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• 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

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

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

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 1 Task 2 Task 3 Task 4 Task 5 Task 6 Assessment

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 6 Assessment

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

-10o

0o

10o

20o30o

40o

35o

25o

15o

5o

-5o

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.

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

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

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

Task 6• Sometimes weather looks and sounds different

than usual. Some of these include:Thunderstorms

FogHailRain

BlizzardsTornadoes

• Click on these to learn more about them.• Record new information in your science journal.

Overview Introduction Tasks Assessment Resources Conclusion

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

• 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

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

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

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.

Inside a hail stone

• Notice the layers of the hail

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?

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.

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.

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

Assessment

• See how you will be graded on the material covered in this web quest

• Grade sheet for teachers

Overview Introduction Tasks Assessment Resources Conclusion Adaptability

RubricData Sheet and Calendar

5 pointsObservations are made every dayAll observations are recorded on data sheetNew information is included upon learning how to measure it

4 pointsObservations are made 5-6 times per weekObservations are recorded on data sheetNew information is included most of the time after learning how to measure it.

3 pointsObservations are made 3-4 times per weekObservations are recorded on data sheetSome new information is included, occasionally

2 pointsObservations are made 2 times per weekObservations are written downOccasionally new information is added

1 point0-1 observations per weekObservations not on provided data sheetNo new information is added as tasks are completed

Performance AssessmentThermometer Worksheet (out of 10)

1 point each½ point for correct reading½ 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 work5 POINTS

Description is accurateProcess is understood

3 POINTSShows some understanding of conceptsDescription is accurate

1 POINTNo understanding is apparent

Grade Sheet

 Data Sheet (Out

of 5)

Themometer worksheet (Out

of 10)Journal entry-

Types of cloudsJournal entry-

Beaufort Scale

Rain Jar explanation (Out

of 5)

Tornado explanation (Out

of 5)

             

             

             

             

             

             

             

             

             

             

             

             

             

             

             

             

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

Overview Introduction Tasks Assessment Resources Conclusion Adaptability

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?

Overview Introduction Tasks Assessment Resources Conclusion Adaptability

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.)

Overview Introduction Tasks Assessment Resources Conclusion Adaptability