Presenters: Kristal King-Monroe, Alaina Fisher

Presenters: Kristal King-Monroe, Alaina Fisher

Standard/GLCE:

E.ES.01.31 Identify the tools that might be used to measure temperature, precipitation, cloud cover and wind.

Grade Level: 1st grade

Lesson Title: “Oh! The Weather We Measure!”

Lesson Overview:

After completion of the lesson, SWBAT….

-measure and record different elements of the weather (precipitation, temperature, etc.)

-construct their own wind vane model using simple materials and tools

-understand different tools used to measure elements of the weather

Materials Used: (for paired students or working individually)

-modeling clay

-straws

-paper plates

-ball head pins

-pencils

-index cards

-scissors

-tape

-pennies

-thermometer and/or rain gauge (used as an example)

-drawing of thermometer

Engage

Before beginning the lesson, engage the students with questions such as:

“Is it warm or cold outside today? Can we measure how warm or cold it is outside? Does anyone know what ‘temperature’ means? How do we measure temperature?”

Because this is the first lesson they will receive about weather measurements, it may be a fun idea to have the class go outside to physically engage their thoughts about weather. A good question to ask once outside is, “Does it feel hot, warm, cool, cold outside?” Another question to be asked would be, “Is the wind blowing?” You could also ask these questions while inside so the students can see a difference between outside and inside.

After asking the class these questions, you can follow up with more questions that are similar but center around rainfall and/or wind direction.

This will also work as a pre-assessment to gauge their prior knowledge. Some students may know what a thermometer is but not how to use one. These questions will easily allow you to understand what they know and how much more information you need to give about the topic.

Since they will be constructing their own wind vane, it is a good idea to make sure you address this topic as well.

Explore

Before having the students build their wind vanes, allow each student to observe different measurement tools for weather. On each desk (in pairs or individual) place a thermometer, rain gauge, and wind vane. Expect the students to observe these items for approximately 5-10 minutes and give them the opportunity to write down or list what they notice about these different instruments.

Once they have finished the observation part, have the students begin to build their wind vanes. Constructing the wind vanes is a simple process. Follow these steps:

1.) Lay an index card flat on the work surface. Cut a triangle from one end of the index card by starting at the corners and angling toward the center of the index card. The triangle should not exceed half the length of the index card. See illustration.

2.) Tape the arrow point (triangle) to one end of the straw. Tape the remainder of the index card to the other end of the straw as a tail. The straight edge of the tail should face the arrow, with the triangular portions pointing outward.

3.) Tape a penny to the back of the tail. This will cause the arrow to point in the direction from which the wind is blowing because the tail will weigh more than the arrow.

4.) Center the straw over the center of the eraser of the pencil. Push a straight pin through the straw and into the eraser. Make sure it is attached loosely so that the straw can turn and rotate freely.

5.) Use a paper plate as a base for the wind vane. At equally spaced intervals, label the sections of the plate as North, South, East, and West.

6.) Place a lump of modeling clay into the center of the plate. Place the sharp end of the pencil into the clay.

**Using modeling clay will work best and will harden after 24 hours. The students can then paint or decorate their wind vane as they please. Play-Do does not work well with this experiment and does not allow the pencil to stand upright for an extended period of time.

Once their wind vanes have been built, allow the clay to dry for up to 10 minutes. This will ensure that they are strong enough to withstand the pressure from the wind.

Now that they have built their models (during the ten minute setting time), ask the students to anticipate what they think they will see. Since they have never experienced a wind vane in action, it is likely that they will assume that the wind vane will spin quickly around in circles or point in directions that are not likely (such as up or down).

Once they have expressed their opinions, have the class go outside to test their projects. Also take the thermometer outside to measure the temperature and bring the compass to accurately align their plates so that the directions of N, S, E, and W are accurate. Give the students time to observe what is happening and to each look at the reading on the thermometer. If it is raining, you can also bring the rain gauge to try and capture some precipitation that is measurable. While outside measure the temperature using the thermometer. Show the class how you read the temperature and announce the temperature to the students.

Explain

After the observations are complete and the students are back in the classroom, ask the students what they noticed. Did their wind vane move with the direction of the wind? What did the thermometer read?

As the students tell what they have observed, write their responses on the board. Use leading questions to probe more information out of the students.

Explain what these observations mean. Since the students observed their wind vane pointing to the North (for example), this would mean that the wind was blowing from the North. The wind vane will point to the direction of the source of the wind because the tail is weighted and easily forced by the wind. The thermometer reading will give the temperature that it is outside at that moment. You can try to explain how the thermometer works to the students if it does not seem to confuse them. By explaining that the thermometer works by the alcohol expanding as it is heated may be a bit confusing for first grade students and so you may only want to focus on how to read the thermometer.

Now that the students have knowledge about what they observed outside, give them the opportunity to explain this using their new terms. Rather than independently writing their responses, write their new responses on the board. Guide the students to use their new vocabulary when explaining what they saw (thermometer, temperature, wind direction, weather vane, degrees, Fahrenheit, etc.).

Elaborate

Have the students separate into partners or small groups. Pass out the “How Do We Measure Up?” worksheet to each student. As a group they can complete the worksheet and collaborate on the responses. Some guided instruction will be needed from the teacher throughout the worksheet since these are still very young learners. This worksheet will cause the students to think about what they have learned and apply their new knowledge. You can use this worksheet as an Evaluation if you choose to do so. As individuals, you can give the students the “Thermometer” worksheet. Give each student 5 copies of the blank worksheet and have them track the temperature for one full school-week. They can write the temperature in the bulb and color the thermometer to the correct degree.

Evaluate

Considering the age group of these students, a formal assessment would not be appropriate. You can use the “How Do We Measure Up?” worksheet as an individual assessment if you prefer, but it would work well with small groups while you are still able to gauge the level of understanding each child attains. Another evaluation method would just be to verbally ask questions to the class and write their answers on the board.

How Do We Measure Up?

Look at the pictures on the left and draw a line to the best possible match.

85°F

References

How to make a wind vane

www.ehow.com/m//how_5531829_teach-make-easy-wind-vane.html

Associating high and low temperatures with high and low thermometer readings.

http://www.lessonplanspage.com/ScienceK1.htm