the weather clil unit student’s worksheets - xtec. · pdf filethe weather clil unit...
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CLIL UNIT THE WEATHER
THE WEATHER
CLIL Unit Student’s worksheets
Imma Puntí Freixer
Nottingham April 2009
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Date: Name:
Vocabulary needed:
Date___________________ Time____________
Condition Observations
Temperature
Clouds
Precipitation
Wind
Sea
General conditions
Date___________________ Time____________
Condition Observations
Temperature
Clouds
Precipitation
Wind
Sea
General conditions
THE WEATHER
OBSERVATION WORKSHEET- 1
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Date___________________ Time____________
Condition Observations
Temperature
Clouds
Precipitation
Wind
Sea
General conditions
Date___________________ Time____________
Condition Observations
Temperature
Clouds
Precipitation
Wind
Sea
General conditions
Date___________________ Time____________
Condition Observations
Temperature
Clouds
Precipitation
Wind
Sea
General conditions
Adapted from :Evan-Moor Corp. Weather Science works for kids series
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Date: Name:
Listen to the song and write the missing words: The ___________ is up, the ___________ is blue
there's not a ____________ to spoil the view
but it's _____________ , ____________ in my heart.
the _____________________ says _____________ today
he doesn't know that you've gone away
and it's ________________, _______________ in my heart.
Oh, oh misery, misery
what's gonna become of me.
I tell myself, the blues won't show
but pretty soon all these tears will flow
______________, ______________ in my heart.
Oh, oh misery, oh misery
oh, what's gonna become of me.
The ____________ is out, the sky is _____________,
there's not a ____________ around to spoil the view
but it's _____________, _______________ in my heart.
Buddy Holly
THE WEATHER
Worksheet 2
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Date: Name:
Vocabulary needed:
Temperature: - cold- cool – warm – hot Clouds: sky covered - partly – half – mostly – totally
Date___________________ Time____________
Condition Observations
Temperature
Air pressure
Reading: Rising or falling?
Clouds
Precipitation
What Kind? How much?
Wind
Direction: Beaufort scale:
Sea
General conditions
Prediction
Was the prediction correct?
Adapted from :Evan-Moor Corp. Weather Science works for kids series
THE WEATHER
OBSERVATION WORKSHEET 4
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Date: Name:
AIR
• Work in groups. Follow the instructions and do the experiment. Then complete the text with the missing words:
Words Pictures You need:
a stick (50 cm long)
2 balloons
Sell tape
drawing pin
String
Drawing pin - stick – balloons – air – weighs - string – equal – balanced
1. www.casal.upc.es
2.
1. We blow up the______________ to ____________sizes.
2. We tape the balloons onto the _________ Tie a _________ near the centre.
THE WEATHER
WORKSHEET 5
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
3.
4.
3. We puncture a balloon with a _________ The balloons are not __________________
4. One balloon has no _________ inside. The other balloon ____________ more.
• What does this experiment prove? (put the words in order) up takes space Air a nd has air weight. __________________________________________________________________
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Date: Name:
AIR LET’S DO AN EXPERIMENT!!
You’ll need: A pencil 3 sheets of paper Scales
1.Fold one sheet of paper in quarters. 2.Fold one sheet of paper in half. 3.Leave the 3rd sheet as is.
Use the scales. Which of these sheets of paper weighs more? ________________
• Work in pairs. Read the instructions.
Put the pencil on the end of the table. 5 cm must hang over the edge. Put paper 1 on the pencil. Tap the pencil with a quick, gentle, stroke. Do the same with papers 2 and 3.
Answer the questions What happens? Draw and circle the suitable number Is it difficult to flip the paper?
Paper in quarters
Very easy Very difficult 1 2 3 4 5
Paper in halves
Very easy Very difficult 1 2 3 4 5
Open sheet of paper
Very easy Very difficult 1 2 3 4 5
Which paper is more difficult to flip?___________________________________________ Why is there more air pressure pushing down on number 3?________________________
Air has weight. Air pushes down on the objects. This is called air pressure.
THE WEATHER WORKSHEET 6
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Date: Name:
The water cycle
Study the picture above and write the missing words in each of the boxes. EVAPORATION – CONDENSATION – PRECIPITATION – SUN - RAIN – SNOW - CLOUD – RIVER - OCEAN - LAKE – GROUND WELL
http://bancoimagenes.isftic.mepsyd.es/
THE WEATHER
Worksheet 7a
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Date: Name:
The water cycle
Read the text, circle the right word and draw the meaning of the words in the oval boxes.
The sun / moon warms up water
on the Earth’s surface and turns the liquid / solid
water into water vapour / drops .
As warm /cold air rises through cold / warm air,
this invisible/ blue gas
rises up / down into the sky.
This process is called precipitation / evaporation.
THE WEATHER
Worksheet 7b
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Date: Name:
The water cycle
Read the text, circle the right word and draw the meaning of the words in the oval boxes.
The water / milk vapour rises higher and higher
in the atmosphere / clouds .The temperature / air pressure
gets hotter /colder The water vapour
cools down and becomes drops / pieces
of liquid water again. The little drops of water collect and
form rainbows / clouds
This is condensation / evaporation
THE WEATHER
Worksheet 7c
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Date: Name:
The water cycle
Read the text, circle the right word and draw the meaning of the words in the oval boxes.
The little drops of water / vapour collect. They form
rainbows / clouds . Millions of these little
droplets form just one raindrop / cloud.
The drops get bigger / smaller and lighter / heavier .
.
The clouds become empty / saturated
The drops return to the Earth as evaporation / precipitation :
rain / cold , wind / snow or hail / water vapour
THE WEATHER Worksheet 7d
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Date: Name:
The water cycle
Read the text, circle the right word and draw the meaning of the words in the oval boxes.
Rain / Cold is the most common form of precipitation / condensation . Wind /Snow and hail / temperature are also forms of condensation / precipitation. Precipitation / Evaporation falls on the Moon /Earth . Some rain collects in ground wells / jars. The rest flows through roads / rivers back to the ocean / land and the water cycle / way starts again.
THE WEATHER
Worksheet 7e
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Date: Name: The water cycle With the rest of the class control how long it takes for some drops of water to disappear under different circumstances.
LOCATION EVAPORATION RATE minutes and
seconds Inside
Draw how we did the investigation
CONCLUSIONS
THE WEATHER
Worksheet 8
I’m a stopwatch. Use me!
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Choose a correct answer (one or more answers are possible) to each question. Match.
Complete the sentences The process when ___________________ turns into water _______________ Is called______________________. ____________________ vapour goes into the ________________ as an _______________________ gas. Evaporation is affected by _____________________ , ____________________ and
Adapted from Weather by Ewan-Moor Corp. 2002
Temperature
Invisible gas
Evaporation
Water turns into water vapour and goes into the air. This process is called…
Evaporation is different in each location. What affects evaporation?
Temperature
Wind Rainbow
The stopwatch
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
MAKE A BAR GRAPH
With a partner, make this bar graph showing the evaporation rates.
2.00
1.55
1.50
1.45
1.40
1.35
1.30
1.25
1.20
1.15
1.10
1.05
1.00
.55
.50
.45
.40
.35
.30
.25
.20
.15
.10
Evaporation Rate (minutes and seconds)
Evaporation Rate (minutes and seconds)
Evaporation Rate (minutes and seconds)
Evaporation Rate (minutes and seconds)
.05 Inside Inside Outside Outside with fan on concrete or hot surface
Location
Adapted from Weather by Ewan-Moor Corp. 2002
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Watch the PowerPoint and match the names to the pictures, to their description and to the weather they indicate.
CLOUDS DESCRIPTION WEATHER YOU CAN … (DRAW)
CumulonimbusCumulonimbusCumulonimbusCumulonimbus
The highest clouds. White and wispy
Nice and fair weather
Go sailing!
Big, puffy and white clouds
Windy day
Watch the news and
watch the sky!
Great clouds, black and large
Possibility of snow,
rain... Not a very nice
weather!
Stay outside and have
fun!
Low and grey
clouds
Lightings, storms
Watch out and stay
inside
CUMULONIMBUS STRATUS CIRRUS CUMULUSCUMULONIMBUS STRATUS CIRRUS CUMULUSCUMULONIMBUS STRATUS CIRRUS CUMULUSCUMULONIMBUS STRATUS CIRRUS CUMULUS
THE WEATHER Worksheet 9 The water cycle: CLOUDS
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Date: Name:
Wind
Wind is moving air. It happens when hot air rises and cold air rushes to take its place. To measure wind speed you can use the BEAUFORT SCALE. Just looking
around you can measure wind speed. Complete this grid with a partner.
Use these questions to complete the table with partner:
3 8 12
What’s the kind of wind number
…
on the Beaufort scale
?
Light air gentle breeze strong gale
What’s the wind speed of a
… What’s the wind speed of
Number 4 in the Beaufort Scale
?
Light air gentle breeze strong gale
What’s the effect of a
… What’s the effect of
Wind number 4
?
6 to 11 Km/h? 62 to 74 Km/h more than 118 Km/h
Which wind has a speed of
…
?
THE WEATHER Worksheet 10
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Pupil A BEAUFORT SCALE
BeauforBeauforBeauforBeaufort numbert numbert numbert number
Kind of windKind of windKind of windKind of wind Wind speedWind speedWind speedWind speed Effects of windEffects of windEffects of windEffects of wind Effects oEffects oEffects oEffects of windf windf windf wind (draw)(draw)(draw)(draw)
0000
CalmCalmCalmCalm
0000----1 Km/h1 Km/h1 Km/h1 Km/h
Air feels still. Smoke rises
straight up
1111
Light airLight airLight airLight air
1111----5 Km/h5 Km/h5 Km/h5 Km/h
2222
Light breezeLight breezeLight breezeLight breeze
6666----11 Km/h11 Km/h11 Km/h11 Km/h
Leaves move. Can feel wind on Leaves move. Can feel wind on Leaves move. Can feel wind on Leaves move. Can feel wind on
face.face.face.face.
3333
Gentle breezeGentle breezeGentle breezeGentle breeze
12121212----19 Km/h19 Km/h19 Km/h19 Km/h
Leaves move constantly. Flags Leaves move constantly. Flags Leaves move constantly. Flags Leaves move constantly. Flags
extend.extend.extend.extend.
4444
20202020----28 Km/h28 Km/h28 Km/h28 Km/h
5555
Fresh breezeFresh breezeFresh breezeFresh breeze
29292929----38 Km/h38 Km/h38 Km/h38 Km/h
Small trees sway. White caps Small trees sway. White caps Small trees sway. White caps Small trees sway. White caps
on wateron wateron wateron water
6666
Strong breezeStrong breezeStrong breezeStrong breeze
Large branches move. Large branches move. Large branches move. Large branches move.
Umbrellas turn inside outUmbrellas turn inside outUmbrellas turn inside outUmbrellas turn inside out
7777
Moderate galeModerate galeModerate galeModerate gale
50505050----61 Km/h61 Km/h61 Km/h61 Km/h
Big trees sway. Inconvenient to Big trees sway. Inconvenient to Big trees sway. Inconvenient to Big trees sway. Inconvenient to
walk againswalk againswalk againswalk against windt windt windt wind
8888
62626262----74 Km/h74 Km/h74 Km/h74 Km/h
Breaks twigs off trees. Breaks twigs off trees. Breaks twigs off trees. Breaks twigs off trees.
Difficult to walk against windDifficult to walk against windDifficult to walk against windDifficult to walk against wind
9999
Strong galeStrong galeStrong galeStrong gale
75757575----88 Km/h88 Km/h88 Km/h88 Km/h
Slight building damage. Slight building damage. Slight building damage. Slight building damage. Chimneys and antennas Chimneys and antennas Chimneys and antennas Chimneys and antennas
removedremovedremovedremoved
10101010
StormStormStormStorm
89898989----102 Km/h102 Km/h102 Km/h102 Km/h
Buildings are damaged. Trees Buildings are damaged. Trees Buildings are damaged. Trees Buildings are damaged. Trees
are uprootedare uprootedare uprootedare uprooted
11111111
Violent stormViolent stormViolent stormViolent storm
103103103103----117 Km/h117 Km/h117 Km/h117 Km/h
Building damaged all around. Building damaged all around. Building damaged all around. Building damaged all around. Cars can be overturnedCars can be overturnedCars can be overturnedCars can be overturned
12121212
HurricaneHurricaneHurricaneHurricane
General destructionGeneral destructionGeneral destructionGeneral destruction
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Pupil BPupil BPupil BPupil B BEAUFORT SCALE BEAUFORT SCALE BEAUFORT SCALE BEAUFORT SCALE
Beaufort Beaufort Beaufort Beaufort numbernumbernumbernumber
Kind of windKind of windKind of windKind of wind Wind speedWind speedWind speedWind speed Effects of windEffects of windEffects of windEffects of wind Effects of windEffects of windEffects of windEffects of wind (draw)(draw)(draw)(draw)
0000
0000----1 Km/h1 Km/h1 Km/h1 Km/h
Air feels still. Smoke rises
straight up
1111
Light airLight airLight airLight air
Smoke movesSmoke movesSmoke movesSmoke moves
2222
Light breezeLight breezeLight breezeLight breeze
6666----11 Km/h11 Km/h11 Km/h11 Km/h
Leaves move. Can feel wind on Leaves move. Can feel wind on Leaves move. Can feel wind on Leaves move. Can feel wind on
face.face.face.face.
3333
Gentle breezeGentle breezeGentle breezeGentle breeze
12121212----19 Km/h19 Km/h19 Km/h19 Km/h
Leaves move constantly. Flags Leaves move constantly. Flags Leaves move constantly. Flags Leaves move constantly. Flags
extend.extend.extend.extend.
4444
Moderate Moderate Moderate Moderate breezebreezebreezebreeze
20202020----28 Km/h28 Km/h28 Km/h28 Km/h
Raises dust and papers. Flags Raises dust and papers. Flags Raises dust and papers. Flags Raises dust and papers. Flags
flapflapflapflap
5555
Fresh breezeFresh breezeFresh breezeFresh breeze
29292929----38 Km/h38 Km/h38 Km/h38 Km/h
Small trees sway. White caps Small trees sway. White caps Small trees sway. White caps Small trees sway. White caps
on wateron wateron wateron water
6666
Strong breezeStrong breezeStrong breezeStrong breeze
39393939----49 Km/h49 Km/h49 Km/h49 Km/h
7777
Moderate galeModerate galeModerate galeModerate gale
50505050----61 Km/h61 Km/h61 Km/h61 Km/h
Big trees sway. Inconvenient to Big trees sway. Inconvenient to Big trees sway. Inconvenient to Big trees sway. Inconvenient to
walk awalk awalk awalk against windgainst windgainst windgainst wind
8888
GaleGaleGaleGale
62626262----74 Km/h74 Km/h74 Km/h74 Km/h
Breaks twigs off trees. Breaks twigs off trees. Breaks twigs off trees. Breaks twigs off trees.
Difficult to walk against windDifficult to walk against windDifficult to walk against windDifficult to walk against wind
9999
Strong galeStrong galeStrong galeStrong gale
75757575----88 Km/h88 Km/h88 Km/h88 Km/h
Slight building damage. Slight building damage. Slight building damage. Slight building damage. Chimneys and antennas Chimneys and antennas Chimneys and antennas Chimneys and antennas
removedremovedremovedremoved
10101010
StormStormStormStorm
Buildings are damaged. Trees Buildings are damaged. Trees Buildings are damaged. Trees Buildings are damaged. Trees
are uprootedare uprootedare uprootedare uprooted
11111111
103103103103----117 Km/h117 Km/h117 Km/h117 Km/h
Building damaged all around. Building damaged all around. Building damaged all around. Building damaged all around. Cars can be overturnedCars can be overturnedCars can be overturnedCars can be overturned
12121212
HurricaneHurricaneHurricaneHurricane
118 + Km/h118 + Km/h118 + Km/h118 + Km/h
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Date: Name:
WIND
Make a Beaufort Scale Spinner
To know what’s the speed of the wind, make this spinner.
The Beaufort Scale Fine-tipped markers Card Ruler Scissors Fastener Glue
InstructionsInstructionsInstructionsInstructions
• Cut out the two circles and glue them onto card. (these circles are a sample. You can use a plate to trace around and a ruler to draw the lines)
• Look carefully at the Beaufort scale and number the segments of the bigger circle from 1 to 12 (Note: 0 and 1 are on one segment).
• Make a simple drawing on the wide part of the segment to illustrate the wind speed.
• Under each drawing, write a brief description and the wind speed in Km/h • Cut out the V-shape part of the smaller circle. • Put the small circle on the bigger one, make a hole with a punch in the
centre of the two circles. • Join them with the fastener. • Go outside, look around and use the spinner to know the current wind
speed.
Adapted from Breen, M and Friestad, K (2000): The kid’s book of weather forecasting Williamson books, Nashville, Tenesse
THE WEATHER Worksheet 11
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Date: Name:
Let’s make a thermometer
You need:
• clear, plastic bottle (500ml. water bottle works)
• water
• surgical spirit
• clear plastic drinking straw
• modelling clay
• food colouring
• Index card
PROCESS:
Fill about 1/4 of the bottle full with equal parts of water and surgical spirit.
Add a few drops of food colouring.
Put the straw in the bottle, but don't let it touch the bottom.
Use the modelling clay to seal the neck of the bottle, so the straw stays in place. (Make sure the straw does not touch the bottom of the bottle.)
Glue the photocopy of the thermometer scale onto an index card. Stick the card into the clay, behind the straw.
Hold your hands on the bottom of the bottle and watch the mixture move up through the straw.
THE WEATHER WORKSHEET 12A
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
EXPLANATION:
Why does this happen? Just like any thermometer, the mixture expanded when it was warmed. This made the mixture no longer fit in the bottom of the bottle. As the surgical spirit expanded the coloured mixture moved up through the straw. If the bottle were to get extremely hot, the mixture would have come up through the top of the straw.
Adapted from: http://www.weatherwizkids.com and Carson, M K: (2007) Weather projects for young scientists
Some sentences to help you to explain the Some sentences to help you to explain the Some sentences to help you to explain the Some sentences to help you to explain the processprocessprocessprocess
• To make a ___________________________ we used_____________________________________________________________________________________________and________________.
• The thermometer measures______________________
• The mixture of water and surgical spirit _________________
when it is warm.
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
T T T T ThermometerThermometerThermometerThermometer Measures temperature
10
10
9
9
warmer
8 8
7
7
6
6
5
5
4
4
3
3
2
2 cooler
1
1
0
0
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Date: Name:
Let’s make a barometer
You need:
• Empty can or wide-mouthed jar
• Large balloon
• Duct tape
• toothpick
• clear tape
• 2 drinking straws
• scissors
• Cardboard
• empty 5 litre bottle
PROCESS:
Cut the neck off of a large balloon. Stretch the balloon top tightly Cut the neck off of a large balloon. Stretch the balloon top tightly Cut the neck off of a large balloon. Stretch the balloon top tightly Cut the neck off of a large balloon. Stretch the balloon top tightly over the can or jar. Uover the can or jar. Uover the can or jar. Uover the can or jar. Use duct tape to secure it to the can or jar. It se duct tape to secure it to the can or jar. It se duct tape to secure it to the can or jar. It se duct tape to secure it to the can or jar. It needs to be an airtight seal!needs to be an airtight seal!needs to be an airtight seal!needs to be an airtight seal!
Put two drinking straws together (by inserting the end of one into the Put two drinking straws together (by inserting the end of one into the Put two drinking straws together (by inserting the end of one into the Put two drinking straws together (by inserting the end of one into the end of the other (they should overlap at least 3 cm.)end of the other (they should overlap at least 3 cm.)end of the other (they should overlap at least 3 cm.)end of the other (they should overlap at least 3 cm.)
Tap the toothpick to the end of one of the straws: itTap the toothpick to the end of one of the straws: itTap the toothpick to the end of one of the straws: itTap the toothpick to the end of one of the straws: it should stick out should stick out should stick out should stick out 1cm or so. This will be the barometer’s indicator needle.1cm or so. This will be the barometer’s indicator needle.1cm or so. This will be the barometer’s indicator needle.1cm or so. This will be the barometer’s indicator needle.
Put the nonPut the nonPut the nonPut the non----toothpick end of the straws on top of the balloon toothpick end of the straws on top of the balloon toothpick end of the straws on top of the balloon toothpick end of the straws on top of the balloon covered can or jar.. The end of the straw should be in the centre of covered can or jar.. The end of the straw should be in the centre of covered can or jar.. The end of the straw should be in the centre of covered can or jar.. The end of the straw should be in the centre of the balloon covered top. Use a single strip of clthe balloon covered top. Use a single strip of clthe balloon covered top. Use a single strip of clthe balloon covered top. Use a single strip of clear tape to attach ear tape to attach ear tape to attach ear tape to attach the straw onto the balloon.the straw onto the balloon.the straw onto the balloon.the straw onto the balloon.
Cut out the barometer scale and glue it on the 5 litres bottle.Cut out the barometer scale and glue it on the 5 litres bottle.Cut out the barometer scale and glue it on the 5 litres bottle.Cut out the barometer scale and glue it on the 5 litres bottle.
Put the 5 litre bottle behind the toothpick end of the straw.Put the 5 litre bottle behind the toothpick end of the straw.Put the 5 litre bottle behind the toothpick end of the straw.Put the 5 litre bottle behind the toothpick end of the straw.
Put the barometer indoors, in a still area where temperature does not Put the barometer indoors, in a still area where temperature does not Put the barometer indoors, in a still area where temperature does not Put the barometer indoors, in a still area where temperature does not change (do nchange (do nchange (do nchange (do not set it near a window or a door).ot set it near a window or a door).ot set it near a window or a door).ot set it near a window or a door).
Let the barometer sit for a number of hours before taking the first Let the barometer sit for a number of hours before taking the first Let the barometer sit for a number of hours before taking the first Let the barometer sit for a number of hours before taking the first reading.reading.reading.reading.
THE WEATHER WORKSHEET 12B
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
EXPLANATION:
If there is a high If there is a high If there is a high If there is a high air pressure, the toothpick will rise; if there is low air pressure, the toothpick will rise; if there is low air pressure, the toothpick will rise; if there is low air pressure, the toothpick will rise; if there is low pressure, the toothpick will fall. The changes in aipressure, the toothpick will fall. The changes in aipressure, the toothpick will fall. The changes in aipressure, the toothpick will fall. The changes in air pressure are r pressure are r pressure are r pressure are going to expand or contract the balloon.going to expand or contract the balloon.going to expand or contract the balloon.going to expand or contract the balloon.
When there is a high pressure, the weather is going to be fine.When there is a high pressure, the weather is going to be fine.When there is a high pressure, the weather is going to be fine.When there is a high pressure, the weather is going to be fine.
When there is a low pressure, the weather is going to be cloudy or When there is a low pressure, the weather is going to be cloudy or When there is a low pressure, the weather is going to be cloudy or When there is a low pressure, the weather is going to be cloudy or rainy.rainy.rainy.rainy.
Some sentences to help you to explain the processSome sentences to help you to explain the processSome sentences to help you to explain the processSome sentences to help you to explain the process
• To make a __________________________ we used____________________________ and ________________.
• The barometer measures__________________________.
• The air pressure ________________ or ________________
• The balloon. When the toothpick _________________ the air pressure is ____________________ and the weather will be ______________________
• When the toothpick ___________________ the air pressure is ____________________ and the weather will be _______________
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Adapted from: Carson, M K: (2007) Weather projects for young scientists
Chicago Review Press
B B B B BarometBarometBarometBarometerererer An instrument that measures air pressure
10
10
9
9
Rising?
8 8
7
7
6
6
5
5
4
4
3
3
2
2
1
1
0
0
Clear skies!
Falling? Cloudy or rain!
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Date: Name:
Let’s make a rain gauge
You need:
• 2 litre plastic bottle
• weights (stones, marbles…)
• Scissors
• Clear tape
• Clear packing tape (Airon-fix)
• water
• ruler
PROCESS:
Cut the plastic bottle where the sides start to slope up to the mouth. Put tape around both cut edges. The top part will act as a funnel.
Put the stones or marbles into the bottom of the large half of the bottle to stabilize it.
Set the funnel inside the bottle so the taped edges touch.
Copy or cut out the rain gauge scale and tape it on the outside part of the bottle. Make sure the numbers reflect the measure in cm and/or mm.
Make sure the “0” line is above the stones or marbles.
Put the clear packing tape (“Airon fix”) to cover the scale so it is waterproof.
Pour water into the gauge until it reaches the “0” line of the scale. (You will have to put water every day up to the “0” because of water evaporation).
Put the rin gauge outside in an open area, avoiding trees and buildings. If it rains, the water will collect in the bottle.
THE WEATHER WORKSHEET 12C
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
EXPLANATION:
The rain gauge measures the rainfall in a specific area.The rain gauge measures the rainfall in a specific area.The rain gauge measures the rainfall in a specific area.The rain gauge measures the rainfall in a specific area.
Precipitation is measured in mm or cm (and not in litres!) Rain, Precipitation is measured in mm or cm (and not in litres!) Rain, Precipitation is measured in mm or cm (and not in litres!) Rain, Precipitation is measured in mm or cm (and not in litres!) Rain, hail or snow are forms of precipitation. hail or snow are forms of precipitation. hail or snow are forms of precipitation. hail or snow are forms of precipitation.
Precipitation occurs when clouds are saturated.Precipitation occurs when clouds are saturated.Precipitation occurs when clouds are saturated.Precipitation occurs when clouds are saturated.
Adapted from: Carson, M K: (2007) Weather projects for young scientists Chicago Review Press
Some sentences to help you to explain the Some sentences to help you to explain the Some sentences to help you to explain the Some sentences to help you to explain the processprocessprocessprocess
• To make a ___________________________ we used____________________and________________.
• The rain gauge measures_____________________________.
• Rainfall is measured in ________________ .
• ___________________, __________________ and __________are different kinds of precipitation.
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
R R R R Rain gaugeRain gaugeRain gaugeRain gauge An instrument that measures rainfall
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THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Date: Name:
Let’s make an anemometer
You need: 4 small paper cups Large plastic cup 2 drinking straws 1 pin scissors A stapler A sharp pencil with a rubber on the top Packing tape Square of thick cardboard
PROCESS:
“Make a hole through the bottom of the large cup so that the pencil will slide through. Tape the cup onto the cardboard and push the pencil through the hole.
Cut off the tops of the small cups (they must be about 2,5 cm) deep. Colour or mark one of the cups in a different colour.
Tape or staple a cup onto each end of the straws, one facing in one direction and one facing in the other.
Staple the straws into an “X” shape. Attach them to the pencil rubber with the pushpin.
Push the straight pin through the two straws where they cross.
Put the anemometer outside (put some rocks on the thick cardboard to steady the instrument if necessary). Observe the anemometer in different situations. Watching the different cup, record the number of revolutions it makes in one minute.
With this measurement you will know if the wind is picking up or slowing down (comparing the data collected with the previous ones)
Now your anemometer is ready for use!”
THE WEATHER WORKSHEET 12D
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
EXPLANATION:
An anemometer is useful because it rotates with the wind.
If you want to calculate the velocity at which your anemometer spins or rotates, count the number of revolutions per minute (RPM). Next, calculate the circumference (in cm) of the circle made by the rotating paper cups (ask your teacher for help). Multiply your RPM value by the circumference of the circle and you will have an approximationapproximationapproximationapproximation of the velocity of at which your anemometer spins (in cm per minute).
Real anemometers measure wind speed in kilometres per hour (Kph). They convert the rotations per minute to a more accurate wind speed.
Adapted from: http://www.weatherwizkids.com Breen,M. and Friestad, K (2000):The kids book of weather forecasting Williamson books Nashville Tennessee
Some sentences to help you to explain the processSome sentences to help you to explain the processSome sentences to help you to explain the processSome sentences to help you to explain the process
• To make an ___________________________ we used_______ _______________________________________and_____________
• The anemometer measures____________________________.
• Wind speed is measured in ________________ .
• Wind makes the anemometer__________________. The number of rotations per _____________ can be converted to a certain _______________ speed.
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Date: Name:
Let’s make an wind vane
You need: Thick cardboard Unsharpened pencil Packing tape Empty soup can Scissors A clay ball Pen cap A ruler A magnetic compass Stones, sand or heavy objects
PROCESS:
Cut an arrow shape out of a thick cardboard.
Cut a circle and make a round direction disk similar to the example provided. Decorate it and, if possible, laminate it. Make a hole in the centre of the disk. The hole must be big enough for a pencil to pass.
Push the pencil, rubber-side down through the hole in the direction disk. Stick the eraser end into the small ball of clay and put it at the bottom of the can. Fill the can with sand. This will make it stable.
Tape the pen cap onto one side of the arrow.
Put the arrow on top of the unsharpened pencil. The arrow must be level
If not, re-tape the pen cap. Make sure that the arrow spins freely. If it does not, use a different type of pen cap.
Your wind vane is ready!
THE WEATHER WORKSHEET 12E
THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Put the wind vane outside in an open area, at least 1 metre above the ground and away from high walls or trees. Use the compass to set “North” on the direction disk towards North.
EXPLANATION:
The point of the arrow will spin into the wind, indicating the way the wind is coming from. If the arrow is pointing to the west, the wind is blowing from the west.
Adapted from: Breen,M. and Friestad, K (2000):The kids book of weather forecasting Williamson books Nashville Tennessee Carson, M K: (2007) Weather projects for young scientists Chicago Review Press
Round direction disk
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THE WEATHER
Imma Puntí Freixer CEIP Alexandre Galí
Some sentences to help you to explain the Some sentences to help you to explain the Some sentences to help you to explain the Some sentences to help you to explain the processprocessprocessprocess
• To make a ___________________________ we used____ _______________________________________and__________
• The wind vane measures______________________________.
• To know the wind direction we use a ___________________.
• Wind makes the wind vane__________________. • If the arrow points to the East, the wind comes
from the _____________.