Week 12: Hurricanes and Celebration BINGO
Isaiah 43:1- "I have called you by name, and you are mine."
'Typhoons, Hurricanes, and Cyclones Oh My!'
This is the title of the devotion that I began class with today. It is taken from Louie Giglio's How Great Is Our God book.
Typoons, Hurricanes and Cyclones are all considered tropical cyclones. The only difference is where each one occurs determines what it's name will be.
If this type of storm is found in the Atlantic Ocean, it is called hurricane.
If this type of storm is found in the South Pacific, it's a cyclone.
If this type of storm is found in the western Pacific, its a typhoon.
Even so, these storms are powerful but we are reminded that our Jesus calms the storms and our Jesus is more powerful than any tropical cyclone. We can trust Him through the storm.
'Typhoons, Hurricanes, and Cyclones Oh My!'
This is the title of the devotion that I began class with today. It is taken from Louie Giglio's How Great Is Our God book.
Typoons, Hurricanes and Cyclones are all considered tropical cyclones. The only difference is where each one occurs determines what it's name will be.
If this type of storm is found in the Atlantic Ocean, it is called hurricane.
If this type of storm is found in the South Pacific, it's a cyclone.
If this type of storm is found in the western Pacific, its a typhoon.
Even so, these storms are powerful but we are reminded that our Jesus calms the storms and our Jesus is more powerful than any tropical cyclone. We can trust Him through the storm.
A Little Review
I passed out the Whether the Weather cards for the students to review a majority of their vocabulary words while we waiting for latecomers to come to class.
I passed out the Whether the Weather cards for the students to review a majority of their vocabulary words while we waiting for latecomers to come to class.
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Hurricane Note Taking Guide
This is a great note taking guide as it explains how a hurricane forms and then compares a hurricane to tornadoes using a Venn Diagram pointing out its similarities as well as the differences. Some characteristics of a hurricane are that they are formed from gathered thunderstorms over the ocean. Because these are several thunderstorms that have gathered together, they tend to move slowly yet with high speed winds. This is providential for us. If we can plan for a hurricane, we can save many lives and maybe even some property BEFORE the hurricane actually hits. Hurricanes acquire their spin from the Earth's atmosphere moving as the Earth spins around its axis. This process is called the Coriolis Effect. Hurricanes spin clockwise in the Southern Hemisphere but counter-clockwise in the Northern Hemisphere. All hurricanes create storm surges, or sudden rises in the water level of the ocean. To demonstrate the Coriolis Effect, I brought in my Lazy Susan from home, placed a piece of white paper on top of it, then placed a ruler across it. I had a student volunteer help me move the Lazy Susan while I had my pencil along the ruler and drew a straight line. When I took the paper off the Lazy Susan, it showed how the 'straight' line is actually curved as a result of the rotation of the Lazy Susan. This is the same as what is happening to the wind as the earth is rotating. The winds are in a curved manor depending on what way the Lazy Susan was being turned. |
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Celebration BINGO
Using all the vocabulary words I highlighted this semester, I made a Vocabulary BINGO card. You can get these cards here. I would read the definition and they would call out the words and then mark them. I like to review all the words, so I had them play black out twice today in class. I love the repetition of this game. |
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These are the future weather forecasters of America!! Glory to God!
Week 11: TNT (Thunderstorms and Tornadoes)
Psalm 46:10 -"Be still and know that I am God."
I read the students a devotion from Louie Giglio's Indescribable called "All Twisted Up" This devotion focused on many facts related to tornadoes but at the end, he relates a physical tornado to sometimes the emotional or stressful 'tornadoes' that can happen in our lives. When you find yourself in a whirlwind of stress or anxiety, the best thing to do is to stop, to be still before the Lord. This will give you time to remind yourself that God is bigger than your storm. So, instead of thinking how big your storm is, you can now tell your storm how big your God is!!
We had some tornadoes pass over our city last Monday and I asked the students if they were scared. They were honest, they were a little scared but a little excited too. I asked them what they do when they are scared. One student said that he prays to God. I thought that was the best answer to have in the face of fear.
I reminded the students of Philippians 4:6- "Do not be anxious for anything, but in everything with prayer and petition, with thanksgiving present your requests to the Lord and the peace of God that transcends all understanding with guard your hearts and minds in Christ Jesus"
I read the students a devotion from Louie Giglio's Indescribable called "All Twisted Up" This devotion focused on many facts related to tornadoes but at the end, he relates a physical tornado to sometimes the emotional or stressful 'tornadoes' that can happen in our lives. When you find yourself in a whirlwind of stress or anxiety, the best thing to do is to stop, to be still before the Lord. This will give you time to remind yourself that God is bigger than your storm. So, instead of thinking how big your storm is, you can now tell your storm how big your God is!!
We had some tornadoes pass over our city last Monday and I asked the students if they were scared. They were honest, they were a little scared but a little excited too. I asked them what they do when they are scared. One student said that he prays to God. I thought that was the best answer to have in the face of fear.
I reminded the students of Philippians 4:6- "Do not be anxious for anything, but in everything with prayer and petition, with thanksgiving present your requests to the Lord and the peace of God that transcends all understanding with guard your hearts and minds in Christ Jesus"
Warm Up
We reviewed vocabulary words that we have been learning all semester by using the Whether the Weather Cards. I really like these as they have the word on one card that you need to match to the definition. If there is a doubt, there is a picture that matches both cards to let you know if you are right or wrong. You can grab them here. Just click on the button.
We reviewed vocabulary words that we have been learning all semester by using the Whether the Weather Cards. I really like these as they have the word on one card that you need to match to the definition. If there is a doubt, there is a picture that matches both cards to let you know if you are right or wrong. You can grab them here. Just click on the button.
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To Play or Not To Play
I asked the students if they thought they would be able to tell whether or not to postpone a baseball or soccer game if they had all the weather information prior. I read these scenarios out of The Kids' Book of Weather Forecasting by Mark Breen
Scenario #1
"Sweat has been sticking to your skin. Winds are blowing gently south to east and the barometer is falling. The clouds are puffy and reach high up into the sky."
Would you cancel the game?
Scenario #2
"Your cold can of lemonade is covered with beads of condensation. Winds are blowing at high speed eat to north, and the barometer is falling. The clouds are puffy and reach high up into the sky. You see a streak of lightning, but when you counted, you determined it was 20 miles away." Would you cancel the game?
Here are the answers to see if you are right:
Scenario #1- "Hot, humid weather can lead to thunderstorms, and winds from the south to east can bring storms. Plus, falling pressure and cumulus clouds are both signs of approaching storms. But the winds are blowing gently, not quickly...so there's probably plenty of time to play the game."
Scenario #2 - "High winds are blowing, the wind direction calls for rain, plus the barometer is falling. Most important, you have already seen a streak of lightning, and even though it is far away, you never want the players out on the field when there's lightning." You need to postpone the game.
I asked the students if they thought they would be able to tell whether or not to postpone a baseball or soccer game if they had all the weather information prior. I read these scenarios out of The Kids' Book of Weather Forecasting by Mark Breen
Scenario #1
"Sweat has been sticking to your skin. Winds are blowing gently south to east and the barometer is falling. The clouds are puffy and reach high up into the sky."
Would you cancel the game?
Scenario #2
"Your cold can of lemonade is covered with beads of condensation. Winds are blowing at high speed eat to north, and the barometer is falling. The clouds are puffy and reach high up into the sky. You see a streak of lightning, but when you counted, you determined it was 20 miles away." Would you cancel the game?
Here are the answers to see if you are right:
Scenario #1- "Hot, humid weather can lead to thunderstorms, and winds from the south to east can bring storms. Plus, falling pressure and cumulus clouds are both signs of approaching storms. But the winds are blowing gently, not quickly...so there's probably plenty of time to play the game."
Scenario #2 - "High winds are blowing, the wind direction calls for rain, plus the barometer is falling. Most important, you have already seen a streak of lightning, and even though it is far away, you never want the players out on the field when there's lightning." You need to postpone the game.
Thunderstorm and Tornado Note taking Guide
There were two books that I really loved about Thunderstorms and Tornadoes.
The books were:
Tornadoes by Gail Gibbons and
Flash, Crash, Rumble, and Roll by Franklyn M. Branley.
There was no way that I could read both of the those to the students during class, so I wrote out the highlights of each to formulate this Note Taking guide. Click on the button and it will take you to our TPT page if you would like to use it in your home or classroom.
The topics that we covered in the notes were:
How Do Thunderstorms Happen? Warm air carrying water vapor rises and created clouds. The clouds grow taller as they accumulate more water. Winds start blowing and particles of water will collide with each other building an electrical charge. When this charge is discharged, it is lightning. Since lightning is incredibly hot, it expands the air around it and then it contracts quickly causing the BOOM of thunder that you hear.
How can your tell how far away a storm is? Sound travels slower than light. It takes 5 seconds for sound to travel one mile so if you could 5 seconds after seeing lightning and you hear thunder, you will know that the storm is one mile away.
How Do Thunderstorms Make Tornadoes? Only some thunderstorms produce tornadoes. It is when warm air vortexes spin upward creating an updraft and a low pressure system. Cool air forms a downdraft and wants to fill that low pressure area but then is sucked up by the vortex thus making a funnel. Only when the funnel actually touches ground is it considered a tornado.
As if that were not enough, there is also the possibility of hail. Hail is water vapor that freezes into ice crystals in the clouds in layers. The freezing water vapor will go up into the cloud where it is freezing and freeze, but then will come down and thaw. Depending on how many times this process happens, determines how large the hailstones will be.
There were two books that I really loved about Thunderstorms and Tornadoes.
The books were:
Tornadoes by Gail Gibbons and
Flash, Crash, Rumble, and Roll by Franklyn M. Branley.
There was no way that I could read both of the those to the students during class, so I wrote out the highlights of each to formulate this Note Taking guide. Click on the button and it will take you to our TPT page if you would like to use it in your home or classroom.
The topics that we covered in the notes were:
How Do Thunderstorms Happen? Warm air carrying water vapor rises and created clouds. The clouds grow taller as they accumulate more water. Winds start blowing and particles of water will collide with each other building an electrical charge. When this charge is discharged, it is lightning. Since lightning is incredibly hot, it expands the air around it and then it contracts quickly causing the BOOM of thunder that you hear.
How can your tell how far away a storm is? Sound travels slower than light. It takes 5 seconds for sound to travel one mile so if you could 5 seconds after seeing lightning and you hear thunder, you will know that the storm is one mile away.
How Do Thunderstorms Make Tornadoes? Only some thunderstorms produce tornadoes. It is when warm air vortexes spin upward creating an updraft and a low pressure system. Cool air forms a downdraft and wants to fill that low pressure area but then is sucked up by the vortex thus making a funnel. Only when the funnel actually touches ground is it considered a tornado.
As if that were not enough, there is also the possibility of hail. Hail is water vapor that freezes into ice crystals in the clouds in layers. The freezing water vapor will go up into the cloud where it is freezing and freeze, but then will come down and thaw. Depending on how many times this process happens, determines how large the hailstones will be.
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One of the activities embedded in the notes is the opportunity to pop a small balloon to observe its sound versus a large balloon. The small balloon definitely was not as loud as the large balloon. Everyone was really amazed about the sound difference in the two.
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I found these fun tornado kits on Amazon to show the students and let them take turns making a tornado in a bottle. I also gave them a sheet that tell them how to make a tornado in a bottle at home. You can find that sheet here. Just click on the button.
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The last activity embedded in these awesome notes is a ping pong table game where the students will take two ping pong balls and cross over the table as many times without letting it fall on the floor. Each time the ping pong ball goes up the table and down, it represents one more layer of ice on a hail stone.
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Here is the latest weather log that I give to the students every week for them to practice honing their weather observation skills.
Week 10: Air Masses and Jet Streams
Acts 2:2,4- "Suddenly a noise came from heaven. It sounded like a strong wind blowing... They were all filled with the Holy Spirit.
Our devotion is titled 'A Mighty Blowing Wind' by Louie Giglio in his newest book The Wonder of Creation.
While we didn't study today about El Nino which is another mighty blowing wind, we did study about Jet Streams. However, in this devotion, I especially loved the wind that happened in Acts when the Holy Spirit did come upon the people to bring the power of God to His believers. The people then had courage to go forth and proclaim the gospel, they were comforted by an Almighty God when they were sad, and the Spirit gave them words when they didn't know what to say. The Spirit also allowed them to heal in Jesus' Name! When we believe in Jesus as our Savior and Lord, we too, are given the Holy Spirit. We have so much power in the Lord. Do you believe it?
Our devotion is titled 'A Mighty Blowing Wind' by Louie Giglio in his newest book The Wonder of Creation.
While we didn't study today about El Nino which is another mighty blowing wind, we did study about Jet Streams. However, in this devotion, I especially loved the wind that happened in Acts when the Holy Spirit did come upon the people to bring the power of God to His believers. The people then had courage to go forth and proclaim the gospel, they were comforted by an Almighty God when they were sad, and the Spirit gave them words when they didn't know what to say. The Spirit also allowed them to heal in Jesus' Name! When we believe in Jesus as our Savior and Lord, we too, are given the Holy Spirit. We have so much power in the Lord. Do you believe it?
Whether the Weather Card Review
Coming back from Spring Break, there was a need to review the vocabulary that we had been learning throughout the semester. We used these Whether the Weather Matching cards as a review. These cards have the word on one card, the definition on another card and the pictures match. This is the student's second time to use these cards and they are getting much faster at these. You can grab these here.
Coming back from Spring Break, there was a need to review the vocabulary that we had been learning throughout the semester. We used these Whether the Weather Matching cards as a review. These cards have the word on one card, the definition on another card and the pictures match. This is the student's second time to use these cards and they are getting much faster at these. You can grab these here.
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Battle of the Fronts Video
To go over Jet Streams, I played a BBC You Tube video about the weather in the United Kingdom. You can view this video here
After we finished watching the three minute video, we reviewed the important information from it by using this note taking sheet.
In this note taking sheet, we learned about what an air mass is and that there are at least four of them; Polar, Maritime, Tropical, and Continental Air Masses. It is because of these large air masses that collide above the United Kingdom that cause the crazy weather that they have there.
An air mass is a large section of atmosphere that has the same temperature and humidity
A jet stream is a narrow band, like a river, of high speed wind that blows from west to east in the upper atmosphere.
The Polar Air Mass is responsible for bringing cold temperatures while the Tropical Air Mass is responsible for bring warmer temperatures. The Maritime Air Mass sucks up a lot of water from the Atlantic Ocean and brings it over to the United Kingdom and as the video states, "pours water on their barbecues"
The Continental Air Mass brings in dry weather. The reason this video is about the Battle of the Fronts is because these air masses fight for supremacy and the one that wins, their weather prevails. The Jet Stream is a power high speed wind and it can push back air masses to let the other air masses prevail. If the Jet Stream pushes back the Polar and Maritime Air Masses, then the United Kingdom will have nice warm, dry weather. If the Jet Stream pushes back the Tropical and Continental Air Masses, then you are left with some wet and cold weather.
To go over Jet Streams, I played a BBC You Tube video about the weather in the United Kingdom. You can view this video here
After we finished watching the three minute video, we reviewed the important information from it by using this note taking sheet.
In this note taking sheet, we learned about what an air mass is and that there are at least four of them; Polar, Maritime, Tropical, and Continental Air Masses. It is because of these large air masses that collide above the United Kingdom that cause the crazy weather that they have there.
An air mass is a large section of atmosphere that has the same temperature and humidity
A jet stream is a narrow band, like a river, of high speed wind that blows from west to east in the upper atmosphere.
The Polar Air Mass is responsible for bringing cold temperatures while the Tropical Air Mass is responsible for bring warmer temperatures. The Maritime Air Mass sucks up a lot of water from the Atlantic Ocean and brings it over to the United Kingdom and as the video states, "pours water on their barbecues"
The Continental Air Mass brings in dry weather. The reason this video is about the Battle of the Fronts is because these air masses fight for supremacy and the one that wins, their weather prevails. The Jet Stream is a power high speed wind and it can push back air masses to let the other air masses prevail. If the Jet Stream pushes back the Polar and Maritime Air Masses, then the United Kingdom will have nice warm, dry weather. If the Jet Stream pushes back the Tropical and Continental Air Masses, then you are left with some wet and cold weather.
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The Battle Of The Fronts Game
To practice understanding which air mass brought what kind of weather, and emphasize what the Jet Stream does, I made up this game. This is also included in the Note Taking Guide pdf that you can purchase above.
The materials that you will need for the game are:
Coin
Dice
4 Large White Paper Clips (represents the Polar Air Mass)
4 Large Red Paper Clips (represents the Tropical Air Mass)
4 Large Yellow Paper Clips (represents the Continental Air Mass)
4 Large Blue Paper Clips (represents the Maritime Air Mass)
6 Large Green Paper Clips strung together (represents the Jet Stream)
Directions:
To practice understanding which air mass brought what kind of weather, and emphasize what the Jet Stream does, I made up this game. This is also included in the Note Taking Guide pdf that you can purchase above.
The materials that you will need for the game are:
Coin
Dice
4 Large White Paper Clips (represents the Polar Air Mass)
4 Large Red Paper Clips (represents the Tropical Air Mass)
4 Large Yellow Paper Clips (represents the Continental Air Mass)
4 Large Blue Paper Clips (represents the Maritime Air Mass)
6 Large Green Paper Clips strung together (represents the Jet Stream)
Directions:
- Everyone draws a paperclip out of the bag to determine teams.
- Polar Air Mass rolls first, then Tropical, Maritime, and Continental Air Masses respectively. If they roll a 1, 3, 5, it is warm, dry weather and the Continental and Tropical Air Mass teams acquire a point and get to have dominion over the circle. If they roll a 2, 4, 6 it is cold and wet weather, the Continental and Tropical Air Masses are pushed out and the Polar and Maritime Air Masses get a point and get to dominate the circle. Whichever teams are outside the circle, take turns rolling the dice while the other teams are playing in the circle.
- After 4 rolls- everyone enters the circle and Jet Stream flips his coin to see what the weather will be. If it is heads, the Polar and Maritime Air Masses leave the circle and the Continental and Tropical Air Masses remain earning 2 points etc.
- Repeat #2 and #3 for 10 minutes and whoever acquires the most points dictates the weather.
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Pulling Paper Clips from a bag to determine teams
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I set up a circle of 'play' for the Air Mass teams that win and whose weather prevails.
Each Air Mass rolls the dice and depending on what they roll determines who gets a point and then can play in the circle
Switching Air Masses
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Playing in the Circle
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After we finished with the game, we reviewed what we learned and I handed out their next Weather Log for them to keep observing the weather.
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Week 9: Springing into Science: Science on Site at Lick Creek Park
We had a great time exploring God's creation at Lick Creek Park. For more details about our activities or to try them on your own, check out our Science on Site tab.
Click on the picture and it should take you straight to the post.
Click on the picture and it should take you straight to the post.
Week 8: Humidity and DewPoint
'Let's Dew It'
Isaiah 43:19- "For I am about to do something new. See, I have already begun! Do you not see it? I will make a pathway through the wilderness. I will create rivers in the dry wasteland."
This devotional explains how dew is one of the many wonderful ways that our Creator God provides for plants and animals in harsh habitats. Our God is a great Provider. He will always care for us. Just look at the Israelites in the wilderness. The Lord turned the dew into manna for them to eat for 40 years. That is amazing!
Isaiah 43:19- "For I am about to do something new. See, I have already begun! Do you not see it? I will make a pathway through the wilderness. I will create rivers in the dry wasteland."
This devotional explains how dew is one of the many wonderful ways that our Creator God provides for plants and animals in harsh habitats. Our God is a great Provider. He will always care for us. Just look at the Israelites in the wilderness. The Lord turned the dew into manna for them to eat for 40 years. That is amazing!
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Look at the picture above. This student has made his weather observations for 3 days this past week! I am so proud of him! As we have been learning about the different parts of the weather, I have been adding a new piece to the weather log. Today we covered humidity and dewpoint, therefore relative humidity will be placed on the weather log for this next week.
Also, in the picture, are students following along on their activity guide as I introduce new vocabulary and learn about humidity with three different activities. This handout has faded words for them to trace and fill in as we learn about each activity. Here is a where you can get the weather log and the Humidity Activity Guide The vocabulary words that we learned today are: humidity- how much water vapor is in the air relative humidity- water vapor in the air compared to how much water vapor the air can hold. Given as a percentage hygrometer- a device used to measure the water vapor in the air |
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Activity #1
Can we use a string of hair to measure water vapor, or the amount of water in the air?
I built a hygrometer at home. You can see the steps to make it following this post.
We experimented with it during class.
Dry hair is supposed to be shorter and cause the arrow on the hygrometer to go up. In this picture, it looks like it is working. However, it is inconclusive since the air from the blow dryer can also push it up.
Our second test was to put a wet sponge in a ziplock bag, seal it and make it really 'humid' in the bag to see if it would change the hair enough to cause the arrow to go down.
It did not end up working. The students thought that was a waste of time. On the contrary, we learned one way how not to make a hygrometer OR I did something wrong while making the hygrometer. If you see my work and can see where I went wrong, I would love for you to email me.
The temptation to move the arrow and say that it worked was definitely there, however that is dishonest. I had an expectation that this was going to work, therefore it should. No. That's not science. Leave your expectations at the door and simply report honestly on what did happen. We are in a mess in our scientific world because scientists are pressured to produce results that will gain more research grants and money to fund their salaries and research. There are not too many scientific studies done today that are reported on honestly. I am praying to teach my young scientists to not worry about the results but learn to document everything honestly and accurately. Glory to God.
Can we use a string of hair to measure water vapor, or the amount of water in the air?
I built a hygrometer at home. You can see the steps to make it following this post.
We experimented with it during class.
Dry hair is supposed to be shorter and cause the arrow on the hygrometer to go up. In this picture, it looks like it is working. However, it is inconclusive since the air from the blow dryer can also push it up.
Our second test was to put a wet sponge in a ziplock bag, seal it and make it really 'humid' in the bag to see if it would change the hair enough to cause the arrow to go down.
It did not end up working. The students thought that was a waste of time. On the contrary, we learned one way how not to make a hygrometer OR I did something wrong while making the hygrometer. If you see my work and can see where I went wrong, I would love for you to email me.
The temptation to move the arrow and say that it worked was definitely there, however that is dishonest. I had an expectation that this was going to work, therefore it should. No. That's not science. Leave your expectations at the door and simply report honestly on what did happen. We are in a mess in our scientific world because scientists are pressured to produce results that will gain more research grants and money to fund their salaries and research. There are not too many scientific studies done today that are reported on honestly. I am praying to teach my young scientists to not worry about the results but learn to document everything honestly and accurately. Glory to God.
Activity #2
How does humidity change the temperature our body feels?
On the back of the handout mentioned above is a heat index chart. As we learned last week, the temperature plus the wind speed will make you feel colder than what the temperature says. This is called wind chill. Conversely, the temperature plus the relative humidity will make your feel hotter than what the temperature says. This is called heat index. I wrote a temperature and a relative humidity on the board and the students had to figure out the heat index using the chart on the back of the handout.
How does humidity change the temperature our body feels?
On the back of the handout mentioned above is a heat index chart. As we learned last week, the temperature plus the wind speed will make you feel colder than what the temperature says. This is called wind chill. Conversely, the temperature plus the relative humidity will make your feel hotter than what the temperature says. This is called heat index. I wrote a temperature and a relative humidity on the board and the students had to figure out the heat index using the chart on the back of the handout.
Activity #3
At what temperature will drops of water form on the outside of a glass of cold water?
Dewpoint is a measure of humidity but represented as a temperature.
First, we took the temperature of the room temperature water.
Then, I added some ice cubes to the glass
At the first sign of condensation on the glass, they were to check the temperature. That temperature is considered the Dewpoint.
At what temperature will drops of water form on the outside of a glass of cold water?
Dewpoint is a measure of humidity but represented as a temperature.
First, we took the temperature of the room temperature water.
Then, I added some ice cubes to the glass
At the first sign of condensation on the glass, they were to check the temperature. That temperature is considered the Dewpoint.
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Whether the Weather Cards
Finally, we reviewed all the vocabulary that we have learned so far studying the weather by playing a matching game with these cards. These are wonderfully illustrated cards. In the pdf, there is a set with word, definition and picture to play a simple matching game with. There are also cards that are either missing the word or the definition is which case you would find the definition to match the word. The latter is what I played with my students today. I gave them an answer key to help them become acquainted with the words, definitions and pictures. |
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What went wrong?
Materials needed to make this homemade hygrometer.
I used the alcohol prep wipe to strip the hair of its oils to use in this experiment.
I used the alcohol prep wipe to strip the hair of its oils to use in this experiment.
I snipped the straw to make it an arrow
I cut a slit in the straw on one end and glued a strand of hair to the straw.
On the other end of the strand of hair, I wrapped the hair around the nail and glued it
I, then, took a smooth nail and nailed it into the straw and the board and worked at loosening the straw as much as I could.
This is the final product and theoretically, it should have worked but I must have went wrong in the design process or you just can't measure humidity with this contraption.
Whether it works or doesn't work, God is always at work
Whether it works or doesn't work, God is always at work
Week 7: Wind Speed
Matthew 8:27 -"And the men marveled saying, "What sort of man is this, that even winds and sea obey him?"
Psalm 107:29 -"He calmed the storm to a whisper."
The title of the devotion today was called 'Blow, Derecho Winds, Blow' from Louie Giglio's book Wonders of Creation.
Derecho is the spanish word for 'straight'. Derecho winds are similar to Tornado winds except that Derecho Winds blow straight and are not funneled like a tornado. A derecho wind is a storm that has winds of at least 58 mph, is 50 miles wide or more and leaves behind at least 240 miles of destruction. Praise the Lord that these winds are not that common because they are awful!
Storms come in all kinds of ways, sometimes a thunderstorm, maybe a tornado, possibly a hurricane, and hopefully never a derecho. Life has storms of all kinds too, some bigger than others but no matter the storm, Jesus can calm that storm, He is still on the throne and He is still in control. Remember in the storm NOT to focus on how big it seems, but on how big your God is that can calm it.
One student shared in class that when he is having a hard day, he will tell his his family that he has cloud over him. I thought this was a great way for him to communicate how he is feeling so that others might understand and be considerate of him. In a way, he is displacing a storm.
Psalm 107:29 -"He calmed the storm to a whisper."
The title of the devotion today was called 'Blow, Derecho Winds, Blow' from Louie Giglio's book Wonders of Creation.
Derecho is the spanish word for 'straight'. Derecho winds are similar to Tornado winds except that Derecho Winds blow straight and are not funneled like a tornado. A derecho wind is a storm that has winds of at least 58 mph, is 50 miles wide or more and leaves behind at least 240 miles of destruction. Praise the Lord that these winds are not that common because they are awful!
Storms come in all kinds of ways, sometimes a thunderstorm, maybe a tornado, possibly a hurricane, and hopefully never a derecho. Life has storms of all kinds too, some bigger than others but no matter the storm, Jesus can calm that storm, He is still on the throne and He is still in control. Remember in the storm NOT to focus on how big it seems, but on how big your God is that can calm it.
One student shared in class that when he is having a hard day, he will tell his his family that he has cloud over him. I thought this was a great way for him to communicate how he is feeling so that others might understand and be considerate of him. In a way, he is displacing a storm.
The book that I showed the students today is called Watching the Weather: Wind by Elizabeth Miles
This book has great photographs, graphs and simple text that the students can easily understand. Since I introduced Wind to the students last week, I would flip to a page and ask a review question, instead of reading word for word. The students did a great job participating.
This book has great photographs, graphs and simple text that the students can easily understand. Since I introduced Wind to the students last week, I would flip to a page and ask a review question, instead of reading word for word. The students did a great job participating.
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When we returned to our seats, they had an information sheet with two ways that we can calculate the wind speed:
1. Beaufront Scale 2. Anemometer I informed them that if there is a light, gentle or fresh breeze, an anemomter can tell you how fast the wind is going but if the wind speed is faster than that, it will be hard to count the revolutions of the anemometer and it is best to then go to the Beaufront scale. I gave the students some practice in class on how to identify wind speed using my folder, an electric fan and a leaf blower. Based on what the device (folder, fan or leaf blower) blew would determine the wind speed based on the Beaufront Scale. |
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When I turned on this fan, it blew their papers off the table. If you look at the notetaking sheet guide, that will tell you that the wind speed of the electric fan was 8-12 mph.
When I turned on the leaf blower, it blew a little harder, enough to blow leaves off a tree which would be 19-24 mph. The students really enjoyed the leaf blower.
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Another factor about wind speed is wind chill. This is when you take the temperature and the wind speed and you get the temperature that it actually 'feels' outside. On their note taking sheet is a chart where if I give them the temperature outside AND the wind speed, they can figure out the wind chill. It is important to be mindful of this especially if you live in the northern regions.
For our final activity, we built an anemometer to see if we could calculate the wind speed at our homes.
Materials:
Four paper cups
2 straws
tape
unsharpened pencil
straight pin
Procedure:
1. Punch holes in the four paper cups
2. Put the straws through the punched holes
3. Tape the two straws together in a cris cross shape
4. Push the straight pin through the center and into the eraser of the unsharpened pencil
Materials:
Four paper cups
2 straws
tape
unsharpened pencil
straight pin
Procedure:
1. Punch holes in the four paper cups
2. Put the straws through the punched holes
3. Tape the two straws together in a cris cross shape
4. Push the straight pin through the center and into the eraser of the unsharpened pencil
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You will want to mark one of the cups with some colored painters tape or with some markers so that you can easily count the revolutions per minute for the wind speed.
This student made a little mark but then quickly realized that it needs to be bigger if she is going to see it quickly as the anemometer is turning. I love when students try something and then adjust accordingly on their own.
This student made a little mark but then quickly realized that it needs to be bigger if she is going to see it quickly as the anemometer is turning. I love when students try something and then adjust accordingly on their own.
The student in the front looking at his watch is timing us for one minute as we count the revolutions from the anemometer in front of the fan.
The fan blows approximately 26 revolutions per minute. We equated this with a Gentle Breeze on our Beaufront scale which is approximately 8-12 mph.
The fan blows approximately 26 revolutions per minute. We equated this with a Gentle Breeze on our Beaufront scale which is approximately 8-12 mph.
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Here is the updated weather log with wind speed added to it.
Week 6: Describing the Wind
Which Way Does the Wind Blow?
"Stand strong. Do not let anything move you. Always give yourselves fully to the work of the Lord. You know that your work in the Lord is never wasted." 1 Corinthians 15:58
Wind is simply moving air and while the trade winds at the equator and the polar winds at the poles blow in the same direction, the winds in between those geographic locations changes directions all the time. The Lord asks us not to be as shifty as the wind, to not say one thing and do another but to be genuine and consistent. If you say that you will do something, do it as unto the Lord.
If you would like to read the full devotion, you can find in Louie Giglio's Indescribable book. It is worth every penny!
"Stand strong. Do not let anything move you. Always give yourselves fully to the work of the Lord. You know that your work in the Lord is never wasted." 1 Corinthians 15:58
Wind is simply moving air and while the trade winds at the equator and the polar winds at the poles blow in the same direction, the winds in between those geographic locations changes directions all the time. The Lord asks us not to be as shifty as the wind, to not say one thing and do another but to be genuine and consistent. If you say that you will do something, do it as unto the Lord.
If you would like to read the full devotion, you can find in Louie Giglio's Indescribable book. It is worth every penny!
Activity #1
We began our science adventures today with an experiment to see what becomes the hottest, fastest. Sand? or Water?
I placed a cup of sand and a cup of water under a lamp with a halogen light bulb. I placed to thermometers in the respective cups and then took the temperatures periodically. This is the first activity on the activity guide here. On the activity guide, it is labeled to take the temperature every 30 seconds, which we did, but we also let it continue while we finished the rest of the activities and came back to it after 15 minutes and 30 minutes to gather more accurate data.
We began our science adventures today with an experiment to see what becomes the hottest, fastest. Sand? or Water?
I placed a cup of sand and a cup of water under a lamp with a halogen light bulb. I placed to thermometers in the respective cups and then took the temperatures periodically. This is the first activity on the activity guide here. On the activity guide, it is labeled to take the temperature every 30 seconds, which we did, but we also let it continue while we finished the rest of the activities and came back to it after 15 minutes and 30 minutes to gather more accurate data.
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This is the data that we collected during the class for Activity #1.
Does sand or water absorb heat faster?
You can see that the results were inconclusive after 90 seconds but you could definitely tell a difference in temperatures after 30 minutes.
Does sand or water absorb heat faster?
You can see that the results were inconclusive after 90 seconds but you could definitely tell a difference in temperatures after 30 minutes.
Activity #2
This demonstration uses a plastic sandwich baggie, water and a candle.
I asked the students what they thought would happen if I placed the baggie of water over the candle.
Some of them said it would evaporate, it would poke a hole in the bag etc.
But actually, water can withstand a lot of heat. Water has an amazingly high specific heat capacity in that it takes a lot of heat energy to raise the temperature of the water even one degree.
How does this protect our earth? Our earth is covered in water and therefore, the water in the atmosphere as well as all over the earth actually protects us from large amount of heat energy the sun gives off.
Water is an amazing creation of our Provider God!!!
This demonstration uses a plastic sandwich baggie, water and a candle.
I asked the students what they thought would happen if I placed the baggie of water over the candle.
Some of them said it would evaporate, it would poke a hole in the bag etc.
But actually, water can withstand a lot of heat. Water has an amazingly high specific heat capacity in that it takes a lot of heat energy to raise the temperature of the water even one degree.
How does this protect our earth? Our earth is covered in water and therefore, the water in the atmosphere as well as all over the earth actually protects us from large amount of heat energy the sun gives off.
Water is an amazing creation of our Provider God!!!
Activity #3
What happens when the air is heated?
The students all cut out spirals to place over another heat producing lamp to see if the spiral would swirl as a result of the light bulb warming the air around it and making it spiral.
This did not work in class because either, the light did not produce enough heat, or there were too many students trying all at the same time. The air was moving, but it wasn't because of the heat being produced by the light. I encouraged them to take their spiral home and try it over a better but safe heat source, maybe a toaster? or toaster oven? Just be sure not to let the paper touch the heat source.
What happens when the air is heated?
The students all cut out spirals to place over another heat producing lamp to see if the spiral would swirl as a result of the light bulb warming the air around it and making it spiral.
This did not work in class because either, the light did not produce enough heat, or there were too many students trying all at the same time. The air was moving, but it wasn't because of the heat being produced by the light. I encouraged them to take their spiral home and try it over a better but safe heat source, maybe a toaster? or toaster oven? Just be sure not to let the paper touch the heat source.
I love using brightly colored and well illustrated science trade books to teach science concepts with. Feel the Wind by Arthur Dorros is one of these books.
This book reinforced the concepts that we were learning through the experiments and demonstrations:
This book reinforced the concepts that we were learning through the experiments and demonstrations:
- Wind is moving air.
- Wind in the atmosphere moves the Sun's heat around the earth.
- Temperature changes in the air also change the amount of pressure in the air
- Wind direction is always described as the direction from which it is coming.
Activity #4
The last activity that we did as a class was make a homemade wind vane so that they could see where the wind is coming from at their house and be able to add this information to their weather log.
The materials that you would need for this are a
After you tape the triangle and square to your straw, it is important to find the balance point on your finger in order to place the pin through that place on the straw so that your wind vane will stay horizontal and not tip up or down.
Finally, at the end of the four activities, there are conclusion sentences to review the information that we learned about wind direction.
The last activity that we did as a class was make a homemade wind vane so that they could see where the wind is coming from at their house and be able to add this information to their weather log.
The materials that you would need for this are a
- pencil
- pin
- straw
- arrow and square template found with the What Causes the Wind Handout found above.
After you tape the triangle and square to your straw, it is important to find the balance point on your finger in order to place the pin through that place on the straw so that your wind vane will stay horizontal and not tip up or down.
Finally, at the end of the four activities, there are conclusion sentences to review the information that we learned about wind direction.
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Here is the updated weather log that includes:
- Appearance of Clouds
- Barometric Pressure
- Temperature
- Wind Direction
Week 5: The Sun
2 Timothy 1:7- "God did not give us a spirit that makes us afraid. He gave us a spirit of power and love and self-control."
Great Balls of Fire! from Louie Giglio's Indescribable was our devotion today introducing us to some fascinating facts about the Sun. The Sun is very large, very hot and very powerful but even more so is our God. And through Jesus Christ as our Savior, we have the power of God. We do not have to be afraid, we take all things to God and He will help us.
Great Balls of Fire! from Louie Giglio's Indescribable was our devotion today introducing us to some fascinating facts about the Sun. The Sun is very large, very hot and very powerful but even more so is our God. And through Jesus Christ as our Savior, we have the power of God. We do not have to be afraid, we take all things to God and He will help us.
We reviewed our four vocabulary words by playing a version of four corners. I placed one of the words on a corner in the room. I read the definition and they had to go to the correct word that matched the definition that I read to them.
- weather- a condition outside at any time or place
- atmosphere- all the air surrounding the earth from the ground to outer space
- air pressure- the force of air pushing down on us
- barometer- a weather instrument that measures the changes in air pressure
There were several facts that I wanted to share with the students about the Sun and this Sun Fact Sheet was perfect for the job.
The facts that are on this sheet are:
All of these facts you can find in this handout. There is a word bank for students to use and an answer key.
The facts that are on this sheet are:
- Psalm 33:6- God breathed out the Sun when He created it on the fourth day of Creation.
- The Sun is a yellow dwarf star,
- It's full of gas,
- It's light takes 8 minutes to reach Earth,
- The Sun's gravity keeps the planets in their orbits (Colossians 1:17),
- It's 93 million miles away from the earth,
- One million earths can fit inside the sun,
- It's 10,000 degrees Fahrenheit on the surface and 27 million degrees Fahrenheit at the center.
- The tilt of the Earth and the revolving of the earth around the sun makes the seasons
All of these facts you can find in this handout. There is a word bank for students to use and an answer key.
To demonstrate how the Earth revolves around the Sun, we made clay earths, drew an equator in the center of a ball of clay, poked a hole in the Northern Hemisphere to represent where we are, and stuck a pencil through the ball of clay. They were to place the pencil at a slight tilt and keep it tilted the same way as they revolved around the lamp. Keeping their eye on the Northern Hemisphere, they could see when it would be summer and winter in the Northern Hemisphere with respect to the Sun
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Finally, for their homework, they were to make and use some mittens to figure out how solar energy is absorbed and reflected. Will the dark mitten absorb or reflect energy? How much hotter would the dark mitten be if we placed thermometers within each mitten and set them out in the sun? Answers to these questions next week! You can grab your Solar Mitten Investigation here. You can also do a version of this for a Science Fair Project.
Week 4: Properties of Air
Philippians 3:9- "Now that I belong to Christ, I am right with God"
When the students walked into the class, we began reviewing the layers of the atmosphere. When we finished reviewing, we read a devotion about the Ozone layer from Louie Giglio's How Great is Our God. These devotionals not only touch on a spiritual lesson but also teach some of the science as well.
For instance, ozone is a gas that is a 'cousin' of oxygen. While oxygen has 2 atoms, ozone has 3. The ozone layer wraps around us to help protect us from UV light. In the same way that the ozone layer wraps around us, keeping harmful rays away from us, Jesus wraps Himself around us to shield us from the wages of sin. Unfortunately, we all sin. Yet God, in His mercy, sent Jesus to die for us taking upon himself the punishment we deserved. Because Jesus did this, we can confess, repent and accept Jesus as our Savior and be born again thereby allowing us to have relationship with Him once again. Jesus' blood protects us like the ozone protects our world.
When the students walked into the class, we began reviewing the layers of the atmosphere. When we finished reviewing, we read a devotion about the Ozone layer from Louie Giglio's How Great is Our God. These devotionals not only touch on a spiritual lesson but also teach some of the science as well.
For instance, ozone is a gas that is a 'cousin' of oxygen. While oxygen has 2 atoms, ozone has 3. The ozone layer wraps around us to help protect us from UV light. In the same way that the ozone layer wraps around us, keeping harmful rays away from us, Jesus wraps Himself around us to shield us from the wages of sin. Unfortunately, we all sin. Yet God, in His mercy, sent Jesus to die for us taking upon himself the punishment we deserved. Because Jesus did this, we can confess, repent and accept Jesus as our Savior and be born again thereby allowing us to have relationship with Him once again. Jesus' blood protects us like the ozone protects our world.
After we finished reviewing, we moved into learning more about air and the properties that it has. I began this by reading a book called Air is All Around You by Franklin M. Branley
The properties of air that we investigated today were:
I set up four different stations so the students could investigate these properties of air. We used a special handout to record our observations as we moved from one station to the next. You can find the investigation sheet here
- Air has weight
- Air takes up space
- Air moves
I set up four different stations so the students could investigate these properties of air. We used a special handout to record our observations as we moved from one station to the next. You can find the investigation sheet here
Station #1- Air has weight
Materials:
In order to see if air really did have weight, I had the students flick a ruler that was hanging off the side of the table. The amount of air pressing down on the ruler was so little, the ruler would just flip and fall to the floor. But when you placed a newspaper on top of the ruler, it was more difficult to flick and flip because the air in the room was pushing down on the larger surface area of the newspaper.
Materials:
- Newspaper
- Ruler
In order to see if air really did have weight, I had the students flick a ruler that was hanging off the side of the table. The amount of air pressing down on the ruler was so little, the ruler would just flip and fall to the floor. But when you placed a newspaper on top of the ruler, it was more difficult to flick and flip because the air in the room was pushing down on the larger surface area of the newspaper.
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Station #2- Air Takes Up Space (has volume)
Materials:
Each student was able to test and see if air took up space. They would take the glass cup and place a dry paper towel in the cup. After that, they would place it straight into the water upside down. The towel would still be dry because the air that is in the cup is taking up space therefore not allowing water to flow into the cup.
Materials:
- Bowl
- Water
- Empty glass cup
- Paper Towel
Each student was able to test and see if air took up space. They would take the glass cup and place a dry paper towel in the cup. After that, they would place it straight into the water upside down. The towel would still be dry because the air that is in the cup is taking up space therefore not allowing water to flow into the cup.
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Station #3- Air moves
Materials:
The students at this station were to make a fan out of the paper they were given. Using this fan they would race their ping pong ball across the floor being careful to not touch the ping pong ball. Air moves when it is pushed by the fan and is able to move other things like ping pong balls. In nature, moving air is called wind and this wind is what gives us waves in the ocean. Air moves waves.
Materials:
- Paper
- Ping Pong Balls
The students at this station were to make a fan out of the paper they were given. Using this fan they would race their ping pong ball across the floor being careful to not touch the ping pong ball. Air moves when it is pushed by the fan and is able to move other things like ping pong balls. In nature, moving air is called wind and this wind is what gives us waves in the ocean. Air moves waves.
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Station #4- Making Homemade Barometers
Materials:
One of the students new vocabulary words was 'barometer' This is a weather instrument that measures the atmospheric pressure or air pressure. Barometers can help us predict whether the weather will be sunny or rainy.
First, I had each student tape a tooth pick to the end of one straw. I then had them cut a slit in the other straw so that their straws would be longer. After the straws were made, I taped them to the can with the balloon cover. To make the can with the balloon cover, you need to cut the neck off the balloon and stretch across the open part of the can.
The idea behind this homemade barometer is that when there is high pressure, the needle (toothpick)would raise on the chart here. If it is a low pressure day, they the needle would be pointing down.
Here is a cool gauge to help you.
Materials:
- Aluminum can (15oz soup can is great!)
- Balloon
- 2 straws
- toothpick
- scissors
- tape
One of the students new vocabulary words was 'barometer' This is a weather instrument that measures the atmospheric pressure or air pressure. Barometers can help us predict whether the weather will be sunny or rainy.
First, I had each student tape a tooth pick to the end of one straw. I then had them cut a slit in the other straw so that their straws would be longer. After the straws were made, I taped them to the can with the balloon cover. To make the can with the balloon cover, you need to cut the neck off the balloon and stretch across the open part of the can.
The idea behind this homemade barometer is that when there is high pressure, the needle (toothpick)would raise on the chart here. If it is a low pressure day, they the needle would be pointing down.
Here is a cool gauge to help you.
I took this picture on the window sill but you do NOT want to place this barometer near the window as it will not work correctly. Being this close to the window, the can is susceptible to measuring both pressure shifts and temperature changes. The sunlight will warm the air inside the can in a process we call the greenhouse effect. When air is warmed, molecules get more excited and further apart, therefore expanding. This may skew your data because the needle will move because of a temperature change inside the can, not an atmospheric pressure change in the area. High pressure means that it is sunny which it is outside but if the air expanding in the balloon is pushing the needle up then you will be thinking the opposite or that it doesn't work at all.
Place this homemade barometer on a counter or desk NOT near a window. |
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Here is a weather log that the students can take home. They would now be observing the weather using air pressure as well.
They can use their homemade barometer and calibrate it with the weather app on a phone.
They can use their homemade barometer and calibrate it with the weather app on a phone.
Week 3: clouds and The Atmosphere
Exodus 13:21- "The Lord showed [the Israelites] the way. During the day he went ahead of them in a pillar of cloud. And during the night the Lord was in a pillar of fire to give them light."
I read a devotion from How Great is Our God by Louie Giglio called 'Look to the Skies'
This devotional was a wonderful introduction into the shapes of clouds. The shapes of the clouds can actually give you clues as to what the weather might be like in a few hours or the next day.
Today we use the clouds to help us predict the weather, but when the Israelites were in the wilderness, the Lord used a cloud to tell them where to go and give them direction.
The point of this devotion is that when you don't know where to go or what to do, seek the Lord while He may be found. He will never turn away a contrite heart and He will tell you which way to go.
I read a devotion from How Great is Our God by Louie Giglio called 'Look to the Skies'
This devotional was a wonderful introduction into the shapes of clouds. The shapes of the clouds can actually give you clues as to what the weather might be like in a few hours or the next day.
Today we use the clouds to help us predict the weather, but when the Israelites were in the wilderness, the Lord used a cloud to tell them where to go and give them direction.
The point of this devotion is that when you don't know where to go or what to do, seek the Lord while He may be found. He will never turn away a contrite heart and He will tell you which way to go.
The three basic types of clouds that I introduced today were:
Cirrus- wispy, horse-tail looking clouds that might mean that there is going to be a change in the weather
Stratus- clouds are together and look like a large blanket, usually grey and mean that precipitation is on the way.
Cumulus- clouds that look like cotton balls and mean that the weather will be good.
I gave them another week of the weather log and a cloud viewer so that they could now describe the clouds they were drawing and hopefully make some connections in observing the weather.
Cirrus- wispy, horse-tail looking clouds that might mean that there is going to be a change in the weather
Stratus- clouds are together and look like a large blanket, usually grey and mean that precipitation is on the way.
Cumulus- clouds that look like cotton balls and mean that the weather will be good.
I gave them another week of the weather log and a cloud viewer so that they could now describe the clouds they were drawing and hopefully make some connections in observing the weather.
Look at this!!! One of my 2nd/3rd grade students is taking notes!!! So awesome!!!
Since this class is larger than my other classes, I found that teaching in stations is the best way to go. I am so very thankful for the moms that give up their time to be in class and help the students in each of the stations.
Station 1- Atmosphere Importance
Each student in the group had a turn of going under a blanket while the other students tossed ping pong balls at them. The blanket represents the atmosphere and how it protects us from objects falling from space as well as insulates us and keeps us warm like a blanket.
Station 1- Atmosphere Importance
Each student in the group had a turn of going under a blanket while the other students tossed ping pong balls at them. The blanket represents the atmosphere and how it protects us from objects falling from space as well as insulates us and keeps us warm like a blanket.
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Station #2- Atmosphere Bracelets
The gases that make up the air in our atmosphere are maybe different than you might think. At least they were to my students.
The air is made up of 5 main gases:
Nitrogen 78%
Oxygen 21%
Argon .9%
Carbon Dioxide and Water Vapor .1%
We took these percentages and made bracelets. 7 beads for Nitrogen, 2 beads for oxygen, 1 bead for Argon and 1 bead for Carbon Dioxide and Water Vapor
The gases that make up the air in our atmosphere are maybe different than you might think. At least they were to my students.
The air is made up of 5 main gases:
Nitrogen 78%
Oxygen 21%
Argon .9%
Carbon Dioxide and Water Vapor .1%
We took these percentages and made bracelets. 7 beads for Nitrogen, 2 beads for oxygen, 1 bead for Argon and 1 bead for Carbon Dioxide and Water Vapor
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Station #3- Making a Cloud in a Jar
This last station, we made a cloud in a jar.
Materials:
In order to make a cloud and in order for there to be clouds in our sky, there has to be something for the condensation to stick to. In our sky, it is dust or pollution. For this demonstration, I lit a match and placed it in the water to create 'dust'. After I did this, I placed ice in the lid of the mason jar and placed it on top. This created a cool 'atmosphere' for the water vapor to condense. After we watched the cloud form inside the jar, we released the cloud into the air.
This last station, we made a cloud in a jar.
Materials:
- a mason jar with lid
- hot water kettle with hot water
- matches
- ice
In order to make a cloud and in order for there to be clouds in our sky, there has to be something for the condensation to stick to. In our sky, it is dust or pollution. For this demonstration, I lit a match and placed it in the water to create 'dust'. After I did this, I placed ice in the lid of the mason jar and placed it on top. This created a cool 'atmosphere' for the water vapor to condense. After we watched the cloud form inside the jar, we released the cloud into the air.
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After everyone finished their stations, I presented the different layers of the atmosphere to the students. My goal for class was to familiarize them with the names of the different layers and what order they are in. However, this resource has pictures of what you might find in each of the layers of the atmosphere as a cut and paste. Each picture is described by the altitude you might find it at.
Here is a list of the pictures to cut and paste and which layer of the atmosphere to place them on.
From left to right along the bottom of the handout:
GPS Satelite- Exosphere
International Space Station- 320 km in the Thermosphere
Hubble Telescope- 240 km in the Thermosphere
Meteor- 75 km burns up in the Mesosphere
Jet Airplane- 9 km can fly in the stratosphere or the troposphere
Tornado- 150m and is in the Troposphere
Clouds- 18km in the Troposphere
Here is a list of the pictures to cut and paste and which layer of the atmosphere to place them on.
From left to right along the bottom of the handout:
GPS Satelite- Exosphere
International Space Station- 320 km in the Thermosphere
Hubble Telescope- 240 km in the Thermosphere
Meteor- 75 km burns up in the Mesosphere
Jet Airplane- 9 km can fly in the stratosphere or the troposphere
Tornado- 150m and is in the Troposphere
Clouds- 18km in the Troposphere
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As a final activity, I had the students 'Hop out of the Atmosphere'
Since everyone had just learned these really big names for the layers of the atmosphere, they stepped slowly into the 'atmosphere'. My hope is that when they return, they will be able to jump into the 'atmosphere' as they come to class.
Since everyone had just learned these really big names for the layers of the atmosphere, they stepped slowly into the 'atmosphere'. My hope is that when they return, they will be able to jump into the 'atmosphere' as they come to class.
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Week 2: Water Cycle and Reading a thermometer
1 Corinthians 3:9 -"We are workers together for God"
Our devotion today for class was called 'Cycling Around'; by Louie Giglio from his book How Great is Our God.
I liked how this devotion explained the different components of the water cycle and then recognized that each job in the water cycle is important. If any one of those jobs was missing, we would not have water. We, too, as part of the Body of Christ, have jobs to do. God has equipped us with the strength, courage, and knowledge to be able to do them. Let's honor the Lord and do our jobs to our best ability for in all honesty, our abilities come from Him.
Our devotion today for class was called 'Cycling Around'; by Louie Giglio from his book How Great is Our God.
I liked how this devotion explained the different components of the water cycle and then recognized that each job in the water cycle is important. If any one of those jobs was missing, we would not have water. We, too, as part of the Body of Christ, have jobs to do. God has equipped us with the strength, courage, and knowledge to be able to do them. Let's honor the Lord and do our jobs to our best ability for in all honesty, our abilities come from Him.
I am so thankful for parents able to assist during class. I was able to have stations today for the students that centered on the Water Cycle.
Station One:
Water Cycle Duck Duck Goose Game
All the tenants of this game were the same EXCEPT the words. Instead of saying 'Duck Duck Goose' they had to go through the Water Cycle. They started with 'Evaporation' then 'Condensation', then 'Precipitation' and when they got to 'Runoff', they were to run around the circle until they got back to their spot at "Collection'. When they sat down, they were to say the word 'Collection'
Station One:
Water Cycle Duck Duck Goose Game
All the tenants of this game were the same EXCEPT the words. Instead of saying 'Duck Duck Goose' they had to go through the Water Cycle. They started with 'Evaporation' then 'Condensation', then 'Precipitation' and when they got to 'Runoff', they were to run around the circle until they got back to their spot at "Collection'. When they sat down, they were to say the word 'Collection'
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Station Two
Water Cycle Matching Cards
At this station, the students were to place all of the cards on the table and take turns finding matches. Once they found the matches to every part of the water cycle they were to place them in order.
We made these Water Cycle cards and they are wonderful to play games with. Should you purchase them, there is a page explaining four different ways you can use them.
Water Cycle Matching Cards
At this station, the students were to place all of the cards on the table and take turns finding matches. Once they found the matches to every part of the water cycle they were to place them in order.
We made these Water Cycle cards and they are wonderful to play games with. Should you purchase them, there is a page explaining four different ways you can use them.
Station Three
Making Water Cycle Baggies
At this station, students were to place a sandwich baggie on top of this printable. The printable is the size of the sandwich baggie so the students can trace the water cycle on the baggie. Along with the picture there are thinking questions that will help them internalize what the water cycle is. A worthy find.
After they finished tracing their baggie, I placed some dyed blue water into the bag. One of the questions asks what color the drops of condensation would be at the top of the bag after they tape their bag to the window and allow the heat of the sun to evaporate the water at the bottom of the bag. We shall find out the answer at our next class.
Making Water Cycle Baggies
At this station, students were to place a sandwich baggie on top of this printable. The printable is the size of the sandwich baggie so the students can trace the water cycle on the baggie. Along with the picture there are thinking questions that will help them internalize what the water cycle is. A worthy find.
After they finished tracing their baggie, I placed some dyed blue water into the bag. One of the questions asks what color the drops of condensation would be at the top of the bag after they tape their bag to the window and allow the heat of the sun to evaporate the water at the bottom of the bag. We shall find out the answer at our next class.
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Reading a thermometer
I think that it is important for students to be able to read a thermometer. At the beginning of class, I passed around two thermometers and asked the students what the temperature in our class is. One student read it and said 60 degrees. It was cold in this room but it wasn't that cold. They did not look at the little marks in between the large numbers of 60 and 70 degrees. The temperature in the room was actually 66 degrees Fahrenheit.
To simplify a little bit more, I had a cup of hot water, tap (room temperature) water, ice water and then a thermometer for the actual temperature of the room.
I would have the thermometer in the cup and ask the students to guess how hot the hot water was, how cold the ice water was and how warm the room temperature water was. After I told them the answer, they were to graph it on their thermometer.
For homework, they are to be keeping a weather log and I added a thermometer to this weeks weather log for them to practice. You can grab this weather log below.
To simplify a little bit more, I had a cup of hot water, tap (room temperature) water, ice water and then a thermometer for the actual temperature of the room.
I would have the thermometer in the cup and ask the students to guess how hot the hot water was, how cold the ice water was and how warm the room temperature water was. After I told them the answer, they were to graph it on their thermometer.
For homework, they are to be keeping a weather log and I added a thermometer to this weeks weather log for them to practice. You can grab this weather log below.
Week 1: The Water Cycle
Colossians 1:16- "For by Him all things were created in heaven and on earth, visible and invisible...all things were created through Him and for Him.
What do you believe the weather to be?
a. patterns of random changes in nature or
b. an intentional system created by an Intelligent Designer
What you believe or know to be true about God will determine your answer.
What do you believe the weather to be?
a. patterns of random changes in nature or
b. an intentional system created by an Intelligent Designer
What you believe or know to be true about God will determine your answer.
Learning about the weather is important because it affects what we do, determines what we wear, affects our decisions, and it apart of what God made and put in place.
What is weather?
Weather is the condition outside at any given time or place.
The recipe for Weather is:
Ingredients:
Water
Air
Earth
Sun
Mix all these ingredients together.
Serves: Everyone on Earth
As we named different ingredients, I had students come to the box and find the ingredient in my box and pull it out.
Weather is the condition outside at any given time or place.
The recipe for Weather is:
Ingredients:
Water
Air
Earth
Sun
Mix all these ingredients together.
Serves: Everyone on Earth
As we named different ingredients, I had students come to the box and find the ingredient in my box and pull it out.
Our discussion of weather naturally led into the Water Cycle.
Next, I placed some ice in a water kettle with a little water so that the students could see how ice turns to water and then evaporates with heat.
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I, then, had the students pair up and play a water cycle game. You can grab these cards here and play Go Fish with these cards or Memory Match. I had the students play Go Fish. Once they received a match, they would place it in the water cycle. They had enough cards to make the Water Cycle twice. Attached to our TPT file is a separate page of 4 activities to do with these cards.
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At the beginning of class, I had asked the students what they wanted to learn about the weather. Most of them wanted to know how to predict the weather.
Our final activity was going outside to observe some of the parts of weather. The more we can observe the weather, the more patterns we can identify and make predictions with.
You can grab this Weather Log here.
For homework, they were to review the water cycle with their game cards and then color and fill in this handout.
Our final activity was going outside to observe some of the parts of weather. The more we can observe the weather, the more patterns we can identify and make predictions with.
You can grab this Weather Log here.
For homework, they were to review the water cycle with their game cards and then color and fill in this handout.
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