Yakima WATERS “5-E” Inquiry Lesson
Snow Collectors: Spatial differences in snowfall (accuracy/precision issues)
This lesson will have students construct a snow collector which they will place at a chosen location near
their home in the Kittitas Valley. They will have to design their collector and overcome challenges like
wind that could cause their collector to fail. This portion of the activity will make clear the importance
of the scientific method when constructing devices for measurement. The collectors will be used to
emphasize the importance of accuracy/precision in measurements, so the students will be responsible
for constructing a scale of measurement during collection and a standard operating procedure (SOP) for
use of their collector. These results can also be used to introduce the concept of the water cycle and
how this feeds a watershed.
Grade Level/Duration:
9th Grade Earth Science
1 Period Introduction, 1-2 Period Development
Data Collection occurs throughout snow season
WA Standards:
PR01 1.1.1, PR05 1.1.5, ST01 1.2.1
IN01 2.1.1, IN02 2.1.2, IN03 2.1.3, IN05 2.1.5 IN08 2.2.3, IN09 2.2.4
AP01 3.1.1, AP02 3.1.2, AP03 3.1.3, AP06 3.2.3
Standards Justification
The lesson will closely follow an inquiry based format providing the students opportunities to utilize the
scientific method for design, testing and further development of their snow collectors. They will be
given some guidance when needed, but the absolute goal of this activity is for the student to have near
complete ownership of the final product.
Students will also be provided many opportunities to study some of the properties of water in two of its
phases. Gaining and understanding of some of the characteristics of these phases (mostly density) is
essential when creating a method for measurement of snow fall and the amount of liquid water that can
potentially provide a system.
As this project is set to take place over the course of a winter quarter (about 3 months: December
through February or March), it is essential that the students are able to identify issues regarding data
collection of their device and make adjustments when necessary. This may have to do with design, but
students need to take other aspects into consideration as well such as placement, duration, and data
recording techniques.
Outcomes
Knowledge –
Students will be able to describe the difference in density of snow fall vs. rainfall or melt resulting from
snow. Students will be able to record data in a system which makes sense to both the user and others
who review their data. The key factor in this knowledge is the knowledge that data recorded must be
standardized across all collectors, thus each student should follow a guideline established by the class.
Skills –
Students will be able to utilize the scientific method to design a working snow collector to measure
snow fall. Students will be able to analyze data collected at various locations and use that to determine
if any trends exist. Students will be able to analyze data collected to determine if results are
reliable/repeatable and apply that to determine the level of accuracy and precision their device
provides.
Materials
- 2-liter Soda Bottle (enough for each pair of students to have 1)
- permanent markers
- measuring tape / meter stick
- balance (large enough to make measurements of grams in excess of 100 g)
- scissors
- knife (for teacher use only!)
- cement or other heavy material
Prior Knowledge
It is assumed that the students have been exposed to the concept of Density in previous science classes.
To ensure this the students will be asked a series of questions to start the task which will gauge their
understanding of the concept, and how to measure/calculate density. It is also assumed that the
students have had exposure to the scientific method, but they will be taken through the various steps
when being given directions on how to construct their report.
Safety
To protect against exposure issues students will be asked to wear appropriate attire when outside, they
will also be asked to do so whenever placing their collectors at home. During construction students will
be given the task of removing the top of their bottle, to protect against potential hazards the teacher
will be responsible for punching a hole in the plastic for which the students can use scissors to remove
the top.
Engage (10 min)
To begin the period the students will be asked to show hands of how many of them have ever taken part
in a snowball fight, or constructed a snow man. Since most have likely taken part in one of these
activities they will be given the task of “expert,” and provide me information. Since I come from an area
west of the mountains we hardly see any snowfall so I pose the question “what type of snow makes the
best snowballs?” This should prompt the students into discussion of different “types” of snow. The key
term being that students understand a different level of “wetness” to snow and that not all snowflakes
are created equal. The students will be given the task of measuring snow fall for the rest of the winter,
doing so will require them to construct a device for measurement and keep a journal recording relevant
information.
Explore ( 40 – 80 min)
During the remainder of the class period students will work in pairs to design and begin construction of
their snow collectors. To prevent students from rushing into design (and to help prevent costly
mistakes), the students will be asked to present a proposal of their design to the teacher to be
approved. Once this process is complete construction will begin, and resume at the start of the
following day for as long as needed to reach completion.
With the collector completed the students will be asked to place them in the area near their home (one
partner) the next time snow fall is occurring. Due to the requirement of weather cooperation this could
be a timely process if not planned well (ie watching weather reports). Once the gathering has been
completed they must record the measurements before the snow begins to melt or settle to achieve a
good measurement of volume. The students will bring the samples back to the school where the mass
will be measured to determine the density of the snow collected. They will also be asked to record
observations about the snow fall they are testing (ie big flakes, light snow, heavy snow etc.). They will
also record weather data into their journal indicating the temperature, humidity, time of day, and if
possible the direction the weather system travelled.
Explain (30 min)
Students will present their findings as well as any design features they feel may have helped or hindered
their collection. The location, time, descriptions, and density of the snow they collected will be
recorded into a database so that students can compare results from around the county. Tie this data
back to prior discussion about management of the Yakima River, asking students to use this data to
make estimates of water that is being locked up in snow only to be released once melts occur and how
this can lead to major amounts of flooding, like what occurred last winter when an unseasonably warm
day caused a large amount of melt.
Extend/Elaborate ( 20 min in class, plus potential field trip day)
Students will be given a handout and engaged in a discussion of various careers that can be had that
would be concerned with this type of snow data. They will be given the task of finding a potential
employer and creating a “letter of interest” stating why they would want to pursue that potential
career. They would preferably tie in the work they had completed and what, if any, aspects of this work
that interested them.
If the opportunity presents itself the students will be given an opportunity the join a field trip into the
Cascade Mountains. This field trip requires the students to create snow pits and conduct various
measurements of snow pack.
Evaluate
Part of the evaluate process will be a presentation of each groups collector, and their data. They will
also complete a report which explains the design, construction, and use of the collector along with
their/the class findings. A rubric has been attached that will aid in the grading of this section of the
evaluation. As students will be working in pairs it is essential that each student contributes to their full
ability, with this in mind each student will be asked to grade themselves as well as their partner.
The overall final product of class, the database of collected information, will be evaluated and grades
will be given based upon the level of detail and effort put forth in data collection. If it becomes obvious
that students are continually missing data collection periods, or simply leaving out relevant information
making their data incomplete it will be reflected in their final grade. Their journal will be essential in this
evaluation as each date of data collection should be recorded and all information decided upon by the
class should be present.
Snow Collectors Rubric
Student Name:
________________________________________
CATEGORY
4
Plan is neat with
clear
measurements and
labeling for all
components.
3
Plan is neat with
clear
measurements and
labeling for most
components.
2
Plan provides clear
measurements
and labeling for
most components.
Function
Structure functions
extraordinarily
well, holding up
under atypical
stresses.
Structure functions
well, holding up
under typical
stresses.
Structure
functions pretty
well, but
deteriorates under
typical stresses.
Journal/Log - Content
Journal provides a
complete record of
planning,
construction,
testing,
modifications,
reasons for
modifications, and
some reflection
about the
strategies used and
the results.
Explanations by all
group members
indicate a clear and
accurate
understanding of
scientific principles
underlying the
construction and
modifications.
Clear evidence of
troubleshooting,
testing, and
refinements based
on data or
scientific
principles.
Journal provides a
complete record of
planning,
construction,
testing,
modifications, and
reasons for
modifications.
Journal provides
quite a bit of detail
about planning,
construction,
testing,
modifications, and
reasons for
modifications.
Journal provides
very little detail
about several
aspects of the
planning,
construction, and
testing process.
Explanations by all
group members
indicate a
relatively accurate
understanding of
scientific principles
underlying the
construction and
modifications.
Clear evidence of
troubleshooting,
testing and
refinements.
Explanations by
most group
members indicate
relatively accurate
understanding of
scientific principles
underlying the
construction and
modifications.
Some evidence of
troubleshooting,
testing and
refinements.
Explanations by
several members
of the group do
not illustrate much
understanding of
scientific principles
underlying the
construction and
modifications.
Little evidence of
troubleshooting,
testing or
refinement.
Plan
Scientific Knowledge
Modification/Testing
Author: Terry Helland, Yakima WATERS Project, CWU, 2009-2010
1
Plan does not
show
measurements
clearly or is
otherwise
inadequately
labeled.
Fatal flaws in
function with
complete failure
under typical
stresses.