Weatherful (A series of weather activities from which to pick and choose!) Grade:5 Subjects: Science, Math, Drama, Language Arts Duration: 55 min.-120 min. Location: indoors and outdoors Group size: 30 or less Curriculum Connections: Overall Expectations: Grade 5 Drama: solve problems presented through drama and dance, working in large and small groups and using various strategies Grade 6 Drama: demonstrate an understanding of the principles involved in the structuring of works in drama and dance Grade 5 & 6 Math: Measurement Demonstrate an understanding of and ability to apply appropriate metric prefixes in measurement and estimation activities Specific Expectations: Grade 5 Science: Matter and Materials- Properties of and Changes in Matter identify melting, freezing, condensation, and evaporation as changes of state that can be reversed use a thermometer to measure the temperature of a material Grade 5 Science: Earth and Space Systems- Weather explain the formation of clouds and the effects of different cloud formations on weather and climate describe the water cycle in terms of evaporation, condensation and precipitation describe the ways in which energy from the sun affects weather conditions formulate questions about and identify needs and problems related to objects in the environment, and explore possible answers and solutions compile data gathered through investigation in order to record and present results describe ways in which weather conditions affect the activities of humans and other animals Grade 5 Drama: Creative work select words, visual images and sounds from other subjects in the curriculum for interpretation and dramatization Grade 5 & 6 Language: Oral and Visual Communication Use of Words and Oral Language, Non-verbal Communication, and Group Skills Use of Words and Oral Language Structures: use vocabulary learned in other subject areas in a variety of contexts; use appropriate words and structures in discussions or classroom presentations; Group Skills: speak clearly when making presentations; use constructive strategies in small-group discussions (e.g., invite other group members to contribute; ask questions to clarify a point; negotiate to find a basis for agreement); follow up on others' ideas, and recognize the validity of different points of view in group discussions or problem-solving activities.
Objective: To have students gain an understanding of the water cycle, and to demonstrate their knowledge through the use of drama To have students understand that freshwater is a precious resource and the importance of keeping our water clean for the future To have students explain how clouds are formed and observe different cloud patterns in the environment To allow students to observe natural phenomena related to the water cycle in the environment (e.g. dew on leaves) To have students record data about the weather using a variety of instruments To have students test a variety of fabrics for their waterproofing and insulating properties, and to discuss appropriate choices of clothing for various weather conditions Key Words/Concepts: Weather Climate Water cycle Precipitation Condensation Accumulation Evaporation Transpiration Surface run off Melting Freezing Various cloud names Anemometer Thermometer Hygrometer Barometer Humidity Barometric Pressure Insulation Convection Hypothermia Materials/Resources Note: Many of the resources in this lesson can be obtained in the science kit from Tippett (grade 5 weather)- Journey of the Blob the video can also be ordered from media services Model or poster of the water cycle (or natural area/objects which could substitute as a model, i.e. a little hill next to a puddle to represent a mountain and lake, use a watering can to represent precipitation). Kettle Tin foil trays or pans (3 or 4)
3 or 4 containers that are clear and could hold warm water (e.g. 2L pop bottles with the tops cut off) ice and water movie: journey of the blob (10 min.) and TV/VCR (optional- weather dependent) anemometer, barometer, hygrometer cloud chart(s) 6 thermometers, 1 soil thermometer weather instrument recording sheet various articles of clothing made from different materials (e.g. cotton, fleece, gortex, latex, denim, wool) duct tape, 3 metre sticks and recording sheet (optional- snow dependent) strips of construction paper pencils/clipboards Introduction Activate prior knowledge by asking students if they think it is important to know about the weather, and if so, why. What are some reasons why we might need to know what the weather is going to be like? (e.g. to dress properly, farmers and pilots, sailors, to protect ourselves from severe storms etc.) Tell students that to understand the weather, we must first understand the water cycle. The earth is made up of nearly 70% water. Ask students why water is important. The water that is here today was around in the time of the dinosaurs- in fact, the water you drank today may very well have been the drink of a dinosaur once before! Because 70% of the Earth is covered by water, it is called the Blue Planet. Yet only 2.5% of the world s water is fresh, while 97.5% is oceans. And only 0.3% of this freshwater is available from rivers, lakes and reservoirs, 30% from the groundwater, while the rest is stored in distant glaciers, ice sheets, mountainous areas all places that we can hardly access. When you know that nothing on Earth can live without freshwater, that a human can t survive after three days without it, you see how precious this resource is and how much we need to protect it. Lesson 1. (15 min) (Can be done outdoors or indoors) Explain the water cycle to the students, having them repeat aloud any new vocabulary each time it is first introduced (e.g. precipitation). Begin with precipitation (rain, snow, sleet or hail). From there, using the model or poster, show how water accumulates in lakes and streams by surface runoff from higher ground (e.g. mountains- refer also to erosion). Explain how the sun causes evaporation and how clouds are then formed through condensation (ask the students if they have ever seen steam coming from a pot on the stove. What do you see when you look at the bottom of the lid of the pot? Have they ever seen dew form on leaves? Where does it go? What about puddles after the rain has stopped? Show them any real life examples of the water cycle that are handy (e.g. the evaporated pond, snow, etc.) Explain that when evaporation happens from trees it is called transpiration. Have the new vocabulary terms displayed for the students. 2. (15 min- optional) Have the students watch the video Journey of the Blob in which a young boy creates a green slimy mess, and then decides to get rid of it by dumping it down the sewer grate. The blob travels from stream to lake, evaporates, condenses, returns as precipitation, and eventually comes back to the boy through his tap! There are no words to the movie (great for ESL and visual learners) and it is very short, but vividly demonstrates the water cycle and all of the species along the way that are affected by his creation, as well as the leisure activities and careers that depend on the water. Have the students shout out the new words they have learned when they see them taking place in
the film. Have a short 5 minute discussion after the film. Why is it important to keep our water clean? (Relate back to the water cycle all the water on earth is not new and keeps cycling) In what ways do we pollute water? What can we do to help? 3. (20 min) (Outdoor activity- can be moved indoors if need be.) Drama component: Split students into 5 groups of two or three students each. Decide based on numbers and ability levels which group will represent precipitation (easiest), condensation, (hardest) evaporation, surface runoff and transpiration. Whisper the word to one member of each group after telling groups that they must work with group members to create a silent representation of the word (using body movements) for other groups to guess (keep it secret). Once all groups have performed and their word has been guessed, all groups should place themselves in order in a circle to represent the water cycle, and should perform a second time in sequence. 4. (40 min- 60 min.) (Outdoor activity) Leave all thermometers in one area to make sure they all read the same. Detail to students the instruments (Anemometer, Hygrometer, Barometer, Thermometer.) Demonstrate to them how they are used to get readings. In 5 or 6 groups, students should go outside and take readings of: the wind speed, the humidity, the air pressure and the temperature in the sun, shade, water and soil (use a soil thermometer). Students should come back and share results with the group, hypothesizing about when or why we would see changes in the readings. If time, have all groups rotate through all instruments, recording their results on the recording sheet. 5. Additions and alternate activities for winter, wet weather and indoor days: Have students measure the insulating properties (or waterproofing properties) of different fabrics outdoors by wrapping the fabrics around one thermometer each (for waterproofing- place a strip of construction paper under the fabric and place in the rain). (see materials list.) Discuss the importance of controlling for variables (e.g. where the thermometer is, starting temperature, how warm or cold the material was kept before beginning experiment, amount of time to read thermometer, etc.) Under what conditions would certain fabrics be beneficial? (Extend this thinking to building materials in different climates.) Talk about layering, hypothermia and other cold weather injuries. How does the weather affect the activities of humans and other animal species? (e.g. hibernation, migration, winter coats, etc.) 6. Measure the insulating properties of snow- On winter days when the snow is deep (find a tall snowdrift), students can measure the temperatures at varying heights in the snow. Have them estimate the temperatures at the surface, 5 cm down, 15cm down and 30 cm down (deeper if possible). Tape the thermometers to a metre stick at the appropriate height. Students must wait for approximately 5 minutes before taking the reading, and the thermometers need to all read the same air temp. to start. Discuss the results. Why is it warmer as you get deeper? (discuss convection). Does this work the same in water? Could you design a test to find out? How else could you find out? 7. (Outdoor activity). Using cloud charts, go outside and identify the clouds in the sky (weather dependent). According to the charts, what weather should we be expecting? In what professions or leisure activities would it be useful to be able to read the clouds? 8. (Indoor activity). Making a cloud in a jar: See appendix for instructions- also, instructions and materials included in weather kit, hands on science and technology teacher resource. APPENDIX
Making a cloud in a jar instructions, http://www.exploratorium.edu/snacks/fog_chamber.html http://www.wateryear2003.org/en/ev.php- URL_ID=1462&URL_DO=DO_TOPIC&URL_SECTION=201.html (facts and information on water) http://www0.un.org/cyberschoolbus/waterquiz/waterquiz4/index.asp water quiz http://www.qld.waterwatch.org.au/flash/ww_game.swf clean up the water game (on computer only) Glossary Accumulation The process of gathering together and increasing in amount over a period of time Anemometer An instrument used to measure wind speed Barometer An instrument measuring changes in atmospheric pressure, used in weather forecasting Barometric Pressure Atmospheric pressure as recorded by a barometer Climate The average weather or the regular variations in weather in a region over a period of years Condensation Tiny drops of water that form on a cold surface such as a window when warmer air comes into contact with it; the state of being compressed; the process by which a vapor loses heat and changes into a liquid Convection Circulatory movement in a liquid or gas (such as air) resulting from regions of different temperatures and different densities rising and falling in response to gravity Evaporation A process in which something is changed from a liquid to a vapor without its temperature reaching the boiling point Freezing To be changed, or cause liquid to change, into a solid by the loss of heat, especially to change water into ice Humidity The amount of moisture in the air Hygrometer An instrument used to measure humidity Hypothermia
Dangerously low core body temperature caused by prolonged exposure to cold Insulation Something that prevents of reduces the passage of heat, for example a special material or a layer of air Melting To change a substance from a solid to a liquid state by heating it, or be changed in this way Precipitation Rain, snow or hail, all of which are formed by condensation of moisture in the atmosphere and fall to the ground Surface run off The flow of water over the surface of the ground occurring when rainfall is not absorbed into the soil or evaporated Thermometer An instrument for measuring temperature Transpiration To lose water from a plant s surface, especially through minute surface pore Water cycle The constant circulation of water between atmosphere, land and sea by evaporation, precipitation and percolation through soils and rocks
Accumulation - the process in which water pools in large bodies (like oceans, seas and lakes). Condensation - the process in which water vapor (a gas) in the air turns into liquid water. Condensing water forms clouds in the sky. Water drops that form on the outside of a glass of icy water are condensed water. (This term appears twice in the diagram.) Evaporation - the process in which liquid water becomes water vapor (a gas). Water vaporizes from the surfaces of oceans and lakes, from the surface of the land, and from melts in snow fields. Precipitation - the process in which water (in the form of rain, snow, sleet, or hail) falls from clouds in the sky. Subsurface Runoff - rain, snow melt, or other water that flows in underground streams, drains, or sewers. Surface Runoff - rain, snow melt, or other water that flows in surface streams, rivers, or canals. Transpiration - the process in which some water within plants evaporates into the atmosphere. Water is first absorbed by the plant's roots, then later exits by evaporating through pores in the plant. http://www.enchantedlearning.com/geology/label/watercycle/ http://www.lanakids.com/frstandhypthrmia.html information on Hypothermia and frostbite