5 th grade Weather Kristen Hellier Senior Administrator Elementary Science

5th grade WeatherKristen Hellier

Senior AdministratorElementary Science

Physical Science DomainGrade Level

Force andMotion

Matter: Properties & Change

Energy: Conservation & Transfer

Interactions of Energy & Matter

K Animals 2x2**Relative position

Investigating Properties

x x

1 Balance & Motion Comparing & Measuring

x x

2 Sound Air & Weather; Solids & Liquids

x x

3 Human Body andObjects in the Sky

Changes and Soils Changes and Objects in the Sky

x

4 Magnetism & Electricity

Magnetism & Electricity and Earth

Materials

Magnetism & Electricity

x

5 Motion & Design Motion & Design, Inv. Weather

Inv. Weather and Ecosystems

x

Today’s Training

• Introduction

• Unifying Themes in 5th Grade Science - Tracks Investigating Human Systems - Tracks Investigating Weather Systems - STC Ecosystems - STC Motion & Design

• Wrap Up

Investigating Weather Systems

NC Essential Standards

5.E.1 Understand weather patterns and phenomena, making connections to the weather in a particular place and time.

5.P.2 Understand the interactions of matter and energy and the changes that occur.

5.P.3 Explain how the properties of some materials change as a result of heating and cooling.

Clarifying Objectives

5.E.1.1 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns.

5.E.1.2 Predict upcoming weather events from weather data collected through observation and measurements.

5.E.1.3 Explain how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation.

Clarifying Objectives

5.P.2.1 Explain how the Sun’s energy impacts the processes of the water cycle (including evaporation, transpiration, condensation, precipitation, and run off).

5.P.3.1 Explain the effects of the transfer of heat (either by direct contact or at a distance) that occurs between objects at different temperatures (conduction, convection, or radiation).

Formative Assessment Probe

• Rainfall

Student Misconceptions

• Children aged 11-13 understood that air exists in open containers and many believe that air can get into and out of containers. However, children were less sure that air can be contained inside a sealed object.

• Some children (aged 11-13) associated the existence of air only with the sensation felt when it moved.

• Students also said that clouds are made of cotton, wool or smoke.

Making Sense of Secondary ScienceDriver, Squires, Rushworth, and Wood-Robinson

Vertical Alignment

• In Kindergarten, students make observations of daily weather to build an understanding of changes and observable weather patterns.

• In 2nd, students summarize weather conditions using quantitative measures to describe temperature, wind direction, wind speed and precipitation. They also conduct investigations to build an understanding of basic properties of air (a mixture of gases).

Essential Question for the Unit

• How can technology be used to build an understanding of weather and climate?

Introduction

• Angle of the Sun’s rays and the tilt of the Earth• Proximity to water, winds, and elevation• The Sun drives the weather• Unequal heating of the Earth • Evaporation and condensation• Temperature affects air movement

Lesson 1: Vacation Destination

• Predict then verify temperature• Set up data collection table - Local Weather - Global Weather• Weather Station vs. Technology

Weather Station

Lesson 2: Why Do Different Places in the World Have Different Weather?

• Latitude - equator

- hemisphere

• Angle of the Sun’s rays - Direct sunlight

- Indirect sunlight - Earth’s angle of incidence 23.5°

Exploration

• Flashlight• Tray• Graph paper• Ruler• Scissors• Globe as model

Think About…

• How does the pattern of light change when the tray changes from one position another?

• What did you notice about the brightness of the light?

• Which image was larger, direct or indirect light?

Claims and Evidence

• I know (claim/new learning) because (data/evidence).

Claim Evidence

The equator receives direct sunlight. The graph paper had a smaller circle when the flashlight was shined directly on the tray with the graph paper.

Areas away from the equator receive less intense solar energy.

The light was more spread out when the tray was held at an angle.

Lesson 3: Seasons

• The Long Lift Ride• Denver, CO vs. Sydney, Australia• Northern Hemisphere vs. Southern Hemisphere• Opposite Seasons due to Earth’s tilt• Model, Model, Model!

Lesson 4: American Weather

• Proximity to large bodies of water - Generally warmer temperatures in winter - Generally cooler temperatures in summer

• Further exploration of uneven heating• Connect to local situations - Wilmington, NC

Exploration

• Prepare investigation - desk lamp - cup of soil, cup of water - thermometers - timer• Set up data collection table

Data CollectionTime

(minutes)Soil Temperature

(°F)Water Temperature

(°F)

5:00

10:00

15:00

20:00Turn off lamp

25:00

30:00

Graphing DataTe

mpe

ratu

re

Minutes

Lesson 5: Climb to Cold

• Elevation - Snow reflects solar energy back into space. - “Thin air” means less air molecules. - Wind moves heat away from your body.

• Connect to local situations - Boone, NC or Ashville, NC

Lesson 6: What Drives the Weather?

• The Sun is the source of energy for all weather phenomena

• Water cycle• Smoke Box to model convection• Connect to uneven heating and cooling of soil and

water

Weather Wrap Up

• Lesson 7 – Investigate Properties of Air– Relate air pressure and winds – Gallon jug demo

• Lesson 8 – Weather Patterns/Forecasting– Make 4 separate line graphs and make

comparisons• Heat Transfer lessons (supplemental)• Lesson 9 – Assessment Opportunity

• Lesson 9-Weather Wise– Travel brochures

• Heat Transfer Supplementary lessons– Solar ovens

Points to Consider

How is NC weather influenced by:

• Jet stream?• Gulf Stream?

Unit Resources

• Misconception Probe• Tracks Inv. Weather Systems TG• Supplemental Lessons on CMAPP• Elementary Science Wiki - Concept Storyline - Unpacked Content - Assessment Examples

Plan Ahead!

• Check flashlight batteries• Light sources – small lamps, desk lamps• Hot water source – thermos, hot pot• Collect 2 empty, rinsed 1-gallon milk jugs• Collect samples of travel brochures• Nonfiction reading selections

Thank You!!!

Kristen Hellierkhellier@wcpss.net