Materials Bank

3rd Grade - Science - Weather and Climate Unit: Science , Grade(s) 3

Grade 3: Weather and Climate

Duration: 9 Weeks

Unit

Scope and Sequence

Topic: Weather and Climate

Duration: 9-10 Weeks

PA Standards PA:3.3.3 Science as Inquiry

Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. 3.3.3.A4. Connect the various forms of precipitation to the weather in a particular place and time. 3.3.3.A5. Explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time. 3.4.3.A2.Identify that some systems are found in nature and some systems are made by humans.

Next Generation Science Standards 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. 3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.

Common Core Standards CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

Eligible Content S4.D.1.3.2 Explain how water goes through phase changes (i.e., evaporation, condensation, freezing, and melting). S4.D.2.1.1 Identify basic cloud types (i.e., cirrus, cumulus, stratus, and cumulonimbus) and make connections to basic elements of weather (e.g., changes in temperature, precipitation). S4.D.2.1.2 Identify weather patterns from data charts or graphs of the data (e.g., temperature, wind direction, wind speed, cloud types, precipitation). S4.D.2.1.3 Identify appropriate instruments (i.e., thermometer, rain gauge, weather vane, anemometer, and barometer) to study weather and what they measure.

Starting Points

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 climate describes a range of an area’s typical weather conditions and the extent to which those conditions vary over years

Meteorology is the study of weather patterns and making weather predictions and meteorologists use specific tools to help them measure the weather.

Students should understand that scientists/meteorologists record patterns of the weather across different times and areas so that they can make predictions about

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what kind of weather might happen next. Performance Objectives SWBAT:

describe and record daily weather conditions IOT relate seasonal weather patterns to climate. record observations using instruments IOT describe weather in terms of temperature, wind speed, wind direction, precipitation and cloud cover. classify clouds as stratus, cumulus, cirrus, or “other” IOT compare results with others, and recognize results may vary. differentiate between weather and climate IOT explain how weather affects climate. record and communicate information IOT describe climates in different regions of the world. examine the causes of natural disasters IOT explain the connection between weather, climate, and natural disasters.

Key Terms and Definitions

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 surface) anemometer: an instrument for measuring the speed of the wind atmosphere: the gases the surround the earth Beaufort Scale: a measure of wind speed climate: the weather conditions prevailing in an area in general or over a long period. collection: water that falls as precipitation comes together in bodies of water such as oceans, rivers, lakes, and streams, or underground condensation: water changes from a gas to a liquid; occurs when water vapor gets cold 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°. evaporation: water changes from a liquid to a gas; occurs more rapidly at warmer temperatures 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. humidity: a quantity representing the amount of water vapor in the atmosphere or a gas polar regions: The polar regions of earth, also known as earth's frigid zones, are the regions of earth surrounding its geographical poles precipitation: water falling to the earth in the form of rain, hail, mist, sleet, or snow 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. temperate climate zone: a climate that is warm in the summer, cold in the winter and moderate in the spring and fall. tropics: a region of the earth surrounding the equator. Water Pollution: is anything that gets in water that can make it unclean. Ask students to give examples of pollution. weather vanes: a device that measures the direction of the wind. The weathervane is usually combined with the anemometer. Wind direction is the direction from which the wind is blowing. wind speed: the measure of the motion of the air. Essential Questions

How does weather affect humans? Why does the weather change? What is a season? How does the weather change in each season? How does the weather affect what we wear? How does the weather affect what we do? How do you measure the weather?

Instructional Resources

Websites: Hands-On Science and Literacy Lessons About Weather and Climate

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http://beyondpenguins.ehe.osu.edu/

http://beyondpenguins.ehe.osu.edu/issue/weather-and-climate-from-home-to-the-poles/hands-on-science-and-literacy-lessons-about- weather-and-climate

http://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polar-environment/the-shiniest-moon

Climate Change Basics

http://epa.gov/climatechange/kids/

Website with many weather resources

http://www.weatherwizkids.com/

Weather readings and lesson plans

http://www.teach-nology.com/teachers/lesson_plans/science/earth_sciences/weather/

WatchKnowLearn: http://www.watchknowlearn.org/Video.aspx?VideoID=3929&CategoryID=2671

Kids Crossing, Look Out for Dangerous Weather: http://eo.ucar.edu/kids/dangerwx/index.htm

KidStorm: http://skydiary.com/kids/

WebQuest about Weather: http://www.richland.k12.wi.us/rms/RMS%20Web%20Page/RMS6/BauSS/BauerWeb/Weather/index.htm

Videos:

Weather and Climate Difference ,Elements -Video lesson for kids https://www.youtube.com/watch?v=rGWLT8_89m8

Weather vs Climate https://www.youtube.com/watch?v=VHgyOa70Q7Y

Earth: Climate and Weather - National Geographic - 24hToday https://www.youtube.com/watch?v=zz_CRzcIT-Q

Short film to educate kids about tsunamis and how to be prepared. http://www.youtube.com/watch?v=UzR0Rt3i4kc

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Standards Covered

CCSS ELA LA.3.CCSS.ELA-Literacy.SL.3: Speaking and Listening LA.3.: Comprehension and Collaboration LA.3.CCSS.ELA-Literacy.SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Next Generation Science Standards SCI.3.3-ESS2: Earth’s Systems SCI.3.3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. Examples of data could include average temperature, precipitation, and wind direction. Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.

SCI.3.3-ESS2-2: Obtain and combine information to describe climates in different regions of the world.

PA Assess Science S4.C: Physical Sciences S4.C.1: Structure, Properties, and Interaction of Matter and Energy S4.C.1.1: Describe observable physical properties of matter. S4.C.1.1.1: Use physical properties [e.g., mass, shape, size, volume, color, texture, magnetism, state (i.e., solid, liquid, and gas), conductivity (i.e., electrical and heat)] to describe matter.

S4.C.1.1.2: Categorize/group objects using physical characteristics.

S4.D: Earth and Space Sciences S4.D.1: Earth Features and Processes that Change Earth and Its Resources S4.D.1.3: Describe Earth’s different sources of water or describe changes in the form of water. S4.D.1.3.2: Explain how water goes through phase changes (i.e., evaporation, condensation, freezing, and melting).

S4.D.2: Weather, Climate, and Atmospheric Processes S4.D.2.1: Identify basic weather conditions and how they are measured. S4.D.2.1.1: Identify basic cloud types (i.e., cirrus, cumulus, stratus, and cumulonimbus) and make connections to basic elements of weather (e.g., changes in temperature, precipitation).

S4.D.2.1.2: Identify weather patterns from data charts or graphs of the data (e.g., temperature, wind direction, wind speed, cloud types, precipitation).

S4.D.2.1.3: Identify appropriate instruments (i.e., thermometer, rain gauge, weather vane, anemometer, and barometer) to study weather and what they measure.

PA Science Academic Stds 3: Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. 3.3: Earth and Space Sciences 3.3.A: Earth Structure, Processes and Cycles 3.3.3.A4: Water Students acquire the knowledge and skills needed to: 3.3.3.A4.1: Connect the various forms of precipitation to the weather in a particular place and time.

3.3.3.A5: Weather and Climate Students acquire the knowledge and skills needed to: 3.3.3.A5.1: Explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time.

3.4: Technology and Engineering Education 3.4.A: The Scope of Technology 3.4.3.A2: Core Concepts of Technology Students acquire the knowledge and skills needed to: 3.4.3.A2.1: Identify that some systems are found in nature and some systems are made by humans.

5: Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. PA Science and Technology and Engineering 6: Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge.

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Additional Properties Author: School District of Philadelphia Cost/Fee: No Restricted Use: No Rights: Keywords: Created by: DON, PAULA (9/11/2015 2:39 PM) Last modified by: DON, PAULA (5/19/2016 10:51 AM)

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