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When Weather Changes…

When Weather Changes…. Overview, Introduction, Tasks, Assessment, Resources, Conclusion Adaptability. Overview. This lesson looks at the weather around us, and some of the tools we use to measure different parts of the weather Best for grade 1-2 science

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When Weather Changes…

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  1. When Weather Changes… Overview, Introduction, Tasks, Assessment, Resources, ConclusionAdaptability

  2. Overview • This lesson looks at the weather around us, and some of the tools we use to measure different parts of the weather • Best for grade 1-2 science • Meets the MN standards: Earth and Space Science B.1, History and Nature of Science B.1 • Materials needed for web quest: • Blank calendar -weather spreadsheet -cloud finder pattern • Brass fastener -index cards -straight pins -straws -tape • Glass jar with lid - plate -hot water -ice cubes - dish detergent • Water - food coloring Overview, Introduction, Tasks, Assessment, Resources, Conclusion

  3. Introduction We get up every morning, ready for a new day. However, before we leave we look out the window to see what we should put on. However, this may be deceiving, so we also rely on other mechanisms in order to make our final decisions. Throughout this web quest, you will practice observing the weather as well as creating various weather related tools and getting a chance to use them. Overview, Introduction, Tasks, Assessment, Resources, Conclusion

  4. Tasks It’s time for you to become a meteorologist. Each task will help you to learn a little bit more about the weather and making your weather casts as accurate as possible. Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Assessment

  5. Task 1 • When you think of weather, what do you think of? Go to the window and look at the weather outside. Talk with your partner to include as many details as possible. • Get a calendar and data sheet from Ms. Jaclyn. Label the calendar and draw in the weather. Record other information on the data sheet as you know how to find other information. • Make sure to do this step every day. Task 1Task 2Task 3Task 4 Task 5 Task 6Assessment

  6. Task 2 Learning how to read a thermometer Now that we know how to read the thermometer, it is important to know how to dress for the day. Help the weather bear get ready for the day. Go here and click on the link “What’s the Weather?” See if you can read the thermometer outside the classroom and record your data on your data sheet. Task 1 Task 2 Task 3 Task 4 Task 5 Task 6Assessment

  7. 40o 35o 30o 25o 20o 15o 10o -10o 5o 0o -5o Reading a thermometer • You can tell what the temperature is by looking where the red liquid in the thermometer stops. For example: Would read about 21o Practice more temperature readings

  8. Thermometer practice • Working with a partner, one person sets the thermometer, the other person reads it. • Use the controls to change the maximums and minimums for the thermometer. • Change the intervals of the thermometer • Check your answers with the button • When finished complete the thermometer worksheet individually and turn this in.

  9. Task 3 • What types of clouds are there? How can you tell them apart? Look at the following website to learn about the different types of clouds. Record these in your science journal with pictures. • Play the cloud matching game. • Create your own cloud finder by cutting out the two circles and the areas that need to be cut. Fasten them together with a brass fastener. Remember to help out a friend with this project if you see they need help. • Observe what kinds of clouds you see outside on your data sheet. Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Assessment

  10. Task 4 • Did you know that you can measure the speed of the wind just with your eyes? Its true. Look at the Beaufort scale to find out how. • Record the break down of this scale in your science journal. • Then look out the window to identify what the wind speed is today. Record your information on your data sheet Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Assessment

  11. Task 5 • By using a weather vane you can identify which direction the wind is coming from. The direction the arrow points is the wind direction • Learn how to make your own weather vane and then practice using it. • When doing your weather observation be sure to gather this information as well and include it on your data sheet Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Assessment

  12. Task 6 • Sometimes weather looks and sounds different than usual. Some of these include: Thunderstorms Fog Hail Rain Blizzards Tornadoes • Click on these to learn more about them. • Record new information in your science journal. OverviewIntroductionTasksAssessmentResourcesConclusion

  13. Thunderstorms • A typical thunderstorm only lasts about 30 minutes • Lightning kills more people per year than tornadoes. How can you keep yourself safe? • You can estimate how far away a thunderstorm is by counting the number of seconds between the lightning flash and the thunder clap

  14. Move indoors Avoid water Stay away from electrical outlets Get to the lowest areas possible Avoid standing near metal like flag poles Do not take shelter under a tree Be Safe During Thunderstorms

  15. Fog • A very low cloud forms when warm air and cold air meet. • It forms easier in areas where there is dust in the air • In MN we generally have 2 kinds of fog • Radiation fog • Steam Fog

  16. Hail • Hail stones are pieces of ice that range in size from small peas to golf-ball size or larger • They have a variety of shapes • They destroy many things • They are produced by cumulonimbus clouds when raindrops freeze over and over before falling to the ground. • Illustration of this point • Look at a hailstone on the inside • The largest hail in the U.S.was found in Nebraska with stones 7 inches across • Find Nebraska on the map • Find something else that is about 7 inches in the classroom • Watch this video of a hail storm in Northfield, MN from August 23,2006

  17. How the hailstone forms • Hail starts as a drop of water • The wind pushes it back up to the cloud and it refreezes until it is so heavy that the wind can not keep it up in the air any longer.

  18. Inside a hail stone • Notice the layers of the hail

  19. Rain • Raindrops are usually smaller than 1 cm • Rain falls between 7 and 18 miles per hour • The most rainfall in the U.S. occurs annually in Louisiana about 56 inches per year • Make a rain jar with a partner. Can you figure out why it works?

  20. Make it Rain • MATERIALS: • glass mayonnaise or canning jar • plate • hot water • ice cubes • index cards • PROCESS: • Pour about two inches of very hot water into the glass jar. • Cover the jar with the plate and wait a few minutes before you start the next step. • Put the ice cubes on the plate.

  21. Blizzards • Not all weather makes sound, but a blizzard looks and sounds like this. • Blizzards occur at low temperatures. • They usually have strong winds, which blow around the powdery snow. • This makes it hard to see things far away and for driving. • Did you know MN is known for a famous blizzard? The Halloween Blizzard of 1991 dumped up to 32 inches of snow in some areas before the storm was over.

  22. Tornadoes • Watch this clip of an actual tornado developing near Adrain, MN. What do you notice? • Facts • Appear as a rotating, funnel shaped cloud • Cause winds up to 300 miles per hour • Just as a tornado is ready to hit, the air becomes still and the wind may die down • Peak season is late spring through summer • Make a tornado with a partner

  23. Assessment • See how you will be graded on the material covered in this web quest • Grade sheet for teachers OverviewIntroductionTasks AssessmentResources ConclusionAdaptability

  24. Data Sheet and Calendar 5 points Observations are made every day All observations are recorded on data sheet New information is included upon learning how to measure it 4 points Observations are made 5-6 times per week Observations are recorded on data sheet New information is included most of the time after learning how to measure it. 3 points Observations are made 3-4 times per week Observations are recorded on data sheet Some new information is included, occasionally 2 points Observations are made 2 times per week Observations are written down Occasionally new information is added 1 point 0-1 observations per week Observations not on provided data sheet No new information is added as tasks are completed Performance Assessment Thermometer Worksheet (out of 10) 1 point each ½ point for correct reading ½ point for correct scale Types of Clouds Journal entry + Cloud types described with a picture +/- Cloud types described, no picture +/- Picture, no description - Task was not completed Wind Speed Journal entry + Beaufort Scale is in journal, includes relative numbers, how you can tell +/- Some of information is apparent - Task was not completed Explain how your rain jar and tornado bottle work 5 POINTS Description is accurate Process is understood 3 POINTS Shows some understanding of concepts Description is accurate 1 POINT No understanding is apparent Rubric

  25. Grade Sheet

  26. Resources • Interactive Thermometer • Dress the Weather Bear • Cloud Finder Pattern • Weather Vane • Beaufort Scale • Rain Jar • Pictures • Fog -Hail -Rain -Blizzard -Tornado -Lightning • Videos • Hail -Blizzard • Ahrens, C. Donald, Essentials of Meteorology, Thomson Publishing, 4th ed,2005 • Wind and Weather, Time Life Books, 4th ed, 1992 • Weather and Climate, Time-Life for Children, 2nd ed. 1993 • Websites • http://www.safeelectricity.org/results.asp?ID=300 • http://www.safeelectricity.org/results.asp?ID=300 • http://www.fema.gov/hazard/tornado/index.shtm OverviewIntroductionTasks AssessmentResources ConclusionAdaptability

  27. Conclusion Weather is a part of every day life, but sometimes it can be very dangerous too. In the past few days you were able to become a meteorologist by learning how to read a thermometer, test wind speed and direction, learn about the cloud types and how some weather looks and sounds so that next time you see them you’ll know all about them. Next time you see a weathercast take a look at what information the weather man is giving you? Could you use your knowledge to make a similar prediction? OverviewIntroductionTasks AssessmentResources ConclusionAdaptability

  28. Ways to accommodate • Follow children’s 504 plan and IEP • For people with reading disabilities and dysgraphia, I purposely spaced the text so that it is more visually accepting • I will have paper that can be used as a guide for reading • I’ll apply a screen reader to the computer so that the text can be read aloud to them • For children who have autism, I will make sure they are not stemming off the screen or on task • For children with physical disabilities, I will make sure they are adapted for as much as possible • Break tasks down into smaller chunks (1-2 tasks per day.) OverviewIntroductionTasks AssessmentResources ConclusionAdaptability

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