Air & Weather InDes - nthurston.k12.wa.us · PDF fileStructure of Physical Earth/Space and Living Systems. Understand that things are made of parts that ... Some properties of air

MAGNETISM AND ELECTRICITY 1AIR AND WEATHER

WASHINGTON EDITION

ASSESSMENTAIR AND WEATHER

This folio contains a variety of resources that help teachers assess student progress in reaching Grade Level Expectations (GLEs) as outlined in the Essential Academic Learning Requirements (EALRs) for science. These materials have been designed for Washington State teachers using the 2000 edition of FOSS. Look in the Assessment Overview, available at www.smerc.org, for more on how to use these classroom-based assessments.

Scoring guides for each of the assessments begin on page 4, using a +//– rubric. + going beyond expectations meeting expectations – below expectations

NOTE: This edition is the result of collaboration among FOSS staff at Lawrence Hall of Science, the Science and Math Education Resource Center (SMERC) at ESD 112, and many dedicated teachers in Washington State.

The Washington Edition was made possible by the generous support of the following organizations: Delta Education; Educational Service District 112; Eisenhower Funding; Hewle�-Packard; Intel; Lawrence Hall of Science at the University of California, Berkeley; Washington State School Districts; and Washington State University, Vancouver.

ASSESSMENT CONTENTSInvestigations 1 – 4 2End-of-Module Assessment 49Assessment Blueprint 52

INVESTIGATION DUPLICATION MASTER CHANGESNew student sheets • no. 22a Kites• no. 28a, 28b, and 28c K/2 Inquiry Project Sheets

2 FULL OPTION SCIENCE SYSTEM

INQUIRY INVESTIGATION SUMMARY

PART 1

• What happens if I move the paper towel to different places in the vial as I push the vial under the water?

• How can I make my balloon rocket go farther?

INVESTIGATION 1: EXPLORING AIR

PART 6

PART 4

PART 5

BALLOON ROCKETS• How can I use compressed air to propel a balloon rocket?Time: 60 minutes

AIR AND WATER FOUNTAIN• How can I use air to push water around a system?Time: 40–50 minutes

PUSHING ON AIR• What happens when I push air into a smaller space?Time: 50–60 minutes

AIR UNDER WATER• How can I keep a paper towel dry underwater?Time: 40–50 minutes

Students use vials, paper towels, and basins to explore the idea that air takes up space.

PART 2

Students work with a set of objects to see how they move through the air and how air can move them.

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.

Students put together tubes, a bo�le, 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.

Students use syringes to investigate air. They discover that air can be compressed and that air under pressure can push objects around.

AIR IS THERE• How does air interact with objects?Time: 50–60 minutes

PART 3PARACHUTES• How does air affect the way a parachute floats to the ground?Time: 50–60 minutes

Students construct and observe parachutes dropping through air. They think about how air slows the descent of the parachute.

Examples of questions students might generate for inquiry projects

3AIR AND WEATHER

WASHINGTON EDITION—AT A GLANCECONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES


• Air can be compressed.• The pressure from compressed air can move things.

• Air is ma�er and takes up space.• Air pressure can move water.

• Air is ma�er and takes up space.• Air can be compressed.• The pressure from compressed air can move things.

PreassessmentNature and Properties of Earth Materials. Understand physical properties of Earth materials. (GLE 1.1.5)

Student Sheets—Bubbles and Keep the Towel DryNature and Properties of Earth Materials. Understand physical properties of Earth materials. (GLE 1.1.5)

Student Sheets—Pushing on Air and Pop-offNature and Properties of Earth Materials. Understand physical properties of Earth materials. (GLE 1.1.5)

• Air is ma�er.• Air takes up space.• Air can be captured.

• Air is something real and is called ma�er.• Air takes up space.• Air interacts with objects.

Teacher Observation—Explains Air and Water SystemStructure of Physical Earth/Space and Living Systems. Understand that things are made of parts that go together. (GLE 1.2.1)Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3)

Teacher Observation—Balloon rocketsForces to Explain Motion. Know that pushes and pulls can change the motion of common objects. (GLE 1.3.2 )Science Notebook—Balloon rocket questionsQuestioning. Understand how to ask a question about objects, organisms, and events in the environment. (GLE 2.1.1)

• Air is all around objects.• Air resistance affects how things move.

Student Sheet—ParachutesForces to Explain Motion. Know that pushes and pulls can change the motion of common objects. (GLE 1.3.2)Science Notebook and Teacher Observation—Parachute inquiry and results Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2)Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3)

• Can I make the bag not twirl when the balloon rocket flies?

• How can I change the parachute to make it fall more slowly?

FULL OPTION SCIENCE SYSTEM4

FORMATIVE ASSESSMENT

INVESTIGATION 1: EXPLORING AIR PART 1: AIR IS THERE

Use the preassessment as described in the teacher guide. Have students draw a picture that shows something they know about air.

Preassessment

Nature and Properties of Earth Materials. Understand physical properties of Earth materials. (GLE 1.1.5)

Score If the student...

draws a picture of something that shows they understand a property of air.

– does not demonstrate that they know something about air, does not complete the task, or gives information that has nothing to do with what is asked.

Some properties of air are• Air moves.• Air can make other things move.• Air takes up space.• Air is invisible.• Air is a gas.• Air can be compressed and causes pressure.


WASHINGTON EDITION

INVESTIGATION 1: EXPLORING AIR PART 2: AIR UNDER WATER

Use student sheet nos. 3 and 4 called Bubbles and Keep the Towel Dry. Have students respond to the prompt below (also given in the teachers guide).

Notebook Prompt

Draw Xs on each picture to show where there is air and tell something about air related to the investigation.

Student Sheets—Bubbles and Keep the Towel Dry



+ indicates that air takes up space by drawing an X as described below for each entry: Bubbles: in the vial, in the bubbles, above the water line in the basin, in the space around the basin. Keep the Towel Dry: in the vial, above the surface of the water.

indicates that air takes up space by drawing an X in some of the places described above.

– draws an X in a place that has no air (such as in the water where there are no bubbles); or cannot draw an X in an appropriate place for each diagram.

No. 3 — Student Sheet



WASHINGTON EDITION

Note: This sheet is part of the Air and Weather Student Journal that students use throughout the module to record data found on student sheet page 4.

Air and Weather JournalNo. 4—Student Sheet

Today’s Date

KEEP THE TOWEL DRY PAGE 3




Today’s Date

BUBBLES PAGE 2




Today’s Date

BUBBLES PAGE 2



WASHINGTON EDITION


Today’s Date

KEEP THE TOWEL DRY PAGE 3



INVESTIGATION 1: EXPLORING AIRPART 3: PARACHUTES

Use student sheet no. 5 called Parachutes and a teacher interview as needed to find out what students can tell you about how air affects the parachute.

Notebook and/or Interview Prompt • Draw Xs to show where there is air.• Explain what makes the parachute fall slowly to the floor.

Student Sheet from Air and Weather Journal—Parachutes

Forces to Explain Motion. Know that pushes and pulls can change the motion of common objects. (GLE 1.3.2)


+ shows that air is all around the parachute, both above and underneath; explains that air under it slows its descent; mentions air resistance.

shows that air is underneath the parachute; explains that air under it slows its descent.

– cannot explain how air and the parachute work to-gether.




Today’s Date

PARACHUTES PAGE 4

Note: This sheet is part of the Air and Weather Student Journal that students use throughout the module to record data found on student sheet page ?


WASHINGTON EDITION

Use the inquiry project sheets found on pages 46–48 to model the process of planning an investigation as a class, so that students become familiar with the format that they will use to plan independent investigations at the end of the module. Help students generate parachute questions that could be investigated.

Some questions that might be generated are

• If I change the parachute by doing _____, will it fall more slowly?• What would happen if I change _____? (length of string,

material used for the canopy, how many passengers it holds)• What happens to the descent of the parachute when there are holes in the canopy?

As a class, select a question to investigate. Complete part 1 as a class, formulating a question and making a plan to investigate it. See the example of a plan on page 10. Using the plan, students should work in groups to carry out the investigation. Students need only record the results in their science notebook, using drawings or pictures if necessary. Use the guiding questions in part 2 and 3 of the project sheet to find out what students know about collecting data and drawing conclusions.

New Student Sheets nos. 28a-c see Masters Pages 46-48.



Sample PlanQuestion Which would fall faster, a parachute with a large canopy or a small canopy?Prediction I think the smaller parachute will fall more faster.Materials: paper napkins strings paper clips sticky dots scissors

Procedure1. Get two sizes of napkins made from the same material. Or cut some large napkins into smaller squares.2. Make two parachutes, exactly the same except one has a larger canopy than the other.3. Drop the two parachutes at the same time and from the same height. Compare how the two fall.4. Run two more trials, recording the results, and pu�ing an X on the parachute that fell faster.

Which parachute falls first?

Size of Canopy

Trial 1

Trial 2

Trial 3

Large canopy

Small canopy


WASHINGTON EDITION

Science Notebook—Parachute inquiry

Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2)


+ records observations using labeled drawings and/or simple sentences.

with minimal assistance follows the plan to perform the investigation; accurately measures and records results.

– with teacher guidance follows the plan to perform the investigation; needs help to measure and record results.

Teacher Observations—Parachute inquiry results

Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3)


+ makes a conclusion; explains the conclusion using observations as evidence (e.g. states that the larger canopy falls more slowly more times).

makes a conclusion with reference to the observations.

– does not know how to make a conclusion.




Today’s Date

PARACHUTES PAGE 4


WASHINGTON EDITION

INVESTIGATION 1: EXPLORING AIR PART 4: PUSHING ON AIR

Use student sheets nos. 6 and 7, called Pushing on Air and Pop-Off, along with teacher interview if needed, to find out what students’ understanding is about compression of air and air pressure.

Notebook Prompt

Mark Xs on the picture to show where the air is and write something about what is happening.

Student Sheets—Pushing on Air and Pop-Off



+ puts an X inside the syringe; writes that air can be com-pressed and that the pressure from compressed air can move things; uses the term compressed or air pressure.

puts an X inside the syringe; writes something that shows that air can be compressed and that the pressure from compressed air can move things.

– puts the X in the wrong place or is unable to describe that air is being compressed or causing air pressure to make the plunger move.




Today’s Date

PUSHING ON AIR PAGE 5



WASHINGTON EDITION

Today’s Date

POP–OFF PAGE 6








Today’s Date

PUSHING ON AIR PAGE 5


WASHINGTON EDITION

Today’s Date

POP–OFF PAGE 6




INVESTIGATION 1: EXPLORING AIRPART 5: AIR AND WATER FOUNTAIN

Interview students as they work with the fountains. Ask,

• What are the parts of the air fountain system and how do they work together?

• Explain how you use air to push the water around in your system?

Teacher Observation/Interview—Air and Water Fountain System

Structure of Physical Earth/Space and Living Systems. Understand that things are made of parts that go together. (GLE 1.2.1)


+ can identify the parts of the system that make up the water fountain and can explain how the parts work together.

can identify the parts of the system that make up the water fountain.

– has trouble identifying the parts of the system.

Teacher Interview—Explanation



+ explains that air takes up space and won’t let water in if the air cannot get out, and that air pressure can push on the water and make it move.

explains that the air takes up space and won’t let water in if air cannot get out.

– cannot explain how air affects the movement in the system.


WASHINGTON EDITION

INVESTIGATION 1: EXPLORING AIRPART 6: BALLOON ROCKETSInterview students. Ask,

How does the air make the balloon rocket move down the fishing line?

Teacher Observation—Balloon rockets



+ explains the position and motion of the balloon rocket by using correct vocabulary to describe the factors that caused the air to move, e.g. the air is under pressure in the balloon so it shoots out the opening and pushes the rocket in the opposite direction.

explains the position and motion of the balloon rocket and the factors that caused the change; does not use specific vocabulary such as compressed air, pressure or push (force).

– cannot to describe the position and motion of the balloon rockets and the factors that caused the change.

Have students respond in writing to the science notebook prompt below. You may want to collect all the questions and make a class list.

Notebook Prompt

Write a question of something you would like to investigate with your balloon rocket.

Science Notebook—Balloon Rocket Questions

Questioning. Understand how to ask a question about objects, organisms, and events in the environment. (GLE 2.1.1)


+ generates a question that can be investigated with the balloon rockets.

has an idea of something to try with the balloon rockets but needs some help pu�ing it into a question that can be investigated.

– cannot come up with an idea or question that can be investigated.



PART 1

INVESTIGATION 2: OBSERVING WEATHER

PART 4

PART 3

WEATHER CALENDARS

• How can we keep a record of daily weather conditions?

Time: 45 minutes

MEASURING TEMPERATURE

• How does a thermometer work to measure the temperature?

Time: 45–60 minutes

WATCHING CLOUDS

• Are all clouds the same?

• What kinds of weather do different clouds bring?

Time: 45 minutes

MEASURING RAIN

• How can we measure the amount of rain that falls?

Time: 2 sessions of 30–40 minutes

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.

Students learn to use a thermometer and take turns measuring and recording the temperature. They construct a model thermometer and practice reading various temperatures.

PART 2

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.

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.

19AIR AND WEATHER



• Weather describes conditions in the air outside.

• Meteorologists are scientists who study the weather.

• Scientific journals record what is observable.

• 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).

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

• Clouds are made of water drops.

• Wind moves clouds in the sky.

• 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).

Student Sheet

Weather Condition

Hydrosphere and Atmosphere. Know common weather indicators and understand that weather conditions change from season to season. (GLE 1.3.6)

Teacher Observation

Measuring temperature

Limitations of Science and Technology. Understand that observations and measurement are used by scientists to describe the world. (GLE 2.2.2)

Science Notebook

Moving clouds


Student Sheet—Weather/Rain


Communicating. Understand how to record and report investigations, results, and explanations. (GLE 2.1.5)

Student Sheet—If I Were A Meteorologist

Careers and Occupations Using Science, Mathematics, and Technology. Know how knowledge and skills of science, mathematics, and technology are used in common occupations. (GLE 3.2.3)

• Will ice melt faster on a hot day?

• How does the amount of rain affect how much soil can be washed down a slope?



INVESTIGATION 2: OBSERVING WEATHER PART 1: WEATHER CALENDARS

Use student sheet no. 7 called Weather Condition in combination with teacher observation as needed.

Student Sheet—Weather Condition



+ draws and accurately describes the current weather conditions (such as temperature, wind speed, rain cloudiness) occurring at the time of observation using correct weather terminology (rainy, sunny, etc.).

draws the current weather conditions at the time of observation; includes a few words that describe the conditions.

– draws and writes an observation that describes some aspect of weather, but that is not the condition that is actually observed.



WASHINGTON EDITION


Today’s Date

WEATHER CONDITION PAGE 7



INVESTIGATION 2: OBSERVING WEATHERPART 2: MEASURING TEMPERATURE

Use teacher observation over the next several weeks to assess each student’s ability to use the weather instruments as the class meteorologist.

Teacher Observation—Measuring temperature



+ independently reads and records the temperature using a thermometer; explains that the temperature tells us how the air feels (e.g. 32 degrees F freezing).

reads and records the temperature using a thermometer with some help.

– cannot read and record temperature.


WASHINGTON EDITION

INVESTIGATION 2: OBSERVING WEATHER PART 3: WATCHING CLOUDS

Use the science notebook prompt below.

Notebook Prompt

Explain, using evidence from your observations, why clouds move faster some days and slower other days.

Science Notebook—Moving clouds



+ explains or shows that wind or moving air makes clouds move and that stronger winds make them move faster and slower winds make them move slower.

explains or shows that wind or moving air makes clouds move but cannot explain the effect of the strength of the wind.

– cannot identify wind as causing clouds to move.



INVESTIGATION 2: OBSERVING WEATHER PART 4: MEASURING RAIN

Use Air and Weather Student Journal Page 8, called Weather/Rain.

Student Sheet—Weather/Rain


Communicating. Understand how to record and report investigations, results, and explanations. (GLE 2.1.5)


+ accurately describes the day’s weather by including information about the weather condition, cloud types, and temperature; uses the rain gauge to measure how much rain has fallen.

writes a partial description of the day’s weather; uses the rain gauge to measure how much rain has fallen.

– cannot describe the day’s weather or describes conditions that are not relevant to the day’s weather.



WASHINGTON EDITION

Use student sheet no. 14 called If I Were a Meteorologist I Would Use.

Student Sheet—If I Were a Meteorologist I Would Use



+ draws and describes how a particular tool (e.g. thermometer or rain gauge) is used by a meteorologist to describe the weather conditions.

draws and describes how a particular tool (e.g. thermometer or rain gauge) is used by a meteorologist, but description lacks details.

– cannot describe how a particular tool is used by a meteorologist.

No. 14—Student Sheet



Today’s Date

WEATHER/RAIN PAGE 8


IF I WERE A METEOROLIST, I WOULD USEName ___________________Date ___________________

FOSS Air and Weather© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Investigation 2: Observing WeatherNo. 14—Student Sheet

WA Edition



PART 1

PART 4

PART 2

PART 3

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.

Students use bubble wands to blow bubbles outside. They investigate how the air moves bubbles in a variety of locations around the school building.

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 measure the speed of the wind.

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.

PART 5

Students construct kites. They use the anemometer and wind vane to help them determine the best location and direction for flying kites.

BUBBLES IN THE WIND

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

Time: 45 minutes

WIND SPEED

• How do people describe the strength of the wind?


PINWHEELS

• How can we use pinwheels to observe wind speed?


WIND VANES

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


KITES

• How can we use weather instruments to improve kite flying?


INVESTIGATION 3: WIND EXPLORATIONS

29AIR AND WEATHER


• Bubbles are filled with air.

• Wind is moving air.

• Bubbles can show the changing direction and 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.

• Meteorologists use anemometers to measure the speed of the wind.

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

• Meteorologists use wind vanes to observe the direction of the wind.

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

• 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.

Teacher Observation

Describing air movement

Motion of Objects. Understand the position and motion of common objects. (GLE 1.1.2)

Student Sheet

Weather/Anemometer


Teacher Observation

Pinwheel anemometer


Science Notebook

Understanding the weather


New Student Sheet

Kites


Relationship of Science and Technology. Know that people have invented tools for everyday life. (GLE 3.2.2)


• What will change the way bubbles move?

• What will make the kite fly higher?



INVESTIGATION 3: WIND EXPLORATIONS PART 1: BUBBLES IN THE WIND

Interview to ask students. Ask,

What can the bubbles tell us about the air?

Teacher Observation—Describing air movement



explains that the movement of the bubbles can tell us about the position (direction) from which the wind is blowing and its motion (how fast or slow the wind is blowing).

– cannot say what bubbles can tell us about the position or motion of air.


WASHINGTON EDITION

Blank Page



INVESTIGATION 3: WIND EXPLORATIONS PART 2: WIND SPEED

Use student sheet no. 5 called Weather/Anemometer.

Student Sheet—Weather/Anemometer



+ writes about the observed weather, including reasonable information about the speed of the wind (calm, gentle, moderate, and strong); explains how information was obtained.

writes about the observed weather, including reasonable information about speed of the wind; doesn’t explain how the information was obtained.

– cannot write about the observed weather.



WASHINGTON EDITION


Today’s Date

WEATHER/ANEMOMETER PAGE 9


INVESTIGATION 3: WIND EXPLORATIONS PART 3: PINWHEELS

Interview students. Ask,

• How does a pinwheel show how fast the wind is blowing?

• How is it like an anemometer?

Teacher Observation—Pinwheel anemometer



+ explains that the faster the pinwheel moves, the faster the wind is blowing; compares the pinwheel to the anemometer—they both show how fast the wind is blowing.

explains that the faster the pinwheel moves, the faster the wind is blowing; doesn’t compare the pinwheel to the anemometer.

– cannot explain that the faster a pinwheel moves the faster the wind is blowing.



WASHINGTON EDITION

INVESTIGATION 3: WIND EXPLORATIONS PART 4: WIND VANES

Read “Understanding the Weather” pages 14-17 in the FOSS Science Stories then use the science notebook prompts below.

Notebook Prompts

Understanding the Weather

• What does a meteorologist do?

• Draw a picture of a tool a meteorologist might use.

• What does that tool measure?

Science Notebook—Understanding the Weather



+ gives detailed information about what a meteorologist does; gives an example of a tool and what it measures.

states that a meteorologist studies the weather; gives an example of a tool and what it measures.

– cannot explain what a meteorologist does or give an example of a tool and what it measures.


INVESTIGATION 3: WIND EXPLORATIONS PART 5: KITES

Use new student sheet no. 22a called Kites.

Student Sheet—Kites, item #1



+ shows the wind blowing in one direction (using a wind vane, flag, or other method), the person running into the wind, and the kite in the air behind the person.

shows the wind blowing in one direction (using a wind vane, flag or other method), and the person running into the wind .

– does not know which way a person should run in relationship to the wind.

Student Sheet—Kites, item #2

Relationship of Science and Technology. Know that people have invented tools for everyday life. (GLE 3.2.2)


+ explains how an anemometer could be used to determine wind speed so as to know the best time to fly a kite, and how a wind vane determines the wind direction to show the best place to position oneself.

explains how one of the weather instruments (anemometer or wind vane) could be used to provide information for kite flying.

– does not know what information to use; mentions one or two of the weather instruments without explaining how they are useful.

No. 22a—New Student Sheet


1. Draw a picture or write words to explain which way to run with a kite in the wind.

2. What weather instruments may be useful when flying a kite and how are they useful?

KITESName ___________________Date ___________________


Investigation 3: Wind ExplorationsNo. 22a—New Student Sheet

WA Edition



PART 1

PART 2

PART 3

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.

The class moves from recording weather data on a calendar to creating seasonal graphs of the weather, temperature, and precipitation. Each season, the class creates new graphs and compares them with the preceding seasons.

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 GRAPHS

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

Time: two 40–50 minute sessions scheduled 4 weeks apart

THE NIGHT SKY

• What is the night sky.

• How can we monitor and record our night observations to look for change?

Time: 20 minutes to introduce the part; 2–3 minutes each day for a month; 20 minutes to discuss

COMPARING THE SEASONS (OPTIONAL)

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

Time: 5 minutes each day throughout the year; 20–30 minutes at the end of each season

INVESTIGATION 4: LOOKING FOR CHANGE

39AIR AND WEATHER


• 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.

• Daily changes in temperature, precipitation, and weather type can be observed, compared, and predicted.

• Each season has a typical weather pa�ern that can be observed, compared, and predicted.

• The Sun can be seen only in the day.

• The Sun heats the Earth during the day.

• Weather conditions change over time.

• Weather observations can be organized and used to make comparisons.

Science Notebook

Interpreting a graph


Student Sheet

Seasons


Science Notebook

Sun position

Components of the Solar System and Beyond (Universe). Know daily changes of the position of the Sun. (GLE 1.2.5)

Performance Assessment

Inquiry or Design Project

Investigating Systems: GLEs 2.1.1–2.1.5

or Designing Solutions: GLEs 3.1.1–3.1.3



INVESTIGATION 4: LOOKING FOR CHANGE PART 1: WEATHER GRAPHS

Use the science notebook prompt to ask about student sheet no. 25 called Weather Graph.

Notebook Prompt

• Which type of weather did we have the most of? • What evidence do you have to support your conclusion?

Science Notebook—Interpreting a graph



correctly answers the first question and provides data from the graph to support the conclusion.

– says what type of weather without using evi dence from the graph to explain why.No. 25—Student Sheet

WEATHER GRAPH FROM___________________________ TO______________________________

Name ___________________Date ___________________


Investigation 4: Looking for ChangeNo. 25—Student Sheet

WA Edition



INVESTIGATION 4: LOOKING FOR CHANGE PART 2: COMPARING THE SEASONS

Use two copies of student sheet no. 3 called Seasons. Tell students,

Draw and describe two different seasons. Label both seasons and give information that demonstrates differences between these two seasons.

Student Sheet—Seasons



+ gives detailed information about the different conditions in these two seasons.

adequately describes two seasons; gives some indication about the different conditions in these two seasons.

– indicates li�le understanding of seasons.



WASHINGTON EDITION


Today’s Date

SEASONS PAGE 11



INVESTIGATION 4: LOOKING FOR CHANGE PART 3: THE NIGHT SKY

In order to meet GLE 1.2.5, you will need to change the focus of the activity so that students are looking at the changes of the position of the Sun in the sky during the day. On a sunny day, go out to the same place three different times, and look at the position of the Sun with regard to a reference on the horizon. Then give students the notebook prompt.

Notebook Prompt

Draw and/or write about the different positions of the Sun during the day.

Science Notebook—Sun Position

Components of the Solar System and Beyond (Universe). Know daily changes of the position of the Sun. (GLE 1.2.5)


+ gives a detailed description of the changes in the Sun’s position in the sky during the day.

describes the changes in the Sun’s position in the sky during the day.

– cannot describe the change in the Sun’s position.


WASHINGTON EDITION

INQUIRY OR DESIGN PROJECT

The inquiry or design project has been included to help students meet the Investigating Systems and Designing Solutions GLEs. Use the three K/2 inquiry or design project sheets and materials from the FOSS kit, adding materials as needed or possible to complete a project. See examples of inquiry questions at the bo�om of each At A Glance page.

Look for opportunities to model the use of these sheets to answer students’ questions, explore their ideas, or challenge misconceptions throughout the module. At least once in each module, teachers should model an inquiry or design project and at least once each year, students should have the opportunity to independently explore their own questions.

Inquiry or Design Project

Investigating Systems: GLEs 2.1.1–2.1 or Designing Solutions: GLEs 3.1.1–3.1.3


+ with minimal guidance completes an inquiry project: completes the student sheets to represent work.

with guidance completes an inquiry project; completes student sheets to represent work.

– cannot follow directions for completing an independent inquiry project.

FOSS Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

K/2 Inquiry Project Sheet (1 of 3) New Student Sheet

WA Edition

K/2 INQUIRY OR DESIGN PROJECT PLANNING

Name ____________________ Date _________________

Choose one question starter.

What would happen if

Can I make a that

Make a prediction. I think that

List your materials (a� ach a page with a drawing or list).

K/2—Inquiry Project Sheets


K/2 Inquiry Project Sheets (2 of 3)New Student Sheet

WA Edition

K/2 INQUIRY OR DESIGN PROJECT RECORDING

Name ____________________ Date _________________

What did you do?

What did you measure?

What did you observe?

Draw or describe what happened.Start of Investigation End of Investigation

Did your investigation or design do what you predicted? How do you know?

K/2 INQUIRY OR DESIGN PROJECT CONCLUSION

Name ____________________ Date _________________


K/2 Inquiry Project Sheets (3 of 3): New Student Sheet

WA Edition

Name ____________________ Date _________________

K/2 Inquiry Project Sheet no. 28a—New Student Sheet

WA Edition

K/2 INQUIRY OR DESIGN PROJECT PLANNING

Choose one question starter.

What would happen if

Can I make a that

Make a prediction. I think that

List your materials (a�ach a page with a drawing or list).

FOSS Air and Weather Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.


K/2 Inquiry Project SheetNo. 28b—New Student Sheet

WA Edition

Name ____________________ Date _________________K/2 INQUIRY OR DESIGN PROJECT RECORDING

What did you do?

What did you measure?

What did you observe?

Draw or describe what happened.Start of Investigation End of Investigation

Name ____________________ Date _________________


K/2 Inquiry Project SheetNo. 28c—New Student Sheet

WA Edition

Did your investigation or design do what you predicted? How do you know?

K/2 INQUIRY OR DESIGN PROJECT CONCLUSION


WASHINGTON EDITION

END-OF-MODULE ASSESSMENTThis assessment is used as an evaluative tool a�er all the investigations have been completed. Below are the items you will need for the performance assessments.

MATERIALS FOR THE PERFORMANCE ASSESSMENT

1 Working thermometer 1 Anemometer 1 Wind vane 1 Student sheet no. 17 called Wind Scale • Assessment sheet nos. 4–5 called Performance Assessment

MATERIALS FOR THE WRITTEN ASSESSMENT

• Assessment sheet nos. 6–7 called Wri�en Assessment

Use the duplication master to make copies.

GETTING READY1. SCHEDULE THE ASSESSMENT

You may need to give the assessment in two sessions: one for the performance items and one for the wri�en items. Read through Steps 2 and 3 below before deciding how you will proceed.

2. ADMINISTER THE PERFORMANCE ITEMSThe performance assessment is in two parts: one assesses students’ use of weather instruments and the other students’ ability to make weather observations.

Set up a weather station outside, where students will be able to measure temperature, wind speed, and wind direction. You could send students outside to the station one at a time, or in small groups. At the station they will read the thermometer, make a subjective judgment about the speed of the wind (calm, gentle breeze, moderate breeze, or strong breeze), and determine the direction the wind is coming from. If you have taught students the compass directions north, south, east, and west, have them use those words. If you have not, students can record their answer by saying that the wind is coming from the area where the swings are, where the office is, or the location of some other reference


Use whatever language you have been using throughout the investigations. A�er students record the measurement, they put a number in each box to show which weather instrument they used for each measurement.

Students will not need any additional equipment to complete item 4, which requires them to write an observation of the day’s weather. First graders who are just beginning to write may not be able to complete the wri�en part of the observation without help. You may choose to write a sentence that a student dictates instead.

Plan another activity for students who are waiting their turn to work at the weather station.

3. ADMINISTER THE WRITTEN ITEMSAssessment items in content areas such as science usually require a high level of reading. If you feel that students will have a difficult time reading the items on their own, make an overhead transparency and read each item and its possible answers (when appropriate) aloud. Have students mark their answers and move on to the next item, working together through the assessment, item by item. The first page requires the most reading. Students will need more time on the second page to draw their pictures about air and write a few words or sentences about their drawings. You may want to include dictated sentences for this page.

Some second graders may be able to complete the wri�en items on their own. In this case, you can have them work on the wri�en items until it is their turn to go outside and work with the weather instruments.

SCORING THE ASSESSMENTSPERFORMANCE ASSESSMENT

Items 1–3. Score each sheet of the performance assessment holistically. If students can write reasonable measurements and can identify each of the instruments used to make the measurement, give them a 3.

Item 4. If students can write an objective observation of the weather (they show and describe the actual weather that day), give them a 3. They should include at least two of the weather factors you have been observing each day.

SUMMATIVE ASSESSMENT


WASHINGTON EDITION

WRITTEN ASSESSMENT

If students answer eight of the first ten items correctly, give them a . If they get them all correct, give them a +.

Item 1. meteorologist

Item 2. Sun

Item 3. stars and Moon

Item 4. winter, summer, fall, and spring

Item 5. T

Item 6. blank

Item 7. T

Item 8. T

Item 9. blank

Item 10. blank

Item 11. If students draw and write about two pictures that show something they have learned about air, give them a . You will need to decide what rates an exceptional +. Examples of things that stu-dents could draw and write about include showing that air can be compressed, air can move things around, air can slow down para-chutes, air can propel balloon rockets, and air takes up space.



AIR AND WEATHER BLUEPRINT

SYSTEMS FORMATIVE SUMMATIVE COMMENTS

Inv. 1, Pt. 5

Inv. 1, Pt. 1, 2, 4

Inv. 3, Pt. 1, 5

Inv. 4, Pt. 3

INQUIRY

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The FOSS program was developed withthe support of National ScienceFoundation grants Nos. MDR-8751727and MDR-9150097. However, anyopinions, findings, conclusions, state-ments, and recommendations expressedherein are those of the authors and donot necessarily reflect the views of NSF.

Developed by

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Lawrence Hall of ScienceUniversity of California

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Important to cover in this module.

Covered in several other modules.

Motion of Objects. Understand the position and motion of common objects. (GLE 1.1.2) Nature and Properties of Earth Materials. Understand physical properties of Earth materials. (GLE 1.1.5) Structure of Physical Earth/Space and Living Systems. Understand that things are made of parts that go together. (GLE 1.2.1) Components of the Solar System and Beyond (Universe). Know daily changes of the position of the Sun. (GLE 1.2.5) Forces to Explain Motion. Know that pushes and pulls can change the motion of common objects. (GLE 1.3.2) Hydrosphere and Atmosphere. Know common weather indicators and understand that weather conditions change from season to season. (GLE 1.3.6)

Questioning. Understand how to ask a question about objects, organisms, and events in the environment. (GLE 2.1.1) Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2) Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3) Communicating. Understand how to record and report investigations, results, and explanations. (GLE 2.1.5) Limitations of Science and Technology. Understand that observations and measurement are used by scientists to describe the world. (GLE 2.2.2)

Relationship of Science and Technology. Know that people have invented tools for everyday life. (GLE 3.2.2) Careers and Occupations Using Science, Mathematics, and Technology. Know how knowledge and skills of science, mathematics, and technology are used in common occupations. (GLE 3.2.3)

Investigating Systems: GLEs 2.1.1–2.1.5 or

Designing Solutions: GLEs 3.1.1–3.1.3

Inv. 1, Pt. 3, 6Inv. 2, Pt. 3

Inv. 2, Pt. 1, 4Inv. 4, Pt. 2

Inv. 1, Pt. 3

Inv. 1, Pt. 3, 5Inv. 3, Pt. 3Inv. 4, Pt. 1

Inv. 3, Pt. 5

APPLICATIONS

INQUIRY OR DESIGN PROJECTInv. 4, Pt. 3

ProjectsImportant to do one project per module.




K-2 Grade Level Expectations (GLE) Assessment Opportunities

Inv. 1, Pt. 6

Inv. 2, Pt. 2Inv. 3, Pt. 2

Inv. 2, Pt. 4Inv. 3, Pt. 4

Inv. 2, Pt. 4

PA 2–3

PA 1–4

4, 5, 7, 10

PA 2

2, 3, 6, 8, 9

11

1

PA 1–4


Assessed throughout the grades in

inquiry projects.


inquiry projects.


inquiry projects.


inquiry projects.




Documents

Air & Weather InDes - nthurston.k12.wa.us · PDF fileStructure of Physical Earth/Space and Living Systems. Understand that things are made of parts that ... Some properties of air