Grade 5
Goal 3
Weather and Climate
Writers:
Carla Billups
Michelle Ellis
Jeff Long
I. Grade Level: 5
II. Unit Title: Weather and Climate
III. Unit Length: 7 Weeks
IV. Major Unit Goal/Learning Outcomes:
The learner will be able to:
 construct a water cycle including evaporation, condensation,
precipitation and run-off
 identify the factors which affect predicable weather patterns
 compare how factors affect predicable weather patterns
 compare and contrast the various cloud types, including how
they are related to weather systems
 share how global atmospheric patterns affect weather
 collect weather data and identify trends in the data
 explain how geographic affects climate and weather
V. Objective Chart and RBT tags
Unit Title: Weather
Number of Weeks: 7
Number Competency or Objective
RBT Tag
3.01
Investigate the water cycle including the
B4
processes of:
 Evaporation
 Condensation
 Precipitation
 Run-Off
3.02
Discuss and determine how the following are D2
affected by predictable patterns of weather:
 Temperature
 Wind direction and speed
 Precipitation
 Cloud cover
 Air pressure
3.03
Describe and analyze the formation of various 4B
types of clouds and discuss their relation to
weather systems.
3.04
Explain how global atmospheric movement
4D
patterns affect local weather.
1
3.05
3.06
Compile and use weather data to establish a
climate record and reveal any trends.
Discuss and determine the influence of
geography on weather and climate:
 Mountains
 Sea breezes
 Water bodies
4C
2B
VI. ELD/EC
VII. Materials/Equipment
3.01
Options based on presentation choice
 Microsoft Publisher (excellent alternative website in lesson)
 Digital Camera/Camcorder
 Internet Access (or other materials on the water cycle)
 Paper for publication if not using a computer
 Newspapers or other sources that feature article writing
 Teacher created example to engage students
 Vocabulary sheet
Mini-Water Cycle Materials
 A large, clear bowl
 Plastic wrap
 A small weight
 A small bathroom drinking cup with a lip on the bottom
 A rubber-band or piece of string
3.02
Options based on presentation choice
 Microsoft Publisher/PowerPoint
 Digital Camera/Camcorder
 Internet Access
 Tri-Fold presentation boards
 Teacher created example to engage students
 General craft supplies to support various products
 United Streaming Access (if available)
 Multiple resources for each area of study
3.03
 Ice cube
2
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Hot water
Clear, clean jar
Book: It Looked Like Spilt Milk
Pictures of the following cloud types: cirrus, stratus, cumulus,
and cumulonimbus [If you choose this option, use a lesson plan
variation accordingly.]
OR
 A PowerPoint on the Gaston County Schools website
http://gaston.k12.nc.us/resources/teachers/ppt/science.htm
[Click 3-5 and choose Clouds 2 under Earth Science]
3.04
 At least 3 thermometers; [Suggest: 6 thermometers.]
 Pictures of a mountain/mountain range, with snow on the caps;
ocean, wind effects, land, beach area, urbanization (city and
country), etc
 Completed Weather Data Sheets
3.05
 Video or DVD- An Inconvenient Truth by Al Gore
 Video or DVD player
 Book: How We Know What We Know About Our Changing
Climate, Scientists and Kids Explore Global Warming by Lynne
Cherry and Gary Braasch
 One copy of each of the graphs found in the appendix of this
lesson
 Chart paper
 Markers
 Glue sticks
 Colored pencil
 Kids Page from the Pew Center on Global Climate Change
http://www.pewclimate.org/global-warming-basics/kidspage.cfm
 www.globe.gov
[http://www.globe.gov/tctg/learnviz.pdf?sectionId=30]
 Science notebook for each student
 White legal size paper
3.06
 Baking soda
 Vinegar
 500 mL beaker or glass jar of similar size
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Small votive candle
Matches
Piece of poster board 12” x 3”
Pie pan
Clear plastic saucer. [Use a plastic saucer that sit under plants,
but do NOT have the concentric rings on the bottom.]
Styrofoam cups (4 per group)
Hot water source
Tap water source
Buckets
Food coloring
Eye dropper (1 per group)
Pint jars (2 per group)
3 thermometers
1 stick @ 1.5 meters in length
Soil
Small shovel for soil
Colored pencils or markers
Small dishes or jar lids (2 per group)
Tablespoons (1 per group)
Water
Light source (sun or lamp/light) (1 per group)
Plastic wrap and or lids to cover dishes
Open, clear container, such as a glass baking dish
Rocks
Paper cup
Measuring cup
Room-temperature water
Computer connected to internet
Projector for computer
Science notebooks
Atlas which contains physical and temperature maps of the
United States.
VIII. Big Ideas
 Water, which covers the majority of the earth's surface, circulates
through the crust, oceans, and atmosphere in what is known as the
"water cycle." Water evaporates from the earth's surface, rises and
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cools as it moves to higher elevations, condenses as rain or snow, and
falls to the surface where it collects in lakes, oceans, soil, and in rocks
underground.
Water is a solvent. As it passes through the water cycle it dissolves
minerals and gases and carries them to the oceans.
The atmosphere is a mixture of nitrogen, oxygen, and trace gases that
include water vapor. The atmosphere has different properties at
different elevations.
Clouds, formed by the condensation of water vapor, affect weather and
climate.
Global patterns of atmospheric movement influence local weather.
Oceans have a major effect on climate, because water in the oceans
holds a large amount of heat.
Living organisms have played many roles in the earth system,
including affecting the composition of the atmosphere, producing some
types of rocks, and contributing to the weathering of rocks.
http://www.nap.edu/readingroom/books/nses/html/6d.html#ps
IX. Unit Notes
Flow chart:
Content Blast:
Weather and climate are typically associated with rain, clouds, storms, wind
and temperature. Water is central to the concept of weather and climate. It
5
is considered the universal solvent dissolves more substances than any
other liquid. As it goes through the ground or our bodies, it carries valuable
chemicals, minerals, and nutrients. Water that is pure has a neutral pH of 7
so it is neither acidic nor basic. It is the only natural substance that is found
in all three states, liquid, solid (ice), and gas (steam) at temperatures found
on Earth. The water on Earth is constantly interacting, changing and
moving.
Water freezes at 32° Fahrenheit and boils at 212° Fahrenheit. When using
Celsius, the freezing point of water is 0° and the boiling point is 100°. In
solid form, water is less dense than it is in liquid form; that is why it floats.
Water has the ability to absorb a lot of heat before increasing its
temperature. This ability to absorb heat helps to regulate how air changes
temperature. The water’s ability to absorb heat is the reason why the
temperature changes gradually rather than suddenly between the seasons.
The water cycle is one of Earth systems which connects to other systems
on Earth. While some components of the water cycle are observable,
others are not directly observable by students. The water cycle is quite
complex and the three step model (evaporation, precipitation, and
condensation) is very simplistic and does not accurately portray this
complex system. In fifth grade, it is important for students to understand the
following parts of the water cycle: evaporation, condensation, precipitation,
and run-off. The following are all of the parts of the water cycle (most
information is from http://ga.water.usgs.gov/edu/watercyclerunoff.html):
Evaporation and condensation: These two components of the water cycle
are often the most difficult to understand because they are the most
abstract components. It is important for students to have concrete, handson examples of these two concepts.
Evaporation is the process of water turning from a liquid into a gas or
vapor. Most water in the water cycle is evaporated from oceans, the
largest bodies of water on Earth. Once water is evaporated, it spends
approximately ten days in the air before it falls as precipitation. Ninety
percent of the water in the water cycle comes from evaporation.
Condensation is the process in which water is changed from a vapor
to a liquid. This process is important to the water cycle because
condensation is what is responsible for clouds forming. The clouds
may produce precipitation which is the primary way that water returns
to the Earth’s surface. Clouds formed from condensation are a crucial
part of the Earth’s environment. They regulate radiant energy in and
out of the Earth’s climate system. They also influence the Earth’s
climate by reflecting solar radiation coming from space and back to
6
space as well as from the Earth’s surface. Clouds act as a blanket at
night keeping some of the heat from the day next to the surface.
Runoff: The Ocean acts as a large storage area for water that evaporates
into the atmosphere. Oceans are kept full by precipitation and by runoff.
Runoff is some of the water that has been released from clouds as
precipitation and has fallen to the Earth Runoff is discharge from rivers and
the ground. People have an over simplified idea that precipitation falls on
the land, flows overland (runoff), and runs into rivers, which then empty into
the oceans. Much of river water comes from water runoff from surface of
the land, but some river water evaporates and some goes into
groundwater.
When rain hits ground that cannot absorb water it begins to flow downhill
over the land. During a heavy rain you might notice small rivulets of water
flowing downhill just like you will see it flowing down your driveway. Water
flows along channels as it moves into larger creeks, streams, and rivers.
Eventually the rivers run into the ocean. About a third of the precipitation
that falls on land runs off into streams and rivers and is finally returned to
the oceans. The rest is evaporated, transpired by plants, or soaks into
ground water.
Clouds play a very important role in weather and climate. It is important
when discussing clouds to address humidity, wind, temperature,
geography, and precipitation. Clouds are a product of condensation in the
water cycle. Water vapor cools in the atmosphere (condenses) and forms
small droplets of water and oftentimes ice. Clouds have very diverse forms
and can be linked to specific weather conditions and predictions without
sophisticated equipment. Good sources of information about clouds and
their related weather conditions can be found at:
o http://www.srh.noaa.gov/fwd/media/appendix/glossaryf.htm
o http://www.srh.weather.gov/jetstream/synoptic/clouds_max.htm
o The following is a very good tutorial to use with students:
http://asd-www.larc.nasa.gov/SCOOL/tutorial/
Climate Patterns: Long-term global climate patterns can reach far around
the globe to affect the day-to-day weather. For example patterns of air
pressure and winds high above the Arctic helped bring the snow that piled
up last winter. Cool sea surface temperatures over the central Pacific,
known as La Niña, could help increase the number of Atlantic hurricanes in
the summer and fall.
These climate patterns are called "oscillations" by meteorologists. These
patterns change and fluctuate on time scales ranging from days to
7
decades. With improved technology, have helped meteorologists come to
understand many of the most important oscillations.
Interactions between the atmosphere and the oceans are at the core of
most of the patterns because the atmosphere and ocean push and pull
against one another. When one makes a move, it affects the other. The
ocean is much slower to respond to environmental changes than the
atmosphere, the two are unequal.
Global warming is very complex. It involves both natural and human-made
processes. Water cycles and global climate change is interconnected.
Students need to learn about how to understand the system of global
warming and the basic scientific concepts that impact it. They also need to
know how global warming will impact people along with learning about how
the data about global warming causes discrepancies between scientists.
The following lessons on global warming are meant to provide concrete
models to illustrate abstract concepts. For more information than can be
explained in this content blast some websites have been listed to help the
teacher build their own understanding of global climate change.
 http://yosemite.epa.gov/oar/globalwarming.nsf/content/Climate.html
 http://www.pbs.org/wgbh/nova/ice/greenhouse.html
 http://www.eia.doe.gov/oiaf/1605/ggccebro/chapter1.html
X. Global Content
21st Century Skills
NC SCS Grade
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
TECH: 2.01, 2.02, 2.07, 2.10, 2.12,
3.06, 3.07
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.05, 4.02, 4.03, 4.05, 5.06
TECH: 2.01, 2.02, 2.07, 2.10, 2.12,
3.06, 3.07
LA: 1.03, 1.04, 2.02, 2.05, 2.07,
2.09, 3.01, 3.05, 4.02, 4.03, 4.05,
5.06
TECH: 2.01, 2.02, 2.07, 2.10, 2.12,
3.06, 3.07
TECH: 2.01, 2.02, 2.07, 2.10, 2.12,
3.06, 3.07
LA: 1.03, 1.04, 2.02, 2.05, 2.07,
Communication Skills
Conveying thought or opinions
effectively
Activity
A,B
When presenting information,
distinguishing between relevant
and irrelevant information
A,B,E,F
Explaining a concept to others
A,B,F
Interviewing others or being
interviewed
Computer Knowledge
Using word-processing and
A,B,F
8
A,B,F
2.09, 3.01, 3.05, 4.02, 4.03, 4.05,
5.06
TECH: 2.01, 2.02, 2.07, 2.10, 2.12,
3.06, 3.07
M: 4.01
LA: 1.03, 1.04, 2.02, 2.05, 2.07,
2.09, 3.01, 3.05, 4.02, 4.03, 4.05,
5.06
TECH: 2.01, 2.02, 2.07, 2.10, 2.12,
3.06, 3.07
M: 4.01
LA: 1.03, 1.04, 2.02, 2.05, 2.07,
2.09, 3.01, 3.05, 4.02, 4.03, 4.05,
5.06
TECH: 2.01, 2.02, 2.07, 2.10, 2.12,
3.06, 3.07
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
TECH: 2.01, 2.02, 2.07, 2.10, 2.12,
3.06, 3.07
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
TECH: 2.01, 2.02, 2.07, 2.10, 2.12,
3.06, 3.07
M: 4.01
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
TECH: 2.01, 2.02, 2.07, 2.10, 2.12,
3.06, 3.07
M: 4.01
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
M: 4.01
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
M: 4.01
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
database programs
Developing visual aides for
presentations
A,B,F
Using a computer for
communication
A,D
Learning new software
programs
A,B
Employability Skills
Assuming responsibility for own
learning
A,B,C,D,F,G
Persisting until job is completed
A,B,C,F
Working independently
A,B,D,F,G
Developing career
interest/goals
Responding to criticism or
questions
Information-retrieval Skills
Searching for information via
the computer
A,B
Searching for print information
A,B
Searching for information using
community members
A,B
9
A,B
A,B,F
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
TECH: 2.01, 2.02, 2.07, 2.10, 2.12,
3.06, 3.07
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
TECH: 2.01, 2.02, 2.07, 2.10, 2.12,
3.06, 3.07
M: 4.01
LA: 2.05, 2.07, 2.09, 3.01, 3.05,
4.02, 4.03, 4.05, 5.06
TECH: 2.01, 2.02, 2.07, 2.10, 2.12,
3.06, 3.07
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
TECH: 2.01, 2.02, 2.07, 2.10, 2.12,
3.06, 3.07
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
TECH: 2.01, 2.02, 2.07, 2.10, 2.12,
3.06, 3.07
LA: 2.02, 2.05, 2.09, 4.02, 5.08
TECH: 2.01, 2.02, 2.07, 2.10, 2.12,
3.06, 3.07
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
TECH: 2.01, 2.02, 2.07, 2.10, 2.12,
3.06, 3.07
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
3.01, 3.05, 4.02, 4.03, 4.05, 5.06
LA: 1.03, 2.02, 2.05, 2.07, 2.09,
Language Skills - Reading
Following written directions
Identifying cause and effect
relationships
Summarizing main points after
reading
Locating and choosing
appropriate reference materials
Reading for personal learning
Language Skill – Writing
Using language accurately
A,B,C,D,G
A,B,B,C,D,G
A,B,D
A,B
A,B,D
A,B,E,G
Organizing and relating ideas
when writing
A,,B,E,F,G
Proofing and Editing
A,B,E
Synthesizing information from
several sources
A,B
Documenting sources
A,B
Developing an outline
A,B,F
Writing to persuade or justify a
position
A,B
Creating memos, letters, other
forms of correspondence
Teamwork
Taking initiative
A,B,G
Working on a team
A,B,F,G
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3.01, 3.05, 4.02, 4.03, 4.05, 5.06
TECH: 2.01, 2.02, 2.07, 2.10, 2.12,
3.06, 3.07
M: 4.01
LA: 2.05, 2.09, 2.10, 3.06, 4.02,
4.03, 4.06, 5.08
LA: 2.05, 2.09, 2.10, 3.06, 4.02,
4.03, 4.06, 5.08
LA: 2.05, 2.09, 2.10, 3.06, 4.02,
4.03, 4.06, 5.08
TECH: 2.01, 2.02, 2.07, 2.10, 2.12,
3.06, 3.07
Thinking/Problem-Solving
Skills
Identifying key problems or
questions
Evaluating results
B,C,D,F
D,E,G
Developing strategies to
address problems
B
Developing an action plan or
timeline
F
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Lesson 1: What’s The News On The Water Cycle?
Objectives:
Objectives 3.01
Activity Concepts: Student Teams will develop and publish a newspaper on
the water-cycle, with conceptual understanding shown in the articles. The
product will be created using either desktop publishing or hand written
processes.
Process Skills: Formulating hypotheses, observation, inferring,
communicating, designing, and informing.
Materials: (options based on product choice)
 Microsoft Publisher (excellent alternative website in lesson)
 Digital Camera/Camcorder
 Internet Access (or other materials on the water cycle)
 Paper for publication if not using a computer
 Newspapers or other sources that feature article writing
 Teacher created example to engage students
 Vocabulary sheet
Mini-Water Cycle Materials
 Materials
 A large, clear bowl
 Plastic wrap
 A small weight
 A small bathroom drinking cup with a lip on the bottom
 A rubber-band or piece of string
Engage: Show the students your (humorous) version of a newspaper
clipping. It should contain imaginary titles to articles that are about the
students themselves. Before viewing the movie inform the students they
will be creating their own published product to explain the water cycle in
detail. Tell them they will be watching a video and conducting an
experiment on the water cycle. Then they will use their newly acquired
knowledge to create their own amazing articles.
Next, show the fantastic video on the water cycle from the United
Streaming Website entitled The Water Cycle (located in grade five
science). It is 17 minutes long, and is an entertaining look into the water
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cycle. If United Streaming is not an option, excellent websites are available
to demonstrate and explore the water cycle. Another option is to check
with your media center to obtain a video or other source to demonstrate the
water cycle.
In addition, an excellent resource for teaching the students the ins and outs
of newspaper production is located at
http://www.readwritethink.org/lessons/lesson_view.asp?id=249. This can
easily be adapted for what this lesson calls for.
Explore: Water Cycle Set-Up
The following investigation will demonstrate the four required parts of the
water cycle; evaporation, condensation, precipitation and run-off. The
students will experience each part and be able to utilize the knowledge in
their newspaper articles.
Materials:
 A large, clear bowl
 Plastic wrap
 A small weight
 A small bathroom drinking cup with a lip on the bottom
 A rubber-band or piece of string
Place the small cup, upside down, in the middle of the large, clear bowl.
Pour water into the bowl, be careful to make sure the small container inside
is allowed to rest on the bottom. Cover the bowl with plastic wrap, and
fasten the plastic wrap around the rim of the bowl with your rubber-band or
string. Place the small weight on top of the plastic wrap in the center (over
the top of the upside down cup). Now put your model on a window sill or
somewhere that the sun will hit it.
Teacher Note: The ridge on the bathroom cup is important to show run-off.
Once the indention is full from precipitation, it will begin to run over the
sides.
Explain: The sun will help the evaporation happen at a faster rate. As the
water vapor rises up to the plastic wrap it will cool and condense, clinging
to the wrap. The weight will cause the water droplets to move to the center
over top of the cup. Precipitation happens as the droplets fall from the
plastic wrap into the ridge at the bottom of the cup. As this indentation in
the cup fills up, the excess precipitation will run over the side back into the
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main water supply. This will complete the four areas of the water cycle
required for their articles.
They will have to creatively come up with the articles to match each event
and apply that knowledge to real world situations. Having a couple of
examples for them to go by will let them know they are headed in the
correct direction.
Elaborate: What is Desktop Publishing?
Desktop publishing is the use of the computer and specialized software to
create documents for desktop or commercial printing. Desktop publishing
refers to the process of using the computer to produce documents such as
newsletters, brochures, books, and other publications that were once
created manually using a variety of non-computer techniques along with
large complex phototypesetting machines. Today desktop publishing
software does it all - almost. But before PageMaker and other desktop
publishing software there were e-scales, paste-up, and other non-desktop
computer ways of putting together a design for printing.
(http://desktoppub.about.com/cs/beginners/f/what_dtp.htm)
Evaluate: Required parts of the published piece are:
 Articles are to cover the four major parts of the water cycle;
evaporation, condensation, precipitation and runoff.
 Illustrations should accompany the concepts discussed.
 Creativity should be encouraged for titles and subject matter of
articles.
Ask for volunteers to share their answers with the class.
Rubric created using RubiStar http://rubistar.4teachers.org/index.php
4
3
2
1
Articles Purpose
90-100% of the
articles establish a
clear purpose in the
lead paragraph and
demonstrate a clear
understanding of the
topic.
85-89% of the
articles establish a
clear purpose in the
lead paragraph and
demonstrate a clear
understanding of the
topic.
75-84% of the
articles establish a
clear purpose in the
lead paragraph and
demonstrate a clear
understanding of the
topic.
Less than 75% of the
articles establish a
clear purpose in the
lead paragraph and
demonstrate a clear
understanding of the
topic.
Graphics
Graphics are in
focus, are wellcropped and are
clearly related to the
articles they
accompany.
Graphics are in
focus and are clearly
related to the articles
they accompany.
80-100% of the
graphics are clearly
related to the articles
they accompany.
More than 20% of
the graphics are not
clearly related to the
articles OR no
graphics were used.
CATEGORY
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Knowledge
Gained
All students in the
group can accurately
answer all questions
related to a) stories
in the newspaper
and b) technical
processes used to
create the
newspaper.
Contributions of Each person in the
Group Members group has
contributed at least
two articles and one
graphic without
prompting from
teachers or peers.
Spelling and
Proofreading
No spelling or
grammar errors
remain after one or
more people (in
addition to the typist)
read and correct the
newspaper.
All students in the
group can accurately
answer most
questions related to
a) stories in the
newspaper and b)
technical processes
used to create the
newspaper.
Most students in the
group can accurately
answer most
questions related to
a) stories in the
newspaper and b)
technical processes
used to create the
newspaper.
Several students in
the group appear to
have little knowledge
about the facts and
the technical
processes used for
the newspaper.
Each person in the
group has
contributed at least
one article and one
graphic with a few
reminders from
peers.
Each person in the
group has
contributed at least
one article with some
minimal assistance
from peers.
One or more
students in the group
required quite a lot of
assistance from
peers before
contributing one
article.
No more than a
couple of spelling or
grammar errors
remain after one or
more people (in
addition to the typist)
read and correct the
newspaper.
No more than 3
spelling or grammar
errors remain after
one or more people
(in addition to the
typist) read and
correct the
newspaper.
Several spelling or
grammar errors
remain in the final
copy of the
newspaper
Resources:
 http://www.epa.gov/safewater/kids/flash/flash_watercycle.html
 http://wwwk12.atmos.washington.edu/k12/pilot/water_cycle/grabber2.html
 http://www.epa.gov/safewater/kids/teachers_4-8.html
 http://www.picadome.fcps.net/lab/currl/water_cycle/
 http://www.nckidscience.com/Resources/?grade=5&goal=3
 http://webquest.org/search/webquest_results.php?language=en&des
cwords=water+cycle&searchfield=descrip&search=Search+SDSU+D
atabase
 http://rubistar.4teachers.org/index.php
15
Lesson 2: Predictable Predictions
Objectives:
Objectives 3.02
Activity Concepts: Student Teams will participate in a pseudo-jigsaw
format to discuss and determine how the following are affected by
predictable patterns of weather:
 Temperature
 Wind Direction and Speed
 Precipitation
 Cloud Cover
 Air Pressure
The class will break into five teams of soon to be experts in their particular
area study. After researching and gathering information on their subject of
focus, each team will develop a presentation to demonstrate and share the
knowledge they have gained with the rest of the class.
Process Skills: Formulating hypotheses, researching, inferring,
communicating, designing, and informing.
Materials: (options based on presentation choice)
 Microsoft Publisher/PowerPoint
 Digital Camera/Camcorder
 Internet Access
 Tri-Fold presentation boards
 Teacher created example to engage students
 General craft supplies to support various products
 United Streaming Access (if available)
 Multiple resources for each area of study
Engage: Explain that the students will be learning the basics of weather
prediction. A good overview of the terms and instruments used in weather
prediction is shown in Weather Smart: Forecasting and Weather
Instruments. If United Streaming is not available, talk to your media
specialist to see what similar local resources may be available for you or to
possibly order. Once they have been exposed to the concept of prediction
and how it relates to weather, they may begin to focus on their teams’
16
particular part in this lesson. Several videos are available through United
Streaming to showcase each area of interest.
1. Cloud Cover- Water Smart: Water in the Air
2. Wind Direction and Speed- Weather Smart: Heat, Wind, and
Pressure
3. Precipitation- Magic School Bus: Wet All Over, The
4. Air Pressure- Weather Smart: Heat, Wind, and Pressure
5. Temperature- Weather Smart: Heat, Wind, and Pressure
Here are some websites to help you with each as well:
1. http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/fcst/tmps/cld.rxml
2. http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/fw/crls.rxml
3. http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/home.rxml
4. http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/home.rxml
5. http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/fw/prs/def.rxml
United Streaming videos are excellent sources of information, but more
sources are needed to get the details necessary to deliver a proper
presentation to the class. So, provide the teams with plenty of resource
material through other means. Again, utilize your media center, as well as
fellow teachers and teammates to gather materials for the team’s research.
17
Explore: Have the teams break out and begin their research using the
various materials you have assembled for them. Give each member the
Quick Quest…Question sheet… this can be adjusted to each area, for
example; high and low temperatures, direction wind is from, high and low
pressure, etc.(or use something similar to help them focus on information
needed).
Once they have gathered the appropriate information they’ll need to decide
how they want to present. Of course, they may want to decide before
collecting information to help determine how and what they collect. In
either case, several options may be made available to them. “Old School”
tri-fold boards are always appealing to several students. Technology
based products such as PowerPoint, Publisher, and Front Page just to
name a few, are very popular as well. Illustrations, models, videos, and
script can be incorporated. What isn’t acceptable would be to stand a read
a few paragraphs from a sheet of paper about their findings. They need to
understand that when presenting their product, their comfort level with the
delivery system will be paramount to their success at sharing the
information. Important- make sure they include weather prediction
questions throughout their presentation (based on their info only) to check
for understanding of the information provided.
Explain: They should realize the main areas affects such as;
 High Pressure-cooler temperatures, less moisture
 Low Pressure-higher temperatures, more moisture
 Precipitation- depends on the temperatures of the ground and
atmosphere
 Wind Speed and direction- extent of unequal heating of air masses,
directly related to air pressure differences
 Temperature- many factors affect this, and it affects many others
 Cloud cover- caused by pressure systems, but influences
precipitation, temperature…etc.
What they should discover is all of these factors are linked to one another.
As each individual area is affected by weather, the others will be affected
as well, if not already. Also, the most basic weather prediction should be
evident given various scenarios from their information.
Elaborate: Create a daily weather prediction poster and track the various
areas of weather that each expert team researched. Have a column for all
areas of study, fill in the appropriate information from a local TV
18
website…then make basic predictions based on what the daily information
tells them.
A great way to extend this to the real world would be to have a local
meteorologist visit the school and talk about the predictions and affects of
the various areas of study.
Evaluate: Each team of experts will teach the class about their specific
area of study.
Required parts of the presented product are:
 Product must give solid definition of specific area
 Affects on weather
 Affects from weather
 Other variables that are related to it
 Weather prediction scenarios throughout (min. of two)
 Optional handouts appropriate to information
Rubric created using RubiStar http://rubistar.4teachers.org/index.php
Presentation
Well-rehearsed with
smooth delivery that
holds audience
attention.
Rehearsed with fairly
smooth delivery that
holds audience
attention most of the
time.
Delivery not smooth, Delivery not smooth
but able to maintain and audience
interest of the
attention often lost.
audience most of the
time.
Content
Covers topic indepth with details
and examples.
Subject knowledge is
excellent.
Includes essential
knowledge about the
topic. Subject
knowledge appears
to be good.
Includes essential
Content is minimal
information about the OR there are several
topic but there are 1- factual errors.
2 factual errors.
Requirements
All requirements are All requirements are One requirement
met and exceeded. met.
was not completely
met.
More than one
requirement was not
completely met.
Originality
Product shows a
large amount of
original thought.
Ideas are creative
and inventive.
Uses other people's
ideas, but does not
give them credit
Product shows some
original thought.
Work shows new
ideas and insights.
Uses other people's
ideas (giving them
credit), but there is
little evidence of
original thinking.
Resources:
 http://teacher.scholastic.com/activities/wwatch/pdfs/investigate.pdf
 http://www.nckidscience.com/Resources/?grade=5&goal=3
19




http://rubistar.4teachers.org/index.php
http://home.nycap.rr.com/teachertown/weathfac.html
http://streaming.discoveryeducation.com/
http://www.bbc.co.uk/schools/whatisweather/aboutweather/flash_men
u.shtml
 http://staff.gpschools.org/speirss/meapcontent/responses/weathcaus
e.htm
 http://eo.ucar.edu/basics/
 http://www.wxdude.com/
20
Quick Starter Quest…Questions!
1. What is a good definition of our subject?
2. What relationships exist between our subject and weather?
3. What makes our subject change?
4. What other factors affect our subject?
Quick Starter Quest…Questions!
1. What is a good definition of our subject?
2. What relationships exist between our subject and weather?
3. What makes our subject change?
4. What other factors affect our subject?
Quick Starter Quest…Questions!
1. What is a good definition of our subject?
2. What relationships exist between our subject and weather?
3. What makes our subject change?
4. What other factors affect our subject?
21
Lesson 3: Clouds in a Bottle
Objective:
3.03 Describe and analyze the formation of various types of clouds
and discuss their relation to weather systems.
Materials: ice cube, hot water, and clear, clean jar
Concepts: How clouds are formed?
Process Skills: observing, communicating, making models, experimenting
Engage: Ask students these series of questions. [Listen for responses so
you can understand misconceptions and invite more questions]
 What are clouds?
 How do clouds look?
 What is the purpose of clouds?
 How are clouds formed?
 How many different types of clouds are there?
Explore: Tell students that you are going to demonstrate how clouds are
formed. [The following website gives instructions on how to make Clouds in
a Bottle.]
http://www.shermanisd.net/Curriculum/Weather/make_a_cloud_in_a_bo
ttle.htm
 Pour about 1/2 inch of very hot water into a clear bottle.
 Immediately cover the mouth of the bottle with an ice cube.
Explain: Ask students to tell some of the things that they have observed.
[Make sure that they include as many observations as possible.] Explain
Clouds are formed when water vapor in the air is cooled and condenses as
part of the water cycle. Clouds consist of billions of tiny water droplets (and
even ice crystals) floating in the sky and appear in a variety of shapes and
sizes depending on how and where they formed. In other words, we know
that clouds form when rising air cools and the moisture in it condenses to
form water droplets. [Referenced from
http://www.rcn27.dial.pipex.com/cloudsrus/clouds.html]
Three things are needed for clouds to form: evaporation, cooling, and
condensation
22
Extension/Elaboration: Have students take the time in their notebooks to
explain how the demonstration relates to cloud formation. [Allow students
to share their notebook entries and take the time to tie any loose ends.]
Evaluation: Evaluate student notebook entries.
23
Lesson 4: It Looked Like Spilt Milk (Types of Clouds)
Objective:
3.03 Describe and analyze the formation of various types of clouds
and discuss their relation to weather systems.
Materials:
 Book: It Looked Like Spilt Milk
 Pictures of the following cloud types: cirrus, stratus, cumulus, and
cumulonimbus
OR
 A PowerPoint on the Gaston County Schools website
http://gaston.k12.nc.us/resources/teachers/ppt/science.htm [Click 3-5
and choose Clouds 2 under Earth Science]
Concepts: cloud variety and weather predictions
Process Skills: inferring, predicting, and classifying
Engage: Read It Looked Like Spilt Milk
Explore/ Explain: Teach from PPT [If using pictures, take information
from PPT]
Extension/Elaboration: Have students to complete the enclosed graphic
organizer.
Evaluation: Evaluate the graphic organizer.
24
NAME: __________________________________________
Type of Cloud
Drawing of Cloud
Cirrus
Stratus
Cumulus
Cumulonimbus
25
DATE: ____________________
Description of Cloud
Common Type of Weather
Produced
Lesson 5: Weather and Geography
[Data for this lesson will need to be gathered 1-3 weeks prior. The Weather
Data Sheet is attached. Also, place the thermometers in places that would
“mirror” the natural environment for comparisons. For example, place a
thermometer near a pond can “mirror’ sea breezes. This lesson can be
done in two days. You can take the time to ensure that students
comprehend the Explore and Explain portion of the lesson. Read through
the entire lesson before beginning.]
Objective:
3.06 Discuss and determine the influence of geography on weather
and climate.
Materials:
 At least 3 thermometers; [Suggestion: 6 thermometers.]
 Pictures of a mountain/mountain range, with snow on the caps;
ocean, wind effects, land, beach area, urbanization (city and country),
etc
 Completed Weather Data Sheets
Concepts: Mountain, wind, and large bodies of water affect weather.
Process Skills: observing, classifying, inferring, predicting, communicating,
using number relationship, collecting data, and interpreting data
Engage: Ask students to give you examples of Earth’s geological features,
i.e. mountains, valleys, oceans, etc. Place the examples on the board. Tell
them that the Earth’s surface effects how the weather and climate of that
region will be.
Explore: There are many geographical factors that affect weather and
climate. We will cover five of these factors. They are latitude, altitude,
winds, distance from the sea, and urbanization. Define each factor:
Latitude: The distance from the equator can determine weather and
climate.
Altitude: The farther up you go the temperature decreases. Air is less
dense and cannot hold the heat.
26
Winds: Depending on the origin of the winds, they can increase or
decrease temperature. If cold winds blow, temperature is colder
and vice versa with warm winds.
Distance from the sea: The closer you are to the ocean the cooler the
temperature.
Urbanization: Some consider this to be the human interference
component of weather and climate.
Explain: Show the students the picture examples so that they can see the
visual aspects of weather.
SHOW
EXPLAIN
Mountain (Altitude)
Notice that there is snow at the top of this
mountain. The higher up you go the colder
it becomes. Therefore, mountain regions
have colder temperatures.
Ocean (Sea Breezes)
Land can heat and cool faster than sea
water.
Wind
When wind blows against a mountain it
cause the air to rise and cool. When it flows
over the mountain and down the other side
it causes the air to become warmer and
takes moisture through evaporation. When
this happens deserts are formed. This is
also called the rain shadow effect.
Latitude
As you move closer to the equator the
temperature increases. The farther away
you are from the equator the temperature
decreases. This is due to the sun’s rays.
Urbanization
It is typically warmer and rainier in large
cities than in rural areas. There are many
contributing factors including pavement,
large buildings, factories, etc.
Extension/Elaboration: Have students look at their Weather Data Sheet.
[The purpose of this portion of the lesson is to show students how their
surroundings on campus “mirror” the Earth’s geographical layout.
Therefore, your campus acts as a model in producing the same “types” of
weather patterns. For example, if you have a pond or lake near your
campus, the temperature around the body of water will be cooler.]
27
Evaluation: Weather Data Sheets and Have students write a paragraph in
their notebook connecting the Extension/Elaboration to the Explain.
Basically have them write a summary.
Resource:
 http://www.geography.learnontheinternet.co.uk/topics/climatezones.ht
ml#factor
28
NAME: _____________________________________
DATE AND DAY
LOCATION
29
DATE: ____________________________
TEMPERATURE
OBSERVATIONS
Lesson 6: Feeling the Heat
Activity Concepts: Students will be looking at a variety of visualizations to
understand the ideas behind Global Warming and how man may be a
factor in global climatic change. Before looking at the visualizations, they
will learn how to orient themselves to visualizations by doing a part of a
GLOBE activity, Learning to Use Visualizations. They will also watch, in
sections Al Gore’s An Inconvenient Truth and discuss man’s impact on
Global Warming and climate change.
Process Skills: Observing, inferring, predicting, and communicating
Materials:
 Video or DVD- An Inconvenient Truth by Al Gore
 Video or DVD player
 Book: How We Know What We Know About Our Changing Climate,
Scientists and Kids Explore Global Warming by Lynne Cherry and
Gary Braasch
 One copy of each of the graphs found in the appendix of this lesson
 Chart paper
 Markers
 Glue sticks
 Colored pencil
 Kids Page from the Pew Center on Global Climate Change
http://www.pewclimate.org/global-warming-basics/kidspage.cfm
 www.globe.gov
[http://www.globe.gov/tctg/learnviz.pdf?sectionId=30]
 Science notebook for each student
 White legal size paper
Pre-assessment: Students will make a concept map around the topic of
Global Warming in their science notebook. They need to make a key that
notes the date they made this concept map and the color they used. [This
will be referred to later during the assessment section of the lesson]
Engage: Read pages 28 and 29 of Book: How We Know What We Know
About Our Changing Climate, Scientists and Kids Explore Global Warming
by Lynne Cherry and Gary Braasch
30
Have students discuss their thoughts and ideas about what they know
about global warming and climate change.
 To find out more about polar bears, go to:
http://www.ecokids.ca/pub/eco_info/topics/climate/ecostats/index.cfm
 To find out more about penguins, go to:
http://www.aad.gov.au/default.asp?casid=2884
Explore: [Students will be looking at visualization for scientific problemsolving using elevation and temperature (factors of climate) as a tool. More
information on background can be found on the full lesson on the GLOBE
website http://www.globe.gov/tctg/learnviz.pdf?sectionId=30]
Discuss with students the different aspects of reading visualization [maps
and graphs] such as: data, units, and times, use of color, landmark values,
geographical features, scale, and resolution. Remind students that
visualizations summarize huge amounts of data that has been collected.
Use the color maps to lead the above discussion. The first map, Earth
Elevation and Ocean Depth has different colors for the elevation found at
the ocean depths and on land. Have students look at the map and orient
themselves to it by looking at the time [year this map was made] and the
scale of this visualization. The second map, Surface Temperature, January
1987, uses the colors usually seen as cool [blue] to hot colors [reds and
oranges]. Remind them to use the legends and keys to help them
understand the symbols and colors used on these visualizations.
[The student worksheet here really guides the students through this activity,
but since this is geared for a bit higher student, you may choose to work
this through with my students step by step.]
Have students go to their worksheet and orient themselves with the
different parts of this visualization. [They will be making the color scale and
coloring in this visualization.]
Explain that each square [resolution] on these visualizations equals a 3°x
3°area of latitude and longitude. Compare the resolutions here to the
colored visualizations you looked at earlier.
Have students begin with the Average Elevation map. They need to look at
the key for this at the bottom of the visualization. Have them show the
break between lowlands and mountains as 1500 m, the next break at 3,000
m and the final one at 4,500 m. Since there are no heights above 5,300 m
on this visualization, this is the last one on the scale.
Students then will color this visualization.
Repeat the same procedure with the second visualization. [Consider
pairing students to work on this together, after figuring out the scales and
31
color for each visualization; students each take one of the visualizations to
color, this saves A LOT of time and is appropriate for fifth grade.]
On the Elevation visualization, the heights above 1,500 m are the
Himalayas, have the students outline the boundaries of the Himalayas.
Mount Everest is at 8,800 m; see if students can find where it is located on
using this visualization.
Have the students look at the Average Surface Temperature visualization,
can they find the Himalayas using this visualization? Have students look at
the differences in the two visualizations, what conclusions can they draw
from these two visualizations? [The higher in elevation they climb, the lower
the temperature.]
Extension in Math – Lapse time
[The second part of this looks at the lapse rate. Once the maps are colored,
students can explore the relationship between change in elevation and
change in temperature. [The change in temperature due to the change in
altitude is the lapse rate. Consider using this as an extension during
math.]
Explain: Have students read Global Warming – Kids Page from the Pew
Center on Global Climate Change
http://www.pewclimate.org/global-warming-basics/kidspage.cfm
Discuss after reading this page, discuss ideas of global warming and
climate change with students. Tell them they are going to look closer at this
information using different graphs.
Discuss:
Students will be looking at graphs to further understand the ideas and
reasons of global warming. The word anomaly is used in some of the
graphs, explain the meaning of anomaly. [Anomaly – a difference from
what is expected]
Students will work as two person teams. Hand each pair students chart
paper, markers, glue sticks, and one of the visualizations found at the end
of this lesson.
Remind students of how to orient themselves to visualizations [part 2 of
exploration].
Before having students go through the process, do one as a whole class.
Use the graphic
Students need to look at the visualization and find out what information that
it is conveying.
32
Have them glue their visualization on the top of their chart paper.
Underneath the visualization they need to write the information they found
out by reading the picture of the data in the following categories:
 Getting Oriented –They record information from the graphs
that help them understand what the graph is about.
 What Does the Data Tell Us? What they have learned from
the visualization. After they have written all of their information
they found in the previous categories on their chart; they need
to write down the questions or wonderings they have based on
the information they learned.
 Add: Questions or Wonderings to chart. Students will post
their charts on the wall and explain their visualization and what
it shows to the class. They also discuss their questions and
wonderings. [I have students present their posters and
visualizations mixed in with the movie found in the elaborate
section. For example, 1 poster before the first showing on Day
1, one after the movie. The next day they repeat with two more
posters.]
Elaborate: [This next session is best done by spreading it out over three
days, watching the movie at 30 minute intervals]
Day 1:
Watch the first 30 minutes of An Inconvenient Truth by Al Gore. Discuss
what they have seen and understood or any questions they might have.
Day 2:
Watch the second 30 minutes of An Inconvenient Truth by Al Gore. Discuss
what
Day 3:
Watch the final 30 minutes of An Inconvenient Truth by Al Gore. Discuss
what they have seen and understood or any questions they might have.
Evaluate: In science notebook, have the students record things that they
individually can do to make a difference in global warming.
Have students record ways that their families can do to make a difference
in global warming.
Have students record ways that they can inform and educate others about
global warming.
33
Assessment: Students will return to their concept map they started before
the engage section of this lesson. Have them use a different color, record
this in their key, and add information to their concept web or make
changes.
Resources:
 An Inconvenient Truth DVD by Al Gore
 How We Know What We Know About Our Changing Climate,
Scientists and Kids Explore Global Warming by Lynne Cherry and
Gary Braasch
 Kids Page from the Pew Center on Global Climate Change
http://www.pewclimate.org/global-warming-basics/kidspage.cfm
 GLOBE www.globe.gov
[http://www.globe.gov/tctg/learnviz.pdf?sectionId=30
 Dr. Patricia Bricker, Education Department, Western Carolina
University
34
Lesson Title 7: Let’s Get Physical… Features
Objective:
3:06 Discuss and determine the influence of geography on weather
and climate
Activity Concepts: Students will be working through three centers that
explore the concepts of convection, radiation, and evaporation to
understand how the geographic features of mountains, lakes, and oceans
affect weather.
Process Skills: Observing, Inferring, Predicting, Communicating, Making
models, Defining operationally, Identifying and controlling variables,
Collecting data
Materials:
 Baking soda
 Vinegar
 500 mL beaker or glass jar of similar size
 Small votive candle
 Matches
 Piece of poster board 12” x 3”
 Pie pan
 Clear plastic saucer. [Use a plastic saucer that sit under plants, but
do NOT have the concentric rings on the bottom.]
 Styrofoam cups (4 per group)
 Hot water source
 Tap water source
 Buckets
 Food coloring
 Eye dropper (1 per group)
 Pint jars (2 per group)
 3 thermometers
 1 stick @ 1.5 meters in length)
 Soil
 Small shovel for soil
 Colored pencils or markers
 small dishes or jar lids (2 per group)
tablespoons (1 per group)
35









water
light source (sun or lamp/light) (1 per group)
plastic wrap and or lids to cover dishes
Open, clear container, such as a glass baking dish
Rocks
Paper cup
Measuring cup
Room-temperature water
Computer connected to internet
Projector for computer
Science notebooks
Atlas which contains physical and temperature maps of the United
States.
Engage:
1. Fold poster board lengthwise [it will act like a funnel].
2. Place the candle in the pie pan and light the candle.
3. Put a tablespoon of baking soda into the jar.
4. Pour @ ¼ cup of vinegar into the jar [the jar begins to fill with carbon
dioxide gas due to the reaction of the vinegar and baking soda].
5. When the fizzing stops, hold the poster board at an angle so one end is
near the flame [do not touch the flame to the poster board] and the
opposite end is higher.
6. “Pour” the gas down the funnel. The flame will go out.
7. Ask students what happened and what actually put out the flame [the
carbon dioxide gas displaces the oxygen causing the flame to go out].
[The point of this engage is for students to understand that gases “flow”
and are fluid. The following engage piece uses water instead of air. When
referring to how the warm and cold water moves around in the following,
refer back to the engage to explain to students that warm air and cod air
acts in the same way because both water and air are fluids.]
Explore: [Students will be working through three different centers to help
build the principles of conduction, radiation, and evaporation.
Understanding these principles will help to understand the effect of
mountains, large lakes, and oceans on the weather, which will be covered
in the explain piece].
36
Set up the following centers:
Center One: Convection
1. Place three Styrofoam cups upside down on a sheet of paper.
2. Place a plastic plant saucer on top off the cups making sure the cups
are evenly spaced under the saucer.
3. Fill the saucer ¾ full of cool tap water. Let the water sit until it is still.
[Students need to be very careful not to shake or bump the table
during the investigation.]
4. Use a dropper to slowly release a small amount of food coloring into
the bottom of the saucer. Remove the dropper SLOWLY making sure
the water is not stirred or disturbed.
5. Observe and record what happens to the drop of food coloring as it
sits in the water. Draw what has happened from the side view.
6. Dump the water that from the saucer into the bucket.
7. For the next set of investigations, there will be three trials. [During
each trail, students should observe and record what happens to the
drop of food coloring as it sits in the water, drawing the view from the
side.
8. Fill up one Styrofoam cup with HOT water. [This water should be
hotter than tap, but not boiling.] Put this cup under the saucer
Trial 1: Place a drop of food coloring on the bottom of the
saucer, but in the very center over the cup of hot water. Make
sure that the water is not stirred or disturbed.
Trial 2: Place a drop of food coloring on the bottom of the
saucer about halfway between the center and the side. Make
sure that the water is not stirred or disturbed.
Trail 3: Place two drops of food coloring on the bottom of the
saucer, one in the center of the saucer and one between the
center and side of the saucer.
Center Two: Radiation
[Do this outside during a warm time of the year. This can be done inside, if
you have a strong enough source of light that can be directed onto the
tubs.]
Preparation for the center:
1. Find three thermometers that match inside temperatures before
beginning the activity.
2. One hour before beginning the activity, fill one jar two-thirds full of
water and the other two-thirds full of soil. You will need to get the
starting temperature of both jars to match. To do this, add hot or cold
water to the jar until the temperatures in both jars are the same.
37
3. To register air temperature, tape a thermometer to the top of the 1.5
meter stick and put the other end of the stick into the ground in a
grassy area.
4. To make sure the sun’s radiation doesn’t register onto thermometers,
put them into the tubs and shade them with a piece of paper until the
thermometers are stabilized.
5. Students will need to make a data table to collect their data for the
temperatures. They will need to collect data for a two hour block in 15
minute intervals. Temperature data for both the soil and water need
to be recorded at each 15 minute interval. Students also need to
record the beginning and ending air temperature.
Center: Radiation
1. Have students make qualitative observations of the water and the
soil. Record these observations in their notebooks.
2. Students then predict what they think will warm up faster the soil or
the water OR if they think they will warm up at the same time. They
also need to predict what will cool down the faster. Have them give a
reason for why they think the way they do.
3. Have students make a data table to collect their data for the
temperatures. Tell them they will need to collect data for a two hour
block in 15 minute intervals. Temperature data for both the soil and
water need to be recorded at each 15 minute interval. Students also
need to record the beginning and ending air temperature.
Remind the students:
 The thermometers need to be read at eye level for the most
accurate reading.
 Thermometers need to be read in the tubs, not being held in
hand.
 Temperatures vary at different depths so students will need to
keep the thermometers at the same depth, close to the surface,
when taking all readings.
 Decide if students will record their temperature data in °C or °F
4. Students take their tubs outside to a grassy spot with both sun and
shade. Take measurements of the water, soil, and air. Have students
record the time they started. After the temperatures have been
recorded, students will remove the thermometers and take them
inside. Thermometers will need to be brought out for each interval.
Repeat the temperature readings at 15 minute intervals
Center: Evaporation
1. Students will work in groups of two
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2.
3.
4.
5.
6.
7.
Each pair of students will get two dishes.
Put one tablespoon of water into each dish.
Cover the top of each dish with plastic wrap.
Set one dish in the sun or under a light source.
Place the second dish in the shade.
Have students observe what is happen and record observations into
their notebooks.
Explain
Students need go back to their notebooks and look at their data.
Center one: convection
Have students discuss their observations. Ask what happens to the colored
drop without the hot water underneath, and then with the hot water
underneath.
Students have seen the movement of the colored water when hot water
was placed under the saucer set up. Explain that this is convection current.
Ask students what is causing the current [heat of the water from the cup of
hot water underneath]. The heated water becomes less dense and it moves
upward, while the colder, denser water moves downward.
Reference to students back to the engage piece and explain that water and
air are both fluids, both flow (like the carbon dioxide did in the engage
piece) and act in similar ways when they are heated or cooled. In air,
convection currents cause warm air to rise, and cool air to fall.
When warm air begins to rise over mountain ranges on the windward side,
it begins to cool and is unable to hold moisture and it begins to rain or in
the winter, snow. When this air reaches the summit, it begins to descend
down the leeward side of the mountain because the air has cooled. Since
all of the moisture has been squeezed out on the windward side, the air on
the leeward side is much drier. This rain shadow effect keeps windward
sides of the mountain wetter and filled with more vegetation than the
drier leeward side.
Center Two: Radiation
Students need to look over their data. [The soil should have heated up
faster than the water.] Discuss their results.
Explain that soils absorb heat faster than water and soils also release heat
more quickly than water. Water warms and cools slowly. This happens for
three reasons:
1. Soils are opaque and water is transparent, so the suns rays can pass
through the water easier and distributes the heat energy to greater
39
depths. The soil can only absorb heat energy at the surface because
it is opaque.
2. Water is a liquid and moves more easily and the water molecules
help to transport the heat to different areas and depths (through
convection). The heat on the soil remains on the surface.
3. It takes more heat to raise the temperature of water than it does for
soil. Water takes in heat slowly and releases it slowly.
Elaborate:
Center one:
1. In groups, and have each group prepare for the activity by creating a
“mountain range” by arranging the rocks near the center of the
bottom of the clear container.
2. Have students use a pencil point to poke 10 holes in the sides of the
paper cup, and tape the cup into a corner of the container.
3. Have students the container with room-temperature water until the
rocks are covered.
4. Students will add three drops of food coloring to one cup of hot water
and slowly pour the hot colored water into the paper cup.
5. Students will observe the colored water diffuse through the holes in
the cup, but barely mix with the cold water. Most of the hot water will
stay near the top of the container, “floating” on top of the colder
water.
6. Have students repeat the experiment, filling the container with hot
water and adding cold colored water to the cup. The cold water will
sink to the bottom and diffuse through the hot water until it reaches
the “mountain range,” where it will be blocked. The cold water will not
be able to pass the rocks because it will be unable to rise over them.
Explain: When warm air begins to rise over mountain ranges on the
windward side, it begins to cool and is unable to hold moisture and it
begins to rain or in the winter, snow. When this air reaches the summit,
it begins to descend down the leeward side of the mountain because the
air has cooled. Since all of the moisture has been squeezed out on the
windward side, the air on the leeward side is much drier. This rain
shadow effect keeps windward sides of the mountain wetter and filled
with more vegetation than the drier leeward side.
Center two:
Go to the internet to the following animation, if possible use a
projector so all students can see it.
40
http://www.classzone.com/books/earth_science/terc/content/visualiza
tions/es1903/es1903page01.cfm?chapter_no=visualization
Explain: During the day, land will heat up faster than water, which
makes air rise over the land – a low-pressure area is formed. Since
the water is cooler, there is higher air pressure over the water. Air
from over the water comes inland to replace the rising air, making a
sea breeze. At night, things are reversed – the land cools down
quickly, while the water stays warmer. High pressure is formed over
the land and low-pressure forms over the water, so air flows offshore.
This is called a land breeze.
A monsoon is a land-sea breeze on a larger scale. As large areas of
land heat up during the summer (like on the Asian continent), a large
area of low pressure will be formed. Moisture packed air from oceans
will come on land, producing very heavy rains that may last for
several months. During the winter, the airflow will be reversed, and
the winds will blow from land to the warmer oceans.
Center three:
Print the article found in the appendix for students. As they read the
article, see if they can find where evaporation plays a part in the
process of lake effect snow. [Warm water will evaporate and
condense as it meets the colder air.]
Open up the following link:
http://www.weatherquestions.com/What_causes_lake_effect_snow.ht
m
Use the diagram to connect what students have learned about
evaporation and the article to Lake Effect Snow.
The following link has good detail about lake effect snows around the
Great Lakes, in the form of a blog from a meteorologist. There are
great maps and information. http://wx-man.com/blog/?cat=39
Evaluate: Hand students an atlas and have them locate a physical map of
the United States.
Ask students to locate specific areas of the country where they would find
the following events:
Rain shadow effect:
 Sierra Nevadas
 The Rocky Mountains
 Appalachian Mountains
 Cascade Range
41
 Find deserts – identify where they occur (leeward side of
mountain ranges)
Sea Breeze:
 All coastal areas
Lake effect snow:
 Great Salt Lake
 Great Lakes
Resources:
 http://www.ucar.edu/learn/1_1_2_7t.htm
 http://web.syr.edu/~wrt405/normal/Lake_Effect.html
 http://www.ussartf.org/predicting_weather.htm
 http://school.discoveryeducation.com/lessonplans/programs/mtbarrier/
 http://www.urbanext.uiuc.edu/weather/4.html
 http://www.srh.noaa.gov/jetstream//ocean/seabreezes.htm
 http://www.weather.com/encyclopedia/winter/lake.html
 http://wx-man.com/blog/?cat=39
42
Appendix: Lake Effect Snow
Lake effect snows occur when a mass of sufficiently cold air moves over a
body of warmer water, creating an unstable temperature profile in the
atmosphere.
As a result, clouds build over the lake and eventually develop into snow
showers and squalls as they move downwind. The intensity of lake effect
snow is increased when higher elevations downwind of the lake force the
cold, snow-producing air to rise even further.
The most likely setting for this localized type of
snowfall is when very cold Arctic air rushes
over warmer water on the heels of a passing
cold front, as often happens in the Great
Lakes region during winter.
Winds accompanying Arctic air masses
generally blow from a west or northwest
direction, causing lake effect snow to fall on
the east or southeast sides of the lakes.
Whether an area gets a large amount of snow from lake effect is dependent
on the direction of the winds, the duration they blow from a particular
direction, and the magnitude of the temperature difference between the
water and air.
Since cold air can hold very little moisture and the low level of the
atmosphere is quite unstable, clouds form very rapidly, condensation
occurs and snow begins to fall. Lake effect snow is lighter than snow that
forms from frontal stratus or nimbostratus.
Areas of relatively high elevation downwind of the Great Lakes generally
receive heavier amounts of lake effect snow than do other locations in this
region. For example, residents of the Tug Hill Plateau in New York State
east of Lake Ontario can spend the winter months digging out of anywhere
from 200 to 300 inches of snow. Likewise, the mountains of West Virginia
can receive over 200 inches of snow in a winter, helped by the lake effect.
The only other lake that produces significant lake effect snow in the United
States is the Great Salt Lake in Utah. Cape Cod Bay in Massachusetts
and Chesapeake Bay in Maryland and Virginia, on occasion, produce what
is called bay effect snow. Bay effect snow forms in the same manner as
lake effect snow, only over the ocean.
From: http://www.weather.com/encyclopedia/winter/lake.html
43
ASSESSMENT QUESTIONS
Questions 1-2 use the following diagram to answer the questions.
1. What area represents the process of condensation?
a. A
b. B
c. C
d. D
2. What action could happen with an increase in D?
a. Low pressure system moving into the area
b. Local mudslides
c. Decreased evaporation
d. Cumulous cloud formation
44
3. At 10:30 A.M., Raleigh had a temperature of 65˚ F and air pressure
reading of 920mb. A cold front moves into the area in the afternoon,
pushing out a warm front. Which of the following would be possible
readings once the cold front is over Raleigh?
a. 58˚ F and 900mb
b. 70˚ F and 1080mb
c. 58˚ F and 1080mb
d. 70˚ F and 900mb
4. Which variable normally increases before precipitation occurs?
a. relative humidity
b. air pressure
c. visibility
d. temperature
5. Clouds are formed by
a. evaporation
b. cool air rising
c. warm air falling
d. water vapor condensing
6. This picture was taken in May, what type of precipitation will most likely
occur from the clouds in this picture?
a.
b.
c.
d.
steady drizzle
snow
hail
thunder storm
45
7. How do weather patterns generally move across America?
a.
b.
c.
d.
8. Which best describes why meteorologists track hurricanes thousands of
miles out in the ocean?
a. So they can warn the people that live there
b. To study how hurricanes affect other countries
c. To predict were it will make landfall much closer to us
d. To practice their tracking skills
9. Based on the following chart, which is a reasonable trend that can be
taken from the data?
Yearly Rainfall
Inches
15
10
2000
2003
5
2006
0
J
F
M
A
M
J
J
A
S
O
N
D
Month
a. The amount of run-off has been steadily decreasing from
2000 to 2006.
b. The amount of run-off has been constant from
2000 to 2006.
c. Yearly rainfall has increased from 2000 till 2006.
d. Yearly rainfall has decreased from 2000 till 2006.
46
10. Using the chart from question nine, which of the following could be a
cause for the current trend?
a. Decrease in regional evaporation
b. Increase in dry high pressure systems
c. Increase of humidity and low pressure systems
d. Decrease in precipitation
11. Which describes a land breeze?
a. warm air rising and flowing up a mountain
b. cool air moving from land toward the ocean at night
c. cool air moving down a mountain at night
d. warm air rising over the land
12. Which is a true statement about temperatures on water and land?
a. Water and land usually have the same temperature.
b. Water heats up and cools down much faster than land.
c. Water heats up and cools down much slower than land.
d. Land heats up and cools down much slower than water.
Resources:
Wizard Test Maker, Version 10.1, Eduware Inc. http://www.eduware.com/
47
The following is from: Josh Larson, USATODAY.com weather intern,
in 2004. Updated in April 2006.)
The discovery of one of the most important global climate oscillations, El
Niño-Southern Oscillation (ENSO, for short) began with observations the
British meteorologist Gilbert Walker made in the 1920s. Walker was
stationed in India and wanted to know what caused fluctuations in the
strength and effects of the South Asian monsoon. He noticed that a strong
monsoon season in India often occurred at the same time as severe
droughts in Australia, Indonesia, and even parts of Africa.
After investigating further, he noted correlations between periods of high air
pressure in the eastern Pacific occurring at the same time as periods of low
air pressure in the western Pacific. Walker proposed a climate pattern
called the "Southern Oscillation" to describe this seesaw in global
atmospheric pressure and weather patterns.
It was not until the 1950s and 1960s, however, when meteorologists linked
Walker's hypotheses with observations of fluctuations in ocean
temperatures off the west coast of South America and Walker's "Southern
Oscillation" became the "El Niño-Southern Oscillation."
El Niño refers to one extreme in the oscillation — with above-average sea
surface temperatures in the central Pacific ocean — while La Niña refers to
the other extreme — below-average sea surface temperatures in the
central Pacific.
Since the discovery of the El Niño-Southern Oscillation, scientists have
found several other important global and regional climate patterns,
including the Arctic Oscillation (AO), the closely linked North Atlantic
Oscillation (NAO), and the Pacific Decadal Oscillation (PDO). There are
other global climate patterns, such as the Pacific-North American
Oscillation (PNA) and the Madden-Julian Oscillation (MJO), among others,
but less is known about these oscillations, and they typically have less of
an impact on global weather.
The Arctic Oscillation (AO) has a significant influence on winter weather in
the U.S. — the northern and eastern U.S., especially — as well as Western
Europe. Recent research has also demonstrated a link between the AO
and tropical cyclone formation during the Atlantic hurricane season.
The AO refers to a seesaw pattern in atmospheric pressure between the
polar regions and the middle latitudes. It fluctuates on a different time scale
than ENSO, on the order of weeks and months, though it also shows some
tendency to favor one phase or another for years at a time.
48
The AO features a negative (cold) phase, which brings higher-than-normal
pressure over the polar regions and lower-than-normal pressure over the
middle latitudes; the positive (warm) phase brings the opposite conditions.
Most climate scientists consider the North Atlantic Oscillation (NAO) to be a
regional manifestation of the AO. In short, they both refer to the same
climate phenomenon. When the AO/NAO are in their positive phase, much
of the U.S. experiences mild winter weather; when the AO/NAO are in their
negative phase, much of the U.S., especially the North and East,
experiences cold and stormy (often snowy) weather.
The Pacific Decadal Oscillation (PDO) is important as well, but scientists
don't know as much about it as other climate patterns. In fact, some
researchers argue that the PDO is not its own climate oscillation, but simply
ENSO fluctuating on a much longer time scale.
In any case, the PDO is similar to ENSO, though on a time scale of
decades instead of seasons. It is marked by fluctuating sea surface
temperatures in the north-central Pacific as well as near the Gulf of Alaska.
The PDO mainly affects weather patterns in the U.S. Pacific Northwest.
This was especially true of the two PDO events that occurred in the 20th
century and lasted 20 to 30 years. One phase of the PDO is called the
"cold" phase, the other the "warm" phase.
49