Activity 1: hydrological cycle
After exploring the three states of water and having a demonstration on each we will begin learning about the hydrologic cycle. In order to observe atmospheric water vapor, we will create a weather system in a clear glass container with section in the top for ice and a place inside for water and a hot plate underneath it for heating up the water. The water will warm up and rise as steam in this case. It will collect on the top of the container. Water vapor will condense as liquid on the underside of the ice, simulating the hydrologic cycle as it precipitates back down. Students will make observations of the process at least 3 times. They will draw pictures and label them before making a comparison to the larger world outside.
Activity 2: uneven heating of the Earth
In discussing the transfer of energy in the form of light and heat from the sun to the Earth we will then learn about thermometers and how to read them. Following that mini lesson we will perform a mini experiment in which we place thermometers in 4 different areas outside. One thermometer will be on one side of a tub of water that is exposed to the sunlight, the second will be in the other side of the tub of water not exposed to sunlight and two other thermometers will be in the soil. Again with one thermometer in the soil exposed to sunlight and the other not exposed to sunlight.
Students will follow the scientific process and make a hypothesis as to which will absorb the most heat and how that might change from morning to night. Students will check the thermometers in the morning when they arrive and at the end of the day. They will record any change they see and repeat the process over 3 days. Students will have discussions about the weather observed on each day and which thermometer had the highest temperature as well as had the largest difference between morning and afternoon.
The point of this mini experiment is to firstly see constant flux of heat absorption and also how unevenly materials are heated. Data will be collected and graphed before coming to a conclusion. After the conclusion of the mini experiment students will discuss how they feel in the direct sunlight when they wear different colored clothing and decide based on their observations whether or not it makes a difference in how they perceive the temperature. They will write a reflection journal on any connections they make to the experiment.
Activity 3: transferring electrical energy
This is a precursor activity to explaining the phenomena of lightning. It will take place during the second of three parts of the unit when we discuss "What is weather?" During this mini experiment students will have a balloon filled with air. They will rub the balloon on a soft piece of fleece material to create an electrical charge. The lights will then be turned off and they will touch either a table or the ground to watch the spark that results from the exchange of electrical charge. They will record their observations in a notebook and repeat process 3 times. A follow up reflection and comparison writing response will be presented after they have learned about lightning and watched a few movie clips of the phenomenon.
Activity 4: spinning tornado
Following the introduction of the extreme weather example of tornadoes we will have a demonstration by making our own tornado in a bottle. Using two 2 liter bottles taped together containing so aluminum squares, colored water and oil we will spin the bottles and flip them upside down to observe the funnel rotation.
