Lesson 6 Open Science Ed Weather

Lesson 6 Open Science Ed Weather

By Mr. Mac and Mrs. Gaspar - Open Science Ed

Open Ended

What do you notice about this cloud? Type as many things as you notice. Where is the hail falling from?

Think - Pair - Share

How does a hail cloud compare to the other clouds?​

Open Ended

What do you notice about the structure of the hail cloud? How does it compare to the other clouds?

Think - Pair - Share

What do we know about the temperature of the air at different heights of a cloud?

How might this be related to the formation of hail?

This shows how some different clouds forms over the course of the day. When we finish watching we will discuss what we noticed.

Keep track of any patterns you see in the motion of the air as this type of cloud forms.

Formation of a Hail Cloud

As we pause at each point -

Where is the air rising?

When does it stop?

When does it sink?​

We play the video again and pause it at 0:20, 0:32, 0:36, 0:41, 0:48, 0:58

Formation of a Hail Cloud

Directions

1. Use upward-pointing arrows to label spots in the hail cloud where you saw air moving upward.

2. Use an “x” to label any spots in the hail cloud where you saw air that had been rising stop moving upward.

3. Use downward-pointing arrows to label any spots in the hail cloud where you saw air moving downward.

​

Draw

1. Use upward-pointing arrows to label spots in the hail cloud where you saw air moving upward.

2. Use an “x” to label any spots in the hail cloud where you saw air that had been rising stop moving upward.

3. Use downward-pointing arrows to label any spots in the hail cloud where you saw air moving downward.

Draw

1. Use upward-pointing arrows to label spots in the hail cloud where you saw air moving upward.

2. Use an “x” to label any spots in the hail cloud where you saw air that had been rising stop moving upward.

3. Use downward-pointing arrows to label any spots in the hail cloud where you saw air moving downward.

Draw

1. Use upward-pointing arrows to label spots in the hail cloud where you saw air moving upward.

2. Use an “x” to label any spots in the hail cloud where you saw air that had been rising stop moving upward.

3. Use downward-pointing arrows to label any spots in the hail cloud where you saw air moving downward.

Draw

1. Use upward-pointing arrows to label spots in the hail cloud where you saw air moving upward.

2. Use an “x” to label any spots in the hail cloud where you saw air that had been rising stop moving upward.

3. Use downward-pointing arrows to label any spots in the hail cloud where you saw air moving downward.

Draw

1. Use upward-pointing arrows to label spots in the hail cloud where you saw air moving upward.

2. Use an “x” to label any spots in the hail cloud where you saw air that had been rising stop moving upward.

3. Use downward-pointing arrows to label any spots in the hail cloud where you saw air moving downward.

Draw

1. Use upward-pointing arrows to label spots in the hail cloud where you saw air moving upward.

2. Use an “x” to label any spots in the hail cloud where you saw air that had been rising stop moving upward.

3. Use downward-pointing arrows to label any spots in the hail cloud where you saw air moving downward.

Open Ended

Quiz Question 1: What caused this upward movement of air in the cloud?

Write everything you know and write in complete sentence with as many details a possible.

Open Ended

Quiz Question 2: Why does this type of cloud motion tend to happen more on sunny days?

Write everything you know and write in complete sentence with as many details a possible.

Open Ended

Quiz Question 3: Why did the rising air in the cloud eventually stop rising (or start falling)?

Write everything you know and write in complete sentence with as many details a possible.

Open Ended

Quiz Question 4: Why do hailstorms tend to happen more in the summer than the winter?

Write everything you know and write in complete sentence with as many details a possible.

Open Ended

Quiz Question 5: Were our clouds correct in our initial model? Why or why not?

Write everything you know and write in complete sentence with as many details a possible.

Think - Pair - Share

Imagine you could compare what is in the air at locations A, B, and C: What might be the same? What might be different?

Open Ended

Imagine you could compare what is in the air at locations A, B, and C: What might be the same? What might be different?

Draw

Brain Break: Draw a Mask

-Your lovely teachers

Close your computers, put them away and prepare your brains for close reading and reciprocal teaching