WEATHER
INTRODUCTION TO SETTING
This investigation took place at the Bombeck Family Learning Center which is the Early Childhood Education demonstration/research school for the University of Dayton. This is the birthplace of the ACCESS Curriculum. The classroom environment consists of pre-K aged students and range ages from 3 to 5 years old. This class has approximately 20 children with 3 full time teachers as well as student teachers from the University. The room is set up for center-based learning and is divided into different areas that include the following centers/areas: dramatic play, manipulative (math) area, block area, literacy/story or book area, art center, science center and sensory tables. The room also includes 4 large tables for group work and eating meals. The classroom is child-centered and provides opportunity for children to choose where they would like to work and play. The classroom also offers each child the opportunity to make decisions on what he/she would like to engage in. The class is set up in such a way as the child chooses what learning experiences he/she would like to engage in and at what point during the day as well as the ability to move freely from experience to experience. Moreover, the class schedule creates time for children to participate in teacher directed activities in small and large groups.
RATIONAL FOR INVESTIGATION (S.T.E.M)
Before
outdoor play the children often ask about the weather. They want to know appropriate dress for the
weather such as do they need coats, hats, gloves etc. When the weather is cold, the children want to
know if it is warm enough for outdoor play.
After observing this behavior daily, we began using the Ipad to check the
weather daily and recording it on the calendar. Each day one or two children got the
opportunity to walk out our backdoor and observe the weather. We asked them to be meteorologists by reporting
the weather to the class at group time.
They told us how the weather felt and what the sky looked like. Then they recorded the temperature on the
calendar by writing the temperature on circles that symbolized hot, warm, cool,
and cold. They recorded the appearance of the sky by
using pictures that best depicted what the sky looked like. We knew the children were interested
in weather because it could dramatically change each day. Through an inquiry based study on weather,
children observed, recorded, and analyzed changes in cloud shape, wind
direction and temperature.
HOW THE TOPIC RELATES TO S.T.E.M.
-Deeply involves science math technology engineering standards, they chart and graph the weather daily and learn how to use a thermometer.
-Is a real life/real world problem for children to investigate, as we deal with weather and its affects on a daily basis
-Provides hands on learning opportunities for children as they experiment with evaporation and wind
-Uses technology by checking the weather daily on the iPad and to learn about clouds.
-Employs engineering process when making gliders, airplanes and wind vanes.
-Uses an integrated approach
-Is a real life/real world problem for children to investigate, as we deal with weather and its affects on a daily basis
-Provides hands on learning opportunities for children as they experiment with evaporation and wind
-Uses technology by checking the weather daily on the iPad and to learn about clouds.
-Employs engineering process when making gliders, airplanes and wind vanes.
-Uses an integrated approach
STANDARDS ADDRESSED
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APPROACHES TO LEARNING
-Carry out tasks, activities, projects or experiences from beginning to end -Use creative and flexible thinking to solve problems SCIENCE -With modeling and support, recognize familiar elements of the natural environment and understand that these may change over time -Make inferences, generalizations and explanations based on evidence -Explore objects, materials and events in the environment -Use simple tools to extend investigation -Show interest in investigating unfamiliar objects, organisms and phenomena during shared stories, conversations and play (e.g., “Where does hail come from?) -Investigates natural laws acting upon on object -Records, represents and communicates observations and findings through a variety of methods -Offers ideas and explanation through various means of objects, organisms, and phenomena (may be correct or incorrect) -Participates in simple, spontaneous scientific explorations with others(e.g. digging to bottom of sand box) -Demonstrate understanding of fast and slow relative to time, motion and phenomena -Observe and use language or drawings to describe changes in the weather -Identify the intended purpose of familiar tools MATH -Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group up to 10 -Identify and name numerals 1-9 -Count 10 naturally. -Demonstrate one-to-one correspondence naturally. -Use the language of comparison: (Fewer, more and equal) -Write numerical representations (e.g., scribbles, reversals) or numerals in meaningful context (e.g., play situations). -Identify and name numerals 0-9. -Gather, sort and compare objects naturally. -Graph according to one attribute -Read a floor or table graph constructed as a group -Recognize that various devices measure time (e.g., clock, timer, calendar) |
SOCIAL STUDIES
-Demonstrate cooperative behaviors and fairness in social interactions -With modeling and support, demonstrate an awareness of the outcomes of choices -Makes predictions. -Gain information through participation in experiences with objects, media, books and conversations with peers. -Represents ideas in multiple forms of language. LANGUAGE & LITERACY -With modeling and support, determine the meanings of unknown words/concepts using the context of conversations -With modeling and support, print letters of own name and other meaningful words with mock letters and some actual letters -With modeling and support, demonstrate letter formation in “writing” -Actively engage in group reading with purpose and understanding ENGLISH LANGUAGE ARTS -Recognize and name some upper and lower case letters in addition to those in first name. -Recognize that words are made up of letters (e.g. c-a-t) -Understand the meaning of new words from context of conversations, cues from adults, the use of pictures that accompany text or the use of concrete objects. -Determines the meaning of unknown words with assistance or cues from adults (e.g. providing a frame of reference, context or comparison). PHYSICAL WELLBEING & MOTOR -Coordinate the use of hands, fingers and wrists to manipulate objects and perform tasks requiring precise movements -Regulate reactions to external sensory stimuli in order to focus on complex tasks or activities SOCIAL & EMOTIONAL -Engage in extended, reciprocal conversations with familiar adults -Request and accept guidance from familiar adults |
CONCEPT PLANNER
| Weather Science Concept Planner |
DOCUMENTATION OF PROCESS
FOAM
LETTER TEMPERATURE WORDS
During an investigation on weather, the children used foam letters and a model to create words related to temperature. This experience helped children practice letter identification, sound recognition, and learn new vocabulary words. The children also documented temperature for the month of April using a bar graph. Through this experience the children discovered how to construct a graph and read a graph. The children participated in a simple spontaneous experiment with candy on black and white paper. The children made predictions on which items would melt faster. They discovered that the first day was too cool for any items to melt. They found that the second day was warmer and the chocolate chips melted. They continued to place the items outside to see if they melted.
During an investigation on weather, the children used foam letters and a model to create words related to temperature. This experience helped children practice letter identification, sound recognition, and learn new vocabulary words. The children also documented temperature for the month of April using a bar graph. Through this experience the children discovered how to construct a graph and read a graph. The children participated in a simple spontaneous experiment with candy on black and white paper. The children made predictions on which items would melt faster. They discovered that the first day was too cool for any items to melt. They found that the second day was warmer and the chocolate chips melted. They continued to place the items outside to see if they melted.
WRITING
VOCABULARY WORDS
The children refined their writing skills by printing letters to make a list of words that related to temperature. Through this experience the children were able to practice sound and letter identification and learn new words related to weather. They constructed another bar graph comparing temperatures for the month of May. The children were able to compare and contrast temperature changes by reading their bar graphs. They used simple tools such as magnifying glasses and thermometers to test the temperature of various temperatures of water. Through this inquiry based experiment, children were able to refine their number writing skills, number recognition, and record/analyze data.
The children refined their writing skills by printing letters to make a list of words that related to temperature. Through this experience the children were able to practice sound and letter identification and learn new words related to weather. They constructed another bar graph comparing temperatures for the month of May. The children were able to compare and contrast temperature changes by reading their bar graphs. They used simple tools such as magnifying glasses and thermometers to test the temperature of various temperatures of water. Through this inquiry based experiment, children were able to refine their number writing skills, number recognition, and record/analyze data.
| weather_words.pdf |
KITES
The children created kites by choosing from various materials. The children chose the shape and materials that would make the best flying kite. During this experience the children had the opportunity to explore the concept of wind. On another day the children had an opportunity to test and refine their kites as needed. The children used grocery bags to catch air. Through this experience they were able to offer the explanation that air is everywhere and invisible. After observing the rainy weather outside, we decided to experiment with wind using a fan. The children chose either ribbon or streamers. Some children chose shorter and some chose longer pieces. They discovered that the streamers blew best when they were shorter. During this experiment the children discovered that wind moves objects, and the direction in which the object blows is the wind direction. The children also followed multi-stepped directions to design a glider. The children had the opportunity to test their gliders and record how far they were able to travel.
The children created kites by choosing from various materials. The children chose the shape and materials that would make the best flying kite. During this experience the children had the opportunity to explore the concept of wind. On another day the children had an opportunity to test and refine their kites as needed. The children used grocery bags to catch air. Through this experience they were able to offer the explanation that air is everywhere and invisible. After observing the rainy weather outside, we decided to experiment with wind using a fan. The children chose either ribbon or streamers. Some children chose shorter and some chose longer pieces. They discovered that the streamers blew best when they were shorter. During this experiment the children discovered that wind moves objects, and the direction in which the object blows is the wind direction. The children also followed multi-stepped directions to design a glider. The children had the opportunity to test their gliders and record how far they were able to travel.
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GROCERY
BAG EXPERIENCE
The question "What is the bag?" was asked after catching air. Owen-"Mine has a hole in it. The air is leaking out. It floats." Emily- "When you close it, the air won’t come out. I locked it up." Sam- "When you close it, it can’t get in." Alina- "The only thing that is in there is air. We caught air." Kate- "I caught air." Alina- I have a hole. The air leaks out. It goes in the sky up high." Evy- "A hole." Brooklyn- "A balloon." Quinn- "A magic balloon got in there from the trees. It is everywhere." Elena- "Wind, air." |
The question "What is in the bag? was asked before catching air.
Jade, Penny, Kate, Alina, Evy, Ian, Quinn, Ethan, Elena, Landon, Emily, Claire, Sam- "Nothing." Owen- "Air." Brooklyn- "Maybe a dog." What is wind? Alina- "It is a strong push of air." |
AIRPLANES
& GLIDERS
During the weather investigation, the children continued to design gliders by using a stencil to cut strips of paper and then placed them on straws with tape. The children also constructed paper airplanes by following step by step directions and watching videos on the IPad. While exploring weather, the children created a second kite made out of tissue paper. They tested and compared the materials they used to make their kites. They also discovered that air was inside a bubble during an experience where children blew bubbles into large plastic tubs. Through this experience they were able to use safety goggles as a tool to protect their eyes.
During the weather investigation, the children continued to design gliders by using a stencil to cut strips of paper and then placed them on straws with tape. The children also constructed paper airplanes by following step by step directions and watching videos on the IPad. While exploring weather, the children created a second kite made out of tissue paper. They tested and compared the materials they used to make their kites. They also discovered that air was inside a bubble during an experience where children blew bubbles into large plastic tubs. Through this experience they were able to use safety goggles as a tool to protect their eyes.
WINDVANE
During our weather investigation the children explored wind direction by working collaboratively to create a wind vane. They blew with their mouths to experiment with wind direction. Through this experience the children were able to refine their writing skills by writing the letter of the direction on the wind vane and observing changes in weather. The children also tested their kites, airplanes, and gliders. They discovered that a shorter string and thicker paper flew better. They also found that the gliders flew farther than most of their airplanes. They used their feet as nonstandard units of measure to see how far their gliders and planes went. Then they compared numbers to see which one was larger. During this experience the children had the opportunity to ask questions and give explanations about phenomena that could have been correct or incorrect.
During our weather investigation the children explored wind direction by working collaboratively to create a wind vane. They blew with their mouths to experiment with wind direction. Through this experience the children were able to refine their writing skills by writing the letter of the direction on the wind vane and observing changes in weather. The children also tested their kites, airplanes, and gliders. They discovered that a shorter string and thicker paper flew better. They also found that the gliders flew farther than most of their airplanes. They used their feet as nonstandard units of measure to see how far their gliders and planes went. Then they compared numbers to see which one was larger. During this experience the children had the opportunity to ask questions and give explanations about phenomena that could have been correct or incorrect.
TESTING
PAPER AIRPLANES, GLIDERS & KITES
During this experiment, the question was asked "What made some airplanes go further?"
Alina – "It’s thinner. It has a bigger point."
Emily – "I holded it right."
Ethan – "They’re a little bit different because mine is bigger."
Owen – "Because of the point on the end. Because the wings go all the way back."
Why do you think the gliders went further?
Sam – "Because they have 2 circles."
Owen – "Because of the 2 rings. The airplanes have wings that bend down."
Emily – "Because you hold them like a pencil."
How do we make the kites go?
Emily – "You need a fan."
Alina – "Wind. Mine has the wind (while running)."
Which kite flies better? Why?
Quinn – "Tissue paper because there is no air."
Owen – "Paper because it is thicker paper. They will work better outside because there is wind."
During this experiment, the question was asked "What made some airplanes go further?"
Alina – "It’s thinner. It has a bigger point."
Emily – "I holded it right."
Ethan – "They’re a little bit different because mine is bigger."
Owen – "Because of the point on the end. Because the wings go all the way back."
Why do you think the gliders went further?
Sam – "Because they have 2 circles."
Owen – "Because of the 2 rings. The airplanes have wings that bend down."
Emily – "Because you hold them like a pencil."
How do we make the kites go?
Emily – "You need a fan."
Alina – "Wind. Mine has the wind (while running)."
Which kite flies better? Why?
Quinn – "Tissue paper because there is no air."
Owen – "Paper because it is thicker paper. They will work better outside because there is wind."
TERRARIUM/WIND
While exploring weather changes, the children created a terrarium. They filled a large plastic container with dirt, plants, and decorations. Then they placed the lid back on the container. Through this experience the children were able to observe how an ecosystem works. They were able to observe how moisture from the soil evaporated into the air and condensed to water droplets on the inside walls of the container and drip to the soil to be reused by the plants. The children also experimented more with wind. By using their mouths, they were able to push air through a straw to move paint on paper. They used a straw to move various objects in a tray such as pompoms, feathers, dominos, bottle caps, and flower petals. Through this experience they discovered how to move objects in different ways and found that lighter objects were easier to move.
While exploring weather changes, the children created a terrarium. They filled a large plastic container with dirt, plants, and decorations. Then they placed the lid back on the container. Through this experience the children were able to observe how an ecosystem works. They were able to observe how moisture from the soil evaporated into the air and condensed to water droplets on the inside walls of the container and drip to the soil to be reused by the plants. The children also experimented more with wind. By using their mouths, they were able to push air through a straw to move paint on paper. They used a straw to move various objects in a tray such as pompoms, feathers, dominos, bottle caps, and flower petals. Through this experience they discovered how to move objects in different ways and found that lighter objects were easier to move.
WIND/EVAPORATION
During our weather investigation, the children blew air through a straw to push cotton to represent wind. Before they blew, they recorded their predictions with dry erase crayons. Through this experience children were able to explore the impact of force and wind direction to move objects, and they refined their number writing skills. The children also explored the concept of evaporation by filling cups with water and marking the water line with a marker. The children continued to check their cups to see if the water level changed. During this experience the children had the opportunity to offer explanations about the change in water level and learn new words.
During our weather investigation, the children blew air through a straw to push cotton to represent wind. Before they blew, they recorded their predictions with dry erase crayons. Through this experience children were able to explore the impact of force and wind direction to move objects, and they refined their number writing skills. The children also explored the concept of evaporation by filling cups with water and marking the water line with a marker. The children continued to check their cups to see if the water level changed. During this experience the children had the opportunity to offer explanations about the change in water level and learn new words.
CREATING
CLOUDS
The children participated in an experiment to create a cloud. The children tried to create a cloud by placing warm water under ice cubes in hopes that the warm air would rise to cooler air and condense therefore forming a cloud above the pop bottle. The children created observational drawings of the sky with blue paper and white chalk. They discovered that clouds are different shapes, sizes, and move differently. The children had the opportunity to test their weather vanes to determine the wind direction. They discovered that the arrow pointed in the direction of the wind. They also observed a compass on the IPad to learn direction words and how to correctly position the weather vane. The children used an anemometer to determine the wind speed. They were able to refine their "one to one" correspondence skills by counting the number of times the anemometer went around to find the wind speed.
The children participated in an experiment to create a cloud. The children tried to create a cloud by placing warm water under ice cubes in hopes that the warm air would rise to cooler air and condense therefore forming a cloud above the pop bottle. The children created observational drawings of the sky with blue paper and white chalk. They discovered that clouds are different shapes, sizes, and move differently. The children had the opportunity to test their weather vanes to determine the wind direction. They discovered that the arrow pointed in the direction of the wind. They also observed a compass on the IPad to learn direction words and how to correctly position the weather vane. The children used an anemometer to determine the wind speed. They were able to refine their "one to one" correspondence skills by counting the number of times the anemometer went around to find the wind speed.
TYPES OF
CLOUDS
The children discovered water droplets on the inside walls of our terrarium. They found that the moisture came from the soil and evaporated, condensing to form water droplets on the inside of the container. Then the water droplets created “rain” to water the plants. Through this experience children had the opportunity to ask questions and offer explanations while using a magnifying glass as a simple tool to observe the terrariums. The children used the IPad to research various types of clouds. They focused on four clouds: cirrus, cumulus, stratus, and alto. During this experience they discovered that clouds form in different sizes and shapes. They were also able to predict weather conditions based on their cloud observations. Each child drew an observational representation of each type of cloud. The children also wrote and drew pictures of new vocabulary words that we used throughout this investigation. This helped refine their letter formation, letter recognition and to learn new vocabulary words.
CLOUDS
Stratus –Low clouds
Alto- Middle clouds
Cirrus- High clouds
Cumulus- Clouds that grow vertically
ALTO CLOUDS
Altostratus clouds are gray or blue-gray mid-level clouds composed of ice crystals and water droplets. The clouds usually cover the entire sky. In the thinner areas of the clouds, the sun may be dimly visible as a round disk. Altostratus clouds often form ahead of storms with continuous rain or snow. Altocumulus clouds are mid-level clouds that are made of water droplets and appear as gray puffy masses. They usually form in groups. If altocumulus clouds are present on a warm, sticky morning, be prepared to see thunderstorms late in the afternoon.
CIRRUS CLOUDS
Cirrus clouds are the most common of the high clouds. They are composed of ice and are thin, wispy clouds blown in high winds into long streamers. Cirrus clouds are usually white and predict fair to pleasant weather. By watching the movement of cirrus clouds, the observer can tell from which direction weather is approaching. When cirrus clouds are present, it usually indicates a change in the weather will occur within 24 hours.
CUMULUS CLOUDS
Cumulus clouds are white, puffy clouds that look like pieces of floating cotton. Cumulus clouds are often called "fair-weather clouds." The base of each cloud is flat, and the top of each cloud has rounded towers. When the top of the cumulus clouds resembles the head of a cauliflower, it is called cumulus congestus or towering cumulus. These clouds grow upward, and they can develop into giant cumulonimbus clouds or thunderstorm clouds.
STRATUS CLOUDS
Stratus clouds are uniform grayish clouds that often cover the entire sky. They resemble fog that doesn't reach the ground. Light mist or drizzle sometimes falls out of these clouds.
The children discovered water droplets on the inside walls of our terrarium. They found that the moisture came from the soil and evaporated, condensing to form water droplets on the inside of the container. Then the water droplets created “rain” to water the plants. Through this experience children had the opportunity to ask questions and offer explanations while using a magnifying glass as a simple tool to observe the terrariums. The children used the IPad to research various types of clouds. They focused on four clouds: cirrus, cumulus, stratus, and alto. During this experience they discovered that clouds form in different sizes and shapes. They were also able to predict weather conditions based on their cloud observations. Each child drew an observational representation of each type of cloud. The children also wrote and drew pictures of new vocabulary words that we used throughout this investigation. This helped refine their letter formation, letter recognition and to learn new vocabulary words.
CLOUDS
Stratus –Low clouds
Alto- Middle clouds
Cirrus- High clouds
Cumulus- Clouds that grow vertically
ALTO CLOUDS
Altostratus clouds are gray or blue-gray mid-level clouds composed of ice crystals and water droplets. The clouds usually cover the entire sky. In the thinner areas of the clouds, the sun may be dimly visible as a round disk. Altostratus clouds often form ahead of storms with continuous rain or snow. Altocumulus clouds are mid-level clouds that are made of water droplets and appear as gray puffy masses. They usually form in groups. If altocumulus clouds are present on a warm, sticky morning, be prepared to see thunderstorms late in the afternoon.
CIRRUS CLOUDS
Cirrus clouds are the most common of the high clouds. They are composed of ice and are thin, wispy clouds blown in high winds into long streamers. Cirrus clouds are usually white and predict fair to pleasant weather. By watching the movement of cirrus clouds, the observer can tell from which direction weather is approaching. When cirrus clouds are present, it usually indicates a change in the weather will occur within 24 hours.
CUMULUS CLOUDS
Cumulus clouds are white, puffy clouds that look like pieces of floating cotton. Cumulus clouds are often called "fair-weather clouds." The base of each cloud is flat, and the top of each cloud has rounded towers. When the top of the cumulus clouds resembles the head of a cauliflower, it is called cumulus congestus or towering cumulus. These clouds grow upward, and they can develop into giant cumulonimbus clouds or thunderstorm clouds.
STRATUS CLOUDS
Stratus clouds are uniform grayish clouds that often cover the entire sky. They resemble fog that doesn't reach the ground. Light mist or drizzle sometimes falls out of these clouds.
| clouds.pdf |
PAINTING
CLOUDS
The children explored different types of clouds. They created the four types of clouds and labeled them. They discovered that the wind makes some clouds look wispy; some are big, fluffy and white; some are low, gray, and cover the sky; and the high clouds form in little cotton ball shapes all over the sky. The children also used shaving cream and white/black paint to create various types of clouds. The white shaving cream created cumulus, cirrus, or alto clouds. The paint mixed together created gray stratus clouds. They also used textured scissors to create clouds out of white paper.
The children explored different types of clouds. They created the four types of clouds and labeled them. They discovered that the wind makes some clouds look wispy; some are big, fluffy and white; some are low, gray, and cover the sky; and the high clouds form in little cotton ball shapes all over the sky. The children also used shaving cream and white/black paint to create various types of clouds. The white shaving cream created cumulus, cirrus, or alto clouds. The paint mixed together created gray stratus clouds. They also used textured scissors to create clouds out of white paper.
PREDICTING
WEATHER
The children predicted the weather based on cloud formation. Some of the children discovered that cumulus clouds predict fair weather unless the clouds grow vertically and then a thunderstorm is predicted. They found that the wispy cirrus clouds predict wind. The children stated that a storm or precipitation would form with stratus clouds, and alto clouds predict a change in weather. The children refined their skills of letter identification and sound identification by placing letters together to form the words for the four cloud types we had discussed. Through this experience the children learned and practiced new vocabulary words. Then they chose one cloud that they could form using various items on the table. Some of them chose string, feathers, or straw to create wispy cirrus clouds. Other children chose crinkled up tissue paper to create fluffy cumulus clouds. Some chose packing peanuts to create alto clouds, and some chose large pieces of tissue paper to create low gray stratus clouds.
The children predicted the weather based on cloud formation. Some of the children discovered that cumulus clouds predict fair weather unless the clouds grow vertically and then a thunderstorm is predicted. They found that the wispy cirrus clouds predict wind. The children stated that a storm or precipitation would form with stratus clouds, and alto clouds predict a change in weather. The children refined their skills of letter identification and sound identification by placing letters together to form the words for the four cloud types we had discussed. Through this experience the children learned and practiced new vocabulary words. Then they chose one cloud that they could form using various items on the table. Some of them chose string, feathers, or straw to create wispy cirrus clouds. Other children chose crinkled up tissue paper to create fluffy cumulus clouds. Some chose packing peanuts to create alto clouds, and some chose large pieces of tissue paper to create low gray stratus clouds.
WHAT KIND OF WEATHER WOULD YOU PREDICT WITH THIS TYPE OF CLOUD?
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Eva
– “It is nice.”
Ethan – “Sunny weather.” Emily – “Maybe it will be nice.” Alina – “Rainy.” Quinn – “Rainy.” Claire – “Rainy.” Landon – “Cloudy” Evy – “I think it is going to storm.” Kate – “There’s water right there.” Penny – “I think it covers all of the sky when a storm comes.” Jude – “Stormy & rainy.” Jade – “It is going to be storming, lightning, and raining” Avery – “The weather is going to change.” Ian – “RainyI” |
Emily
– “It is going to start to rain, thunder, and lightning.”
Ethan – “Rain.” Alina – “It is going to rain in the afternoon.” Elena – “It is going to thunder and rain.” Eva – “Thunder and rain.” Kaya – “A snowstorm.” Evy – “A storm, storm, storm.” Claire – “Rainy.” Quinn – “Rain.” Jude – “A storm.” Penny – “A tornado. It is when a storm comes”. Avery – “A storm is going to come.” |
Ethan
– “It is time for wind.”
Emily – “Nice outside.” Alina – “Storm in the afternoon.” Eva – “Windy. The clouds are getting smaller.” Elena – “Maybe it is going to storm.” Kaya – “Wispy clouds.” Evy – “Thunder! A thunderstorm.” Claire – “Fluffy.” Quinn – “I think it is going to be rainy.” Penny – “Windy.” Avery – “A big storm wind.” Jade – “Windy.” Jude – “Windy.” |
Eva
– “Thunderstorm.”
Ethan – “Sunny weather.” Alina – “I think it is a thunderstorm.” Emily – “It gets nicer” “windy.” Kaya – “Thunderstorm.” Evy – “I think there will be a storm again.” Quinn – “It is raining.” Jude – “Stormy and lightning.” Claire – “Rainy.” Jaylin – “Thunder.” Jade – “Cloudy and rainy.” Penny – “Rainy and stormy.” Avery – “The weather is going to change.” |
CREATING
CLOUDS
Through our weather investigation, the children explored clouds in various ways. One way they studied clouds was to blow air on spoons. First the children blew into their hand to feel the warmth and moisture of the air coming from their mouths. Through this experience the children were able to discover warm air from their mouths condensing on the cold spoon to create a cloud. They also discovered that the same phenomenon happens when blowing on a mirror. Another experience was to create clouds with paint. The children picked one of the four types of clouds to create with paint by looking at various pictures of clouds. A few children wanted to make stratus clouds and asked if they could have some black paint to create gray clouds. The children also had the opportunity to label their cloud creations from the previous day using a model. Through this experience children continued to build a wealth of vocabulary words, refine their letter formation skills, and practice letter identification.
Through our weather investigation, the children explored clouds in various ways. One way they studied clouds was to blow air on spoons. First the children blew into their hand to feel the warmth and moisture of the air coming from their mouths. Through this experience the children were able to discover warm air from their mouths condensing on the cold spoon to create a cloud. They also discovered that the same phenomenon happens when blowing on a mirror. Another experience was to create clouds with paint. The children picked one of the four types of clouds to create with paint by looking at various pictures of clouds. A few children wanted to make stratus clouds and asked if they could have some black paint to create gray clouds. The children also had the opportunity to label their cloud creations from the previous day using a model. Through this experience children continued to build a wealth of vocabulary words, refine their letter formation skills, and practice letter identification.
OBSERVING
CLOUDS/PREDICTING WEATHER
While investigating clouds through our weather project, the children observed and drew representational drawings of the clouds in the sky. During this experience the children predicted the weather based on their observations of the clouds and changes in the weather. The children used their gray paint to create stratus clouds by cutting them into cloud shapes. They also constructed and read a bar graph based on the weather in the month of April. They were able to compare and contrast the weather for the month. They found that April had the cloudiest days and the least amount of windy days. Through this experience the children were able to practice constructing and reading a graph while also refining their one to one correspondence skills.
While investigating clouds through our weather project, the children observed and drew representational drawings of the clouds in the sky. During this experience the children predicted the weather based on their observations of the clouds and changes in the weather. The children used their gray paint to create stratus clouds by cutting them into cloud shapes. They also constructed and read a bar graph based on the weather in the month of April. They were able to compare and contrast the weather for the month. They found that April had the cloudiest days and the least amount of windy days. Through this experience the children were able to practice constructing and reading a graph while also refining their one to one correspondence skills.
CLOUD
MURALS
During our weather investigation the children worked in groups to create large cloud murals. They used sponges with white paint to form clouds on blue paper. Each group created a different type of cloud: cirrus, cumulus, or alto. The children also drew observational drawing of the evaporation experiment. They discovered that the water was lower than the previous water line that they drew. The water went into the air through the process of evaporation. Through this experience the children were able to identify where rain comes from. They continued to graph the type of weather we had in the month of May. They found that we had the most partly sunny days and the least amount of windy days. Compared to month of April, May had more sun and less rain. Through this experience the children refined their one to one correspondence skills, learned to construct and read a graph, and observed changes in weather.
During our weather investigation the children worked in groups to create large cloud murals. They used sponges with white paint to form clouds on blue paper. Each group created a different type of cloud: cirrus, cumulus, or alto. The children also drew observational drawing of the evaporation experiment. They discovered that the water was lower than the previous water line that they drew. The water went into the air through the process of evaporation. Through this experience the children were able to identify where rain comes from. They continued to graph the type of weather we had in the month of May. They found that we had the most partly sunny days and the least amount of windy days. Compared to month of April, May had more sun and less rain. Through this experience the children refined their one to one correspondence skills, learned to construct and read a graph, and observed changes in weather.
GRAPHING
The children counted the number of days in June that were cold, cool, warm or hot. Once they counted each of these, they then colored in that number on their graph. Having the children graph their results allowed them to see and compare the number of days for each temperature. Using duplicate pictures of the weather, the children played a matching game. Once they found two pictures that matched, they determined which weather word described the pictures. The use of pictures and words helps develop and extend the children’s understanding of new words. The children created simple fans by folding paper and then discussed how a fan pushes air and makes the wind. This helped extend the exploration of wind.
The children counted the number of days in June that were cold, cool, warm or hot. Once they counted each of these, they then colored in that number on their graph. Having the children graph their results allowed them to see and compare the number of days for each temperature. Using duplicate pictures of the weather, the children played a matching game. Once they found two pictures that matched, they determined which weather word described the pictures. The use of pictures and words helps develop and extend the children’s understanding of new words. The children created simple fans by folding paper and then discussed how a fan pushes air and makes the wind. This helped extend the exploration of wind.
| weather_graphing.pdf |
MODELS OF
CLOUDS & RAIN
The children created a model of a cloud and rain. They filled a glass with water and sprayed shaving cream on the top for the cloud. Then they dropped several drops of water color paints onto the shaving cream. The children used several different colors to create a rainbow effect on the top of the shaving cream. Through experience the children discovered rain falls when the cloud is saturated with water. They continued to graph the type of weather we had in the month of June. They found that we had the most sunny days and the least amount of windy days. Through this experience the children refined their one to one correspondence skills, learned to construct and read a graph, and observed changes in weather.
The children created a model of a cloud and rain. They filled a glass with water and sprayed shaving cream on the top for the cloud. Then they dropped several drops of water color paints onto the shaving cream. The children used several different colors to create a rainbow effect on the top of the shaving cream. Through experience the children discovered rain falls when the cloud is saturated with water. They continued to graph the type of weather we had in the month of June. They found that we had the most sunny days and the least amount of windy days. Through this experience the children refined their one to one correspondence skills, learned to construct and read a graph, and observed changes in weather.
WHAT HAVE
YOU LEARNED ABOUT WEATHER
Claire – "Rain comes from the sky and clouds."
Eva – "Rain comes from clouds. Goes back up."
Ian – "Summer is hot."
Evy – "Hurricane is storm."
Avery – "Snow is white and comes from the sky."
Kate – "Sunny. Hot."
Bryn – "About the clouds. The cotton balls look like clouds. The clouds look like cotton balls."
Emily – "I learned about the sun and the rain."
Quinn – "About the sun. It made a cloud."
Jade – "Rain. It comes from the sky, wind, and clouds. It goes back up and back down."
Alina – "We learned about evaporation. When the water goes up and down."
Elena – "Rain. It comes from the sky and waters our plants."
Penny – "When rain comes down it makes me sad and I can’t go outside."
Landon – "When it happens there is snow. Rain on the snow – then it melts into water."
Kaya – "Maybe the rain comes down and the sun comes out and the cloudy goes away."
Sam – "Sun and clouds. The sun and rain make rainbows."
Ethan – "Wind. It blows."
Claire – "Rain comes from the sky and clouds."
Eva – "Rain comes from clouds. Goes back up."
Ian – "Summer is hot."
Evy – "Hurricane is storm."
Avery – "Snow is white and comes from the sky."
Kate – "Sunny. Hot."
Bryn – "About the clouds. The cotton balls look like clouds. The clouds look like cotton balls."
Emily – "I learned about the sun and the rain."
Quinn – "About the sun. It made a cloud."
Jade – "Rain. It comes from the sky, wind, and clouds. It goes back up and back down."
Alina – "We learned about evaporation. When the water goes up and down."
Elena – "Rain. It comes from the sky and waters our plants."
Penny – "When rain comes down it makes me sad and I can’t go outside."
Landon – "When it happens there is snow. Rain on the snow – then it melts into water."
Kaya – "Maybe the rain comes down and the sun comes out and the cloudy goes away."
Sam – "Sun and clouds. The sun and rain make rainbows."
Ethan – "Wind. It blows."
ASSESSMENT OF LEARNING
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