Atmosphere-Weather

Grade: Third-Fourth

Michigan Essential Goals and Objectives for Science Education:

1)Describe the atmosphere.

2)Describe weather conditions and climates.

DAY ONE

I.MEGOSE

-Describe the atmosphere.

II.Lesson Objective(s):

-The student will learn what clouds are made of.

-The student will learn the proper names given to five common cloud types.

-The student will learn how to differentiate between cloud types by using the Internet.

III.Motivator: (15min)

To begin this lesson, the students will take a journey outside, and look at the clouds in the sky.On a piece of white construction paper, the students will sketch their perspective of what they see in terms of cloud coverage.I will advise them to try to draw the clouds with as much detail as they can. Once we’ve returned to the classroom, discuss their drawings and why they added the detail they did.

IV.Materials:

-8 ½ X 11 White Construction Paper

-Pencils

-Notebook Paper

-Internet Access

-Enough computers for at least 12 pair of students

V.Procedure: (25min)

To begin, have the students take out notebook paper and a pencil to take notes on the lecture.Ask the students what clouds are made of.Listen to their responses and try to encourage further detail from their answers.Explain to the students that clouds are consist of many tiny droplets of water or ice pieces that are compressed together and moved by air.Define for the students’ cirrus, cumulus, cumulonimbus, stratus, and nimbostratus clouds.Demonstrate each cloud with a picture so that they can visually see the differences between each. This will also help them determine what clouds they will be looking at on the Internet. Also, for each cloud type, stress the type of weather that is most commonly produced.Now go to the computer center (or wherever the students will be accessing the computers) and have them access any two websites provided below, to look at some cloud types that were just discussed.

VI.Presentation Strategies:

-Observation

-Discussion

-Lecture

VII.Vocabulary:

Cirrus Clouds: are high wispy clouds. They are usually quite thin and often have a hairlike appearance. They are located high in the sky and are almost entirely made of ice piece.These clouds are often seen before rain or snow.

Cumulus Clouds: are usually white and fluffy and have a round appearance.These clouds are seen on nice days.

Cumulonimbus Clouds: are tall and vertical and can produce lightning, thunder, heavy rains, hail, strong winds, and tornadoes. They are the tallest of all clouds.

Stratus Clouds: are low hanging clouds that are in layers and appear to be gray in color.

Nimbostratus Clouds: are dark clouds that normally appear when it is raining or snowing all day long.

VIII.Learning Strategies:

-Observation

-Comparisons/Contrasts 

-Classification

IX.Assessment: (10min)

Students will be asked to turn in their drawings from the motivation activity.The students will then be asked to write a short paragraph on what clouds are, and what similarities/differences there are between the cloud types.On the board, I will make a list of the cloud types that we had discussed, so that the students wouldn’t worry about spelling, or not being able to remember the vocabulary.However, they will be graded on how well they can explain how cloud types in general are different.

X.Extension:

For an extension activity, I would have the students look through magazines, books, etc. to find pictures of different cloud types, and have them either draw or find pictures of the weather that is produced by those clouds.

XI.Resources:

Haren, Debbie. “Types of Clouds”.

www.lessonplanspage.com/printables/PscienceTypesCloudsHowFormedUnit2.htm

October 17, 2001.

Koermer, Joe.“PSC Meteorology Program Cloud Boutique”. Plymouth State College Weather Center. http://vortex.plymouth.edu/clouds.html. October 11, 2001.

-Internet Resources for pictures of clouds:

http://seaborg.nmu.edu/clouds/

http://ww2012.atmos.uiuc.edu/(Gh)/guides/mtr/cld(Meterology Guide)

DAY TWO

I.MEGOSE

- Describe weather conditions and climates.

II.Lesson Objective(s):

-The student will learn what temperature and precipitation are.

-The student will be able to name various types of weather activities.

III.Motivator: (15min)

Begin the lesson by asking students what they think weather is.Then ask them what the weather is like outside that day.Watch a video of a weather forecast.After the video is over, draw an idea web on the board.Have the students brainstorm a list of all of the “weather” terms they heard while watching the forecast.

IV.Materials:

-Notebook Paper

-Pencils

-A taped weather forecast

-Thermometers

V.Procedure: (35min)

Define for the students what a thermometer is.Discuss as a class, what types of weather activities would be occurring outside if the temperature were hot or cold.Explain how we know that the temperature reading reflects what weather activity is occurring that day.Define for them precipitation, and make them recognize that precipitation isn’t just rain, but it can be snow or hail as well depending on the temperature outside. To start the activity, have the students break into groups of three.Have one person from each group come to the front of the class and get a thermometer, and another student get a piece of notebook paper.On the bottom of each piece of paper, have the students write down which areas of the school they think would be hottest/coldest.Each group of students will have to take a temperature reading in four areas: the floor, the hallway, outside, and in the lunchroom. At each location, have the student’s record their answers.Once they’ve returned to the classroom, discuss the reasons why there were differences in temperature.Ask each group what their temperature readings were for each area of the school that they were to record.Which location was coldest/hottest etc.?

VI.Presentation Strategies:

-Lecture

-Discussion

-Brainstorming

-Cooperative Learning

VII.Vocabulary:

Weather: Conditions in the air at a given time or place.

Temperature: The degree of hotness or coldness in an environment (area).

Precipitation: Water droplets or ice pieces that fall to the earth’s surface.

Thermometer: An instrument for measuring temperature.

VIII.Learning Strategies:

-Observation

-Prediction

-Measuring

-Recording

IX.Assessment:

The students would be expected to turn in their group work.They will be graded on the neatness of their work, and on the completion of all parts.

X.Extension:

This lesson was to prepare them for the lesson on day three.However, if there was more time I would’ve liked to teach the symbols that are found on forecast maps.

XI.Resources:

-Local Forecast Video (Check to see if you need permission to use tape for educational purposes.)

The American Heritage Dictionary. (1991) Houghton Mifflin Company: Boston, MA.
 
 

DAY THREE

I.MEGOSE

- Describe weather conditions and climates.

II.Lesson Objective(s):

-The students will work in a group to make a weather forecast for a region of their choice.

-The student will learn climate types and state the climate for their region.

-The student will learn three major types of climate.

III.Motivator:

Read Flash, Crash, Rumble, and Roll By: Franklin M. Branley to the class.After the story is done, discuss other types of severe weather that occur in our town. Review with the class what has been covered over the last two days.

IV.Materials:

-Flash, Crash, Rumble, and Roll – is a book about thunderstorms.It teaches children about thunder and lightning.

-Newspapers
-Internet / Computers
-Cut out maps of the U.S
-Large Poster Board

-World climate map

-Markers

-Symbol cut outs (Lightning bolts, clouds, sun etc.)

V.Procedure:

Ask the students what the weather was like at this time last year, as well as what they think it will be next year at this time.Why can we make predictions like this?Because we have climates.Define climates for the students and explain how they help us predict our weather.Now that the students know what a climate is, explain the different types of climate. Using a world climate map, show them various locations and determine what climate the area would have.Have the students divide into groups of 3-4 people. Hand out a U.S. map to each group and have them pick a different area of the United States to depict in their forecast.Each group will need to use newspaper forecasts or the Internet to find weather information for their chosen area.On their piece of poster board, the group must forecast the weather for their area over the next three days using the symbols and markers to draw what it will be like. Also, in the corner, the students must include what climate this particular area is in, and a short explanation of what lead them to their conclusion.A list of web resources should be provided for them to use if they are accessing the Internet. The forecast itself should include the following items that we’ve discussed in class: temperature, precipitation, and cloud coverage.

VI.Presentation Strategies:
-Discussion

-Observation
-Cooperative Learning

-Lecture

VII.Vocabulary:
1.) Forecast- A prediction of weather conditions over a period of time.

2.) Thunderstorm: An electrical storm accompanied by heavy rain.

3.) Temperate Climate: Warm summers, cool winters, and rain during any part of the year.

4.) Desert Climate: It hardly ever rains.The precipitation is very low.

5.) Rain Forest (Tropical): Very rainy and humid area.

VIII.Learning Strategies:
-Observation
-Prediction
-Reading Maps
-Recording
-Interpreting Data

IX.Assessment: 

Each group will have to explain their project to the class, including how they predicted the weather that they depicted.The students will be expected to turn these in, and the neatness and completion of the requirements will be considered when assigning the overall grade.

X.Extensions:

I would eventually have the student’s compare and contrast U.S weather forecasts with those overseas, and work into climates and what affects them.

XI.Resources: 

Haren, Debbie. “Weather in the US and the World”

www.lessonplanspage.com/printables/PScienceSSWeatherAct1-ForecastsHowPrepareFor-Typ.

October 17, 2001

Hewitt, Sally.Weather with step-by-step projects for the young scientist. Copper Beech Books: Brookfield, Conneticut 1999.

-Newspapers
-Internet Resources:

www.weather.com (The weather channel)

www.msnbc.com/weather.asp(MSNBC Channel)

www.nws.noaa.gov/(National Weather Service)

usatoday.com/weather/wfront.htm (USA Today)

groundhog.sprl.umich.edu/(University of Michigan)