Science
SCI.V.3.3
Grade: 7
Strand V:
Using Scientific Knowledge in Earth Science
Standard 3:
Atmosphere and Weather - All students will explain what causes
different kinds of weather
Explain the behavior of water in the atmosphere.
Benchmark 3:
Constructing and Reflecting:
SCI.I.1.1 - Generate scientific questions about the world based on observation.
SCI.I.1.2 - Design and conduct scientific investigations.
SCI.I.1.6 - Write and follow procedures in the form of step-by-step instructions, formulas, flow diagrams, and
sketches.
SCI.II.1.2 - Describe limitations in personal knowledge.
SCI.II.1.3 - Show how common themes of science, mathematics, and technology apply in real-world contexts.
SCI.II.1.5 - Develop an awareness of and sensitivity to the natural world.
Vocabulary / Key Concepts
Context
Water cycle:
• evaporation
• water vapor
• warm air rises
• cooling
• condensation
• clouds
Aspects of the water cycle in weather:
• clouds
• precipitation
• evaporating puddles
Precipitation:
• rain
• snow
• hail
• sleet
• freezing rain
• fog
• relative humidity
• dew point
• fog
See Changes of State (SCI.IV.2.MS.1).
See Water on the Earth’s Surface (SCI.V.2.MS.2)
Knowledge and Skills
Water moves through the atmosphere in a pattern
called the water cycle. As it moves through the
atmosphere, water changes states from a solid to a
liquid, from a liquid to a gas, and from a liquid to a
solid.
Students will:
• Investigate various forms of water in the
atmosphere
• Explain how water changes states as it moves
through the water cycle by using the terms
evaporation, condensation, and precipitation
Other Resources (Continued from column at right)
•
Diagrams of fronts, p. 157 MEAP Coach
•
CNN – weather and more
•
The weather channel – tons of info!
•
Bill Nye: Atmosphere, Pollution Solution
Science Explosion: Weather
Technology Resources
V.3.MS.3
Vernier Probes available: Relative Humidity Sensor,
Barometer
REMC Materials: Thematic Units using Technology Unit
2: Natural Disasters, Order #090527
Resources
Coloma Resources
Book – “Weather and Climate”
Science Exploration (Prentice Hall)
•
Construct clouds from white butcher paper in
the shape of 1 of the main classification of
clouds stuff with paper – hang tag from cloud
identifying the name of cloud and
accompanying weather.
Other Resources
•
The Water Cycle Site – Includes movies,
interactives, lessons and lots more!
AWESOME!
•
ReachOut Michigan – Earth Science lessons –
lots of great lessons in useful format! Excellent
resource!
•
ENC – Weather – over 50 outstanding sites that
include lessons and activities! Highly
recommended!
•
Discovery School – Curriculum Center –
Weather Lessons – Fabulous! Idea starters,
lesson plans, activities, assessments – nice!
•
BCISD – classroom resources – earth science
– Atmosphere and Weather. Fantastic list of
web sites and lessons!
•
Air Masses and Water Cycle Teaching Unit,
available at www.jcisd.org, Instructional
Services, Math and Science.
•
GLOBE - a cooperative effort of NASA, NSF,
the U.S. State Department, colleges,
universities, state and local school systems,
non-government organizations, and over 100
other countries. http://www.globe.gov
•
USA Today – Weather
Instruction
Instruction I
Focus Question:
How does the heating and cooling of air (convection)
cause hail to form?
Students will take large glass jar with lid. Fill about 25%
of the jar with hot water. Drop a lit match into the water
and quickly place the lid on the jar. Place a bag of ice on
the lid. Darken the room and then observe the jar by
using two flashlights, one on each side. Draw and write
observations of the air currents seen. Classroom
discussion should follow. Students should be able to
observe the circular motion of the air currents up through
the middle and down the sides of the jar. This action is
related to the creation of hail during a thunderstorm.
Instruction II
Focus Question:
What different forms will water take when it is heated or
cooled? Students will observe a demonstration that
introduces the concept of water changing forms through
condensation, evaporation, and precipitation, which are
processes of the water cycle. In the demonstration, water
is heated by a hot plate. This represents the Sun heating
water from the lakes, rivers, streams, and the ocean.
Students will observe the process of evaporation, draw
diagrams of the movement of water molecules, explain
what happens to the water molecules in captions under
the diagrams, and give examples of the process of
evaporation. The steam from the heated water
represents the process of condensation as water vapor in
the air cools. Students will observe that water droplets or
ice crystals are formed from the water vapor that is
cooled by the air. They will observe the process of
condensation, draw diagrams of the movement of water
molecules, explain what happens to the water molecules
in captions under the diagrams, and give real-world
examples of the process of condensation. Finally,
students will observe droplets that fall to the floor and
compare them to the rain or other forms of precipitation
that fall back to the oceans and ground. They will observe
the process of precipitation, draw diagrams of the
movement of water molecules, explain what happens to
the water molecules in captions under the diagrams, and
give real-world examples of the process of precipitation.
Last, students will draw pictures that illustrate real-world
examples of evaporation, condensation, and
precipitation.
Assessment
Coloma Assessment
Students will create a bulletin board of the
water cycle. It will be labeled.
Rubric
5 – Neatness
10 - Accuracy
5 – Clever ideas
5 – Labels correct
25 – Total Points
Optional Assessment
Assessment I
Students will work in groups to answer the
following question about hail and then present
their answers to the other groups for feedback.
When all groups have mastered the concept, have
each student draw and label a diagram showing
the process.
What is hail and how is it formed?
Assessment II
Students will create diagrams that accurately
illustrate all processes (evaporation,
condensation, and precipitation) and varying
forms that water takes as it moves throughout the
water cycle. Diagrams must include short written
descriptions of real-life examples. Processes and
states of matter must be labeled correctly.
(Give students rubric before activity.)
Assessment Continued
Scoring Rubric
Criteria: Diagram of water cycle
Apprentice -Diagrams the water cycle with
arrows; attempts to correctly connect and label
processes and/or states of matter.
Basic - Diagrams the water cycle using
illustrations; attempts to correctly connect and
label the processes and three states of matter.
Meets -Diagrams the water cycle using
illustrations, correctly showing and labeling all
relationships between processes and states of
matter.
Exceeds - Diagrams the water cycle with detailed
illustrations, correctly and clearly showing
relationships between all processes and states of
matter.
Criteria: Correctness of real-world examples
Apprentice - Correctly gives a real-world example
of a state of matter and a process related to the
water cycle.
Basic - Correctly describes two to three real-world
examples of a state of matter and processes
related to the water cycle.
Meets -Correctly describes four to five real-world
examples of at least two states of matter and
processes related to the water cycle.
Exceeds - Correctly describes six or more realworld examples of processes and states of matter
related to the water cycle.
Teacher Notes:
V.3.MS.1 Weather changes constantly because the atmosphere is constantly moving. V.3.MS.3 Water is
constantly evaporating from the surface of the earth, rising and condensing, and falling as precipitation.
• Water, which covers the majority of the earth's surface, circulates through the crust, oceans, and atmosphere
in what is known as the "water cycle." Water evaporates from the earth's surface, rises and cools as it moves
to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil,
and in rocks underground.
• Water is a solvent. As it passes through the water cycle it dissolves minerals and gases and carries them to
the oceans.
• Clouds, formed by the condensation of water vapor, affect weather and climate.
• Global patterns of atmospheric movement influence local weather. Oceans/Great Lakes have a major effect
on climate, because water in the oceans/Great Lakes holds a large amount of heat. (NSES)
Focus Questions
• What causes daily changes in weather?
• What causes water to travel through the atmosphere?