Science Grade 04 Unit 06 Exemplar Lesson 01: Representing Weather Patterns

Transcription

1 Grade 04 Unit 06 Exemplar Lesson 01: Representing Weather Patterns Unit: 06 Lesson: 01 Suggested Duration: 5 days This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students will record observable changes in weather and record the changes on a weather map. Students will use these weather maps to predict patterns of change in the weather. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at id=6148. Scientific Process TEKS 4.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to: 4.8A Measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key. Supporting Standard 4.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: 4.2B Collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps. 4.2C Construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data. 4.2D Analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured. 4.2F Communicate valid, oral, and written results supported by data. 4.4 Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry. The student is expected to: 4.4A Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks timing devices, including clocks and stopwatches materials to support observation of habitats of organisms such as terrariums and aquariums. GETTING READY FOR INSTRUCTION Performance Indicators Grade 04 Unit 06 PI 01 Create weather maps to record the changes in the weather for three days. The weather maps should include symbols and a map key. Using the information on the weather maps, predict what the weather might be like for the next day. Record and explain the reason for your predictions. Standard(s): 4.2D, 4.8A ELPS ELPS.c.1C, ELPS.c.4D, ELPS.c.5G Key Understandings Last Updated 05/10/13 page 1 of 15

2 Unit: 06 Lesson: 01 Suggested Duration: 5 days Observable changes in weather can be recorded on weather maps and used to predict patterns of change. What kinds of tools do we use to record observable changes in weather? How do we indicate different kinds of weather conditions on a weather map? How can we use a weather map to predict patterns of change? Vocabulary of Instruction weather atmosphere temperature meteorology precipitation meteorologist Celsius ( C) Fahrenheit ( F) rain gauge anemometer rain ice snow flurries front wind speed symbol cloud cover Materials chart tablet paper (1 per class) compass (1 per group) crayons or colored pencils (1 pack per student) local, regional, state, or weather maps (1 per group) map pencils (1 pack per student) markers (1 box per class) paper (construction, 12 x 9, white or manila, 1 piece per student) paper (plain, 1 sheet per student) pre-recorded weather broadcast national (1 per class) scissors (1 pair per student) weather maps (for the same region, four consecutive days, 1 set 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. Teacher Resource: PowerPoint: Name That Tool Teacher Resource: PowerPoint: Weather Symbols Teacher Resource: Weather Symbols Handout: Weather Concentration Cards (1 per pair) Handout: Reading Weather Maps (1 per student) Teacher Resource: Performance Indicator Instructions KEY Resources None Identified Advance Preparation 1. Collect copies of weather maps from the same location (region) for a period of eight days. 2. Make enough copies of the weather maps for each group of four students. 3. Pre-record a weather forecast. 4. Cut and print Handout: Weather Concentration Cards (1 per pair). For greater durability, these could be printed on cardstock and laminated. 5. Prepare attachment(s) as necessary. Background Information This lesson bundles SEs that address cycles through the lens of weather. Prior to this lesson, in Grade 3, students had the opportunity to use simple meteorologist tools to observe, measure, record, and compare day to day Last Updated 05/10/13 page 2 of 15

3 Unit: 06 Lesson: 01 Suggested Duration: 5 days weather changes. Students also recognized the role of the Sun as a major source of energy in the water cycle. During this lesson, students will take their exploration of weather a step further than Grade 3 by using the data that they gather and applying it to the reading and creating of weather maps. Students will use the data they gather to make predictions about weather based on the patterns that they have observed. It is important to note that the standard in this lesson is a Supporting Standard. Not only might the content in this unit be assessed on STAAR, it is most certainly foundational for Supporting and Readiness Standards at Grade 5. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Name That Tool 1. Ask: What are some factors of weather that we can measure? (Temperature, amount of precipitation, wind direction) 2. Open the Teacher Resource: PowerPoint: Name That Tool. For slides 2 4, ask the following questions: What is the name of this tool? (Rain gauge, thermometer, weather vane) What does it measure? (Amount of precipitation, temperature, direction of wind) Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 Materials: paper (plain, 1 sheet per student) map pencils (1 pack per student) scissors (1 pair per student) Attachments: Teacher Resource: PowerPoint: Name That Tool 3. For slides 5 7, ask the following questions: How much of the sky is covered with clouds? (Some, half, a lot, more than half, almost none, less than half) How would you describe the cloud coverage? (Partly cloudy, cloudy (or overcast), clear) Instructional Note: Fold paper as follows: 4. Distribute a sheet of white paper. Have students fold the paper horizontally, leaving about one inch on the bottom. See the image in Notes for Teacher. 5. Once students have made the fold, have them fold the paper vertically twice creating four boxes. See the image in Notes for Teacher. 6. Instruct and demonstrate for students how to cut the folds, as shown in the Notes for Teachers. 7. Model for students the labeling of each box, as follows: Temperature, Precipitation, Wind Direction, and Cloud Coverage. 8. Say: You have created a concept map to organize the information you will be learning. Write the name, description, and unit of measurement for each tool that is used to measure weather. 9. Ask: What kinds of tools do we use to use to record observable changes in weather? (Thermometer, anemometer, rain gauge, weather vane) How do we indicate different kinds of weather conditions on a weather map? (Symbols and map key) EXPLORE Weather Symbols Suggested Day 2 1. View the Teacher Resource: PowerPoint: Weather Symbols with students. Materials: Last Updated 05/10/13 page 3 of 15

4 2. Show students a local weather broadcast. Ask: What weather was mentioned on the broadcast? Responses should reflect on the current and forecasted local weather. Where do scientists who forecast the weather get their information? Possible responses include The National Weather Service or weather instruments. Will the forecasted weather affect your plans? Answers may vary. What changes will you make to your plans or preparation for your plans now that you have studied the local weather forecast? Answers may vary. Does weather affect what clothes you wear? Yes, jackets in winter, shorts in summer, umbrella when raining, etc. Does weather affect nonliving as well as living things? Initial responses may need scaffolding to get students to understand that weather can affect rocks, land, natural substances, as well as, man-made substances like buildings and tombstones. 3. Distribute local, regional, state, or national weather maps depicting fronts. In addition, distribute a compass to each group. 4. Demonstrate how to use a compass to find north. Instruct students to place their compass on the weather map. Create a compass rose on the map. 5. For each map provided (local, regional, state, or national), students record in their science notebooks what they were able to learn from the map. In addition, students should record any questions about symbols and terminology. Students have likely not been introduced to high and low pressure symbols or symbols for fronts. Expect that their questions will be about these symbols. 6. Divide class into small groups. Explain to students that each group should produce a web of all the parts of a weather report. The web should include methods and tools used to gather meteorological data, as well as the components of weather maps and forecast reports. pre-recorded weather broadcast national (1 per class) local, regional, state, or weather maps (1 per group) compass (1 per group) chart tablet paper (1 per class) markers (1 box per class) Attachments: Teacher Resource: PowerPoint: Weather Symbols Teacher Resource: Weather Symbols Handout: Weather Concentration Cards (1 per pair) Instructional Note: Social Studies TEKS 4.6A (apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps) align with this activity. Check For Understanding: This is a good opportunity to informally assess what information students understand about weather maps and symbols. Notebooks: Students should add class graphic organizer to their science notebook. Unit: 06 Lesson: 01 Suggested Duration: 5 days 7. Each group will report their findings to the class. 8. Ask: In what ways is a weather map used to predict changes in weather? Answers may vary. 9. Display the Handout: Weather Symbols, and discuss each of the symbols with students. Have students answer any of the questions they may have included in their science notebooks. 10. Distribute a set of Handout: Weather Concentration Cards to each group of two students. Allow them to play the game of concentration using the cards. EXPLAIN Working with Weather Suggested Day 3 1. Ask students to take out the weather webs they created in the previous part of the lesson. 2. Explain to students that they will be adding to this weather web to illustrate and explain all of the key components of a weather report including symbols for cloud coverage, precipitation, fronts, temperature, wind speed, and direction. 3. Ask: What is weather? Weather is the state of the atmosphere, to the degree that it is hot or cold, wet or dry, calm or stormy, or clear or cloudy. What are the four main components of weather? The four main Instructional Note: Meteorologists use a different set of symbols for conditions, but these are not the same symbols we regularly see on a weather map or in a weather forecast. Check For Understanding: Student responses to these questions will be a powerful informal assessment of their understanding of weather and weather recording. Last Updated 05/10/13 page 4 of 15

5 components of weather are temperature, precipitation, wind speed, and cloud cover. How do we keep track of weather conditions? We keep track of weather conditions by measuring and recording them. Why is it important to do so? It is important to keep track of weather conditions because it allows us to predict future weather. What is weather forecasting? Weather forecasting is the application of science and technology to predict the state of the atmosphere for a given location. What is used on weather maps to represent weather? Weather maps use symbols to summarize conditions. How do we know what each weather symbol indicates? Weather maps include a map key and all symbols on a map are consistent. Notebooks: Students add the class graphic organizer to their science notebook. Unit: 06 Lesson: 01 Suggested Duration: 5 days 4. Instruct students to add information to their weather web and then affix the data in their science notebook. Students may want to collaborate with a partner during the completion of the web. In addition they may need to refer to the Handout: Weather Concentration Cards. ELABORATE Weather Mapping Suggested Day 4 1. Provide students three consecutive days of weather maps for the same region. 2. Instruct students to complete the Handout: Reading Weather Maps, which will require them to read different maps and keys and write descriptions of the weather represented. 3. The final portion of the Handout: Reading Weather Maps will require students to make a prediction of the weather for the fourth day. Students will be required to draw a weather map with a key and write a description of their own prediction for the fourth day. Once students have completed the Handout: Reading Weather Maps, provide them the actual weather map for the region for the fourth day. In their notebooks, instruct students to compare their predictions to the actual recorded weather for that day. 4. Ask: How do we indicate different kinds of weather conditions on a weather map? Weather symbols are used to indicate different kinds of weather conditions on a weather map. How can we use a weather map to predict patterns of change? Understanding the symbols and what they represent allows us to make accurate predictions. Materials: weather maps (for the same region, four consecutive days, 1 set per group) map pencils (per group) Attachments: Handout: Reading Weather Maps (1 per student) Instructional Notes: Four weather maps are recommended for this activity. Three are used during guided instruction. The fourth is used as a key AFTER students have created their own map. The fourth map is used to determine if the student s prediction about the upcoming weather was accurate. Notebooks: Students will write about how their map prediction compares to the actual weather map for the fourth day. EVALUATE Performance Indicator Suggested Day 5 Grade 04 Unit 06 PI 01 Create weather maps to record the changes in the weather for three days. The weather maps should include symbols and a map key. Using the information on the weather maps, predict what the weather might be like for the next day. Record and explain the reason for your predictions. Standard(s): 4.2D, 4.8A ELPS ELPS.c.1C, ELPS.c.4D, ELPS.c.5G 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment. Attachment Materials: paper (construction, 12 x 9, white or manila, 1 piece per student) crayons or colored pencils (1 pack per student) Teacher Resource: Performance Indicator Instructions KEY Last Updated 05/10/13 page 5 of 15

6 Weather Symbols Cold Front the leading edge of a cold air mass that is pushing a warm air mass Warm Front the leading edge of a warm air mass that is moving in to replace a cold air mass Stationary Front the boundary between two air masses where the air masses are not moving. They are stationary. High Pressure an area of high pressure; usually associated with clear weather Low Pressure an area of lower air pressure; usually associated with weather that is wet or overcast Rain precipitation that falls to Earth in the form of water 2012, TESCCC 05/09/13 page 1 of 3

7 Thunderstorms a storm with lightning and thunder Ice An ice storm is caused by freezing rain. Ice storms occur when there is a warm layer of air trapped between two cold layers. Freezing rain falls, then melts, and then freezes again when it hits the second cold layer. Flurries Snow flurries are when there is a light snowfall that doesn t last long. Flurries don t stick to the ground and usually can t be measured. Snow precipitation in the form of ice crystals. Snow forms when the water vapor freezes. (The water vapor doesn t become a rain drop first.) Clear This symbol is used in a forecast, not on a weather map. It is generally used as a pictorial representation of the current weather. Partly cloudy This symbol is used in a forecast, not on a weather map. It is generally used as a pictorial representation of the current weather. 2012, TESCCC 05/09/13 page 2 of 3

8 Overcast This symbol is used in a forecast, not on a weather map. It is generally used as a pictorial representation of the current weather. 2012, TESCCC 05/09/13 page 3 of 3

9 Weather Concentration Cards Cold Front the leading edge of a cold air mass that is pushing a warm air mass Warm Front the leading edge of a warm air mass that is moving in to replace a cold air mass Stationary Front the boundary between two air masses where the air masses are not moving; they are stationary High Pressure an area of high pressure; usually associated with clear weather Low Pressure an area of lower air pressure; usually associated with weather that is wet or overcast 2012, TESCCC 10/04/12 page 1 of 3

10 Rain precipitation that falls to earth in the form of water Thunderstorms a storm with lightning and thunder Ice An ice storm is caused by freezing rain. Ice storms occur when there is a warm layer of air trapped between two cold layers. Freezing rain falls, then melts, and then freezes again when it hits the second cold layer. Flurries Snow flurries are when there is a light snowfall that doesn t last long. Flurries don t stick to the ground and usually can t be measured. Snow precipitation in the form of ice crystals. Snow forms when the water vapor freezes. (The water vapor doesn t become a rain drop first.) 2012, TESCCC 10/04/12 page 2 of 3

11 Clear This symbol is used in a forecast, not on a weather map. It is generally used as a pictorial representation of the current weather. Partly cloudy This symbol is used in a forecast, not on a weather map. It is generally used as a pictorial representation of the current weather. Overcast This symbol is used in a forecast, not on a weather map. It is generally used as a pictorial representation of the current weather. 2012, TESCCC 10/04/12 page 3 of 3

12 Reading Weather Maps Day One: High Temperature /Low Temperature Precipitation Wind Speed Wind Direction Cloud Cover Fronts High or Low Pressure Day Two: High Temperature /Low Temperature Precipitation Wind Speed Wind Direction Cloud Cover Fronts High or Low Pressure 2012, TESCCC 10/26/12 page 1 of 3

13 Day Three: High Temperature /Low Temperature Precipitation Wind Speed Wind Direction Cloud Cover Fronts High or Low Pressure Day Four Prediction: Map Key: 2012, TESCCC 10/26/12 page 2 of 3

14 Day Four Prediction: High Temperature /Low Temperature Precipitation Wind Speed Wind Direction Cloud Cover Fronts High or Low Pressure 2012, TESCCC 10/26/12 page 3 of 3

15 Grade 04 Performance Indicator Instructions KEY Performance Indicator: Create weather maps to record the changes in the weather for three days. The weather maps should include symbols and a map key. Using the information on the weather maps, predict what the weather might be like for the next day. Record and explain the reason for your predictions. (4.2D; 4.8A) 1C; 4D; 5G Materials: paper (construction, 12 x 9, white or manila, 1 piece per student) crayons or colored pencils (1 pack per student) Instructional Procedures: 1. Remind students that they have been studying weather over the last four days and Ask: What kinds of weather conditions can be measured? Precipitation, wind direction, wind speed, air pressure, cloud coverage What are some of the tools we use to measure the changes in weather? Anemometer, rain gauge, thermometer, etc. Is there anywhere on the planet not affected by weather? Everyone is affected by weather and weather conditions. How does weather affect the living components of the planet? Temperature and precipitation affect the kinds of life that an area can support. How does weather affect the non-living components of the planet? Weather can cause erosion and weathering of nonliving components. 2. Explain to students that they will be creating their own weather maps to record the changes in weather for three days. Remind students that their weather maps must include symbols and a map key. On the third day, students should record a prediction for what the weather will be like the following day and explain their reasons for that prediction. 3. Share Performance Indicator rubric or expectations with students prior to students beginning the assessment. 4. Answer any questions students may have regarding the assessment. Instructional Notes: The Performance Indicator will be started on Day 5. Time needs to be set aside during the next two consecutive days for students to add data to their weather maps. On the third day, they will make a prediction about what the following day s (Day 4) weather. 2012, TESCCC 05/07/13 page 1 of 1