A WebQuest for grades 2-3 (Science)
By D. Parra
A WebQuest for grades 2-3 (Science)
By D. Parra
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There are different type and patterns of clouds in the sky. Cloud names come from standard categories. For example: Cumulus, Stratus, Nimbus, Cirrus. But they do share the same names. They can be called Cirrostratus, Stratocumulus, and so on. For this project we will just use standard names to describe the clouds we see. When we begin to study the sky we will try to answer several questions. Do the types of clouds deterimine the weather and temperature? Can we predict temperatures by studying the clouds?
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Each group should view pictures of the many different varieties of clouds. To do this please visit the following web pages for some great explanations of what a cloud is and to see what the different clouds looks like. Take notes that you think might help you during this project. You will need to make a key or chart of each cloud, so that you can use it when you observe the clouds over the next two weeks. This "key" will be posted with your other data in the final graph at the end of the two week period.
Cloud Catalog (By Dept. of Atmospheric Sciences Univ. of Ill. at Urbana-Champain.)
Dan Satterfield- Weather Page for kids This site can answer all kinds of weather questions, and you can click on Clouds, for great cloud information.
All About Clouds ( By USA Today)
The Weather Channel Glossary. For a definition of weather words please visit this site.
Ask Jeeves for Kids If you have a sky or cloud question you can't find an answer to, go to Ask Jeeves and type in your question. See what you will find.
In groups, you will be exploring the diferent cloud patterns and tracking temperature on a daily basis. You will be given a sheet for collecting your "sky" information (data.) You will use this sheet everyday to collect information on date, time, cloud pattern (Nimbus, Stratus, Cumulus, or Cirrus) temperature and, a description of the sky. The description codes are, for example: S/PC =Sunny/Partly Cloudy; S/C = Sunny/Cloudy; S/NC = Sunny/No Clouds; or D/RC = Dim/Rain Clouds. If you need help determining name or pattern of cloud, you may also visit some of the websites listed in the Task section. On the first day of data collecting you will need to writed down your hypothesis. What do you think you will find out by doing this activity?
To get temperature information you will visit the sites listed below in Resources. To see the cloud pattern, the teacher will allow groups to go outside to collect their data beginning at 12:00 (noon.) At the end of each week you will need to put your data into a chart using the poster board provided by the teacher. When the two week time period is up you will need to answer these questions as a group and post the answers on your chart. You will also need to post the cloud key that was used by your group.
1. Do the clouds patterns change everyday?
2. Do cloud patterns help to tell us what the temperature will be like?
3. What did you find the most interesting part of this study?
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The Weather Channel (This link should already be set to Phoenix)
USA Today Weather Station (This link should be set to Phoenix)
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You will be graded on the following areas:
Is your data sheet filled out completely?
Is the group chart organized and easy to read?
Is there a key to the graph or chart?
Are there answers for final questions?
Are there any spelling mistakes?
TopThink about what you have learned and what you have seen over the past two weeks. In your Science Journal, please think about this project and answer the following questions.
Do you think you have learned more about the sky and clouds?
Did this experiment make you wonder about anything else you might be able to research?
What did you enjoy or find the most interesting about this activity?
If you could do this again, what would you change or do differently?
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State Life Science Standards
1SC-F3. Identify and record changes and patterns of changes in a familiar system.
PO 1. Describe changes and patterns of changes in a familiar system
PO 2. Record changes and patterns of changes in a familiar system
1SC-E1. Identify a question, formulate a hypothesis, control and manipulate variables, devise experiments, predict outcomes, compare and analyze results and defend conclusions.
Technology Standards
Read and follow directions in a technology instruction manual to construct a model or product .
Participate in a student think tank simulation to solve a technology-based problem.
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