# Science Grade 02 Unit 07 Exemplar Lesson 02: Connecting the Water Cycle to Weather

Save this PDF as:

Size: px
Start display at page:

## Transcription

2 Materials Unit: 07 Lesson: 02 Suggested Duration: 4 days chart paper (per class) Optional crayons or colored pencils (per group) paper (plain, 1 sheet per student) resealable plastic bags (to hold sets of cards, 1 per group) scissors (per group) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Water Cycle/Weather (1 per student) Teacher Resource: Connecting the Water Cycle to Weather SAMPLE KEY Handout: Connecting the Water Cycle to Weather (1 per student and 1 for projection) Handout: Weather and Water Cycle Connections (1 set per group) Teacher Resource: Performance Indicator SAMPLE KEY Teacher Resource: Performance Indicator Instructions KEY Resources None Identified Advance Preparation 1. Prior to Day 1, locate and preview a video clip on the water cycle. Make sure the video clip includes the terms: precipitation, evaporation and condensation. 2. Copy the Handout: Weather and Water Cycle Connections on cardstock. Cut out the cards, and place them in resealable, plastic bags for each pair of students. 3. Prepare attachment(s) as necessary. Background Information Prior to this lesson, students learned about the components of weather. In this lesson, they begin to understand the connections between the water cycle and the weather that they observe. Students will explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE/EXPLORE Connecting the Water Cycle to Weather 1. Distribute the Handout: Water Cycle /Weather. 2. Show students a video clip about the water cycle. Make sure the video clip includes the terms evaporation, condensation and precipitation. 3. After viewing the video clip of the water cycle, stop to facilitate a discussion about how the parts of the water cycle are connected to the following words: precipitation, evaporation, and condensation. Include how wind is created because of the Sun heating up both the land and the water. 4. On the Handout: Water Cycle/Weather, instruct students to label the clouds as both condensation and clouds, the evaporation arrows as both evaporation and water vapor, and the rain as both precipitation and rain. Additionally, the Sun could be labeled as heat energy and Sun. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 Attachments: Handout: Water Cycle/Weather (1 per student) Instructional Note: You can keep the explanation as simple as the Sun heats up both the land and the water to create wind, because students will have more detailed instruction on this concept in later grades. Check For Understanding: Last Updated 05/09/2013 page 2 of 11

3 5. As the discussion progresses, include any additional information that would assist in the understanding of the guiding questions: How are the water cycle and the weather connected? The water cycle has a close relationship to weather. Some water vapor always exists in the atmosphere. Water vapor condenses onto small (airborne) particles to form dew, fog, or clouds. The clouds produce precipitation. How could understanding the water cycle help us understand how to predict weather? Meteorologists need to understand air temperature, humidity, cloud coverage, wind speed, and different types of precipitation in order to predict what the weather will be like. The water cycle explains concepts such as condensation (clouds), precipitation (rain, snow, sleet, and hail), and evaporation (how much water vapor is in the air). Monitor students as they label the picture. This handout could be used as a formative assessment to indicate the concepts that students do not clearly understand. Unit: 07 Lesson: 02 Suggested Duration: 4 days EXPLAIN Connecting the Water Cycle to Weather Suggested Day 2 1. Either project a copy of the Handout: Connecting the Water Cycle to Weather, or create a chart that looks similar to the handout. 2. Distribute the Handout: Connecting the Water Cycle to Weather to each student. 3. Explain to students that they will talk in their table groups about each of the weather components (air temperature, wind conditions, precipitation and cloud cover) and make connections to the water cycle. Say: The first component of weather I would like you to discuss is cloud cover. In what ways can we connect cloud cover to the water cycle? Allow time for students to talk in their groups and then share out. Record their thinking on the chart or the projected copy. The second component of weather I would like you to discuss is temperature. In what way is temperature connected to the water cycle? Allow time for students to talk in their groups and then share. Record their thinking on the chart or the projected copy. The third component of weather I would like you to discuss is precipitation. In what way is precipitation connected to the water cycle? Allow time for students to talk in their groups and then share. Record their thinking on the chart or the projected copy. The final component of weather I would like you to discuss is wind condition. In what ways are wind conditions connected to the water cycle? This will be the most complex idea, so you may need to facilitate this discussion. Wind condition (speed) is connected to the water cycle because of the Sun. The Sun heats the land and the water, but they do not heat up evenly. The difference in the temperature between the land and the water creates wind. Allow time for students to talk in their groups and then share out. Record their thinking on the chart or the projected copy. Materials: Attachments: chart paper (per class) Optional Teacher Resource: Connecting the Water Cycle to Weather SAMPLE KEY Handout: Connecting the Water Cycle to Weather (1 per student and 1 for projection) Instructional Notes: This activity is important in order for students to clearly understand the connections between the water cycle and weather. If this activity takes more than one day, then the Elaborate activity could be used as a center activity. As the Sun warms the Earth's surface, the atmosphere warms too. Some parts of the Earth receive direct rays from the Sun all year and are always warm. Other places receive indirect rays, so the climate is colder. Warm air, which weighs less than cold air, rises. Then, cool air moves in and replaces the rising warm air. This movement of air is what makes the wind blow. Check For Understanding: Monitor for student misconceptions. Review concepts as necessary. ELABORATE Weather and Water Cycle Connections Suggested Day 3 1. Distribute the Handout: Weather and Water Cycle Connections. It should be cut out and in a resealable plastic bag for each group of four students. Materials: Last Updated 05/09/2013 page 3 of 11

4 2. Instruct students in the groups to distribute the cards evenly among all group members. Taking turns, each student places one card down and will explain: a) the term or the picture and b) the connection to the water cycle and weather. When the group agrees the explanation is clear (or correct), the next person in the group gets his or her turn. All students are winners in this game because they are practicing language use, explaining the terms to their peers, and reinforcing their learning. resealable plastic bags (to hold sets of cards, 1 per group) Attachments: Unit: 07 Lesson: 02 Suggested Duration: 4 days Handout: Weather and Water Cycle Connections (1 set per student) Instructional Note: Monitor the class for understanding and cooperative group skills. EVALUATE Performance Indicator Suggested Day 4 Grade 02 Unit 07 PI 01 Create a four-door book describing the processes in the water cycle, including evaporation, precipitation, and condensation. Include a diagram of the water cycle, and explain with pictures and words how the parts of the water cycle are connected to weather conditions (temperature, wind conditions, cloud cover, precipitation). Standard(s): 2.3B, 2.8C ELPS ELPS.c.1A, ELPS.c.1C, ELPS.c.5F 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment. Materials: paper (plain, 1 sheet per student) crayons or colored pencils (per group) scissors (per group) Attachments: Teacher Resource: Performance Indicator SAMPLE KEY Teacher Resource: Performance Indicator Instructions KEY Last Updated 05/09/2013 page 4 of 11

5 Water Cycle/Weather 2012, TESCCC 09/28/12 page 1 of 1

6 Connecting the Water Cycle to Weather SAMPLE KEY Weather Cloud Cover Temperature Water Cycle Use the terms: Precipitation (rainy, snowy, icy), Condensation (cloudy, clouds), and Evaporation (water vapor). cloudy clouds Evaporation water vapor Precipitation rainy snowy icy Wind Conditions 2012, TESCCC 05/08/13 page 1 of 1

7 Connecting the Water Cycle to Weather Weather Water Cycle Precipitation Accumulation Evaporation Condensation 2012, TESCCC 09/28/12 page 1 of 1

8 Weather and Water Cycle Connections Evaporation Condensation Precipitation Rain Snow 2012, TESCCC 05/08/13 page 1 of 2

9 Clouds Heat Sunny Water Cycle 2012, TESCCC 05/08/13 page 2 of 2

10 Performance Indicator SAMPLE KEY Condensation Precipitation Evaporation outside inside clouds The Sun warms the Earth. We can have hot, warm, cool, and cold temperatures. Clouds produce precipitation in the form of rain, snow, sleet, or hail. The Sun warms the land and the air to create wind. The Sun also provides the heat energy for evaporation. Water evaporates into the air (atmosphere) and puts water vapor in the air (makes the air humid). 2012, TESCCC 05/08/13 page 1 of 1

11 Performance Indicator Instructions KEY Performance Indicator Create a four-door book describing the processes in the water cycle, including evaporation, precipitation, and condensation. Include a diagram of the water cycle, and explain with pictures and words how the parts of the water cycle are connected to weather conditions (temperature, wind conditions, cloud cover, precipitation). (2.3B; 2.8C) 1A, 1C; 5F Materials: paper (plain, 1 sheet per student) crayons or colored pencils (per group) scissors (per group) Attachments: Teacher Resource: Performance Indicator SAMPLE KEY Instructional Procedures: 1. Distribute a plain piece of paper to each student. Model how to fold the paper to create a four-door book (See diagram on next page). fold Cut along this line to the folded edge. 2. On the outside, students will create and label a diagram of the water cycle, including evaporation, precipitation, and condensation. 3. On the inside, students will explain with pictures and words how the parts of the water cycle are connected to weather conditions (temperature, wind conditions, cloud cover, and precipitation). Instructional Notes: If you feel your students will have difficulty with this or it will take too much time from completing the PI, you may consider folding and cutting the paper for the students. Alternatively, you have the option of designing your own graphic organizer for this Performance Indicator. Students should have a word bank available to them in order to label their diagram. The purpose of the Performance Indicator is to assess if students understand the connections. They should not be expected to know how spell the weather or water cycle words. The Vocabulary of Instruction included in the lesson provides words from which to choose. 2012, TESCCC 05/08/13 page 1 of 1

### Kindergarten Social Studies Unit 06 Exemplar Lesson 01: Physical Characteristics

Kindergarten Unit 06 Exemplar Lesson 01: Physical Characteristics Kindergarten This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize

### Science Grade 01 Unit 08 Exemplar Lesson 01: Is it Living or Nonliving?

Unit: 08 Lesson: 01 Suggested Duration: 5 days Grade 01 Unit 08 Exemplar Lesson 01: Is it Living or Nonliving? This lesson is one approach to teaching the State Standards associated with this unit. Districts

Grade 06 Unit 05 Exemplar Lesson 01: Advantages and Disadvantages of Energy Resources This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to

### Science Grade 08 Unit 09 Exemplar Lesson 02: Phases and Eclipses

Unit: 09 Lesson: 02 Suggested Duration: 3 days Grade 08 Unit 09 Exemplar Lesson 02: Phases and Eclipses This lesson is one approach to teaching the State Standards associated with this unit. Districts

### Science Grade 05 Unit 04 Exemplar Lesson 01: Types of Energy

Grade 05 Unit 04 Exemplar Lesson 01: Types of Energy This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing

### Grade 04 Social Studies Unit 03 Exemplar Lesson 01: Importance of Founding Documents

Unit: 03 Lesson: 01 Suggested Duration: 2 days Grade 04 Unit 03 Exemplar Lesson 01: Importance of Founding Documents This lesson is one approach to teaching the State Standards associated with this unit.

### Basic Needs of Plants and Animals

Grade 2 Science Unit: 09 Lesson: 01 Suggested Duration: 4 days Basic Needs of Plants and Animals Lesson Synopsis: This lesson is a review of the basic needs of plants and animals. TEKS: 2.9 Organism and

### 6 th Grade Science Mini Assessment #4

Multiple Choice Directions: Identify the choice that best completes the statement or answers the question. 1. Why does precipitation occur more often near the equator than near the poles? A. Colder air

### Kindergarten Social Studies Unit 10 Exemplar Lesson 01: How Families Meet Their Basic Needs

Kindergarten Unit 10 Exemplar Lesson 01: How Families Meet Their Basic Needs This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize

### Summary 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

### Study Guide: Water Cycle & Humidity

Earth Science Name Date Per. Study Guide: Water Cycle & Humidity 1. Explain the difference between Specific Humidity and Relative Humidity. Specific humidity refers to the actual amount of water vapor

### Grade 03 Social Studies Unit 10 Exemplar Lesson 01: Managing Money

Grade 03 Unit 10 Exemplar Lesson 01: Managing Money Unit: 10 Lesson: 01 Suggested Duration: 4 days This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged

### The Sun and Water Cycle

reflect Think of the last time it rained in your city. When the rain stopped, you probably saw puddles on the ground. After a few hours, though, the ground was dry again. Where did all that rainwater go?

### The Sun and Water Cycle

reflect Have you ever jumped in a puddle or played in the rain? If so, you know you can get very wet. What you may not know is that a dinosaur could have walked through that same water millions of years

### Science Grade 04 Unit 03 Exemplar Lesson 02: Testing Force

Grade 04 Unit 03 Exemplar Lesson 02: Testing Force This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing

### Enhanced Instructional Transition Guide

Addition and Subtraction with Whole Numbers and Decimals (13 days) Possible Lesson 01 (5 days) Possible Lesson 02 (8 days) POSSIBLE LESSON 01 (5 days) This lesson is one approach to teaching the State

### Science Grade 03 Unit 02 Exemplar Lesson 01: A Matter of Degrees

Unit: 02 Lesson: 01 Suggested Duration: 4 days Grade 03 Unit 02 Exemplar Lesson 01: A Matter of Degrees This lesson is one approach to teaching the State Standards associated with this unit. Districts

### Georgia Performance Standards Framework for Covered with Water 6 th Grade Subject Area: Science Grade: 6

One Stop Shop For Educators 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

### Grade 04 Social Studies Unit 09 Exemplar Lesson 01: Life of Texas Indians After the Civil War

Unit: 09 Lesson: 01 Suggested Duration: 3 days Grade 04 Unit 09 Exemplar Lesson 01: Life of Texas Indians After the Civil War This lesson is one approach to teaching the State Standards associated with

### The 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

### The Water Cycle and the Influence of Global Warming

The Water Cycle and the Influence of Global Warming Almost three-fourths of Earth s surface is covered by water. Over 96% of this water is in the oceans. The polar ice caps and glaciers hold another 2%

### 6 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

### How Does the Earth Recycle Water?

How Does the Earth Recycle Water? Subject/ target grade: Middle School (8 th grade) Earth Science Duration: One 50 minute period Setting: Classroom Materials and Equipment Needed: Per class Computer with

### TEST NAME: Matter TEST ID: GRADE:05 SUBJECT:Life and Physical Sciences TEST CATEGORY: My Classroom

TEST NAME: Matter TEST ID: 49717 GRADE:05 SUBJECT:Life and Physical Sciences TEST CATEGORY: My Classroom Matter Page 1 of 30 Student: Class: Date: 1. What is the MAJOR role of the Sun in the water cycle?

Water Cycle T ABLE OF CONTENTS ABOUT DELTA SCIENCE MODULES Program Introduction................... iii Teacher s Guide..................... iv Delta Science Readers............... vi Equipment and Materials

### PREDICTING THE WEATHER

NAME DATE PARTNER(S) PREDICTING THE WEATHER How well does your local weatherman do in predicting the weather? Is he or she more accurate for the next day or for a week in the future? Why do you think that

### 1/2/3. 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

### Temperature 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

### Teaching 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.

### Scientist Guide. Let s Talk About the Weather. Introduction

Scientist Guide Let s Talk About the Weather Introduction Agriculture is highly dependent on the weather. Ever since the first seed was sown, farmers have been watching the sky and hoping for good weather.

### Cycles of Matter. Chapter 13- Lesson 3

Cycles of Matter Chapter 13- Lesson 3 What processes are involved in the water cycle? Matter in an ecosystem includes water, carbon, oxygen, nitrogen, and many other substances. The water cycle is the

### Fifth Grade Level Unit One: Weather and Climate p. 1 Unit Overview-Pacing 1st Quarter/ 6 Weeks

Fifth Grade Level Unit One: Weather and Climate p. 1 3.01 Investigate the water cycle including the processes of: Evaporation. Condensation. Run-off. 3.02 Discuss and determine how the following are affected

### What 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

### Review and apply Investigation 6. Let s review Pages

Review and apply Investigation 6 Let s review Pages 376-377 1. Think back to the movement of the color in hot and cold water. Does adding heat energy make water molecules move faster, slower, or have no

### 4 4.1 Summarize the processes of the water cycle (including evaporation, condensation, precipitation, and runoff).

4 4.1 Summarize the processes of the water cycle (including evaporation, condensation, precipitation, and runoff). The Water Cycle Water changes form and cycles between the surface, the air, and back again.

### Grade 05 Social Studies Unit 01 Exemplar Lesson 02: Where Do You Live and Why?

Grade 05 Unit 01 Exemplar Lesson 02: Where Do You Live and Why? This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson

### INSTRUCTIONAL FOCUS DOCUMENT Kindergarten Science

UNIT OVERVIEW This unit bundles student expectations that address space science where students explore the patterns among objects in the sky that include the Sun, Moon, and stars. Additionally, students

### 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.

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

### The Water Cycle Participants observe how water is continuously cycled between land, water formations and the atmosphere

Participants observe how water is continuously cycled between land, water formations and the atmosphere Grade Level: 2-8 Time: Two hours plus observation time on several days following Learning Objectives:

### CGC1D1: 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

### WEATHER 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

### Evaporation. Unit Written By: Emily Ericson Jennifer Throndsen

Evaporation Unit Written By: Emily Ericson Jennifer Throndsen Science Methods EDUC 342 Spring 2003 Jennifer Throndsen Emily Ericson Spring 2003 Introduction to Evaporation Abstract: During the introductory

### Science Grade 08 Unit 11 Exemplar Lesson 01: Components of the Universe

Grade 08 Unit 11 Exemplar Lesson 01: Components of the Universe Unit: 11 Lesson: 01 Suggested Duration: 6 days This lesson is one approach to teaching the State Standards associated with this unit. Districts

### This activity explores the amazing Water

4.2 LESSON 1 What is the Water Cycle? At-Home Activity Objectives... Learn key vocabulary terms: Evaporation, Condensation, Precipitation, and Transpiration and be able to apply them. Materials Needed...

### Answers. The Water Cycle. Year 7 Science Chapter 7

Answers The Water Cycle Year 7 Science Chapter 7 p153 1 Change of state from liquid to vapour happens over the water as liquid water evaporates into water vapour in the atmosphere. 2 The sun is the source

### Humidity, 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

### 4th Grade Weather. Read and answer each question carefully. 1) What instrument is used to measure air pressure?

Read and answer each question carefully. 1) What instrument is used to measure air pressure? A) thermometer B) anemometer C) hygrometer D) barometer 2) What instrument is used to measure the wind speed?

### Miami-Dade County Public Schools Curriculum and Instruction (Science)

Miami-Dade County Public Schools Curriculum and Instruction (Science) Required GRADE 5 ESSENTIAL SCIENCE Laboratory Activities QUARTER 2 LABORATORIES LAB # 8: AROUND AND AROUND IT GOES! Grade 5 Essential

### SECOND 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

### Water Cycle Webquest

Grade 7 Science Calamity Day #8 Water Cycle Webquest In early 2014, NASA will launch an important satellite that will enable us to learn more about our home planet. The Global Precipitation Measurement

### Content 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

### Let 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

### Weather & Water 6 th Grade

Tucson Unified School District Middle School Science Weather & Water 6 th Grade Regional Supplemental Packet Table of Contents Title Page # Understanding by Design Stage Understanding by Design Stage Sequence

### Teacher s Note The Rain Recipe

Teacher s Note The Rain Recipe The Water Cycle has several parts that are linked together. The diagram explains how it works. It is an ongoing natural system that is always in motion. To move from the

### ACTIVITY. pbsparents.com/catinthehat/

Overview The Cat in the Hat Knows a Lot About That! Does your child like to splash in rain puddles or watch the clouds as they float across the sky? You can help your child learn about weather by making

### 3. Lines on a weather map that connect points of equal air pressure are A. isotherms B. isobars C. cold fronts D. warm fronts

1. The chart shows the relationship between altitude and air pressure. What is the approximate air pressure at an altitude of 22 kilometers? A. 40 millibars B. 120 millibars C. 200 millibars D. 400 millibars

### READING A LOCAL AND NATIONAL WEATHER MAP

READING A LOCAL AND NATIONAL WEATHER MAP Outcome (lesson objective) Students will read a local and national weather map, analyze the weather maps and summarize the weather forecast. Then make comparisons

### How can we tell what the weather will be?

Lesson 1 The Atmosphere and Weather Lesson 2 Clouds and Precipitation Lesson 3 Severe Storms Lesson 4 Climate How can we tell what the weather will be? insolation troposphere weather air pressure humidity

### WHERE DOES THE WATER GO IN THE WATER CYCLE?

WHERE DOES THE WATER GO IN THE WATER CYCLE? OBJECTIVES Identify the water cycle as a system that is a combination of systems Describe each process in the water cycle, including the changes in state (if

### Teaching Text Features

Guide Teaching Text Features with Wet Weather Handbook from Seeds of Science/Roots of Reading Book Summary Introduction Wet Weather Handbook is a reference book about eight different kinds of wet weather:

### Effects 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.

### Unit 2: Weather Dynamics Investigating Weather Maps

UNIT 2 Chapter 2: Weather Forecasting Section 2.2 Unit 2: Weather Dynamics Investigating Weather Maps Science 10 Mrs. Purba UNIT 2 Investigating Weather Maps Section 2.2 What can a weather map tell you?

### Introduction & Chapter 1: Three Layers of Earth

Introduction & Chapter 1: Three Layers of Earth Section 1 CORE, MANTLE & CRUST Use pages 3 5 of the student text to complete the worksheet. Choose the Answer. Circle the answer that correctly completes

### Section 3 What Is Climate?

Section 3 What Is Climate? Key Concept Earth s climate zones are caused by the distribution of heat around Earth s surface by wind and ocean currents. What You Will Learn Climate is the average weather

### SIXTH 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.

### American Symbols and Patriotism

Grade 5 Social Studies Unit: 07 Lesson: 03 Suggested Duration: 2 days Lesson Synopsis: American Symbols and Patriotism Students learn about Mt. Rushmore and review United States symbols. Students review

### Weathering and Erosion

Weathering and Erosion Grade 4 Unit: 04 Lesson: 02 Suggested Duration: 10 days Lesson Synopsis: This lesson will contribute to the student s ability to observe and identify the slow changes to Earth s

### Bay Area Scientists in Schools Presentation Plan

Bay Area Scientists in Schools Presentation Plan Lesson Name Presenter(s) Clouds Everywhere Kristi Closser and Tara Yacovitch Grade Level 5 th Standards Connection(s) Earth science (cloud formation, air

### WEB-BASED LESSON PLAN

ED 101 Educational Technology Lab - Fall 2010 Boston University School of Education WEB-BASED LESSON PLAN Requirement Your Answer Grade LESSON BASICS (21 pts.) Your Name Victoria Bado ED 101 Lab Section

### Mojave Desert Unit-Climate and Weather

3-5 Life Science 3-5 Nature and History of Science Southern Nevada Regional Professional Development Program Mojave Desert Unit-Climate and Weather INTRODUCTION According to the Clark County website in

### Activity 11 Reading and Using Meteograms. Level 2

Activity 11 Reading and Using Meteograms Level 2 Objectives: Students learn how hourly weather data is plotted on a meteogram, and how to interpret the data. They will relate meteogram data to surface

### 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

### Comparing Motion: Patterns of Movement

Comparing Motion: Patterns of Movement Grade 2 Science Unit: 03 Lesson: 01 Suggested Duration: 7 days Lesson Synopsis: Students will examine a variety of objects and will compare patterns of movement of

### Weather and Climate. What is weather? What are some characteristics of weather? When we talk about weather, we mean the daily conditions in the

Weather and Climate You re going on vacation in a week and you have to start thinking about what clothes you re going to pack for your trip. You ve read the weather reports for your vacation spot, but

### Lornshill Academy. Geography Department. National Revision. Physical Environments Weather

Lornshill Academy Geography Department National Revision Physical Environments Weather Weather Revision Sheets What you need to know: 1. Factors that affect the weather: a) latitude; b) altitude; c) distance

### WeatherBug 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!

### Weather and climate. reflect. what do you think? look out!

reflect You re going on vacation in a week and you have to start thinking about what clothes you re going to pack for your trip. You ve read the weather reports for your vacation spot, but you know that

### YEAR 1: Seasons and Weather

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

### This PowerPoint file contains information about the water cycle. The first slide shows a picture that includes all processes in the water cycle.

This PowerPoint file contains information about the water cycle. The first slide shows a picture that includes all processes in the water cycle. Subsequent slides discuss each process individually. The

### Kindergarten Social Studies Unit 09 Exemplar Lesson 02: George Washington: How Did He Contribute to Our National Community?

Kindergarten Unit 09 Exemplar Lesson 02: George Washington: How Did He Contribute to Our National Community? This lesson is one approach to teaching the State Standards associated with this unit. Districts

### Summary This book explains how the water cycle works. It shows how water evaporates into droplets

Down Comes the Rain Written by: Franklyn M. Branley Illustrated by: James Graham Hale Published by: HarperCollins, 1997 Pages: 32 Lexile Score: 560L ISBN: 0-06-445166-6 Major Topics: Weather, Water Cycle,

### Lesson 6.5: Energy from Wind

Grade Six: Energy Lesson 6.5: Energy from Wind Lesson Concept Link Time Mechanical energy of moving air (wind) is captured by a windmill to do work. In the previous lesson, light energy from the sun radiates

### Lesson 5. Introduction Water We Talking About? Learning Outcomes & Assessment. Time. Resources. Activities. Handouts. Video.

Lesson 5 Introduction Water We Talking About? Learning Outcomes & Assessment Time Resources Activities Handouts Video every dr p counts 71 Lesson 5c: Water Actions: Evaporation, Condensation and Precipitation

### Fluffy Cloud Walk. Materials Used: Pictures of three types of clouds: cirrus, stratus, cumulus

Fluffy Cloud Walk Standard Addressed: Earth Science Students know how to use simple tools (e.g. thermometer, wind vane) to measure weather conditions and record changes from day to day and across the seasons.

Weather Forecasting T ABLE OF CONTENTS ABOUT DELTA SCIENCE MODULES Program Introduction................... iii Teacher s Guide..................... iv Delta Science Readers................ vi Equipment

### Water, Water, Everywhere!

Water, Water, Everywhere! Standard(s) Addressed: Physical Science Students know water can be a liquid or a solid and can be made to change back and forth from one form to the other. Students know water

### Student Activity. Urbanizing the Water Cycle

Student Activity Urbanizing the Water Cycle Objectives As a result of these activities, students will be able to: Describe the natural movement of water in the hydrologic cycle Identify the state of water

### Clouds, 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

### A 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

### THIRD 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

### AGC/United Learning 1560 Sherman Ave., Suite 100 Evanston, IL 60201 800-323-9084 CLOUDS, WEATHER, AND LIFE

CLOUDS, WEATHER, AND LIFE 1 CLOUDS, WEATHER, AND LIFE Produced By Centre Communications Study Guide Written By Lianna Bodzin Published & Distributed by AGC/UNITED LEARNING 1560 Sherman Avenue Suite 100

### Water Cycle. Standards. Materials. Estimated Time. 60 Minutes. Grades 3-5

Water Cycle Objectives: Students should be able to show how a water molecule moves through the water cycle through the creation of a diagram. Pre-Assessment: Using the pre-assessment on page 6 have the

### Assessment Schedule 2014 Earth and Space Science: Demonstrate understanding of processes in the atmosphere system (91414)

NCEA Level 3 Earth and Space Science (91414) 2014 page 1 of 7 Assessment Schedule 2014 Earth and Space Science: Demonstrate understanding of processes in the atmosphere system (91414) Evidence Statement

### MAST ACADEMY OUTREACH. WOW (Weather on Wheels)

MAST ACADEMY OUTREACH MIDDLE SCHOOL PROGRAM Adventures Aboard WOW (Weather on Wheels) Highlights Teacher Instructions / Answer Keys MAST Academy Maritime and Science Technology High School Miami-Dade County

### 1. The map below shows high-pressure and low-pressure weather systems in the United States.

1. The map below shows high-pressure and low-pressure weather systems in the United States. 6. Which map correctly shows the wind directions of the highpressure and low-pressure systems? 1) 2) Which two

### for good measure EARTH SYSTEMS using weather measurement devices Frameworks

EARTH SYSTEMS for good measure using weather measurement devices Frameworks SCIENCE NS 1.6.1 Verify accuracy of observations. NS 1.6.2 Apply components of experimental design used to produce empirical

### Freshwater, Water Cycle, and Water Quality sample questions

Name: ate: 1. Which combination of processes from the water cycle is most likely to cause flooding? 4. diagram of the water cycle is shown below.. low runoff, low evaporation, high transpiration. high