Peachtree City, GA

Weather Forecast Office

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	..	Earth Science - Weather
		A resource for teachers and their students Focus on Georgia Performance Standards for Earth Science - Weather
		Content: Grade 4 \|\| Grade 6 \|\| More Resources
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S4E3

Differentiate between states of water and how they relate to the water cycle and weather.

CONTENT

a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid.: https://www.eo.ucar.edu/kids/sky/water1.htm
b. Identify the temperatures at which water becomes a solid and at which water becomes a gas.
c. Investigate how clouds are formed.: https://www.weather.gov/jetstream/clouds_intro; https://www.eo.ucar.edu/kids/sky/water1.htm (scroll down); Cloud types...https://scied.ucar.edu/webweather/clouds/cloud-types; Cloud chart...https://www.weather.gov/media/owlie/cloud_chart.pdf
d. Explain the water cycle (evaporation, condensation, and precipitation).: https://www.weather.gov/jetstream/hydro; https://scied.ucar.edu/longcontent/water-cycle; http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hyd/home.rxml; https://svs.gsfc.nasa.gov/11054
e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail, clouds, and fog).: https://www.eo.ucar.edu/basics/wx_2_b.html; http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/cldtyp/home.rxml; Hail... https://www.weather.gov/jetstream/hail

TASKS

Research different forms of precipitation and sky conditions to explain rain, snow, sleet, hail, clouds, and fog.

https://www.weather.gov/jetstream/precip

Demonstrate how water changes states from solid (ice) to liquid (water) to gas (vapor) and changes from gas to liquid to solid. Use a thermometer that can measure temperatures at each of the state changes (below 0° Celsius and above 100° Celsius) and record at what temperature liquid water becomes ice or vapor. Diagram the water cycle depicting different states of matter and temperature changes.

Evaporation: http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hyd/evap.rxml; https://www.weather.gov/jetstream/hydro
Condensation: http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hyd/cond/home.rxml; https://www.weather.gov/jetstream/hydro
Precipitation: https://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hyd/prcp.rxml; https://www.weather.gov/jetstream/hydro

Investigate how clouds are formed. Keep a record to match the kind of cloud with the weather conditions and predict weather by observing cloud types.

https://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/home.rxml

https://www.weather.gov/jetstream/clouds_intro

Write a story about the journey of a drop of water through the water cycle.

https://www.weather.gov/jetstream/hydro

http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hyd/smry.rxml

Wet a portion of a sidewalk or chalkboard with a wet paper towel. Observe changes in the surface as it dries. Repeat this and time how long it takes for the water to disappear or evaporate. Then fan the wet area or use a hair dryer to see if the water evaporates at a different rate.

https://www.usgs.gov/special-topic/water-science-school/science/evaporation-and-water-cycle?qt-science_center_objects=0#qt-science_center_objects

https://en.wikipedia.org/wiki/Evaporation

Try other areas and conditions to observe the changes in evaporation when the weather is hotter. (The temperature is higher.)

S4E4

Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes.

CONTENT

a. Identify weather instruments and explain how each is used in gathering weather data and making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer).: https://www.isws.illinois.edu/statecli/instruments/weather_instruments.htm
b. Using a weather map, identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions.: Fronts... http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/af/home.rxml; https://eo.ucar.edu/kids/sky/air5.htm
c. Use observations and records of weather conditions to predict weather patterns throughout the year.: https://www.research.noaa.gov/k12/html/forecasting2.html
d. Differentiate between weather and climate.: What is climate? http://eo.ucar.edu/kids/green/what1.htm

TASKS

Collect and chart weather data using weather instruments such as thermometer, wind vane, anemometer, barometer, and rain gauge. Compare data seasonally throughout the year to note changes of weather data. For example, you could graph the temperatures for a week in August or September, a week in November or December, a week in February or March, and a week in April or May and compare.: https://weather.gov/ffc/pastobs; http://weather.uwyo.edu/surface/meteorogram/
Use a wind sock, or make a wind speed detector. Tape strips of tissue paper to the end of a pencil. Hold it up to detect wind. A common wind speed instrument used to calculate wind speed is an anemometer. A common wind scale is Beaufort Wind Scale.: Wind Speed Anemometer... https://en.wikipedia.org/wiki/Anemometer; Beaufort Wind Scale... http://www.spc.noaa.gov/faq/tornado/beaufort.html
Record the wind speed and direction for a period of time. Compare your data to the information given by weather forecasters in newspapers, radios, internet, and television reports.: https://weather.gov/ffc/pastobs
Cut a circle (10 cm diameter) out of paper. Cut the circle into a spiral. Tie a piece of thread to the middle end of the spiral of paper. Hold it over a heat source such as a light bulb. Note the movement. Move the spiral away from the heat source. Note the movement. Relate this movement of heated and cooled air to explain wind patterns.: https://www.weather.gov/jetstream/wind

Resource information:
Beaufort Wind Scale: https://www.stormfax.com/beaufort.htm
How to make an anemometer: https://www.teachengineering.org/activities/view/cub_energy2_lesson07_activity1

Observe, record, and interpret weather conditions to predict weather patterns. Keep a class weather journal or class weather calendar periodically throughout the year:

http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/fcst/home.rxml

http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/fcst/sfc/ofrnt.rxml

Seasonal weather charts

http://www.cpc.ncep.noaa.gov/

https://weather.gov/ffc/outlooks

Daily weather maps in a sequence to search for patterns

http://www.wpc.ncep.noaa.gov/dailywxmap/index.html

http://www.wpc.ncep.noaa.gov/dwm/dwm.shtml

http://www.spc.noaa.gov/obswx/maps/

Data you collect from weather instruments (thermometer, wind vane, rain gauge)

Media weather reports (television, radio)

Weather Channel https://weather.com

Atlanta: FOX5-TV https://www.fox5atlanta.com/weather; WGCL-TV https://www.cbs46.com/weather/; WSB-TV https://www.wsbtv.com/weather; WSB Radio https://www.wsbradio.com/weather/; WXIA-TV https://www.11alive.com/weather
Augusta: NBC-TV https://www.wrdw.com/nbc26; WJBF-TV https://www.wjbf.com/weather/; WRDW-TV https://www.wrdw.com/weather
Columbus: WLTZ-TV https://www.wltz.com/weather/; WRBL-TV https://www.wrbl.com/weather/; WTVM–TV https://www.wtvm.com/weather/
Macon: FOX24-TV https://wgxa.tv/weather; WMAZ-TV https://www.13wmaz.com/weather; WMGT-TV https://41nbc.com/; WGXA-TV https://wgxa.tv/weather
Savannah: WSAV-TV https://www.wsav.com/weather/; WTOC-TV https://www.wtoc.com/

Events such as thunderstorms, tornadoes, hurricanes, blizzards, etc.

Hurricanes http://www.nhc.noaa.gov/

Thunderstorms/Tornadoes http://www.spc.noaa.gov/products/

Georgia Thunderstorms/Tornadoes https://weather.gov/ffc/warnings

Use the information you collect about weather events to inform others about severe weather and steps to take in the event of severe weather.: https://www.nssl.noaa.gov/edu/safety/; https://www.redcross.org/disaster/safety/guide.html; https://weather.gov/ffc/swaw08_main
Chart and graph the weather data you collect. Match your findings with the data on other weather reports.: https://scied.ucar.edu/webweather/thunderstorms/make-weather-forecast
Use your observations, journal entries, weather maps, and other data to make predictions about the weather. Explain what information you used to make your prediction. Compare the accuracy of your predictions to the predictions of weather forecasters. Explain the similarities and differences of the predictions in terms of accuracy.: https://scied.ucar.edu/webweather/thunderstorms/make-weather-forecast
Construct simple weather instruments to collect measurements. Compare your homemade instrument measurements with weather reports. Draw conclusions about the accuracy of your instruments and the measurements.: Current reports… https://weather.gov/ffc/conds
Invite a local weather forecaster or meteorologist to discuss weather data, weather maps, and/or weather forecasting.: https://www.weather.gov/ffc/contact (WFO Peachtree City/Atlanta); https://www.weather.gov/tae/tae_info (WFO Tallahasee, FL); https://www.weather.gov/jax/staff (WFO Jacksonville, FL); https://www.weather.gov/cae/contact.html (WFO Columbia, S.C.); https://www.weather.gov/chs/office (WFO Charleston, S.C.); gsp.webmaster@noaa.gov (WFO Greenville-Spartanburg, S.C.); Please note which NWS office services your county. You can also invite TV/Radio/media meteorologists. See list above.
Use the seasonal weather charts (temperature highs and lows; precipitation, etc.) to draw conclusions about weather patterns and seasonal changes in your region of Georgia compared to weather patterns and seasons in other parts of Georgia and other parts of the United States. Relate your conclusions about weather patterns and seasonal changes to the climate of your area. Explain the difference between weather and climate.: http://www.cpc.ncep.noaa.gov/; https://weather.gov/ffc/outlooks; https://ww2010.atmos.uiuc.edu/(Gh)/guides/crclm/act/home.rxml

Grade 6

S6E3

Students will recognize the significant role of water in earth processes.

CONTENT

a. Explain that a large portion of the Earth’s surface is water, consisting of oceans, rivers, lakes, underground water, and ice.: https://www.weather.gov/jetstream/ocean_intro
b. Relate various atmospheric conditions to stages of the water cycle.: https://www.srh.weather.gov/jetstream/atmos/hydro.htm; https://www.srh.weather.gov/jetstream/atmos/hydro_cycle.htm
c. Describe the composition, location, and subsurface topography of the world’s oceans.: https://www.weather.gov/jetstream/ocean_intro; https://www.weather.gov/jetstream/layers_ocean
d. Explain the causes of waves, currents, and tides.: https://www.weather.gov/jetstream/circulation; https://www.weather.gov/jetstream/waves; https://www.weather.gov/jetstream/tides

S6E4

Students will understand how the distribution of land and oceans affects climate and weather.

CONTENT

a. Demonstrate that land and water absorb and lose heat at different rates and explain the resulting effects on weather patterns.: https://www.weather.gov/jetstream/seabreeze
b. Relate unequal heating of land and water surfaces to form large global wind systems and weather events such as tornadoes and thunderstorms.: https://www.weather.gov/jetstream/seabreeze; https://www.weather.gov/jetstream/ingredient; https://www.weather.gov/jetstream/circ
c. Relate how moisture evaporating from the oceans affects the weather patterns and weather events such as hurricanes.: https://www.weather.gov/jetstream/tc