Kindergarten - NJCTL

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Kindergarten

Weather & Climate

2015-12-16

www.njctl.org

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Table of Contents

Click on the topic to go to that section

· Weather· Describing Weather

· Recording Weather - Season I

· Temperature· Wind· Clouds· Rain

· Seasons

· Sky observations· Wind Speed and Direction· Temperature· Precipitation

· Recording Weather Season II

· Snow

· Analyzing Data

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Teacher's Notes about Unit

Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.

The students will first use terms and instruments to describe weather conditions.

Then the students will record weather conditions for two different seasons. After the second season, students will compare recorded data.

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Weather

Return to Tableof Contents

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Weather

Weather affects us all.

On a sunny day we can go outside.

If it is rainy - we stay indoors.

If we know what the weather is likely to be we can make better plans.

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Meteorology

Meteorology is the study of weather.

During this unit you will be meteorologists.

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Weather changes from day to day.

It changes from season to season.

Weather is different in different parts of the world.

Weather

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Where do you live?

Is it cold or warm there?

Is it cloudy or bright and sunny?

Is it windy or very calm?

Is it snowing or drizzling?

Weather

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Weather

Weather occurs in the air.

Weather changes when the temperature changes.When the temperature changes this causes wind.

Weather is the combination of heat, wind , and moisture.

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Weather is constantly changing.

The sun is a great weather changer.

The heat from the sun can help createwind or warm the air so we have raininstead of snow.

Weather is important in our daily lives.

Weather

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Weather ForecastersMeteorologists or Weather Forecasters keep track of information that helps them report and predict the weather.

Some of the information they track is:· temperature of the weather

· direction and speed of the wind

· types of clouds

· how much moisture is in the air

· how much rain or snow falls

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Weather Stations

Weather stations around the world report to one large weather bureau.

The weather station tells sailors on ships, airplane pilots, farmers, and us about the weather.

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One instrument we cannot build is a weather satellite.

A weather satellite goes around the earth.

It has cameras that take pictures of clouds, land, ice in the sea, and hurricanes.

This instrument can measure temperatures all over the world.

Weather

Click here to see how to make a Weather Satellite

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http://www.nws.noaa.gov/om/brochures/satelliteK_revA2.pdf

1 Meteorology is the study of

A plants

B weather

C animals

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2 Weather is the combination of heat, wind, and moisture. Which of these would be a great weather changer?

A stars B moon C sun

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4 Meteorologists need to use instruments to help them predict the weather.

Yes

No

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5 A weather satellite measures temperature

A just where we live

B all over the world

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Describing Weather


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Climate is the typical weather that occurs over a particular region of the Earth.

We are going to study the weather that occurs where you live.

Describing Weather

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Temperature


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Describing WeatherTemperature

It takes heat to make the weather. Heat from the sun warms the land and the water. The land and water warms the air. Temperature - how hot or cold is the air?

The most common weather instrument is the thermometer.

The thermometer is an instrument used for measuring temperature.

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Look at the thermometer.

When the temperature goes up (it gets warmer) the indicator rises.The indicator is the red line.

When the temperature goes down (gets colder) the indicator moves down.

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How do we react to warm and cold air?

When it gets cold, we bring our arms and legs close to our bodies to stay warm. We shrink (get smaller). The thermometer does the same thing. When it gets colder outside the red line (indicator) shrinks.

When it is warm, we stand tall and stretch our arms to feel the warmth.The indicator on the thermometer also rises when the air is warmer.

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Describing WeatherTemperature Lab

We are going to observe how the indicator moves.

Materials - two bowls ice warm water thermometer

bowls ice warm water thermometer

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Put ice in one of the bowls and warm water in the other.Place the thermometer in the "ice" bowl.Look at the red indicator.Now place the thermometer in the "warm water" bowl.Look at the red indicator.How did the indicator change?


ice

warm water

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ice warm water


Draw indicator line onthermometer to show

how it moved.

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Discovery Center ActivitySet up the materials from previous page at discovery center. Let the children explore on their own.

bowls ice warm water thermometer

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Materials:Paper Square

Cold Water

Food Coloring

Markers

Glass Bottle

black red blue

Describing Weather LabBuild a Simple Thermometer

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LabSimple Thermometer

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4. Cut two slits in the paper square. Slide it over the straw. Use black marker to mark the level of the water. Black shows a normal temperature.

5. Put the thermometer in a warm place. Leave for a while. Mark the new level with red marker. Red mark shows a warmer temperature.

6. Put the thermometer in a refrigerator. Leave for a while. Mark the new level with the blue marker. Blue mark shows a cooler temperature.

LabSimple Thermometer

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We can use a color range on our thermometer to help us understand if the air is hot or cold.

As the indicator moves up and down we can see if the air is hot, warm, cool, cold or bitter cold.

Hot - RedWarm - OrangeCool - GreenCold - BlueFrigid - Violet

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Use this slide and activity sheet 3 to fill in color scale for temperature.

hot

warm

cool

cold

frigid

Color Range Code

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6 A thermometer measures temperature.

Yes

No

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7 When it gets warmer outside the indicator on the thermometer ______ .

A shrinks

B rises

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8 Which thermometer shows the temperature on a cold day?

A B C

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Wind


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Describing WeatherWind

Wind - is a smooth flowing movement of air.

Air is always moving.Wind is air that is moving faster.

As the earth spins - winds pass over the surface of the world.

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Activity - Stand up. Twirl around on your tiptoes. Air rushes past your face, arms, and fingers. Do you feel it?


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Where does wind begin?

Wind begins where warm and cool air meet. When air is heated by the sun, it rises. Then cold air flows down to take the place of the air that rose.The sun heats the cold air and then it rises.Warm air expands, and cool air shrinks.As air warms and cools; rises and moves downward; sinks and stirs; this causes winds.

Winds are an important part of our weather.

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Winds can blow leaves, turn windmills, make chimes ring, and dry clothes hanging outside.

On a summer day you can feel a cool breeze coming in across the water.

We need the wind for some sports; like sailing a boat, wind surfing, and kite flying.

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Kite Activity

Activity-1. Grab a kite.2. Find large open area.3. Run with kite behind you!4. Let the kite catch the wind.5. Up it goes! Keep running!

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In the past kites where made in the shape of socks to help determine the strength and direction of the wind.Today we use windsocks at airports just like those old kites.

We use kites as toys but we do have other instruments we can use to test the wind.


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Describing WeatherWind Speed Device

AnemometerAnemometer - instrument used to determine how fast the wind is blowing.

It is important to measure the speed of the wind. If we have winds that are high-speed, this may cause damage.

The moving air makes the cups on the anemometer whirl around.

There is a scale on the anemometer to describe wind strength.

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Describing Weather - Wind Speed DeviceAnemometer Lab

We can make our own anemometer.It will help us measure the wind's speed.As meteorologists we can report what we learn about the wind's speed.

Materials Needed:-Four (4) paper cups-Paper plate-Felt-tip pen-Pencil with eraser-Pin-Clay-Stopwatch

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Describing Weather - Wind Speed Device Anemometer Lab

1.Take you paper plate and draw crossing lines on it. Where the lines cross is the center.2. Put your cups on the plate so they all face the same direction.3. Push the pin through the center into the eraser on the pencil.4. Make sure the cups can turn easily.5. Stick the pencil into the lump of modeling clay.

Mark one cup with a thick stripeusing felt pen.

Staple the cups in place at four points.

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Describing Weather - Wind Speed Device Anemometer Lab

Using a stopwatch, count the number of times the marked cup passes around in a minute.The more times it passes in a minute, the faster the wind is blowing.

Take yourAnemometeroutside.

As the wind whips by it makes the cups turn in a circle.Their speed shows how fast the wind is blowing.

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Monday Tuesday Wednesday Thursday Friday

How many turns in one minute?

Recording Wind Speed

Use your anemometer for one week to record wind speed.Do you see a pattern?Which day was the wind fastest?Was there a day when there was no wind recorded?

Wind Speed Lab

Teac

her N

otes

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Describing WeatherWind Direction Device

Wind Vane Lab

We use a wind vane to determine which way the wind is blowing.

Winds move all around the planet, bringing warmer air to cooler areas and cooler air to warmer areas.Some winds blow in the same direction all year long.Others blow certain times of the day or when storms come.These winds do not always blow in the same direction.We can use a wind vane to help us figure out which way the wind is blowing.

Let's make one!

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Wind vane or Weather vane

Materials-spoolstrawpaper arrow

1. Put a long nail/pin through a spool.2. Slip a straw over the pin. The straw should be able to turn easily.3. Glue a paper arrow to one end of the straw.4. Add North, South, East, West symbols to the spool.5. Put your wind vane outside.6. Which way is the wind blowing?

1.

2. 3.

N

W E

Wind Vane Lab

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9 Wind is a flowing movement of air.

Yes

No

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10 Wind begins when _______ .

A warm and cool air meet

B warm and warm air meet

C cool and cold air meet

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12 A wind vane can tells us which way the wind is blowing.

True

False

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Clouds


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Clouds

Clouds form from water vapor.Water vapor is a gas.We can't see it but water vapor is rising into the sky around us.When the vapor gets high in the sky, it cools down.Little drops of water form around bits of dust.When enough droplets come together, we have a cloud.

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Experiment - We will create droplets from water vapor.

Materials:

-tin can

-water(cold and warm)

-ice

-bowl

CloudsWater Vapor Lab

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- Fill a tin can with water and ice.- Set the can over a bowl of warm water.

What do you see and feel?

- Water vapor in the air will form drops on the cold can. The drops will run down the side of the can.

CloudsWater Vapor Lab

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Some clouds are thin and some are thick.Because sunlight easily passes through thin clouds, they appear bright or white.

The parts where light passes through will appear white, but the thick parts where light doesn't pass through will look gray or black.

Clouds

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Clouds Lab

Materials: jar ice cubes

warm water black paper

resealable match plastic bag

We will try to create our own cloud.

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1. Tape the black paper to back of the jar. Fill the jar 1/4 full with warm water.2. Fill the plastic bag with ice cubes and seal it shut. The bag should be able to cover top of jar. Make sure it does not fall into jar.3. Teacher should light one match and then blow it out. Wait one or two seconds before you throw it into jar.4. Quickly put the bag of ice on top of the jar. Watch as a cloud forms.

Clouds Lab

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What happened?Some of the warm water rises and evaporates.The water vapor condenses when it hits the air cooled by the ice.

Clouds - Lab

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13 Some clouds appear white because sunlight can pass through them.

Yes

No

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14 In the sky little drops of water form around bits of dust. When enough droplets come together we have _______.

A lightening B a cloud C snow

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Rain

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Rain

What do you like to do on a rainy day?

Do you stay inside or do you like to go outside and splash in the puddles?

What is rain?

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What is rain?

Rain is made of drops of water.These drops are called raindrops.Raindrops can be big or small.

Clouds are filled with water.

Rain clouds have more water than they can hold.When a cloud has too much water it rains.

Rain

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When raindrops are small the rain is light. We call this a drizzle.

When raindrops are larger the rain is heavy.We call this a shower.

Meteorologists measure the amount of rain that falls during a storm.You can measure the rain by placing a container outside.This is called a rain gauge.

Rain

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Rain Gauge LabRain often falls in small amounts.It is easiest to collect rain in a small container.Meteorologists measure and report rainfall in inches(or centimeters).They read the level of water markings on a rain gauge.

Materials:· empty bottle

· masking tape

· coffee can

1.Mark a piece of masking tape with 1/2" or 1 cm intervals. 2.Place the masking tape on the empty bottle.3.When it rains, place the coffee can outside to collect the rain water.4.After the rain stops, pour the rain water from the coffee can into the small jar and read the measurement.

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When it rains, placethe coffee can outside.

After the rain stops, pour therain water into the jar and read the measurement.

Rain Gauge Lab

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Snow


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Snow

When the air is cold enough, water vapor in the air freezes before it can form drops of water.

The particles get heavy and start falling.

If the air on the way down is warm, the snow melts and falls as rain.

If the air is cold the snow doesn't melt as it falls.

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We can use our rain gauge to measure snow.

Snow Lab

1. Let the can fill with snow. Then bring it inside and let the snow melt.

2. Check the can a little later. See how little water it takes to make all that snow.

3. Pour the water into rain gauge to measure.

Snow

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15 Rain is made of drops of water. When a cloud has ______ water it rains.

A too little

B no

C too much

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16 Which instrument measures the amount of rain that falls during a storm?

A B C

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17 Light rain is a _______ .

A shower

B drizzle

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Recording Daily Weather


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This unit is set up with identical sections so the students can observe and record weather; and then compare/contrast two different seasons.

Before you begin this section you may want to create a weather journal using document activity sheets 10-15 and cover sheet #17.The children will record the data collected in their journals as you record on the slides. At the end of unit the students can use their journals to look for patterns and compare/contrast data between the two seasons.

Recording WeatherSeason One

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You are going to establish a regular pattern of observing weather.You will see how the weather is the same or different each day.

You will begin a daily routine of reporting outdoor conditions.You will then gather as a group to assemble the weather information gathered by individual members.

As a group you will perceive changes occurring in a familiar location.You will look for patterns in the weather.

Recording Weather

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Meteorologists study the weather.

Meteorologists study the following ...

Weather Condition Method or Instrument

Sky Conditions Look up!Cloud Cover Look up!Temperature ThermometerWind Direction Weather vaneWind Speed Anemometer Precipitation Rain Gauge

Recording Weather

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Exploratory LabTake the children outside for a "weather hunt".

Tell the children about specific places to look to discover the state of the weather.(Look at the trees to find signs of the wind; look for clouds in the sky; where is the sun?; are the clouds moving?)

Stand in a sunny spot. How does it feel?

Stand in a sheltered spot. How does it feel?

Other clues; Can you find ice or a puddle?Is anyone's hair moving?Does it feel different if the sun goes behind a cloud?Toss leaves into the air. What happens?Blow bubbles. Do they go up or down or otherwise.Look for shadows. What are people wearing?

Weather

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Regroup inside- lead discussion of what they saw and felt.

Students will draw "Weather Report" of something observed outside.

Weather Observations

Weather Exploratory Lab

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Recording Sky Observations


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Recording WeatherSky Observations Lab

The first thing we will do is use our observation skills to record what we see in the sky. The first week we will compare morning sky observations with afternoon sky observations.


AM

PM

WeatherSymbols

sunny partly sunny cloudy rainy snowy

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We will now record our observations for a month. Record morning or afternoon observations.

Monday Tuesday Wednesday Thursday FridayWeek

1

Week2

Week3

Week4

Week5

WeatherSymbols


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Recording Wind Speedand Wind Direction


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Recording WeatherWind Speed Lab

Use anemometer to measure daily wind speed.You can also use weather vane to determine wind direction.

1. Wind orNo Wind

2. Speed# of turns

3. DirectionN S E W

Monday Tuesday Wednesday Thursday Friday WindConditions

Wind Symbols Windy No Wind

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RecordingDaily Temperature


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Now that we have an established routine with sky and wind observations we will add daily temperature to our routine.

Remember temperature is recorded by meteorologists so we know how hot or cold it is outside.

Recording WeatherDaily Temperature

hot or cold

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Recording WeatherDaily Temperature Lab


AM

PM

TemperatureIndicator

Hot Warm Cool Cold Frigid

Place a thermometer outside in the morning and then the afternoon.

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1

Week2

Week3

Week4

Week5



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RecordingPrecipitation


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Recording Weather Precipitation

We will now add recording the amount of daily precipitation to our daily routine.

It may not rain or snow everyday but a meteorologist would record his or her observation everyday.

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Recording WeatherPrecipitation Lab

Each morning, place rain can outside.Each afternoon, bring can inside and pour any contents into rain gauge.Record daily observations on chart.

Rain/Snow

__ inches or__ cm

____ ____ ____ ____ ____


Morning Afternoon

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Analyzing Data


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AM

PM

18 Were there more sunny days in the morning(AM) or afternoon(PM)?

A same B morning C afternoon

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1. Wind orNo Wind

2. Speed# of turns

3. DirectionN S E W


12 0 20 8 5

E E S S

19 On what day was there no wind?

A Monday B Tuesday C Friday

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1. Wind orNo Wind

2. Speed# of turns

3. DirectionN S E W


12 0 20 8 5

E E S S

20 On what day was the wind blowing fastest?

A Tuesday B Wednesday C Thursday

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AM

PM

21 For this week was it cooler in the morning(AM) or afternoon(PM)?

A morning (AM) B afternoon (PM)

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Rain/Snow__ inches or__ cm

______ ______ ______ ______ ______


4 cm 2 cm 4 cm 3 cm 5 cm

22 Which day had the least amount of rain?


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Seasons


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Summer - During summer months there is a lot of heat from the sun. There can be very hot weather.

Autumn- During autumn months there is less heat than in summer but more than in the winter. So the weather is usually neither very hot nor very cold.

Winter- During winter there is only a little heat from the sun, so the weather is cold.

Spring- During spring months there is more heat from the sun than in winter, but it is not as hot as summer. The weather is pleasant and warm.

SeasonsSome places don't get the same amount of heat from the sun all the time. In the hot season they get a lot of heat. They get much less heat in the cold season.

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Seasons

Use the next two slides to identify characteristics of the four seasons.

Lead discussion as to why the pictures should be placed in winter, summer, spring, or fall.

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autumn

summer

SeasonsWhat season is it?

During this season there is a lot of heat from the sun. There can be very hot weather.

During this season there is less heat than in summer but more than in the winter.So the weather is usually neither very hot nor very cold. The leaves on trees change color.

click

click

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spring

winter

SeasonsWhat season is it?

During this season there is only a little heat from the sun, so the weather is cold. We might see snow.

During this season there is more heat from the sun than in winter, but it is not as hot as summer. The weather is pleasant and warm. The flowers start to grow.

click

click

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23 During the season of summer the temperature is _____________.

A cold

B cool

C hot

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24 During winter there is little heat from the sun so the weather is ________.

A warm

B cold

C hot

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25 Think about the weather in spring. Which would be an activity you could enjoy in the spring?

A jump rope

B swim in the ocean

C build a snowman

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Recording WeatherSeason Two


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This unit is set up with identical recording weather sections as season one. The students can observe and record weather; and then compare/contrast two different seasons.

It would be best to choose a month were the weather observations would be different from season one. Let each student record results in a weather journal, the same as season one.

When you have completed observations for another month, analyze data for the month. Then compare and contrast the data collected for the two different seasons.

Recording WeatherSeason Two

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The first thing we will do is use our observation skills to record what we see in the sky. The first week we will compare morning sky observations with afternoon sky observations.


AM

PM

WeatherSymbols


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We will now record our observations for a month.Record morning or afternoon observations.


1

Week2

Week3

Week4

Week5

WeatherSymbols


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Recording WeatherWind Speed Lab

Use anemometer to measure daily wind speed.You can also use weather vane to determine wind

direction.

1. Wind orNo Wind

2. Speed# of turns

3. DirectionN S E W


Wind Symbols Windy No Wind

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AM

PM



Place thermometer outside in the morning and then again in the afternoon.

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1

Week2

Week3

Week4

Week5



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Recording WeatherPrecipitation Lab

Each morning, place rain can outside.Each afternoon, bring can inside and pour any contents into rain gauge.

Rain/Snow__ inches

__ cm ____ ____ ____ ____ ____


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Comparing SeasonsWeather Journal

Use the data you have collected as meteorologists and compare and contrast data for the two seasons.

In which season did you observe more sunny days?In which season did you observe less cloudy days?

In which season was the wind speed faster?

Did the wind blow in different directions?

In which season was there more precipitation?Was it rain or snow?

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AM

PM

26 Were there more snowy days in the morning(AM) or afternoon(PM)?

A same B morning C afternoon

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1. Wind orNo Wind

2. Speed# of turns

3. DirectionN S E W

Monday Tuesday Wednesday Thursday Friday Wind

Conditions

12 020 85

E E SS

27 On what day was there no wind?


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1. Wind orNo Wind

2. Speed# of turns

3. DirectionN S E W


12 0 20 8 5

E E S S

28 On what day was the wind speed 20?

A Tuesday B Wednesday C Thursday

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AM

PM

29 For this week was it warmer in the morning(AM) or afternoon(PM)?

A morning (AM) B afternoon (PM)

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Rain/Snow__ inches or__ cm

______ ______ ______ ______ ______


4 cm 2 cm 4 cm 3 cm 5 cm

30 Which day had the most rain?


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Congratulations!

You are now a meteorologist.

Use your skills to observe the weather and recognize weather patterns.

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Kindergarten - NJCTL