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Contents

• Introduction
• Kit Topics
• Objectives
• Themes and Concepts
• District Standards
• Assessment

Introduction

The Air and Weather unit is a Full Option Science System (FOSS) kit created by the Lawrence Hall of Science at the University of California, Berkeley. It is published by Delta Education.

The Air and Weather kit involves students in monitoring weather. They explore properties of air using plastic syringes and tubes to find that air takes up space and builds up pressure when compressed. Students construct devices that use air to function-parachutes, propellers, balloon rockets, gliders, pinwheels, streamers, wind socks, kites, and whirligigs.

Kit Topics

Activity 1: Observing Weather

Part 1: Weather Journals

Part 2: Weather Calendars

Part 3: Record Temperature

Part 4: Measure the Wind

Part 5: Rain Gauges and Clouds

Part 6: Weather Graphs

Activity 2: Air Explorations

Part 1: Exploring Air

Part 2: Syringes and Tubes

Part 3: Syringes, Air, and Water

Part 4: Bubbles

Activity 3: Using Air

Part 1: Parachutes

Part 2: Propellers

Part 3: Balloon Rockets

Part 4: Gliders

Part 5: Build Your Own Air User

Activity 4: Wind Catchers

Part 1: Streamers

Part 2: Pinwheels

Part 3: Wind Socks

Part 4: Wind Vanes and Kites

Part 5: Whirligigs

Objectives

Students are expected to:

• develop an interest in air and weather.
• observe and describe the changes that occur in weather over time.
• become familiar with instruments used to monitor weather conditions.
• compare weather conditions using a bar graph.
• experience air as a fluid that takes up space and can be compressed into a smaller space.
• observe the force of air pressure pushing on objects.
• observe and compare how moving air interacts with objects.
• organize and communicate observations through drawing and writing.
• acquire the vocabulary associated with properties of air and weather conditions.
• gain early experiences that will contribute to the understanding of several pervasive themes that relate one scientific idea to another: Pattern, Interaction, and Change.

Themes and Concepts

Activity 1: Observing Weather

Themes:

• Pattern
• Change

Concepts:

• Weather changes over time.
• Temperature, wind speed, precipitation, and cloud types are components of the weather that can be described.
• Thermometers measure temperature.
• Anemometers measure wind speed.
• Rain gauges measure rainfall.

Activity 2: Air Explorations

Themes:

• Change
• Interaction

Concepts:

• Air is real and occupies space. 
• Air can be compressed into a smaller space.
• Air can move objects.
• Air can be captured in balloons, bubbles, and other containers.

Activity 3: Using Air

Themes:

• Pattern
• Change
• Interaction

Concepts:

• Air can slow the fall of objects.
• Moving air can turn a propeller.
• Air expelled through the opening of a balloon can propel the balloon.
• Air allows some objects to glide through the air without falling.

Activity 4: Wind Catchers

Themes:

• Pattern
• Change
• Interaction

Concepts:

• Wind is moving air.
• Wind can cause some devices to operate.

District Standards

The Air and Weather kit meets the following State/District Standards:

Standard 1. Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations. (1.a., 1.b., 1.c., 1.d.)

Standard 2. Students know and understand common properties, forms, and changes in matter and energy (2.1.a., 2.1.b., 2.2.a., 2.2.b., 2.3.a., 2.3.c.)

Standard 4. Students know and understand the processes and interactions of earth's systems and the structure and dynamics of earth and other objects in space. (4.2.a., 4.2.b., 4.2.c., 4.4.c.)

Standard 5. Students know and understand interrelationships among science, technology, and human activity and how they can affect the world. (5.d.)

Standard 6. Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations. (6.a., 6.c., 6.d.)

Assessment

Ongoing Assessment procedures are used to review the learning that has taken place and to give evidence of what students have learned or what they can do. Opportunities for assessing student advancement are presented in the context of the step-by-step plans and the suggested Home and School Extensions. What the children do, what they communicate, and the way they express themselves all contribute to understanding the learning that has taken place. The practices promoted in the FOSS program encourage students to express their learning in their most effective mode--writing, speaking, drawing, or building.

Four areas to assess

1. doing science
2. effective use of science thinking processes
3. ability to communicate understanding of science
4. use of precise science vocabulary

Assessment activities

The FOSS assessment activities are embedded in the context of the science instruction activities and extensions. Within the lesson plans there are check icons in the sidebars along with notes describing how to check student progress.

This web page is maintained by Joan E. Grant.

Dr. Terry Bishop, Superintendent
Cheryl L. Goodyear-DeGeorge, Science Supervisor