CLIL Unit Student s worksheets

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1 CLIL UNIT CLIL Unit Student s worksheets Nottingham April 2009

2 Date: Name: 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

3 Date Time Condition Observations Temperature Clouds Precipitation Wind Sea General conditions Date Time Condition Temperature Clouds Precipitation Wind Sea General conditions Observations Date Time Condition Temperature Clouds Precipitation Wind Sea Observations General conditions Adapted from :Evan-Moor Corp. Weather Science works for kids series

4 Date: Name: 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

5 Date: Name: OBSERVATION WORKSHEET 4 Vocabulary needed: Temperature: - cold- cool warm hot Clouds: sky covered - partly half mostly totally Date Time Condition Observations Temperature Air pressure Reading: Rising or falling? Clouds Precipitation What Kind? How much? Wind Direction: Beaufort scale: Sea General conditions Prediction Was the prediction correct? Adapted from :Evan-Moor Corp. Weather Science works for kids series

6 Date: Name: 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) 2 balloons Pictures Sell tape drawing pin String Drawing pin - stick balloons air weighs - string equal balanced We blow up the to sizes. 2. We tape the balloons onto the Tie a near the centre.

7 We puncture a balloon with a The balloons are not 4. One balloon has no inside. The other balloon more. What does this experiment prove? (put the words in order) up takes space Air and has air weight.

8 Date: Name: WORKSHEET 6 AIR LET S DO AN EXPERIMENT!! You ll need: 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 3 rd 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 Very difficult Paper in halves Very easy Very difficult Open sheet of paper Very easy Very difficult 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.

9 Date: Name: 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

10 Date: Name: 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 liquid / solid water into water vapour / drops. As warm /cold air rises through cold / warm air, this invisible/ blue gas rises up / down into the sky. This process is called precipitation / evaporation.

11 Date: Name: 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 The water vapour cools down and becomes drops / pieces of liquid water again. The little drops of water collect and form rainbows / clouds This is condensation / evaporation

12 Date: Name: 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 collect. They form rainbows / clouds. Millions of these little droplets form just one raindrop / cloud. The drops get bigger / smaller and lighter / heavier.. The clouds become empty / saturated The drops return to the Earth as evaporation / precipitation : rain / cold, wind / snow or hail / water vapour

13 Date: Name: 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 form is the most common of precipitation / condensation. Wind /Snow and hail / temperature forms of condensation / precipitation. are also Precipitation / Evaporation falls on the Moon /Earth. Some rain collects in wells / jars. ground The rest flows through roads / rivers back to the ocean / land the and water cycle / way starts again.

14 Date: Name: 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. LOCATION EVAPORATION RATE minutes and seconds Inside I m a stopwatch. Use me! Draw how we did the investigation CONCLUSIONS

15 Choose a correct answer (one or more answers are possible) to each question. Match. Water turns into water vapour and goes into the air. This process is called Temperature Invisible gas Evaporation Evaporation is different in each location. What affects evaporation? Wind Rainbow 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

16 MAKE A BAR GRAPH With a partner, make this bar graph showing the evaporation rates. Evaporation Rate (minutes and seconds) Inside Inside Outside Outside with fan on concrete or hot surface Location Adapted from Weather by Ewan-Moor Corp. 2002

Worksheet 9 The water cycle: CLOUDS Watch the PowerPoint and match the names to the

CLOUDS DESCRIPTION WEATHER YOU CAN (DRAW) Cumulonimbus The highest clouds.

Big, puffy and white clouds Windy day Watch the news and watch the sky!

17 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) Cumulonimbus 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 STRATUS CIRRUS CUMULUS

18 Date: Name: 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 on the Beaufort scale? What s the wind speed of a What s the wind speed of Light air gentle breeze strong gale Number 4 in the Beaufort Scale? What s the effect of a Light air gentle breeze strong gale? What s the effect of Wind number 4 Which wind has a speed of 6 to 11 Km/h? 62 to 74 Km/h more than 118 Km/h?

19 Pupil A BEAUFORT SCALE Beaufor t number Kind of wind Wind speed Effects of wind Effects of o wind (draw) 0 Calm Km/h Air feels still. Smoke rises straight up 1 Light air 1-5 Km/h 2 Light breeze 6-11 Km/h Leaves move. Can feel wind on face. 3 Gentle breeze Km/h Leaves move constantly. Flags extend Km/h 5 Fresh breeze Km/h Small trees sway. White caps on water 6 Strong breeze Large branches move. Umbrellas turn inside out 7 Moderate gale Km/h Big trees sway. Inconvenient to walk against wind Km/h Breaks twigs off trees. Difficult to walk against wind 9 Strong gale Km/h Slight building damage. Chimneys and antennas removed 10 Storm Km/h Buildings are damaged. Trees are uprooted 11 Violent storm Km/h Building damaged all around. Cars can be overturned 12 Hurricane General destruction

20 Pupil B BEAUFORT SCALE Beaufort number Kind of wind Wind speed Effects of wind Effects of wind (draw) Km/h Air feels still. Smoke rises straight up 1 Light air Smoke moves 2 Light breeze 6-11 Km/h Leaves move. Can feel wind on face. 3 Gentle breeze Km/h Leaves move constantly. Flags extend. 4 Moderate breeze Km/h Raises dust and papers. Flags flap 5 Fresh breeze Km/h Small trees sway. White caps on water 6 Strong breeze Km/h 7 Moderate gale Km/h Big trees sway. Inconvenient to walk against a wind 8 Gale Km/h Breaks twigs off trees. Difficult to walk against wind 9 Strong gale Km/h Slight building damage. Chimneys and antennas removed 10 Storm Buildings are damaged. Trees are uprooted Km/h Building damaged all around. Cars can be overturned 12 Hurricane Km/h

21 Date: Name: Worksheet 11 Make a Beaufort Scale Spinner WIND 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

23 Date: Name: 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.

24 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: and Carson, M K: (2007) Weather projects for young scientists

25 Thermometer Measures temperature warmer cooler

Date: Name: 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

26 Date: Name: 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 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 non-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 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 n set it near a window or a door). Let the barometer sit for a number of hours before taking the first reading.

27 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 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

28 Barometer er An instrument that measures air pressure Rising? 8 8 Clear skies! Falling? Cloudy or rain! Adapted from: Carson, M K: (2007) Weather projects for young scientists Chicago Review Press

Date: Name: 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

29 Date: Name: 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.

30 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

31 Rain gauge An instrument that measures rainfall

Date: Name: 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

32 Date: Name: 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!

33 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: Breen,M. and Friestad, K (2000):The kids book of weather forecasting Williamson books Nashville Tennessee

Date: Name: 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

34 Date: Name: 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!

35 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

36 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.

ELEMENTARY SCIENCE PROGRAM MATH, SCIENCE & TECHNOLOGY EDUCATION. A Collection of Learning Experiences WEATHER Weather Student Activity Book

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