Unit Plan Title: Weather Inquiry UnitSubject: Earth and Space Science- WeatherGrade: Five Unit Description: This Unit is based on measuring and representing local weather for grade five students. It aims at having the students be able to keep track of local weather by measuring and representing traits such as: temperature, wind speed, precipitation, relative humidity and cloud cover. Student Description: The students have learnt many important themes in science this year and have been in charge of their own learning. It is spring time and the weather is fluctuating daily. The students are affected by the constant weather changes in their day to day lives. They are interested in science that they can observe and investigate first hand. The local weather unit will be a great learning opportunity for them.Curriculum connections: The students should be able to acquire many skills that are presented in the Saskatchewan Curriculum. Students taking part in this Unit should be able to Pose questions about local weather conditions and methods of collecting weather data. Use a technological problem-solving process to design and construct simple weather instruments (e.g., wind vane, rain gauge, thermometer, barometer, and anemometer).Explain the function of simple weather instruments. Compile and display local weather data (e.g., temperature, wind speed and direction, amount of sunlight, precipitation, relative humidity, and cloud cover) for a given time interval (e.g., hourly throughout the day, daily for one week, and weekly for one month) using a weather journal, tables, charts, diagrams, and graphs. Pose new questions about local weather conditions based on what was learned.

Scope and Sequence: This unit will take place in spring time during the school year. Approximately near the end of March. Students will already have knowledge in other Science Units they have learnt in their grade five school year. During this unit students will be doing similar projects in their English Language Arts class. They will be viewing weather and other notable things and reflecting and recording their observations in their journals. These reflections will include more than just temperature but detailed observations of what they see.

Days of Activities: Science class occurs every second day : Days 1, 3, and 5

This unit will last approximately 4 weeks.

Week 1:Day : 1

Activity 1: “Temperature Rise/ Fall”

Day 3: Activity 2:

“Observing and Recording Temperature Data”

Day 5 :Activity 2:

“Observing and Recording Temperature Data”

Activity 3:

“Daily Weather log “ – Ongoing Assignment

Week 2:

Day 1:

Activity 2:

“Observing and Recording Temperature Data”

Activity 3:

“Daily Weather log “ – Ongoing Assignment Activity 4:

Group Presentations – defining a weather term or instrument

Day 3:

Activity 2:

“Observing and Recording Temperature Data”

Activity 3:

“Daily Weather log “– Ongoing Assignment

Continue on with group presentations activity 4

Day 5:Activity 5:

“Make a Wind Speedometer (Anemometer)”

Week 3:

Day 1 -5

Activity 6:

Final Project: Weather Reporters

Week 4 :

Day 1: Present final projectsDay3 : Continue with final projects

Learning CycleEngage: Activity 1: “Temperature Rise/ Fall”

Here is an activity to get students engaged in their new unit of study.Materials required:

- Thermometers - Zip lock bags with ice in them

Inform the students that within small groups they will be given a thermometer and a zip lock bag with ice cubes. Ask the students to see if they can make the temperature rise and fall without leaving their seats. Let them do this for a few minutes and then ask them how they were able to make the temperature of their thermometers rise and fall.

CAUTION: Inform the students that the thermometer is a delicate instrument that measures temperature. It needs to be handled with great care so that it does not break.

Reference: Activity was found on Utah Education Network

U t a h l e s s o n p l a n s . ( 2 0 0 4 , J u n e 2 6 ) . T r b 4 : 2 - i n v e s t i g a t i o n 2 - t h e r m o m e t e r s . R e t r i e v e d f r o m h t t p : / / w w w . u e n . o r g / L e s s o n p l a n / p r e v i e w . c g i ? L P i d = 9 8 4 0

This activity is really quick and can be done at the beginning of the science class. The activity will last approximately a half hour by the time the bags are distributed and the students compare results as a class.

Critical Evaluation: This activity would be a great activity for engaging students in the weather unit of their upcoming science classes. They will actively be able to participate in their own learning and be able to use an instrument that they will later be able to use when they track weather. It would be exciting because it is challenge for them to think of ways to make the temperature rise and fall within a short time period. Many students would think of this challenge as a competition. This activity may not be affective because the students may lose interest quick and may be frustrated not knowing the significance of the activity.

Explore:

Activity 2:

“Observing and Recording Temperature Data”

Tell the students we will observe the temperature each day with a thermometer just like a meteorologist. We will record the temperature each day for a few days.

1. Go outside and observe the temperature (same time each day). Have the students enter the data in their journals.

2. Discuss the observations.3. Keep a daily chart of the temperature for several days.

Reference: Activity found on Utah Education Net Work

U t a h l e s s o n p l a n s , I n i ti a l s . ( 2 0 0 4 , J u n e 2 6 ) . T r b 4 : 2 - i n v e s ti g a ti o n 2 -t h e r m o m e t e r s . R e t r i e v e d f r o m h tt p : / / w w w . u e n . o r g / L e s s o n p l a n / p r e v i e w . c g i ? L P i d = 9 8 4 0

This activity is an ongoing assignment that will last approximately twenty minutes at the beginning of each science class for a week.

Critical Evaluation: This activity would be beneficial because the students would be measuring temperature on their own. At this time of year the students will be able to measure many different temperatures within a week. This activity may not work because some students may end up mishandling the thermometers because they are extremely fragile intruments.

Activity 3:

“Daily Weather log “ – Ongoing Assignment

Materials: - Weekly weather log ( provided below)- Computer- Pencil or pen

Allow a short time period each day for students to compile and display local weather data (e.g. temperature, wind speed and direction, amount of sunlight,

precipitation, relative humidity, and cloud cover) on the chart provided below. They can find the following information online at www.weathernetwork.ca . They will compile this information each week for a month. They can also graph their temperature finds as they go along. Below the graph is a section to define important terms in the weather. The students can fill out these terms later on in the unit when they are presented in student presentations.

Critical Evaluation: This activity would be beneficial to students because they would be conducting their own research. They have to find facts on their own about local weather conditions. They may feel good about being responsible of keeping track of their findings. The students would be able to make inferences about what has an effect on weather conditions. This activity may not go as planned if some students are not very skilled using computers for research.

ACTIVITY SHEET IS ON THE NEXT PAGE

Reference: Activity and activity sheets retrieved from

David Nelson, grade five school teacher at Henry Braun Elementary School in Regina , Saskatchewan, retrieved on March 15 2011.

Explain:

Activity 4:

Group Presentations – defining a weather term or instrument

Break students into groups of approximately 2 students (depending on numbers). Assign each group one of the following terms: Wind Vane, Rain Gauge, Thermometer, Barometer, Anometer, Barometric Pressure, Wind Speed, Wind direction, Ceiling and Temperature. The students will have one hour of class time to research their topic and make a presentation. Research should not take long. Info can be found at http://weatherwizkids.com/weather-words.ht

Tell the students their task is to research their assigned topic online. After researching they are to come up with a way to present their topic to their fellow classmates. They can present by using a poster, and other materials (all found within the class room). If they were assigned a weather instrument they must include: Its name, use, why it is important, and their likes and dislikes of the instrument. If they were assigned a weather term they must include: Its name, why it is measured and how they notice it in their day to day lives. Eg: Wind Speed- Notice wind speed when the dirt on the ground is picked up by the wind and is blowing all around the school yard.

When students are not presenting they will be required to listen to their peers and write down a few important facts under each topic.

WIND VANE ___________________________________________________________________RAIN GUAGE ___________________________________________________________________THERMOTER___________________________________________________________________BAROMETER____________________________________________________________________ANOMETER_____________________________________________________________________

BAROMETRIC PRESSURE_______________________________________________________WIND SPEED_____________________________________________________________________WIND DIRECTION_______________________________________________________________CEILING__________________________________________________________________________

TEMPERATURE__________________________________________________________________

Critical Evaluation: This activity would be beneficial for students to learn facts without being lectured by a teacher. They are in charge of their own learning and are acting as teachers to their peers. They will learn important science facts and gain more knowledge about weather. The down side of this activity is that some children get nervous presenting to others and may not feel comfortable.

Elaborate:

Activity 5:

“Make a Wind Speedometer (Anemometer)”

Along with wind direction, meteorologists measure wind speed. Wind speed is a measure of how fast the air is moving. It is measured using an instrument called an anemometer. As the spinning cups of an anemometer turn, the speed of the wind is determined. Knowing wind speed helps meteorologists forecast the upcoming weather, or how long the same weather will remain in an area. Right now we are going to make a wind speedometer that will tell us approximately how fast the wind is blowing.

(This can be done individually or as groups)

1. Copy the Paper protractor and Wind Speedometer Converter for each student in the class and pass them out. Have the students cut them out.

Angle Km/h

90° 0

85 9.3

80 13.2

75 16.3

70 19.0

65 21.6

60 24.0

55 26.4

50 29.0

45 31.5

2. Glue the paper protractor to a 5 x 8 piece of cardboard (Straight edge at top of card).

3. Cut a piece of string or thread ten inches long and tape one end to the ping-pong ball and the other end tape to the center of the straight edge at the top of the card.

4. Glue the wind speed converter to the back of the cardboard, making sure it is upright.

5. Go outside and determine with your wind speedometer how fast the wind is blowing.

6. With your left (or right) shoulder to the wind, hold the wind speedometer in front of your round edge of the protractor closest to the ground.

7. Check the angle of the ball and thread.

8. Look at the converter chart on the back of the cardboard. Find the angle on the left side of the chart. Look at the next column to the right on the same row and record what the wind speed is.

9. Record your findings on a daily basis. If the wind is not present this can also be done in the classroom using a fan to measure “wind” gusts.

Critical Evaluation: This activity can be very beneficial to students. They are doing hands on learning and can have some fun doing so. They will be able to see and use and instrument they have previously learnt about.They can see firsthand wind measurements. This activity may not work because some students may get frustrated if their wind speedometer doesn’t work for whatever reason. This activity may also not work if there is no wind on the particular day.

Reference: Activity found on Utah Education Network

U t a h l e s s o n p l a n s , I n i t i a l s . ( 2 0 0 4 , J u n e 2 6 ) . T r b 4 : 2 - i n v e s t i g a t i o n 3 - w i n d . R e t r i e v e d f r o m h t t p : / / w w w . u e n . o r g / L e s s o n p l a n / p r e v i e w . c g i ?L P i d = 9 8 4 4

Evaluate:

Activity 6:

Final Project: Weather Reporters

This project will be used to assess what the students have learnt over the course of the weather unit. Students will pretend they are weather reporters and will prepare a presentation for the class. Groups will consist of approximately four students. Students will be assigned a particular month of the year and will have to come up with a daily weather report to share (mock weather report….they will make it up). They will be given class time for approximately a week in order to prepare for their presentations.

Steps:1- Split students into groups2- Assign them a month and have them research common weather traits of

that month in Saskatchewan3- Then have them come up with a weather report for a day in that month.

They will need to present their “viewers” with the following:Introduction: their names, a welcoming line.Opening phrase: Ex: “Good morning Moose Jaw, it looks like you are going to need to get your snow shovels out this morning. The weather today looks like….etc.”Place: Pick a place in SaskatchewanDate: Month AssignedTemperature: pick a temperature common to that monthBarom Pressure:Wind Speed:Wind Direction:Ceiling:24 hour precipitation:Sunrise/ Sunset:

- This report can be presented in the form of a poster, chart, diagram etc.

- It will need to be presented verbally and engagingly - They can take turns explaining the weather report to their peers

4- This presentation style can be altered and changed in order to fit the needs of the class and what they have learnt.

The evaluation criteria can include:- Student based evaluation: have them come up with how they think they

should be evaluated. They will feel more powerful when helping with this process. Evaluations should include :

- Creativity in presentation

- Loud and clear voice

- Eye contact

- Knowledge based: Shows understanding of weather forms, presents weather information accurately through use of chart, diagrams, graphs etc.

Critical Analysis: This activity will be beneficial to students because they are producing what they have learnt throughout the past weather unit. They will learn skills by working in a group and presenting their knowledge to their classmates. They will be able to gain confidence in understanding weather patterns. This activity may not work because the presentations may be similar in style and may get repetitive. It may also be difficult to evaluate.