Transcript FOSS SCIENCE: Weather and Water 1

FOSS SCIENCE: Weather and Water 1
Jeremy Wheeler
12/3/10
Entry Activity
• Choose a button that describes your
attitude or how your feeling today.
• Be ready to share
CHIJI CARDS
• Choose a card and think of a personal connection or
relationship that you have with the card
• Choose a card that can represent where you were before
starting FOSS implementation, Where you are now, and
where you want to be…
• Relationships and science…(How is science about
relationships? What types of relationships in science do
you want your students to see?
• Object Lesson: “obverse”
Mental models and perspectives-how does our view of the
world help us as classroom leaders? Hinder us?
The Book of Chiji
• Chris Cavert and Stephen Simpson
Agenda (Morning)
Investigation 1
Part 1- What is weather? (meteorologists, forecasts)
suggested 2 classes
Part 2- Local weather: Using weather instruments and
collecting data;writing a weather report;
Investigation 2
Part 1- “The air around us” What is matter? MASS?
Volume? Density? Does air have mass? Design a
procedure/investigation that demonstrates air has mass
Part 2- Earth’s atmosphere-Mass, Volume, density will help
students with the properties of Air.
Review assessment for investigations 1&2
Agenda (afternoon)
• Review materials for Investigations 1 and
2; Plan and collaborate
• create materials for instruction and
assessment; it could be variables
• Post anything you have created for the
greater good on the stem teacher site for
6th grade
• Create a pre-assessment for the module
What is Weather?
• Are you more like…
Breakfast
or
Dinner
Roses
or
Tulips
Heat and sun or
cold and snow
Tornado
or
Hurricane
Blizzard
or
Thunderstorm
Strategies:
*Words that come to mind when you think of weather…
*Concept mapping for weather…
*Quick write What is weather? (FOSS)
What factors would you need to consider if you were going
to describe or forecast weather?
Weather in our lives
• Is today’s weather normal for this time of
the year? How do you know?
• Is this the type of weather that would
happen everywhere on earth? How do
you know?
• Why might the weather be important to
you? To others?
PAIRS VIEW
Wonders of weather (ques. pg 45): part-4
* What surprised you about the weather
shown in the video?
* Weather that is dangerous or causes
damage is called severe weather. Have
you ever experienced severe weather? If
so, describe it.
*What are some other types of severe
weather you have heard or read about?
WOW-Hurricanes: part-2
Pairs View (pg.45 and 46)
• What is a hurricane?
• What conditions are necessary for a hurricane to
form?
• What kinds of damage occur during hurricanes?
• What are some things people have done to try to
lessen hurricane damage?
• Where have some of the most devastating
hurricanes occurred and when?
• How do meteorlogists know when a hurricane is
coming and where it might strike land?
Why Study Weather?
• Is there anything we can do as humans to
prevent, defuse, redirect, or weaken the impact
of a storm or severe weather?
• What do you humans do during severe weather
events?
• Why might it be important to study weather; and,
know the causes and science behind weather?
• Future question for exploration: How is global
warming related to weather?
Brainstorm Questions about
weather
• List all the questions you have about
weather. Cooperative learning structure:
“think write round robin”
• Sort questions in categories
Introduce vocabulary-(p. 46, 11)
• Meteorology: The scientific study of earth’s
weather
• Meteorologist: A person who studies the causes
and effects of weather
• Forecasts: let people know what kind of weather
to expect the next day or week
• Assign HW: Students should bring a copy of a
local weather report
• Assign reading: Read the article from page 3
Naming Hurricanes
Write a weather report
• Take a short field trip outside and have
them bring their writing materials with
them to write a weather report
• Share reports: Record the terms they use
on a chart to compare similarities and
differences;
Weather reports HW
• Use HW to have students discuss
What types of information are in the weather
reports they brought?
What was the source for your weather report?
How does the report compare to the one you just
wrote?
*They should see that there reports did not include
actual measurements for temperature, humidity,
etc.
Introduce the Local weather report
• Use the class weather chart to record daily
weather: (p. 52)
• What does visibility mean?
• What weather factors might limit visibility?
• How can we determine what visibility is?
• What information might we include in the column
“Other Observations?”
• A different group may conduct weather
observations each day or assign a tool per team.
Lets go outside!
• Explore the weather tools
• Record observations:
-Celsius temperature
-pressure in millibars
(a unit of atmospheric pressure equal to one thousandth of a bar; "atmospheric
pressure at sea level is 1013 millibars" pressure unit - a unit measuring force per unit area)
-Humidity in percent
-Windspeed mph or km/h
-Wind direction is the compass direction from
which the wind is coming from
*8 Days of observations
Introduce the weather lab notebook
• Multi media-Resources
• Spreadsheet for collecting weather data
What is matter?
• 3-bags write what is in the bags
10:00 AM BREAK
• 15 minutes
Where does weather happen?
• Atmosphere…
• Air plays an important role in weather
• We will be investigating air over the next
several lessons.
Using a Syringe to investigate
air
• What happens to the air in the syringe when you push and pull on
the plunger?
• Place a clip on the end of the tube.What happens?
• Place a small foam cube in the syringe with the clip still on the tube.
What happens?
• Place a bubble inside the syringe. What happens?
• So what can air do?
Record at least three observations and three questions on your white
boards.
All team members record on their activity sheet. P.3
Gas in a syringe
Vocabulary p.72
• Compressed air is forced into a smaller
space
• Compressed air pushes back with a force
equal to to the force compressing it
• Pressure is the result of the compressed
air pushing back
• What questions do you have about Air?
Multimedia molecular model of
air
• Gas in a syringe p. 73 explanation
What is matter?
• How would you describe what matter is?
Concept mapping:
Matter
• Matter is the material that makes up our universe
• “tangible” objects are made of matter, matter is made of tangible
objects
• Pieces of matter can be as large as planets and as small as atoms
(and subatomic bits)
• Matter occupies space; no bit of matter is so small that it occupies
no space
• Matter has to be somewhere; and, a far as we know this is one of
the properties of matter
Conservation of matter is: mass cannot be created/destroyed, although
it may be rearranged in space, and changed into different types of
particles
MASS
• How would you describe mass to
someone?
Activity:
• Which object has more mass?
MASS
• Mass is the (Measure) of the amount of
mass in an object.
• How do you measure the mass of an
object?
Now measure which object has more mass.
Report your process and decision
(supporting with data: using your white
boards in 5 minutes.
Volume?
• How would you describe volume to
someone?
• Volume is how much three-dimensional space a substance
(solid, liquid, gas, or plasma) or shape occupies or contains
The volume of a container is generally understood to be the “capacity”
of the container, i. e. the amount of fluid (gas or liquid) that the
container could hold, rather than the amount of space the container
itself displaces
Big cubes:
How could we measure the capacity of the
cube?
Mass is related to its size and
density
• Archimedes reading
• How did Archimedes use his science to
solve his problem?
(Variables readings)
What is Density?
• How would describe density to someone?
• Density is a ratio: MASS = Density
Volume
MASS vs Weight
• This is assessed on the mid unit test how
• What is the difference between mass and
weight?
• Weight is the pull or force between the
earth and the mass of an object or
substance
• Weight can vary slightly in different places
on earth or greatly on different planets
Air investigation
(Guided) Does Air have Mass?
Provided are the materials
-Create and “describe” a process for
conducting the investigation
-Provide an “explanation” for your response
Materials
• Balloons, String, Jumbo, Straws, Tape
Investigation 2: part 2
•
•
•
•
•
•
•
•
•
•
Earth’s atmosphere
Resource book page 8
Where is the atmosphere? Page 78
Vocabulary: poster
Atmosphere
Troposphere
Stratosphere
Mesosphere
Thermosphere
exosphere
Multimedia
• Elevator in space
• How might we facilitate this investigation in
a more engaging way?
• Questions: atmosphere reading “A thin
Blue Veil”
• Extensions: Scale drawing; and weighing
Afternoon Play session
• Review materials for Investigations 1 and
2; Plan and collaborate; explore the kit
• create materials for instruction and
assessment; it could be variables
• Post anything you have created for the
greater good on the stem teacher site for
6th grade
• Create a pre-assessment for the module
• Discuss Syracuse third party evaluation
Closing
• Chiji-Key moment or learning
• Choose one card that shows a
“relationship” or represents a key moment
or learning for you today
• “primacy regency effect” David Sousa First
and Last