what are we going to study the week of september 12 to september 16
Students will differentiate between the states of water and how they relate to the water cycle and weather.
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. b. Identify the temperatures at which water becomes a solid and at which water becomes a gas. c. Investigate how clouds are formed. d. Explain the water cycle (evaporation, condensation, and precipitation). e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail, clouds, and fog).
1. Do we drink the same water that was on earth a million years ago?
2. What form does water take on our earth?
3. What happens daily to the water on earth?
4. How does water change from a solid to a liquid to a gas?
5. How does water change from a gas to a liquid to a solid?
6. How are clouds formed? What is the water cycle?
7. What are forms of precipitation?
8. Why do we use the following weather instruments: rain gauge, thermometer, anemometer, barometer, and wind vane?
9. How do we distinguish between weather and climate?
10. Why do we use symbols on a weather map and what do they mean?
11. How do we know a weather forecast is accurate? Where does water go in a drought?
Differentiate between weather and climate:
How does climate differ from weather?
Weather is the current atmospheric conditions, including temperature, rainfall, wind, and humidity at a given place. If you stand outside, you can see that it's raining or windy, or sunny or cloudy. You can tell how hot it is by taking a temperature reading. Weather is what's happening right now or is likely to happen tomorrow or in the very near future.
Climate, on the other hand, is the general weather conditions over a long period of time. For example, on any given day in January, we expect it to be rainy in Portland, Oregon and sunny and mild in Phoenix, Arizona. And in Buffalo, New York, we're not surprised to see January newscasts about sub-zero temperatures and huge snow drifts.
Some meteorologists say that "climate is what you expect and weather is what you get." According to one middle school student, "climate tells you what clothes to buy, but weather tells you what clothes to wear."
Climate is sometimes referred to as "average" weather for a given area. The National Weather Service uses data such as temperature highs and lows and precipitation rates for the past thirty years to compile an area's "average" weather. However, some atmospheric scientists think that you need more than "average" weather to accurately portray an area's climatic character - variations, patterns, and extremes must also be included. Thus, climate is the sum of all statistical weather information that helps describe a place or region. The term also applies to large-scale weather patterns in time or space such as an 'Ice Age' climate or a 'tropical' climate.
VOCABULARY TO KNOW
water cycle, solid, liquid, gas, evaporation, condensation, precipitation, anemometer, barometer, high pressure, low pressure, humidity, rain gauge, thermometer, temperature, wind vane, weather, climate, clouds, cumulus, nimbus, cirrus, stratus, hail, rain, snow, sleet, dew, fog, meteorologist, front, weather map, weather symbols.
Explain that a multiplicative comparison is a situation in which one quantity is multiplied by a specified number to get another quantity; interpret a multiplication equation as a comparison; for example interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5; represent verbal statements of multiplicative comparisons as multiplication equations.
- I can interpret a multiplication equation as a comparison (e.g. 3 x 6 = 18; 18 = 3 times as many as 6).
- I can represent verbal statements of multiplicative comparisons as a multiplication problem.
- I can tell which quantity is being multiplied and which number tells how many times.
- ESSENTIAL QUESTION: What is a multiplicative comparison?
Multiplication comparisons allow us to quantify the relationship between numbers. Understanding this concept prepares students for working with with fractions and decimals.
Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
- I know division can be creating groups with the same quantity in each group.
- I know division can be putting objects or numbers into an unknown number of groups.
- I know division can be derived through repeated subtraction.
- I know multiplication and division have an inverse relationship.
- I can use models, such as rectangular arrays and area models, to show division concepts and solve division operations.
- I know multiplication and division algorithms.
- I know what the remainder means in a division problem.
- I know how to check if my answer is reasonable.
- I can use the properties of operations to solve division problems.
- I can illustrate and explain which strategy/or model was used to find the quotient.
- I can represent multi-step word problems using equations and a symbol for the unknown.
- I can interpret multi-step word problems and determine the appropriate operation to solve.
- I can use mental math and estimation to determine the reasonableness of an answer.
- I can interpret a remainder based on the context of a problem.
How do these strategies help us determine if our answer is reasonable?
Why is this helpful?
When solving multistep word problems, it is important to select the correct operations and assess the reasonableness of the answer.
There are two snakes at the zoo, Jewel and Clyde. Jewel was six feet and Clyde was eight feet. A year later Jewel was eight feet and Clyde was 10 feet. Which one grew more?