Mathematics Grade Prototype Curriculum Guide

Materials needed

• 
  Science journal
  
• 
  Weather map from local newspaper
  
• 
  Barometer
  
• 
  Meter stick
  
• 
  Full sheet of newspaper
  

Instructional activity

Content/Teacher Notes

Air pressure is the weight of air molecules on a point on the Earth. It is measured with a barometer. The atmosphere contains many different pockets of air that vary in size and temperature. Fronts are large pockets of air that can be warm-based or cold-based depending on from where they have traveled. Heavy air pockets are called high pressure areas, and lighter pockets are called low pressure areas.

Introduction

1. Place a full sheet of newspaper on a table. Slide a meter stick under the newspaper so that part of the stick remains uncovered and hangs over the edge of the table.

2. Ask students to predict what will happen to the newspaper when you push down hard and quickly on the part of the meter stick projecting off the table. (Try it; nothing should happen to the newspaper because there is air pressure pushing down on the newspaper at a rate of 14.9 lbs. per square inch. If the newspaper is 864 square inches, that is roughly 12,800 pounds of pressure on the newspaper. You may even break the stick!) Ask students why air pressure does not flatten us to the ground. (Because the air pressure pushes on us from all sides equally) Changes in air pressure may cause changes in the weather.

Procedure

1. Have students use a barometer to measure air pressure several times each day for one week. Have students record the pressure and weather conditions.

2. At the end of the week, have students analyze the data and discuss how air pressure is related to weather conditions. If the weather has not changed all week, you will need to extend this activity for a longer period of time. Students’ observations should lead them to infer that a drop in pressure indicates precipitation, and as fair weather moves in, pressure rises.

3. Give each student a weather map, and have him or her locate areas marked with an “H” or an “L.” Such labels indicate high and low pressure systems. Ask students what type of weather might be expected in these areas. Then ask students to locate warm and cold fronts by consulting the map key to learn the symbols associated with warm and cold fronts. Ask students to predict weather conditions that may occur when a cold front and a low pressure system meet.

Observations and Conclusions

1. Discuss the types of weather associated with high and low pressure systems. Have students record the symbols for high and low pressure systems in their journals, along with a picture of the type of weather they could expect for each.

Follow-up/extension

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  Provide students with a different weather map, and assign each student a city. Have them report what the weather in that city may be like based upon the information on the map.
  

Resources

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  Connections: Connecting Books to the Virginia SOLs. Fairfax County Public Schools and The College of William and Mary. http://www.fcps.edu/cpsapps/connections. Presents a database of more than 1,000 works of children’s literature and their connection to the Virginia Standards of Learning.
  
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  Live Streaming Local Weather. Weatherbug. http://www.weatherbug.com/aws/index.asp.
  
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  Outstanding Science Trade Books for Students K–12. National Science Teachers Association (NSTA). http://www.nsta.org/ostbc.
  
• 
  Search for Literature: Literature for Science and Mathematics. California Department of Education. http://www.cde.ca.gov/ci/sc/ll/ap/searchlist.asp. Offers a searchable database.
  
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  Severe Weather and Natural Disasters: Winter Storms. Scholastic. http://teacher.scholastic.com/activities/wwatch/winter/
  
• 
  Weather Education. National Weather Service. http://www.nws.noaa.gov/om/edures.htm
  

Storm Warning

Organizing Topic Investigating the Weather

Overview Students compare/contrast different types of storms, including thunderstorms, hurricanes, and tornadoes, and describe the weather conditions for each.

Related Standards of Learning 4.6b

Objectives

The students should be able to

• 
  recognize a variety of storm types (thunderstorms, hurricanes, and tornadoes), describe the weather conditions associated with each, and explain when they occur.
  

Materials needed

• 
  Science journals
  
• 
  Poster board
  
• 
  Markers
  
• 
  Resource materials on thunderstorms, tornadoes, and hurricanes
  
• 
  Attached Storm Chart
  
• 
  Glue
  
• 
  K-W-L chart about storm types
  

Instructional activity

Content/Teacher Notes

See the attached Storm Chart for background information on storms.

Introduction

1. Tell students that they are going to learn about different types of storms, and explain that all storms include winds and can carry either rain or snow.

2. Have students complete the “K” portion of a K-W-L chart to show what they know about thunderstorms, tornadoes, and hurricanes.

3. Have students complete the “W” portion of the K-W-L chart to indicate what they want to learn about these types of storms.

Procedure

1. Hand out the Storm Chart, and read it aloud (or ask students read it). Have students glue the chart into their journals.

2. Provide resource materials, and have students find more information about each type of storm. Instruct students to write a description of each storm type in their journals and to glue or draw pictures of each storm by the its description.

Observations and Conclusions

1. Ask students to share information they learned by reading the resource materials and showing the pictures that they drew. Have students complete the “L” part of their K-W-L chart.