Whether the Weather. For further information contact. Sara Van Hook

Transcription

1 Whether the Weather ~ A Returning Developer ~ For further information contact Sara Van Hook Bartow Elementary Academy Rt. E 590 S. Wilson Ave. Bartow, FL sara.vanhook@polk-fl.net n PROGRAM OVERVIEW Whether the Weather is a program designed to give second grade students the chance to learn about weather through investigations. There are changes happening all the time, all around us. In this unit, students will investigate and make observations about the world around them. Using their knowledge of matter and specific properties of matter students will design an umbrella. They will then write to prove why their materials have the properties that make a useful umbrella. Through scientific investigations the students will observe water, soil, and air in the shade and will compare each to water, soil and air in the sun. Using the BEA Weather Station ( com/user/stemlab/), students will keep a daily log of the temperature, weather, and wind to explore patterns in weather. The students will record the temperature and analyze the data to explain how energy from the sun affects water, land and air. In the STEM lab we will introduce technology of data measurement with Are We Cool or What?. Data measurements will be recorded in logs. Students will investigate why we need thermometers. The students will learn how adding or taking away energy makes water change, with a focus on evaporation and condensation. Through scientific investigation, the students will explain the process of evaporation. The students will analyze data to generate a cause and effect relationship to explain the effect of heat on a liquid. The students will also gather evidence to support the claim that air is a substance that is all around us. The students will witness the power behind wind and design a model that can capture its energy. Students will analyze materials to determine which properties affect how well their sail catches the wind. Finally, the students will engage in the Design Process as they brainstorm, plan, build, test, and improve their own anemometer. The students will analyze the information they learned about making a sail to guide their blade design. Students explore the impact of how anemometers record the strength of the wind and how this information is used to support society both in terms of weather analysis and also the evaluation of sites for potential wind power projects. Students will work in teams of engineers to develop their own anemometer design out of everyday items. They test their sensor, evaluate their own designs and those of other students, and present their findings to the class. n OVERALL VALUE The overall value of this program is that it allows students to learn about weather patterns through their own explorations. There are very few instances during this unit that are led entirely through teacher instruction. At the conclusion of this unit students will be able to explain how to observe and measure weather patterns instead of spouting off memorized facts about weather. n LESSON PLAN TITLES Weather: Water Cycle Weather: Investigating Air Temperature Weather: Wind Measurements

2 Whether the Weather Program Information (cont.) Taylor 9842 Commercial Waterproof Digital Thermometer Dixie Bath Cups White Tea Spoons Hair dryer Wooden dowels Foam cups Foam bowls Aluminum foil Masking tape Florist wire Elmer s glue Digital LCD Display Wind Speed Scale Gauge Anemometer Thermometer A-Z Subscription Jars with lids Magic School Bus: Wet All Over n ABOUT THE DEVELOPER Sara Van Hook earned her B.A. in Educational Studies from Warner University in She has worked at Bartow Elementary Academy for the past six years. She has experience teaching kindergarten, and third grade and is currently a second grade teacher. She has previously written another grant entitled, ineed Apps for Differentiation.

3 Lesson Plan No 1: Weather - Water Cycle n SUBJECTS COVERED n GRADES 2nd n OBJECTIVES Students will take readings of, record, and compare weather data. n NGSSS SC.2.E.7.1 Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Computer with Internet access and projector BEA Weather Station (link) a-z Water Cycle Diagram (1 per student) n VOCABULARY weather temperature thermometer precipitation wind wind vane anemometer n DIRECTIONS Activating Strategy: Bill Nye: Whether the Weather Introduce vocabulary (Weather, temperature, thermometer, precipitation) using the define, ask, example model. Students will turn to a shoulder partner to try to use each word in a sentence. Introduce the BEA Weather station ( stemlab/) and record observations, using the Weather Symbols key and the Weather Chart handouts. Students will keep these in their science journals. Read and discuss Magic School Bus: Wet All Over Ask children: What happens when water is heated? What happens when water cools? Students will cut out and glue the water cycle diagram into their science journals. Then, they will write to summarize what they have learned about the water cycle in their journals. n ACCOMMODATIONS Students may be paired, as necessary, to complete the independent work. n EVALUATION/ ASSESSMENT Evaluation for this lesson will be teacher observations. The students will write to answer the question, How does the water cycle follow a predictable pattern?

4 Lesson Plan No 2: Weather - Investigating Air Temperature n SUBJECTS COVERED n GRADES 2nd n OBJECTIVES Students will discover that air is everywhere. investigate ways to measure air speed. n NGSSS SC.2.E.7.2 Investigate by observing and measuring, that the Sun s energy directly and indirectly warms the water, land, and air. Digital temperature probe Jars n VOCABULARY weather temperature thermometer precipitation wind wind vane anemometer n DIRECTIONS Review the vocabulary, allowing partners to use each word in a sentence. Background: Thermometers are tools that are used to measure temperature. An object s temperature shows how much heat it contains. Lead a discussion with students to review the sun s energy. Read and discuss p of the A-Z book, Heat Energy, which covers the concepts of the sun heating gas, water and solids. Exploration: Prior to the exploration (much earlier in the day), measure 8 oz of water into two identical uncovered containers. Place 1 container in the sun and 1 container in the shade. Take students outside to the Literacy Butterfly Garden (or another safe outside area) to conduct a few explorations. Students will use their thermometer probes to take the measurements of soil, water and air in the shade and in the sun. They will record their data in a chart. Lead a discussion about the different temperatures and how they compare. Students should notice that the air measures the warmest, followed by soil and the water. Discuss what is causing the different materials to heat at different levels and be sure to discuss and compare how each individual material s temperature changes due to its location (sunny/shade). n ACCOMMODATIONS Students will be cooperatively paired for this activity. n EVALUATION/ ASSESSMENT The data collection charts will serve as an evaluation. Students will also come back to class and summarize what they ve learned about the way the sun affects the air, water and soil on the Earth.

5 Lesson Plan No 3: Weather - Wind Measurements n SUBJECTS COVERED n GRADES 2nd n OBJECTIVES Students will describe air by measurable quantities. learn how engineering can help solve society s problems. n NGSSS SC.2.E.7.4 Investigate that air is all around us and that moving air is wind. Bath cups Spoons Hair Dryer or Fan Wooden Dowels 12 long Toothpicks Foam cups Paper Bowls Aluminum Foil Masking Tape Florist wire Glue Other various materials (optional) Digital Anemometer Design Process Sheet n VOCABULARY weather wind wind vane anemometer n DIRECTIONS Prior to the anemometer project take the class outside again to explore wind speeds using the digital anemometer. Assign different areas of the school and allow students to record their wind speeds and locations in a chart. Discuss how wind speeds are different depending on their location (behind a building, in the open field, etc.). Also note the way the blades on the digital anemometer spin and how the speed is calculated depending on how fast or slow the wind blows the blades. Upon returning to the classroom: 1. Divide students into groups of 2-3 students, providing a set of materials per group. 2. Explain that students must develop their own working anemometer from everyday items, and that the team must devise a system for measuring and recording the speed of the wind as indicated by their anemometer. 3. Students will sketch a design on their own, to follow the imagine step of the design process. 4. Students meet and develop a plan for their anemometer. They agree on materials they will need, write or draw their plan, and then present their plan to the class. 5. Student teams trade materials with other teams to develop their ideal parts list. 6. Student groups next build their anemometer. They may need to rethink their plan, request other materials, trade with other teams, or start over. They will need to devise a system to count revolutions and chart their results as wind speeds change. 7. Next teams will test their anemometers with wind (generated by a hairdryer). (Note: you may wish to make the wind available during the building phase so they can test their anemometer during the building phase prior to the classroom test.) 8. Teams then complete an evaluation by writing to describe the evidence for air measurement/movement, and present findings to the class. n ACCOMMODATIONS Students will be working in cooperative heterogenius groups, so support will be available if needed. n EVALUATION/ ASSESSMENT The project will be considered successful if the students are able to design an anemometer that spins smoothly when wind is applied to it. Please note that though the projects will be evaluated, the students will not be graded on how well the project works since engineering is not a graded standard. However, results will be collected and grades will be collected for several other areas (see rubric).

6 Lesson Plans Materials Budget Materials Budget SUPPLIER ITEM # AND DESCRIPTION COST QTY TOTAL COST Amazon Taylor 9842 Commercial Waterproof Digital Thermometer Dixie Bath Cups, 600 Count White Tea Spoons Medium Weight 400 CS Conair 1875 Watt Ionic Conditioning Hair Dryer Woodsies Dowels 12-3/16 20/pkg White 6 oz. Foam Cups - 51 Count Pactiv D25012 Soak Proof Foam Bowls, 12 oz, 50 Bowls/Pack One 50 Foot 100% Recycle Aluminum Foil Scotch Home & Office Masking Tape, 1 x 55 yards, 6 rolls ( MP) Darice Paddle Wire, 22-Gauge, Green Elmer s Washable No-Run School Glue, 4 oz Bottle (E304) Digital LCD Display Wind Speed Scale Gauge Anemometer Thermometer Ball Jar Crystal Jelly Jars with Lids & Bands, 8 oz., Quilted, Set of a-z.com Subscription 1 year for 1 Classroom Scholastic Magic School Bus: Wet All Over Sara Van Hook Teacher Bartow Elementary Academy Rt. E School Subtotal $ Tax if applicable Shipping if applicable TOTAL BUDGET AMOUNT $400.00

7 Rubric Anemometer Project Rubric Student Name Speaking and Listening Student speaks loud enough to be heard in the back row, and is easily understood. Student speaks loud enough to be heard in the middle row, and is easily understood. Student speaks loud enough to be heard in the front row, and is easily understood. Student does not speak loudly enough to be easily understood, even in the front row. Describes signs that prove that air is all around us and that moving air is wind. Describes either signs that prove that air is all around us OR that moving air is wind. Attempts to describe either signs that prove that air is all around us OR that moving air is wind but lacks examples. Does not clearly describe the signs that prove that air is all around us nor that moving air is wind. Writing 3+ facts/definitions and concluding statement. 2+ facts/definitions and concluding statement. 2+ facts/definitions but no concluding statement. only 1 fact/ definition. Language words, capitalization and punctuation are all correct. words, capitalization and punctuation are mostly correct with < 2 errors. words,capitalization and punctuation are mostly correct with < 3 errors. words,capitalization and punctuation are mostly correct with > 4 errors. Design Process all 6 steps in the 5 steps in the 4 steps in the 3 or fewer steps in the