CLIL UNIT
THE WEATHER
THE WEATHER
CLIL Unit
Student’s worksheets
Imma Puntí Freixer
Nottingham April 2009
THE WEATHER
Date:
Name:
THE WEATHER
OBSERVATION WORKSHEET- 1
Vocabulary needed:
Date___________________ Time____________
Condition
Observations
Temperature
Clouds
Precipitation
Wind
Sea
General conditions
Date___________________ Time____________
Condition
Observations
Temperature
Clouds
Precipitation
Wind
Sea
General conditions
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
Date___________________ Time____________
Condition
Observations
Temperature
Clouds
Precipitation
Wind
Sea
General
conditions
Date___________________ Time____________
Condition
Observations
Temperature
Clouds
Precipitation
Wind
Sea
General
conditions
Date___________________ Time____________
Condition
Observations
Temperature
Clouds
Precipitation
Wind
Sea
General
conditions
Adapted from :Evan-Moor Corp. Weather Science works for kids series
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
Date:
Name:
THE WEATHER
Worksheet 2
Listen to the song and write the missing words:
The ___________ is up, the ___________ is blue
there's not a ____________ to spoil the view
but it's _____________ , ____________ in my heart.
the _____________________ says _____________ today
he doesn't know that you've gone away
and it's ________________, _______________ in my heart.
Oh, oh misery, misery
what's gonna become of me.
I tell myself, the blues won't show
but pretty soon all these tears will flow
______________, ______________ in my heart.
Oh, oh misery, oh misery
oh, what's gonna become of me.
The ____________ is out, the sky is _____________,
there's not a ____________ around to spoil the view
but it's _____________, _______________ in my heart.
Buddy Holly
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
Date:
Name:
THE WEATHER
OBSERVATION WORKSHEET 4
Vocabulary needed:
- cold- cool – warm – hot
Clouds: sky covered - partly – half – mostly – totally
Temperature:
Date___________________ Time____________
Condition
Observations
Temperature
Air pressure
Reading:
falling?
Rising or
Clouds
Precipitation
What Kind?
Wind
Direction:
scale:
How much?
Beaufort
Sea
General conditions
Prediction
Was the prediction
correct?
Adapted from :Evan-Moor Corp. Weather Science works for kids series
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
Date:
Name:
THE WEATHER
WORKSHEET 5
AIR
•
Work in groups. Follow the instructions and do the experiment.
Then complete the text with the missing words:
You
need:
Words
a stick (50 cm long)
Pictures
2 balloons
Sell tape
drawing pin
String
Drawing pin - stick – balloons – air – weighs - string –
equal – balanced
1. 2.
www.casal.upc.es
1. We blow up the______________ to
2. We tape the balloons onto the
_________
____________sizes.
Tie a _________ near the centre.
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
4.
3.
3. We puncture a balloon with a _________
4. One balloon has no _________ inside.
The balloons are not __________________
The other balloon ____________ more.
•
What does this experiment prove? (put the words in order)
up takes space Air
and
has air weight.
__________________________________________________________________
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
Date:
Name:
THE WEATHER
WORKSHEET 6
AIR
You’ll need:
LET’S DO AN EXPERIMENT!!
A pencil
3 sheets of paper
Scales
1.Fold one sheet of paper in quarters.
2.Fold one sheet of paper in half.
3.Leave the 3rd sheet as is.
Use the scales. Which of these sheets of paper weighs more?
________________
•
Work in pairs. Read the instructions.
Put the pencil on the end of the table. 5 cm must hang over the edge.
Put paper 1 on the pencil.
Tap the pencil with a quick, gentle, stroke.
Do the same with papers 2 and 3.
Answer the questions
What happens? Draw and circle the suitable number
Is it difficult to flip the paper?
Paper in quarters
Very easy
1
Paper in halves
3
4
Very easy
1
Open sheet of paper
2
Very difficult
2
Very difficult
3
4
Very easy
1
2
5
5
Very difficult
3
4
5
Which paper is more difficult to flip?___________________________________________
Why is there more air pressure pushing down on number 3?________________________
Air has weight. Air pushes down on the objects. This is called air pressure.
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
Date:
Name:
THE WEATHER
Worksheet 7a
The water cycle
Study the picture above and write the missing words in each of the
boxes.
EVAPORATION – CONDENSATION – PRECIPITATION – SUN RAIN –
SNOW - CLOUD – RIVER - OCEAN - LAKE – GROUND WELL
http://bancoimagenes.isftic.mepsyd.es/
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
Date:
Name:
THE WEATHER
Worksheet 7b
The water cycle
Read the text, circle the right word and draw the meaning of the
words in the oval boxes.
The sun / moon
warms up water
on the Earth’s surface and turns the
water
liquid / solid
into water vapour / drops .
As warm /cold air rises through cold / warm air,
this invisible/ blue
rises
gas
up / down
This process is called
Imma Puntí Freixer
into the sky.
precipitation / evaporation.
CEIP Alexandre Galí
THE WEATHER
Date:
Name:
THE WEATHER
Worksheet 7c
The water cycle
Read the text, circle the right word and draw the meaning of the words
in the oval boxes.
The
water / milk
and higher
vapour rises higher
in the atmosphere / clouds .The temperature / air pressure
gets
hotter /colder
cools down and becomes
The water vapour
drops / pieces
of liquid water again. The little drops of water collect
and
form
This is
rainbows / clouds
condensation / evaporation
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
Date:
Name:
THE WEATHER
Worksheet 7d
The water cycle
Read the text, circle the right word and draw the
meaning of the words in the oval boxes.
The little drops of
water / vapour
rainbows / clouds
collect. They form
.
Millions of
these little
droplets form just one
The drops get
raindrop / cloud.
bigger / smaller
and
lighter / heavier
.
.
The clouds become
empty / saturated
The drops return to the Earth as
precipitation :
rain / cold ,
wind / snow
evaporation /
or
hail / water
vapour
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
Date:
Name:
THE WEATHER
Worksheet 7e
The water cycle
Read the text, circle the right word and draw the meaning of the
words in the oval boxes.
Rain / Cold
is the most common
form
of
precipitation / condensation .
Wind /Snow
and
hail / temperature
forms of condensation / precipitation.
Precipitation / Evaporation
falls on the Moon /Earth .
Some rain collects in
wells / jars.
The rest flows through
back to the
the
ocean / land
are also
ground
roads / rivers
and
water
cycle / way
starts again.
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
Date:
Name:
THE WEATHER
Worksheet 8
The water cycle
With the rest of the class control how long it takes for some drops of
water to disappear under different circumstances.
I’m a stopwatch.
Use me!
LOCATION
EVAPORATION RATE minutes and
seconds
Inside
Draw how we did the investigation
CONCLUSIONS
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
Choose a correct answer (one or more answers are
possible) to each question. Match.
Temperature
Water turns into
water vapour and
goes into the air.
This process is
called…
Invisible gas
Evaporation
Evaporation is
different in each
location. What
affects evaporation?
Rainbow
Wind
Temperature
The stopwatch
Complete the sentences
The process when ___________________ turns into water
_______________
Is called______________________. ____________________
vapour goes into
the ________________ as an _______________________ gas.
Evaporation
is affected by _____________________ ,
____________________ and
Adapted from Weather by Ewan-Moor Corp. 2002
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
MAKE A BAR GRAPH
With a partner, make this bar graph showing the evaporation rates.
Evaporation Rate (minutes and seconds)
2.00
1.55
1.50
1.45
1.40
1.35
1.30
1.25
1.20
1.15
1.10
1.05
1.00
.55
.50
.45
.40
.35
.30
.25
.20
.15
.10
.05
Inside
Inside
with fan
Outside
Outside
on concrete
or hot surface
Location
Adapted from Weather by Ewan-Moor Corp. 2002
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
THE WEATHER
Worksheet 9
The water cycle: CLOUDS
Watch the PowerPoint and match the names to the pictures, to their description and to the weather they indicate.
CLOUDS
DESCRIPTION
WEATHER
YOU CAN … (DRAW)
The highest clouds.
White and wispy
Nice and fair
weather
Go sailing!
Big, puffy and
white clouds
Windy day
Watch the news and
watch the sky!
Great clouds,
black and large
Possibility of snow,
rain...
Not a very nice
weather!
Stay outside and have
fun!
Low and grey
clouds
Lightings, storms
Watch out and stay
inside
Cumulonimbus
CUMULONIMBUS
Imma Puntí Freixer
STRATUS
CIRRUS
CUMULUS
CEIP Alexandre Galí
THE WEATHER
Date:
Name:
THE WEATHER
Worksheet 10
Wind
Wind is moving air. It happens when hot air rises and cold air rushes to take
its place.
To measure wind speed you can use the BEAUFORT SCALE. Just looking
around you can measure wind speed. Complete this grid with a partner.
Use these questions to complete the table with partner:
What’s the kind of wind number
What’s the wind speed of a
What’s the wind speed of
What’s the effect of a
What’s the effect of
Which wind has a speed of
Imma Puntí Freixer
3
8
12
…
on the Beaufort scale ?
Light air
gentle breeze
strong gale
…
?
Number 4 in the Beaufort Scale
Light air
gentle breeze
strong gale
…
?
Wind number 4
6 to 11 Km/h?
62 to 74 Km/h
more than 118 Km/h
…
?
CEIP Alexandre Galí
THE WEATHER
Pupil A
Beaufor Kind of wind
t number
BEAUFORT SCALE
Wind speed
Effects of wind
Air feels still. Smoke rises
straight up
Effects of
of wind
(draw)
0
Calm
0-1 Km/h
1
Light air
1-5 Km/h
2
Light breeze
6-11 Km/h
Leaves move. Can feel wind on
face.
3
Gentle breeze
1212-19 Km/h
Leaves move constantly. Flags
extend.
4
2020-28 Km/h
5
Fresh breeze
6
Strong breeze
7
Moderate gale
8
2929-38 Km/h
Small trees sway. White caps
on water
Large branches move.
Umbrellas turn inside out
5050-61 Km/h
Big trees sway. Inconvenient to
walk against
against wind
6262-74 Km/h
Breaks twigs off trees.
Difficult to walk against wind
9
Strong gale
7575-88 Km/h
Slight building damage.
Chimneys and antennas
removed
10
Storm
8989-102 Km/h
Buildings are damaged. Trees
are uprooted
11
Violent storm
103103-117 Km/h
Building damaged all around.
Cars can be overturned
12
Hurricane
Imma Puntí Freixer
General destruction
CEIP Alexandre Galí
THE WEATHER
Pupil B
Beaufort
number
Kind of wind
0
BEAUFORT SCALE
Wind speed
Effects of wind
0-1 Km/h
Air feels still. Smoke rises
straight up
Effects of wind
(draw)
1
Light air
2
Light breeze
6-11 Km/h
Leaves move. Can feel wind on
face.
3
Gentle breeze
1212-19 Km/h
Leaves move constantly. Flags
extend.
2020-28 Km/h
Raises dust and papers. Flags
flap
Small trees sway. White caps
on water
4
Moderate
breeze
Smoke moves
5
Fresh breeze
2929-38 Km/h
6
Strong breeze
3939-49 Km/h
7
Moderate gale
5050-61 Km/h
Big trees sway. Inconvenient to
walk against
against wind
8
Gale
6262-74 Km/h
Breaks twigs off trees.
Difficult to walk against wind
9
Strong gale
7575-88 Km/h
Slight building damage.
Chimneys and antennas
removed
10
Storm
11
12
Buildings are damaged. Trees
are uprooted
103103-117 Km/h
Hurricane
Imma Puntí Freixer
Building damaged all around.
Cars can be overturned
118 + Km/h
CEIP Alexandre Galí
THE WEATHER
Date:
Name:
THE WEATHER
Worksheet 11
WIND
Make a Beaufort Scale Spinner
To know what’s the speed of the wind, make this spinner.
The Beaufort Scale
Fine-tipped markers
Card
Ruler
Scissors
Fastener
Glue
Instructions
•
Cut out the two circles and glue them onto card. (these circles are a
sample. You can use a plate to trace around and a ruler to draw the
lines)
•
•
•
•
•
•
•
Look carefully at the Beaufort scale and number the segments of the
bigger circle from 1 to 12 (Note: 0 and 1 are on one segment).
Make a simple drawing on the wide part of the segment to illustrate the
wind speed.
Under each drawing, write a brief description and the wind speed in Km/h
Cut out the V-shape part of the smaller circle.
Put the small circle on the bigger one, make a hole with a punch in the
centre of the two circles.
Join them with the fastener.
Go outside, look around and use the spinner to know the current wind
speed.
Adapted from Breen, M and Friestad, K (2000): The kid’s book of weather forecasting
Williamson books, Nashville, Tenesse
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
Date:
Name:
THE WEATHER
WORKSHEET 12A
Let’s make a thermometer
You need:
•
clear, plastic bottle (500ml. water bottle works)
•
water
•
surgical spirit
•
clear plastic drinking straw
•
modelling clay
•
food colouring
•
Index card
PROCESS:
Fill about 1/4 of the bottle full with equal parts of water and
surgical spirit.
Add a few drops of food colouring.
Put the straw in the bottle, but don't let it touch the bottom.
Use the modelling clay to seal the neck of the bottle, so the
straw stays in place. (Make sure the straw does not touch the
bottom of the bottle.)
Glue the photocopy of the thermometer scale onto an index card.
Stick the card into the clay, behind the straw.
Hold your hands on the bottom of the bottle
and watch the mixture move up through the
straw.
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
EXPLANATION:
Why does this happen? Just like any thermometer, the mixture expanded when it
was warmed. This made the mixture no longer fit in the bottom of the bottle. As
the surgical spirit expanded the coloured mixture moved up through the straw.
If the bottle were to get extremely hot, the mixture would have come up
through the top of the straw.
Some sentences to help you to explain the
process
•
To make a ___________________________ we
used________________________________________
___________________________________________
__________and________________.
•
The thermometer measures______________________
•
The mixture of water and surgical spirit
_________________
when it is warm.
Adapted from: http://www.weatherwizkids.com and Carson, M K: (2007)
Weather projects for young scientists
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
T Thermometer
Measures temperature
warmer
Imma Puntí Freixer
10
10
9
9
8
8
7
7
6
6
5
5
4
4
3
3
2
2
1
1
0
0
cooler
CEIP Alexandre Galí
THE WEATHER
Date:
Name:
THE WEATHER
WORKSHEET 12B
Let’s make a barometer
You need:
•
Empty can or wide-mouthed jar
•
Large balloon
•
Duct tape
•
toothpick
•
clear tape
•
2 drinking straws
•
scissors
•
Cardboard
•
empty 5 litre bottle
PROCESS:
Cut the neck off of a large balloon. Stretch the balloon top tightly
over the can or jar. Use
Use duct tape to secure it to the can or jar. It
needs to be an airtight seal!
Put two drinking straws together (by inserting the end of one into the
end of the other (they should overlap at least 3 cm.)
Tap the toothpick to the end of one of the straws: it should stick out
1cm or so. This will be the barometer’s indicator needle.
Put the nonnon-toothpick end of the straws on top of the balloon
covered can or jar.. The end of the straw should be in the centre of
the balloon covered top. Use a single strip of clear
clear tape to attach
the straw onto the balloon.
Cut out the barometer scale and glue it on the 5 litres bottle.
Put the 5 litre bottle behind the toothpick end of the straw.
Put the barometer indoors, in a still area where temperature does not
change (do not
not set it near a window or a door).
Let the barometer sit for a number of hours before taking the first
reading.
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
EXPLANATION:
If there is a high air pressure, the toothpick will rise; if there is low
pressure, the toothpick will fall. The changes in air
air pressure are
going to expand or contract the balloon.
When there is a high pressure, the weather is going to be fine.
When there is a low pressure, the weather is going to be cloudy or
rainy.
Some sentences to help you to explain the process
• To make a __________________________
we used____________________________
and ________________.
• The barometer
measures__________________________.
• The air pressure ________________ or
________________
• The balloon. When the toothpick
_________________ the air pressure is
____________________ and the weather
will be ______________________
• When the toothpick ___________________
the air pressure is ____________________
and the weather will be _______________
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
B Barometer
Barometer
An instrument that measures air pressure
10
10
9
9
Rising?
8
8
Clear
skies!
7
7
6
6
5
5
4
4
3
3
2
2
1
1
0
0
Falling?
Cloudy or
rain!
Adapted from: Carson, M K: (2007) Weather projects for young scientists
Chicago Review Press
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
Date:
Name:
THE WEATHER
WORKSHEET 12C
Let’s make a rain gauge
You need:
•
2 litre plastic bottle
•
weights (stones, marbles…)
•
Scissors
•
Clear tape
•
Clear packing tape (Airon-fix)
•
water
•
ruler
PROCESS:
Cut the plastic bottle where the sides start to slope up to the
mouth. Put tape around both cut edges. The top part will act as a
funnel.
Put the stones or marbles into the bottom of the large half of
the bottle to stabilize it.
Set the funnel inside the bottle so the taped edges touch.
Copy or cut out the rain gauge scale and tape it on the outside
part of the bottle. Make sure the numbers reflect the measure in
cm and/or mm.
Make sure the “0” line is above the stones or marbles.
Put the clear packing tape (“Airon fix”) to cover the scale so it is
waterproof.
Pour water into the gauge until it reaches the “0” line of the
scale. (You will have to put water every day up to the “0”
because of water evaporation).
Put the rin gauge outside in an open area, avoiding trees and
buildings. If it rains, the water will collect in the bottle.
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
EXPLANATION:
The rain gauge measures the rainfall in a specific area.
Precipitation is measured in mm or cm (and not in litres!) Rain,
hail or snow are forms of precipitation.
Precipitation occurs when clouds are saturated.
Some sentences to help you to explain the
process
•
To make a ___________________________ we
used____________________and________________.
•
The rain gauge
measures_____________________________.
•
Rainfall is measured in ________________ .
• ___________________, __________________ and
__________are different kinds of precipitation.
Adapted from: Carson, M K: (2007) Weather projects for young scientists
Chicago Review Press
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
R Rain gauge
An instrument that measures rainfall
Imma Puntí Freixer
10
10
9
9
8
8
7
7
6
6
5
5
4
4
3
3
2
2
1
1
0
0
CEIP Alexandre Galí
THE WEATHER
Date:
Name:
THE WEATHER
WORKSHEET 12D
Let’s make an anemometer
You need:
4 small paper cups
Large plastic cup
2 drinking straws
1 pin
scissors
A stapler
A sharp pencil with a rubber on the top
Packing tape
Square of thick cardboard
PROCESS:
“Make a hole through the bottom of the large cup so that the
pencil will slide through. Tape the cup onto the cardboard and
push the pencil through the hole.
Cut off the tops of the small cups (they must be about 2,5 cm)
deep. Colour or mark one of the cups in a different colour.
Tape or staple a cup onto each end of the straws, one facing in
one direction and one facing in the other.
Staple the straws into an “X” shape. Attach them to the pencil
rubber with the pushpin.
Push the straight pin through the two straws where they cross.
Put the anemometer outside (put some rocks on the thick
cardboard to steady the instrument if necessary). Observe the
anemometer in different situations. Watching the different cup,
record the number of revolutions it makes in one minute.
With this measurement you will know if the wind is picking up or
slowing down (comparing the data collected with the previous
ones)
Now your anemometer is ready for use!”
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
EXPLANATION:
An anemometer is useful because it rotates with the wind.
If you want to calculate the velocity at which your anemometer spins or
rotates, count the number of revolutions per minute (RPM). Next, calculate the
circumference (in cm) of the circle made by the rotating paper cups (ask your
teacher for help). Multiply your RPM value by the circumference of the circle
and you will have an approximation of the velocity of at which your
anemometer spins (in cm per minute).
Real anemometers measure wind speed in kilometres per hour (Kph). They
convert the rotations per minute to a more accurate wind speed.
Some sentences to help you to explain the process
•
To make an ___________________________ we used_______
_______________________________________and_____________
•
The anemometer measures____________________________.
•
Wind speed is measured in ________________ .
•
Wind makes the anemometer__________________. The
number of rotations per _____________ can be converted to a
certain _______________ speed.
Adapted from: http://www.weatherwizkids.com
Breen,M. and Friestad, K (2000):The kids book of weather forecasting Williamson books Nashville
Tennessee
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
Date:
Name:
THE WEATHER
WORKSHEET 12E
Let’s make an wind vane
You need:
Thick cardboard
Unsharpened pencil
Packing tape
Empty soup can
Scissors
A clay ball
Pen cap
A ruler
A magnetic compass
Stones, sand or heavy objects
PROCESS:
Cut an arrow shape out of a thick cardboard.
Cut a circle and make a round direction disk similar to the example provided.
Decorate it and, if possible, laminate it. Make a hole in the centre of the disk.
The hole must be big enough for a pencil to pass.
Push the pencil, rubber-side down through the hole in the direction disk. Stick
the eraser end into the small ball of clay and put it at the bottom of the can.
Fill the can with sand. This will make it stable.
Tape the pen cap onto one side of the arrow.
Put the arrow on top of the unsharpened pencil. The arrow must be level
If not, re-tape the pen cap. Make sure that the arrow spins freely. If it does not,
use a different type of pen cap.
Your wind vane is ready!
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
Round direction disk
N
NW
NE
W
E
SW
SE
S
Put the wind vane outside in an open area, at least 1 metre above the ground
and away from high walls or trees. Use the compass to set “North” on the
direction disk towards North.
EXPLANATION:
The point of the arrow will spin into the wind, indicating the way the wind is
coming from. If the arrow is pointing to the west, the wind is blowing from the
west.
Adapted from:
Breen,M. and Friestad, K (2000):The kids book of weather forecasting Williamson books Nashville
Tennessee
Carson, M K: (2007) Weather projects for young scientists Chicago Review Press
Imma Puntí Freixer
CEIP Alexandre Galí
THE WEATHER
Some sentences to help you to explain the
process
• To make a ___________________________ we used____
_______________________________________and__________
•
The wind vane
measures______________________________.
•
To know the wind direction we use a
___________________.
•
Wind makes the wind vane__________________.
•
If the arrow points to the East, the wind comes
from the _____________.
Imma Puntí Freixer
CEIP Alexandre Galí