Cloud Worksheet Names Cumulus What does this cloud look like? (Include color, shape, and other details about appearance.) What is this cloud made up of? What kind of weather is found with this cloud type? Where are these types of clouds usually found in the sky? (High, middle, or low) Stratus What does this cloud look like? (Include color, shape, and other details about appearance.) What is this cloud made up of? What kind of weather is found with this cloud type? Where are these types of clouds usually found in the sky? (High, middle, or low) Nimbus What does this cloud look like? (Include color, shape, and other details about appearance.) What is this cloud made up of? What kind of weather is found with this cloud type? Where are these types of clouds usually found in the sky? (High, middle, or low) Cirrus What does this cloud look like? (Include color, shape, and other details about appearance.) What is this cloud made up of? What kind of weather is found with this cloud type? Where are these types of clouds usually found in the sky? (High, middle, or low) Cumulus Picture Stratus Picture Nimbus Picture Cirrus Picture.
SECOND GRADE1 WEEKLESSON PLANS ANDACTIVITIESMath/Science Nucleus
1990,20002WATER CYCLEOVERVIEW OF SECOND GRADEWATERWEEK the water cycle.OCEANSWEEK 2.Interpreting how water is 3.LAB:
1990,20003Students describe waterusing a worksheet.
WATER CYCLE - WATER (2)PRE the water cycle.2.
Exploring the properties of : worksheetglass of waterBACKGROUND:This activity begins students on a journey to understand the water cycle.
Water isa compound composed of the elements hydrogen and oxygen.
Water is one of the mostabundant, widely distributed, and essential substances on Earth.
It occurs in nature assolid (snow, ice), liquid (water), and gas (steam).Water has no taste, no smell, a pouring sound, no shape, and is wet.
You mayhave to explain that some water does have a taste because many municipal water supplieshave been treated with chemicals or may naturally have ions of calcium, magnesium, orfluoride in the water supply and this will give water a slight taste and smell.
Distilled waterhas no taste or smell.Water is made up of the elements hydrogen and oxygen, which are held togethervery tightly.
The hydrogen and oxygen atoms are arranged similar to Mickey Mouse'shead.
Mickey's head would be one oxygen, and his ears would each be a hydrogen.Actually, a water molecule is more like a teddy bear, the hydrogen (the ears) are muchsmaller than the head (oxygen).PROCEDURE:1.
Give each student a glass of water and have them taste, smell, hear, see, andtouch the water.
Use the worksheet for students to record their answers.
You may wantto give students distilled and tap water and see if they can tell the difference.
If you comefrom a different city with a different water supply you may want students to compare.Math/Science students why water is important.
List their answers on the board.
Theanswers should include the following: IMPORTANCE OF WATER TRAVEL (BOAT) GROW (PEOPLE, PLANTS, ANIMALS) WASH HELP IN MANUFACTURING PRODUCTS3.
After you develop and discuss this list with students ask them if we could livewithout water.
No, without water we would die as both a people and a planet.
Emphasizethat we are referring to fresh water and not salt water.
1990,20005WATER CYCLE - WATER (2)
PREother words that mightMath/Science Nucleus
1990,20006Students test which solutionmakes the best bubbles.WATER CYCLE - WATER ( properties of water.2.
Experimenting with different soap mixtures.VOCABULARY:surface tensionwaterMATERIALS:bubble trumpetsfood coloringsugardifferent dishwashing liquidsBACKGROUND:The Water Cycle explains interactions between the atmosphere, hydrosphere, of water from the oceans, seas, rivers, and streams into theatmosphere produce precipitation.Water is a transparent, odorless, tasteless liquid composed of the elementshydrogen and oxygen
.It is a very good solvent, meaning that many substances candissolve in it easily.
Water is important to our lives, and without it we could not live.
In fact,there are no living creatures that can live without water.
Water most probably originatedon this planet as gases were being emitted from volcanoes.
The Earth's atmospherecaptured this water and has continuously recycled it throughout time, in what is called thewater cycle.
Water evaporates and forms clouds; the clouds provide rain and snow, whichis collected in rivers, lakes, underground reservoirs, and oceans that are the source forfurther evaporation.
Water is that perfect substance for the water cycle, because it has ahigh boiling point and a low freezing point.Water's surface tension (the ability of a substance to stick to itself) makes it anexcellent substance to float heavy objects upon.
Water not only sticks to itself, but also toother surfaces, and this allows it to move against gravity, which is very important to plantswhen transporting water form the soil to their leaves.
This upward motion is known ascapillarity or capillary movement.Math/Science in this lab will experience bubbles from different liquids.
This is a fun labfor students, but we recommend that you do this activity outside and maybe just before thestudents go home.
Just in case students get a little damp! 1.
Each pair of students receives one bubble trumpet or any other instrument thatcan produce bubbles.
Straws also make excellent bubble makers! (We suggest straws ifyou have to do this activity inside.) 2.
Have three buckets, each with a different bubble solution.
Students will testdifferent types of solutions, to see which one produces the best bubbles.
You should pre-mix the solutions.
You may want to put different food coloring in the unknowns for studentsto easily identify each mixture.
We suggest the following mixtures: unknown #1 = bucket of plain water unknown #2 = dishwashing liquid + water (equal parts) unknown #3 = dishwashing liquid + water + a little salt and sugar 3.
Before you have the students test the mixtures, we suggest you go over how tomake a bubble, especially if you are using bubble trumpets.
Hold the trumpet about 2 cmaway from lips and direct a small stream of air into the mouthpiece.
You are forcing theair from your mouth into the trumpet creating a suction that pulls surrounding air along withit into the trumpet.
They do not need to put their mouth on the trumpet, and they do nothave to blow hard.
Students will discover that plain water does not make bubbles.
Plain water hastoo much surface tension, so it cannot form a bubble.
Soap tends to work its way inbetween the water molecules on the surface of the bubble (between Mickey Mouses ears),thus reducing surface tension and allowing the outs
SECOND GRADE 1 WEEKLESSON PLANS ANDACTIVITIESMath/Science Nucleus
1990,20002WATER CYCLEOVERVIEW OF SECOND GRADEWATERWEEK 1.POST:
Analyzing the water cycle.OCEANSWEEK 2.Interpreting how water is 3.POST:
1990,20003 Students use their experience todetermine local climate.WATER CYCLE - WEATHER (2)PRE LABOBJECTIVES:1.
Comparing climate and weather.2.
Explore the local makerInternetBACKGROUND: Weather and climate may be confusing to students at this age.
Climate is theoverall weather patterns over time in certain regions.
Weather usually refers to thesituation at one given time.
Climates are different in different locations.Climate is determined by analyzing yearly charts of surface weather patterns, upperwind patterns, high and low temperatures, and precipitation.
There are many areas wheretopography or the relief of the surrounding area influences what is called microclimate.For instance being close to a mountain can make the climate more windy, than acommunity that lives away from the mountain.
Distinguish for students that seasons arecaused by the angle of the Suns ray caused by the Earths tilted axis.
The seasonsinfluence the general climate, but mountains, land, and vegetation also exert an of this activity is to have students think about the climate in their ownlocal area..
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