Lesson 6 Open Science Ed Weather
Presentation
•
Science
•
6th - 8th Grade
•
Easy
Standards-aligned
Mr. Mac
Used 16+ times
FREE Resource
8 Slides • 15 Questions
1
By Mr. Mac and Mrs. Gaspar - Open Science Ed
2
Open Ended
What do you notice about this cloud? Type as many things as you notice. Where is the hail falling from?
3
How does a hail cloud compare to the other clouds?
4
Open Ended
What do you notice about the structure of the hail cloud? How does it compare to the other clouds?
5
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?
6
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
7
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
8
Use upward-pointing arrows to label spots in the hail cloud where you saw air moving upward.
Use an “x” to label any spots in the hail cloud where you saw air that had been rising stop moving upward.
Use downward-pointing arrows to label any spots in the hail cloud where you saw air moving downward.
9
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.
10
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.
11
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.
12
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.
13
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.
14
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.
15
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.
16
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.
17
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.
18
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.
19
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.
20
Imagine you could compare what is in the air at locations A, B, and C: What might be the same? What might be different?
21
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?
22
Draw
Brain Break: Draw a Mask
23
-Your lovely teachers
By Mr. Mac and Mrs. Gaspar - Open Science Ed
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