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Rain Drops Template

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					                                           Weather
                                       Stage 1 – Desired Results
Established Goals:                                                                           G
S4E4. Students will analyze weather charts/maps and collect weather data to
predict weather events and infer patterns and seasonal changes.
       Identify weather instruments and explain how each is used in gathering weather
data and making forecasts. (Thermometer, rain gauge, barometer, wind vane,
anemometer)
       Using a weather map, identify the fronts, temperature, and precipitation and use
the information to interpret the weather conditions.
       Use observations and records of weather conditions to predict weather patterns
throughout the year.
       Differentiate between weather and climate.

S4E3. Students will differentiate between the states of water and how they relate to the water
cycle and weather.
a. Demonstrate how water changes states from solid to liquid to gas and changes from gas to liquid to
solid.
b. Identify the temperatures at which water becomes a solid and at which water
becomes a gas.
c. Investigate how clouds are formed.
d. Explain the water cycle (evaporation, condensation, precipitation).
e. Investigate different forms of precipitation and sky conditions (rain, snow, sleet, hail, clouds, and
fog).




Enduring Understandings:        (Students will understand that…)                             U
     some natural events have a repeating pattern;
     weather changes from day to day, but temperature and precipitation tend to follow patterns
    within the same months every year.
       the water cycle is ongoing;

       water can exist in three states of matter: solid, liquid, gas;
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                                         Weather
       the water cycle is powered by the sun;

       water vapor usually condenses around small particles (such as dust, salt, or smoke) in the air;

       clouds are formed when condensation occurs in the atmosphere;

       when liquid water evaporates, it turns into a gas in the air and if cooled can reappear as a
        liquid or a solid;

       water circulates through the Earth’s crust and atmosphere as part of the water cycle.



Essential Questions:                                                                         Q
How does the weather reporter know what the weather will be tomorrow?
       Do we drink the same water the dinosaurs drank?
       What forms does water take on our planet?
       Where will the water you drink today be tomorrow?



Students will know that…                                                                     K

       thermometers measure temperature;
       rain gauges measure the amount of precipitation;
       barometers measure atmospheric pressure;
       wind vanes measure wind direction; and
       anemometers the speed and force of the wind.
       key words;
       states of water and how they relate to the water cycle and weather;
       how water moves ;
       and the different types of precipitation.




Students will be able to …                                                                   S

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                                         Weather
       identify and use the following weather instruments: thermometer, rain gauge, barometer, wind
        vane, and anemometer;

       read a weather map;

       use data to predict weather patterns; and

       differentiate between weather and climate.
       explain how water changes states;
       investigate cloud formation;
       explain and label the water cycle;
       differentiate between the states of water;
     and research different types of precipitation



                                  Stage 2 – Assessment Evidence
Performance Task(s):                                                                    T




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Other Evidence:                                                                         OE
       Think, Pair, Share
       Teacher Observation
       Oral Questions
       Journal sharing
       Selected Response Tests (multiple choice, true-false, matching)
       Constructed Response Tests (fill in the blank, short answer, essay, graphic organizers)

Unit Assessment




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                                      Stage 3 – Learning Plan
Learning Activities:                                                                       L
Learning Activities:
       As a part of your daily activities, assign a weekly weather person to record daily weather
        conditions. You could keep these on a flip calendar and compare months.
       Refer to the Mark Twain quote. Define climate and weather….Help students understand that
        climate is simply weather patterns of an area/region over a long period of time. We expect
        temperatures in Michigan to be colder than Georgia in April. But every now and again you
        have some unusually odd weather…thus climate is what you expect but weather is what you
        get! Have students pick any location in the world. Have them pick a time of the year in which
        they would like to visit this location. They must create a travel brochure to include the
        longitude/latitude, altitude, weather and climate information for the season in which they plan
        to travel. They should also note the sun rise and sun set times (hours of daylight). Have
        students in the northern hemisphere compare their season to those in the southern hemisphere.
        Why are they different? Use a globe and exposed lamp light to review why we have the
        seasons.
       Have students look at cloud charts and real clouds. While the intent should not be to have
        students memorize all the names of clouds, they should realize that clouds are named based
        on the shapes they form due to atmospheric conditions. Clouds indicate weather. By looking
        at clouds over a period of time and noticing weather that accompanies or follows the clouds,
        student can begin to use clouds to make predictions about the weather. Use Tomi DePaola’s
        The Cloud Book.
       Build a weather station for your school and access it daily during your recess time. Keep the
        data collected. Look for patterns. Consider creating line graphs to monitor the changes in
        temperature over time.
       Make or purchase the following weather instruments for your weather station: rain gauge,
        barometer, wind vane, and anemometer. See Making Weather Instruments, Activity Sheet
        #1 for directions. It is assumed that your school will have thermometers available for your
        use, but I would recommend purchasing a maximum/minimum thermometer if you have the
        funds. Note too that it is difficult to construct an accurate, easy, and cheap anemometer. To
        begin with you might have students observe a pinwheel and a wind speed chart to estimate
        wind speed. As of March 2006, the following site had instructions on how to build one for
        classroom use: http://www.worsleyschool.net/science/files/anemometer/anemometer.html
       Using a Weather Map: Students will learn to use weather maps by making and interpreting a
        weather map.
       Harcourt Science txt D4-9 Lab Property of Air WB160-165

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       Harcourt Science txt D10-17 Lab Wind Speed WB166-170
       Harcourt Science txt D18-23 Lab Air Pressure WB 171-176
       For each table of students, place a small clear cup on their table. Add hot water and then
        immediately have them invert a larger clear cup over the small cup. They should observe.
        They should begin to see water droplets forming on the inside of the larger inverted cup. They
        may even pick it up and touch the water to feel it. Ask them to discuss why this happens
        (water vapor condensed on the cup…) Talk about states of water. What would you have to do
        to freeze water? (Change temperature….discuss temperatures needed to turn water into a gas.)
       Have students place uncovered and covered bowls of water in the window sill. Observe and
        compare over time.
       Place two wet paper towels on the table, one folded up and one open flat. Observer and
        compare over time.
       Place a glass of ice water on the table and observe what happens to the outside of the glass
        over time.
       Draw and label the water cycle.
       Make a magic book showing the different clouds with a description of the weather associated
        with each cloud listed on the inside. Use this to READ the clouds each day for about a week
        and then make a weather prediction for the week end.
       Have student act out the water cycle. Place a large tub of water in the front of the room and
        label it pond, lake, ocean, etc. Try to name it after a local body of water the students are
        familiar with. Then pick a student to be the sun…the sun shines down on the body of water.
        Then choose several students to be “evaporation” and give them a small cup and a name tag
        necklace to wear that states they are evaporation. All the evaporations should take water from
        the lake and then form a group to represent a “cloud”. They should then pour all their water
        into a few students cups…these students should bear the name tag, “cloud”. The clouds
        should form together and then pour their water into the cups of students chosen to represent
        “rain.” Then the rain cups should pour back into the original body of water/lake, etc. We don’t
        want to create any misconceptions, so make sure the students realize that water that
        evaporates off one lake will probably be blown about and rain down on another site. Create a
        story to tell and let the kids act that part when you get to their part, “It was a hot day as the
        sun shone on the Atlantic Ocean. Even though we couldn’t see it with our eyes, we knew that
        water was evaporating off the surface of the ocean. We swam and swam until we looked up
        and saw a beautiful formation of clouds. As we watched, we noticed the clouds growing
        darker and darker. Then we began to feel drops of rain hitting us. We quickly swam to shore
        and ran for cover. It was fun to watch the rain drops hit the sand like little torpedoes….”
       Rain is not the only type of precipitation. Ask students to brainstorm and think of reasons to
        explain hail, snow, and sleet. Have children create a foldable or mini-book to illustrate rain,
        hail, snow, and sleet. Each page should focus on one type of precipitation. Students should
        draw the precipitation and list the conditions necessary to create that type of precipitation. For
        example, sleet occurs when rain from a warm cloud falls through freezing air. Students may
        need to use their science text books, the internet, and the school library to research the
        information needed.
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                                         Weather
       Create a portable cloud, http://eo.ucar.edu/webweather/cloud2html. This site was accessed on
        February 10, 2006.
       Activity 1: Fog Recipe. Have students research what fog is and then have them create a recipe
        card for how to make fog (note conditions necessary etc.). They should realize that fog is a
        dense layer of cloud lying close to the surface of the ground or water.
        http://www.stormdisplay.com/fog.asp
       Make a magic book showing the different types of clouds with the match weather predictions
        on the inside. Go out side and record the clouds seen during the week and make a prediction
        for the weekend.
       Record observation of a wet paper towel over time.
       Record observation of condensation on the outside of a jar filled with ice water over 30 min.
       Create a Water Cycle sequence chart, chain, or diagram.
Make a terrarium in a liter bottle. Cut of the top, fill with dirt and plants, add water, put saran wrap on
top, secure with a rubber band. Observe and record observations. Place bottle terrarium outside in the
sunlight for an hour or so. Observe. Students should see water droplets on the plastic wrap. Where
did it come from –inside the bottle…water from soil evaporated….plants transpired….). Students can
make it “rain” by thumping the plastic wrap causing the drops to fall back into the soil.

       Harcourt Science txt 102 What is the Water Cycle?
       Harcourt Science txt 114 How do the oceans and water cycle affect weather?
       Harcourt Science txt 128 How is weather predicted?




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