Weather Patterns
Lesson 1.6: Explaining Surface Water and Rain in Galetown
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One of the claims that is used to explain the severe rainstorms in Galetown is this: The lake that was built near Galetown caused it to have more severe rainstorms.
Do you think the lake is affecting the amount of rain in Galetown?
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Explain your answer using evidence from the table above.
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Activity 1
Weather Patterns: Lesson 1.6
These are our three claims about why the storms in Galetown have become more severe.
You just considered Claim 1, and later, you’ll consider the others.
What caused Galetown to have more severe rainstorms?
Claim 1: The lake that was built near Galetown caused it to have more severe rainstorms.
Claim 2: Warmer weather caused Galetown to have more severe rainstorms.
Claim 3: Stronger winds caused Galetown to have more severe rainstorms.
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Activity 2
Weather Patterns: Lesson 1.6
You will use a routine called Word Relationships to help you to reflect on the learning you have done in this chapter, using scientific language.
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Activity 2
Weather Patterns: Lesson 1.6
You will use these words to create sentences that explain what causes the rainfall in Galetown.
It will help prepare you to explain this to the people of Galetown.
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Activity 2
Weather Patterns: Lesson 1.6
I’ll model how to create a sentence using two of the words.
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Word Relationships Routine
Activity 2
Weather Patterns: Lesson 1.6
Make Sentences�Use at least two of the words on the cards to create sentences that explain what causes the rainfall in Galetown. You do not have to use all the words, and can use words more than once.
Take Turns�In your group of four, take turns as both the speaker and listener.
Create More Than One Sentence�There are many ways to answer the Chapter 1 Question, and you will need to create more than one sentence.
air parcel
energy
water vapor
temperature
transfer
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Activity 3
Weather Patterns: Lesson 1.6
Let’s look at some data from two storms in Galetown.
Storm 1 happened before the lake was created, and Storm 2 happened after.
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Investigation Notebook pgs 32–34
Activity 3
Weather Patterns: Lesson 1.6
To show if the lake is affecting the amount of rain in Galetown, you will create models of these two rainstorms.
You’ll use a separate sheet for each storm.
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Activity 3
Weather Patterns: Lesson 1.6
You’ll complete the diagrams by filling in the dotted sections to show your understanding.
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Activity 3
Weather Patterns: Lesson 1.6
The Modeling Tool Key will help you decide what arrows and labels to use in your models.
Let’s review the categories and options in the key.
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Investigation Notebook pgs 32–34
Activity 3
Weather Patterns: Lesson 1.6
Complete your models of Storm 1 and Storm 2.
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© The Regents of the University of California. All rights reserved.
Activity 3
Weather Patterns: Lesson 1.6
Reflect on what you learned in this chapter and the models you created.
Do you think the lake caused more severe rainstorms in Galetown? Explain your answer.
What caused Galetown to have more severe rainstorms?
Claim 1: The lake that was built near Galetown caused it to have more severe rainstorms.
Claim 2: Warmer weather caused Galetown to have more severe rainstorms.
Claim 3: Stronger winds caused Galetown to have more severe rainstorms.
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Activity 4
Weather Patterns: Lesson 1.6
For this activity, you will write to the people of Galetown to explain how the lake caused more severe rainfall in their town.
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Use evidence you were given today about Galetown to write a short explanation to support the claim: The lake that was built near Galetown caused it to have more severe rainstorms. You may use the words from the word bank, above, to help you with your argument.
If you don’t believe that the evidence you were given supports this claim, you can make another claim and write an explanation to support it. If you choose to do this, you must include evidence in support of your new claim.
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Weather Patterns: Lesson 1.6
End of Lesson
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Weather Patterns
Lesson 2.1: Air Parcels in the Troposphere
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Investigation Notebook pg 40
Activity 1
Weather Patterns: Lesson 2.1
Let’s review your responses to the Warm-Up.
Which statement did you choose to describe how the sun heats the air?
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Activity 2 - Screen 1
Weather Patterns: Lesson 2.1
We figured out that the new lake in Galetown is adding to the amount of rain. However, the rainfall still varies from storm to storm.
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Chapter 2 Question
Weather Patterns: Lesson 2.1
Activity 2 - Screen 1
Why is the amount of rain in Galetown different from storm to storm?
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Weather Patterns: Lesson 2.1
Activity 2 - Screen 1
We know rain can happen when an air parcel loses energy and cools, making water vapor condense.
We also know the more an air parcel cools, the more rain can happen.
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Weather Patterns: Lesson 2.1
Activity 2 - Screen 1
To find out more about Galetown’s severe rainfall, we will investigate this question:
Investigation Question:�What determines how much an air parcel will cool?
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Weather Patterns: Lesson 2.1
Activity 2 - Screen 1
We know that when a parcel is surrounded by colder air, the air parcel’s temperature cools.
Let's test some air parcels with different temperatures in the Sim.
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Weather Patterns: Lesson 2.1
Activity 2 - Screen 1
You will create air parcels with:
I’ll show you how to do the first one.
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Weather Patterns Simulation
Open the
25 MIN
Weather Patterns: Lesson 1.2
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Investigation Notebook pg 41
Weather Patterns: Lesson 2.1
Activity 2 - Screen 1
I will model Test 1: creating a hot air parcel.
You’ll record the data in the top row of this table as a reference for your own testing.
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Weather Patterns: Lesson 2.1
Activity 2 - Screen 1
For these tests, we’ll use Regional Weather 1 mode.
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Weather Patterns: Lesson 2.1
Activity 2 - Screen 1
In this mode of the Sim, what factor can we change to create air parcels of different temperatures?
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Weather Patterns: Lesson 2.1
Activity 2 - Screen 1
To create a hot air parcel, we can set Sunlight to Surface at level 5.
We won’t change the Surface Water level. We’ll keep it at level 3 for all of our tests.
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Weather Patterns: Lesson 2.1
Activity 2 - Screen 1
In Run, let’s observe our air parcel as sunlight hits the surface.
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Weather Patterns: Lesson 2.1
Activity 2 - Screen 1
When the temperature turns red, we are seeing the temperature after energy is transferred from the surface to the air. This is the starting temperature for our hot air parcel.
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Weather Patterns: Lesson 2.1
Activity 2 - Screen 1
Now we can observe what happens to our air parcel after it has warmed up.
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Weather Patterns: Lesson 2.1
Activity 2 - Screen 1
In Analyze, we can get the data we need to fill out the table.
The Starting air parcel temperature is listed in the top right. Our hot air parcel started at 40°C.
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Weather Patterns: Lesson 2.1
Activity 2 - Screen 1
To get the Final height of the air parcel, we’ll look at the scale on the left side of the screen.
It shows that our hot air parcel rose to a height of 7.5 km.
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Weather Patterns: Lesson 2.1
Activity 2 - Screen 1
Record the data from our first weather event.
40°C
7.5 km
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Weather Patterns: Lesson 2.1
Activity 2 - Screen 1
Look back in the table at the starting temperature of each air parcel and the final height of each air parcel. What pattern do you notice?
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Activity 2 - Screen 2
Weather Patterns: Lesson 2.1
We know an air parcel rises when it is warmer than the surrounding air.
Next, you’ll use the Sim to observe the surrounding air as an parcel rises.
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Investigation Notebook pg 41
Weather Patterns: Lesson 2.1
Activity 2 - Screen 2
Create an air parcel, press RUN, and observe the temperature of the surrounding air.
Then, answer the question.
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Vocabulary
Activity 2 - Screen 3
Weather Patterns: Lesson 2.1
the layer of the atmosphere closest to Earth, where weather happens
troposphere
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Key Concept
Weather Patterns: Lesson 2.1
Activity 2 - Screen 3
5.
The troposphere is warmest at the surface and coldest at its highest point.
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Activity 3
Weather Patterns: Lesson 2.1
Next, we’ll use a physical model to further investigate what happens to an air parcel after it heats up.
The inside of this bag represents an air parcel.
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Predict what will happen when the plastic bag is let go.
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Activity 3
Weather Patterns: Lesson 2.1
Two volunteers will help hold the bag as I use a blow-dryer to warm the air inside the bag.
We’ll release the warm air parcel and observe what happens.
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Warm Air Parcel in the Classroom
Activity 3
Weather Patterns: Lesson 2.1
Step 1�Hold the ends of the straws at the bottom of the bag. Keep the base of the bag parallel with the floor and hold it as wide open as possible.
Step 2�Keep holding the bag open as I blow hot air up into it. We’ll continue filling the bag until it is fully inflated.
Step 3�Immediately after I turn off the blow-dryer, let the bag go, and observe what happens.
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What happened to the plastic bag? Why did this happen?
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Key Concept
Activity 3
Weather Patterns: Lesson 2.1
6.
If an air parcel is warmer than the surrounding air, it will rise.
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Activity 4
Weather Patterns: Lesson 2.1
For this activity, you will apply what you have learned to think about how hot-air balloons work.
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Activity 4
Weather Patterns: Lesson 2.1
This balloon is like an air parcel. Explain why it rises.
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Explain Your choice
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Weather Patterns: Lesson 2.1
End of Lesson
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