Download 4-4 Topic: Weather

Academic Standard 4-4
4-4
Topic: Weather
The student will demonstrate an understanding of weather patterns and phenomena.
(Earth Science)
Key Concepts:
Water cycle: evaporation, condensation, precipitation, runoff;
Clouds: cumulus, cirrus, stratus;
Weather conditions: wind speed, wind direction, precipitation, temperature;
Severe weather / Storms: thunderstorms, hurricanes, tornadoes;
Weather tools: wind speed-anemometer, wind direction-wind vane/wind sock, air temperaturethermometer;
Weather predicting
Indicators:
4-4.1 Summarize the processes of the water cycle (including evaporation, condensation,
precipitation, and runoff).
Taxonomy level: 2.4-B Understand Conceptual Knowledge
Previous/future knowledge: Students have not been introduced to the concept of the water cycle
although parts of it should be familiar. Precipitation was introduced in 2nd grade (2-3.2) – rain,
snow, sleet, hail; no new forms are introduced in 4th grade. The processes of evaporation and
condensation were part of Changes in Matter in 3rd grade (3-4.2). Runoff is a new concept but can
be related to the 3rd grade (3-3.8) material on weathering and erosion by water as it changes the
land. Students will further develop this concept in 6th grade including transpiration, an additional
form of precipitation along with the conditions needed to form each type of precipitation, and
surface-water along with ground-water flow.
It is essential for students to know that water changes form and cycles between Earth’s surface
and the air and back again. Students must be able to summarize the components of the water cycle
process:
Evaporation
Liquid water on Earth becomes a gas, called water vapor, as part of the air through
the process of evaporation.
Condensation Condensation happens in the air as water vapor changes back to droplets of water;
clouds form as a result of condensation.
Precipitation After condensation occurs allowing for the forming of clouds, any form of water that
falls from the clouds is called precipitation (rain, snow, sleet, hail). Snow, sleet, and
hail result from freezing temperatures in the air; rain forms when the air temperature
is above freezing.
Runoff
If precipitation falls on land surfaces, it attempts to return to the ocean or lakes as
runoff.
It is not essential for students to know the process of transpiration from plants.
Assessment Guidelines:
The objective of this indicator is to summarize the water cycle; therefore, the primary focus of
assessment should be to generalize the parts of the water cycle. However, appropriate assessments
should also require students to identify individual parts of the cycle; illustrate parts of the cycle
using words, pictures, or diagrams; or classify by sequencing the cycle.
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Academic Standard 4-4
Topic: Weather
4-4.2 Classify clouds according to their three basic types (cumulus, cirrus, and stratus) and
summarize how clouds form.
Taxonomy level: 2.3, 4-A, B Understand Factual and Conceptual Knowledge
Previous/future knowledge: Students have recognized clouds as a feature in the sky in 1st grade (13.1) and as one of the observable sky conditions in 2nd grade (2-3.5). They have not been
introduced to the basic cloud types or to how clouds form. Students will further develop this
concept in 6th grade to include the elevation of cloud types, combination names, and the associated
weather conditions from various types of clouds.
It is essential for students to know that there are three basic types of clouds. Students must be
able to place a cloud in a particular group based on the description:
Cumulus
Puffy, lumpy-looking clouds. They form when large bubbles of warm air rise rapidly
into the atmosphere. Sometimes these clouds bring rain and other times they do not.
Cirrus
High, thin, wispy clouds. They are formed mostly of ice crystals.
Stratus
Clouds that spread out in layers covering a large area. They form as warm air is
pushed over cold air. These clouds often bring rain.
Student must be able to summarize that the formation of clouds as what happens when water vapor
in the air rises, cools and condenses (or moves from a warm place to a cool place and condenses),
forming the water droplets that make up a cloud. A cloud is a collection of tiny, liquid water
droplets not water vapor gas.
It is not essential for students to know what kind of weather conditions and patterns result from
the formation of different types of clouds. The combination of cloud names is also not necessary
for this grade.
Assessment Guidelines:
The objective of this indicator is to classify clouds types, therefore the primary focus of assessment
should be to determine the cloud type based on the description. Another objective of this indicator
is to summarize cloud formation; therefore, the primary focus of that assessment should be to
generalize the major points about the process of the forming of clouds. However, appropriate
assessments should also require students to recognize clouds or illustrate clouds using pictures or
words.
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Academic Standard 4-4
Topic: Weather
4-4.3 Compare daily and seasonal changes in weather conditions (including wind speed and
direction, precipitation, and temperature) and patterns.
Taxonomy level: 2.6-B Understand Conceptual Knowledge
Previous/future knowledge: Students have been introduced to the idea that weather changes occur
day to day and from season to season in Kindergarten (K-4). In 2nd grade (2-3.2) students learned
weather terminology, for example, temperature, wind speed and direction, and precipitation.
Students also continued to develop the concept of weather conditions at different seasons (2-3.3).
Students will further develop this concept in 6th grade to understand the relationship of weather
conditions and patterns to air masses, pressure systems, and frontal boundaries.
It is essential for students to know that daily changes in weather result from changes in weather
conditions – temperature, wind speed and direction, and precipitation.
Wind speed
the condition of how fast the air is moving
Wind direction the condition determined by where the wind/moving air is coming from
Precipitation
the condition of the type of water falling to Earth from the clouds
Temperature
the condition of how warm or cold the air is at a given time
Students must also understand that as the seasons of the year change, temperature changes may
cause precipitation changes; northerly winds may bring colder air than southerly or westerly winds.
Students can compare one day’s weather conditions to another in the same season, or compare daily
weather that occurs in different seasons. Examples of weather conditions are fair weather, showers
or light rain, clear skies with cold temperatures, days of clouds and precipitation, or windy fair days
or windy stormy weather; but the comparisons should be related to the four conditions in the
indicator. Weather patterns involve weather conditions that are repeated due to the season of the
year.
It is not essential for students to know air pressure or humidity conditions. Weather related to
different types of fronts or air masses is not expected at this grade level.
Assessment Guidelines:
The objective of this indicator is to compare daily and seasonal weather changes; therefore, the
primary focus of assessment should be to compare conditions from one day to another or one season
to another and also to compare weather conditions in a season one year to the next. However,
appropriate assessments should also require students to identify a particular weather condition or a
season of the year; exemplify conditions that would occur at a particular season; or classify by
sequencing the cycle of seasons.
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Academic Standard 4-4
Topic: Weather
4-4.4 Summarize the conditions and effects of severe weather phenomena (including
thunderstorms, hurricanes, and tornadoes) and related safety concerns.
Taxonomy level: 2.4-B Understand Conceptual Knowledge
Previous/future knowledge: Students have recognized that there are severe weather conditions and
identified the need to take safety precautions at that time in 2nd grade (2-3.6). They have not been
introduced to the specific conditions related to thunderstorms, hurricanes, and tornadoes, nor to the
effects of those storms. Students will further develop this concept in 6th grade to include the
relationship of these storms to low pressure areas and possibly to fronts.
It is essential for students to know the weather conditions evident with these storms and the effect
these severe conditions can have on life and property.
Thunderstorm A severe storm with lightning, thunder, heavy rain and strong winds. Heavy rains
can cause flooding; hail may also form; lightning can cause fires; strong winds can
blow over trees or power lines.
Tornado
A small, funnel-shaped cloud that comes down from a storm cloud with winds
spinning at very high speeds. High winds can tear apart buildings; every time it
touches the ground, it destroys everything in its path.
Hurricane
A large storm that forms over warm ocean water with very strong winds that blow in
a circular pattern around the center, or eye, of the storm. High winds can blow over
trees, power lines, and even buildings; heavy rain can cause flooding; the storm
waves on the ocean can come in at the beach and damage the coastal area;
Students must also be able to summarize the safety concerns related to these storms because of their
conditions and effects. Safety procedures at school and home should be part of the student’s
understanding of severe weather.
It is not essential for students to know how these storms form.
Assessment Guidelines:
The objective of this indicator is to summarize severe weather phenomena; therefore, the primary
focus of assessment should be to generalize the main points in the description of the conditions and
effects of these storms and to generalize safety issues related to these storms. However, appropriate
assessments should also require students to identify the three mains types of severe storms;
exemplify severe weather safety procedures for each type of storm; or compare a hurricane to a
tornado.
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Academic Standard 4-4
Topic: Weather
4-4.5 Carry out procedures for data collecting and measuring weather conditions (including
wind speed and direction, precipitation, and temperature) by using appropriate tools
and instruments.
Taxonomy level: 3.2-B Apply Procedural Knowledge
Previous/future knowledge: Only the anemometer is a new instrument to this study of weather.
Students have used a thermometer for temperature, a rain gauge for precipitation, and a windsock or
wind vane for wind direction in 2nd grade (2-1.2, 2-3.4). Wind speed was determined by using the
Beaufort scale in 2nd grade (2-3.4). This indicator also relates to a 4th grade (4-1.2) scientific
inquiry indicator. Students will further develop this concept in 6th grade to include the measurement
of air pressure using a barometer and determining relative humidity using a sling psychrometer in
the weather data collecting.
It is essential for students to know that in order to understand daily weather conditions, weather
data must be collected accurately using the following instruments:
Anemometer Wind speed is measured with an anemometer as the wind causes cups to spin.
Wind vane
Wind direction is determined with a wind-weather vane. Wind direction is described
by the direction from which the wind is blowing.
Rain gauge
Amount of precipitation is measured in a rain gauge. Markings on the side show how
much rain has fallen.
Thermometer Air temperature is read using a thermometer. The scale may be read in degrees
Fahrenheit or Celsius. Air temperature should be measured out of direct sunlight.
Since this is an application-procedural indicator, students must have experience gathering this
weather data using these instruments:
 Students should fundamentally know how each instrument works and how to “read” the
instrument accurately.
 Students should know how to determine the wind direction and describe that direction correctly.
It is not essential for students to make any of these instruments (but in some cases they can); they
need to use them to collect weather data.
Assessment Guidelines:
The objective of this indicator is to use instruments to collect and measure weather data, therefore
the primary focus of assessment should be to apply a procedure to the tool that would be needed to
measure wind speed, wind direction, precipitation amounts, and air temperature. However,
appropriate assessments should also require students to identify weather instruments that measure
certain weather conditions; interpret the reading on the instrument for accurate data; or interpret the
scale on a thermometer or rain gauge.
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Academic Standard 4-4
Topic: Weather
4-4.6 Predict weather from data collected through observation and measurements.
Taxonomy level: 2.5-B Understand Conceptual Knowledge
Previous/future knowledge: Students have not done any weather predicting in previous grades.
They have identified and illustrated weather conditions in 2nd grade (2-3.3). This concept of putting
together weather conditions that have been observed and measured into a prediction based on that
data is new to this grade level. Students will further develop this concept in 6th grade to include
predictions from air pressure and humidity data, as well as the use of weather map data, satellite,
and radar images.
It is essential for students to know that making visual observations and using the instruments in
the previous indicator to directly measure and collect data on a regular basis, allows for the
development of patterns in weather conditions from that data. Students can read some weather
signs by looking at clouds or noticing changes in wind speed or wind direction. Weather
predictions are based on qualitative and quantitative collected data; they are not just guesses.
Students must be able to connect ideas about what the weather might be like based upon a
combination of types of data collected. These will be very foundational weather predictions.
Students might also turn to professional meteorologists who interpret information from a variety of
sources and use those sources to make predictions. Students can watch or listen to professional
weather forecasts and relate those forecasts to data they have collected. Students might also look
for data related to temperature and precipitation on a weather map.
It is not essential for students to know how to read weather map data related to air pressure and
fronts, to interpret station models, or to track a hurricane from data.
Assessment Guidelines:
The objective of this indicator is to predict weather; therefore, the primary focus of assessment
should be to take data collected by students or professionals and use that information to show what
might happen to local weather conditions. However, appropriate assessments should also require
students to interpret some basic information on weather maps; or compare weather data that would
relate to different weather predictions.
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Academic Standard 4-4
Topic: Weather
Supporting Content Web Sites
Weather Wiz Kid
http://www.weatherwizkids.com/
Website designed by a meteorologist for kids to use to learn more about the weather. Can supply
current weather data, information on all weather topics, plus what is currently happening in the
world weather related.
4-4.3, 4-4.4
Interactive Weather Forecast
http://www.weatherclassroom.com/forecast/index.php
Make a custom weather channel weather forecast. Enables you to create a five day forecast. (Note:
Teacher must register with weatherclassroom.com to access the site.)
4-4.3, 4-4.6
Observing Clouds
http://vathena.arc.nasa.gov/curric/weather/pricloud/index.html
Great pictures and descriptions of the different kinds of clouds.
4-4.2
Wonders in Weather
http://www.cityofportsmouth.com/school/dondero/msm/weather/index.html
Website dedicated to clouds. Look at the different types of clouds, play cloud games and look at
additional cloud links.
4-4.2
National Severe Storms Laboratory Weather Room
http://www.nssl.noaa.gov/edu/
Provides general information for students, teachers, and parents. Severe weather, weather maps,
weather symbols, careers are all covered at this site.
4-4.3, 4-4.4, 4-4.6
NOAA National Weather Service
http://www.weather.gov/
The website for the National Weather Service. Provides information on warnings, weather
observations, forecasts, plus a current weather map.
4-4.3, 4-4.4, 4-4.5, 4-4.6
U.S. Severe Weather Map
http://www.wunderground.com/severe.asp
Up to date severe weather map. Can also link to all other current weather conditions.
4-4.4
Make a Weather Station
http://www.miamisci.org/hurricane/weatherstation.html
Explore weather related resources used in collecting weather data. Simple methods for creating
your own weather tools are given.
4-4.5
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Academic Standard 4-4
Topic: Weather
Interactive Water Cycle
http://www.epa.gov/safewater/kids/flash/flash_watercycle.html
Animated activity that lets you control the water cycle as you learn about it.
4-4.1
Water Cycle
http://www.picadome.fcps.net/lab/currl/water_cycle/
Informational sites and activities all related to the water cycle.
4-4.1
Suggested Literature
Bundey, N. (2001). Storms and the Earth: The Science of Weather Series. Minnesota: Lerner
Publications Co.
ISBN: 1-57505-474-4
Storms and Earth uses current events to spark interest in students. Includes a general introduction
to weather instruments used in collecting data.
4-4.4, 4-4.5
Galiano, D. (2000). Clouds, Rain, and Snow. New York: The Rosen Publishing Group.
ISBN: 0-8239-3092-0
This book discusses cloud dynamics and how rain and snow develop. Topics include the processes
of evaporation and condensation as well as the types of clouds.
4-4.1, 4-4.2
Gibbons, G. (1993). Weather Forecasting. New York: Simon& Schuster Children’s Publishing.
ISBN: 0689716834
Lexile Level: 540L
Describes forecasters at work in a weather station. Shows how they use tools and technology.
4-4.5
Kahl, J. (1996). Weather Watch: Forecasting the Weather. Minnesota: Lerner.
ISBN: 0822525291
This book was written by a meteorologist and provides methods for observing, analyzing, and
forecasting the weather. Includes directions for building a weather station.
4-4.5, 4-4.6
Olien, R. (2005). First Facts Water All Around: Weather and the Weather. Minnesota: Capstone
Press.
ISBN: 0736737027
Water and Weather includes information about the changing weather, the water cycle, how air
causes weather, basic cloud types, and precipitation.
4-4.1, 4-4.2, 4-4.3, 4-4.4
8
Academic Standard 4-4
Topic: Weather
Sievert, T. (2005a). Weather Update: Precipitation. Minnesota: Capstone Press
ISBN: 073683737X
Precipitation takes an indepth look at water that falls from the sky. Text explains how rain, snow,
sleet, and hail form and also explains how to measure the amount that has fallen.
4-4.1, 4-4.3, 4-4.5, 4-4.6
Sievert, T. (2005b). Weather Update: Storms. Minnesota: Capstone Press
ISBN: 0736837388
Storm explains all sorts of violent weather from lightning and thunder through monsoons.
4-4.4
Sievert, T. (2005). Weather Update: Weather Forecasting. Minnesota: Capstone Press
ISBN: 0736837396
Weather Forecasting shares the work of meteorologists. This book helps students comprehend how
tools and technology can help determine how weather systems develop.
4-4.5, 4-4.6
Staub, F. (2003). Kids’ Book of Clouds and Sky. New York: Ssterling Publishing Co., Inc.
ISBN: 0806978791
This book provides answers to many questions such as “What are clouds?” Provides answers with
text as well as pictures. Contains 47 frequently asked student questions along with answers.
4-4.2
Wick, W. (1997). A Drop of Water: A Book of Science and Wonder. New York: Scholastic Press.
ISBN: 0590221973
Lexile Level: 870L
Text explains the concepts of evaporation, condensation, capillary attraction, and surface tension.
4-4.1
Suggested Streamline Video Resources
Weather Changes and Measurement
Water (see also Temperature, Wind)
ETV Streamline SC
Take a close up look at the water cycle and how it affects earth. Some discussion of clouds is
included.
4:25
4-4.1, 4-4.2
Clouds, Weather, and Life
ETV Streamline SC
This delightful program introduces children to the basic cloud types. In accordance with the
National Science Education Standards and the American Association for the Advancement of
Science Benchmarks for Science Literacy, five important scientific concepts of weather are
reviewed. These include the hydrologic, or water cycle, that life is dependent upon this cycle, the
sun is the causative agent that powers the formation of clouds and the water cycle, the three state of
water, and weather is changeable in time and place.
00:00-12:05
4-4.1, 4-4.2
9
Academic Standard 4-4
Topic: Weather
Investigating Weather
Thunderstorms, Tornadoes, Hurricanes, Typhoons, and Cyclones
ETV Streamline SC
This program explains the basics of weather. Footage includes violent storms, tornadoes, and
hurricanes. Safety issues are also discussed.
02:49
4-4.4
Hurricanes, Tornadoes, and Thunderstorms
ETV Streamline SC
Each year, hundreds of hurricanes and tornadoes cause massive destruction and loss of life
throughout the world. While tornadoes pack the highest wind speeds on earth (over 200 m.p.h.),
hurricanes are more devastating because of their wider paths of destruction. What causes these killer
storms? How are they similar? How are they different? These and other questions are discussed in
this exciting program which is filled with awe-inspiring "eye-witness" video and impressive 2D and
3D animation. After watching this video, students will have a better understanding of the forces
behind these and other types of storms. (Note: Select appropriate sections)
24:00
4-4.4
Rain or Shine: Understanding the Weather
Meteorologists and Weather Forecasting
ETV Streamline SC
We see in great detail how weather predictions are made possible.
02:12
4-4.3, 4-3.5, 4-4.6
Eye Wonder: Weather
ETV Streamline SC
In Eye Wonder: Weather, the science of predicting the weather is explored. Students see how
current conditions are taken and how those conditions can affect the future conditions. The function
of Doppler radar in weather prediction is discussed. Students can suggest topics for future programs
by e-mailing eyewonder@scetv.org. The program's new Web site contains teacher guides with
standards in addition to creative student activities: www.eye-wonder.org.
05:43
4-4.3, 4-4.5, 4-4.6
10
Academic Standard 4-4
Topic: Weather
Severe Weather Safety: Watch for the Warning
ETV Streamline SC
This program teaches safety procedures for lightning, flash floods, tornadoes, and other high winds.
Alan Sealls, a meteorologist, gives solid tips and information to help school personnel and students
develop a proactive safety plan both at school and at home. Interviews are included from emergency
management experts. Protect yourself and those around you from violent warm-weather hazards by
learning what they are and how to get warning information about them. The focus of this program is
teaching viewers to plan ahead and avoid ending up in a life-or-death situation-being proactive
rather than reactive. Through exciting live-action video, students and teachers will learn the
definitions of sever weather watches and warnings and how to identify potentially dangerous sever
weather situations.
18:07
4-4.4
Weather Smart: Forecasting and Weather Instruments
Thermometers: Measuring Temperature
ETV Streamline SC
Examine the tools and instruments used by meteorologists to measure temperature – thermometers.
Students become familiar with the name and functions of this instrument.
00:32
4-4.5
Weather Smart: Forecasting and Weather Instruments
Anemometers and Wind Vanes: Measuring Wind
ETV Streamline SC
Examine the tools and instruments used by meteorologists to measure wind speed and direction –
anemometers and wind vanes. Students become familiar with the names and functions of these
instruments.
01:26
4-4.5
Weather Smart: Forecasting and Weather Instruments
Radar and Rain Gauges: Locating and Measuring Precipitation
ETV Streamline SC
Examine the tools and instruments used by meteorologists to measure precipitation – rain gauge.
Students become familiar with the name and function of this instrument.
01:26
4-4.5
11
Academic Standard 4-4
Topic: Weather
Career Connections
Atmospheric Scientist
Atmospheric science is the study of the physics and chemistry of gases, clouds, and aerosols that
surround the planetary bodies of the solar system. Atmospheric scientist may study the atmosphere
of different planets or may focus on Earth’s atmosphere.
Atmospheric scientists may work in the following areas: field research, laboratory studies and/or
computer analysis and modeling. Good communication skills (oral and written) are necessary as
they are involved in carrying out research and reporting it out. Most atmospheric scientist in the
United States work for the Federal Government and branches of the National Oceanic and
Atmospheric Administration or may work for private weather services. (ES-4.4)
Meteorologist
Meteorologist forecast weather. They compare temperature readings, winds, atmospheric pressure,
precipitation patterns, and other variable to form an accurate picture of climate. They are able to
draw conclusions to make predictions, develop computer models and carry out basic research to
help understand how the atmosphere works so they can predict how it behaves. (ES-4.4)
Storm Chasers
Storm chasers are scientists who follow tornadoes to study them. They try to drop weather
instruments into the paths of tornadoes to measure the air temperature, air pressure, wind speed, and
wind direction inside a tornado. This can be a difficult and dangerous career. Storm chasers rely
heavily on meteorologist who predicts the storms and then guide them to the most promising
systems. (ES-4.4)
Climatologist
Climatologists study climate change, climate variability, and the effects of climate on the biosphere.
They use computers to predict the effect of weather or climate on the growth and development of
grain, vegetables, fruit, and other crops. Climatologists work for state and federal governments as
weather station network supervisors, computer programmers, and supervisors of climate data
publications. (ES-4.4)
Hydrologist
Hydrologists help assess and protect our water supplies and water quality. Hydrologists manage
surface and ground water to avoid problems caused by floods, droughts, population growth, and the
impact of humans. Hydrologists working on water quality problems deal with the chemical,
physical, biological, and radiological properties of water we use for drinking, irrigation, industrial
cooling, or swimming. They also help assess how land use affects water quality, and they help
develop strategies to reduce the impact of land use and land use change on water quality. (ES-4.4)
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