Unit 2: Clouds
Lesson 2: Don’t Wish the Clouds Away!
Grade Level: Second Grade
Time Required: 45 minutes
Primary AZ State Standards:
(Cross-reference “Standards Matrix” for full listing)
Science:
S02-S6C3-04: Analyze relationship between clouds, temperature,
and weather patterns.
Writing:
W02-S3C1-02: Write simple poetry, rhymes, or chants.
Objective(s):
Students will describe how weather patterns and cloudiness indices are influenced by
proximity to water.
Students will discuss the reliability of rain-predicting folklore.
Students will compose lyrics to a rain-wishing song that focuses on Flagstaff climate.
Extension: Students will track local weather conditions by measure temperature,
cloud cover, and precipitation.
Materials:
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Key Vocabulary:
Appendix 2F: Cloudiness Graphing Activity
Map of US
Map of AZ
Appendix 2G: Rain, Rain… Lyrics Activity.
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Watershed
Monsoon
Instruction Features
Preparation
Scaffolding
_X_ Adaptation of Content
_X_ Modeling
_X_ Links to Background
_X_ Guided Practice
_X_ Links to Past Learning _X_ Independent Practice
___ Strategies Incorporated _X_ Comprehensible Input
Grouping Options
_X_ Whole Class
_X_ Small Groups
_X_ Partners
_X_ Independent
Integration of Process
_X_ Reading
_X_ Writing
_X_ Speaking
_X_ Listening
Assessment
__ Individual
__ Group
__ Written
__ Oral
Application
_X_ Hands-on
_X_ Meaningful
_X_ Linked to Objectives
_X_ Promotes Engagement
Background Information:
To extend students understanding about the relationship between clouds,
temperature, and weather, this lesson focuses on local Flagstaff weather and culture.
To begin, students will compare and analyze data from the National Weather Service
Reporting Office relating to cloudy versus sunny weather in Flagstaff compared to
different parts of the United States. Students will consider the arid conditions present
in the Southwest and the implications that the scarcity of water has on the lifestyles
and cultures of local communities. By looking at symbolism and rain ceremonies of
local Native American people, student will gain an appreciation for the importance of
rain in the Southwest. In contrast, students will consider the lyrics of the children’s
song “Rain Rain, Go Away” and compose new, rain-encouraging lyrics in the spirit of
gardening in the Southwest. As an extension activity, teachers are encouraged to
have students further explore the relationship between temperature, clouds, and
weather by tracking and recording daily weather.
In Flagstaff, there are several watershed areas where water collects. A partial
list of watershed areas includes the Inner Basin, Lake Mary, Beaver Creek, and Rio
de Flag. Less “local”, but very important, are the Gulf of California and Gulf of
Mexico. The gulf provides moisture for the summer monsoon season in Flagstaff.
“Monsoon” is actually an Arabic word that means “season” and does not
necessarily refer to rain, according to the National Weather Service Forecast Office –
Flagstaff (See Resources). This change in “season” is due to a shift in wind direction
beginning in June, when the winds shift from the northeast in winter to the
southwest in summer. The southwest winds carry moisture across the southwest
region from the gulf area, generating the second rainy season in the Flagstaff (the
first wet season is from November to April in the form of snow). The monsoon season
in Flagstaff runs from July through September.
Flagstaff has been experiencing drought conditions since 1996 (The Arboretum
at Flagstaff website, See Resources) and continues face increasing water demands
due to population growth. Residents are required to conserve water by avoiding
landscaping and gardening water use during the day when evaporation rates are
highest (between 9am and 5pm), and restricting landscaping and gardening water
use to three days a week.
Pre-lesson Preparation:
1. Gather materials.
Activity Instructions:
Flagstaff Weather – Watersheds and Monsoons
Whole group, individual
20 minutes
1. Ask students to explain what they remember about the water cycle and how
clouds are formed.
2. Ask students why clouds are important.
3. Tell students that today, we are going to talk about clouds as they relate to the
area of Flagstaff.
4. Ask students, “How many days are in a year? How many of those days do you
think are sunny? Partially cloud? Cloudy?” Write down students’
predictions.
5. Ask again for Seattle, Washington and New York, NY. Give student the hint
that they should think about where these cities are located (by oceans). Write
down students’ predictions.
6. Reveal data from the National Climatic Data Center (see Resources).
Cloudiness – Mean number of days
City
Flagstaff
Seattle
New York
Sunny Days
162
58
107
Partially
Cloudy Days
102
82
127
Cloudy Days
102
226
132
7. Have students compare their predictions to the actual data.
8. Distribute graph paper (Appendix 2F) to each student. Have students to
prepare a bar graph that compares the three cities. Example:
250
Number of Days
200
150
Flagstaff
Seattle
100
New York
50
0
Sunny Days
Partially Cloudy Days
Cloudy Days
9. Using a map of the US discuss why location next to geographic features such
as large bodies of water affect the weather.
10.
Using a map of AZ, describe local watersheds and weather patterns of
Flagstaff. (See Background for more information).
Wishing for Rain Activity
Whole class, partners
25 minutes
1. Ask students, “If you were a farmer or a gardener, where would it be the easiest
to grow food? Where would it be the most difficult?” Seattle and Flagstaff,
respectively.
2. Explain that in the Southwest, rain is a very welcomed and much needed
event, which is many local Native American cultures ceremonies dedicated to
prayer for crops, rain, and good health. Regardless of background, people in
SW are tied together by environment and value of rain.
3. Ask students, “When do you think the best time to plant a garden in Flagstaff
would be?” Late spring, early summer when winds are changing.
4. Discuss reliability of folktale predictors of rain, such as:
a. Red in the morning, sailors take warning. Red at night, sailors delight.
b. Birds stop singing or fly low.
c. People get headaches, body aches.
d. The cows lay down.
e. “No dew on the grass at night is a sign of rain,”
f. “A ring around the sun or moon means rain or snow coming soon,”
g. “If ants move their eggs and climb, rain is coming anytime,”
h. “Chimney smoke descends, our nice weather ends.”
(last 4 copied from http://www.americanfolklore.net/folktales/rainlore.html. Many more are listed on the website.)
5. Explain to students that they will now get a chance to write a song to
encourage the rain, not wish it away. Ask students if they have ever heard the
song, “Rain rain, go away”. Sing it for/with them and show lyrics.
Rain, rain, go away,
Come again some other day,
Little Johnny wants to play.
6. Brainstorm with students about ideas of rhyming words and content for
wishing the rain to come.
7. Divide students into partners. Give each pair Appendix 2G. Allow students to
work on songs for 10 minutes.
8. Give students time to present in front of class. Focus on content instead of
rhyme when giving feedback.
9. In closing, encourage students to wish for rain. Mention that Flagstaff has been
in drought conditions since 1996 and that residents are encouraged to
conserve water. Ask students ways they can think of saving water. Mention
points discussed in background information (City of Flagstaff water saving
ordinance for residents).
Online Resources:
Boutell, T. (1995). The monsoon. National Weather Service Forecast Office – Flagstaff.
Retrieved on June 4, 2010 from
http://www.wrh.noaa.gov/fgz/science/monsoon.php?wfo=fgz.
Cloudiness: Mean number of days. National Climatic Data Center:
http://lwf.ncdc.noaa.gov/oa/climate/online/ccd/cldy.html
Rain Proverbs and Sayings:
http://www.americanfolklore.net/folktales/rain-lore.html
The Arboretum at Flagstaff website, information about water conservation:
http://www.thearb.org/education_resources_water.php
Extension suggestions:
Willow Bend Environmental Center offers a 2nd grade field trip called “Wacky
Weather Field Trip”. During this 2 hour field trip, students engage in hands on
activities which teach them about weather facts including different cloud types.
AND/OR
Charting weather
Class project for extended period
1. Give students the chance to be weather trackers to help out with the school
garden (if applicable).
2. Post class chart that has the date, temperature, and type of day (sunny, part
cloudy, cloudy). Students can also record cloud type (cirrus, nimbus, stratus).
3. Assign students daily to record this information on the class chart.
4. Analyze data periodically to compare:
a. Class data to National Climatic Data Center information to see if the
information is similar.
b. Temperature as an indicator of cloud cover or precipitation.
c. Cloud cover (or cloud type) as an indicator of weather.