Center for Learning in Action – Connecting Curriculum and ...



Weather and ClimateEarth Science, Grade 3In this unit students will explore how weather and climate affect our lives through hands on investigations and informational texts. Beginning in the fall of 2014, North Adams Public Schools will begin to use the December 2013 draft version of the Massachusetts Science Frameworks. This summer a team of classroom teachers and students from MCLA and Williams College developed this unit plan to assist you in that endeavor. Over the next three years this unit will be revised and edited.Authors:Jean Bacon, Administrator for Teaching and Learning, North Adams Public SchoolsLindsay Osterhoudt, Science Coordinator, North Adams Public SchoolsVeronica?Gould, Williams CollegeCindy Le, Economics and Asian Studies major, Williams CollegeKatie Swoap, Williams CollegeDvivid?Trivedi, Economics major, Williams College Table of ContentsUnit Plan……………………………………………………………………………………………………………………………………………………….. 3Lesson 0 Introduction to Weather and Climate………………………………………………………………………………………………… 8Lesson 1 Introduction to the Water Cycle…………………………………………………….………………………………………………… 12Lesson 2 Water Cycle Stories……………………………………………………………………………………………………........................ 18Lesson 3a Water, Water Everywhere But Not a Drop to Drink- !…………………………………………….……….….…………... 21Lesson 3b Water, Water Everywhere But Not a Drop to Drink! ………………………………………………………………………. 27Lesson 4 Water in the Air: Humidity and Precipitation………………………………………………………………………….…………. 29Lesson 5 Types of Precipitation………………………………………………….…………………………………………………………………….. 30Lesson 6 Extreme Weather …………………………………………………………………………………………………………………………….. 40Lesson 7a Wind ………………………………………………………………………………………………………………………………………………… 41Lesson 7b Wind ……………………………………………………………………………………………………………………………………………….. 45Lesson 8 Climate……………………………………………………………………………………………………………………………………………….. 55Lesson 9 Why Do We Have Different Climates? ………………………………………………………………………………………………… 66Lesson 10: Li Bing and the Flooding …………………………………………………………………………………………………………………. 70CEPA………………………………………………………………………………………………………………………….……………………………………… 74Appendices ………………………………………………………………………………………………………………………………………………………… 79Stage 1 Desired ResultsStandards:2001/20063-ESS-6Explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time.3-ESS-10Describe how water on earth cycles in different forms and in different locations, including underground and in the atmosphere.2013 Draft Standards:3-ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area.3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region.3-ESS3-1. Evaluate the merit of a design solution that reduces the impacts of a weather-related hazard3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.3-5-ETS1-2. Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.3-5-ETS1-4(MA). Gather information using various informational resources on possible solutions to a design problem. Present different representations of a designsolution.ELA/Literacy –RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.RI.3.2 ?Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-ESS2-2)RI.3.6 Distinguish their own point of view from that of an author of a textMathematics – ? 3.MD.B.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in bar graphs. (3-ESS2-1)MeaningUNDERSTANDINGSStudents will understand thatScientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next.Climate describes a range of an area’s typical weather conditions and the extent to which those conditions vary over yearsESSENTIAL QUESTIONSQ1. How do weather and climate affect our lives?ObjectivesStudents will be able to … Record observations and develop conclusions about the water cycle. ??Explain how water moves through the water cycle. Gain an understanding of the uses of water to human life.Restate the far-reaching effects of water pollution Explore design solutions to make dirty water cleanRead “The World’s Oceans” and answer questions using the text.Write a paragraph to express your opinion on ocean pollution.??Explain how humidity influences weather and how humidity readings can be used to make weather forecasts (predictions).Make predictions about levels of humidity, conduct experiments, and analyze the results.Describe precipitation and compare and contrast the different types of precipitation.Use a graph and table to answer questions and make predictions about precipitation.Explain how wind causes weather.Connect the water cycle to weather and climate.Make a picture to show that clouds have different names and look differently.Answer questions and make predictions using a graph.Make predictions using the Beaufort wind scale. Construct, test, and analyze a device to measure wind speed and explain wind chill (optional).Obtain information about climate by reading an article.??State the difference between weather and climate.Obtain information about various climates by reading an article.?Describe why typical weather conditions vary over a year by regionCompare and contrast different design solutions to prevent floodingDetermine the main idea and details in the storyEvaluate the design of two different barriers to prevent flooding.Stage 2 – EvidenceEvaluative CriteriaAssessment EvidenceCEPA : Flood Zone PlanCURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS) Students have to come up with a design to keep your house safe from flooding, as well as an emergency action plan to ensure you, your family, and your pets can be safe in the event of a flood-related emergency. ?The design should focus on minimizing cost and damage to your home.In groups, students should:Choose the best material to prevent floodingConstruct a design that helps keep the model of their house safeBe able to explain their design choice orallyDescribe their emergency action plan, including escape routes, supplies, etc. (oral or written)Independently, students should:Explain three negative effects of floodingExplain the relationship between floods and the water cycleStudents will be graded on the effectiveness of their design, choice of design materials, minimizing cost of design, explanation of choice of design, emergency action plan, and completion of independent work. #0: Introduction to WeatherSteps to be completed by the classroom teacher before Williams students come in. The classroom teacher should tell the class that they are about to begin a study of weather and climate. Each week they will be doing science with the classroom teacher during ELA or Science time. The Williams students will be coming in once a week to do hands on science lessons that connect to what they are learning from the teacher. Brainstorm what students already know about weather and climate. Keep the list in the classroom. On a piece of chart paper that will be posted in the room for the entire unit write , “How do weather and climate affect our lives?” Tell the students that this is the essential question for their unit. Everything that they learn about in science from the classroom teacher or Williams students will help them to answer this question. There is no right or wrong answer and they will add answers to the question each time they have science. (Teacher Tip: you might want to have one student be in charge of writing the “answers” on the poster or reminding the teacher to refer back to the essential question- it is important for students to take ownership of the essential question.)Read, “Watching the Weather” (Appendix A) with the class. After reading practice adding responses to the essential question.The teacher should also give each student a journal to use as a science notebook. Students will use this journal throughout the unit.WeatherLesson #0: Introduction to WeatherStandards:ScienceEarth and Space Science: WeatherExplain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time.Objective: Students will be able to explore some of the reasons weather and climate affects our lives.Assessment: Science notebook responses, participation in class activities and discussions.Resources and Materials:ItemAmountScience notebooks ???Thermometers1 per studentIce cubes (not provided)Hot water (not provided)Containers5Activator: ?Have students attempt to describe the weather outside in their science notebooks, for example whether it is sunny or cloudy, temperature, humidity, precipitation, wind, etc. Have the class share their descriptions and discuss the difficulties in measuring the weather. Brainstorm together different types of weather, what they have in common, and discuss how they might be measured (i.e. thermometer).Introduction: ?Explain that weather is the condition of the atmosphere and results from the interaction between the sun, the air, water and the earth. ?Weather involves heat or cold, wetness or dryness, calm or storm, and clearness or cloudiness. ?Explain that meteorology is the study of weather patterns and making weather predictions. ?Add that meteorologists use specific tools to help them measure the weather.Activity: 1) Show the weather segment of the news station at the school, or show a recent weather broadcast from YouTube. ?Discuss the following questions as a class: ?Why is weather important enough to be a part of the daily news? ?How does it affect our daily lives? ?2) ?Have your class watch the same weather segment a second time, asking students to pay special attention to the words they don't know. ?Have them write unfamiliar words in their science journals. ?Ask the following question: What types of weather vocabulary did you hear during the broadcast? ?Make a list on the board and discuss possible definitions. Tell students that today they will begin a study of weather. Ask the students to discuss anything they know about weather or ask questions. Mention that weather is different all over the globe, explain briefly about different climates. 3) Pass out thermometers to each student. Explain how to read a thermometer, and the difference between Fahrenheit and Celsius. Many countries measure in Celsius, but in the United States, we measure in Fahrenheit. ?They are just two different ways to measure the same thing. ?4) ?Have students record room temperature in both Fahrenheit and Celsius. Pass out containers of water to each table with ice water and hot water, and allow students to measure the temperatures, recording them in their notebooks with both Celsius and Fahrenheit. As a class, compile a chart on the board with the different temperatures.5) If time allows, students may go outside or to different places in the school to measure temperatures and record the data in their notebooks.Closure: ?Discuss the following questions with the class. ?Why is weather important in our daily lives? What are different aspects of weather that can be reported? At this point ask students if they have anything that should be added as an answer under the essential question.Weather & ClimateLesson #1: Introduction to the Water CycleSafety Warning: This lesson includes the use of hot plates and heat lamps, which should not be handled by the students.Reminders: Ice is not provided for this lesson. Be sure to coordinate with classroom teacher to set up a screen or projector to watch YouTube video.Essential Question: How do weather and climate affect our lives?Standards: 3-ESS-10Describe how water on earth cycles in different forms and in different locations, including underground and in the atmosphereStudent will be able to:1. ????Record observations and develop conclusions about the water cycle. 2. ????Explain how water moves through the water cycle. Vocabulary:Evaporation: water changes from a liquid to a gas; occurs more rapidly at warmer temperaturesAtmosphere: the gases the surround the earthCondensation: water changes from a gas to a liquid; occurs when water vapor gets coldPrecipitation: water falling to the earth in the form of rain, hail, mist, sleet, or snowCollection: water that falls as precipitation comes together in bodies of water such as oceans, rivers, lakes, and streams, or undergroundAssessment: Draw a diagram of the water cycle. Students should be able to explain the steps in the water cycle.Resources and Materials:ItemAmountScience notebooksWater (not provided)(in classroom)Hot plate1 (in bin)Metal pan1 (in bin)Ice cubes (not provided)Glass beaker1 (in bin)Water cycle diagram student copies30 (in bin)Water cycle overhead1 (in binder)Water cycle fill-in-the-blank and vocabulary worksheetmake copiesBill Nye Water Cycle Video (1:50 - 3:35) : ?Ask the students to answer the following prompt in their science notebooks or in a class discussion: ?Name things in nature that are made only of water. ?Ask students to volunteer answers in order to compile a class list. ?The list may include oceans, rivers, streams, ponds, lakes, clouds, rain, snow, ice, underground water, and water used and disposed of by humans.Introduction: ?Tell students that water moves from location to location all around the Earth. ?Have students think about the following questions: Where do Clouds come from? ?Where does the rain come from? ?These movements are part of something called the water cycle.Activity:1. Tell students that the process by which water moves and is changed is called the water cycle. ?Write the words water cycle on the vocabulary wall. ?To present a model of the water cycle, boil some water in a glass beaker on a hot plate. ?Ask the students to observe with their eyes and ears what happens to the water. ?Have students record their observations in their science journals or discuss as a class. ?What makes the water evaporate or boil?2. Teacher Explanation: When the water boils, it transforms into steam. ?Steam is the gaseous form of water, which has more heat energy than liquid water. ?Gas is less heavy than liquid, so it rises. ?The process by which water changes into steam is called evaporation.3. ?????Hold a metal pan with ice cubes above the boiling water and ask students what they think will happen, then to watch what happens to the bottom of the pan. ?Why do water droplets collect on the bottom of the pan? ?Why does the steam turn back into a liquid on the metal plate?4. ?????Teacher Explanation: Ice is the solid form of water, and it cools down the pan. ?When steam hits the pan, it cools down and loses heat, and it becomes a liquid in the form of water droplets. ?The process by which steam cools to become water is called condensation.5. ?????When the water starts to fall off the pan and back down into the beaker, explain that this is called precipitation. ?Precipitation happens when water droplets become heavy and fall due to gravity. ?Draw a diagram of this model on the board and label the key parts and processes. Find copy of Bill Nye Water Cycle, one URL is: () and watch segment from 1:50 - 3:35 to explain the water cycle. Explain that when water pools together such as in ponds and lakes, this is called collection.6. ?????Ask the students where else they have observed precipitation. Guide them to think of examples like rain or snow outside. ?Explain to students that rain is a form of precipitation. ?Ask students where rain comes from. ?Using the model of the water cycle, ask students to think about where the water from the sky is coming from. ?Review evaporation. ?Water evaporates into the air and condenses to form clouds. ?Ask students to brainstorm sources of water for evaporation, such as rivers, lakes, and oceans.7. ?????Use the color copies or overhead of the water cycle to discuss the water cycle in detail. ?Ask students to describe the steps of the water cycle in their own words. ?Then have students fill out the diagram on the “Can You Identify the Steps of the Water Cycle?” worksheet.Closure: Discuss the following questions as a class: ?Does water in the ground end up in the atmosphere again? ?How? ?How does water change states in the water cycle? (Reminder: Classroom teacher should have student’s complete vocabulary four square for water cycle terms prior to next science lesson).Exit ticket: Draw a diagram of the water cycle. Students should be able to explain the steps in the water cycle.Name: _____________________________Can You Identify the Steps of the Water Cycle? (Weather and Climate Lesson 1)Using the word bank, label each step in the water cycle. ?Evaporation: water changes from a liquid to a gas; occurs more rapidly at warmer temperaturesCondensation: water changes from a gas to a liquid; occurs when water vapor gets coldPrecipitation: water falling to the earth in the form of rain, hail, mist, sleet, or snowCollection: water that falls as precipitation comes together in bodies of water such as oceans, rivers, lakes, and streams, or undergroundWeather & ClimateLesson # 2 Water Cycle StoriesEssential Question: How does weather and climate affect our lives?Standards:3-ESS-10 Describe how water on earth cycles in different forms and in different locations, including underground and in the atmosphere.Objective:Student will be able to…Explain how water moves through the water cycle.Assessment: Science notebook responses, drawings, models of water cycle, water cycle braceletsVocabulary:Evaporation: water changes from a liquid to a gas; occurs more rapidly at warmer temperaturesAtmosphere: the gases the surround the earthCondensation: water changes from a gas to a liquid; occurs when water vapor gets coldPrecipitation: water falling to the earth in the form of rain, hail, mist, sleet, or snowCollection: water that falls as precipitation comes together in bodies of water such as oceans, rivers, lakes, and streams, or underground.Once students have a conceptual understanding of the vocabulary word they should create a 4-Square (Frayer Method from Key Vocabulary Routine) for the above words.Resources and Materials:ItemAmountScience NotebooksPaper and supplies for coloring(not provided in bins)Beads (white, clear, blue, yellow)at least 4 per studentPipe Cleaner 1 per studentActivator: ?Ask students to recall what they remember about the water cycle from their science lesson. ?Tell students that you are going to test their memories before today’s activity. ?For a useful mnemonic device, use hand gestures to review the different stages of the water cycle.???????Evaporation: moving hands up like steam rising???????Condensation: moving hands together in the shape of a puffy "cloud”???????Precipitation: moving hands down like rain???????Collection: form a ring with your arms to form a lake(Note: Teacher can also use a song to help students remember the water cycle if they would like. See songs in the Appendix)Introduction: ??Once you have reviewed these steps and hand motions, play a game of cold calling where you call out a step of the water cycle and a student's name and they have to act out that stage of the water cycle. ?Make sure to call on each student at least once. ?If a student gets it wrong, give them another opportunity to try until they do get it right. Stop when you have called on every student and your class demonstrates an understanding of the water cycle.Activity:1) Tell students to imagine that a spaceship has just landed outside on the playground. The aliens demand to speak to a human representative about water on your planet. ?Even though they are from the planet Zorlax, they have learned to speak English. ?However, they have not spent any time on Earth. ?Using pictures or writing, explain to the alien how water moves around the earth. ?Make sure to use terms that are easy to understand.2) ?Give students materials to create pictures or models of the water cycle if necessary. ?Students may include writing as well. ?If time allows, give students the opportunity to take turns being the human and the alien to see if the students’ explanations of the water cycle are clear enough for the alien to understand. ?The teacher and teacher’s assistants may play the part of the alien as well.Bonus Activity (if time allows): ?Students can make water cycle bracelets using differently colored beads strung on a piece of pipe cleaner. ?Make a key on the board to indicate which color represents which different step of the water cycle. ?Students should make sure to follow the proper pattern and be prepared to explain the order in which they placed their beads. ?Have students double-check the order of their beads with the teacher before they string them.Bead ColorWhat it RepresentsYellowSunClear BeadEvaporationWhite BeadCondensation (Clouds)Blue BeadPrecipitation/ CollectionClosure: Ask students to discuss what would happen to the water cycle if there was no evaporation (i.e. liquid water never turned into water vapor). ?Help them understand that each step of the water cycle is dependent on one another, and they each have to go in order.Exit Ticket: Ask the students how they think the water cycle relates to weather. Teacher can go through the relevant answers and add to the poster with the essential question to tie the end with the essential questions in the beginning.Weather & ClimateLesson # 3a: Water, Water Everywhere, But Not a Drop to Drink!Essential Question: ?How does weather and climate affect our lives?Standards:3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.3-5-ETS1-2. Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.ObjectivesStudent will be able to:1) ?Gain an understanding of the uses of water to human life.2) ?Restate the far-reaching effects of water pollution 3) Explore design solutions to make dirty water cleanAssessment: Science notebook responses to the following questions:How can humans prevent pollution before it is a problem? ?Is it possible that we could run out of clean water? ?What materials would you like to try next to clean up the water?Vocabulary :Water Pollution: is anything that gets in water that can make it unclean. ?Ask students to give examples of pollution.Once students have a conceptual understanding of the vocabulary word they should create a 4-Square (Frayer Method from Key Vocabulary Routine) for the above word(s).Resources and Materials:ItemAmountScience notebooksGlobe (not provided)Plastic globe ball of the earth1 (in bin)Ziti in bags (with 2 red and 1 green ziti)10 bags (in bin)Clean Water Preservation Tools (spoon, coffee filter, pipette, comb, fork, etc.)5 bags (in bin)Containers for Water5Food Coloring1 (in bin)Salt Sunflower Seeds1 bagActivator: ?Ask the students to answer the following prompt in their science notebooks or in a class discussion: ?List all the ways you use fresh water every day. ?If students would like an example, ideas may include drinking, bathing, washing clothes and dishes, and watering plants and lawns.Introduction: ?Show students the globe of the earth that is in their classroom. ?Ask a student to identify where they live on the globe. ?Then, play a game throwing the plastic globe ball around the room between the students. ?Students must catch the ball with both hands and then tell where their right thumb lands. ?If it lands on water, draw a tally for water on the board, and if it lands on land, draw a tally for land on the board. ?Do this enough times so that you can demonstrate the large proportion of water to land. To ensure that every student gets a chance to participate, ask students to sit after they have caught the ball once.Tell students that today they will explore how humans can interact with the water all around us.Activity:1. Ask students if water is found in places other than on the surface of the globe. ?Students should remember from the water cycle that some water is underground and some is in the atmosphere. ?Explain that there is such a tiny amount of water in the air compared to other places that it will not be included in the following activity.2. Break students up into small groups. ?Give each group a bag with ziti, and have them sort by color. ?Explain that there are 100 pieces of ziti and that they represent all of the water in the world (100%). ?If you would like to introduce percentages to your class, tell the class that each ziti is 1%. Explain that a percentage is a part (or fraction) out of a 100. ?If you would not like to introduce percentages, make sure to emphasize that one ziti is a very small part out of the whole bag.3. ?????Each bag will contain two red ziti and one green ziti. Discuss that the uncolored ziti represents all of the water that is in the oceans (97%). ?Show the students the globe again and refer to the ice caps on each pole and the mountains with snow. ?Explain that the red ziti represent all of the water in the ice found at the -poles and in glaciers. ?Ask students what the final one green ziti represents. ?It represents all of the freshwater that is available for all of the plants, animals, and people on earth. ?Emphasize that even though the Earth is covered with water, there is very little water on Earth that humans and other animals can use to drink. You may show students the difference between freshwater and salt water by adding salt and sand to freshwater and asking them which one they would rather drink.4. After your students are done observing the ziti model, take the ziti and then, to show a more concrete example of the scarcity of water, take a liter of water and pour out 10 milliliters in a separate container and tell the students that this is the amount of freshwater that is available to consume from all the water in the world. 5. Give each group a container filled with water, as well as the bag of supplies labeled “Clean Water Preservation Tools”. Classroom teacher add different items to the bag. Add two drops of food coloring to each container and allow the color to spread. ?Now add a few sunflower seeds into the water. Ask the class what the color might represent (toxins). Ask them what the seeds might represent (trash). ?Write the word pollution on the Vocabulary Wall. ?Tell your class that water pollution is anything that gets in water that can make it unclean. ?Ask students to give examples of pollution.6. ?????Ask students to use the tools provided in the bag to get the food coloring out of the water to make the water clean enough to drink again. ?Tell them that as groups, their task is to brainstorm ideas to get the food coloring out.7. ?????Give students some time to try to experiment. Have them record what tools they use on the water and have them write down the results on the worksheet. After a few minutes, ask the groups to stop. ?Ask them if any of them came up with useful strategies to clean the water. ?Ask each group to explain their strategies and indicate why they thought it worked or did not work. ?Groups should discover that they could not get the food coloring out of the water. ?Ask students what that might mean about pollution.Teacher Explanation: ?Pollution, including water pollution, can be irreversible. ?That means that once water gets polluted, it will remain polluted. ?Water that is polluted is not safe for humans or other animals to drink. ?Remember that as water goes through the water cycle, it can remain polluted, which causes phenomena such as acid rain.8. ?????Lead a discussion about pollution with the class. ?How can humans prevent pollution before it is a problem? ?Is it possible that we could run out of clean water? ?What are some things you can do to help save water (only use what is needed)? ?How can we reduce the amount of water we use? ?What other types of living things besides people need fresh water to survive?9. ?????Refill water containers with clean water and add seeds to represent reversible pollution, such as floating debris. ?Students should be able to clean the water in this activity. ?Using the same materials from the Clean Water Preservation Tools bag, challenge students to try to clean the water by taking out all of the pollution.Closure: Discuss the following questions as a class. ?What happens if a river or a lake becomes polluted? ?Can it still be used as a source of freshwater? ?Why is it important to keep our sources of freshwater clean? ?Why is it important to conserve freshwater? (Tell students that they may be learning about tsunamis in their ELA sections, and will learn how tsunamis and other extreme weather may lead to pollution). Add responses to the essential question poster at the front of the room.(Reminder: Classroom teacher should have students complete vocabulary four square for pollution prior to next science lesson).Exit Ticket: Have students answer in their science journals, if polluted water can always be cleaned. Have them use evidence from their experiments and data from their recording sheets. Keeping in mind the many ways people use water in their life, also have students write a few sentences on why to is important to keep water clean.Name:______________________Pollution Recording SheetTool UsedResult Weather & ClimateLesson #3b ELA Follow Up LessonWater, Water Everywhere, But Not a Drop to Drink!This lesson is to be taught by the classroom teacher.Essential Question: How do weather and climate affect our lives?Standards:RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answersRI.3.6 Distinguish their own point of view from that of an author of a textObjectives:Read “The World’s Oceans” and answer questions using the text.Write a paragraph to express your opinion on ocean pollution.Materials:“The World Ocean”In appendix Assessment: ?Many big companies have polluted oceans by dumping garbage and oil into the water. What would you tell these companies?Activator: Tell the students to think back to the activity you did with the Williams students last time for science. ?Remember how difficult it was to get the food coloring out of the water. Pretend that that the food coloring was poison or toxic waste. Why would that be a problem?Introduction: ?You have already learned that the water that we have on Earth cycles again and again. We have also learned that we have very little fresh water on Earth. ?Why do you think it is important to keep the water that we have clean?One reason is that pollution can have a long term effect on our weather patterns. Weather patterns that occur over a long period of time is called climate.Today we will read a passage called “The World’s Oceans” . While reading think about what the opinion of the author is?During Reading: ?Ask why does the author say we need to keep the oceans clean?Closure: Based on what you know about the water cycle, and pollution why you agree or disagree with the authors opinion? Ask students to share their responses. Reflect back on the essential question, remind students we have been talking about how weather and climate affect our lives. Think about how pollution changes climate, how will that affect our lives, add responses to the essential question poster at the front of the room.Exit Ticket: Have students complete the assessment in their journals: Many big companies have polluted oceans by dumping garbage and oil into the water. What would you tell these companies?Weather & ClimateLesson #4: Water in the Air: Humidity and PrecipitationEssential Question: ?How does weather and climate affect our lives?Standards:3-ESS-6 Explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time.Objectives:1. ?????Explain how humidity influences weather and how humidity readings can be used to make weather forecasts (predictions).2. ?Make predictions about levels of humidity, conduct experiments, and analyze the results.Assessment: Science notebook responses, participation in class activities and discussions, completion of the humidity experiments, bar graph worksheet ( to be completed by the classroom ?teacher)Vocabulary:Humidity: a quantity representing the amount of water vapor in the atmosphere or a gasOnce students have a conceptual understanding of the vocabulary word they should create a 4-Square (Frayer Method from Key Vocabulary Routine) for the above word(s).Resources and Materials:ItemAmountScience notebooksSponges8Pipettes ??????20Plastic Plates8Washcloth 1Activator: ?We already know that there is some water in the air, but can air be “wet” when it is not raining? ?What would that feel like? ?How come sometimes it rains when it’s cloudy and sometimes it doesn’t?Introduction:1. ??????Introduce the concept of humidity with the class, and write humidity on the vocabulary wall. ?Explain that humidity is the amount of water vapor or moisture in the air. ?If the air is more humid, it has more water vapor. ?If the air is less humid, it has less water vapor. ?Discuss which seasons in North Adams are humid, with warm summers and no dry season. ?Explain that warm air can hold more water vapor. ?In the summer when it is hot, the air is more likely to be humid. ?In the winter when it is cold the air is less likely to be humid (instead it is dry). ?Ask students to think about where the water vapor in the air comes from. ?Review the water cycle as necessary and explain that when the sun heats liquid water, the water evaporates into the air. ?2. You have read a passage with your teacher about how pollution in water can cause the climate to change. Remember that climate is the weather in a certain area over a long period of time. ?One of the factors that affects climate is humidity. Certain places in the world are more humid than others.Activity:1. Break the students up into groups and give each group a bowl of water, a plate with a sponge, and a pipette.2. ?????Before the experiment, have the students squeeze the sponges to see that there is no water in them. ?Ask the students how much water is in the sponge. ?Have students make predictions in their science journals about what will happen when they add water to the sponge. ??3. ?????Have students take turns taking pipettes of water and pouring them onto the ?sponge. Have them record how many pipettes full?it takes until the sponge is “saturated” and stops holding water. Remind students to make and write down observations on how the sponge changes with the addition of water. Ask the students, what is happening to the water, and what will happen when you keep adding water. ?[Students may not understand what saturation is. You may demonstrate a visual of saturation by showing students a dry washcloth, and show them that it has no water in it. ?Place the washcloth in the water long enough so that when you take it out of the water ?it is dripping wet. ?Allow the water to drip out and once it is not dripping, show the students that it is still holding water by wringing out the washcloth.]4. ?????Ask the different groups to share their predictions and results with the class and discuss the relation to humidity in the air and precipitation. For example, air can hold moisture without raining up to a certain amount, until there is too much moisture and it begins to rain. ?Discuss that when it is really humid, there is a higher chance it will rain.Closure: ?Discuss the following questions with the class. ?What is humidity? ?Where does the water vapor in the air come from? ?How does humid air feel? ?How does dry air feel? Connect today’s lesson to the essential question and add responses to the essential question poster at the front of the room.Exit Ticket: ?If you were going to tell a kindergartener about humidity, what would you say?Student Recording Sheet ??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????Lesson # 4Thirsty Sponge: How Humid is Too Humid?Name ___________________________________How much water did you add (pipettes)?Is the sponge saturated? ???(Yes or No)How many pipettes full of water did it take to fill your sponge?___________________________________________________________________________________________________________________________________________________What happened to the sponge when it was saturated?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Weather and ClimateLesson #5: Types of PrecipitationEssential Question: ?How does weather and climate affect our lives?Standards:3-ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area.3.MD.B.3 ?Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in bar graphs. (3-ESS2-1)Student will be able to:1. ?????Describe precipitation and compare and contrast the different types of precipitation.2. ?Use a graph and table to answer questions and make predictions about precipitation.Vocabulary:Hail is a large frozen raindrop produced by intense thunderstorms where snow and rain can coexist. ?As the snowflakes fall, liquid water freezes onto them forming ice pellets that will continue to grow as more and more droplets are accumulated. ?The hailstone reaches the ground as ice because it is not in contact with the warm air below the thunderstorm long enough to melt before reaching the ground.Sleet is frozen raindrops that bounce when they hit the ground or hit something else. ?Sleet begins as snow high in the atmosphere and then partially melts in warmer layers of air but then refreezes in colder areas of air as it falls.Snow is ice crystals that form into flakes. ?Snow forms at temperatures below freezing. ?For snow to reach the earth's surface the temperature in the troposphere needs to be at or below freezing. ?It can be slightly above freezing in some layers if the layer is not warm or deep enough to melt the snowflakes too much.Once students have a conceptual understanding of the vocabulary word they should create a 4-Square (Frayer Method from Key Vocabulary Routine) for the above word(s).Assessment: Class discussion, top down web and graphing worksheetResources and Materials:ItemAmountPictures of different precipitation3 sets (in bin)Rulers (not provided)(in classroom)Paper (not provided)(in classroom)Activator: ?What types of water fall out of the sky? ?Discuss the answers as a class and talk about how some types of precipitation are liquid (rain) and some are solid (snow, sleet, and hail). Then discuss what types of precipitation are most common during different times of the year, making connections between types of precipitation and temperature. ?When does it snow in North Adams? ?How does it feel outside when it is snowing? ?What about sleet? ?Hail? ?When does rain occur? ?Does it need to be cold for it to rain? ?How can you tell when a rainstorm might be coming? ?Does the air feel humid (damp and heavy)?Activity:1. ?From the previous lesson, students should know that water in the atmosphere (from the water cycle) falls back to the earth as precipitation. ?Water evaporates from the earth to forms clouds that create precipitation. ?Discuss the different types of precipitation as a class, using the pictures provided as a visual aid. ?Precipitation can be either liquid (rain) or solid (hail, sleet, or snow).a. ??????Rain falls when growing water droplets become too heavy to remain in clouds, and fall toward the earth’s surface. ?Rain can also begin as ice crystals that come together to form large snowflakes. ?As the falling snow comes into contact with warmer air, the flakes melt and collapse into raindrops.b. ????????Hail is a large frozen raindrop produced by intense thunderstorms where snow and rain can coexist. ?As the snowflakes fall, liquid water freezes onto them forming ice pellets that will continue to grow as more and more droplets are accumulated. ?The hailstone reaches the ground as ice because it is not in contact with the warm air below the thunderstorm long enough to melt before reaching the ground.c. ???????Sleet is frozen raindrops that bounce when they hit the ground or hit something else. ?Sleet begins as snow high in the atmosphere and then partially melts in warmer layers of air but then refreezes in colder areas of air as it falls.d. ?????Snow is ice crystals that form into flakes. ?Snow forms at temperatures below freezing. ?For snow to reach the earth's surface the temperature in the troposphere needs to be at or below freezing. ?It can be slightly above freezing in some layers if the layer is not warm or deep enough to melt the snowflakes too much.e. ??????Make sure that students understand that there exist layers of warm and cool air in the troposphere. ?The temperature of these layers do not necessarily relate directly to their altitude, although on average temperature decreases when altitude increases.2. ? Discuss how to measure precipitation. Tell students that they can collect precipitation in a tool called a gauge, and they can measure precipitation by reading the value in millimeters. Show a picture of rain gauges. ?The gauge can measure precipitation as long as there is no barrier or extreme wind. Tell students that ?a rain gauge was the tool that was used to collect the inches of precipitation that fell in North Adams MA in 2012. Use the graph about average precipitation in North Adams to answer the questions.Assessment: We live in a temperate climate. Study the graph about precipitation in various climates. This graph shows the number of inches it rains in each climate.1.The Rainforest has 90 inches of rain a year, it is also a very humid in a rainforest. Look at how many inches of rain a Tundra gets, do you think a Tundra is humid? Explain.2. Using what you know about precipitation and humidity how are a tundra and dessert similar?Closure: ?Discuss the following questions as a class. ?Which type of precipitation is water in its liquid form? ?Which types of precipitation are made of water in its solid form? ?How is sleet different from hail? ?How is rain different from snow? ?How are rain, sleet, snow, and hail similar? Ask students what happens if there is too much rain? Too little? Connect today’s lesson to the essential question and add responses to the essential question poster at the front of the room.Weather and ClimateLesson#6Interlude to Extreme WeatherThis lesson is taught by the ELA teacherAt this point in the unit, during the ELA block, the classroom teacher should use the DESE unit on extreme weather and make necessary connections between the units and lessons previously taught in this unit.After this point, Williams students will be able to reference extreme weather during their science lessons.While the classroom teacher is teaching the Extreme Weather unit he/she should make connections to the essential question: How does weather and climate affect our lives?Additional readings on extreme weather are located in the appendix.Weather &?Climate Lesson # 7 A:Wind This lesson should be taught by the classroom teacher prior to the Williams students coming in.Standards:RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.RI.3.2 ?Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-ESS2-2)Objectives:Students will be able to… Explain how wind causes weather.Connect the water cycle to weather and climate.Make a picture to show that clouds have different names and look differently.Assessment: Students should record the following in their science journals : Draw a picture of what the clouds might look like in the sky before it rains.How would you explain to a kindergartener why we have weather? (Be sure to use the word wind and clouds in your explanation)Materials :MaterialsAmountScience journals“Wind and Clouds”Hands on Nature Page 293PuppetsMade by students.Rulers In classroomThe Cloud Book By Tomie dePaola Tape In classroomCotton ballsIn bin ( for CEPA , Place back into bag for CEPA when finished using this material.Activator: What bring weather ?to your area? How does weather get to where you live?Introduction: Build background on wind and clouds. Wind can be very strong or it can be a gentle breeze. All ?winds are created when warm air rises and expands while cooler dense air flows into replace it. ?Winds stir and mix in the atmosphere and pick up moisture as they blow over the earth, forming clouds and carrying them away. Wind and clouds bring us weather as they swirl around the globe.Winds are results of different temperature on earth due to unequal heating of the earth’s surface by the sun. ?Remember how the sun heats up the earth in the water cycle making water evaporate? Well the sun doesn’t heat up the earth equally, this caused wind.The direction of the wind also affects our weather. North winds tend to bring cold weather and south winds bring warm temperatures. Winds from the northwest, ?west and southwest bring good weather, and the northeast, east, and south tend to bring stormy weather. When the direction of the wind changes, so does the weather.Looking at the clouds in the sky can tell you a lot about the weather. The more ominous the clouds look, the more chance the weather is not going to be good. Students do not need to memorize the cloud types but they should be aware that there are different types of clouds.People have been looking at the sky for a long time to predict weather and have come up with sayings to help predict the weather. Theses saying are called “weather lore”.An example is: When clouds appear like rocks and towers,The Earth’s refreshed by frequent shows. And When the wind is in the east, ‘tis neither good for man nor beast.Teacher Read aloud: The Cloud Book by Tomie dePaola. After reading discuss the following questions. What kind of effects do clouds have on weather?Do we all look at clouds the same way? What do you think clouds are made of?Have the students create the three basic types of clouds discussed using cotton balls. Have the students write a paragraph about each of the types of bine the cloud pictures with the paragraphs and the students will have made their own cloud book.: ?Use the puppet show from Hands on Nature entitled “ Wind and Clouds” on page 293. ?Use the puppet show as a reader’s theatre. Option: students can make puppets for the reading. Students can draw pictures of the characters and tape them to rulers. After Reading:Why did Henry have his eye on the sky?What can looking at the sky tell us?Closure: Discuss how wind and clouds contribute to our weather and climate? Why do you think it is important to observe the sky? Connect today’s lesson to the essential question and add responses to the essential question poster at the front of the roomExit Ticket: ?Draw a picture of what the clouds might look like in the sky before it rains.How would you explain to a kindergartener why we have weather? ( Be sure to use the word wind and clouds in your explanation)Weather & ClimateLesson #7 B: Wind Essential Question: ?How does weather and climate affect our lives?Standards3-ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area.3-5-ETS1-2. Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.3.MD.B.3 ?Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how ?many more” and “how many less” problems using information presented in bar graphs. (3-ESS2-1)Objectives:Students will be able to…1. Answer questions and make predictions using a graph.2. Make predictions using the Beaufort wind scale 3. Construct, test, and analyze a device to measure wind speed and explain wind chill (optional). ??Assessment: Science notebook responses, participation in class activities and discussions, completed wind vanes?Vocabulary:Weather Vanes: a device that measures the direction of the wind. The weather vane is usually combined with the anemometer. Wind direction is the direction from which the wind is blowing.Anemometer: an instrument for measuring the speed of the wind,Wind speed: the measure motion of the airBeaufort Scale: a measure of wind speedAir Pressure: weight of air pressing down on the earth due to gravity, (the heavier the weight of the air, the more air pressure on the earth’s surface)Once students have a conceptual understanding of the vocabulary word they should create a 4-Square (Frayer Method from Key Vocabulary Routine) for the above word(s).Resources and Materials:ItemAmountScience notebooksFan1 (in bin)Beaufort wind scale handouts30 (in bin)Making an anemometer student instructions30 (in bin)Scissors (not provided)(in classroom)Pencils2 boxes (in bin)Small paper Dixie cups1 box (in bin)Straws2 boxes (in bin)Push pins1 container (in bin)Large plastic cups1 bag (in bin)Packing tape1 (in bin)Stapler (not provided)(in classroom)Cardboard square (optional)24 (in bin)Anemometer1 (in bin)Weather vane1 (in bin)Wind chill chart handout30 (in bin)ipads1 per studentELMOIn classroomActivator:?Define and discuss air pressure with the class. ?Discuss pressure as related to the idea of weight. ?Ask a student volunteer to come to the front of the room and load their arm with books. ?Ask them how their feet feel, is there more pressure on their feet? ?If air weighs more, then it feels heavier. ?Write the definition on the board.Air pressure: weight of air pressing down on the earth due to gravity, the heavier the weight of the air, the more air pressure on the earth’s surfaceIntroduction: Have students think back to the puppet show about wind and clouds, they did with their teacher. ?Remind them that wind is air moving in the atmosphere and exists because of differences in air such as temperature and pressure. ?As the sun warms the Earth's surface, the air in the atmosphere warms too. ?Some parts of the Earth receive direct rays from the sun all year and are always warm. ?Other places receive indirect rays, so the climate is colder. ?Warm air weighs less than cool air and rises. ?Then cool air moves in and replaces the rising warm air. ?This movement of air is what makes the wind blow. ?Today students will explore how to measure wind speed.Discuss the relationship between wind and air pressure with the class. ?Explain that when wind blows, air is moving away from areas of high pressure and towards areas of low pressure. ?Knowing the direction and speed of wind is important in making weather forecasts. ?Show students the sample weather vane. Explain that weather vanes are tools used to measure the direction that the wind blows. ?The weather vane points in the direction the wind is blowing.Introduce students to the Beaufort Wind Scale and explain that this is how winds with different speeds are described. ?Hand out copies of the class set of Beaufort Wind Scale student handouts. ?Discuss the differences between the different levels of wind. ?Explain that students can use these descriptions to assess the speed of the wind. ?This scale helps you to observe weather, but can only be used to estimate wind speeds. ?Tell students they will be investigating more quantitative ways to measure wind speed.Activity:1. ?????Ask students to brainstorm other methods to measure wind speed besides the Beaufort wind scale. Ask students to sketch their ideas or designs in their science notebooks, and an explanation of how it would help measure wind speed.2. ?????Explain that anemometers are tools used to measure the speed of the wind, showing students the included anemometer. Go over the procedure for making an anemometer. If the weather permits, tell students that they can test their anemometers outside when they are finished. ?Otherwise, use the fan provided to test the anemometers.a. ???????Break the students up into small groups and provide them with the How To Make an Anemometer handouts and materials. ?Have students make predictions about how quickly the anemometer will spin in different places, or with different wind speeds. ?Assist student groups as necessary to construct and test the anemometer.b. ???????When student groups are done making the anemometer go outside or use the fan to test the anemometers. ?Leave one or more anemometers outside and make observations over time.c. ???????Assist the students in measuring and recording how many times their marked cup goes around in one minute. ?If using a fan, try to make this measurement with the fan at three different speeds. ?If outside on a windy day, make the measurements in 3 different locations. ?Use the anemometer provided to compare the results of the store-bought anemometer with the anemometers that the students made.d. ??Lead a class discussion of the results and ask the different students groups to share their observations and conclusions.3.??Have students look up (on iPad) The teacher should model how to use this website use the computer projector, and make a few graphs for the students to use together to practice answering and asking questions. Once students are comfortable, they can create different graphs of local wind data and compare them with a partner4. ?Wind Chill Extension activity (if time allows): ?Discuss the concept of wind chill with the class. ?Explain that if it is cold and windy, the wind can make the temperature on your skin feel even colder. ?That is why there is no recess on cold days that are very windy. ?Pass out the Wind Chill chart to the class and discuss how to read the chart. ?Why is it important to consider wind chill when making weather forecasts?Closure: ?Discuss the following questions as a class. ?What is wind? ?Where does wind come from? ?How is temperature related to air pressure? ?How can we measure wind direction? ?Why is it important for weather forecasters to know about wind direction? How can we measure wind speed? ?Why is it important to know about wind speed? ?How do strong winds affect humans? ?What makes wind strong? Connect today’s lesson to the essential question and add responses to the essential question poster at the front of the roomExit Ticket: Using the website, have students look up the wind data for the current day and current year, and the same date in a different year. Have the students write a short paragraph comparing the two. For the two dates, have students describe the wind corresponding to the Beaufort Wind Scale. Weather & ClimateClass Handout: Beaufort Wind Scale.Use the Beaufort scale in Hands on Nature pp. 292The following scale is for teacher information, use the scale in the book for the class.ObservationName of WindMiles per HourSmoke goes straight upCalmLess than 1Smoke moves but wind vane does notLight air1-3Wind felt on face, leaves rustle, vanes begin to moveLight breeze4-7Leaves and small twigs constantly moving, light flags extendedGentle breeze8-12Dust, leaves, and loose paper lifted, small tree branches moveModerate breeze13-18Small trees sway, small waves form on lakesFresh breeze19-24Large tree branches move, wind howls around eavesStrong breeze25-31Large trees sway, not easy to walk against the windModerate or near gale32-38Twigs break off trees, hard to walk against the windGale or fresh gale39-46Branches break off trees, shingles are blown offStrong gale47-54Trees snap or uproot, building damage is possibleWhole gale or storm55-63Widespread damage to buildingsViolent storm64-72General destructionHurricane73 and overStudent Directions: Making an AnemometerAn anemometer measures wind speed (how hard the wind is blowing). ?Bigger differences between air pressures create stronger winds.Materials:ScissorsPencil4 small paper cups2 strawsPush pinLarge plastic cupPacking tapeStaplerCardboard squareDirections:1) ??Poke a hole through the bottom of the large cup (in the middle) so that the pencil can slide through.2) ??Tape the cup to the cardboard and put the pencil through the hole (eraser side up).3) ??Cut off the tops of the small paper cups so they are around 1 inch tall. ?Make a large mark on one of the cups.4) ??Tape or staple a cup onto the end of each straw. ?Tape the cups so that they are facing opposite directions.5) ??Staple the straws in an “X” shape and attach them to the pencil eraser with the push pin.6) ??Test your anemometer. ?Observe your anemometer in several situations. ?Each time, record the number of times that the marked cup goes around in one minute in your science notebook. ?If the wind is stronger, the cup will go around more times.Weather and ClimateLesson# 8 ClimateThis lesson will be taught by the classroom teacher.Essential Question: ?How do weather and climate affect our lives?Standards:3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-ESS2-2)Objective:Students will be able to …1. ???Obtain information about climate by reading an article.2. ???State the difference between weather and climate.3. Name the five climate zones in the reading.VocabularyClimate: the weather conditions prevailing in an area in general or over a long period.Equator: an imaginary line drawn around the earth equally distant from poles, dividing the earth into northern and southern hemispheres and constituting the parallel of latitude 0°.Polar Regions: The polar regions of Earth, also known as Earth's frigid zones, are the regions of Earth surrounding its geographical polesTropics: a region of the Earth surrounding the Equator.Temperate Climate Zone: a climate that is warm in the summer, cold in the winter and moderate in the spring and fall.Once students have a conceptual understanding of the vocabulary word they should create a 4-Square (Frayer Method from Key Vocabulary Routine) for the above word(s).Assessment: Journal: ?What is the difference between weather and climate?Draw a picture of yourself in a tropical region. What might you be wearing?What is the difference between weather and climate?List the five climate types in your journal.Resources and Materials:ItemAmountSpray paint videoSpray painted ball1 ?(in bin)Pictures of Climate Zones1 (in binder)Tape1 (in bin)“Climate Zones”In AppendixActivator:1. ??????Hold up the spray painted ball and tell students that today they will find out why the ball looks this way.2. ??????Show students video of spray paint used on ball, explaining how the sun’s rays hit the equator and why the poles are colder.3. ?????After watching the video, show students an already completed spray paint ball so they can see details.4. ?????Remind students that we have been learning about different types of weather and we already know that weather is different during different seasons. An area’s weather over a long period of time is called climate. Review all of the factors that influence weather: wind , precipitation, humidity, etc. Tell students that not all places on earth have the same climate. ?Climate is important because only certain types of plants and animals can live in a particular climate. ?A region’s climate, together with its physical characteristics, determines its plant and animal life .Earth has three main climate zones—tropical, temperate, and polar. These zones can be further divided into smaller zones, each with its own typical climate. We will be studying 5 climate zones .5. Explain why there is a difference in the area that the paint covers. Ask the following questions and discuss as a class.1. ?Can you compare the color to the distribution of heat from the sun?2. ?How do you think this shows how much heat the earth receives from the sun?3. ?Why do you think it is warmer around the equator than further south towards the Polar Regions?4. ?Which areas of the planet would have the warmest seas?5. ?What difference do you think this would make to the amount of water that would be evaporated from the surface of the sea?6. ?Which parts of the planet do you think would have the highest rainfall and the highest temperatures?7. ? Use the picture on the following page for this part, you can choose to draw the graphic on the board or show the picture on the ELMO or use the overhead transparency of the graphic. ?Preview the names of the climate regions and tell children they will be investigating a picture of a climate zone. ?Break the class up into5 groups and have them take one of the climate pictures. Ask students to think where on the graphic their climate would be found? ?Explain why they think that. ?8. ? When all the students have finished making predictions about where the climate would be located. Classmates can listen and agree or disagree with the presenters findings about where they think the climate would be located.9. ? While the students are presenting the teacher can reinforce where the climates would be found and clear up misconceptions or inaccuracies that the students bring up. For instance, students may only locate the climate on the Northern Hemisphere of the globe.10. ?To reinforce that different climates are found in different parts of the world, the classroom teacher should read, “Climate Zones” from and answer questions at the end of the selection. This reading should be completed prior to the Williams students coming in for the next lesson. The multiple choice questions at the end of the selection should be used as guiding questions during reading.Closure: Have students reflect back to the opening activity with the spray bottle. Ask for volunteers to describe how the sun hits the earth’s surface and how that impacts climate. Connect today’s lesson to the essential question and add responses to the essential question poster at the front of the room.POLAR AND TUNDRAPolar climates are cold and dry, with long, dark winters. In the tundra (a treeless region bordering the Arctic), temperatures rise above freezing for only a few months each year..TEMPERATE FORESTTemperate climates have warm summers and cool winters with year-round rain or snow. Temperate forests are characterized by deciduous trees, which lose their leaves during the winter.DESERTEarth’s deserts are hot and dry year-round, and usually receive less than 10 in (250 mm) of rainfall a year. Deserts are often found in the center of continents, far from the sea.GRASSLANDSTropical grasslands, such as the African savanna, lie between desert areas and tropical rainforests. The climate is hot all year, but with a distinct wet season and dry season.TROPICAL RAINFORESTTropical rainforests are found in regions near the equator. Here, the climate is hot and wet all year, with temperatures remaining at around 80–82?F (27–28?C).Weather and ClimateLesson # 9 Why do we have Different Climates?Teacher LessonThis lesson will be taught by the classroom teacher.Essential Question: ?How does weather and climate affect our lives?Standards:3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-ESS2-2)Objective:Students will be able to …1. ?????Obtain information about various climates by reading an article.2. ?????Describe why typical weather conditions vary over a year by region.Assessment: Student activity page, class discussion.In science journals have students explain why the climate of a dessert is different than a climate of a polar region.Vocabulary:1. ?Latitude: The distance of a place north or south from the equator. The closer a region is to the equator, the hotter it is on average all year long. The farther away it is, the cooler it is. Summers become shorter and milder. As you approach the poles, winters become bitterly cold.2. ?Altitude: The height of a place above sea level. Higher elevations tend to be colder than lower elevations.3. ?Oceans and Large Lakes: Water rises and drops in temperature more slowly than land. Water also warms or cools the air above it. As wind blows this milder air around it affects a region’s temperature. Areas near water tend to have milder winters and cooler summers than places at the same latitude that are away from water.4. ?Mountain Ranges: Air cannot go through mountains. Instead, it rises and cools as it travels up the side of a mountain. Cold air cannot hold as much water as warm air does. The rapid cooling causes rain, which removes most of the water. All of the rain stays on the same side of the mountain! The other side of the mountain is dryer and may even become as dry as a desert.5. ?Wind: Six major belts of wind blow around the Earth. They blow from different directions. For example, Polar winds blow north to south. Westerly winds blow west to east. As they do, they distribute cool air, heat, and moisture to different parts of the world6. ?Vegetation: plants considered collectively, especially those found in a particular area or habitat7. ?Regions: an area or division, especially part of a country or the world having definable characteristics but not always fixed boundaries.8. ?Equator: an imaginary line drawn around the earth equally distant from both poles, dividing the earth into northern and southern hemispheres and constituting the parallel of latitude 0.Materials:MaterialsAmountSpray-painted ball1 (in bin)Pictures of Climate Zones1 (in bin)Whole class activityin Appendix“An Introduction ?to Climate”in AppendixActivator: ??Tell students that based on data, they will have to guess a “Mystery Climate”Don’t tell students that it’s the Sahara Desert, have them guess based on the data averages and what they know based on weather and climate. If students are stuck, ask leading questions comparing the climate to that of North Adams’ (e.g. Do we get more than 3 inches of rain a year?)Sahara Desert:Average Yearly Temperature: 86 Fahrenheit, Average temperature in summer: 104FAverage Yearly Rainfall: 3 in. a yearAverage humidity: 25%Activity: 1. ?????Remind students that last time we met you saw a model of how the sun’s rays hit the Earth. Show the model. Today we are going to see why the heating effect of the Sun on Earth’s surface affects weather and climate in a particular region. ?This activity is to help you understand the heating effect of the sun on the surface of the earth and why some places are warmer than others. ?2. ?????Hand out pre-reading activity. ?Have students read the words on the sheet and circle which words that might be in a story about climate. Discuss why students chose the words they did .3. ?????Complete the activity at the end of this lesson as a class. ?Use the model from yesterday to remind students of where the sun is the strongest.4. ?????Read ?“An Introduction to Climate” ?from ?and answer questions. ?The teacher can choose to ask the multiple choice questions as guided questions while ?the students are reading and the students can ?independently answer the open response questions.Closure: After completing the task discuss why climate is different in different regions. Remind students about the difference between weather and climate. Connect today’s lesson to the essential question and add responses to the essential question poster at the front of the room.Weather and ClimateLesson # 10: Li Bing and the FloodingTeacher LessonThis lesson will be taught by the classroom teacher.Essential Question: ?How do weather and climate affect our lives?Standards:RI.3.2 ???Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-ESS2-2)3-5-ETS1-4(MA). Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.3-5-ETS1-2. Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.Objective:Students will be able to …1. ?????Compare and contrast different design solutions to prevent flooding2. ?????Determine the main idea and details in the story.3. ? Evaluate the design of two different barriers to prevent flooding.Assessment: ??In journals students summarize how the solutions to the flooding in North Adams and China are the same and different.What other ways can you think of to solve the problem?VocabularyLevee : an embankment built to prevent the overflow of a riverMaterials:MaterialsAmount“Li Bing and the Flooding”In appendixActivator: ?Have you seen these around North Adams? Show pictures of the flood control chutes and ask students to make predictions about what these “concrete walls” are for.Introduction: ?1. After students make their predictions give them this background information:Did you know that North Adams used to have a major problem with flooding? ?The Hoosac River was polluted, filled with toxic waste and smelled terrible. In the early part of the 1900s, the river often overflowed its banks posing a threat to city infrastructure and to its residents. In response to the serious damage that occurred during these floods, the US Corps of Engineers constructed 45 foot wide/ 10-15 foot high concrete flood control chutes in the 1950s.North Adams had a problem with flooding and designed the chutes to protect the city. Other places around the world face the same problem and have chosen a different solution.2. Point to China on a map and tell children that they will read a passage about a similar problem in this part of the world.This passage explains that the Min River in China used to overflow and flood the homes of the people who lived along the river. Li Bing, the governor of the people, ultimately came up with the idea to build a levee that would move the extra water of the river away from the people’s homes and to a flat plain of land that needed water to grow plants. When the levee was done, not only did the water stop flooding the homes of the people but it also helped the plants grow in the flat land. Before you read this story you will need to know some vocabulary. Introduce the word Levee. Write Levee on the board and create a vocabulary 4 square for the word.3. While reading think of ways that climate and weather affect our lives and our homes. Pay attention to how Li Bing solves the problem. What other ways can you think of to solve the problem of flooding?After reading, have students respond to the questions. Go over the answers as a class.Closure: ?Many places face problems due to weather and climate but we can solve these problems using resources and tools. Remember to have students refer back to the essential question at the close of this lesson.Flood Chute in North AdamsCurriculum Embedded Performance Assessment (CEPA)You have just moved into your new house at the bottom of a hill, and you receive an alert that you are in a flood zone! ?This means that when it rains, water will flow down the hill into your backyard--maybe even into your house! ?You have to come up with a design to keep your house safe from flooding, as well as an emergency action plan to ensure you, your family, and your pets can be safe in the event of a flood-related emergency. ?The design should focus on minimizing cost and damage to your home. Teacher can decide whether students should build a real model or just have a written report. Teachers can brainstorm other materials for models, and can refer to Materials list for ideas.Materials:MaterialsAmountPopsicle sticks250Plastic wrap1 rollRocks(approximate for class)Clay / Play-doh10 containersCardboard(approximate for class)Balsa(approximate for class)Cotton balls2 bagsSponges(approximate for class)Students should:1. ?Prepare an oral or written reporta. Explain three negative effects of flooding2. ?Prepare a diagramb. Construct a diagram that helps keep the model of their house safe label all materials and ?areas.c. explain their design choice orally or in writingStudents will be graded on the effectiveness of their design, choice of design materials, and explanation of choice of design, and completion of independent work.CEPA RUBRICWritten ?or Oral report4 Exceeds expectations3 Meets expectations2 Developing1 EmergingTopic/idea developmentIntroduces and organizes the topic and ideas, provides key details, and may include visualsFull/rich topic developmentLogical organizationStrong supporting detailsThorough explanation of materials, cost, and designAdequate topic developmentAdequate organizationAdequate supporting detailsAdequate explanation of designRudimentary topic developmentBasic organizationBasic supporting detailsBasic explanation of designLittle/weak topic developmentWeak organizationWeak supporting detailsWeak explanation of designContent understandingKnowledge of extreme weather and related conditions, impact or effect on people’s lives, appropriate method for reducing impactRich depth of concept understanding and applicationMultiple methods for reducing impactAccurate and appropriate description of conditions and extreme weatherAppropriate method for reducing impactGenerally accurate and sufficient description; minor errorsRelevant method for reducing impactLittle or weak understanding of concepts; many errors or misconceptionsMethod for reducing impact unlikely to helpEvidence from the textRefers to text (quotations, paraphrases); includes evidence for assertions and informationLogical and/or persuasive use of evidenceAdequate use of relevant evidenceBasic or simple use of evidenceLittle or weak use of evidenceDiagram of DesignDiagram of ?DesignHighly creative,exceptionaldiagramAll labels arepresent and neat.Creative diagramMost labels arepresent andneat.Diagramappearancemeets lessonrequirementsSome labelsDiagramappearanceshows least effortrequiredFew LabelsAppendices Appendix A: “Watching the Weather” Below Level Text (Lesson 0)Appendix B: Water Cycle Songs (Lesson 1)Appendix C: “The World’s Oceans” (Lesson 3b)Appendix D: Additional readings for extreme weather (Lesson 6)Optional Reading for Classroom teacher use : “Twister” Below Level TextOptional Reading for Classroom teacher use: “The Tornado Drill” On Level TextOptional Reading for Classroom teacher use: “Thunderstorms” Above Level TextAppendix E: “Wind and Clouds” from Hands on Nature, Beaufort scale, Wind Chill Chart (Lesson 7b)Appendix F: “Climate Zones” (Lesson 8)Appendix G?“An Introduction to Climate” selection and questions (Lesson 9)Appendix H: ?“Li Bing and the Flooding” selection and questions (Lesson 10) ................
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