(1 Hour) Addresses NGSS Level of Difficulty: 3 Grade Range: K-2 OVERVIEW In this activity, students will learn about tornadoes and simulate one inside a small bottle. Topic: Severe Weather Real-World Science Topics: An exploration of the movement of vortexes. Objective Students will observe and explore of the rotation of tornadoes by simulating a tornado in a bottle. NGSS Three-Dimensions: Science and Engineering Practices Analyzing and Interpreting Data Analyzing data in K 2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Analyze data from tests of an object or tool to determine if it works as intended. Developing and Using Models Modeling in K 2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. Use a model to represent relationships in the natural world. Developing and Using Models Modeling in 3 5 builds on K 2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Develop models to describe phenomena. Disciplinary Core Ideas ESS2.D Weather and Climate Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. ESS3.B Natural Hazards Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. Crosscutting Concepts Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Cause and Effect Events have causes that generate observable patterns. 1
Analyzing and Interpreting Data Analyzing data in 3 5 builds on K 2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Represent data in tables and various graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. Background Information A tornado is a violently rotating column of air often extending from a thundercloud to the ground. Typically, a tornado happens in the US when warm, moist air from the Gulf of Mexico meets cold, dry air from Canada. The warm air is lifted upward over the cold air because it is less dense than the cold air. As the warm, moist air rises it becomes saturated (filled with as much moisture as it can hold). This produces a thunderstorm. Why do some storms become tornadoes? There are some mystery ingredients that scientists don t entirely understand, but one important factor is wind shear. Wind shear occurs when winds at varying distances above the ground blow in different directions or at different speeds. This can cause a column of air to rotate like a giant rolling pin. A strong, upward wind (updraft) can lift the column of air until it is perpendicular to the ground and looks like a funnel. When the funnel cloud reaches the ground, it is called a tornado. Tornadoes don t always have the look of a funnel, though. They can range in shape from narrow and rope-like, narrow or fat cylinders, or be cone or wedge-shaped. Tornadoes have been reported in every continent except Antartica, but the most tornadoes occur in the United States. Every state has had at least one tornado, but certain states (South Dakota, Nebraska, Kansas, Oklahoma, Texas) have been deemed by the media as Tornado Alley due to the frequency of tornadoes in that area. It is a flat region in the middle of the United States that is between the Appalachians and the Rocky Mountains. Part of the reason why is a front separating moist Gulf of Mexico air from dry air from the Southwest (called the dryline) often sits across these states. As stated above, warm moist air meeting cooler dry air is a recipe for a thunderstorm. 2
Tornado Facts: Typically, 600-1000 tornadoes are reported in the US every year On average, a tornado s path is 4 miles long and 400 yards wide but can be as long as 100 miles and as much as a mile wide. Tornadoes can reach heights of 60,000 feet. The average tornado travels at a speed of 25 to 40 mph., but tornadoes can reach speeds up to 70 mph. The wind speeds of a tornado can reach 300 mph. Tornadoes stay on the ground for an average of four to five minutes Key Vocabulary Funnel cloud a rotating cone-shaped column of air extending downward from the base of a thunderstorm, but not touching the ground. When it reaches the ground it is called a tornado. Vortex a mass of swirling air or fluid Materials Needed for Student Activity For the large demonstration tornado, you will need: 2 clear 2-liter soda bottles (empty and labels removed) One washer (approximately the size of the bottle opening and with a 5/16 or 3/8 diameter hole) Water Environmentally friendly dish soap Duct tape For each student tiny tornado, you will need: 1 small, clear, plastic bottle with a screw-on cap (empty and label removed) Water Environmentally friendly dish soap Glitter Food coloring 3
Teacher Preparation Two weeks before the activity, begin collecting small, clear, plastic bottles with a screw-on cap from the students. (Bottles can then be used from year to year.) Children s vitamin bottles are ideal. It is helpful if the bottle has a child safety cap so the students can t open it and make a mess! The activity does not work with all dish soaps. Choose an environmentally friendly brand because they do not generate as many suds. Build a tiny tornado for yourself. To create the tornado, hold the bottle in one hand and rotate your wrist. Practice the rotating motion until you have it down pat. After two or three tornado attempts, let the bottle sit for a minute until the water is clear again. Build a large demonstration tornado for the warm-up activity. Use duct tape to attach a washer to the opening of one bottle. Fill the other bottle about 2/3 with water. Add one drop of dish detergent. Use duct tape to attach the openings of the two bottles together (put the bottle with water on the bottom). Turn the contraption upside down and give the upper bottle a few rotations while holding the bottom bottle relatively still. A vortex or water tornado will form as the water flows from the top bottle to the lower bottle. 4
STEPS FOR TORNADO IN A BOTTLE 1. Warm-up Activity: Begin a class discussion about what the students know about tornadoes. Record ideas on a KWL chart on the board. Then ask students what they want to know about tornadoes. Again, fill out the chart during the discussion. Tell them a tornado is an example of something called a vortex. A vortex is a mass of swirling air or fluid. A tornado is not the only kind of vortex in nature. Hurricanes, waterspouts (a tornado over water), the red spot on Jupiter, and even our galaxy are also vortexes. 2. Tell the class you will make a vortex in water. In other words, you will make a water tornado in a bottle. Demonstrate the large, 2-liter bottle tornado. Another option is to have the students build the two bottle tornado instead of the tiny tornado. 3. The students will build their own tiny tornado in a bottle. Break the class into groups of two or three. Distribute the materials to each group. Have the students build their tornado step by step as you give the instructions. Students may follow written instructions rather than verbal. Step 1: fill the bottle 2/3 with water Step 2: add one drop of dish detergent Step 3: add a pinch of glitter Step 4: screw on the top very tightly Step 5: try to form a tornado by shaking the bottle experiment with different types of shaking to find the most effective method Kindergarten: Demonstrate the proper way to shake the bottle. *After making two or three tornadoes, let it sit one minute, then try again. In general, you should be able to see clearly through the water before you start rotating the bottle. Step 6: record observations on the Tiny Tornadoes Student Handout 4. Wrap-Up Activity: Let students share their observations from their tiny tornado. As a class, look at the list of things they want to know about tornadoes. Have each student pick an unanswered question and research the answer for homework. They will share their findings the next day. Tiny Tornadoes Extension Activity 1. Have students make a prediction about what will happen if one of the following factors is changed to the tiny tornado or the larger demonstration tornado and then test the prediction: Amount of water in bottle Size of the bottle Shape of the bottle Type of liquid in the bottle Temperature of the water The amount of dish soap added 5
Sources http://www.kidzone.ws/science/ http://www.inlieuofpreschool.com/ http://www.weatherwizkids.com/weather http://www.educationworld.com/ http://www.theweatherchannelkids.com/weather-ed/ http://www.sciencenewsforkids.org/ http://www.weather.com/ http://www.universetoday.com 6
STUDENT HANDOUT Name: Date: Describe how you shook the bottle to make a tornado. Draw a picture of what happened. Write with words what happened. What did the glitter do? 7
TEACHER HANDOUT Describe how you shook the bottle to make a tornado. Answers will vary Draw a picture of what happened. Write with words what happened. Answers will vary What did the glitter do? Rotate in a circle around the outskirts of the bottle 8