Here are a few video clips from this fall’s Girls Leading Girls in Science program at Belmont Abbey College. Special thanks to Principal Chris Germain at North Belmont Elementary School, and the Fifth grade teachers for allowing our education students to come to his school.
We need more women in science and I believe the idea, and a love for science starts in elementary school.
This lesson uses fiction literature and constructivist inquiry science to promote the use of non-fiction science books taken and adapted from a workshop presented by Appalachian State University Education Department.
Lesson for Weather
NCSCoS : Competency Goal 2: The learner will conduct investigations and use appropriate tools to build an understanding of the changes in weather. Objectives
2.01 Investigate and describe how moving air interacts with objects.
2.02 Observe the force of air pressure pushing on objects.
2.03 Describe weather using quantitative measures of:
2.04 Identify and use common tools to measure weather:
2.05 Discuss and determine how energy from the sun warms the land, air and water.
2.06 Observe and record weather changes over time and relate to time of day and time of year.
Engage: Read the book Come on Rain by Karen Hesse
Explore: Create weather instruments – See instructions for each weather instrument
Thermometer – Straw, Clear Bottle, Modeling Clay
Wind Instrument – Plastic Grocery Bag, Speed, String, Ping Pong Ball (or another light weight ball)
Window Weather Watcher – Card Stock, Paint Samples
Rain Gauge – Plastic Bottles with bottle top cut off
Barometer – Clear Plastic Bottle, Tubing , Rubber Band, Caulk
Explain – Each group will show what and how they made the weather instrument and how to use it, describing what it measures.
Extend – Go back to book and read and when each instrument could be used in the book to measure what we are talking about then they should lift it.
Connect to non-fiction Book. Place a non-fiction weather book on each groups table and have them look at it and see if they can identify their weather instrument or one that was created in this lesson. Have them read selected sections if appropriate.
Evaluation – Create a rubric that includes the following assessment:
These 4 C’s assess the Twenty-first Century Learning Skills
Content
Collaboration
Critical Thinking Skills
Communication
Thanks to Appalachian State University School of Education for this idea presented at NCSTA professional development in 2010.
Weather Instruments
Thermometer – Measures temperature that is a physical property of matter that quantitatively expresses the common notions of hot and cold. Objects of low temperature are cold, while various degrees of higher temperatures are referred to as warm or hot.
1. Fill the glass bottle with water full.
2. Place 3 drops of food coloring in the water and mix (red works well).
3. Place the clear straw into the bottle so that 3 inches are showing from the top of the bottle.
4. Place modeling clay around the straw to secure the straw in place so that no air gets in or out of the bottle.
5. Allow the thermometer to sit still for 1 – 2 minutes.
6. Mark the colored water level on the straw. This mark indicates the temperature at room temperature.
7. Now place the bottle in an ice bath. Allow the thermometer to site still for 1 -2 minutes.
8. Mark the colored water level on the straw now. This mark indicates the temperature in an ice bath.
Analysis:
Compare the markings for each temperature – room temperature and the ice bath. Explain what you think is happening?
What would you expect to happen to the water level if you placed the bottle in hot water?
Explain what you think is happening to the water molecules as the temperature changes.
Weather Instruments
Wind Instruments
Wind Sox – Measures the direction of the wind.
1. Open the plastic bag by holding the handles.
2. Tape the handles together at the middle of both handles.
3. Tape the bag handles to the end of the ruler.
4. Now create the wind sox by cutting the bottom of the bag out.
5. Discard the bottom by recycling it and then cut strips in that end creating a feathery tails for the wind sox.
Wind Speed – Measures the speed of wind.
1. Cut out the outside of the shape of the protractor (you may leave the interior).
2. Take the 10 inch piece of fishing line and tape one end of it to the protractor at the center of the straight edge at the 3 inch point (at the circle).
3. Now attach the ball to the other end of the fishing line. Use the hot glue gun. It should now hang over the 90 degree mark on the protractor.
4. Using the wind sox, determine the direction of the wind and then place the protractor into the wind. You will determine the speed by recording the largest angle the wind blew the fishing line and ball.
5. Now use the speed conversion chart to determine the wind speed.
Analysis:
Why is it important to determine the direction and speed of the wind?
What weather events are determined by wind?
Weather Instruments
Window Sky Watcher – Measures the sky and cloud color
1. Take the window watcher card and write your name in on e of the largest rectangles.
2. Next take the 2 full paint samples with 3 colors on it and cut them to fit onto the 2 small sides with 3 rectangles on them. Glue them – one on each side.
3. Take the one single paint sample and glue it in the remaining square.
4. Now you have a window sky watcher.
** You can glue non-breakable mirrors to the center or opening so that you young students will not look directly into the sun.
Analysis:
How would you use this sky watcher with your students?
Can you think of a language arts activity to link with this science concept?
Weather Instruments
Rain Gauge – Measures precipitation
1. Take a plastic water bottle and cut the top ½ of the bottle off. Recycle the top portion or use for a funnel with other science projects.
2. Use the bottom portion of the bottle for a rain gauge.
3. Using the 3 x 5 card create a comparative scale to measure the water level in the rain gauge. Attach it to the side of the bottle.
Analysis:
Explain your scale and how it is appropriate for your students.
Explain why you may need to change your scale and why the change may be necessary.
How could you make this instrument individualized for your all your students (ELL, ADD, low/no reading, etc.)?
Weather Instruments
Barometer – Measures changing air pressure. Air pressure is important for recognizing changes in weather. We have air pressure all around us.
1. Take the plastic bottle with the hole put in the bottom of the bottle using a hot glue gun and the rubber tubing attached. Make sure the tubing is secure and water proof in the hole using modeling clay or silicon based caulk.
2. Rubber band the tubing up near the top of the bottle.
3. Fill the bottle full of water and add 3 drops of food coloring (red works well).
4. Place the instrument near the door on a flat surface. Mark on the tubing the level of the water with a number 1.
5. As the barometer remains on the steady surface quickly open the door and see what happens to the water level in the tubing.
6. Mark on the tubing the level of the water with a number 2. If it raised the air pressure was higher if it lowered the air pressure when lower.
Analysis:
How would you use this instrument in your class?
How long do you think if would take for you to accumulate data for your student to understand the importance of air pressure and the effect on weather?