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Project GLAD – La Mesa-Spring Valley School District5th Grade Earth Science GLAD Unit - Meteorology

Idea Pages

I. UNIT THEME –Energy from the Sun causes a dynamic relationship between air, land, and water on Earth, which has an important impact on human life as seen during the time of the exploration and colonization of the Americas. Physical geography Forces and processes that move water between the air, land, and oceans

o Water cycle: evaporation, condensation, precipitation, accumulationo Most of the Earth’s water is in the oceans in the form of salt watero Availability of water for use by people can be extended through recycling and

conservationo The source of a community’s water can be traced through the watershed

Uneven heating of the Earth’s surface by the Sun causes air movement and weather changeo Surface winds move from the poles of the Earth toward the equatoro Ocean currents are affected by surface windso The Earth’s atmosphere exerts pressure from gravityo Ocean currents and the water cycle affect weather and climateo Weather and climate affect people’s lives

Ocean currents played a major role in the migration of people to the Americas, from the Paleo-Americans to the European explorers.

European exploration of the Americas was advanced by technological innovations in the 1300-1400’s that made travel and conquest easier—such as the use of gunpowder, seagoing vessels, astrolabe, sextant, compass, and chronometer.o Cross-cultural sensitivity on clash between cultures in the Americas.

II. FOCUS/MOTIVATION Big Book Read Aloud – Water’s Way Inquiry Chart – What do you know about meteorology? Observation Charts Realia (lava lamp for convection) – Exploration Report Geologic Timeline World Map – Ocean currents, jet stream, El Niño, hurricane and

typhoon patterns, Sargasso Sea, Grenada, Caribbean, Ireland, China, Australia, Philippines, San Francisco, etc.

Literature – A Life in the Breezes--Seafaring Life of Joshua Slocum Current Events - Articles about FEMA and government insurance

paying for houses destroyed in hurricanes or storms because they were built too close to the shore, or on seacliffs.

Video Clips – Twister, BBC Extreme Weather, Discovery Weather Extremes, National Geographic Weather, The Perfect Storm, etc.

III. CLOSURE Process all charts (Team Feud) Problem-Solution Essays Learning Logs Team Task Presentations Test


Idea Pages, Continued…

IV. CONCEPTS -Universal or Enduring Understandings Water on Earth moves between the oceans and land through the atmosphere via

the water cycle. Air movement and weather patterns in the atmosphere are caused by the uneven

heating of the Earth’s surface by heat and light energy from the Sun. Geologic time is almost incomprehensible by human beings. Weather and climate have had important effects on human life and development

of civilization. Ocean currents and winds affected the early exploration of and migration to the

Americas by everyone from the Paleo-Indians to the present day.

5th GRADE SCIENCE CONTENT STANDARDSEARTH SCIENCES5.3 Water on Earth moves between the oceans and land through the processes of

evaporation and condensation. As a basis for understanding this concept:a. Student knows most of the Earth’s water is present as salt water in the

oceans, which cover most of the Earth’s surfaceb. Student knows when liquid water evaporates it turns into water vapor in

the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.

c. Student knows water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice attached to particles in the air, and can fall to Earth as rain, hail, sleet, or snow.

d. Student knows that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that recycling and decreasing the use of water can extend its availability.

e. Student knows the origin of the water used by his or her local community.5.4 Energy from the Sun heats Earth unevenly causing air movements that result in

changing weather patterns. As a basis for understanding this concept:a. Student knows uneven heating of Earth causes air movement through

convection currents.b. Student knows the influence that the ocean has on the weather and the role

that the water cycle plays in weather patterns.c. Student knows the causes and effects of different types of severe weather.d. Student knows how to use weather maps and data to predict local weather

and knows that weather forecasts depend on many changing variables.e. Student knows the Earth’s atmosphere exerts a pressure that decreases

with distance above Earth’s surface and that at any point it exerts this pressure equally in all directions.


Idea Pages, Continued…

5 th GRADE HISTORY/SOCIAL SCIENCE CONTENT STANDARDS

UNITED STATES HISTORY AND GEOGRAPHY: MAKING A NEW NATION

5.2.1. Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g. compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).

5.2.2. Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).

5.2.3. Trace the routes of the major land explorers of the United States; the distances traveled by explorers; and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe.

5.2.4. Locate on maps of North and South America land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia.

V. VOCABULARY

Water Cycle Properties ConvectionCurrents Evaporation CondensationAccumulation Gravity AtmosphereForecast Watershed VariableCompass Sextant ChronometerAstrolabe Sailing Ship LatitudeLongitude Migration Colonization

ORAL LANGUAGE/READING/WRITING SKILLS

Poetry

5TH GRADE ENGLISH LANGUAGE ARTS STANDARDS

READING

1.0 Word Analysis, Fluency, & Systematic Vocabulary Development – The student uses his/her knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

2.0 Reading Comprehension – The student reads and understands grade-level-appropriate material. He/she describes and connects the essential ideas, arguments, and perspectives of text by using understanding structure, organization, and purpose.

2.1 Understands how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable.

2.4 Draws inferences, conclusions, or generalizations about texts, identifying and assessing evidence that supports those ideas.

3.0 Literary Response & Analysis – The student reads and responds to historically or culturally significant works of world literature, particularly American and British literature. He/she clarifies the ideas and connects them to other literary works.

3.2 Identifies the main problem or conflict of the plot and explains how it is resolved (character, setting, events, problem, solution, climax, conclusion).

1.0 Writing Strategies – The student writes clear, coherent, and focused essays. Writing exhibits awareness of audience and purpose. Essays contain formal introduction, body of supporting evidence, and conclusions. The student successfully uses the stages of the writing process, as needed.

1.2 Creates multiple-paragraph expository compositions:a) Establishes a topic, important ideas, or events in sequence or chronological order.b) Provides details and transitional expressions that link one paragraph to another in a clear

line of thought.c) Offers a concluding paragraph that summarizes the important ideas and details.

1.6 Edits and revises manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.

ENGLISH LANGUAGE DEVELOPMENT STANDARDS – Grade Span 3-5

LISTENING AND SPEAKING

The following ELD standards relate to ELA L/S 1.1

BEGINNING Independently use common social greetings and simple repetitive phrases (e.g., “May I go and play?”)

EARLY INTERMED. Orally communicate basic needs (e.g., “May I get a drink of water?”).INTERMEDIATE Actively participate in social conversations with peers and adults on familiar topics

by asking and answering questions and soliciting information.EARLY ADVANCED Actively participate and initiate more extended social conversations with peers and

adults on unfamiliar topics by asking and answering questions, restating, and soliciting information.

The following ELD standards relate to ELA L/S 2.4

BEGINNING Begin to speak with a few words or sentences, using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases).

EARLY INTERMED. Begin to be understood when speaking, but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns he/she).

INTERMEDIATE Be understood when speaking, using consistent standard English grammatical forms and sounds; however, some rules may not be in evidence (e.g., third person singular, male and female pronouns).

EARLY ADVANCED Be understood when speaking, using consistent standard English grammatical forms and sounds, intonation, pitch, and modulation, but may have random errors.

ADVANCED Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch, and modulation.

The following ELD standards relate to ELA Reading – Vocabulary & Concept Development 1.2

BEGINNING Read aloud simple words in stories or games (e.g., nouns and adjectives).EARLY INTERMED. Apply knowledge of content-related vocabulary to discussions and reading.INTERMEDIATE Use content-related vocabulary in discussions and reading.EARLY ADVANCED Use common idioms in discussions and reading (e.g., “scared silly”).ADVANCED Use common idioms, some analogies and metaphors in discussion and reading.

The following ELD standards relate to ELA Reading – Comprehension 2.6

BEGINNING Respond orally to stories read to them by answering factual comprehension questions, using one- or two-word responses (e.g., “brown bear”).

EARLY INTERMED. Orally identify examples of fact/opinion in familiar texts read to them.INTERMEDIATE Read and orally identify examples of fact/opinion and cause/effect in literature and

content area texts.EARLY ADVANCED Distinguish between explicit examples of fact, opinions, inference, and cause/effect

in texts.ADVANCED Distinguish between fact/opinion, inference, and cause/effect in text.

The following ELD standards relate to ELA Writing – Strategies 1.10

BEGINNING Write the English alphabet legibly. Label key parts of common objects. During group writing activities, write brief narratives and stories using a few standard grammatical forms.

EARLY INTERMED. Produce independent writing that is understood when read, but may include inconsistent use of standard grammatical forms.

INTERMEDIATE Independently create cohesive paragraphs that develop a central idea with consistent use of standard English grammatical forms. (Some rules may not be in evidence.)

EARLY ADVANCED Arrange compositions according to simple organizational patterns.ADVANCED Independently use all steps of the writing process.

The following ELD standards relate to ELA Writing – Written and Oral English Language Conventions 1.2 and 1.3

BEGINNING Use capital letters when writing own name and the beginning of sentences. Use a period at the end of a sentence.

EARLY INTERMED. Use capital letters to begin sentences and proper nouns. Use a period at the end of a sentence, and use some commas appropriately.

INTERMEDIATE Use standard word order but may have some inconsistent grammatical forms (e.g., subject-verb agreement).

EARLY ADVANCED Use standard word order but may have some inconsistent grammatical forms, including inflections.

ADVANCED Use complete sentences and correct word order. Use correct parts of speech, including correct subject-verb agreement.

MATH/SCIENCE/HISTORY-SOCIAL SCIENCE SKILLS

5 TH GRADE MATHEMATICS STANDARDS

Number Sense 1.1 Reads and writes whole numbers in the millions.

Measurement &Geometry 3.6 Visualizes, describes, and makes models of geometric solids (e.g., prisms, pyramids) in

terms of the number and shape of faces, edges, and vertices; interprets two-dimensional representations of three-dimensional objects; and draws patterns (of faces) for a solid that, when cut and folded, will make a model of the solid.

MathematicalReasoning 1.1 Analyzes problems by identifying relationships, discriminating relevant from irrelevant

information, sequencing and prioritizing information, and observing patterns.

5 TH GRADE SCIENCE SKILLS - INVESTIGATION AND EXPERIMENTATION

4.0 Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations.

a. Differentiate observation from inference (interpretation), and know that scientists’ explanations come partly from what they observe and partly from how they interpret their observations.

b. Measure and estimate weight, length, or volume of objects.f. Follow a set of written instructions for a scientific investigation.

5 TH GRADE HISTORY/SOCIAL SCIENCE SKILLS - ANALYSIS SKILLS

5.1 Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines.

5.2 Students correctly apply terms related to time including past, present, future, decade, century, and generation.

5.3 Students explain how the present is connected to the past, identifying both similarities and difference between the two, and how some things change over time and some things stay the same.

5.4 Students use map and globe skills to determine the absolute locations of places and interpret information available through the map’s or globe’s legend, scale, and symbolic representations.

5.5 Students judge the significance of the relative location of a place (e.g., close to a harbor, on trade routes) and analyze how relative advantages or disadvantages can change over time.

RESOURCES AND MATERIALS –

Non-Fiction

Hiscock, Bruce. The Big Storm. New York: Atheneum, 1993. Hiscock follows the 1982 April blizzard that paralyzed the East Coast from its beginnings in the Northwest through all of its changes as tornadoes in Texas to hail in Kentucky, and shows how it affected people.

Gibbs, James. Shipwrecks of the Pacific Coast. Binfords & Mort, Publishers, 1962.

Horner, Dave. Shipwrecks, Skin Divers, and Sunken Gold. Dodd, Mead & Company, 1965.

Kahl, Jonathan. Weatherwise: Learning About Weather. Minneapolis, Lerner, 1992.

McVey, Vicki. The Sierra Club Book of Weatherwisdom. Boston: Little Brown, 1991. Natural signs of approaching weather changes have been observed by Native Americans and passed on to their children as "weatherwisdom" for generations. McVey tells stories of how this wisdom helped young people predict bad weather and survive in the wilderness.

Suzucki, David. Looking At Weather. New York: Wiley, 1991. How weather affects people's lives and how people affect the weather.

Watson, Benjamin. The Old Farmer's Almanac of Weather and Natural Disasters. New York: Random House, 1995.

Wolff, Barbara. Evening Gray, Morning Red: A Ready-to-Use Handbook of American Weather Wisdom. New York: Macmillan, 1976. Rhymes, sayings and signs used to forecast the weather.

Allaby, Michael. How the Weather Works. Pleasantville, NY: Readers Digest, 1995. While many of the experiments presented here require a lot of adult supervision, the attempt to include an activity to demonstrate each concept is admirable. The color photos of children performing the experiments are extremely helpful.

Ardley, Neil. Science Book of Weather. San Diego: Harcourt, 1992. An excellent and comprehensive book with lucid explanations of weather phenomenon. Highly recommended.

Bower, Miranda. Experiment with Weather. Minneapolis: Lerner, 1994. This introduction to meteorology answers common questions about and offers activities to demonstrate how rainbows, fog, wind and clouds are formed.

Branley, Franklyn. It's Raining Cats and Dogs: All Kinds of Weather and Why We Have It. Boston, Houghton, 1987.

Flint, David C. Weather and Climate. New York: Gloucester, 1991. Simple experiments and information on the composition of the atmosphere. Part of the Hands-On-Science series.

Gardner, Robert. Science Projects About Weather. Hillside, NJ: Enslow, 1994.

Lambert, David. The Weather and Its Work. New York: Facts on File, 1987.

Levenson, Elaine. Teaching Children About Life and Earth Sciences. New York: TAB Books, 1994.

McMillan, Bruce. The Weather Sky. New York: Farrar Straus, 1991.

Morgan, Sally. Weather. New York: Time Life, 1996.

Simon Seymour. Weather. New York: Morrow, 1993. Simon is able to organize complex information on wind currents and the effects of uneven atmospheric warming and present it in a complete narrative rather than in short chapter snippets as it is in other books.

Wyatt, Valerie. Weatherwatch. New York: Addison Wesley, 1990. Suggestions for how to set up a class weather station and weather record keeping activities.

Fiction

Water’s Way by Lisa Westberg Peters

Bryan, Ashley. The Story of Lightning and Thunder. New York: Atheneum, 1993. A Nigerian weather folktale.

Davis, Hubert. A January Fog Will Freeze a Hog and Other Weather Folktales. New York: Crown, 1977. Thirty sayings, their origins and what they mean.

Mayo, Gretchen. Earthmakers' Tales: North American Indian Stories about Earth Happenings. New York: Walker, 1989.

Milord, Susan. Tales of the Shimmering Sky. Charlotte, VT: Williamson, 1996. Ten folktales from around the world that explain celestial and weather phenomenon.

Teacher Resources

The Guinness Book of RecordsThe Earth’s Dynamic Systems by W. Kenneth HamblinHarcourt Science, California Edition, Grade FourNational Geographic Magazine, various back issues

United States Meteorological Survey, “Ask a Meteorologist” on the World Wide WebMcGraw-Hill, California Edition, Grade FourTwister video or DVDThe Perfect Storm video or DVD

Materials

Lava LampWhite chalk to use on blue paper (cloud pictorial)

Project GLAD – La Mesa-Spring Valley School District5th Grade Earth Science GLAD Unit

Planning Pages

I. FOCUS/MOTIVATION

Inquiry Chart Realia (lava lamp) – Exploration Report Picture File Cards of severe weather events and clouds

o Classify and Record Observations Poetry

o Chants/Songs (I’m a Meterologist Bugaloo, Clouds Here/There, Planet Earth Yes Ma’am , Explorer Sound Off , Earth Science Family, Atmosphere Yes, Ma’am, Earth Science Family)

o Class Poetry Booklet Observation Charts Big Book Prediction Scenario – Cyclone Music: “Raindrops Keep Falling on my Head” Video: Clips from “Twister,” “The Perfect Storm,” and “Akira Kurosawa’s Dreams – The Blizzard”

II. INPUT 10-2 Lecture Geography – World map input chart with latitude/longitude, convection cells, major ocean currents,

hurricane patterns, El Niño. Geologic Timeline Pictorial Input Chart – Meteorology Narrative Input Chart – “Coming to California Around the Horn!” Read Aloud – Water’s Way

III. GUIDED ORAL PRACTICE T-graph for Social Skills - Cooperation Mind Mapping (clouds: types, physical attributes, locations, examples, effects, comparisons) Process Grid ( Levels of the Atmosphere) Sentence Patterning Chart (clouds) Observing and Classifying (This cloud is…. and that cloud is …) Comparison T-chart (Clouds are… Clouds are not…) Chants and Poetry Personal Interactions – Team Evaluation and Goal-setting Numbered Heads Together Weather Cycle Game (like “Fruit Salad”)


Planning Pages, Continued…

IV. READING/WRITINGA. Whole Group

Story Map for Water’s Way Problem-Solution Graphic Organizer (How do meteorologists save lives?) Descriptive Paragraph (Let’s describe our cloud so we can draw it accurately) Teacher-generated Cause and Effect Paragraph (Cause: El Niño. Effect: Changes in rainfall

totals in various parts of US.) Strip Books Frame Picture File Cards Exploration Report Listen and Sketch – Excerpt from The Perfect Storm

B. Cooperative Reading and Writing Team Tasks Story Mapping – Water’s Way Cooperative Strip Paragraph #1 - The Earth’s atmosphere has many levels. Cooperative Strip Paragraph #2 - Different kinds of weather form in different levels of the

atmosphere. Guided Reading – Flex group of emergent readers using student-generated text extension of

Cooperative Strip Paragraph Ear-to-ear Reading (Poetry Booklet) Expert Group Guided Reading – Direct instruction in study skills and summarizing

C. Individual Activities Learning Log (Text-You) Interactive Journal Writing Poetry Booklet Diagrams and Illustrations Reading Choices ABC Book of Meteorology

D. Writer’s Workshop Mini-lesson Planning and Writing Author’s Chair

V. CLOSURE Read the Walls, Add to Observation Charts Team Feud Game Process Inquiry Chart Test


Sample Daily Lesson Plan for Demonstration Training Session

Day 1

B. FOCUS/MOTIVATION Standards (Make good decisions, solve your problems, show respect.) Cognitive Dictionary/Signal Word – Meteorology Observation Charts (Write a comment, question, or prediction.) Big Book Inquiry Chart

C. INPUT Timeline – Geologic Time World Map – Input chart with latitude/longitude, convection cells, major ocean currents, hurricane

patterns, El Niño. 10/2 Lecture, Primary Language Groups Poetry: Clouds Here, Clouds There. Song: Earth Science Family

D. GUIDED ORAL PRACTICE T-graph for Social Skills – Cooperation (Numbered Heads Together) – Team Points Realia: Whole Group Observations of Lava Lamp Whole Group Exploration Report of Lava Lamp

E. READING/WRITING Reading the Walls with Partner (while ELLs have preview of read aloud in L1) Read Aloud: Water’s Way Story Map: Water’s Way Learning Log: Text/You Research Center

F. WRITER’S WORKSHOP Mini-lesson (What it is, how to get started) Prewriting and Writing (Conferencing comes later, after students have the pattern) Author’s Chair

G.H. CLOSURE

Home/School Connection



Day 2

I. FOCUS/MOTIVATION Cognitive Dictionary/ Signal Word – Review yesterday’s word. What does it mean? New predictions?

Teams put heads together and nominate a new word, class votes on new signal word. Process Home/School Connection in Teams Review Timeline and Map with “Review Cards” Poetry – Review Clouds Here, Clouds There by highlighting “gold nugget words”

II. INPUT Pictorial Input Chart – Big picture of earth science, especially meteorology with implications for human

life, especially explorerso 10/2 with Primary Languageo ELD review/Learning Logs

Chant – Is this the Earth? Yes, Ma’am! Narrative Input Chart – “Coming to California ‘Round the Horn!” Poetry: Explorer Sound Off!

III. READING/WRITING Learning Log T-Chart (Clouds are…/Clouds are not…)

IV. GUIDED ORAL PRACTICE/READING/WRITING Expert Groups: Do 2 of 4 groups.

o Team Tasks (Team map, timeline, poetry, dictionary, narrative input)o L1 Preview of “Expert” information

Ear-to-Ear Reading with piece of text (textbook) Team Evaluation and Goal-Setting

V. WRITER’S WORKSHOP Mini-lesson (Any of the Six Traits of Writing: Voice, word selection, sentence fluency, ideas,

organization, conventions.) Writing Author’s Chair

VI. CLOSURE Add to Charts Home/School Connection



Day 3

I. FOCUS/MOTIVATION Process Home/School Connection Cognitive Dictionary/ Signal Word – Review yesterday’s word. What does it mean? New predictions?

Teams put heads together and nominate a new word, class votes on new signal word. Review Pictorial Input Chart with Review Cards Poetry – Review Yes, Ma’am! or Explorer Sound Off by highlighting gold nugget words

II. INPUT Poetry: I’m a Meteorologist Bugaloo Finish Expert Groups

o Team Tasks (“Add to the Walls,” pictorial input chart, sentence patterning chart, team sentence; continue team map, timeline, poetry, dictionary, narrative input.)

o L1 Review of “Expert” information, strategize with beginners in English about how to teach their team

III. GUIDED ORAL PRACTICE

Sentence Patterning Chart (“Farmer-in-the-Dell”)o Trading Game

Team Presentation (“a task we’re proud of.”)

IV. GUIDED ORAL PRACTICE Extended Name Tag (Favorite cloud, weather, stage of water cycle; most memorable weather event ever

experienced) T-Graph for Social Skills - Cooperation

V. READING/WRITING Process Grid (Experts teach their teams, numbered heads add to Process Grid.) Co-operative Strip Paragraph (Compare and Contrast)

o Respond – Revise – Edit

VI. CLOSURE Team Sharing/Process Cooperation T-graph Interactive Journal Writing Home/School Connection



Day 4

I. FOCUS/MOTIVATION Cognitive Dictionary/Signal Word – Teams put heads together and nominate a word, class votes on the

day’s signal word Process Home/School Connection in Teams Video: Weather Channel

Review of Narrative Input Chart with Story Map

II. GUIDED ORAL PRACTICE Poetry – Recite the Repertoire!

III. READING/WRITING Flexible Groups (while teams work on team tasks) - struggling readers with student-generated text of

Cooperative Strip Paragraph, advanced readers with high level text, ELL group for ELD story retell on Narrative Input Chart

o Team Tasks (team process grid, team Yes, Ma’am poem, team Here/There poem, team story, team exploration report, team strip paragraph, team strip book Snow is…/Snow is not...)

IV. WRITER’S WORKSHOP Mini-lesson (Any of the Six Traits of Writing: Voice, word selection, sentence fluency, ideas,

organization, conventions.) Writing Author’s Chair

V. CLOSURE Process Inquiry Chart Family Feud Home/School Connection



Day 5

I. FOCUS/MOTIVATION Process Home/School Connection Cognitive Dictionary/ Signal Word – Review yesterday’s word. What does it mean? New predictions?

Teams put heads together and nominate a new word, class votes on new signal word. Revisit Observation Charts Inspiration: The rich cultural diversity of the United States is partly due to the meteorological factors

that brought various tides of migration here over the centuries. Chants and Songs Video: The Perfect Storm

II. GUIDED ORAL PRACTICE Team Action Plan Water Cycle Game (like “Fruit Salad”) Group Frame: Problem-Solution Brainstorm and Graphic Organizer

III. READING/WRITING Problem-Solution Essay Found Poetry Sketch and Write Team Writing Workshop – use picture file cards to write four compositions simultaneously (round robin

writing structure) Get together with some other experts and add to the Process Grid.

IV. CLOSURE Journal Writing with Peer Assessment of Journals Multiple Choice Test

World Map Showing Longitude and Latitude Lines (Print out to play a "Find that Location" using global positioning, longitude and latitude numbers.)

METEOROLOGY:It’s in the Air!

PROJECT G.L.A.D. UNITBased on the California Science Standards

5TH GRADE EARTH SCIENCE STANDARDS

COMPILED BY SALLY FOXLA MESA-SPRING VALLEY SCHOOL DISTRICT

1-5-03

Meteorology studies atmospheric

phenomena and air movement caused by energy from the Sun:

mainly weather. Weather has a big effect on human

life.

The Earth is a unique planet in our solar system. It orbits the Sun because it’s attracted by the Sun’s gravitational pull. Scientists believe the Earth is 4.5 billion years old. That’s written with 8 zeroes: 4,500,000,000 years old!!

METEOROLOGY: It’s in the air!

Meteorology studies atmospheric phenomena and air movement

caused by energy from the Sun: mainly weather. Weather has a

big effect on human life.

The Earth is made of elements and minerals. Its structure is like an onion, layer upon layer. The heaviest elements are drawn to the center core by gravity. The lightest ones form the crust (where we live) and the atmosphere (where we breathe).





The lightest layer of Earth is the atmosphere. Scientists have observed several levels in the atmosphere: first the troposphere (where we live and breathe, where the birds fly, and where the weather is), the stratosphere (where jet planes fly), the mesosphere (where meteor trails occur), and the thermosphere (where the satellites and space shuttles are). That’s the atmosphere, lightest layer of Planet Earth!


VI. Meteorology studies atmospheric phenomena and

air movement caused by energy from the Sun: mainly weather. Weather has a big

effect on human life.

Energy from the Sun makes several things happen in the atmosphere. One of the most important things is that the Sun’s energy powers the water cycle, also called the hydrologic cycle. The water cycle explains how water moves between the atmosphere, the land, the rivers, and the oceans.


VII.Meteorology studies atmospheric phenomena and



The processes that keep the water cycle rolling are evaporation, condensation, and precipitation. Evaporation makes liquid water change to the gaseous state, as water vapor in the air, often in clouds. Condensation makes the water vapor in the air turn back into liquid. Precipitation makes the water fall back down to Earth as snow or rain.





Many people call Earth “The Water Planet.” Astronauts tell us that Earth looks like a whirly, swirly blue marble from space. That blue is the planet’s water (and particles in it) reflecting the blue part of the spectrum of sunlight. Most of the water on Earth is found in the oceans—it’s saltwater that we can’t drink. Other water is unavailable to drink because it’s frozen as snow and glaciers, too. Water people need for drinking and irrigation is a precious commodity.





People can help the water we have available be enough for our needs in several ways. First, we can be careful not to waste water. That’s called conservation. Second, we can use water over and over. That’s called recycling. Many golf courses use “gray water” to irrigate their huge lawns. Third, we can take care not to contaminate the local watershed so that runoff water can be used safely. That’s called preventing pollution.





Another way the Sun makes things happen in the Earth’s atmosphere is by heating up the surface of the planet. Since Earth’s surface is irregular (mountains, plains, valleys, high areas, low areas, areas covered by plants, deserts), the heating is uneven. The uneven heating causes convection currents to move at different speeds. This variable air movement causes weather.





Because Earth’s surface is heated unevenly, and because the planet is constantly rotating as it spins on its axis around the sun, the air is in constant motion, too. Surface winds move from the poles of Earth toward the equator. If Earth weren’t rotating, these winds would move north to south, but because of the rotation they curve east or west depending on how close they are to the equator.


VIII. Meteorology studies atmospheric phenomena and



Ocean currents and the water cycle effect weather and climate. The cycle of water evaporating into clouds, which is subsequently returned to the Earth as precipitation (i.e., rain or snow). The cycle of ocean currents can greatly affect the weather of coastal areas. For example, the Gulf Stream brings warm water from the Caribbean to England, giving it a much warmer climate than it would otherwise have. Ice ages are also part of the water cycle. They occur over period of several thousand years.


IX. Meteorology studies atmospheric phenomena and



To shorten the journey from New York to London, Benjamin Franklin was the first to chart ocean currents in the Atlantic. In 1777, he mapped the Gulf Stream by measuring water temperature. Franklin recommended that captains carrying mail between America and Europe follow the Gulf Stream to save time.





One of the important benefits of meteorology is the weather forecast. Meteorologists predict the weather by gathering data and looking for patterns. The weather is affected by many variables, such as pressure, humidity, temperature, wind speed and direction, and geography. Meteorologists use instruments like weather balloons, satellites, barometers, Doppler radar, and anemometers to collect the data they need to make a prediction.




big effect on human life.The Earth’s atmosphere exerts downward pressure because the force of gravity is attracting (pulling) matter toward the center core. Although air is mainly invisible, it actually contains a lot of matter that weighs more than you might think. Atmospheric pressure is subtler than temperature or humidity. In La Mesa-Spring Valley, air weighs about 15 pounds per square inch yet you probably don’t notice it! The higher you go in the atmosphere, the less pressure is exerted.

METEOROLOGY:

It’s in the air!




Probably everyone has a weather story or two to tell. Hurricanes, tornadoes, monsoons, droughts, thunderstorms, lightning, heatwaves, blizzards, freezing rain, hail—the weather affects us in many ways. Meteorologists have helped us predict severe weather so that fewer people are killed or injured by it and less property is damaged. Still, it’s an important factor in our daily lives.

THE EARTH SCIENCE OF METEOROLOGY, and THE STUDY OF ATMOSPHERIC PHENOMENA

(LIKE WEATHER) ARE WAY UP THERE

In the a-i-r, air!!!

Remember, like some restaurants, the weather may not be nice but it always has a lot of

atmosphere.

Project GLAD Meteorology and Explorers5th Grade Unit

POETRY BOOKLET

Name ____________________________________________

Winds Here, Winds There!

Winds here, winds there,Winds, winds, everywhere!

Prevailing winds blowing westerly, Trade winds moving easterly,

Polar winds chilling,And cool winds flowing to replace heated air.

Santa Ana winds from the deserts of California, Chinook winds down the mountainside,

Scirocco winds across the Sahara,And the Mistral down from the Alps. Brrr!

Winds here, winds there, Winds, winds, everywhere!

WINDS, WINDS, WINDS!!!

By Sally Fox, LMSVSD, 1-15-03

Is This the Earth? Yes, Ma’am!

Is this Planet Earth? Yes, ma’am.Is this Planet Earth? Yes, ma’am.Well how do you know? It’s in orbit around the Sun.Well how do you know? It has four major layers.Tell me all about it. The crust, mantle and core.I thought you said four. The atmosphere surrounds them all.

Is this the atmosphere? Yes, ma’am.Is this the atmosphere? Yes, ma’am.And how do you know? It’s usually invisible.And how do you know? It’s like a blanket of air.Give me some examples. Troposphere and stratosphere.Give me some examples. Ionosphere and exosphere.

By Sally FoxProject GLAD, LMSVSD2002

Water Here, Water There!Water here, water there,

Water, water everywhere!

Solar-heated ocean water evaporating, Cooled atmospheric water vapor condensing,

Accumulated water vapor in clouds precipitating,And water droplets freezing into snow and ice.

Saltwater in the oceans and seas,Freshwater in the rivers and lakes,

Wastewater and storm runoff in the wetlands,And crystal clear spring water up in the mountains.

Water here, water there, Water, water everywhere!

WATER, WATER, WATER!!!

By Sally Fox, LMSVSD, 3-17-03

METEOROLOGIST BUGALOO

I’m a meteorologist and I’m here to say I study weather systems ’round the world todaySometimes I check the rain gauge; sometimes send up a balloon,Sometimes I check the satellite to find the nearest typhoon!

Atmosphere, convection cells, oscillations, too!Doing the meteorologist bugaloo!

Analysis and prediction of the weather’s my jobWhen you see a twister coming you’ll feel your heart throb!The physics of the atmosphere explains the cycloneEarly warning systems help the affected zone.


Advances in technology—forecasts more reliable!Satellites and computers—patterns identifiable!Data and observations from meteorologists all togetherShow pressure and circulation that determine the weather.


By Sally Fox, LMSVSD12-27-02

EXPERT GROUP #1Low Level Cloud Formations

Most clouds owe their existence to upward vertical motion of air, hence they are often associated with weather producing phenomena, such as fronts, troughs, and low pressure systems. The processes of evaporation and condensation are always involved in the formation of clouds since clouds are made of water in the air. However, topography of the landforms can also help move air upwards and produce clouds. What keeps all this water weight suspended in the air in a cloud? Indeed, why don’t all clouds fall out of the sky? The reason is that windy updrafts suspend the cloud particles.

Clouds are generally classified based on characteristics, such as, altitude, appearance, or origin. The simplest classification system is based on the various layers of the atmosphere. Low level cloud formations are found at altitudes below 7,000 feet. Their physical characteristics often include a puffy, popcorn-like appearance. Their chemical composition is the same as all clouds, which is to say they’re made of water. The state of matter of the water in low level clouds is most often liquid. Low level clouds are composed of water droplets, but can have ice crystals in colder climates.

Examples of low level clouds are the cumulus, stratocumulus and stratus clouds. Cumulus are usually puffy and often have very distinct edges and usually a noticeable vertical development. Stratocumulus can be widely scattered but are usually concentrated closer together in clusters or layers and have very little vertical development. Stratus often appear as an overcast deck, but can be scattered. The individual cloud elements have very ill-defined edges. Fog can be considered as a low stratus cloud in contact with the ground. When the fog lifts, it usually becomes true stratus.

Elevation

Chemical Composition

Physical Attributes

Interesting Facts

Forces and Processes

EXPERT GROUP #2Mid Level Cloud Formations


Clouds are generally classified based on characteristics, such as, altitude, appearance, or origin. The simplest classification system is based on the various layers of the atmosphere. Mid level cloud formations are found at altitudes between 7,000 and 18,000 feet. Their physical characteristics are less distinct than low level clouds. They’re often referred to as “overcast.” Their chemical composition is the same as all clouds, which is to say they’re made of water. The state of matter of the water in mid level clouds may be liquid or solid. Mid level clouds may be composed of water droplets and/or ice crystals.

Examples of mid level clouds include altocumulus and altostratus. Altocumulus clouds have distinct cloud elements and are either in a patchy, scattered distribution or can appear in linear bands. Altostratus clouds have a more uniform and diffuse coverage where it is difficult to detect individual elements or features.

It’s interesting to note that mid-level cloud names are preceded by an "alto" prefix. “Alto” means tall or in Spanish and comes from the Latin root. It’s also interesting to note that these clouds share many similarities to the cumuloform and stratiform high clouds.

Elevation Chemical Composition

Physical Attributes

Interesting Facts


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EXPERT GROUP #3High Level Cloud Formations


Clouds are generally classified based on characteristics, such as, altitude, appearance, or origin. The simplest classification system is based on the various layers of the atmosphere. High level cloud formations are found at altitudes above 18,000 feet. Their physical characteristics often include a wispy, wavy, fleecy, curly, or patchy appearance. Their chemical composition is the same as all clouds, which is to say they’re made of water suspended in air. The state of matter of the water in high level clouds is most often solid. High level clouds are composed of ice crystals.

Examples of high level clouds are cirrus, cirrocumulus, and cirrostratus. Cirrus are high altitude wispy clouds. Cirrocumulus are high clouds that have a distinct patchy and/or wavelike appearance. Cirrostratus are high clouds that usually blanket the sky in ill-defined sheets. Another special type of cirrus cloud can be formed from the vapor contained in the exhaust of a jet engine of an airplane when they are flying at high enough altitudes for cold temperatures to cause the vapor to turn into ice crystals that like cirrus clouds. These clouds are called "contrails" (short for "condensation trails") and look like lines in the sky.

It’s interesting to note that high-level cloud names are preceded by a "cirro" prefix. This prefix means “curl” or “fleece” in Latin. It’s also an interesting fact that what appears to be cloud-free air (virtually) always contains sub microscopic drops of water, but as evaporation exceeds condensation, the drops do not survive long after an initial chance clumping of molecules.

Elevation Chemical Composition

Physical Attributes

Interesting Facts


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EXPERT GROUP #4Multi-level Cloud Formations


Clouds are generally classified based on characteristics, such as, altitude, appearance, or origin. The simplest classification system is based on the various layers of the atmosphere. Multi-level cloud formations are found at altitudes from below 7,000 to above 18,000 feet. They are vertically thick clouds spanning multiple layers. Their physical characteristics include a tall columnar look, or a mushroom or anvil-like appearance. Their chemical composition is the same as all clouds, which is to say they’re made of water. The state of matter of the water in multi-level clouds may be liquid or solid. Multi-level clouds are composed of water droplets at lower level and snow or ice crystals in the higher levels.

Examples of multi-level clouds are nimborstratus and cumulonimbus. Nimbostratus are multi-layer clouds because their vertical extent often goes well into the middle cloud region. Cumulonimbus are the clouds that can produce lightning, thunder, heavy rains, hail, strong winds, and tornadoes. They are the tallest of all clouds that can span all cloud layers and extend above 60,000 feet. They usually have large mushroom or anvil-shaped tops. Some people call them “thunderboomies” or “thunderheads” because they often indicate thunderstorms are on the way. It’s interesting to note that multi-level clouds contain the root “nimbus.” This comes from the Latin for “heavy rain.” Multi-layer clouds are the heavy precipitation producers—that is, they make a lot of rain. The depth of these clouds give precipitation hydrometeors a better environment to develop and grow. It’s also an interesting fact that multi-level clouds indicate that the atmosphere is quite unstable and can also be an indicator of impending severe weather.

Elevation

Chemical Composition

Physical Attributes


Interesting Facts

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PROCESS GRID (For Teacher Use Only)

CLOUD TYPE

ELEVA-TION

PHYSICAL ATTRIBUTES

CHEMICAL ATTRIBUTES

FORCES AND PROCESSES REFLECTED

EXAMPLES INTERESTING FACTS

LOW LEVEL

Below 7,000 feet

Often have a puffy, popcorn-like appearance.

Most often composed of water droplets, but can have ice crystals in colder climates.

Evaporation

Condensation

Gravity

Temperature

Pressure

Cumulus are usually puffy and often have very distinct edges and usually a noticeable vertical development. Stratocumulus can be widely scattered but are usually concentrated closer together in clusters or layers and have very little vertical development. Stratus often appear as an overcast deck, but can be scattered. The individual cloud elements have very ill-defined edges.

What keeps all this water weight suspended in the cumulus cloud? Indeed, why don’t all clouds fall out of the sky? The reason is that updrafts suspend the cloud particles.

Fog can be considered as a low stratus cloud in contact with the ground. When the fog lifts, it usually becomes true stratus.

MID LEVEL

Between 7,000 and 18,000 feet. Less distinct than

low level clouds.

Composed of ice crystals and/or water droplets.

Same as above.

Altocumulus have distinct cloud elements and are either in a patchy, scattered distribution or can appear in linear bands. Altostratus have a more uniform and diffuse coverage where it is difficult to detect individual elements or features.

Mid-level cloud names are preceded by an "alto"

prefix.

Many similarities to the cumuloform and stratiform high clouds.

HIGH LEVEL

Above 18,000 feet

Wispy, wavy, or patchy.

Composed of ice crystals.

Same as above.

Cirrus are high altitude wispy clouds. Cirrocumulus are high clouds that have a distinct patchy and/or wavelike appearance. Cirrostratus are high clouds that usually blanket the sky in ill-defined sheets. Contrails are special clouds that are actually condensation trails formed by jets. Vapor contained in the exhaust of a jet engine at high enough altitudes for cold temperatures to turn the vapor into ice crystals like cirrus clouds.

High-level cloud names are preceded by a "cirro" prefix.

What appears to be cloud-free air (virtually) always contains sub microscopic drops, but as evaporation exceeds condensation, the drops do not survive long after an initial chance clumping of molecules.

MULTI-LEVEL

Vertically thick clouds spanning multiple layers from a few thousand feet to 18,000 feet high.

Mushroom clouds (thunderboomies).

Composed of liquid water droplets, snow and or ice.

Same as above.

Nimbostratus are multi-layer clouds because their vertical extent often goes well into the middle cloud region. Cumulonimbus are the clouds that can produce lightning, thunder, heavy rains, hail, strong winds, and tornadoes. They are the tallest of all clouds that can span all cloud layers and extend above 60,000 feet. They usually have large anvil-shaped tops.

Multi-layer clouds are the heavy precipitation

producers. The depth of these clouds give

precipitation hydrometeors a better environment to

develop and grow.

They indicate that the atmosphere is quite unstable and can also be an indicator of impending severe weather.

srf 12/27/02

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NARRATIVE INPUT – 5TH GRADE METEOROLOGYAdapted from Born in the Breezes: The Seafaring Life of Joshua Slocum by Kathryn Lasky

1) Ahoy, there! My name is Joshua Slocum and I’m here to tell you landlubbers about the life of a Yankee ship’s captain in the last years of the great sailing ships. The great sailing ships, powered by wind and ocean currents, brought people and goods from distant lands to places all over the world. The trade and exploration made possible by these incredible vessels changed the world and changed life for millions, even billions of people. In my day, I was what you call a celebrity. Do you know why? Because I was the first sailor to go all the way around the world in a sailboat, ALONE. I wrote a book about it called Sailing Around the World. I’ve seen my share of interesting weather all around the world. I’ve even had my life put in danger by violent storms. It was critical for my survival to know and understand the weather and how to keep the ship afloat in high seas. Meteorology, you know, is the study of the many phenomena in the atmosphere. Those phenomena can sink a ship, especially in a “perfect storm!”

2) I love the wind. I used to say I was born in the breezes. My father wanted me to work with him making shoes, but I knew my life was to be on the ocean, powered by the winds and currents. I ran away from home when I was fourteen to work on a sailing ship. I was really crazy about the ocean and about sailing—that’s all I thought about, all I studied, all I read about, all I cared about. When I was sixteen, I sailed to Ireland, then to China, then to Australia. It was a fantastic life full of adventure! The officers noticed how serious I was, and what a hard worker I was. By the time I was eighteen I was promoted to second mate. At 25 years old, I was given my first ship’s command as Captain Joshua Slocum. As captain, the lives of many people depended on my decisions. That kind of responsibility will shiver your timbers! Every day I would scan the horizon and look out for coming danger, whether pirate ships or storm fronts. You know what they say, “Red at night, sailors’ delight. Red in the morning, sailors take warning.”

3) We seafaring types have a long history, you know. The Age of Exploration really made the world our oyster. The desire to know the unknown has been a driving force in all of human history, you know. Go back to the ancient Greeks, the ancient Romans, the ancient Egyptians, and the ancient Chinese. The ancients wanted to spread their religion, to conquer other peoples, to find new and faster trade routes, and to search for gold and silver. When people talk about the age of exploration they usually mean the time from the 1300’s to the 1700’s. But the floodgates of global exploration opened when Christopher Columbus sailed the ocean blue in 1492. Columbus’s last voyage was affected by storms and hurricanes, although the winds blew his ships off course, he finally made it home to Spain safe and sound in 1504. When he died, he still believed he had set foot in Asia, not America. I feel a close connection to Columbus. Once, when I became violently ill during the height of a big storm, a member of Columbus’s crew from the Pinta came to me as a phantom. He guided my ship while I was sick. Well, that’s another story.

4) Later Magellan sailed around the world, that’s called circumnavigation, with a fleet of five ships and nearly 300 crew. He left from Spain, sailed to the Americas across the Atlantic, and followed the coastline south towards Antarctica. He and his ships found a way through the straits instead of having to go all the way around Cape Horn. Now we call those straits the Straits of Magellan. By finding this route, Magellan found the way to the Pacific Ocean from the Atlantic and the world would never be the same. Then the English and Dutch began to compete with the Spanish and Portuguese for spices and the other riches of Asia and the East. Magellan’s ship sailed 43,380 sea-miles in her voyage of circumnavigation. After many storms, hurricanes, shipwrecks, and even abandonment by one of the ships, Magellan’s ships returned home without their captain. You see, Magellan was killed in a battle in the Philippines in 1521.

5) The straits Magellan found would continue to be important to sailors rounding the Horn. For the next 400 years thousands of ships from Europe and the Americas would follow Magellan’s lead from the Atlantic to the Pacific. Some of the sailors were whalers, meaning they hunted whales to sell the blubber and whalebone for a profit. Whalers were masters of the harpoon. Another group of Cape Horners were the 49ers. When gold was discovered in California in 1848, prospectors took every ship they could find and headed for San Francisco. Then the merchant marine was created as an extension of the age of exploration—it was a time of commercial and industrial exploitation of the Pacific. Those were the beginnings of the best times in my life: when I was captain of a beautiful tall ship, my wife Virginia and our children lived on board with me, and our family traveled the seven seas taking cargo from place to place for a fee.

6) After my wife died and my children grew up, I sailed around the world by myself. I sailed a small ship, a sloop, called the Spray. It took me more than three years to do it, from 1895 to 1898. As I entered the Strait of Magellan, I recited an old fisherman’s prayer: “Remember, Lord, my ship is small and the sea is so wide.” I made it through. After I was homeward bound, I reached the island of Grenada in the eastern Caribbean in good spirits. The Spray was booming joyously for home the way a horse heads happily for the barn after a long gallop. Suddenly the wind died and we were becalmed for several days in the Sargasso Sea. I had enough food and water to wait out the dead, doldrums-like weather and I passed my time looking in the seaweed for interesting animals, like seahorses. I love those little creatures! Finally, the wind began to blow. It was a gale force wind. That’s wind blowing more than 30 miles per hour—a gale can make trees sway and break twigs and branches off! The Spray was jumping like a porpoise on the northward journey towards home. Just off New York, a fierce electrical storm splintered the sky, there were thunder and lightning, and torrential rains pounded us. The Spray ran like a mad dog with bare poles, her timbers shivering and heeling on to her beam ends. But somehow she always righted herself and sailed on.

7) So I made it home safely that time, but about ten years later, I wasn’t so lucky. You know, I never learned to swim even though I spent all those years on the water. I figured if the sea wanted me, the sea would come and get me. That’s how a lot of us sailors feel about it. Those terrible storms, the ones with high winds and heavy precipitation, seem like they’re trying to capsize the ship and wipe us off the decks. Well, in 1909 I set sail from New England in the Spray, headed for the Amazon. Something happened, though, and neither the Spray nor I were ever seen again. Do you think I was caught in a gale? Do you think a hurricane capsized me? Or do you think a bolt of lightning broke the Spray in two? You can predict all those things but you’ll never find out. It’ll just have to be another mystery of the deep blue sea.

THE END

FAMILY FEUD QUESTIONS FOR 5 th GRADE EARTH SCIENCE UNIT

1. What was the southernmost tip of South America, Cape Horn, was named after? (The birthplace of the first European ship’s captain to successfully sail around it in 1616, Hoorn, Netherlands)

2. How high is Cape Horn? (424 feet)

3. Why is it safer and easier to travel around Cape Horn today than it was one hundred years ago? (Weather forecasts help sailors avoid dangerous storms)

4. Why did sea voyages around Cape Horn taper off after 1869? (Because the transcontinental railroad was completed that year and more people took the train, which was faster and safer)

5. What did Francisco Vásquez de Coronado think he would find in the area we now call the Desert Southwest? (The Seven Golden Cities of Cibola)

6. What do some people say was the drinking tradition among sailors who had rounded the Horn and the Cape of Good Hope? (They could put both feet on the table)

7. Who was the first sea captain to keep a detailed, daily record of his voyage called a “Captain’s Log?” (Christopher Columbus)

8. How many times did Columbus use the astrolabe he brought on his first voyage to the West Indies? (Once)

9. What invention that many people now wear on their wrists made it possible for sailors to calculate their longitude? (clock/chronometer)

10. When cloud water droplets get too big and heavy, what happens? (It rains)

11. What is hail? (Large frozen raindrops)

12. How heavy were the ice and icicles estimated between two telephone poles in a severe storm in New England in 1921? (Four tons)

13. What is the meaning of the Latin root “stratus?” (Layer)

14. What are high level clouds usually made of? (Ice crystals)

15. What are mid level clouds mostly made of? (Water droplets)

16. What kind of clouds create overcast skies? (Low level)

17. How high can cumulonimbus clouds reach? (Over 39,000 feet)

18. What is a contrail cloud? (Condensation trail from a jet engine)

Sally Fox, LMSVSD, 12-29-02

Name_______________________________

EDITING CHECKLIST AUTHOR

FIRST PEER

SECOND PEER

1. I read my paper out loud.

2. Author’s name is on paper.

3. There’s a title. Are there page numbers if more than one page long?

3. The paper is dated.

4. Respond (What did I like?)

6. Revising (Any suggestions?)(Did it make sense?) (Is it clear?)(Can I move anything to make it clearer still?) (Does it flow?)(How about beginnings and endings?)

7. Editing skills (Capitals)

8. Editing skills (Punctuation)

9. Editing skills (Spelling)

10. Editing skills (Grammar – Is it a complete sentence?)

Project GLAD

Project GLAD – 5TH Grade Earth Science and Social Studies Unit

“METEOROLOGYAND THE EXPLORERS”

InteractiveJournal

Name _______________________________

Text You

Project GLAD – 5TH Grade Earth Science and Social Studies Unit

“METEOROLOGYAND THE EXPLORERS”

LEARNING LOG

Name_____________________________________________

Project GLAD

ABC BOOK Of MeteorologyWords

Selected andillustrated by:

___________________

EXPLORATION REPORT

OBSERVATIONS: QUESTIONS:

__________________________________

PREDICTIONS:

Name________________

PREDICTING QUESTIONS

J. Planet Earth

Predict the answer to the flowing questions:

1. How old do you think Earth is?

2. What do you think the sky is made of?

3. Do you think the temperature gets colder as you fly high into the atmosphere, or hotter? Why?

4. What are clouds made of?

5. How does the weather make a difference in people’s lives?

Draw a picture or diagram of the Earth showing what you think it looks like from space.

For the ___________ TeamMEMBERS:

1. _____________________________

2. _____________________________

3. _____________________________

4. _____________________________

OUR STRENGTHS AS A TEAM (WHAT WE DO WELL):

OUR CHALLENGES (WHAT WE NEED TO WORK ON):

Team Evaluation and Goal-setting

Project GLAD, LMSVSD, 1-2003

Name _________________________

Date ______________

HOME-SCHOOL CONNECTION #1

Meteorology and the Explorers

Take home your paper entitled “Predicting Questions” with the picture you drew earlier today. Ask someone in your family or an adult friend the same questions and ask him/her to draw/write some of his/her answers or ideas on this paper. Discuss with him/her. Did he/she agree with you?

Signature of adult __________________________Nombre y apellido _________________________

Fecha ______________

CONEXIÓN ENTRE ESCUELA Y HOGAR #1

Meterología y los exploradores

Lleva a casa tu dibujo y tus preguntas predictivas de la hoja titulada “Predicting Questions.” Plantea la preguntas a alguien de tu familia o un amigo adulto y pídenle que escriba algunas de sus ideas aquí abajo. Hablen acerca de las respuestas. ¿Estuvo de acuerdo contigo? Pídele que firme esta hoja con un comentario.

Firma del adulto ___________________________Name _________________________

Date ______________



Write everything you remember about at least three of the major types of clouds. Draw a picture of the cloud types you remember in the boxes next to your description.

High Clouds

Intermediate Clouds

Low Clouds

Signature of adult ________________________

Nombre y apellido _________________________

Fecha ______________

CONEXIÓN ENTRE ESCUELA Y HOGAR #3


Escribe todo lo que recuerdas sobre un tipo de nube de cada nivel de nubes. Dibuja la nube específica en la caja al lado de la descripción que escribes.

Nubes altas

Nubes intermedias

Nubes bajas

Firma del adulto _________________________

Name _________________________

Date ______________



Ask someone in your home or neighborhood to tell you about a time they experienced "extreme weather." Where were they? What were they doing? What kind of weather was it? Who were they with? When did it happen? How did they feel? Write the story here and illustrate it.

Signature of adult _________________________

Nombre y apellido _________________________

Fecha ______________

K. CONEXIÓN ENTRE ESCUELA Y HOGAR #2


Pídale a alguien en tu hogar o vecindario que te diga todo acerca de una experiencia que haya tenido de "tiempo extremo." ¿Dónde estuvo? ¿Qué hacía? ¿Qué tipo de tiempo hacía? ¿Con quién estuvo? ¿Cuándo pasó? ¿Cómo sintió? Escribe el cuento aquí y dibuja ilustraciones.

Firma del adulto ___________________________METEOROLOGY SAMPLE STORYLINE

From http://www.historyoftheuniverse.com

Recent discoveries of planetary systems outside our own are challenging current ideas on how the Sun and its nine planets, the solar system, originally formed. The story that follows, therefore, may soon be changed in the light of new discoveries. Now, although there are several planets in our solar system, we will focus on one relatively tiny planet: the Earth. It is quite small compared to the Sun and the giant planets Jupiter and Saturn. If we didn't live here we probably wouldn't even notice it!

Yet there is a very good reason why we should look at this planet and no other. The Earth is the only planet on which water forms as the liquid that is essential for life. The reason has to do with its distance from the Sun. A planet further from the Sun, like Mars, is so cold that water freezes into ice. Closer to the Sun, like Venus, water boils and all the molecules fly apart as vapor and gas. Only on the Earth can water molecule spend much time in the form of that marvelous substance, liquid water. The Earth, like most of the other planets in the Solar System, has an almost perfectly circular orbit. This is unusual. In most of the other planetary systems studied the planets have oval (elliptical) orbits. If the Earth had an oval orbit, traveling sometimes near to the Sun and sometimes far from it, life could not have evolved on the planet. At times the oceans would have boiled and at times they would have frozen, and life as we know it would have been difficult if not impossible.

Because they were made from a spinning accretion disc, all planets spin like tops and they orbit (go round) the Sun. The Earth spins once a day and orbits once a year. The axis the Earth spins on goes through the north and south poles.

As the Earth formed out of rocky snowballs it grew hot and probably melted. One theory is that early in its history a large object hit the Earth, which threw out a shower of rocks. These collected together to form the Moon. If it is true this would certainly have made the Earth melt.

Inside the hot young Earth the heavy atoms such as iron were able to sink downwards to the center, forming a liquid metallic core of iron and nickel, possibly with a solid core at the very center. The central temperature is around 4,000°C.

The lighter atoms, such as silicon, floated upward around the outside of the core and formed the mantle. Above this floats an ever-changing thin crust 20 to 60 miles thick.

The next important event on Earth related to our study of meteorology is the appearance of the first volcanoes. There are probably two types of volcanoes. These first volcanoes were emitting gases from the center layers of the Earth. The first volcanoes released gases, making the first atmosphere.

We are not sure which molecules the atmosphere was made of. It probably contained carbon dioxide molecules and water, as well as many other molecules. One thing is known: there were no oxygen molecules in that atmosphere. The atmosphere we know today appeared much later.

The second type of volcanoes is the ones we have today. Today’s volcanoes occur where tectonic plate activity is causing the process of subduction to occur. Another way to say that is volcanoes on the Earth today are formed by continental drift. As a result, they are often located close to most earthquake activity, too.

We now meet an amazing thing about water. When they are as warm as the Earth, water molecules have enough movement energy to move around, sticking first to one partner and then to another. They form a liquid. As we will see, this movement is essential for life.

One odd thing about water is that liquid water takes up less space than ice, because as the molecules move past each other they are able to squash closer together. This is unusual. Most substances take up more space in liquid than solid form. The result of this is that water expands when it freezes, so that ice floats on top of liquid water. In most liquids the frozen part sinks to the bottom.

The sticky hydrogen bonds between water molecules in the atmosphere gathered them together into droplets. The drops fell to Earth as rain, taking the other molecules from the early atmosphere with them.

Sunlight energy reaches the Earth, the amount depending where you are. Because of the curvature of the Earth, the amount of energy falls off as you move nearer to the poles. This variation in sunlight causes the variation in the climate in different parts of the Earth. Sunlight may have played a part in the evolution of life. Sunlight is a form of radiation.

One of the factors affecting the climate is the greenhouse effect. There is much debate about it, and how it relates to human activity. So what is it?

Most sunlight energy passes straight through the atmosphere and warms up the Earth's oceans and continents. These get hot and they give out infra red radiation. This radiation cannot travel through some gases in the atmosphere, so it gets trapped. So some gases trap heat in the same way as glass traps heat inside a greenhouse. Hence the name greenhouse effect. The greenhouse effect raises the average temperature of the Earth by more than 30 degrees, so without it the Earth would be a very cold place!

Weather is the short term local changes to the Earth's atmosphere, such as wind and rain. Weather is driven by sunlight. Hot air expands and rises. Cold air sinks down and moves in to take its place, creating wind. Winds are also affected by the spinning of the Earth, so that instead of going straight they spiral around. This is sometimes called the Coriolis Effect.

Water evaporates from the oceans to form clouds which are carried around by the winds. When clouds pass over mountains they rise, cool and rain falls. Evaporation and condensation absorb and release heat, so making the picture more complex. If it rains on high mountains or near the Earth's poles the rain will fall as snow which reflects back the sunlight, so cooling the Earth. Just as the Sun makes the air move, so it also makes the oceans move. Their movement is controlled

http://www.historyoftheuniverse.com/

by how much salt they contain too. Wind and water act together to produce a complex pattern. Even with weather stations and satellites, with the best computers in the world and years of practice, experts still can only predict the weather for a few hours ahead.

Where weather is short term and local, the long term average of weather over a wide area is called climate. Changes in climate have very important effects upon all life on Earth, including humans. We need to understand the long term patterns of the climate, and use those patterns to predict what will happen.

This is especially important today, as the climate is changing. 1997, for example, was the warmest year since global measurements began in 1860. 1998 saw the largest El Niño on record, causing forest fires in Indonesia, torrential rains in Peru and East Africa among other problems. Now in 2003 we are seeing another El Niño cycle occurring. This year’s weather is likely to be severe in many parts of the world.

The Earth's atmosphere today contains the following gases (among others)

Gas % by Volume

nitrogen 78

oxygen 21

argon 0.9

carbon dioxide 0.03

The oxygen in today's atmosphere has all been released by plants.

Geologic Timeline - Story Elements15 Billion Years ago

Possible beginning of the Universe4.7 Billion Years ago

Beginning of our solar system, Earth accretion disc4.5 Billion Years ago

Beginning of Earth with current structure, volcanoes spewing gases from Earth’s interior3 Billion Years ago

Methane and ammonia atmosphere, like Jupiter today 2 Billion Years ago

Tectonic plates begin forming, more volcanoes1.5 Billion Years ago

Oxygen buildup in atmosphere makes evolution of life possible

http://www.historyoftheuniverse.com/earlatmo.html

1 Billion Years ago First animals begin appearing

300 Million Years agoEarth has one continent (Pangea) and one ocean ( Panthalassa)

65 Million Years ago Theory of massive meteorite hitting Earth and causing mass extinctions of dinosaurs.

20 Thousand Years agoCurrent Ice Age was at its height (we’re in an interglacial now)

L. 5 Thousand Years agoWarmest period of current interglacial (it has been getting colder since then, except for Current theory of global warming, believed to be caused my human activity).

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