. Objective Demonstrate the combination of three natural elements, to form a cloud: water vapor, smoke and air pressure.
Let s Make a Cloud Related Subject: Climate and Weather Group Size: 10-15 Length of Activity: 45 minutes Objective Demonstrate the combination of three natural elements, to form a cloud: water vapor, smoke
More informationClouds. A simple scientific explanation for the weather-curious. By Kira R. Erickson
Clouds A simple scientific explanation for the weather-curious By Kira R. Erickson Table of Contents 1 3 4 INTRO 2 Page 3 How Clouds Are Formed Types of Clouds Clouds and Weather More Information Page
More informationCloud seeding. Frequently Asked Questions. What are clouds and how are they formed? How do we know cloud seeding works in Tasmania?
What are clouds and how are they formed? Clouds are composed of water droplets and sometimes ice crystals. Clouds form when air that is rich in moisture near the Earth s surface rises higher into the atmosphere,
More informationPUSD High Frequency Word List
PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.
More informationAir Masses and Fronts
Air Masses and Fronts Air Masses The weather of the United States east of the Rocky Mountains is dominated by large masses of air that travel south from the wide expanses of land in Canada, and north from
More informationChapter Overview. Seasons. Earth s Seasons. Distribution of Solar Energy. Solar Energy on Earth. CHAPTER 6 Air-Sea Interaction
Chapter Overview CHAPTER 6 Air-Sea Interaction The atmosphere and the ocean are one independent system. Earth has seasons because of the tilt on its axis. There are three major wind belts in each hemisphere.
More informationCLIMATE, WATER & LIVING PATTERNS THINGS
CLIMATE, WATER & LIVING PATTERNS NAME THE SIX MAJOR CLIMATE REGIONS DESCRIBE EACH CLIMATE REGION TELL THE FIVE FACTORS THAT AFFECT CLIMATE EXPLAIN HOW THOSE FACTORS AFFECT CLIMATE DESCRIBE HOW CLIMATES
More informationTransferring Solar Energy
activity 14 Transferring Solar Energy BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade 4 Quarter 2 Activity 14 SC.B.1.2.2 The student recognizes various forms of energy (e.g., heat, light, and electricity).
More information