Grade: 4 Science Strand: Interrelationships in Earth/Space Systems Curriculum SOL: 4.6 Unit Planner The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include a) weather measurements and meteorological tools (air pressure – barometer,

wind speed – anemometer, rainfall – rain gauge, and temperature – thermometer); and b) weather phenomena (fronts, clouds, and storms).

Time: 5-6 weeks

1. Desired Results Enduring Understandings (BIG Ideas) Weather conditions change and some changes are predictable. Essential Questions • What causes changing weather conditions? • How do scientists predict the weather? • How do scientists measure the weather? Understanding the Standard Essential Knowledge, Skills and Processes Students will: • Temperature is the measure of the amount of heat energy in the atmosphere. • Use a thermometer to compare air temperatures over a period of time. • Air pressure is due to the weight of the air and is determined by several factors including the • Analyze the changes in air pressure occurring over temperature of the air. time, using a barometer, and predict what the changes mean in terms of changing weather patterns. • A front is the boundary between air masses of different temperature and humidity. • Differentiate between the types of weather associated with high and low pressure air masses. Illustrate and • Cirrus, stratus, cumulus, and cumulo-nimbus clouds label high and low pressure air masses and warm and are associated with certain weather conditions. cold fronts. • Cumulus clouds are fluffy and white with flat bottoms. • Differentiate between cloud types (i.e., cirrus, stratus, They usually indicate fair weather. However, when they cumulus, and cumulo-nimbus clouds) and the get larger and darker on the bottom, they produce associated weather. thunderstorms. • Compare and contrast the formation of different types • Stratus clouds are smooth, gray clouds that cover the of precipitation (rain, snow, sleet, and hail). whole sky (block out direct sunlight). Light rain and drizzle are usually associated with stratus clouds. • Recognize a variety of storm types, describe the weather conditions associated with each, and explain • Cirrus clouds are feathery clouds. They are associated when they occur (thunderstorms, hurricanes, and with fair weather. Cirrus clouds often indicate that rain tornadoes). or snow will fall within several hours. • Analyze and report information about temperature • Extreme atmospheric conditions create various kinds of and precipitation on weather maps. storms such as thunderstorms, hurricanes, and tornadoes. • Measure wind speed, using an anemometer. • Different atmospheric conditions create different types of precipitation.

Arlington Public Schools 2013 • Meteorologists gather data by using a variety of • Measure precipitation with a rain gauge. instruments. • Design an investigation in which weather data are • Meteorologists use data to predict weather patterns. gathered using meteorological tools and charted to make weather predictions. • A barometer measures air pressure. Science Vocabulary • An anemometer measures wind speed. Weather, temperature, precipitation, rain, hail, sleet, snow, • A rain gauge measures precipitation. predictions, forecast, cumulus, nimbus, cumulonimbus, • A thermometer measures the temperature of the air. stratus, cirrus clouds, thunderstorms, tornadoes, hurricanes, high and low air pressure, warm and cold front, air masses, humidity, atmospheric conditions, weather patterns, weather map, meteorologist, meteorological tools (thermometer, barometer, anemometer, rain gauge), predict, measure, analyze, design, compare, contrast

2. Assessment Evidence Prior Knowledge Throughout the Unit • Students complete a K-W chart (what they know and Formative Assessment: want to know). (Teachers use this information in • Teacher observation /anecdotal records of students planning for instruction to address misconceptions) engaged in cooperative learning investigations. • KWL • Science notebook (questions, predictions, observations, summaries, charts, drawings) • Conduct simple experiments using appropriate tools • Record data on scientific investigations performed

• Keep an ongoing weather log or calendar over a period of time to include recording of specific weather phenomena and data.

• In groups, create a large mural to illustrate different types of clouds and their relationship with specific kinds of weather.

• In groups, students complete a matrix (chart) to represent understanding of meteorological tools (name of tool, unit of measurement, how that tool is used, why this information is important, and how it is presented in a weather report).

Summative Assessment: • Test/assessment • Plan and develop a formal presentation of a weather report (similar to television broadcasts), including maps and visual displays of weather phenomena. Teachers use rubric to assess understanding.

• Debate the merits of specific meteorological tools and how they are used in weather forecasting. Teachers use rubric to assess understanding.

3. Learning Plan References to Adopted Materials:

Arlington Public Schools 2013

• Science Fusion – Unit 5: Weather Lesson 1 “What is the water cycle?” Lesson 2 “What are types of weather?” Lesson 3 “How is weather predicted?” Lesson 4 “How can we observe weather patterns?”

Suggested Activities: • Students should be involved with ongoing observation and recording (e.g., drawing) of weather observations and sky conditions (e.g., stratus clouds), which are critical for building understanding of this SOL. Students keep a weather log or journal of these daily data. Graphic organizers can be utilized for recording weather data (using specific measurement data) over time and for demonstrating relationships among different kinds of weather phenomena.

• In the classroom, make use of a variety of weather maps and information (e.g., newspaper weather pages and web sites) to help students learn how to “read and interpret” available weather data. These data (including weather fronts and air masses) can be used in formulating and predicting local and national weather forecasts.

• Students bring in the weather page from their local paper and discuss how to interpret the information on this page. Talk about the basic measurements of weather - temperature, wind velocity and direction, changes in air pressure, and moisture levels.

• If students have access to the Weather Channel at home, have them watch it and write about the kinds of information presented there. Students can also visit The Weather Channel Website

• Discuss and review basic weather terminology and concepts at the end of this lesson to ensure the students understand the basics. Encourage students to think about how temperature, pressure, humidity, and wind affect weather patterns

• Students should work together in groups to make models of meteorological tools (e.g., barometer, anemometer) and test them outside. (See web sites for links)

• Students use graphic organizers to demonstrate their ability to recognize, describe, compare, and contrast different types of precipitation (rain, snow, etc.) and storms (e.g., hurricanes) and the conditions associated with each.

• Analyze changes in air pressure occurring over time using a barometer, and predict what the changes mean in terms of changing weather patterns. Review Activities: • Bingo with related vocabulary • Matching –vocabulary words with their definitions and/or pictures Outdoor Connections: • Take A Cloud Walk: this is an excellent resource, about 25 pages all pdf files. http://www.takeawalk.com/cloud- walk/ 4. Resources Trade books: • None specified Web Sites: VDOE Science Standards of Learning and Curriculum Framework: http://www.doe.virginia.gov/testing/sol/standards_docs/science/ VDOE Science Enhanced Scope/Sequence Sample Lesson Plans: http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml • www.brainpop.com (Weather, Wind, Hurricanes, Climate Types, Thunderstsorms, Tornadoes, Clouds, Snowflakes, Temperature, Humidity, Natural Disasters)

Arlington Public Schools 2013 • Smartboard, Powerpoint and SOL review activities: http://www.rockingham.k12.va.us/resources/elementary/4science.htm • http://www.classzone.com/books/earth_science/terc/content/visualizations/es2002/es2002page01.cfm?chapter_no= visualization Animation of cold front and warm front, including cloud formation • www.sercc.com/education_files/anemometer.pdf Directions for how to make a simple anemometer • http://chemistry.about.com/b/2012/05/04/make-a-simple-weather-barometer.htm Directions for how to make a simple barometer • http://teacher.scholastic.com/activities/wwatch/observe.htm Describes the four different cloud types and displays pictures. Lets students observe and record observations they see outdoors: Watch the clouds and write down what you notice to learn how they affect the weather. Provides a short quiz for students to test their knowledge. Also provides lessons on using different tools to measure temperature, wind speed, and rain gauge. • http://weather.unisys.com/info/wxp_legend.gif Symbol legend for weather maps. • http://www.nws.noaa.gov/om/reachout/res-posters.shtml List of resources on weather (posters, videos, etc. available for purchase). Links to sites for clouds and tornadoes. • http://www.weather.com/ Viewers can select a city and find weather predictions for that area. Excellent resources available for how we make use of weather predictions. • http://www.nws.noaa.gov Excellent information and activities, teacher resources, maps, etc. • http://www.education.noaa.gov Great resource for teachers on a variety of weather topics. Student activities cover disasters, types of weather, and other topics. • http://www.fema.gov/kids Information for students, teachers, and parents about disaster preparedness. • http://www.kidsgeo.com/geography-for-kids/0114-precipitation-types.php Types of precipitation

Videos/DVDs: • Weather & climate video quiz, Discover Channel Education, c2004 • Weather, DK Publishing, 2006 • Wonders of weather, Discovery Channel Education, 2001 • Meteorology, Schlessinger Media, c2005 • Clouds, Schlessinger Media, c2005 • Wind, Schlessinger Media, c2005 • Hurricanes & tornadoes, Schlessinger Media, c2005 • Wind (Bill Nye the Science Guy), Disney Educational Productions, c2005 • All about rain, snow, sleet and hail, Schlessinger Media, c2005 • The Magic School Bus: Kicks Up a Storm, KidVision, c1995 • Natural Disaster, DK Vision, c1997

Discovery Education: • Elementary Video Adventures: Weather and Climate. (Gr. 3-5). Run time: 18:00 • Earth Science: Weather and Climate. (Gr. 3-5). Run time: 20:00

Arlington Public Schools 2013 • Weather Smart: Thunderstorms. (Gr. 3-5). Run time: 15:00 • Weather Smart: Heat, Wind, and Pressure. (Gr. 3-5). Run time: 15:00 • Weather Smart: Tornadoes. (Gr. 3-5). Run time: 15:00 • Weather Smart: Winter and Snow. (Gr. 3-5). Run time: 15:00 • Weather Smart: Weather. (Gr. 3-5). Run time: 15:00 • Weather Smart: Climate. (Gr. 3-5). Run time: 15:00 • Weather Smart: Forecasting and Weather Instruments. (Gr. 3-5). Run time: 15:00 • Weather Smart: Hurricanes. (Gr. 3-5). Run time: 15:00 • Enviro-Tacklebox: Module 02: Decisions Based on Science: Extreme Weather. (Gr. 3-5). Run time: 19:55 Field Trips: • None specified Other: • Sally Ride Science Career Books (see your science lead teacher for more information) • Project WET: K-12 Curriculum and Activity Guide • Project WILD: K-12 Curriculum and Activity Guide • Project WILD – Aquatic: K-12 Curriculum and Activity Guides • Environmental Education Activity Guide: PreK-8, Project Learning Tree

Arlington Public Schools 2013