Weather and Climate
Earth Science, Grade 3
In this unit students will explore how weather and climate affect our lives through hands on
investigations and informational texts.
Beginning in the fall of 2014, North Adams Public Schools will begin to use the December 2013
draft version of the Massachusetts Science Frameworks. This summer a team of classroom teachers
and students from MCLA and Williams College developed this unit plan to assist you in that
endeavor. Over the next three years this unit will be revised and edited.
Authors:
Jean Bacon, Administrator for Teaching and Learning, North Adams Public Schools
Lindsay Osterhoudt, Science Coordinator, North Adams Public Schools
Veronica Gould, Williams College
Cindy Le, Economics and Asian Studies major, Williams College
Katie Swoap, Williams College
Dvivid Trivedi, Economics major, Williams College
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Table of Contents
Unit Plan……………………………………………………………………………………………………………………………………………………….. 3
Lesson 0 Introduction to Weather and Climate………………………………………………………………………………………………… 8
Lesson 1 Introduction to the Water Cycle…………………………………………………….………………………………………………… 12
Lesson 2 Water Cycle Stories……………………………………………………………………………………………………........................ 18
Lesson 3a Water, Water Everywhere But Not a Drop to Drink- !…………………………………………….……….….…………... 21
Lesson 3b Water, Water Everywhere But Not a Drop to Drink! ………………………………………………………………………. 27
Lesson 4 Water in the Air: Humidity and Precipitation………………………………………………………………………….…………. 29
Lesson 5 Types of Precipitation………………………………………………….…………………………………………………………………….. 30
Lesson 6 Extreme Weather …………………………………………………………………………………………………………………………….. 40
Lesson 7a Wind ………………………………………………………………………………………………………………………………………………… 41
Lesson 7b Wind ……………………………………………………………………………………………………………………………………………….. 45
Lesson 8 Climate……………………………………………………………………………………………………………………………………………….. 55
Lesson 9 Why Do We Have Different Climates? ………………………………………………………………………………………………… 66
Lesson 10: Li Bing and the Flooding …………………………………………………………………………………………………………………. 70
CEPA………………………………………………………………………………………………………………………….……………………………………… 74
Appendices ………………………………………………………………………………………………………………………………………………………… 79
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Stage 1 Desired Results
Standards:
2001/2006
3-ESS-6
Explain how air temperature,
moisture, wind speed and
direction, and precipitation make
up the weather in a particular
place and time.
3-ESS-10
Describe how water on earth
cycles in different forms and in
different locations, including
underground and in the
atmosphere.
UNDERSTANDINGS
Meaning
ESSENTIAL QUESTIONS
Students will understand that
Scientists record patterns of the
weather across different times and
areas so that they can make
predictions about what kind of
weather might happen next.
Q1. How do weather and climate
affect our lives?
Climate describes a range of an
area’s typical weather conditions
and the extent to which those
conditions vary over years
Objectives
Students will be able to …
2013 Draft Standards:
1.
3-ESS2-1. Use graphs and tables
of local weather data to describe
2.
3.
Record observations and develop conclusions about the water
cycle.
Explain how water moves through the water cycle.
Gain an understanding of the uses of water to human life.
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and predict typical weather
during a particular season in an
area.
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.
4.
5.
6.
7.
8.
9.
10.
11.
3-ESS3-1. Evaluate the merit of a
design solution that reduces the
impacts of a weather-related
hazard
3-5-ETS1-1. Define a simple
design problem that reflects a
need or a want. Include criteria
for success and constraints on
materials, time, or cost that a
potential solution must meet.
3-5-ETS1-2. Generate several
possible solutions to a design
problem. Compare each solution
based on how well each is likely
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Restate the far-reaching effects of water pollution
Explore design solutions to make dirty water clean
Read “The World’s Oceans” and answer questions using the text.
Write a paragraph to express your opinion on ocean pollution.
Explain how humidity influences weather and how humidity
readings can be used to make weather forecasts (predictions).
Make predictions about levels of humidity, conduct experiments,
and analyze the results.
Describe precipitation and compare and contrast the different
types of precipitation.
Use a graph and table to answer questions and make
predictions about precipitation.
Explain how wind causes weather.
Connect the water cycle to weather and climate.
Make a picture to show that clouds have different names and
look differently.
Answer questions and make predictions using a graph.
Make predictions using the Beaufort wind scale.
Construct, test, and analyze a device to measure wind speed
and explain wind chill (optional).
Obtain information about climate by reading an article.
State the difference between weather and climate.
Obtain information about various climates by reading an article.
Describe why typical weather conditions vary over a year by
region
Compare and contrast different design solutions to prevent
flooding
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to meet the criteria and
constraints of the design
problem.
22. Determine the main idea and details in the story
23. Evaluate the design of two different barriers to prevent flooding.
3-5-ETS1-4(MA). Gather
information using various
informational resources on
possible solutions to a design
problem. Present different
representations of a design
solution.
ELA/Literacy –
RI.3.1
Ask and answer questions
to demonstrate understanding
of a text, referring explicitly to
the text as a basis for the
answers.
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)
RI.3.6 Distinguish their own point
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of view from that of an author of
a text
Mathematics –
3.MD.B.3Draw a scaled picture
graph and a scaled bar graph to
represent a data set with several
categories. Solve one- and twostep “how many more” and “how
many less” problems using
information presented in bar
graphs. (3-ESS2-1)
Evaluative Criteria
CEPA : Flood Zone Plan
Stage 2 – Evidence
Assessment Evidence
CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE
TASKS)
Students 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.
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In groups, students should:
 Choose the best material to prevent flooding
 Construct a design that helps keep the model of their house safe
 Be able to explain their design choice orally
 Describe their emergency action plan, including escape routes,
supplies, etc. (oral or written)
Independently, students should:
 Explain three negative effects of flooding
 Explain the relationship between floods and the water cycle
Students will be graded on the effectiveness of their design, choice of
design materials, minimizing cost of design, explanation of choice of
design, emergency action plan, and completion of independent work.
http://weatherspark.com/averages/29650/North-Adams-Massachusetts-United-States
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Weather
Lesson #0: Introduction to Weather
Steps to be completed by the classroom teacher before Williams students come in.
1.
The classroom teacher should tell the class that they are about to begin a study of weather and climate.
Each week they will be doing science with the classroom teacher during ELA or Science time. The Williams
students will be coming in once a week to do hands on science lessons that connect to what they are
learning from the teacher.
2.
Brainstorm what students already know about weather and climate. Keep the list in the classroom.
3.
On a piece of chart paper that will be posted in the room for the entire unit write , “How do weather and
climate affect our lives?” Tell the students that this is the essential question for their unit. Everything
that they learn about in science from the classroom teacher or Williams students will help them to answer
this question. There is no right or wrong answer and they will add answers to the question each time they
have science. (Teacher Tip: you might want to have one student be in charge of writing the “answers” on
the poster or reminding the teacher to refer back to the essential question- it is important for students to
take ownership of the essential question.)
4. Read, “Watching the Weather” (Appendix A) with the class. After reading practice adding responses to the
essential question.
5. The teacher should also give each student a journal to use as a science notebook. Students will use this
journal throughout the unit.
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Weather
Lesson #0: Introduction to Weather
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.
Objective: Students will be able to explore some of the reasons weather and climate affects our lives.
Assessment: Science notebook responses, participation in class activities and discussions.
Resources and Materials:
Item
Amount
Science notebooks
Thermometers
1 per student
Ice cubes (not provided)
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Hot water (not provided)
Containers
5
Activator: 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.
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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? At this point ask students if they have anything that should be
added as an answer under the essential question.
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Weather & Climate
Lesson #1: Introduction to the Water Cycle
Safety Warning: This lesson includes the use of hot plates and heat lamps, which should not be handled by the
students.
Reminders: Ice is not provided for this lesson. Be sure to coordinate with classroom teacher to set up a screen or
projector to watch YouTube video.
Essential Question: How do weather and climate affect our lives?
Standards:
3-ESS-10Describe how water on earth cycles in different forms and in different locations, including underground
and in the atmosphere
Student will be able to:
1. Record observations and develop conclusions about the water cycle.
2. Explain how water moves through the water cycle.
Vocabulary:
Evaporation: water changes from a liquid to a gas; occurs more rapidly at warmer temperatures
Atmosphere: the gases the surround the earth
Condensation: water changes from a gas to a liquid; occurs when water vapor gets cold
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Precipitation: water falling to the earth in the form of rain, hail, mist, sleet, or snow
Collection: water that falls as precipitation comes together in bodies of water such as oceans, rivers, lakes, and
streams, or underground
Assessment: Draw a diagram of the water cycle. Students should be able to explain the steps in the water cycle.
Resources and Materials:
Item
Amount
Science notebooks
Water (not provided)
(in classroom)
Hot plate
1 (in bin)
Metal pan
1 (in bin)
Ice cubes (not provided)
Glass beaker
1 (in bin)
Water cycle diagram student copies
30 (in bin)
Water cycle overhead
1 (in binder)
Water cycle fill-in-the-blank and vocabulary worksheet
make copies
Bill Nye Water Cycle Video (1:50 - 3:35) https://www.youtube.com/watch?v=L6OeAY804MA
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Activator: Ask the students to answer the following prompt in their science notebooks or in a class
discussion: Name things in nature that are made only of water. Ask students to volunteer answers in order to
compile a class list. The list may include oceans, rivers, streams, ponds, lakes, clouds, rain, snow, ice,
underground water, and water used and disposed of by humans.
Introduction:
Tell students that water moves from location to location all around the Earth. Have students think about the
following questions: Where do Clouds come from? Where does the rain come from? These movements are part
of something called the water cycle.
Activity:
1. Tell students that the process by which water moves and is changed is called the water cycle. Write the words
water cycle on the vocabulary wall. To present a model of the water cycle, boil some water in a glass beaker on a
hot plate. Ask the students to observe with their eyes and ears what happens to the water. Have students
record their observations in their science journals or discuss as a class. What makes the water evaporate or boil?
2. Teacher Explanation: When the water boils, it transforms into steam. Steam is the gaseous form of water,
which has more heat energy than liquid water. Gas is less heavy than liquid, so it rises. The process by which
water changes into steam is called evaporation.
3. Hold a metal pan with ice cubes above the boiling water and ask students what they think will happen, then
to watch what happens to the bottom of the pan. Why do water droplets collect on the bottom of the pan? Why
does the steam turn back into a liquid on the metal plate?
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4. Teacher Explanation: Ice is the solid form of water, and it cools down the pan. When steam hits the pan, it
cools down and loses heat, and it becomes a liquid in the form of water droplets. The process by which steam
cools to become water is called condensation.
5. When the water starts to fall off the pan and back down into the beaker, explain that this is called
precipitation. Precipitation happens when water droplets become heavy and fall due to gravity. Draw a diagram
of this model on the board and label the key parts and processes. Find copy of Bill Nye Water Cycle, one URL is:
(https://www.youtube.com/watch?v=L6OeAY804MA) and watch segment from 1:50 - 3:35 to explain the water
cycle. Explain that when water pools together such as in ponds and lakes, this is called collection.
6. Ask the students where else they have observed precipitation. Guide them to think of examples like rain or
snow outside. Explain to students that rain is a form of precipitation. Ask students where rain comes
from. Using the model of the water cycle, ask students to think about where the water from the sky is coming
from. Review evaporation. Water evaporates into the air and condenses to form clouds. Ask students to
brainstorm sources of water for evaporation, such as rivers, lakes, and oceans.
7. Use the color copies or overhead of the water cycle to discuss the water cycle in detail. Ask students to
describe the steps of the water cycle in their own words. Then have students fill out the diagram on the “Can You
Identify the Steps of the Water Cycle?” worksheet.
Closure: Discuss the following questions as a class: Does water in the ground end up in the atmosphere
again? How? How does water change states in the water cycle? (Reminder: Classroom teacher should have
student’s complete vocabulary four square for water cycle terms prior to next science lesson).
Exit ticket: Draw a diagram of the water cycle. Students should be able to explain the steps in the water cycle.
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Name: _____________________________
Can You Identify the Steps of the Water Cycle? (Weather and Climate Lesson 1)
Using the word bank, label each step in the water cycle.
Evaporation: water changes from a liquid to a gas; occurs more rapidly at warmer temperatures
Condensation: water changes from a gas to a liquid; occurs when water vapor gets cold
Precipitation: water falling to the earth in the form of rain, hail, mist, sleet, or snow
Collection: water that falls as precipitation comes together in bodies of water such as oceans, rivers, lakes, and
streams, or underground
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Weather & Climate
Lesson # 2 Water Cycle Stories
Essential Question: How does weather and climate affect our lives?
Standards:
3-ESS-10 Describe how water on earth cycles in different forms and in different locations, including underground
and in the atmosphere.
Objective:
Student will be able to…
1. Explain how water moves through the water cycle.
Assessment: Science notebook responses, drawings, models of water cycle, water cycle bracelets
Vocabulary:
Evaporation: water changes from a liquid to a gas; occurs more rapidly at warmer temperatures
Atmosphere: the gases the surround the earth
Condensation: water changes from a gas to a liquid; occurs when water vapor gets cold
Precipitation: water falling to the earth in the form of rain, hail, mist, sleet, or snow
Collection: water that falls as precipitation comes together in bodies of water such as oceans, rivers, lakes, and
streams, or underground.
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 words.
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Resources and Materials:
Item
Amount
Science Notebooks
Paper and supplies for coloring
(not provided in bins)
Beads (white, clear, blue, yellow) at least 4 per student
Pipe Cleaner
1 per student
Activator: Ask students to recall what they remember about the water cycle from their science lesson. Tell
students that you are going to test their memories before today’s activity. For a useful mnemonic device, use
hand gestures to review the different stages of the water cycle.
Evaporation: moving hands up like steam rising
Condensation: moving hands together in the shape of a puffy "cloud”
Precipitation: moving hands down like rain
Collection: form a ring with your arms to form a lake
(Note: Teacher can also use a song to help students remember the water cycle if they would like. See songs in the
Appendix)
Introduction: Once you have reviewed these steps and hand motions, play a game of cold calling where you call
out a step of the water cycle and a student's name and they have to act out that stage of the water cycle. Make
sure to call on each student at least once. If a student gets it wrong, give them another opportunity to try until
they do get it right. Stop when you have called on every student and your class demonstrates an understanding of
the water cycle.
Activity:
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1) Tell students to imagine that a spaceship has just landed outside on the playground. The aliens demand to
speak to a human representative about water on your planet. Even though they are from the planet Zorlax, they
have learned to speak English. However, they have not spent any time on Earth. Using pictures or writing,
explain to the alien how water moves around the earth. Make sure to use terms that are easy to understand.
2) Give students materials to create pictures or models of the water cycle if necessary. Students may include
writing as well. If time allows, give students the opportunity to take turns being the human and the alien to see if
the students’ explanations of the water cycle are clear enough for the alien to understand. The teacher and
teacher’s assistants may play the part of the alien as well.
Bonus Activity (if time allows): Students can make water cycle bracelets using differently colored beads strung
on a piece of pipe cleaner. Make a key on the board to indicate which color represents which different step of
the water cycle. Students should make sure to follow the proper pattern and be prepared to explain the order in
which they placed their beads. Have students double-check the order of their beads with the teacher before they
string them.
Bead Color What it Represents
Yellow
Sun
Clear Bead
Evaporation
White Bead Condensation (Clouds)
Blue Bead
Precipitation/ Collection
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Closure: Ask students to discuss what would happen to the water cycle if there was no evaporation (i.e. liquid
water never turned into water vapor). Help them understand that each step of the water cycle is dependent on
one another, and they each have to go in order.
Exit Ticket: Ask the students how they think the water cycle relates to weather. Teacher can go through the
relevant answers and add to the poster with the essential question to tie the end with the essential questions in
the beginning.
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Weather & Climate
Lesson # 3a: Water, Water Everywhere, But Not a Drop to Drink!
Essential Question: How does weather and climate affect our lives?
Standards:
3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and
constraints on materials, time, or cost that a potential solution must meet.
3-5-ETS1-2. Generate several possible solutions to a design problem. Compare each solution based on how well
each is likely to meet the criteria and constraints of the design problem.
Objectives
Student will be able to:
1) Gain an understanding of the uses of water to human life.
2) Restate the far-reaching effects of water pollution
3) Explore design solutions to make dirty water clean
Assessment: Science notebook responses to the following questions:
How can humans prevent pollution before it is a problem?
Is it possible that we could run out of clean water?
What materials would you like to try next to clean up the water?
Vocabulary :
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Water Pollution: is anything that gets in water that can make it unclean. Ask students to give examples of
pollution.
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).
Resources and Materials:
Item
Amount
Science notebooks
Globe (not provided)
Plastic globe ball of the earth
1 (in bin)
Ziti in bags (with 2 red and 1 green ziti)
10 bags (in bin)
Clean Water Preservation Tools (spoon, coffee filter, pipette, comb, fork, etc.) 5 bags (in bin)
Containers for Water
5
Food Coloring
1 (in bin)
Salt
Sunflower Seeds
1 bag
Activator: Ask the students to answer the following prompt in their science notebooks or in a class
discussion: List all the ways you use fresh water every day. If students would like an example, ideas may include
drinking, bathing, washing clothes and dishes, and watering plants and lawns.
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Introduction: Show students the globe of the earth that is in their classroom. Ask a student to identify where
they live on the globe. Then, play a game throwing the plastic globe ball around the room between the
students. Students must catch the ball with both hands and then tell where their right thumb lands. If it lands on
water, draw a tally for water on the board, and if it lands on land, draw a tally for land on the board. Do this
enough times so that you can demonstrate the large proportion of water to land. To ensure that every student
gets a chance to participate, ask students to sit after they have caught the ball once.
Tell students that today they will explore how humans can interact with the water all around us.
Activity:
1. Ask students if water is found in places other than on the surface of the globe. Students should remember
from the water cycle that some water is underground and some is in the atmosphere. Explain that there is such a
tiny amount of water in the air compared to other places that it will not be included in the following activity.
2. Break students up into small groups. Give each group a bag with ziti, and have them sort by color. Explain
that there are 100 pieces of ziti and that they represent all of the water in the world (100%). If you would like to
introduce percentages to your class, tell the class that each ziti is 1%. Explain that a percentage is a part (or
fraction) out of a 100. If you would not like to introduce percentages, make sure to emphasize that one ziti is a
very small part out of the whole bag.
3. Each bag will contain two red ziti and one green ziti. Discuss that the uncolored ziti represents all of the
water that is in the oceans (97%). Show the students the globe again and refer to the ice caps on each pole and
the mountains with snow. Explain that the red ziti represent all of the water in the ice found at the -poles and in
glaciers. Ask students what the final one green ziti represents. It represents all of the freshwater that is available
for all of the plants, animals, and people on earth. Emphasize that even though the Earth is covered with water,
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there is very little water on Earth that humans and other animals can use to drink. You may show students the
difference between freshwater and salt water by adding salt and sand to freshwater and asking them which one
they would rather drink.
4. After your students are done observing the ziti model, take the ziti and then, to show a more concrete example
of the scarcity of water, take a liter of water and pour out 10 milliliters in a separate container and tell the
students that this is the amount of freshwater that is available to consume from all the water in the world.
5. Give each group a container filled with water, as well as the bag of supplies labeled “Clean Water Preservation
Tools”. Classroom teacher add different items to the bag. Add two drops of food coloring to each container and
allow the color to spread. Now add a few sunflower seeds into the water. Ask the class what the color might
represent (toxins). Ask them what the seeds might represent (trash). Write the word pollution on the Vocabulary
Wall. Tell your class that water pollution is anything that gets in water that can make it unclean. Ask students to
give examples of pollution.
6. Ask students to use the tools provided in the bag to get the food coloring out of the water to make the
water clean enough to drink again. Tell them that as groups, their task is to brainstorm ideas to get the food
coloring out.
7. Give students some time to try to experiment. Have them record what tools they use on the water and have
them write down the results on the worksheet. After a few minutes, ask the groups to stop. Ask them if any of
them came up with useful strategies to clean the water. Ask each group to explain their strategies and indicate
why they thought it worked or did not work. Groups should discover that they could not get the food coloring
out of the water. Ask students what that might mean about pollution.
Teacher Explanation: Pollution, including water pollution, can be irreversible. That means that once water gets
polluted, it will remain polluted. Water that is polluted is not safe for humans or other animals to
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drink. Remember that as water goes through the water cycle, it can remain polluted, which causes phenomena
such as acid rain.
8. Lead a discussion about pollution with the class. How can humans prevent pollution before it is a
problem? Is it possible that we could run out of clean water? What are some things you can do to help save
water (only use what is needed)? How can we reduce the amount of water we use? What other types of living
things besides people need fresh water to survive?
9. Refill water containers with clean water and add seeds to represent reversible pollution, such as floating
debris. Students should be able to clean the water in this activity. Using the same materials from the Clean
Water Preservation Tools bag, challenge students to try to clean the water by taking out all of the pollution.
Closure: Discuss the following questions as a class. What happens if a river or a lake becomes polluted? Can it
still be used as a source of freshwater? Why is it important to keep our sources of freshwater clean? Why is it
important to conserve freshwater? (Tell students that they may be learning about tsunamis in their ELA sections,
and will learn how tsunamis and other extreme weather may lead to pollution). Add responses to the essential
question poster at the front of the room.
(Reminder: Classroom teacher should have students complete vocabulary four square for pollution prior to next
science lesson).
Exit Ticket: Have students answer in their science journals, if polluted water can always be cleaned. Have them
use evidence from their experiments and data from their recording sheets. Keeping in mind the many ways
people use water in their life, also have students write a few sentences on why to is important to keep water
clean.
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Name:______________________
Pollution Recording Sheet
Tool Used
Result
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Weather & Climate
Lesson #3b ELA Follow Up Lesson
Water, Water Everywhere, But Not a Drop to Drink!
This lesson is to be taught by the classroom teacher.
Essential Question: How do weather and climate affect our lives?
Standards:
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis
for the answers
RI.3.6 Distinguish their own point of view from that of an author of a text
Objectives:
1. Read “The World’s Oceans” and answer questions using the text.
2. Write a paragraph to express your opinion on ocean pollution.
Materials:
“The World Ocean”
In appendix
Assessment: Many big companies have polluted oceans by dumping garbage and oil into the water. What would
you tell these companies?
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Activator: Tell the students to think back to the activity you did with the Williams students last time for
science. Remember how difficult it was to get the food coloring out of the water. Pretend that that the food
coloring was poison or toxic waste. Why would that be a problem?
Introduction: You have already learned that the water that we have on Earth cycles again and again. We have
also learned that we have very little fresh water on Earth. Why do you think it is important to keep the water
that we have clean?
One reason is that pollution can have a long term effect on our weather patterns. Weather patterns that occur
over a long period of time is called climate.
Today we will read a passage called “The World’s Oceans” . While reading think about what the opinion of the
author is?
During Reading: Ask why does the author say we need to keep the oceans clean?
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. Reflect back on the essential question, remind students
we have been talking about how weather and climate affect our lives. Think about how pollution changes climate,
how will that affect our lives, add responses to the essential question poster at the front of the room.
Exit Ticket: 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?
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Weather & Climate
Lesson #4: Water in the Air: Humidity and Precipitation
Essential Question: How does weather and climate affect our lives?
Standards:
3-ESS-6 Explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather
in a particular place and time.
Objectives:
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.
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)
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).
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Resources and Materials:
Item
Amount
Science notebooks
Sponges
8
Pipettes
20
Plastic Plates
8
Washcloth
1
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.
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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? Connect today’s lesson to the essential
question and add responses to the essential question poster at the front of the room.
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Exit Ticket: If you were going to tell a kindergartener about humidity, what would you say?
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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?
____________________________________________________________________________________________
____________________________________________________________________________________________
_____________________________________________________________
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Weather and Climate
Lesson #5: Types of Precipitation
Essential Question: How does weather and climate 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 graph and table to answer questions and make predictions about precipitation.
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.
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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)?
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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.
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Assessment:
We live in a temperate climate.
Study the graph about precipitation in various climates. This graph shows the number of inches it rains in each
climate.
1.The Rainforest has 90 inches of rain a year, it is also
a very humid in a rainforest. Look at how many
inches of rain a Tundra gets, do you think a Tundra is
humid? Explain.
2. Using what you know about precipitation and
humidity how are a tundra and dessert similar?
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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? Connect today’s lesson to the essential question and add responses to the essential question poster at the
front of the room.
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Weather and Climate
Lesson#6
Interlude to Extreme Weather
This lesson is taught by the ELA teacher
At this point in the unit, during the ELA block, the classroom teacher should use the DESE unit on extreme
weather and make necessary connections between the units and lessons previously taught in this unit.
After this point, Williams students will be able to reference extreme weather during their science lessons.
While the classroom teacher is teaching the Extreme Weather unit he/she should make connections to the
essential question: How does weather and climate affect our lives?
Additional readings on extreme weather are located in the appendix.
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Weather & Climate
Lesson # 7 A:
Wind
This lesson should be taught by the classroom teacher prior to the Williams students coming in.
Standards:
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis
for the answers.
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)
Objectives:
Students will be able to…
1. Explain how wind causes weather.
2. Connect the water cycle to weather and climate.
3. Make a picture to show that clouds have different names and look differently.
Assessment:
Students should record the following in their science journals :
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? (Be sure to use the word wind and clouds in
your explanation)
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Materials :
Materials
Amount
Science journals
“Wind and Clouds”
Hands on Nature Page 293
Puppets
Made by students.
Rulers
In classroom
The Cloud Book By Tomie
dePaola
Tape
In classroom
Cotton balls
In bin ( for CEPA , Place back into bag for CEPA when finished using this
material.
Activator: What bring weather to your area? How does weather get to where you live?
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.
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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”.
An example is: When clouds appear like rocks and towers,
The Earth’s refreshed by frequent shows.
And
When the wind is in the east, ‘tis neither good for man nor beast.
3. Teacher Read aloud: The Cloud Book by Tomie dePaola. After reading discuss the following questions.
 What kind of effects do clouds have on weather?
 Do we all look at clouds the same way?
 What do you think clouds are made of?
4. Have the students create the three basic types of clouds discussed using cotton balls.
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5. Have the students write a paragraph about each of the types of cloud.
6. Combine the cloud pictures with the paragraphs and the students will have made their own cloud book.
7. : Use the puppet show from Hands on Nature entitled “ Wind and Clouds” on page 293. Use the puppet
show as a reader’s theatre. Option: students can make puppets for the reading. Students can draw pictures
of the characters and tape them to rulers.
After Reading:
Why did Henry have his eye on the sky?
What can looking at the sky tell us?
Closure: Discuss how wind and clouds contribute to our weather and climate? Why do you think it is important to
observe the sky? Connect today’s lesson to the essential question and add responses to the essential question
poster at the front of the room
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? ( Be sure to use the word wind and clouds in
your explanation)
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Weather & Climate
Lesson #7 B: Wind
Essential Question: How does weather and climate 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.
3-5-ETS1-2. Generate several possible solutions to a design problem. Compare each solution based on how well
each is likely to meet the criteria and constraints of the design problem.
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)
Objectives:
Students will be able to…
1. Answer questions and make predictions using a graph.
2. Make predictions using the Beaufort wind scale
3. Construct, test, and analyze a device to measure wind speed and explain wind chill (optional).
Assessment: Science notebook responses, participation in class activities and discussions, completed wind vanes
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Vocabulary:
Weather Vanes: a device that measures the direction of the wind. The weather vane is usually combined with the
anemometer. Wind direction is the direction from which the wind is blowing.
Anemometer: an instrument for measuring the speed of the wind,
Wind speed: the measure motion of the air
Beaufort Scale: a measure of wind speed
Air Pressure: weight of air pressing down on the earth due to gravity, (the heavier the weight of the air, the more
air pressure on the earth’s surface)
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).
Resources and Materials:
Item
Amount
Science notebooks
Fan
1 (in bin)
Beaufort wind scale handouts
30 (in bin)
Making an anemometer student instructions 30 (in bin)
Scissors (not provided)
(in classroom)
Pencils
2 boxes (in bin)
Small paper Dixie cups
1 box (in bin)
Straws
2 boxes (in bin)
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Push pins
1 container (in bin)
Large plastic cups
1 bag (in bin)
Packing tape
1 (in bin)
Stapler (not provided)
(in classroom)
Cardboard square (optional)
24 (in bin)
Anemometer
1 (in bin)
Weather vane
1 (in bin)
Wind chill chart handout
30 (in bin)
ipads
1 per student
ELMO
In classroom
Activator:
Define and discuss air pressure with the class. Discuss pressure as related to the idea of weight. Ask a student
volunteer to come to the front of the room and load their arm with books. Ask them how their feet feel, is there
more pressure on their feet? If air weighs more, then it feels heavier. Write the definition on the board.
Air pressure: weight of air pressing down on the earth due to gravity, the heavier the weight of the air, the more
air pressure on the earth’s surface
Introduction: Have students think back to the puppet show about wind and clouds, they did with their
teacher. Remind them that wind is air moving in the atmosphere and exists because of differences in air such as
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temperature and pressure. As the sun warms the Earth's surface, the air in the atmosphere warms too. Some
parts of the Earth receive direct rays from the sun all year and are always warm. Other places receive indirect
rays, so the climate is colder. Warm air weighs less than cool air and rises. Then cool air moves in and replaces
the rising warm air. This movement of air is what makes the wind blow. Today students will explore how to
measure wind speed.
Discuss the relationship between wind and air pressure with the class. Explain that when wind blows, air is
moving away from areas of high pressure and towards areas of low pressure. Knowing the direction and speed of
wind is important in making weather forecasts. Show students the sample weather vane. Explain that weather
vanes are tools used to measure the direction that the wind blows. The weather vane points in the direction the
wind is blowing.
Introduce students to the Beaufort Wind Scale and explain that this is how winds with different speeds are
described. Hand out copies of the class set of Beaufort Wind Scale student handouts. Discuss the differences
between the different levels of wind. Explain that students can use these descriptions to assess the speed of the
wind. This scale helps you to observe weather, but can only be used to estimate wind speeds. Tell students they
will be investigating more quantitative ways to measure wind speed.
Activity:
1. Ask students to brainstorm other methods to measure wind speed besides the Beaufort wind scale. Ask
students to sketch their ideas or designs in their science notebooks, and an explanation of how it would help
measure wind speed.
2. Explain that anemometers are tools used to measure the speed of the wind, showing students the included
anemometer. Go over the procedure for making an anemometer. If the weather permits, tell students that they
can test their anemometers outside when they are finished. Otherwise, use the fan provided to test the
anemometers.
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a.
Break the students up into small groups and provide them with the How To Make an
Anemometer handouts and materials. Have students make predictions about how quickly the
anemometer will spin in different places, or with different wind speeds. Assist student groups as
necessary to construct and test the anemometer.
b.
When student groups are done making the anemometer go outside or use the fan to test the
anemometers. Leave one or more anemometers outside and make observations over time.
c.
Assist the students in measuring and recording how many times their marked cup goes around in
one minute. If using a fan, try to make this measurement with the fan at three different speeds. If
outside on a windy day, make the measurements in 3 different locations. Use the anemometer
provided to compare the results of the store-bought anemometer with the anemometers that the
students made.
d.
Lead a class discussion of the results and ask the different students groups to share their
observations and conclusions.
3. Have students look up http://web.williams.edu/weather/archives.ph (on iPad)
The teacher should model how to use this website use the computer projector, and make a few graphs for the
students to use together to practice answering and asking questions. Once students are comfortable, they can
create different graphs of local wind data and compare them with a partner
4.
Wind Chill Extension activity (if time allows): Discuss the concept of wind chill with the class. Explain that
if it is cold and windy, the wind can make the temperature on your skin feel even colder. That is why there is no
recess on cold days that are very windy. Pass out the Wind Chill chart to the class and discuss how to read the
chart. Why is it important to consider wind chill when making weather forecasts?
Closure: Discuss the following questions as a class. What is wind? Where does wind come from? How is
temperature related to air pressure? How can we measure wind direction? Why is it important for weather
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forecasters to know about wind direction? How can we measure wind speed? Why is it important to know about
wind speed? How do strong winds affect humans? What makes wind strong? Connect today’s lesson to the
essential question and add responses to the essential question poster at the front of the room
Exit Ticket:
Using the website, have students look up the wind data for the current day and current year, and the same date
in a different year. Have the students write a short paragraph comparing the two. For the two dates, have
students describe the wind corresponding to the Beaufort Wind Scale.
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Weather & Climate
Class Handout: Beaufort Wind Scale.
Use the Beaufort scale in Hands on Nature pp. 292
The following scale is for teacher information, use the scale in the book for the class.
Observation
Name of Wind
Miles per Hour
Smoke goes straight up
Calm
Less than 1
Smoke moves but wind vane does not
Light air
1-3
Wind felt on face, leaves rustle, vanes begin to move
Light breeze
4-7
Leaves and small twigs constantly moving, light flags extended Gentle breeze
8-12
Dust, leaves, and loose paper lifted, small tree branches move Moderate breeze
13-18
Small trees sway, small waves form on lakes
Fresh breeze
19-24
Large tree branches move, wind howls around eaves
Strong breeze
25-31
Large trees sway, not easy to walk against the wind
Moderate or near gale 32-38
Twigs break off trees, hard to walk against the wind
Gale or fresh gale
39-46
Branches break off trees, shingles are blown off
Strong gale
47-54
Trees snap or uproot, building damage is possible
Whole gale or storm
55-63
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Widespread damage to buildings
Violent storm
64-72
General destruction
Hurricane
73 and over
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Student Directions: Making an Anemometer
An anemometer measures wind speed (how hard the wind is blowing). Bigger differences between air pressures
create stronger winds.
Materials:
Scissors
Pencil
4 small paper cups
2 straws
Push pin
Large plastic cup
Packing tape
Stapler
Cardboard square
Directions:
1) Poke a hole through the bottom of the large cup (in the middle) so that the pencil can slide through.
2) Tape the cup to the cardboard and put the pencil through the hole (eraser side up).
3) Cut off the tops of the small paper cups so they are around 1 inch tall. Make a large mark on one of the cups.
4) Tape or staple a cup onto the end of each straw. Tape the cups so that they are facing opposite directions.
5) Staple the straws in an “X” shape and attach them to the pencil eraser with the push pin.
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6) Test your anemometer. Observe your anemometer in several situations. Each time, record the number of
times that the marked cup goes around in one minute in your science notebook. If the wind is stronger, the cup
will go around more times.
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Weather and Climate
Lesson# 8 Climate
This lesson will be taught by the classroom teacher.
Essential Question: How do weather and climate 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. (3ESS2-2)
Objective:
Students will be able to …
1. Obtain information about climate by reading an article.
2. State the difference between weather and climate.
3. Name the five climate zones in the reading.
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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).
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?
List the five climate types in your journal.
Resources and Materials:
Item
Amount
Spray paint video
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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.
Review all of the factors that influence weather: wind , precipitation, humidity, etc. Tell students that 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. We will be studying 5 climate zones .
5. Explain why there is a difference in the area that the paint 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?
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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 into5
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.
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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 impacts climate. Connect today’s lesson to the essential
question and add responses to the essential question poster at the front of the room.
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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.
.
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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.
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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.
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GRASSLANDS
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.
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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).
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Weather and Climate
Lesson # 9 Why do we have Different Climates?
Teacher Lesson
This lesson will be taught by the classroom teacher.
Essential Question: How does weather and climate 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. (3ESS2-2)
Objective:
Students will be able to …
1. Obtain information about various climates by reading an article.
2. Describe why typical weather conditions vary over a year by region.
Assessment: Student activity page, class discussion.
In science journals have students explain why the climate of a dessert is different than a climate of a polar region.
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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)
Pictures of Climate Zones
1 (in bin)
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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”
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?)
Sahara Desert:
Average Yearly Temperature: 86 Fahrenheit, Average temperature in summer: 104F
Average Yearly Rainfall: 3 in. a year
Average humidity: 25%
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.
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4. Read “An Introduction to Climate” 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. Connect today’s lesson to the essential question and add responses
to the essential question poster at the front of the room.
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Weather and Climate
Lesson # 10: Li Bing and the Flooding
Teacher Lesson
This lesson will be taught by the classroom teacher.
Essential Question: How do weather and climate affect our lives?
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)
3-5-ETS1-4(MA). Gather information using various informational resources on possible solutions to a design
problem. Present different representations of a design solution.
3-5-ETS1-2. Generate several possible solutions to a design problem. Compare each solution based on how well
each is likely to meet the criteria and constraints of the design problem.
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. Evaluate the design of two different barriers to prevent flooding.
Assessment: In journals students summarize how the solutions to the flooding in North Adams and China are
the same and different.
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What other ways can you think of to solve the problem?
Vocabulary
Levee : an embankment built to prevent the overflow of a river
Materials:
Materials
Amount
“Li Bing and the Flooding” In appendix
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:
1. 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.
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2. 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.
3. 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. Remember to have students refer back to the essential question at the close of this lesson.
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Flood Chute in North Adams
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Curriculum Embedded Performance Assessment (CEPA)
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)
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Students should:
1.
Prepare an oral or written report
a. Explain three negative effects of flooding
2.
Prepare a diagram
b. Construct a diagram that helps keep the model of their house safe label all materials and areas.
c. 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.
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CEPA 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,
Logical and/or
persuasive use of
Adequate use of
relevant evidence
Basic or simple
use of evidence
Little or weak use of
evidence
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paraphrases); includes
evidence
evidence for assertions and
information
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
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Appendices
Appendix A: “Watching the Weather” Below Level Text (Lesson 0)
Appendix B: Water Cycle Songs (Lesson 1)
Appendix C: “The World’s Oceans” (Lesson 3b)
Appendix D: Additional readings for extreme weather (Lesson 6)
 Optional Reading for Classroom teacher use : “Twister” Below Level Text
 Optional Reading for Classroom teacher use: “The Tornado Drill” On Level Text
 Optional Reading for Classroom teacher use: “Thunderstorms” Above Level Text
Appendix E: “Wind and Clouds” from Hands on Nature, Beaufort scale, Wind Chill Chart (Lesson 7b)
Appendix F: “Climate Zones” (Lesson 8)
Appendix G “An Introduction to Climate” selection and questions (Lesson 9)
Appendix H: “Li Bing and the Flooding” selection and questions (Lesson 10)
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