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Air and Weather

Lesson By Lesson Guide

Air and Weather

(FOSS)

Air and Weather

Table of Contents NC Essential Standards and Clarifying Objectives ........................................................................ 3

Essential Questions for the Unit ..................................................................................................... 4

Unit Pre-Assessment ....................................................................................................................... 4

Unit Preparations ............................................................................................................................ 4

Lesson 1 .......................................................................................................................................... 5

Investigation 1, Part 1: Air is There ............................................................................................... 5

Lesson 2 .......................................................................................................................................... 7

Investigation 1, Part 2: Air Under Water ....................................................................................... 7

Lesson 3 .......................................................................................................................................... 9

Investigation 1, Part 3: Parachutes ................................................................................................. 9

Lesson 4 ........................................................................................................................................ 11

Investigation 1, Part 4: Pushing on Air ........................................................................................ 11

Lesson 5 ........................................................................................................................................ 13

Investigation 1, Part 5: Air and Water Fountain .......................................................................... 13

Lesson 6 ........................................................................................................................................ 15

Investigation 1, Part 6: Balloon Rockets...................................................................................... 15

Lesson 7 ........................................................................................................................................ 17

Investigation 2, Part 1: Weather Calendars.................................................................................. 17

Lesson 8 ........................................................................................................................................ 19

Investigation 2, Part 2: Measuring Temperature.......................................................................... 19

Lesson 9 ........................................................................................................................................ 21

Investigation 2, Part 3: Watching Clouds .................................................................................... 21

Lesson 10 ...................................................................................................................................... 23

Investigation 2, Part 4: Measuring Rain ...................................................................................... 23

Lesson 11 ...................................................................................................................................... 25

Investigation 3, Part 1: Bubbles in the Wind ............................................................................... 25

Lesson 12 ...................................................................................................................................... 27

Investigation 3, Part 2: Wind Speed ............................................................................................ 27

Lesson 13 ...................................................................................................................................... 29

Investigation 3, Part 3: Pinwheels ................................................................................................ 29

Lesson 14 ...................................................................................................................................... 31

Investigation 3, Part 4: Wind Vanes ............................................................................................ 31

Lesson 15 ...................................................................................................................................... 33

Investigation 3, Part 5: Kites ........................................................................................................ 33

Lesson 16 ...................................................................................................................................... 35

Investigation 4, Part 1 – Weather Graphs ..................................................................................... 35

Lesson 17 ...................................................................................................................................... 36

Investigation 4, Part 2 – Comparing the Seasons ......................................................................... 36

Lesson 18 ...................................................................................................................................... 38

Investigation 4, Part 3 – The Night Sky ........................................................................................ 38

Air and Weather

NC Essential Standards and Clarifying Objectives

2.E.1 Understand patterns of weather and factors that affect weather.

2.E.1.1 Summarize how energy from the sun serves as a source of light that warms the land, air,

and water.

2.E.1.2 Summarize weather conditions using qualitative and quantitative measures to describe:

Temperature

Wind direction

Wind speed

Precipitation

2.E.1.3 Compare weather patterns that occur over time and relate observable patterns to time of

day and time of year.

2.E.1.4 Recognize the tools scientists use for observing, recording, and predicting weather

changes from day to day and during the seasons.

3.P.2 Understand the structure and properties of matter before and after they undergo a

change.*

3.P.2.1 Recognize that air is a substance that surrounds us, takes up space and has mass.

3.P.2.2 Compare solids, liquids, and gases based on their basic properties.

1.E.1 Recognize the features and patterns of the earth/moon/sun system as observed from

Earth.**

1.E.1.1 Recognize differences in the features of the day and night sky and apparent movement of

objects across the sky as observed from Earth.

1.E.1.2 Recognize patterns of observable changes in the Moon’s appearance from day to day.

*This 3rd

grade Essential Standard and related Clarifying Objectives are covered in the 2nd

grade

unit Air & Weather. The 3rd

grade Essential Standard and Clarifying Objective 3.P.2.2 are shared

with the 2nd

grade unit Solids and Liquids, where students study properties of solids and liquids.

Investigation 1 of the Air & Weather unit addresses the properties of air, a mixture of gases.

**This 1st grade Essential Standard and related Clarifying Objectives are covered in the 2

nd

grade unit Air & Weather. Investigation 4 of the Air & Weather unit addresses features of the day

and night sky as students observe weather as well as observable changes in the Moon’s

appearance. The emphasis in 2nd

grade is to notice that the Moon’s appearance changes in a

predictable pattern that repeats about every 4 weeks. The phases of the Moon and what causes

them will be addressed in the 3rd

grade unit Objects in the Sky.

Air and Weather

Essential Questions for the Unit

What is air? What are the properties of air? How does air relate to weather? How do we gather information about weather? What are some patterns of seasonal weather? What changes can we observe in the appearance of the Moon?

Unit Pre-Assessment

A formative assessment probe called “Thermometer” is available on page 33 of Uncovering

Student Ideas in Science Volume 3 (Orange Cover), by Page Keeley et al. This probe can be

demonstrated for students using a red alcohol thermometer. You might consider administering

the probe at the beginning of Lesson 8 (Investigation 2, part 2 – Measuring Temperature).

One of the Essential Questions can be posed to students throughout the unit. Students can share

what they know in a 5 minute discussion while the teacher creates a class KWL chart to record

what children may know about the question:

Investigation 1 (Lessons 1- 6): What is air? What are the properties of air?

Investigation 2 (Lessons 7-10): How do we gather information about weather?

Investigation 3 (Lessons 11-15): How does air relate to weather?

Investigation 4 (Lessons 16-18): What are some patterns of seasonal weather? or What changes

can we observe in the appearance of the Moon?

Unit Preparations Notes about Lesson 7 – Weather calendars are introduced to students and standards for

recording weather observations are established. For example, the picture of a sun would indicate

a sunny day. Recording weather observations is recommended year round.

Notes about Lesson 16 – It is recommended to analyze the weather observations collected at the

end of each month. Help students notice patterns such as more sunny days than cloudy days or

less precipitation this month than last month.

Notes about Lesson 17 – This lesson makes comparisons between the seasons of the year. The

Teacher Guide recommends recording weather observations particularly during the months of

July (if Year Round), October, January, and April in order to make comparisons and

generalizations about the seasons. This data collection may already be happening throughout the

year as recommended in Lesson 7.

Notes about Lesson 18 – The Teacher Guide recommends beginning observations of the Moon

when it is in its Third Quarter phase because it will be visible in the sky from the morning

through the early afternoon. Check online resources or the newspaper to know the current Moon

phase. As some students may not be able to observe the Moon at night, consider using an online

resource to confirm the Moon’s appearance the following day in class, including weekends.

Consider having students conduct Moon observations 3 or 4 months of the year in order to see an

emerging pattern in the phases of the Moon. Remember, 2nd

graders are not required to name the

Moon phases but rather notice that the pattern repeats approximately every four weeks.

Air and Weather

Lesson 1

Investigation 1, Part 1: Air is There Students work with a set of objects to see how objects can be moved by and through air.

Air is something real and is called matter.

Air takes up space.

Air interacts with objects. Cut flexible straws in half so each student will get one half with a flexible end. Save the other

halves for later. Prepare an air bag for each student by placing these items in a zip-bag: feather,

plastic foam ball, flexible straw half, scratch paper, cotton ball, and a round balloon.

Clarifying Objectives 3.P.2.1 Recognize that air is a substance that surrounds us, takes up space and has mass.


Focus Question How does air interact with objects?

Activity Guiding Questions

To begin the investigation, introduce

the air bags. Go over each object in the

bag and have children identify them.

Once the bag is empty, ask if there is

anything else in the bag. Tell children

that they will get a bag and use it to

explore and find out what they can

about air.

Review the ground rules. Remind

children not to blow on neighbors or

release filled balloons in the

classroom. Tell children not to tie the

balloon shut; they will need to reuse it.

Distribute air bags to children.

Monitor children as they explore.

Encourage them to describe what they

are doing and to try different things.

(Many children will spend the entire

time blowing up the balloon and not

attempt other activities. You may

choose to hold the balloons back until

the children have had time to explore

the other objects.)

Collect non-consumable items and have

children put other items in their bag to

take home. (Make sure they write their

How can you tell when air is in a bag or

another container?

What did you find out about air?

Air and Weather

name on the paper in the bag.)

Give children paper to draw pictures

showing what they now know about air

and have them write a sentence or two

to describe their drawing.

Gather students together and give them

time to describe what they experienced

with their materials. (If you have

already done the Changes Unit you can

have the students discuss the other

types of matter.)

Begin a word bank and a content chart

to wrap up this lesson. (These will

grow as the unit continues).

Make sure to include any unanswered

questions on your content chart.

Ask students what questions they have

now about air.

Science Content Words Allow children to come up with words that they want to use in their word bank about the study

of air. Make sure to include the following if they do not think of them.

• air • matter • gas • invisible

Integration Hints Have children sort a set of common objects into categories such as: can/cannot be moved easily

by air, uses air/or does not use air to function, or makes/does not make air move.

Science Notebook Helper Have children draw and write about the object they enjoyed using the most. Then have them

pick an object that they think would be interesting to use for this experiment and predict what

they think would happen.

Assessment Opportunities Use the drawing created during the activity as your assessment.

Air and Weather

Lesson 2

Investigation 1, Part 2: Air Under Water Students use vials, paper towels, and basins to explore the idea that air takes up space.

Air is matter.

Air takes up space.

Air can be captured. This activity is planned in the manual for four groups of four students. If you would like to have

the entire class participate at one time, you will need to gather more basins so that children can

have no more than 4 in a group.



Focus Question How can I keep a paper towel dry under water?


Divide students into groups. If you are

not having all children work on this

simultaneously, you will want to have

alternate activities for those students

waiting their turns.

Allow children to explore air using

vials and water for 5-8 minutes. Add

foam balls to their materials after a few

minutes of exploration.

If students don’t think of bubbles, guide

them to explore with vials placed

upside down in water.

Have students remove materials from

the water and discuss their findings.

Have children dry their vials and

challenge them to keep a dry piece of

paper towel in the bottom of the vial

dry while submerging the vial in water.

Many children will need more than one

dry paper towel as they explore.

Discuss their observations.

Ask students what questions they now

have about air under water.

What is air? Is there air in the vial?

How do you know?

If you push the vial straight down into

the water, is the air still in the vial?

How do you know?

How did it feel when you pushed the

vial into the water upside down?

Where do the bubbles come from?

Can you submerge your vial and still

keep the paper towel dry?

What did you do to keep the paper

towel dry? Why do you think that

worked?

Air and Weather



• vial • bubble • water • paper towel • submerge

Integration Hints Have children make a list of common objects that obviously contain air. Have them explain how

they know that there is air in these objects. Sort the lists by items that you put air into such as

tires and items that air rests in such as empty cups.

Science Notebook Helper Use Air and Weather Journals. On pages 2 and 3, have the students draw X’s on each picture to

show where there is air. Below the pictures have them write a few words or a sentence to tell

something about air, related to the investigation. Students indicate where the air is when vials

are pushed underwater.

Assessment Opportunities The notebook activity is a good assessment tool. Also, observe children during exploration with

towel and see what strategies children use to accomplish this task. Some will have knowledge of

appropriate strategies and others will not. This can show you level 4 thinking by some students.

Air and Weather

Lesson 3

Investigation 1, Part 3: Parachutes Students construct and observe parachutes dropping through air. They think about how air

slows the descent of the parachute.

Air is all around objects.

Air resistance affects how things move. It’s often easy to convince students that air is under the parachute because they see it “fill up.”

Guide students to understand that air is all around the parachute.



Focus Question How does air affect how a parachute floats to the ground?


Ask students what a parachute is and

where they may have seen one.

Encourage answers that include

something about air pushing against or

holding the parachute up.

Demonstrate parachute making. Note

that the paper clip will act as the

passenger.

Have students build parachutes.

Allow children to release parachutes.

Watch for children whose parachute

doesn’t open up. They may need a

demonstration of how to hold the

napkin. (It helps to put your hand

inside the parachute to release it. This

holds it open to catch the air.)

Encourage children to try variations

such as using two clips as passengers.

You might consider taking the

investigation outdoors for students to

take turns dropping parachutes from

playground equipment for added

height.

Leave parachutes at seats and bring

children together to discuss air

resistance.

Take parachutes home.

How does a parachute work?

What happened when you flew your

parachute?

What made the parachute float down so

slowly?

Where is the air?

Did you notice a difference between

flying one and two passengers? What

was different?

Air and Weather

Ask students what questions they now

have about air acting upon a parachute

or similar object.



• parachute • air resistance

Integration Hints Have children imagine that they are the passengers and either describe orally or in writing what

that would feel like. Once students have the opportunity to build a parachute, create a center for

students to create additional parachutes from materials such as foil, waxed paper, plastic

shopping bags, etc. Students can predict then test which parachute works best.

Science Notebook Helper Have students write about parachutes in their notebook. Have them indicate how air affects a

parachute’s descent. Accept labeled pictures as well.

Assessment Opportunities Evaluate notebook entry specifically looking for children to note that there is air inside the

parachute slowing it down and that there is air above and around the parachute. Look also for

reference to air resistance.

Air and Weather

Lesson 4

Investigation 1, Part 4: Pushing on Air Students use syringes to investigate air. They discover that air can be compressed and that air

under pressure can push objects around.

Air is matter and takes up space.

Air can be compressed.

The pressure from compressed air can move things.



Focus Question What happens when I push air into a smaller space?


Tell students they will use a new tool to

find out more about air.

Demonstrate how a plunger can travel

up and down the barrel of a syringe.

Also show a piece of flexible tubing but

do not show students how to connect

them.

Make sure to go over rules: 1. Do not

point either end of the syringe at

anyone. 2. Do not pretend to give

yourself or others a shot.

Challenge students to explore with their

new tools. Monitor exploration.

After a few minutes as you circulate,

show students how to crimp the tubing.

After about 10 minutes, assign students

to work with partners and continue to

see what they can learn about air. Do

not demonstrate how to connect

syringes, let them work it out. Monitor

students during this exploration.

As you visit groups, introduce the

words pressure and compress into

discussions. If students have found the

key to popping off the plunger, remind

them to keep both ends of syringes

pointed away from classmates and

themselves.

Can you compress all the air into one of

the syringes?

What might happen if you put too much

pressure on the system?

What is happening to the air inside the

syringe system?

Is there more air in the system now?

What will happen if I increase the

pressure in the system by pushing one

of the plungers in?

What new evidence do we have to

show that air is matter?

What happens to the air when you push

air into a smaller place?

Air and Weather

Collect materials.

Have students gather to discuss what

they discovered. Discuss air wrestling

(trying to push both plungers in against

each other).

Discuss the pop off (pulling both

plungers out and replacing them so that

both syringes are full of air and pushing

so that one plunger pops out).


now about air being forced into a

smaller space.



• syringe • plunger • barrel • tubing

• compress • pressure • system

Integration Hints Math: have students measure the distance that their plungers travel when popped.

Science: Have students design a device that could use this concept. Draw this device and

describe how it works.

Science Notebook Helper Complete pages 5 and 6 in the Air and Weather Journals. Students indicate how air can be

compressed and how air pressure can be used to move things.

Assessment Opportunities Assess the children using teacher observations and student participation in discussion.

Air and Weather

Lesson 5

Investigation 1, Part 5: Air and Water Fountain Students put together tubes, a bottle, water, a rubber stopper, and two syringes to create a

system. They add water and use air pressure to push the water around the system.

Air is matter and takes up space.

Air pressure can move water. Following the investigation, have students take the fountain systems apart. Be sure the pieces

have time to dry completely before placing them back in storage.



Focus Question How can I use air to push water around a system?


To begin, review working with syringes

in part 4 of the investigation.

Introduce the materials and discuss

what is in the bottle (air) and if it can

get in and out.

Demonstrate assembling the bottles.

Assign partners and remind students of

the rules regarding syringe safely. Keep

towels handy as this experiment can

create some mess.

Monitor children as they assemble their

bottles. Allow time for the children to

explore with their materials.

After 5-8 minutes of exploration

suggest adding water to the bottle

system. Have children remove plunger

connected to the short tube and put

colored water into that barrel.

Allow more time for exploration.

Circulate among students and make

anecdotal notes.

Collect materials.

Gather students and discuss

discoveries. (Keep one system with

you during discussion for

demonstration purposes.) Make sure to

demonstrate item numbers 10 - 14 on

What evidence do we have from

today’s activities that show us that air

takes up space?

What does the fountain show us about

air?

Air and Weather

pages 31-32 of the Foss Teacher’s

Manual.


now about air and air pressure.



• fountain

Integration Hints Science: If students are interested, they may want to experiment in a center using different

configurations of the bottle system. They may want to use two long pipes or two short pipes and

see what happens.

Science Notebook Helper Have children draw and write about this activity in their notebook.

Assessment Opportunities Assess the children using teacher observations and student participation in discussion.

Air and Weather

Lesson 6

Investigation 1, Part 6: Balloon Rockets Students set up a balloon-rocket system and find out how far the air in the balloon will propel the

system along a flight line.

Air can be compressed.

The pressure from compressed air can move things.

You may want to provide other activities for children who are waiting their turn to fly the

balloon rocket. It is also a good idea to use permanent marking pens to write student names or

initials on balloons before launch time. Because of the safety issue with children blowing up

balloons, it is recommended that the balloons only be blown up with the pumps provided in the

kits. Because of this, you will want to have another adult around to help with this. Remind

children not to release balloons or to tie them off. They will want to reuse their balloons.



Focus Question How can I use compressed air to propel a balloon rocket?


At the beginning of the balloon rockets

investigation, introduce balloons and

ask students how to make it bigger.

Then ask students what happens when a

balloon is blown up and released before

it is tied. Ask students why they think

this happens to the balloon.

Explain balloon rockets and

demonstrate releasing balloon rockets.

Organize students into groups at each

flight line.

Circulate the classroom and assess

student understanding with teacher

observations and their explanations of

the process.

Gather students and discuss results.

Pump up zip bag on the flight line and

attempt to launch it as a rocket.

Discuss why this will not work.

Describe outside balloon release.

Take balloons outside and release

simultaneously.

Have children stand beside their

What happens to a balloon when you

blow it up and let it go before you tie

it? Why does that happen?

What is a rocket?

How does air make the balloon rocket

move down the line?

How did you get the balloon rocket to

travel the farthest?

Do you think the zip bag will work the

same way as the balloon? Why or why

not?

Why didn’t the zip-bag balloon rocket

work?

How are zip bags and balloons alike?

Different?

How far do you think the balloon

would travel if we just let it go without

the zip bag?

What did you learn about air and how it

makes a balloon move?

Air and Weather

balloon after it lands and determine

which direction most of the balloons

went. If there is a noticeable wind, ask

what effect that might have had on the

balloon paths. *Students should pick up

balloons before returning to the

classroom so they do not litter the

playground.


now about compressed air moving

objects.



• inflate • rocket • propel

• distance • move • travel

Integration Hints - Make a list of items that are propelled by air pressure. Sort the list by characteristics.

- Read "What is All Around Us?" in the Foss Science Stories book. Questions to guide the

reading and extension activity ideas are available behind the Science Stories tab in the Foss

Teacher’s Guide.

Science Notebook Helper Draw and or write what happened to the balloon rockets.

Assessment Opportunities Assess the children using teacher observations and student participation in discussion. Look for

children explaining how air moves the balloon.

Air and Weather

Lesson 7

Investigation 2, Part 1: Weather Calendars The class shares what they know about weather and how it relates to air. A class meteorologist

begins recording daily weather observations on a class calendar. Symbols are used to indicate

five basic types of weather.

Weather describes conditions in the air outside.

Meteorologists are scientists who study the weather.

Scientific journals record what is observable.

Clarifying Objectives 2.E.1.2 Summarize weather conditions using qualitative and quantitative measures to describe:

Temperature

Wind direction

Wind speed

Precipitation

Focus Question How can we keep a record of daily weather conditions?


Begin the investigation by connecting

air and weather.

Discuss where you find weather and

what air has to do with it.

Go outside and let children feel the air.

Make a chart of words related to

weather.

Introduce the 5 weather symbols that

you will use on the calendar.

Introduce class calendar and record

today’s weather.

Give the children a schedule of class

meteorologists. (Each child will have

the opportunity to take on this

responsibility. You need to

demonstrate what you want this person

to do each day.)

Discuss the idea of a scientific

notebook and demonstrate an entry.

Let students know that they will be

keeping a weather notebook and

making entries every day to describe

the day’s weather.

Have children record the date, draw a

How does the air feel?

Can you feel the air moving?

Do you see anything that tells you that

the air is moving?

What kind of weather do you see?

What are some words we use to

describe the weather?

What kind of weather are we having

today?

Why is it important to include today’s

date?

How would you describe today’s

weather?

What would you draw to show today’s

weather?

What does a meteorologist do?

What is the difference between

personal journals and scientific

notebooks?

Air and Weather

picture, and write words in their science

notebooks to describe today’s weather.

Collect or check science notebooks.


now about recording weather.



• weather • meteorologist • monitor

• symbol • sunny • partly cloudy

• overcast • rainy • snowy

Integration Hints Watch a meteorologist on television and see what kinds of things they discuss.

Science Notebook Helper Children will record daily observations of the weather. They will write words or sentences to

describe the weather on a daily basis.

Assessment Opportunities Use anecdotal observations and the journal entries to assess student knowledge.

Air and Weather

Lesson 8

Investigation 2, Part 2: Measuring Temperature Students learn to use a thermometer and take turns measuring and recording the temperature.

They construct a model thermometer and practice reading various temperatures.

Temperature describes how hot or cold the air is.

Temperature is measured with a thermometer.

The unit used to measure temperature is degrees Celsius (˚C) or degrees Fahrenheit

(˚F)


Temperature

Wind direction

Wind speed

Precipitation



Focus Question How does a thermometer work to measure the temperature?


You might begin by administering the

formative assessment probe called

“Thermometer.”

Begin the investigation by discussing

how the air around us feels. Air that is

cold to one person may be warm to

others.

Even though we can’t see the air, we

can feel how hot or cold it is.

Temperature describes/measures how

hot or cold the air is.

Brainstorm words we might use to

describe temperature.

Demonstrate the working thermometer.

Show how to take the temperature in

the room.

Demonstrate how the red line on the

thermometer moves when put in cold or

warm water.

Take the thermometer outside and

discuss the difference.

How does the air outside feel today? Is

it hot or cold?

What do you think will happen to the

red line on the thermometer if we put it

in the cold water? In the warm water?

Did you have to move the red line on

the thermometer up or down? Is it

warmer or colder outside?

What do we use to measure

temperature?

Why is it helpful to know the

temperature?

Air and Weather

Predict what will happen to the

thermometer when you return to the

class.

Read the room temperature and have a

child show the measurement using the

demonstration thermometer.

Describe how the meteorologist will

measure and record the temperature

every day.

Make model thermometers.


now about measuring temperature.



• temperature • thermometer • degrees Celsius (˚C)/Fahrenheit (˚F)

• weather instrument • tool • freezing

• cold • cool • warm

• hot

Integration Hints Make a meteorologist tool kit. Directions can be found on page 38 in Investigation #2

Science Notebook Helper Have children draw a line down the center of a page in their notebook. Write warm on one side

and cold on the other. Have the children brainstorm things they do in each type of weather.


Air and Weather

Lesson 9

Investigation 2, Part 3: Watching Clouds Students observe and compare several types of clouds and discuss how they move across the sky.

They read FOSS Science Stories to find out more about what meteorologists do.

There are three main types of clouds: cirrus, cumulus, and stratus.

Clouds are made of water drops.

Wind moves clouds in the sky.


Temperature

Wind direction

Wind speed

Precipitation



Focus Question Are all clouds the same?

What kinds of weather do different clouds bring?


Begin by calling students to the carpet

and asking them how they would

describe a cloud to a person who has

never seen one.

After hearing a few descriptions, ask

students if all clouds look the same.

Have A Guide to the Sky poster nearby

while you lead a discussion about

clouds and rain.

Ask students what kind of weather

clouds sometimes bring.

Ask students to describe what the

clouds that bring rain look like.

Introduce cloud names.

Go outside to view the clouds.

Discuss clouds and wind.


now about clouds.

How are these clouds alike? Different?

What makes clouds move?

If the wind is blowing very hard, what

happens to the clouds?

If there is no wind, what happens to the

clouds?

What do you think clouds are made of?

Air and Weather



• clouds • cirrus • cumulus

• stratus

Integration Hints -Read one of several trade books on clouds.

-Read “What’s the Weather Today?” from FOSS Science Stories.

-In response to the story It Looked Like Spilt Milk by Charles G. Shaw, students can drip a few

large drops of white paint on dark blue construction paper and carefully blow at the paint with a

straw.

Science Notebook Helper Write what you have learned about clouds today.


Air and Weather

Lesson 10

Investigation 2, Part 4: Measuring Rain The class discusses the kinds of clouds that bring rain or snow and natural sources of water.

Students use a rain gauge to measure rain or snowfall. The class meteorologist’s daily report

now includes weather condition, temperature, cloud type, and amount of rainfall.

Meteorologists use rain gauges to measure how much rain or snow has fallen.

Natural sources of water include streams, rivers, lakes (fresh water), and the oceans

(salt water).


Temperature

Wind direction

Wind speed

Precipitation





Focus Question How can we measure the amount of rain that falls?


Talk about clouds and rain. Have A

Guide to the Sky poster nearby.

Introduce the rain gauge. Have

children speculate on how it works.

Discuss and decide where to put the

rain gauge where it can effectively do

its job.

Go outside and set up rain gauge.

When the opportunity arises, observe

the gauge after the rain. Discuss how

long it takes for the rain to accumulate.

Discuss natural sources of water. Have

the Natural Sources of Water poster

nearby.


now about measuring rain.

How do you think a rain gauge works?

Where do you think we should place

the rain gauge?

How can we tell if it is going to rain?

How do we measure how much rain has

fallen?

Air and Weather



• rain gauge

Integration Hints Make a rain gauge for your meteorologist’s tool kit.

Have children practice reading the thermometer and rain gauge.

Science Notebook Helper Write what you have learned about rain today.

Assessment Opportunities Use anecdotal observations and the journal entries to assess student knowledge. Evaluate the

children’s records of the daily weather.

Air and Weather

Lesson 11

Investigation 3, Part 1: Bubbles in the Wind Students use bubble wands to blow bubbles outside. They investigate how the air moves bubbles

in a variety of locations around the school building.

Bubbles are filled with air.

Wind is moving air.

Bubbles can show the changing direction and speed of the wind.

For the wind investigations, you will want to have a reliable source of wind for the wind speed

activity such as a hair dryer or fan.


Temperature

Wind direction

Wind speed

Precipitation

Focus Question How can bubbles be used to find out about wind speed and direction?


Tell students they will be using bubbles

to continue their investigation of air

and weather.

Blow a bubble. Then ask students,

"What’s inside the bubble?", "What’s

outside the bubble?", and "What moves

bubbles around?”

Propose a search for moving air using

bubbles.

Go outdoors and feel the wind.

Distribute wands and soap. Let the

explorations begin.

As the children explore, circulate and

pose questions to help focus their

observations.

Clean up and return to class.

Discuss what the students observed.


now about bubbles moving in the wind.

How can you use bubbles to show if air

moves around corners?

How can you use bubbles to show

where the air moves fastest?

How can you use bubbles to show

where the air moves slowest?

How can you use bubbles to show how

air moves in a doorway?

What do bubbles have to do with air?

What can bubbles tell you about the

air?

Air and Weather



• bubble • wind

Integration Hints -Read aloud Gilberto and the Wind by Marie Hall Ets or Can You See the Wind? by Allan

Fowler. The books can also be shared in the listening center.

-Students can make a whirligig (available behind the Investigation Duplication Masters tab in the

Foss Teacher’s Guide) at school and take it home to search for air movement around their

homes. Students can list the places they found air movement at home and share the list with their

classmates.

Science Notebook Helper Describe what the wind did to the bubbles in different locations outside.


Air and Weather

Lesson 12

Investigation 3, Part 2: Wind Speed Students go outside to feel and observe the wind. They are introduced to a descriptive wind

scale (an adaptation of the Beaufort scale) and an anemometer, a tool used by scientists to more

accurately measure the speed of the wind.

Meteorologists use a wind scale to describe the strength of the wind.

Meteorologists use anemometers to measure the speed of the wind.


Temperature

Wind direction

Wind speed

Precipitation



Focus Question How do people describe the strength of the wind?


To begin the wind speed investigation,

gather students on the carpet and lead a

discussion about wind.

Have students share their responses

and confirm that wind is moving air.

Introduce the wind scale. Have poster

of the scale nearby.

Introduce the anemometer.

Demonstrate how it works.

Have the students count how many

times the anemometer goes around in

10 seconds. There should be a black

circle on one of the cups to aid in

counting.

Discuss results.

Take the anemometer and poster

outside to observe the wind speed.


now about wind speed.

Is the wind blowing today? How can

we tell how fast it is blowing?

What determines how fast the

anemometer turns?

What will happen to the anemometer if

there is a gentle breeze? A strong

breeze?

Can you see the wind moving

anything? Are the clouds moving?

How strong does the wind have to be to

make the anemometer move?

How do meteorologists measure the

speed of the wind?

Air and Weather



• anemometer • wind scale • calm

• gentle breeze • moderate breeze • strong breeze

Integration Hints -Read Gilberto and the Wind or Can You See the Wind? if you haven’t already.

Science Notebook Helper Continue to draw and write each day describing the days weather.


Air and Weather

Lesson 13

Investigation 3, Part 3: Pinwheels Students construct a pinwheel and observe how it operates when they blow on it, move it through

air, and hold it in front of a fan. They compare the action of the pinwheels to the class

anemometer.

Meteorologists use anemometers to measure the speed of the wind.

A pinwheel provides evidence about how fast the wind is blowing.


Temperature

Wind direction

Wind speed

Precipitation



Focus Question How can we use pinwheels to observe wind speed?


Introduce pinwheels. Gather

information about which children have

experience with this instrument. Ask

which weather tool is similar to a

pinwheel. [anemometer]

Demonstrate pinwheel construction.

When pinwheels are finished allow

children to experiment with them.

Discuss children’s experiences.

Take pinwheels outside

As children are experimenting with

pinwheels outside, walk around and

quickly interview them about their

thoughts on how the pinwheel is like an

anemometer and how can you tell how

fast the wind is blowing.


now about using pinwheels.

What can an anemometer or pinwheel

tell us about the wind?

How did you get the pinwheel to spin?

What happened when you moved them

through the air? Why did that happen?

How else were you able to make the

pinwheels spin?

Where else might you find moving air?

How is a pinwheel like an anemometer?

How is it different?

Air and Weather



• pinwheel

Integration Hints -Have various store-bought pinwheels available in a center for students to explore.

Science Notebook Helper Continue to draw and write each day describing the day’s weather. Use the notebook to describe

what you know about pinwheels as a tool to explore the wind.


Air and Weather

Lesson 14

Investigation 3, Part 4: Wind Vanes Students learn about wind vanes, a tool to determine wind direction. They compare the

movement of the wind vane to those of bubbles and clouds.

Meteorologists use a wind vane to observe the direction of the wind.

A wind vane points in the direction the wind is coming from.


Temperature

Wind direction

Wind speed

Precipitation



Focus Question How can we use a wind vane to observe the direction of the wind?


Introduce the wind vane and its

purpose. Discuss when and where

children may have seen one.

Demonstrate how to make a wind vane.

Distribute materials.

Take wind vanes outside to explore

wind direction.

Observe cloud movement. Relate the

bubbles lesson, the pinwheel, and the

wind vane to how the clouds are

behaving. Note: The wind on the

ground and the wind higher in the

atmosphere may not be traveling in the

same direction. You may want to

explain to the children how this could

be.


now about wind direction.

What does the wind vane tell you about

the wind?

Which direction does it point when the

wind is blowing?

Looking at the clouds, which direction

do you think the wind is coming from?

Do clouds move with the wind or

against it?

Are there any other objects around that

can help us find the wind direction?

What does a wind vane tell us?



• wind vane • direction • north, south, east, west (optional)

Air and Weather

Integration Hints An optional activity might be to introduce the children to the compass.

Research what other instruments people have used over the years to measure the wind.

Read the “Understanding the Weather” in the FOSS Science Stories.

Continue to add to the meteorologist’s tool kit.

Science Notebook Helper Continue to draw and write each day describing the day’s weather.


Air and Weather

Lesson 15

Investigation 3, Part 5: Kites Students construct kites. They use the anemometer and wind vane to help them determine the

best location and direction for flying kites.

Wind pushes kites up into the sky.

An anemometer can give evidence that there is a good wind for kite flying.

A wind vane can be used to determine the direction that kites will fly.


Temperature

Wind direction

Wind speed

Precipitation



Focus Question How can we use weather instruments to improve kite flying?


Invite students to the carpet and tell

them they are going to make something

new that uses air.

Show the sample kite and ask students

how a kite uses air.

Demonstrate two different ways to

make kites. (Depending on the model

you choose.)

Test kites indoors with fans or

hairdryers.

Discuss flying kites and what it takes to

be successful at it.

Discuss what instruments we have

studied so far that could help us be

better at kite flying.

Go outside to fly kites.

As students are experimenting, conduct

short 30-second interviews about how

wind vanes and anemometers can help

them fly the kite.

Discuss flying kites.


Does it take more or less wind to fly a

kite than to move a bubble? Than to

spin a pinwheel?

How could the wind vane be useful

when we try to fly kites?

How could an anemometer be useful

when we try to fly kites?

From what wind direction is the wind

blowing?

How should you stand so your kite will

catch the wind?

What did you feel when your kite flew

up in the air?

What made the kite go up?

How did the wind vane help you decide

which direction to fly your kite?

Did the direction that the wind was

blowing always stay the same? How

could you tell?

Air and Weather

now about instruments that can help

you fly a kite.



• kite • tail • flying line

Integration Hints Learn the words and music to the song Let’s Go Fly a Kite from Mary Poppins.

Try variations on making the kites – different designs or different materials.

Create wind catchers.

Research kites from other cultures.


Write about how it feels to fly a kite and what you experience with kites has been.

Assessment Opportunities Use anecdotal observations and the journal entries to assess student knowledge. Your short

interview will help with anecdotal notes.

Air and Weather

Lesson 16

Investigation 4, Part 1 – Weather Graphs Students organize and graph the class weather data recorded over a period of 4 weeks. The

class will continue recording the weather on the calendar and graph the following month.

Weather conditions change over time.

Weather observations can be organized and used to make comparisons. Estimated time – two forty-five-minute sessions scheduled 4 weeks apart

Clarifying Objectives 2.E.1.3 Compare weather patterns that occur over time and relate observable patterns to time of


Focus Question How can we organize weather data collected for a month to look for change?


Before graphing:

Introduce graphing. Children should have

some prior experience with this from both

science and math.

Demonstrate graphing.

Start weather graphs.

After graphing for 4 weeks:

Discuss weather graphs.

Ask students what questions they have now

about organizing weather data.

Which type of weather did we have the

most of? How many days?

Which type of weather did we have the

least of? How many days?

How many days was it sunny?

How many days did it rain? Snow?

(depending on the season)

How are graphs useful?



• graph • column • row

Integration Hints Math – make a variety of graphs with the class. This should have been happening all along.

Make your own data collection activity and then graph the results.



Air and Weather

Lesson 17

Investigation 4, Part 2 – Comparing the Seasons

The class moves from recording weather data on a calendar to creating seasonal graphs of the

weather, temperature, and precipitation. Each season, new graphs are created and compared

with the preceding seasons.

Daily changes in temperature, precipitation, and weather type can be observed

compared, and predicted.

Each season has a typical weather pattern that can be observed, compared, and

predicted.

The Sun can be seen only in the day.

The Sun heats the Earth during the day. Estimated time –five-minutes each day throughout the year; twenty-thirty minutes at the end of

each season.

Clarifying Objectives 2.E.1.1 Summarize how energy from the sun serves as a source of light that warms the land, air,

and water.



Focus Question How can we organize weather data taken over different seasons to look for change?


Make calendars for conditions,

temperature, and precipitation.

Introduce calendars to the children.

Plan with children how to keep the

graphs current.

Every few weeks look for patterns in

the data.

At the end of each season, compare the

graphs for that season to the others.

Read the science story Seasons.

Where in the sky do you see the sun in

the morning? At noon? In the

afternoon?

When during the day might the highest

temperature be recorded? The lowest?

Which season was the rainiest?

Snowiest? Cloudiest?

Which season had the highest total of

rainfall?

Which season had the coldest

temperature?

What was the warmest day we had this

year?



• total • precipitation • season • Sun

Air and Weather

Integration Hints -Because this project is year long, it can constantly be integrated into math with the data

collection and graphing, social studies because of the impact the weather has on cultures and

individuals, and language with stories to read and write. If you are in a climate that has a wide

variety of weather types, it can make for excellent discussions and language projects.

- Read "Seasons" from the Foss Science Stories book. Questions to guide reading and extension

activities can be found behind the Science Stories tab in the Foss Teacher's Guide.

-Read a trade book about the Moon aloud or share it in the class listening center. Book

suggestions can be found behind the resource tab in the Foss Teacher's Guide.


Assessment Opportunities Use anecdotal observations and the journal entries to assess student knowledge. Make sure to

have children make generalizations at the end of seasons that will help them recognize patterns

in the weather and the need to monitor weather as a profession.

Air and Weather

Lesson 18

Investigation 4, Part 3 – The Night Sky Students discuss their observations of the night sky, including any changes they have discovered

in the Moon’s appearance and location. Weather at night is compared to weather during the

day.

Weather occurs at night as well as during the day.

The Moon can be seen sometimes at night and sometimes during the day. It looks

different every day, but looks the same again about every 4 weeks.

There are more stars in the sky than anyone can easily count.

The Sun and Moon move across the sky during a day and night and appear in different

locations in the sky. Estimated time –twenty-minutes to introduce the part; 2-3 minutes each day for a month; 20

minutes to discuss observations.

Clarifying Objectives 2.E.1.3 Compare weather patterns that occur over time and relate observable patterns to time of




1.E.1.1 Recognize differences in the features of the day and night sky and apparent movement of

objects across the sky as observed from Earth.

1.E.1.2 Recognize patterns of observable changes in the Moon’s appearance from day to day.

Focus Question What is in the night sky and how can we monitor and record our observations to look for

change?


Invite students to the carpet and discuss

what students usually see in the sky

during the day.

Brainstorm a list of possible

observations.

Go outside to observe the sky. Discuss

the Moon and its location in the sky

and its shapes.

Confirm observations with a checklist

of what they have observed.

Draw the moon.

Introduce the moon calendar.

Describe to students how they will

Does the weather change or stay the same

at night?

Do the stars and moon change or stay the

same every night?

When can you see the sun? Moon? Stars?

What can you see on a clear night? What

observations have you made about stars?

What have you observed about the shape

of the moon?

Air and Weather

observe the night sky. Propose keeping

a record of their findings.

Introduce the night-sky observations

sheets. Send home a letter to parents

describing this activity.

Discuss where to keep the logs at home

so they don't get misplaced.

Answer any questions that might arise.

Record observations on the moon

calendar.

Look for patterns with the calendar.

Have the students draw what they have

observed.



• Moon • star • change

Integration Hints Create a poem about the moon.

Research our country’s investigation of the moon.

Science Notebook Helper Describe what you see and make predictions about what you will see next.


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