weather: temperature and wind -...

First Grade Science Unit: 01 Lesson: 03 Suggested Duration: 7 days

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Weather: Temperature and Wind Lesson Synopsis:

Through multiple hands-on experiences, students will learn about temperature and wind and their connection to weather.

TEKS: 1.5 The student knows that organisms, objects, and events have properties and patterns.

1.5B Identify, predict, and create patterns including those seen in charts, graphs, and numbers.

1.7 The student knows that many types of change occur.

1.7A Observe, measure, and record changes in size, mass, color, position, quantity, sound, and movement.

1.7B

Identify and test ways that heat may cause change such as when ice melts.

1.7C Observe and record changes in weather from day to day and over seasons.

Process TEKS: 1.1 The student conducts classroom and field investigations following home and school safety procedures.

1.1A Demonstrate safe practices during classroom and field investigations.

GETTING READY FOR INSTRUCTION Performance Indicator(s):

• Using pictures and words, describe the wind conditions over a 3-5 day period. (1.5B; 1.7C) ELPS: 1E, 2E, 2I, 3D, 3H, 4E, 5B, 5G

• Complete the “Temperature Graph” (1.4A; 1.5B; 1.7A; 1.10C)

ELPS: 1E, 2E, 2I, 3D, 3H, 4E, 5B, 5G

Key Understandings and Guiding Questions: • Weather (precipitation and wind speed) can be described and measured.

— How can weather be measured?

Vocabulary of Instruction: • temperature • thermometer • hot • warm • mild • cool

• cold • measure • up • down • wind • breeze

• gust • calm • strong • light • gale

Materials: • red and white construction

paper, cut into 1 cm strips • thermometers, one placed

outside the classroom to read temperature outdoors, and 4 per group

• large bowl with ice • several smaller bowls • hair dryer • table lamp • pinwheel, small flag, kite,

some leaves

• straws (1 per student) • objects to move by

blowing through straws • pinwheels (3-4) • small flags or pieces of

fabric (3-4)

1st Grade Science Unit: 01 Lesson: 03

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• 1-2 inch square pieces of cardboard

• small wooden blocks

• leaves in a tray or pie pan • other small (non round)

objects

Appropriate materials may be substituted as needed to incorporate district resources and availability.

Resources: • Weather Graph from Lesson: 02 • PowerPoint: Temperature • PowerPoint: Wind • Books about the wind, such as The Wind Blew or Air And Wind

Advance Preparation: 1. Have a thermometer outside the classroom for the Day 1 activity. 2. Make copies of the following handouts:

• Directions for Making a Thermometer (1 per teacher) • Pattern for Making a Thermometer (on cardstock, 1 per student • What a Thermometer Measures (Recording Sheet 1) (1 per student) • Procedure for What a Thermometer Measures (1 per teacher) • Heat Causes Change Teacher Instructions (1 per teacher) • Heat Causes Change (Recording Sheet) (1 per student) • Directions for Making a Pinwheel (1 per teacher) • Exploring Wind (1 per teacher) • Beaufort Scale Chart (transparency optional) • Beaufort Scale Chart (1 per student) • What a Thermometer Measures (Recording Sheet 2) (1 per group, cut apart) • Pictures to Use (optional, if real objects are not available) (1 per teacher) • Graphing Temperature: Performance Indicator (1 per student) • Graphing Wind: Performance Indicator (1 per student)

3. Construct a thermometer so you have one to model with. 4. Gather objects: Pinwheel, small flag, kite, some leaves OR gather pinwheels, flags/fabric and straws. 5. Collect objects to move by blowing through straws, such as packing foam, 1-2 inch square pieces of cardboard,

small wooden blocks, leaves in a tray or pie pan, or other small (non round) objects. 6. Preview PowerPoint on Wind.

Background Information: Temperature is a degree of hotness or coldness the can be measured using a thermometer. The wind chill index is the temperature your body feels when the air temperature is combined with the wind speed. The higher the wind speed the faster exposed areas of your body lose heat and the cooler you feel. The Heat Index is a combination of air temperature and humidity that gives a description of how the temperature feels. This is not the actual air temperature. Heat Stroke is the most severe form of heat injury and is a life-threatening emergency. It is the result of long, extreme exposure to the sun, in which a person does not sweat enough to lower body temperature. A thermometer measures the air temperature. Most thermometers are closed glass tubes containing liquids such as alcohol or mercury. When air around the tube heats the liquid, the liquid expands and moves up the tube. A scale then shows what the actual temperature is. A barometer measures air pressure. It tells you whether or not the pressure is rising or falling. A rising barometer means sunny and dry conditions, while a falling barometer means stormy and wet conditions. An Italian scientist named Torricelli built the first barometer in 1643. A rain gauge measures the amount of rain that has fallen over a specific time period. A wind vane is an instrument that determines the direction from which the wind is blowing. An anemometer measures wind speed. The cups catch the wind, turning a dial attached to the instrument. The dial shows the wind speed. Wind is the flow of air or other gases that compose an atmosphere- including, but not limited to Earth. It happens because air is heated by the Sun and rises. Cool air then rushes to occupy the area where the hot air used to be. If you think of convection current, then the way air moves is similar. Winds are classified in several ways: their speed, the types of forces that cause them, the geographic regions in which they occur, and their effect. Wind is classified as a part of weather phenomenon, but it is also part of specific storm systems, such as cyclones, hurricanes and tornadoes.


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Wind can also shape landforms through weathering, erosion and deposition. Gusts are inconsistent winds. They are characterized by rapid change in the force and direction of the wind. The wind seems to come in blasts. A squall is a sudden, sharp increase in wind speed which usually is associated with active weather, such as rain showers, thunderstorms, or heavy snow. Squalls refer to an increase in the non-sustained winds over an extended time interval, as there may be lower gusts during a squall event. Different regions have different names for wind, such as Chinook (USA), Foehn (Germany), Zonda (Argentina), Helm (England), Bergwind (South Africa), Nor’wester (New Zealand), and Ma′laga (Spain).

GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement, and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. A Microsoft Word template for this planning document is located at www.cscope.us/sup_plan_temp.doc. If a supplement is created electronically, users are encouraged to upload the document to their Lesson Plans as a Lesson Plan Resource in your district Curriculum Developer site for future reference.

INSTRUCTIONAL PROCEDURES

Instructional Procedures Notes for Teacher

ENGAGE NOTE: 1 Day = 50 minutes Suggested time: Day 1

1. Ask: • What is the weather like today? • Is there any rain? How hot do you think it is? • Is the wind blowing?

2. Tell the students to get out their weather graph, and we will fill in the graph for today. Ask: How do we know what the temperature is outside? Some students may know it is by reading a thermometer, others may not.

3. Have a student get the thermometer that is outside so you can read and

record the correct temperature with the students. 4. Show students the cardstock thermometer that you made. 5. Say: You will be making your own thermometer so you can practice

reading temperatures. 6. Distribute materials for making the thermometers. Guide students through

the construction by referring to the handout: Directions for Making a Thermometer. Put in folders on the desks or collect for use in the next activity.

MATERIALS: • Handout: Weather Graph from

Lesson: 02 • Handout: Pattern for Making a

Thermometer (on cardstock, 1 per student)

• Handout: Directions for Making a Thermometer

For the thermometer making activity, the teacher could: • Cut out all the thermometers for

students • Have students cut out the

thermometers • Ask for older students to assist with

this activity.

EXPLORE Suggested time: Day 2 1. Ask:

• Why is it important to know about temperature? If students cannot think of reasons, have them reflect back on the weather lesson and staying safe in weather.

2. Have students hold their thermometers.

3. Say: Using your thermometer, show me what it might look like if it was really hot outside. (Students should move the paper ribbon to indicate their response.)

4. Continue the questioning and ask about cool, cold and warm temperatures.

5. Say: Now that you have a better understanding of how to read a

MATERIALS: • Handout: Procedures for What a

Thermometer Measures (1 per teacher)

• student thermometers (from Day 1) • Handout: What a Thermometer

Measures (Recording Sheet 1) (1 per student)

• Handout: What a Thermometer Measures (Recording Sheet 2) (1 per student)

http://www.cscope.us/sup_plan_temp.doc


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Instructional Procedures Notes for Teacher thermometer, you will have the chance to practice reading real thermometers.

6. Say: Your group will receive some thermometers, data recording sheets, paper towels and 4 cups. (It is up to the teacher how they want to distribute these materials).

7. Say: When I say “begin” you will put your thermometer into the cup of water. Be careful not to spill the water. When I say “stop, you will take thermometer out of the water, place it on a paper towel, and read the temperature. Write the number on your Data-Recording Sheet 1 with the cup. Report this to your group, and then color in your Data-Recording Sheet 2 with the thermometer. We will have four different cups of water, so each member of our group will have the opportunity to read the temperature and report.

8. When all groups have finished coloring their thermometers, compare data

and discuss what they have learned so far about thermometers and temperature. (A possible way to share would be to have 4 sheets of chart paper posted in the classroom. All the “A’s” would place their data on one chart, the “B’s” on another and so on. This is a good way to also introduce the idea of ‘accuracy’ with recording data to the students.)

In this activity, the students are connecting the temperature to the movement of the ‘red’ of a thermometer. More red indicates more heat. As students are holding up their thermometers, try to refrain from commenting on their work. This activity is about exploring and making connections. Read the procedure for What a Thermometer Measures before doing activity.

Assign each student to be “A”, “B”, “C”, or “D.” They will record only the data for that cup and then share with their group. The handouts: What a Thermometer Measures Data Recording Sheets have the temperature in °F. Although scientific data is typically recorded in metric measurements, the students will have experienced temperature in the newspaper and on the news only in °F.

EXPLAIN/ELABORATE Suggested time: Day 3 1. Say: In your group, reflect on the experiment you completed using

thermometers. Your group will share one concept you learned about thermometers and temperature. (Allow about 1 minute for discussion and then let each group share. Some concepts learned should be ideas such as, when it is hotter, more ‘red’ shows, when it is colder, less ‘red’ shows, the temperatures ‘warm’ and ‘cool’ may vary.)

2. Show the PowerPoint: Temperature. Make sure you allow time to discuss where indicated on the slides.

3. Show students a bowl of ice cubes.

4. Ask: How could we change these ice cubes to water? (Allow students time to respond)

5. Say: We will make some observations about how heat causes change to the ice cubes.

6. Explain the investigation (see handout: Heat Causes Change Teacher Instructions) and allow time for students to observe. This may take observations at 5-minute intervals, depending on the rate of melting.

7. Discuss what the students observed about heat causing change in the ice cubes, and then talk about other things that change when heat is applied. Include why we need to know how heat causes change (cooking food, safety in outdoor activities, choice of clothing etc.)

Temperature

MATERIALS: • large bowl with ice cubes • several smaller bowls • hair dryer • table lamp with an incandescent

light bulb (the kind that gets hot when the lamp is on)

• Handout: Heat Causes Change Teacher Instructions

• Handout: Heat Causes Change Class Data Sheet (transparency, optional)

The students will make the observations, and the teacher will record on the handout: Heat Causes Change Recording Sheet.


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Instructional Procedures Notes for Teacher ENGAGE Suggested time: Day 4 1. Hold up a pinwheel, a small flag, a kite and some leaves (these could be in

a clear plastic bag). 2. Say: What do you think these objects have in common? (Allow

students to respond- accept all answers at this time and record on class science notebook.)

3. Read a story about the wind, such as The Wind Blew, Feel the Wind,

Gilberto and the Wind, or One Windy Wednesday. 4. After the story, ask what they now know about the wind. Allow students

time to talk about their thinking.

MATERIALS: • pinwheel • small flag • kite • leaves • story about the wind, such as The

Wind Blew, Feel the Wind, Gilberto and the Wind, or One Windy Wednesday

EXPLORE Suggested time: Day 5 1. Say: Yesterday we heard a story about the wind. Today we will

explore how wind makes objects move.

2. There are some centers set up in the classroom. We are going to discuss procedures, rules and safety before you go to the centers. You will have about 10 minutes at each center.

3. The teacher needs to review the procedure for each center (see handout: Exploring Wind), any class rules, and safety.

4. After the centers, allow students to discuss observations. Record their thinking on chart paper.

MATERIALS: • Handout: Exploring Wind • chart paper • pinwheels: 3-4 • small flags or pieces of fabric: 3-4 • straws (1 per student) • objects to move by blowing through

straws, such as • packing foam • 1-2 inch square pieces of cardboard • small wooden blocks • leaves in a tray or pie pan • other small (non round) objects Note: Students will have the opportunity to explore how wind makes objects move. You may need to relate the word ‘wind’ to the words ‘moving air’.

Safety note: Blow away from other students, not directly at them. Use materials as instructed.

EXPLAIN/ELABORATE Suggested time: Day 6 1. Show students the PowerPoint: Wind.

2. Have a copy of the Beaufort Scale Chart pictures copied on a transparency or for use under a document camera if you want students to see the complete scale at this time.

3. After viewing and discussing the PowerPoint, take students outside to give them the opportunity to make wind observations.

4. Distribute the handout: Beaufort Scale Chart (1 per student) Have them justify their observations.

Wind

MATERIALS: • Handout: Beaufort Scale Chart as

a transparency (optional) • Handout: Beaufort Scale Chart for

outside observation (1 per student)

If you cannot get the actual objects, use pictures.


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Instructional Procedures Notes for Teacher EVALUATE Suggested time: Day 7 1. Using pictures and words, describe the wind conditions over a 3-5 day

period. 2. Complete the handouts: Graphing Temperature: Performance Indicator,

and Graphing Wind: Performance Indicator as an evaluation tool for the students.

MATERIALS: • Handout: Graphing Temperature:

Performance Indicator (1 per student)

• Handout: Graphing Wind: Performance Indicator (1 per student)


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Directions for Making a Thermometer 1. Copy the pattern on to card stock. 5. Tape one end of the white strip to an end of

the red strip.

2. Cut the thermometer so it is @ 4” X 10”. 6. Insert the long red and white strip through the top and bottom slits.

3. Cut out the small slits at the top and bottom.

7. Tape the two loose ends together.

4. Cut the red and white paper into 1 cm

strips (lengthwise). 8. Carefully practice sliding the tape up and down to read the temperature.


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Pattern for Making a Thermometer


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What a Thermometer Measures Recording Sheet 1

CUP A

_______________

CUP B

_______________

CUP C

_______________

CUP D

_______________


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Procedure for What a Thermometer Measures

1. Discuss science safety rules for this activity. • Don’t touch anything until instructions have been heard and understood. • Only one student touches a cup. • Do not put fingers or hands in the water. Some of the water is very hot.

2. Have students work in groups of 4. 3. Students should not put the thermometers in the cups of water until they are

instructed to do so. Once in the water, they are to leave it there for 2 minutes (without disturbing it). The teacher will be the timer.

4. After 2 minutes instruct students to carefully remove the thermometer from the water and place on paper towel. Move the paper towel in front of the student who is responsible for reading it. (Each student will read one thermometer.)

5. Record the temperature on the recording sheet, and give data to others in your group.

** The water should be a distinctly different temperature in the cups. Suggested temperatures are: @2°C (35°F), @16°C (60°F), @27°C (85°F), @43°C (110°F)

4 students per group. Cups in center. 1 thermometer at a time.


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Heat Causes Change Teacher instructions

1. Divide the ice cubes into several small bowls. The exact number will depend on

how many ways students might come up with for heat causing change. 2. Make sure there is the same number of ice cubes in each bowl to ensure a ‘fair’

experiment.

3. Explain that one bowl will go outside in the sun, one will be placed under the lamp, you will use the hair dryer on one set, and then other ideas the students may have to model ‘heat causing change’.

4. Make sure one bowl is placed away from a heat source, such as on a desk or

table.

5. Make note of the time, and write it down on the recording sheet


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Heat Causes Change

Recording Sheet

Bowl placement

5 minutes

10 minutes

15 minutes

20 minutes

On desk, away from heat

In the Sun

Under the

Lamp

Hair dryer


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Directions for Making a Pinwheel 1. Cut a square sheet. 4. Bring one corner to the center, and tape.

2. Locate the center and measure four inches from each corner to the center of the sheet.

5. Repeat the same thing for the remaining 3 corners.

3. Cut four inches from each corner. 6. Use a pin or a pushpin to fix the pinwheel to the pencil or straw. The pinwheel must be fixed in an angle so it can spin freely. The hole in the center should be big enough to allow it to spin.


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Exploring Wind

1. At the Pinwheel Station, students will explore the effects of wind (air) on a pinwheel.

(Do not model how to make a pinwheel move, allow students to figure this out. Some of the learning at this station should be that a harder ‘wind’ will make the pinwheel move faster, and a lighter ‘wind’ makes the pinwheel move slower. In addition, when the ‘wind’ stops, the pinwheel stops.)

2. At the Flag/Fabric Station, the students will explore the effects of wind (air) on a flag or a piece of fabric. To extend the learning, you could have different sizes or weights of fabrics.

(The learning at this station should be that if an object is larger or heavier it might take more ‘wind’ to move it.)

3. At the Straw Station the students will explore the effects of

wind on a variety of objects. (The learning at this station should be that if an object is larger or heavier it might take more ‘wind’ to move it.)

• Explain the rules about blowing in a straw • Each student gets 1 straw. They should be disposed of

after the investigation. • More than one straw station could be set up in order to

have fewer students in one place.


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aufort Number

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logical zatio

Description

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Land

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Beaufort Scale Chart

Be M WorldMeteoroOrgani n

on

EfObs

f EfObs

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0 under 1 Calm Air is still

1 1 - 3 Light air rift icates wind

direction

smoke dind

2 4 - 7 Light breeze ane moves, leaves

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3 8 - 12 Gentle breez ves and igs in

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4 13-18 derate breeze

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Mo dust and paper rais

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5 19-24 Fresh breezsmall trees sway

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6 25-31 Strong bree ches ind

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7 32-38 Near gale ve, walking

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8 39-46 Gale reak off s, walking

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9 47-54 Strong gale tructural

slight sdamage occurs, branches break

10 55-63 Storm d, siderable ctural

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11 64-72 Violent stormidespread

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12 3 and over

Hurricane ere and sive

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7 sevexten

1st Grade Science

Unit: 01 Lesson: 03

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What a Thermometer Measures Recording Sheet 2

CUP A

CUP B

CUP C

CUP D

°C °C °C °C

1st Grade Science

Unit: 01 Lesson: 03

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Graphing Temperature Performance Indicator

BOWL A

BOWL B

BOWL C

BOWL D

°C °C °C °C

1st Grade Science

Unit: 01 Lesson: 03

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Graphing Wind

Performance Indicator

12

11

10

9

8

7

6

5

4

3

2

1

0

Wind Speed Day 1 Day 2 Day 3 Day 4 Day 5

Using your copy of the Beaufort Scale to help you, fill in the wind speed found at your location on your graph.

1st Grade Science

Unit: 01 Lesson: 03

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Name: ______________________

Pictures to Use If ‘real’ objects are not available!

http://www.wpclipart.com/no_js.html�

First Grade Science

Unit: 01 Lesson: 03

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Bibliography

Dorros, A. (1990). Feel the wind. New York: HarperTrophy. Ets, M. (1978). Gilberto and the wind. New York: Puffin. Hutchins, P. (1993). The Wind Blew. New York: Aladdin. Munsch, R. (1992). Millicent and the wind. Toronto: Annick Press. Root, P. (1997). One windy Wednesday. Somerville, MA: Candlewick.

weather: temperature and wind -...

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