Weather Patterns - pms.nkschools.org

Flextension Compilation

Weather Patterns:Severe Storms in Galetown

Flextension Compilation Asset ID: PM_Resource_Flextension_Compilation

Export all pages

© 2018 by The Regents of the University of California. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

These materials are based upon work partially supported by the National Science Foundation under grant numbers DRL-1119584, DRL-1417939, ESI-0242733, ESI-0628272, and ESI-0822119. The Federal Government has certain rights in this material. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

These materials are based upon work partially supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A130610 to The Regents of the University of California. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Developed by the Learning Design Group at the University of California, Berkeley’s Lawrence Hall of Science.

Amplify. 55 Washington Street, Suite 800 Brooklyn, NY 11201 1-800-823-1969 www.amplify.com

Weather Patterns: Severe Storms in GaletownISBN: 978-1-64482-028-5

Table of Contents

Located in Lesson 2.1Hands-On Flextension lesson guide: Why Warm Air Rises

Hands-On Flextension copymaster: Why Warm Air Rises

Located in Lesson 2.4Hands-On Flextension lesson guide: Modeling Rain Formation

Hands-On Flextension copymaster: Modeling Rain Formation

1Amplify Science Flextension Lesson Guide© The Regents of the University of California. All rights reserved.

1

Weather Patterns

Why Warm Air RisesLesson Brief

Hands-On Flextension:

Why Warm Air Rises

Overview

This hands-on activity builds on and extends students’ understanding of warm air rising. In Lesson 2.1, students discover that air rises when it is warmer than the surrounding air. In this activity, they investigate why warm air rises. Students conduct an investigation in which they warm (and then cool) the air in an empty bottle topped with a balloon to see that the balloon inflates when the air in the bottle heats up and deflates when the air cools down. Students then think about what air is made of (molecules), and what happens to air molecules when air is heated and cooled, as a way to explain why the balloon inflated when the air became warm. They conclude that the molecules became more spread out, moving into the balloon to inflate it. Students connect what happened to the molecules in the bottle to why things float and warm air rises. Students end the lesson by creating a model to explain why an air parcel rises when it is warmer than the surrounding air. The purpose of this lesson is for students to extend their understanding of rising air parcels to include the explanation that warm air rises because the molecules that make up warm air are more spread out than the molecules that make up the cooler air around it. You might choose to include this Flextension if you would like your students to have more firsthand experience conducting investigations related to rising air parcels, and if you think they are ready to deepen their explanations of this phenomenon.

Recommended Placement: after Lesson 2.1Suggested Time Frame: 45 minutes

Next Generation Science Standards (NGSS)

Performance Expectations

• MS-ESS2-1: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. [Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]

Asset ID: MSSCI_PM_HO_1901

Export pages from page range “A”

Amplify Science Flextension Lesson Guide© The Regents of the University of California. All rights reserved.

2

Weather Patterns



• MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.]

Disciplinary Core Ideas

• ESS2.A: Earth’s Materials and Systems:

° All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. (MS-ESS2-1)

Science and Engineering Practices

• Practice 3: Planning and Carrying Out Investigations

• Practice 6: Constructing Explanations and Designing Solutions

Crosscutting Concepts

• Energy and Matter

Vocabulary

• air parcel • energy • transfer

(continued from previous page)


3

Weather Patterns


Materials & Preparation

Materials

For the Class

• Hands-On Flextension copymaster: Why Warm Air Rises

• 1 pitcher*

• 1 liter of cold water*

• 1 liter of hot water*

• 24–26 ice cubes*

• 1 electric kettle or other source of hot water*

• optional: chart paper*

• optional: marker*

For Each Group of Four Students

• 1 plastic bottle, 500 mL (16.9 ounce) (e.g., an empty disposable water bottle)*

• 2 foam cups, 16 or 24 ounce*

• 1 balloon, 11 or 12 inch diameter*

• 1 tray*

For Each Student

• 1 copy of Hands-On Flextension: Why Warm Air Rises student sheets*

Digital Tools

• Weather Patterns Sim

*teacher provided

Preparation

1. Print Hands-On Flextension copymaster: Why Warm Air Rises. Locate the Hands-On Flextension copymaster: Why Warm Air Rises in Digital Resources for Weather Patterns Lesson 2.1. Make one copy of all pages for each student.

2. Prepare trays of materials. For each group of four, place the following items on a tray:

• 1 plastic bottle

• 2 foam cups

• 1 balloon

3. Prepare to show the Molecular View of Air in Bottle drawings. Make a projection, or draw a large version on chart paper, of the Molecular View of Air in Bottle drawings found in the Teacher Reference section after the Science Background. If you draw a version, make sure there are the same number of molecules shown in each drawing. Prepare to show the “before warming” by itself and then both the “before warming” and “after warming” side by side after students complete the investigation.

4. Immediately before the lesson, prepare a pitcher of cold water.

Amplify Science Flextension Lesson Guide© The Regents of the University of California. All rights reserved.

4

Weather Patterns


Add at least 1 liter of cold water and 24–26 ice cubes to the pitcher. Place it in a central location that students can easily access. You will pour about 100 milliliters of water into each cup (or about 1 inch deep). Adjust the amount of water as needed so that when the bottle is held standing in the water, the water level rises to about 2–3 inches deep.

5. Prepare the hot water. Use an electric kettle (or other method) to heat at least 1 liter of water to at least 80°C (176°F). You may consider waiting to turn on the kettle until 5 minutes before students will start the investigation. As with the

cold water, the hot water will need to be 2–3 inches deep when the bottle is held standing in the water. Adjust the amount of water as needed.

6. Prepare to project the Weather Patterns Simulation. You will run Regional Weather 1 in the Sim at the end of this lesson (Instructional Guide Step 33).

7. Have on hand the following materials:

• student sheets

• prepared trays of materials

• prepared hot water

• pitcher of cold water

Science Background

Warmer air rises through colder air because warmer air is less dense. Density is the amount of matter in a certain amount of space. A material’s density is its mass per unit volume, which depends on the mass of the individual particles (molecules, atoms, or ions) that make up a material, their size, and how far apart they are. The force of gravity on Earth causes materials that have different densities to either sink or float when combined. Materials with higher densities sink to the bottom while materials with lower densities float to the top. The density of a material varies with temperature. The molecules of materials that are higher in temperature move faster and take up more space. As temperature increases, density decreases (with a few exceptions).


5

Weather Patterns

Why Warm Air Rises

TeacherReference

Teacher Reference

The following images can be projected or drawn on chart paper.

Molecular View of Air in Bottle

Before Warming

6 Amplify Science Flextension Lesson Guide© The Regents of the University of California. All rights reserved.

6

TeacherReference

Weather Patterns

Why Warm Air Rises

Teacher Reference (continued)

The following images can be projected or drawn on chart paper.

Molecular View of Air in Bottle

Before Warming After Warming


7

Weather Patterns

Why Warm Air Rises

InstructionalGuide

Instructional Guide

Explore and Activate Prior Knowledge

1. Review what happens to an air parcel near the ground after it heats up. Call on volunteers to summarize what happens when an air parcel near the ground heats up. [The air parcel rises if it is warmer than the surrounding air.]

2. Introduce a question: why does warm air rise? Write “Why does warm air rise?” on the board and explain that the class will now investigate this question.

3. Pairs discuss experience with things floating.

As we saw with the plastic bag floating up in the classroom, a warmed air parcel floats up through the air around it. The warm air floats on top of the air below it. You probably have experience with things floating, for example in water. What floats in water? [Wood, boats, plastic, inner tubes.]

Why do you think those things float in water when other things, for example, rocks, do not?

Have pairs discuss and invite some volunteers to share their ideas with the class.

4. Pairs discuss initial ideas about why warm air rises.

Soon we will gather evidence about this, but what are your initial ideas about why warm air floats up through the cooler air around it? What do you think is different about warm air that causes it to rise?

Have pairs discuss and invite some volunteers to share their initial ideas with the class.

Construct New Ideas

5. Introduce the investigation. Hold up a plastic bottle and explain that groups will warm and then cool the air inside a bottle like this in order to investigate what happens to air as it is warmed and gather evidence about why warm air rises.

6. Distribute the Why Warm Air Rises student sheets. Distribute one copy to each student and direct students to Part 1: Investigating Warm and Cool Air.

7. Review the procedure. Read through the investigation directions as a class and hold up materials from a tray to illustrate the steps. Emphasize not touching the hot water and being very careful to move slowly and avoid spills.

8. Discuss the air in the bottle as a model of an air parcel. Explain that the air inside the bottle will act as a model of an air parcel. Because the bottle is relatively small, you can heat the air in the bottle fairly quickly by submerging the bottom of the bottle in hot water. Energy will transfer from the hot water to the air in the bottle, warming the air in the bottle.


8

InstructionalGuide

Weather Patterns

Why Warm Air Rises

9. Emphasize holding the bottle down in the water without squeezing the bottle. Point out that a student will need to hold the bottle down in the water so that the bottom of the bottle is immersed. Note that students will need to be careful not to squeeze in the sides of the bottle.

10. Students discuss and write predictions. Point out the space on the student sheet to write predictions. Reassure students that they don’t have to be sure of their predictions. Have pairs or groups briefly discuss, then have each student write their prediction.

11. Review the Safety Guidelines. Review each guideline with students. These can be found on page 1 of the Investigation Notebook, which is available in Printable Resources at the unit level. In particular, emphasize Guideline 8 (be calm and careful), which will be important for students to use the hot water safely. Emphasize not touching the hot water and moving slowly to avoid spills.

12. Distribute trays of materials. Pass one tray to each group of four students.

13. Group members place their balloon over the opening of their bottle. The lip of each balloon should cover the mouth of the bottle.

14. Add hot water to groups’ cups. Circulate and fill one cup from each group with about 100 milliliters of hot water (about 1 inch deep). Remind students not to touch the water.

15. Group members immerse and hold their bottle in their cup of water. Remind students to hold the bottle down in the water without squeezing the sides of the bottle.

16. Students observe and record results. Students should observe the balloon on top of their bottle inflating. Allow time for group members to record results on their student sheets.

17. Add cold water to each group’s second cup. Circulate and fill the other cup from each group with about 100 milliliters of cold water (about 1 inch deep).

18. Students move the bottle to the cup of cold water. After all groups have seen their balloon inflate and have had a chance to record their observations, have all groups move their bottle to the cup of cold water.

19. Students observe and record results. Students will observe the balloon on top of their bottle deflating. Allow time for group members to record results on their students sheets.

20. Share results and initial ideas. Call on a few volunteers to summarize their observations. Invite some students to share why they think the balloon inflated when the air warmed up and deflated when the air cooled down.

21. Discuss what air is made of.

To better understand why the balloon inflated when the bottle was warmed and deflated when it cooled, we have to think about what air is made of.

Ask pairs to discuss what air is made of and then share with the class. As needed, explain air is made of molecules.


9

Weather Patterns

Why Warm Air Rises

InstructionalGuide

22. Show students the molecular view of air in a bottle (before warming). Project the image or show the image on chart paper that you prepared. Explain that in a real bottle there are trillions and trillions of molecules making up the air. In this model only 12 molecules are drawn.

23. Discuss why the balloons inflated when air in the bottles was warmed. Ask students to consider what might happen to the molecules in the bottle when the air was warmed and how this might have lead to the balloon inflating. Have pairs or groups discuss, then invite volunteers to share. Ask students the following question:

What could have happened to the molecules inside the bottle to make the balloon inflate?

Accept all responses.

Highlight responses related to molecules spreading further apart and moving from the bottle into the balloon.

24. Project or show the molecular view of air in bottle (after warming). Project the image or show the image on chart paper that you prepared. Make sure that students can see the before warming and after warming images side by side.

Is there more air after the air is warmed? Are there more molecules? [No, there are still 12 molecules.]

Confirm that this is true in the real bottle as well. If needed, point out that the balloon seals the air from the outside so no new air went in the balloon to inflate it. The molecules inside the balloon came from the bottle.

What changed about the molecules when the air was warmed? [They spread out, they got farther apart from each other.]

Explain that warming the air (or another substance) makes the molecules move faster and spread further apart from one another. The warm air takes up more space so the balloon inflated. There are then fewer molecules inside the bottle because some of them go inside the balloon.

25. Ask pairs why the balloon deflated when the air was cooled. Have pairs discuss and then share with the class. [The molecules slowed down and moved closer together, so the air in the bottle took up less space and the balloon deflated.]

26. Relate what happened to the air in the bottles to floating.

Warm air rises—floats up through the cooler air around it—because the molecules of the warm air are more spread out than the molecules in the cooler surrounding air. There is less matter in a given volume of warm air than in the same volume of cold air.

Similarly, wood floats in water because there is more matter packed into a given volume of water than in the same volume of wood.


10

InstructionalGuide

Weather Patterns

Why Warm Air Rises

27. If you taught the Hands-On Flextension: Investigating Deep Ocean Currents in the Oceans, Atmosphere, and Climate unit, make a connection to that lesson. Remind students that they saw warm water float on top of cold water because warm water is less dense. The molecules in warm water are more spread out so there is less mass in the same volume of warm water than in cold water. The same is true of air, which is why warm air rises and floats on top of cold air.

Apply New Ideas

28. Connect back to air parcels. Point out that the air inside the bottle could be a model of an air parcel.

What must be true about the air inside an air parcel after it warmed? [The molecules that make up the air get farther apart.]

29. Introduce the Modeling Warm Air activity. Have students turn to Part 2: Modeling Warm Air in their student sheets and review the instructions.

30. Groups discuss what to show in their models. Remind students that their models should show what is different about the molecules before and after warming.

31. Students complete their models. Circulate and provide assistance as needed. Remind students to label and annotate their models to explain their thinking.

32. If time permits, invite students to share their models with the class.

33. Project the Weather Patterns Simulation and compare it to the students’ models. Select Regional Weather 1 and click run. Remind students that the Sim is a model. Ask students what is different about the models that they drew and the Sim. [The Sim does show molecules. The Sim does not show the air parcel expanding. The Sim does show cloud formation and rain.]

Some models include more or less details depending on what is being investigated. The Sim is a model that shows that air parcels rise when they are warmer than the surrounding air, but it does not show the details about why this happens. The models that you drew have the details about why the air parcel rises, but not other details that you did not need to make your explanation.


11

Weather Patterns

Why Warm Air Rises

Possible Student Responses

Why Warm Air Rises

Part 1: Investigating Warm and Cool Air

Safety Note: Using Hot Water

Be careful not to touch hot water and move slowly to avoid spills.

Investigation

1. Make your prediction below.

2. Fit the empty balloon over the the top of the bottle.

3. Your teacher will add hot water to one of your cups. Be careful around the hot water.

4. Gently submerge the bottle in the water.

5. Observe for any changes to the air in the bottle as energy is transferred to the air from the hot water, warming the air in the bottle.

6. Record your observations below.

7. Your teacher will add cold water to your second cup.

8. When directed by your teacher, remove the bottle from the hot water and gently submerge it in the cold water.

9. Observe for any changes to the air in the bottle as energy is transferred from the air to the cold water, cooling the air in the bottle.

10. Record your observations on the next page.

Prediction

What do you predict will happen to the air in the bottle when energy is transferred into it, making it warmer? What do you predict you will observe?

___________________________________________________________________________________________

___________________________________________________________________________________________

Maybe the air will rise into the balloon.


12


Weather Patterns

Why Warm Air Rises

Why Warm Air Rises (continued)

Observations

1. What did you observe when the air in the bottle was warmed?

___________________________________________________________________________________________

___________________________________________________________________________________________

2. What did you observe when the air in the bottle was cooled again?

___________________________________________________________________________________________

___________________________________________________________________________________________

3. Explain your ideas about why the changes you observed occurred.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

The balloon filled with air.

When the air is warm, it wants to take up more space so the balloon inflated a little. When the air is cooled, it doesn’t take up as much space so the balloon deflated.

The air went out of the balloon and it fell back down.


13

Weather Patterns

Why Warm Air Rises



Part 2: Modeling Warm Air

Draw a diagram to show why an air parcel rises when it is warmed. Use labels and annotate your diagram to help make your model clear. Remember to show the air parcel after warming and how the molecules are different before and after warming.

Air parcel before warming Air parcel after warming

The molecules are more spread out so it floats on top of the cooler air.

The molecules in the air parcel are spread out the same as the molecules in the surrounding air.

1© The Regents of the University of California. All rights reserved.

Weather Patterns—Why Warm Air Rises

Name: ____________________________________________ Date: ________________________


Export pages from page range “A-cm”

Why Warm Air Rises

Part 1: Investigating Warm and Cool Air

Safety Note: Using Hot Water

Be careful not to touch hot water and move slowly to avoid spills.

Investigation

1. Make your prediction below.

2. Fit the empty balloon over the the top of the bottle.

3. Your teacher will add hot water to one of your cups. Be careful around the hot water.

4. Gently submerge the bottle in the water.

5. Observe for any changes to the air in the bottle as energy is transferred to the air from the hot water, warming the air in the bottle.

6. Record your observations below.

7. Your teacher will add cold water to your second cup.

8. When directed by your teacher, remove the bottle from the hot water and gently submerge it in the cold water.

9. Observe for any changes to the air in the bottle as energy is transferred from the air to the cold water, cooling the air in the bottle.

10. Record your observations on the next page.

Prediction

What do you predict will happen to the air in the bottle when energy is transferred into it, making it warmer? What do you predict you will observe?

___________________________________________________________________________________________

___________________________________________________________________________________________



Name: ____________________________________________ Date: ________________________


Export pages from page range “A-cm”


Observations

1. What did you observe when the air in the bottle was warmed?

___________________________________________________________________________________________

___________________________________________________________________________________________

2. What did you observe when the air in the bottle was cooled again?

___________________________________________________________________________________________

___________________________________________________________________________________________

3. Explain your ideas about why the changes you observed occurred.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________



Name: ____________________________________________ Date: ________________________


Part 2: Modeling Warm Air

Draw a diagram to show why an air parcel rises when it is warmed. Use labels and annotate your diagram to help make your model clear. Remember to show the air parcel after warming and how the molecules are different before and after warming.

Air parcel before warming Air parcel after warming


1

Weather Patterns

Modeling Rain FormationLesson Brief

Hands-On Flextension: Modeling Rain Formation

Overview

This hands-on activity builds on and reinforces students’ understanding of rain formation and what causes rainstorms. Students use a range of materials to develop and build physical models that show the processes involved in water cycling within the Earth system. They demonstrate how the model works for another pair, explaining why they chose specific materials to represent different components of the Earth system and rain-formation process. Then, students analyze their models and explain what the model does well and what is inaccurate or left out. The purpose of this lesson is for students to demonstrate their understanding of the processes involved in rain formation in a personalized way. You might choose to include this Flextension if you would like your students to have more firsthand experience developing and building physical models.

Recommended Placement: after Lesson 2.6Suggested Time Frame: 45 minutes

Next Generation Science Standards (NGSS)


• MS-ESS2-4: Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

Disciplinary Core Ideas

• ESS2.C: The Roles of Water in Earth’s Surface Processes:

° Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4)

° Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)


2

Lesson Brief Weather Patterns

Modeling Rain Formation

Materials

For the Class

• Hands-On Flextension copymaster: Modeling Rain Formation

• 20 foam cups, 8 ounce*

• 20 clear plastic cups, 9 ounce*

• 20 clear plastic cups, 12 ounce*

• 20 plastic bags with a zip, quart size*

• 20 wide plastic containers with lids (food storage containers)*

• 20 aluminum pie tins

• 2 large pitchers, 2-quart capacity or similar

• cold water*

• hot water*

• 80 ice cubes*

• scissors*

• masking tape*

• additional materials to use in models (other types of containers and bags, plastic wrap, clay, or construction paper)*

For Each Pair of Students

• 1 tray

For Each Student

• 1 copy of Hands-On Flextension: Modeling Rain Formation student sheets*

*teacher provided

Science and Engineering Practices

• Practice 2: Developing and Using Models

• Practice 6: Constructing Explanations and Designing Solutions

Crosscutting Concepts

• Cause and Effect

• Systems and System Models

• Energy and Matter

• Stability and Change

Vocabulary

• cloud • evaporation • troposphere

• condensation • temperature • water vapor

• energy • transfer

Materials & Preparation


3

Weather Patterns

Modeling Rain FormationLesson Brief

Preparation

1. Print Hands-On Flextension copymaster: Modeling Rain Formation. Locate the Hands-On Flextension copymaster: Modeling Rain Formation in Digital Resources for Weather Patterns Lesson 2.6. Make enough copies so each student will have one set of pages with both parts.

2. Set up a central materials station. The listed items are suggestions for building rain-formation models. You can add to or modify the available materials, depending on what is at hand, easily obtainable, and fills a need that you anticipate. Locate the materials in a central, easily accessible place. The ice cubes will need to be set out at the last minute and hot and cold water prepared just before building begins.

• foam cups

• small plastic cups

• large plastic cups

• plastic bags with a zip

• plastic containers with lids

• disposable pie tins

• pitcher for cold water

• pitcher for hot water

• ice cubes

• scissors

• masking tape

• other materials for models

3. Prepare hot and cold water just before the lesson. Fill the pitchers with the heated/cooled water. Set out the ice cubes.

4. Immediately before the lesson, have on hand the following materials:

• student sheets

• trays

• model-building materials at a central station

Science Background

In this activity, students apply science concepts from Chapters 1 and 2. For more information about these science concepts, see the Weather Patterns Science Background (under Planning for the Unit at the unit level).


4

TeacherReference

Weather Patterns


The following three examples show rain-formation models that students might build along with the explanations they might present. Note that these are not intended as “correct responses,” but rather, they are provided to offer a sense of some different possibilities.

Example Model 1

Teacher Reference

The troposphere is colder higher up, so that's represented by the ice cube.

The plastic cup represents the troposphere.

Water vapor rises and condenses toward the top of the atmosphere. The cup gets foggy inside, and that represents a cloud. When enough water condenses, larger droplets form and fall down. Those represent rain.

The hot water in the foam cup represents surface water that has absorbed energy from the sun. When the water evaporates, it becomes water vapor.

ice cube

12-ounce plastic cup

8-ounce foam cup with hot water (about half full)


5

Weather Patterns


TeacherReference

Example Model 2

1. The pie tin with water represents water on the surface. The inflated bag represents the air parcel. The water in the bag represents water that has evaporated into the air parcel from the surface.

3. When enough water condenses, it rains. Pouring the water out represents raining.

2. The air parcel is hotter than the surrounding air, causing it to rise and lose energy. When water vapor loses energy, it condenses into liquid water and forms a cloud. The water in the bag now represents the cloud.

In this case, the pie tin with water represents surface water, the bag represents an air parcel, water in the bag represents the water vapor that has condensed to liquid water after the air parcel rises and cools, and the water pouring out of the bag represents rain.


6

TeacherReference

Weather Patterns


Example Model 3

1. The plastic container with water represents water on Earth's surface.

2. Scooping up some water represents water evaporating when the sun heats the surface.

3. Lifting the cup represents the warm-air parcel rising. As it rises up, the air parcel loses energy and the water condenses.

4. When enough water condenses, it rains. Pouring the water out of the cup and back to the surface represents the rain.


7

Weather Patterns


InstructionalGuide

Instructional Guide

Explore and Activate Prior Knowledge

1. Review processes that lead to rain. Lead a class discussion to review the water cycling processes that lead to rain. [Liquid water on Earth’s surface becomes warmer and evaporates, adding water vapor in the air parcel above it. Because the air parcel has a higher temperature than the surrounding air, it rises and cools, transferring energy to the surrounding air until the temperature of the air parcel equals the temperature of the surrounding air. When the water vapor in the air parcel loses energy and cools, it condenses to liquid water, forms a cloud, and falls as rain.]

Apply Unit Ideas

2. Introduce rain-formation model activity. Explain that students will create physical models to explain how rain forms. They will need to show how water moves and changes in the Earth system as it moves from the surface to the atmosphere and back again.

3. Review criteria for making a model. Students can build their models in one part or in multiple parts. In either case, an explanation of what is happening is also part of the model. For example, students may put items together in such a way that water goes through the different water processes on its own; or they may build one part to explain one process, change the model as they are explaining the second process, and change it again for a third process. Partners will decide on construction materials, what each part represents, and manipulate the parts as they describe the rain-formation process. The important thing is to be able to explain the processes using the physical objects.

4. Discuss challenges of creating a model. Explain that like all models, students’ models won’t work exactly the same as the real water cycle, but they will show important ideas about the different processes involved in water cycling in the Earth system.

5. Discuss evaporation and condensation in the models. Explain that students will have materials available that will allow them to represent evaporation and condensation, but they do not need to show actual evaporation and condensation in their models. Explain that students could, for example, scoop up some water in a cup to represent water evaporating into an air parcel. This is a model of evaporation and students would explain that the liquid water represents water vapor. Let students know that at the end of the lesson, they will critique their models by describing what the model was able to show well or not so well.

6. Distribute Modeling Rain Formation student sheets and review Part 1. Students will use the Part 1: Planning for and Creating a Rain-Formation Model student sheets to guide their work. Explain that partners will first think of what they want to show. The next step will be to look at the materials and make a plan for creating their models.


8

InstructionalGuide

Weather Patterns


7. Have students brainstorm aspects of rain formation and the Earth system that they will and will not show.

It is difficult to create a physical model that shows everything that happens to water as it moves from the surface to the atmosphere and back again. The models we've made before show just one or two aspects of water cycling. Before building your model, you should first decide on the aspects of rain formation and the Earth system that your model will include and those that you plan to leave out.

Give students some partner-discussion time and have them record their ideas (Part 1 student sheet, the first two questions).

8. Introduce materials for the Modeling Rain Formation activity. Show students the available materials for creating their models. Point out the trays and explain that the models should be built on the trays. That's so they can easily move the models when they share them with other pairs.

9. Students make a plan and list materials. Give students about 5 minutes to examine the available materials and make a plan for how they would use those materials in their models. Point out the table (Part 1, #3) and let students know that they need to list each material they want to use and indicate what it will represent. Let students know that it is okay to revise their plans as they learn what they may or may not be able to show with the available materials.

10. Students gather materials. Once students have completed their plans, have pairs take turns sending one student from each pair to gather supplies for the model.

11. Students build models. Distribute trays. Give students about 20 minutes to build their models. After building, have partners decide who will explain each part and practice explaining the model.

12. Students revise responses. Tell students that now that they have completed their models, you would like them to return to the student sheets and make sure that what they recorded accurately describes how they actually built the final model.

13. Review sharing models with another pair. Emphasize that students should use the words listed in the Word Bank as they explain their models.

14. Partners share with another pair. Have partners sit with another pair and prompt them to take turns sharing their models. Remind students of the words to use in their explanations. Pairs should first explain what each part of the model represents, and then explain how the model shows what happens as water moves from the surface to the atmosphere and back down to the surface as rain.

15. Students critique their models. Explain that students will now examine how well they modeled rain formation and how well the model represents what actually happens as water moves from the surface to the atmosphere and back down to the surface as rain.


9

Weather Patterns


InstructionalGuide

Review the prompts on Part 2: Critiquing Your Model, and give students time to answer the questions on their student sheets.

16. If time permits, invite volunteers to share their models with the class. Have a few pairs share their models with the class. Prompt them to explain how the model works as they did with another pair, and then share their critique of the model.


10


Weather Patterns



Part 1: Planning for and Creating a Rain-Formation Model

Models need to show how water moves from the surface to the atmosphere and back down to the surface as rain, but you will not be able to show everything in your model. Answer the following questions to help you decide what to include and what not to include.

1. What do you plan to show in your model?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

2. What will you leave out or not show in your model?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Answers will vary. Examples below.

• surface water• an air parcel and the air parcel rising• liquid water that has condensed after the air parcel rises• rain

• How the troposphere is warmer closer to the surface and colder higher up.

• Water vapor: the water in the rising air parcel will be liquid instead of water vapor

• Evaporation and condensation: I will show before and after and explain the processes, but I will not show the actual process.

• The sun and energy from the sun transferring to the surface and then to the air above it.


11


Weather Patterns


Modeling Rain Formation (continued)

Part 1: Planning for and Creating a Rain-Formation Model (continued)

3. Complete the table by listing the materials you plan to use in your model. Describe what each will represent. Once the table is complete, one partner can gather the materials on a tray, and then you can build your model together.

Material What it represents in the model

4. After creating your model, practice explaining how it works with your partner. You will be showing another pair how your model works. In your explanation, include what your model shows well and what it does not show well about water cycle processes in the Earth system. Be sure to use the words listed in the word bank in your explanation.

Word Bank

cloud condensation energy evaporation

temperature transfer troposphere water vapor

Answers will vary. Examples below.

plastic bag inflated with airwater in the inflated plastic bagpie tin with waterwater in the inflated plastic bag (after lifting)

water pouring out of bag

air parcel

water vaporliquid water on Earth's surfacewater vapor that has condensed into liquid water to form a cloud

rain


12


Weather Patterns



Part 2: Critiquing Your Model

1. How well did your model show rain formation in the Earth system?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

2. What are some characteristics of rain formation and the Earth system that your model did not show accurately? Is there anything that you planned to show but could not?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

I think my model did a good job at showing what happens to an air parcel to cause rain to form.

The amount of water that formed was inaccurate. I had much more liquid water than what would form at this small scale. I wanted to show how the troposphere is colder higher up, but I was not sure how to show that air is colder. The water does not actually evaporate and then condense; we just pretended that it did and explained the processes.

Answers will vary. Examples shown below.


Weather Patterns—Modeling Rain Formation

Name: ____________________________________________ Date: ________________________


Part 1: Planning for and Creating a Rain-Formation Model

Models need to show how water moves from the surface to the atmosphere and back down to the surface as rain, but you will not be able to show everything in your model. Answer the following questions to help you decide what to include and what not to include.

1. What do you plan to show in your model?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

2. What will you leave out or not show in your model?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Weather Patterns—Modeling Rain Formation© The Regents of the University of California. All rights reserved.

2

Name: ____________________________________________ Date: ________________________


Part 1: Planning for and Creating a Rain-Formation Model (continued)

3. Complete the table by listing the materials you plan to use in your model. Describe what each will represent. Once the table is complete, one partner can gather the materials on a tray, and then you can build your model together.

Material What it represents in the model

4. After creating your model, practice explaining how it works with your partner. You will be showing another pair how your model works. In your explanation, include what your model shows well and what it does not show well about water cycle processes in the Earth system. Be sure to use the words listed in the word bank in your explanation.

Word Bank

cloud condensation energy evaporation

temperature transfer troposphere water vapor


Weather Patterns—Modeling Rain Formation

Name: ____________________________________________ Date: ________________________


Part 2: Critiquing Your Model

1. How well did your model show rain formation in the Earth system?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

2. What are some characteristics of rain formation and the Earth system that your model did not show accurately? Is there anything that you planned to show but could not?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Lawrence Hall of Science:Program Directors: Jacqueline Barber and P. David Pearson

Curriculum Director, Grades K–1: Alison K. Billman

Curriculum Director, Grades 2–5: Jennifer Tilson

Curriculum Director, Grades 6–8: Suzanna Loper

Assessment and Analytics Director: Eric Greenwald

Learning Progressions and Coherence Lead: Lauren Mayumi Brodsky

Operations and Project Director: Cameron Kate Yahr

Student Apps Director: Ari Krakowski

Student Content Director: Ashley Chase

Leadership Team: Jonathan Curley, Ania Driscoll-Lind, Andrew Falk, Megan Goss, Ryan Montgomery,

Padraig Nash, Kathryn Chong Quigley, Carissa Romano, Elizabeth Shafer, Traci K. Shields, Jane Strohm

Amplify:

Amanda Jaksha

Irene Chan

Samuel Crane

Charvi Magdaong

Thomas Maher

Rick Martin

Matt Reed

Eve Silberman

Steven Zavari

Published and Distributed by Amplify.www.amplify.com

Documents

Weather Patterns - pms.nkschools.org