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Weather and Climate
Lewis County Schools
3rd grade unit
NGSS
Next Generation Science Standards:
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season
3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.
3-ESS3-1. Make a claim about the merit of a design solution that reduces the impact s of a weather-related hazard.
Weather Lesson #0: Introduction to Weather (Review)
Time Frame: 45 minutes Learning Standards:
Science Earth and Space Science: Weather 1) Explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time. Resources and Materials:
Item Amount
Science notebooks
Thermometers 1 per student
Ice cubes (not provided)
Hot water (not provided)
Containers 5
Focus Activity: Have students attempt to describe the weather outside in their science notebooks, for example whether it is sunny or cloudy, temperature, humidity, precipitation, wind, etc. Have the class share their descriptions and discuss the difficulties in measuring the weather. Brainstorm together different types of weather, what they have in common, and discuss how they might be measured (i.e. thermometer). Introduction: Explain that weather is the condition of the atmosphere and results from the interaction between the sun, the air, water and the earth. Weather involves heat or cold, wetness or dryness, calm or storm, and clearness or cloudiness. Explain that meteorology is the study of weather patterns and making weather predictions. Add that meteorologists use specific tools to help them measure the weather.
Activity: 1) Show the weather segment of the news station at the school, or show a recent weather broadcast from YouTube. Discuss the following questions as a class: Why is weather important enough to be a part of the daily news? How does it affect our daily lives? 2) Have your class watch the same weather segment a second time, asking students to pay special attention to the words they don't know. Have them write unfamiliar words in their science journals. Ask the following question: What types of weather vocabulary did you hear during the broadcast? Make a list on the board and discuss possible definitions. Tell students that today they will begin a study of weather. Ask the students to discuss anything
they know about weather or ask questions. Mention that weather is different all over the globe, explain briefly about different climates. 3) Pass out thermometers to each student. Explain how to read a thermometer, and the difference between Fahrenheit and Celsius. Many countries measure in Celsius, but in the United States, we measure in Fahrenheit. They are just two different ways to measure the same thing. 4) Have students record room temperature in both Fahrenheit and Celsius. Pass out containers of water to each table with ice water and hot water, and allow students to measure the temperatures, recording them in their notebooks with both Celsius and Fahrenheit. As a class, compile a chart on the board with the different temperatures. 5) If time allows, students may go outside or to different places in the school to measure temperatures and record the data in their notebooks. Closure: Discuss the following questions with the class. Why is weather important in our daily lives? What are different aspects of weather that can be reported? Assessment: Science notebook responses, participation in class activities and discussions
Closure: Based on what you know about the water cycle, and pollution why you agree or disagree with the authors opinion? Ask students to share their responses. Have students complete the assessment in their journals :Many big companies have polluted oceans by dumping garbage and oil into the water. What would you tell these companies?
Weather & Climate Lesson #1: Water in the Air: Humidity and Precipitation
Essential Question: How does weather affect our lives? Standards: 3-ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area. 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in bar graphs. (3-ESS2-1) Student will be able to: 1. Explain how humidity influences weather and how humidity readings can be used to make weather forecasts (predictions). 2. Make predictions about levels of humidity, conduct experiments, and analyze the results. 3. Use a bar graph about humidity in North Adams to answer questions and make predictions. Vocabulary: Humidity: a quantity representing the amount of water vapor in the atmosphere or a gas
Once students have a conceptual understanding of the vocabulary word they should create a 4-Square (Frayer Method from Key Vocabulary Routine) for the above word(s). Assessment: Science notebook responses, participation in class activities and discussions, completion of the humidity experiments, bar graph worksheet ( to be completed by the classroom teacher) Resources and Materials:
Item Amount
Science notebooks
Sponges 8
Pipettes 20
Plastic Plates 8
Thirsty Sponge Handouts (make copies)
Activator: We already know that there is some water in the air, but can air be “wet” when it is not raining? What would that feel like? How come sometimes it rains when it’s cloudy and sometimes it doesn’t? Introduction: 1. Introduce the concept of humidity with the class, and write humidity on the vocabulary wall. Explain that humidity is the amount of water vapor or moisture in the air. If the air is more humid, it has more water vapor. If the air is less humid, it has less water vapor. Discuss which seasons in North Adams are humid, with warm summers and no dry season. Explain that warm air can hold more water vapor. In the summer when it is hot, the air is more likely to be humid. In the winter when it is cold the air is less likely to be humid (instead it is dry). Ask students to think about where the water vapor in the air comes from. Review the water cycle as necessary and explain that when the sun heats liquid water, the water evaporates into the air. 2. You have read a passage with your teacher about how pollution in water can cause the climate to change. Remember that climate is the weather in a certain area over a long period of time. One of the factors that affects climate is humidity. Certain places in the world are more humid than others. Activity: 1. Break the students up into groups and give each group a bowl of water, a plate with a sponge, and a pipette. 2. Before the experiment, have the students squeeze the sponges to see that there is no water in them. Ask the students how much water is in the sponge. Have students make predictions in their science journals about what will happen when they add water to the sponge. 3. Have students take turns taking pipettes of water and pouring them onto the sponge. Have them record how many pipettes full it takes until the sponge is “saturated” and stops holding water. Remind students to make and write down observations on how the sponge changes with the addition of water. Ask the students, what is happening to the water, and what will happen when you keep adding water. [Students may not understand what saturation is. You may demonstrate a visual of saturation by showing students a dry washcloth, and show them that it has no water in it. Place the washcloth in the water long
enough so that when you take it out of the water it is dripping wet. Allow the water to drip out and once it is not dripping, show the students that it is still holding water by wringing out the washcloth.] 4. Ask the different groups to share their predictions and results with the class and discuss the relation to humidity in the air and precipitation. For example, air can hold moisture without raining up to a certain amount, until there is too much moisture and it begins to rain. Discuss that when it is really humid, there is a higher chance it will rain. Closure: Discuss the following questions with the class. What is humidity? Where does the water vapor in the air come from? How does humid air feel? How does dry air feel? Exit Ticket: If you were going to tell a kindergartener about humidity, what would you say? Teacher Note: Teacher should complete the following activity after hands on activity. 1. As a class read the background information about humidity in North Adams. Use the information and bar graphs to answer the questions.
Student Recording Sheet Lesson # 4
Thirsty Sponge: How Humid is Too Humid? Name ___________________________________
How much water did you add (pipettes)? Is the sponge saturated? (Yes or No)
How many pipettes full of water did it take to fill your sponge?
___________________________________________________________________________________________________________________________________________________
What happened to the sponge when it was saturated?
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Read background information about humidity, use what you know about weather and humidity to answer the following questions. What place do you think is more comfortable to live in July? Explain. What place do you think is more comfortable to live in January? Explain.
Humidity in North Adams, MA
The relative humidity typically ranges from 35% (comfortable) to 98% (very humid) over the course of the year, rarely dropping below 19% (dry) and reaching as high as 100% (very humid).
The air is driest around April 20, at which time the relative humidity drops below 44% (comfortable) three days out of four; it is most humid around August 22, exceeding 96% (very humid) three days out of four.
Humidity in Phoenix, AZ
The relative humidity typically ranges from 9% (very dry) to 71% (humid) over the course of the year, dropping as low as 5% (very dry) and rarely exceeding 94% (very humid).
The air is driest around June 11, at which time the relative humidity drops below 11% (very dry) three days out of four; it is most humid around December 29, exceeding 57% (mildly humid) three days out of four.
Weather and Climate Lesson #2: Types of Precipitation
Essential Question: How does weather affect our lives? Standards: 3-ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area. 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in bar graphs. (3-ESS2-1) Student will be able to: 1. Describe precipitation and compare and contrast the different types of precipitation. 2. Use a bar graph to answer questions and make predictions about average temperature in North Adams. Language Objectives: Speaking: Level 1: Recite words from the diagram or top-down web. Answer yes or no questions from the diagrams or top-down web. Level 2: Using the diagrams, top-down web, restate to a partner the following sentences:
Hail is a large frozen raindrop. Snow is ice crystals that form into flakes. Level 3: From top-down web or diagram, answer these questions: · What is hail? · What is sleet? · What is snow? · What is rain?
Level 4: Compare and contrast snow and rain Reading : Level 4 • Interpret information or data from charts and graphs Vocabulary: Hail is a large frozen raindrop produced by intense thunderstorms where snow and rain can coexist. As the snowflakes fall, liquid water freezes onto them forming ice pellets that will continue to grow as more and more droplets are accumulated. The hailstone reaches the ground as ice because it is not in contact with the warm air below the thunderstorm long enough to melt before reaching the ground. Sleet is frozen raindrops that bounce when they hit the ground or hit something else. Sleet begins as snow high in the atmosphere and then partially melts in warmer layers of air but then refreezes in colder areas of air as it falls. Snow is ice crystals that form into flakes. Snow forms at temperatures below freezing. For snow to reach the earth's surface the temperature in the troposphere needs to be at or below freezing. It can be slightly above freezing in some layers if the layer is not warm or deep enough to melt the snowflakes too much. Once students have a conceptual understanding of the vocabulary word they should create a 4-Square (Frayer Method from Key Vocabulary Routine) for the above word(s). Assessment: Class discussion, top down web and graphing worksheet
Resources and Materials:
Item Amount
Pictures of different precipitation 3 sets (in bin)
Rulers (not provided) (in classroom)
Paper (not provided) (in classroom)
Activator: What types of water fall out of the sky? Discuss the answers as a class and talk about how some types of precipitation are liquid (rain) and some are solid (snow, sleet, and hail). Then discuss what types of precipitation are most common during different times of the year, making connections between types of precipitation and temperature. When does it snow in North Adams? How does it feel outside when it is snowing? What about sleet? Hail? When does rain occur? Does it need to be cold for it to rain? How can you tell when a rainstorm might be coming? Does the air feel humid (damp and heavy)?
Activity: 1. From the previous lesson, students should know that water in the atmosphere (from the water cycle) falls back to the earth as precipitation. Water evaporates from the earth to forms clouds that create precipitation. Discuss the different types of precipitation as a class, using the pictures provided as a visual aid. Precipitation can be either liquid (rain) or solid (hail, sleet, or snow). a. Rain falls when growing water droplets become too heavy to remain in clouds, and fall toward the earth’s surface. Rain can also begin as ice crystals that come together to form large snowflakes. As the falling snow comes into contact with warmer air, the flakes melt and collapse into raindrops. b. Hail is a large frozen raindrop produced by intense thunderstorms where snow and rain can coexist. As the snowflakes fall, liquid water freezes onto them forming ice pellets that will continue to grow as more and more droplets are accumulated. The hailstone reaches the ground as ice because it is not in contact with the warm air below the thunderstorm long enough to melt before reaching the ground. c. Sleet is frozen raindrops that bounce when they hit the ground or hit something else. Sleet begins as snow high in the atmosphere and then partially melts in warmer layers of air but then refreezes in colder areas of air as it falls. d. Snow is ice crystals that form into flakes. Snow forms at temperatures below freezing. For snow to reach the earth's surface the temperature in the troposphere needs to be at or below freezing. It can be slightly above freezing in some layers if the layer is not warm or deep enough to melt the snowflakes too much. e. Make sure that students understand that there exist layers of warm and cool air in the troposphere. The temperature of these layers do not necessarily relate directly to their altitude, although on average temperature decreases when altitude increases. 2. Discuss how to measure precipitation. Tell students that they can collect precipitation in a tool called a gauge, and they can measure precipitation by reading the value in millimeters. Show a picture of rain gauges. The gauge can measure precipitation as long as there is no barrier or extreme wind. Tell students that a rain gauge was the tool that was used to collect the inches of precipitation that fell in North Adams MA in 2012. Use the graph about average precipitation in North Adams to answer the questions.
Whole Class Activity
Average Precipitation for North Adams, MA in 2013
Was there more precipitation in July or November? About how many inches of precipitation fell in February? Do you think there will be more than 24 inches of rain that will fall next August? Explain your reasoning. As a class complete a top down web or a two column note sheet about precipitation. Use word banks as a modification for students. Closure: Discuss the following questions as a class. Which type of precipitation is water in its liquid form? Which types of precipitation are made of water in its solid form? How is sleet different from hail? How is rain different from snow? How are rain, sleet, snow, and hail similar? Ask students what happens if there is too much rain? Too little? Student Worksheet Complete the top down web about precipitation.
Weather and Climate Lesson#3
Interlude to Extreme Weather (This lesson can be taught by the ELA teacher)
At this point in the unit, during the ELA block, the classroom teacher can use a unit on extreme weather and make necessary connections between the units and lessons previously taught in this unit. After this point, students will be able to reference extreme weather during their science lessons.
Vocabulary
1. How natural are natural hazards?
Notwithstanding the term "natural," a natural hazard has an element of human involvement. A physical event,
such as a volcanic eruption, that does not affect human beings is a natural phenomenon but not a natural hazard.
A natural phenomenon that occurs in a populated area is a hazardous event. A hazardous event that causes
unacceptably large numbers of fatalities and/or overwhelming property damage is a natural disaster. In areas
where there are no human interests, natural phenomena do not constitute hazards nor do they result in disasters.
This definition is thus at odds with the perception of natural hazards as unavoidable havoc wreaked by the
unrestrained forces of nature. It shifts the burden of cause from purely natural processes to the concurrent
presence of human activities and natural events.
Although humans can do little or nothing to change the incidence or intensity of most natural phenomena, they
have an important role to play in ensuring that natural events are not converted into disasters by their own
actions. It is important to understand that human intervention can increase the frequency and severity of natural
hazards. For example, when the toe of a landslide is removed to make room for a settlement, the earth can move
again and bury the settlement. Human intervention may also cause natural hazards where none existed before.
Volcanoes erupt periodically, but it is not until the rich soils formed on their ejecta are occupied by farms and
human settlements that they are considered hazardous. Finally, human intervention reduces the mitigating effect
of natural ecosystems. Destruction of coral reefs, which removes the shore's first l ine of defense against ocean
currents and storm surges, is a clear example of an intervention that diminishes the ability of an ecosystem to
protect itself. An extreme case of destructive human intervention into an ecosystem is desertification, which, by its
very definition, is a human-induced "natural" hazard.
POTENTIALLY HAZARDOUS NATURAL PHENOMENA
ATMOSPHERIC
Hailstorms
Hurricanes
Lightning
Tornadoes
Tropical storms
SEISMIC
Fault ruptures
Ground shaking
Lateral spreading
Liquefaction
Tsunamis
Seiches
OTHER GEOLOGIC/HYDROLOGIC
Debris avalanches
Expansive soils
Landslides
Rock falls
Submarine slides
Subsidence
HYDROLOGIC
Coastal flooding
Desertification
Salinization
Drought
Erosion and sedimentation
River flooding
Storm surges
VOLCANIC
Tephra (ash, cinders, lapilli)
Gases
Lava flows
Mudflows
Projectiles and lateral blasts
Pyroclastic flows
WILDFIRE
Brush
Forest
Grass
Savannah
Earthquakes
Earthquakes are caused by the sudden release of slowly accumulated strain energy along a fault in the earth's
crust. Earthquakes and volcanoes occur most commonly at the collision zone between tectonic plates. Earthquakes
represent a particularly severe threat due to the irregular time intervals between events, lack of adequate
forecasting, and the hazards associated with these:
- Ground shaking is a direct hazard to any structure located near the earthquake's center. Structural failure takes
many human lives in densely populated areas.
- Faulting, or breaches of the surface material, occurs as the separation of bedrock along lines of weakness.
- Landslides occur because of ground shaking in areas having relatively steep topography and poor slope stability.
- Liquefaction of gently sloping unconsolidated material can be triggered by ground shaking. Flows and lateral
spreads (l iquefaction phenomena) are among the most destructive geologic hazards.
- Subsidence or surface depressions result from the settling of loose or unconsolidated sediment. Subsidence
occurs in waterlogged soils, fi ll, alluvium, and other materials that are prone to settle.
- Tsunamis or seismic sea waves, usually generated by seismic activity under the ocean floor, cause flooding in
coastal areas and can affect areas thousands of kilometers from the earthquake center.
Volcanoes
Volcanoes are perforations in the earth's crust through which molten rock and gases escape to the surface.
Volcanic hazards stem from two classes of eruptions:
- Explosive eruptions which originate in the rapid dissolution and expansion of gas from the molten rock as it nears
the earth's surface. Explosions pose a risk by scattering rock blocks, fragments, and lava at varying distances from
the source.
- Effusive eruptions where material flow rather than explosions is the major hazard. Flows vary in nature (mud,
ash, lava) and quantity and may originate from multiple sources. Flows are governed by gravity, surrounding
topography, and material viscosity.
Hazards associated with volcanic eruptions include lava flows, falling ash and projectiles, mudflows, and toxic
gases. Volcanic activity may also trigger other natural hazardous events including local tsunamis, deformation of
the landscape, floods when lakes are breached or when streams and rivers are dammed, and tremor-provoked
landslides.
Landslides
The term landslide includes slides, falls, and flows of unconsolidated materials. Landslides can be triggered by
earthquakes, volcanic eruptions, soil saturated by heavy rains or groundwater rise, and river undercutting.
Earthquake shaking of saturated soils creates particularly dangerous conditions. Although landslides are highly
localized, they can be particularly hazardous due to their frequency of occurrence. Classes of lan dslide include:
- Rockfalls, which are characterized by free-fall ing rocks from overlying cliffs. These often collect at the cliff base in
the form of talus slopes which may pose an additional risk.
- Sl ides and avalanches, a displacement of overburden due to shear failure along a structural feature. If the
displacement occurs in surface material without total deformation it is called a slump.
- Flows and lateral spreads, which occur in recent unconsolidated material associated with a shallow water table.
Although associated with gentle topography, these liquefaction phenomena can travel significant distances from
their origin.
The impact of these events depends on the specific nature of the landslide. Rockfalls are obvious dangers to l ife
and property but, in general, they pose only a localized threat due to their l imited areal influence. In contrast,
sl ides, avalanches, flows, and lateral spreads, often having great areal extent, can result in massive loss of l ives and
property. Mudflows, associated with volcanic eruptions, can travel at great speed from their point of origin and are
one of the most destructive volcanic hazards.
Flooding
Two types of flooding can be distinguished: (1) land-borne floods, or river flooding, caused by excessive run-off
brought on by heavy rains, and (2) sea-borne floods, or coastal flooding, caused by storm surges, often
exacerbated by storm run-off from the upper watershed. Tsunamis are a special type of sea -borne flood.
a. Coastal flooding
Storm surges are an abnormal rise in sea water level associated with hurricanes and other storms at sea. Surges
result from strong on-shore winds and/or intense low pressure cells and ocean storms. Water level is controlled by
wind, atmospheric pressure, existing astronomical tide, waves and swell, local coastal topography and bathymetry,
and the storm's proximity to the coast.
Most often, destruction by storm surge is attributable to:
- Wave impact and the physical shock on objects associated with the passing of the wave front.
- Hydrostatic/dynamic forces and the effects of water l ifting and carrying objects. The most significant damage
often results from the direct impact of waves on fixed structures. Indirect impacts include flooding and
undermining of major infrastructure such as highways and railroads.
Flooding of deltas and other low-lying coastal areas is exacerbated by the influence of tidal action, storm waves ,
and frequent channel shifts.
b. River flooding
Land-borne floods occur when the capacity of stream channels to conduct water is exceeded and water overflows
banks. Floods are natural phenomena, and may be expected to occur at irregular intervals on all stream and rivers.
Settlement of floodplain areas is a major cause of flood damage.
Tsunamis
Tsunamis are long-period waves generated by disturbances such as earthquakes, volcanic activity, and undersea
landslides. The crests of these waves can exceed heights of 25 meters on reaching shallow water. The unique
characteristics of tsunamis (wave lengths commonly exceeding 100 km, deep-ocean velocities of up to 700
km/hour, and small crest heights in deep water) make their detection and monitoring difficult. Characteristics of
coastal flooding caused by tsunamis are the same as those of storm surges.
Hurricanes
Hurricanes are tropical depressions which develop into severe storms characterized by winds directed inward in a
spiraling pattern toward the center. They are generated over warm ocean water at low latitudes and are
particularly dangerous due to their destructive potential, large zone of influence, spontaneous generation, and
erratic movement. Phenomena which are associated with hurricanes are:
- Winds exceeding 64 knots (74 mi/hr or 119 km/hr), the definition of hurricane force. Damage results from the
wind's direct impact on fixed structures and from wind-borne objects.
- Heavy rainfall which commonly precedes and follows hurricanes for up to sever al days. The quantity of rainfall is
dependent on the amount of moisture in the air, the speed of the hurricane's movement, and its size. On land,
heavy rainfall can saturate soils and cause flooding because of excess runoff (land-borne flooding); it can cause
landslides because of added weight and lubrication of surface material; and/or it can damage crops by weakening
support for the roots.
- Storm surge (explained above), which, especially when combined with high tides, can easily flood low-lying areas
that are not protected.
All this is the key to developing effective vulnerability reduction measures: if human activities can cause or
aggravate the destructive effects of natural phenomena, they can also eliminate or reduce them.
2. The environment, natural hazards, and sustainable development
The work of the OAS/DRDE is focused upon helping countries plan spatial development and prepare compatible
investment projects at a prefeasibil ity level. In a general sense, these tasks may be called "environmental
planning"; they consist of diagnosing the needs of an area and identifying the resources available to it, then using
this information to formulate an integrated development strategy composed of sectoral investment projects. This
process uses methods of systems analysis and conflict management to arrive at an equitable distribution of costs
and benefits, and in doing so it l inks the quality of human life to environmental quality. In the planning work, then,
the environment-the structure and function of the ecosystems that surround and support human life-represents
the conceptual framework. In the context of economic development, the environment is that composite of goods,
services, and constraints offered by surrounding ecosystems. An ecosystem is a coherent set of interlocking
relationships between and among living things and their environments. For example, a forest is an ecosystem that
offers goods, including trees that provide lumber, fuel, and fruit. The forest may also provide services in the form
of water storage and flood control, wildlife habitat, nutrient storage, and recreation. The forest, however, l ike any
physical resource, also has its constraints. It requires a fixed period of time in which to reproduce itself, and it is
vulnerable to wildfires and blights. These vulnerabilities, or natural hazards, constrain the development potential
of the forest ecosystem.
Hazards in Arid and Semi-Arid Areas
a. Desertification
Desertification, or resource degradation in arid lands that creates desert conditions, results from interrelated and
interdependent sets of actions, usually brought on by drought combined with human and animal population
pressure. Droughts are prolonged dry periods in natural climatic cycles. The cycles of dry and wet periods pose
serious problems for pastoralists and farmers who gamble on these cycles. During wet periods, the sizes of herds
are increased and cultivation is extended into drier areas. Later, drought destroys human activities which have
been extended beyond the limits of a region's carrying capacity.
Overgrazing is a frequent practice in dry lands and is the single activity that most contributes to desertification.
Dry-land farming refers to rain-fed agriculture in semiarid regions where water is the principal factor l imi ting crop
production. Grains and cereals are the most frequently grown crops. The nature of dry-land farming makes it a
hazardous practice which can only succeed if special conservation measures such as stubble mulching, summer
fallow, strip cropping, and clean til lage are followed. Desertified dry lands in Latin America can usually be
attributed to some combination of exploitative land management and natural climate fluctuations.
b. Erosion and Sedimentation
Soil erosion and the resulting sedimentation constitute major natural hazards that produce social and economic
losses of great consequence. Erosion occurs in all cl imatic conditions, but is discussed as an arid zone hazard
because together with salinization, it is a major proximate cause of desertific ation. Erosion by water or wind occurs
on any sloping land regardless of its use. Land uses which increase the risk of soil erosion include overgrazing,
burning and/or exploitation of forests, certain agricultural practices, roads and trails, and urban dev elopment. Soil
erosion has three major effects: loss of support and nutrients necessary for plant growth; downstream damage
from sediments generated by erosion; and depletion of water storage capacity, because of soil loss and
sedimentation of streams and reservoirs, which results in reduced natural stream flow regulation.
Stream and reservoir sedimentation is often the root of many water management problems. Sediment movement
and subsequent deposition in reservoirs and river beds reduces the useful l ives of water storage reservoirs,
aggravates flood water damage, impedes navigation, degrades water quality, damages crops and infrastructure,
and results in excessive wear of turbines and pumps.
c. Salinization
Saline water is common in dry regions, and soil s derived from chemically weathered marine deposits (such as
shale) are often saline. Usually, however, saline soils have received salts transported by water from other
locations. Salinization most often occurs on irrigated land as the result of poor water control, and the primary
source of salts impacting soils is surface and/or ground water. Salts accumulate because of flooding of low-tying
lands, evaporation from depressions having no outlets, and the rise of ground water close to soil surfaces.
Salinization results in a decline in soil fertil ity or even a total loss of land for agricultural purposes. In certain
instances, farm land abandoned because of salinity problems may be subjected to water and wind erosion and
become desertified.
Inexpensive water usually results in over-watering. In dry regions, salt-bearing ground water is frequently the
major water resource. The failure to properly price water from irrigation projects can create a great demand for
Such projects and result in misuse of available water, causing waterlogging and salinization.
A survey of environmental constraints, whether focused on urban, rural, or wildland ecosystems, includes (1) the
nature and severity of resource degradation; (2) the underlying causes of the degradation, which include the
impact of both natural phenomena and human use; and (3) the range of feasible economic, social, institutional,
policy, and financial interventions designed to retard or alleviate degradation. In this sense, too, natural hazards
must be considered an integral aspect of the development planning process.
Recent development l iterature sometimes makes a distinction between "environmental projects" and
"development projects." "Environmental projects" include objectives such as sanitation, reforestation, and flood
control, while "development projects" may focus on potable water supplies, forestry, and irrigation. But the
project-by-project approach is clearly an ineffective means of promoting socioeconomic well -being. Development
projects, if they are to be sustainable, must incorporate sound environmental management. By definition, this
means that they must be designed to improve the quality of l ife and to protect or restore environmental quality at
the same time and must also ensure that resources wi ll not be degraded and that the threat of natural hazards will
not be exacerbated. In short, good natural hazard management is good development project management.
Indeed, in high-risk areas, sustainable development is only possible to the degree that development planning
decisions, in both the public and private sectors, address the destructive potential of natural hazards. This
approach is particularly relevant in post-disaster situations, when tremendous pressures are brought to bear on
local, national, and international agencies to replace, frequently on the same site, destroyed facil ities. It is at such
times that the pressing need for natural hazard and risk ass essment information and its incorporation into the
development planning process become most evident.
To address hazard management, specific action must be incorporated into the various stages of the integrated
development planning study: first, an assessment of the presence and effect of natural events on the goods and
services provided by natural resources in the plan area; second, estimates of the potential impact of natural events
on development activities, and third, the inclusion of measures to reduce vulnerability in the proposed
development activities. Within this framework, "lifeline" networks should be identified: components or critical
segments of production facil ities, infrastructure, and support systems for human settlements, which should be as
nearly invulnerable as possible and be recognized as priority elements for rehabilitation following a disaster.
Weather and Climate Lesson #5:
Wind
This lesson should be taught by the classroom teacher prior to the students coming in.
Standards: Objectives: Students will be able to explain how wind causes weather. Connect the water cycle to weather and climate. Explain that clouds look differently and have different names and can indicate what type of weather we may have. Activator: What bring weather to your area? How does weather get to where you live? Materials and Resources :
Item
“Wind and Clouds” Hands on Nature Page 293
Puppets
The Cloud Book By Tomie Depaola
Introduction: Build background on wind and clouds. Wind can be very strong or it can be a gentle breeze. All winds are created when warm air rises and expands while cooler dense air flows into replace it. Winds stir and mix in the atmosphere and pick up moisture as they blow over the earth, forming clouds and carrying them away. Wind and clouds bring us weather as they swirl around the globe. Winds are results of different temperature on earth due to unequal heating of the earth’s surface by the sun. Remember how the sun heats up the earth in the water cycle making water evaporate? Well the sun doesn’t heat up the earth equally, this caused wind. The direction of the wind also affects our weather. North winds tend to bring cold weather and south winds bring warm temperatures. Winds from the northwest, west and southwest bring good weather, and the northeast, east, and south tend to bring stormy weather. When the direction of the wind changes, so does the weather. Looking at the clouds in the sky can tell you a lot about the weather. The more ominous the clouds look, the more chance the weather is not going to be good. Students do not need to memorize the cloud types but they should be aware that there are different types of clouds. People have been looking at the sky for a long time to predict weather and have come up with sayings to help predict the weather. Theses saying are called “weather lore”. When clouds appear like rocks and towers, The Earth's refreshed by frequent showers When the wind is in the east, 'tis neither good for man nor beast.
Teacher Read aloud: The Cloud Book by Tomie Depaola
Class Activity : Use the puppet show from Hands on Nature entitled “ Wind and Clouds “ on page 293. Use the puppet show as a readers theatre. After Reading: Why did Henry have his eye on the sky? What can looking at the sky tell us? Exit Ticket: Draw a picture of what the clouds might look like in the sky before it rains. How would you explain to a kindergartener why we have weather?
Weather and Climate Lesson# 6 Climate
Essential Question: How does weather affect our lives? Standard: 3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-ESS2-2)
Objective:
Students will be able to …
1. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year.
2. State the difference between weather and climate.
Vocabulary
Climate: the weather conditions prevailing in an area in general or over a long period.
Equator: an imaginary line drawn around the earth equally distant from poles, dividing the earth into northern and southern hemispheres and constituting the parallel of latitude 0°.
Polar Regions: The polar regions of Earth, also known as Earth's frigid zones, are the regions of Earth surrounding its geographical poles
Tropics: a region of the Earth surrounding the Equator.
Temperate Climate Zone: a climate that is warm in the summer, cold in the winter and moderate in the spring and fall.
Once students have a conceptual understanding of the vocabulary word they should create a 4-Square (Frayer Method from Key Vocabulary Routine) for the above word(s).
Language Objectives:
Reading:
Level 1: Match icons or diagrams with words/concepts , match pictures of climate zones to names of climates.
Level 2: Identify facts and explicit messages from illustrated text Use pictures of climates to describe plants that grow in a particular climate. Ask what climate picture looks most like where we live?
Writing:
Level 1: Label objects, pictures, or diagrams from word/phrase banks label pictures of climate types
Level 1: Communicate ideas by drawing Draw a picture of a temperate climate
Level 2 Make comparisons using visually supported text. Look at two different pictures of climate and compare them in writing.
Speaking:
Level 3: Answer simple content based questions
Assessment: Journal: What is the difference between weather and climate? Draw a picture of yourself in a tropical region. What might you be wearing? What is the difference between weather and climate? Resources and Materials:
Item Amount
Spray paint video
Spray painted ball 1 (in bin)
Pictures of Climate Zones 1 (in binder)
Tape 1 (in bin)
“Climate Zones” In Appendix
Activator:
1. Hold up the spray painted ball and tell students that today they will find out why the ball looks this way. 2. Show students video of spray paint used on ball, explaining how the sun’s rays hit the equator and why the poles are colder. 3. After watching the video, show students an already completed spray paint ball so they can see details. 4. Remind students that we have been learning about different types of weather and we already know that weather is different during different seasons. An area ’s weather over a long period of time is called climate. Not all places on earth have the same climate. Climate is important because only certain types of plants and animals can live in a particular climate. A region’s climate, together with its physical characteristics, determines its plant and animal life .Earth has three main climate zones—tropical, temperate, and polar. These zones can be further divided into smaller zones, each with its own typical climate. Explain why there is a difference in the area that the water covers. Ask the following questions and discuss as a class. 1. Can you compare the color to the distribution of heat from the sun? 2. How do you think this shows how much heat the earth receives from the sun? 3. Why do you think it is warmer around the equator than further south towards the Polar Regions? 4. Which areas of the planet would have the warmest seas? 5. What difference do you think this would make to the amount of water that would be evaporated from the surface of the sea? 6. Which parts of the planet do you think would have the highest rainfall and the highest temperatures? 7. Use the picture on the following page for this part, you can choose to draw the graphic on the board or show the picture on the ELMO or use the overhead transparency of the graphic. Preview the names of the climate regions and tell children they will be investigating a picture of a climate zone. Break the class up into 9 groups and have them take one of the climate pictures. Ask students to think where on the graphic their climate would be found? Explain why they think that. 8. When all the students have finished making predictions about where the climate would be located. Classmates can listen and agree or disagree with the presenters findings about where they think the climate would be located. 9. While the students are presenting the teacher can reinforce where the climates would be found and clear up misconceptions or inaccuracies that the students bring up. For instance, students may only locate the climate on the Northern Hemisphere of the globe. 10. To reinforce that different climates are found in different parts of the world, the classroom teacher should read, “Climate Zones” from Readworks.org and answer questions at the end of the selection. This reading should be completed prior to the Williams students coming in for the next lesson. The multiple choice questions at the end of the selection should be used as guiding questions during reading. Closure: Have students reflect back to the opening activity with the spray bottle. Ask for volunteers to describe how the sun hits the earth’s surface. And how that im pacts climate.
POLAR AND TUNDRA
Polar climates are cold and dry, with long, dark winters. In the tundra (a treeless region bordering the Arctic), temperatures rise above freezing for only a few months each year.
TEMPERATE FOREST
Temperate climates have warm summers and cool winters with year-round rain or snow. Temperate forests are characterized by deciduous trees, which lose their leaves during the winter.
MEDITERRANEAN A Mediterranean climate is found in regions bordering the Mediterranean Sea, and in Australia and California. It is characterized by hot, dry summers and cool, wet winters.
DESERT
Earth’s deserts are hot and dry year-round, and usually receive less than 10 in (250 mm) of rainfall a year. Deserts are often found in the center of continents, far from the sea.
DRY GRASSLAND
Dry grasslands are found in the center of continents where temperate variations are extreme. They have hot summers, cold winters, and little rainfall, so very few trees can grow there.
SAVANNAS Tropical grasslands, such as the African savanna, lie between desert areas and tropical rainforests. The climate is hot all year, but with a distinct wet season and dry season.
TROPICAL RAINFOREST
Tropical rainforests are found in regions near the equator. Here, the climate is hot and wet all year, with temperatures remaining at around 80–82ºF (27–28ºC).
Weather and Climate Lesson #7 Why do we have Different Climates?
Teacher Lesson
Essential Question: How does weather affect our lives? Standards: 3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-ESS2-2) Objective: Students will be able to … 1. Obtain information about various climates. 2. Describe why typical weather conditions vary over a year by region. Assessment: Student activity page, class discussion. Vocabulary: 1. Latitude: The distance of a place north or south from the equator. The closer a region is to the equator, the hotter it is on average all year long. The farther away it is, the
cooler it is. Summers become shorter and milder. As you approach the poles, winters become bitterly cold. 2. Altitude: The height of a place above sea level. Higher elevations tend to be colder than lower elevations. 3. Oceans and Large Lakes: Water rises and drops in temperature more slowly than land. Water also warms or cools the air above it. As wind blows this milder air around it affects a region’s temperature. Areas near water tend to have milder winters and cooler summers than places at the same latitude that are away from water. 4. Mountain Ranges: Air cannot go through mountains. Instead, it rises and cools as it travels up the side of a mountain. Cold air cannot hold as much water as warm air does. The rapid cooling causes rain, which removes most of the water. All of the rain stays on the same side of the mountain! The other side of the mountain is dryer and may even become as dry as a desert. 5. Wind: Six major belts of wind blow around the Earth. They blow from different directions. For example, Polar winds blow north to south. Westerly winds blow west to east. As they do, they distribute cool air, heat, and moisture to different parts of the world 6. Vegetation: plants considered collectively, especially those found in a particular area or habitat 7. Regions: an area or division, especially part of a country or the world having definable characteristics but not always fixed boundaries. 8. Equator: an imaginary line drawn around the earth equally distant from both poles, dividing the earth into northern and southern hemispheres and constituting the parallel of latitude 0 Materials:
Materials Amount
Spray-painted ball 1 (in bin)
Post-It Notes 5 per student
Pictures of Climate Zones 1 (in bin)
Whole class activity in Appendix
“An Introduction to Climate” In Appendix
Activator: Tell students that based on data, they will have to guess a “Mystery Climate” Sahara Desert: Average Yearly Temperature: 86 Fahrenheit, Average temperature in summer: 104F Average Yearly Rainfall: 3 in. a year Average humidity: 25% Don’t tell students that it’s the Sahara Desert, have them guess based on the data averages and what they know based on weather and climate. If students are stuck, ask leading questions comparing the climate to that of North Adams’ (e.g. Do we get more than 3 inches of rain a year?)
Activity:
1. Remind students that last time we met you saw a model of how the sun’s rays hit the Earth. Show the model. Today we are going to see why the heating effect of the Sun on Earth’s surface affects weather and climate in a particular region. This activity is to help you understand the heating effect of the sun on the surface of the earth and why some places are warmer than others. 2. Hand out pre-reading activity. Have students read the words on the sheet and circle which words that might be in a story about climate. Discuss why students chose the words they did . 3. Complete the activity at the end of this lesson as a class. Use the model from yesterday to remind students of where the sun is the strongest. 4. Read “Climate Zones” from Readworks.org and answer questions. The teacher can choose to ask the multiple choice questions as guided questions while the students are reading and the students can independently answer the open response questions. Closure: After completing the task discuss why climate is different in different regions. Remind students about the difference between weather and climate. Lesson 9 Pre-Reading Activity: Circle the words you think you would find in a story about climate.
Tropical Matter Regions environment
precipitation
Weather and Climate Lesson #8: Li Bing and the Flooding
Teacher Lesson Essential Question: How does weather affect our lives? What are the impacts of extreme weather Standards: RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-ESS2-2) Vocabulary Levee : an embankment built to prevent the overflow of a river Materials:
Materials Amount
“Li Bing and the Flooding” In appendix
Objective: Students will be able to .. 1. Compare and contrast different design solutions to prevent flooding 2. Determine the main idea and details in the story
3. Students will be able to evaluate the design of two different barriers to prevent flooding. Assessment: In journals students record how the solutions to the flooding in North Adams and China the same? How are they different? What other ways can you think of to solve the problem? Activator: Have you seen these around North Adams? Show pictures of the flood control chutes and ask students to make predictions about what these “concrete walls” are for. Introduction: After students make their predictions give them this background information: Did you know that North Adams used to have a major problem with flooding? The Hoosac River was polluted, filled with toxic waste and smelled terrible. In the early part of the 1900s, the river often overflowed its banks posing a threat to city infrastructure and to its residents. In response to the serious damage that occurred during these floods, the US Corps of Engineers constructed 45 foot wide/ 10-15 foot high concrete flood control chutes in the 1950s. North Adams had a problem with flooding and designed the chutes to protect the city. Other places around the world face the same problem and have chosen a different solution. Point to China on a map and tell children that they will read a passage about a similar problem in this part of the world. This passage explains that the Min River in China used to overflow and flood the homes of the people who lived along the river. Li Bing, the governor of the people, ultimately came up with the idea to build a levee that would move the extra water of the river away from the people’s homes and to a flat plain of land that needed water to grow plants. When the levee was done, not only did the water stop flooding the homes of the people but it also helped the plants grow in the flat land. Before you read this story you will need to know some vocabulary. Introduce the word Levee. Write Levee on the board and create a vocabulary 4 square for the word. While reading think of ways that climate and weather affect our lives and our homes. Pay attention to how Li Bing solves the problem. What other ways can you think of to solve the problem of flooding? After reading, have students respond to the questions. Go over the answers as a class. Closure: Many places face problems due to weather and climate but we can solve these problems using resources and tools.
Performance Assessment
3-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. You have just moved into your new house at the bottom of a hill, and you receive an alert that you are in a flood zone! This means that when it rains, water will flow down the hill into your backyard--maybe even into your house! You have to come up with a design to keep your house safe from flooding, as well as an emergency action plan to ensure you, your family, and your pets can be safe in the event of a flood-related emergency. The design should focus on minimizing cost and damage to your home. Teacher can decide whether
students should build a real model or just have a written report. Teachers can brainstorm other materials for models, and can refer to Materials list for ideas. Materials:
Materials Amount
Popsicle sticks 250
Plastic wrap 1 roll
Rocks (approximate for class)
Clay / Play-doh 10 containers
Cardboard (approximate for class)
Balsa (approximate for class)
Cotton balls 2 bags
Sponges (approximate for class)
Students should: 1. Prepare an oral or written report
a. Read background information on flooding and choose the best material to prevent flooding.
b. Describe their emergency action plan, including escape routes, supplies, etc. c. Explain three negative effects of flooding
2. Prepare a diagram a. Construct a diagram that helps keep the model of their house safe label all
materials and areas. b. explain their design choice orally or in writing
Students will be graded on the effectiveness of their design, choice of design materials, and explanation of choice of design, and completion of independent work.
RUBRIC
Written or Oral report
4 Exceeds expectations
3 Meets expectations
2 Developing
1 Emerging
Topic/idea development Introduces and organizes the topic and ideas, provides key details, and may include visuals
Full/rich topic development Logical organization Strong supporting details Thorough explanation of materials, cost, and design
Adequate topic development Adequate organization Adequate supporting details Adequate explanation of design
Rudimentary topic development Basic organization Basic supporting details Basic explanation of design
Little/weak topic development Weak organization Weak supporting details Weak explanation of design
Content understanding Knowledge of extreme weather and related conditions, impact or effect on people’s lives, appropriate method for reducing impact
Rich depth of concept understanding and application Multiple methods for reducing impact
Accurate and appropriate description of conditions and extreme weather Appropriate method for reducing impact
Generally accurate and sufficient description; minor errors Relevant method for reducing impact
Little or weak understanding of concepts; many errors or misconceptions Method for reducing impact unlikely to help
Evidence from the text Refers to text (quotations, paraphrases); includes evidence for assertions and information
Logical and/or persuasive use of evidence
Adequate use of relevant evidence
Basic or simple use of evidence
Little or weak use of evidence
Diagram of Design
Diagram of Design
Highly creative, exceptional diagram All labels are present and neat.
Creative diagram Most labels are present and neat.
Diagram appearance meets lesson requirements Some labels
Diagram appearance shows least effort required Few Labels
Science Handouts-Weather
Book List:
Materials List:
Small Paper cups
2 straws
Packing tape
Large paper cups
Cardboard squares
Fan
Beaufort wind scales
Anemometer
Weather vane or pics
wind chill chart
sponges
pipettes
plastic plates
pipe cleaners
rulers
