Lesson plan (English)
Title: Why doesn't it snow in the summer?
Lesson plan elaborated by: Zyta Sendecka
Target Group
Students of the 4th grade of primary school (new curriculum)
Core Curriculum
Cele kształcenia – wymagania ogólne
I. Wiedza.
1. Opanowanie podstawowego słownictwa przyrodniczego (biologicznego, geograficznego, z elementami słownictwa fizycznego i chemicznego).
II. Umiejętności i stosowanie wiedzy w praktyce.
1. Prowadzenie obserwacji i pomiarów w terenie w tym korzystanie z różnych pomocy: planu, mapy, lupy, kompasu, taśmy mierniczej, lornetki itp.
3. Analizowanie, dokonywanie opisu, porównywanie, klasyfikowanie, korzystanie z różnych źródeł informacji (np. własnych obserwacji, badań, doświadczeń, tekstów, map, tabel, fotografii, filmów, technologii informacyjno-komunikacyjnych).
III. Kształtowanie postaw – wychowanie.
1. Uważne obserwowanie zjawisk przyrodniczych, dokładne i skrupulatne przeprowadzenie doświadczeń, posługiwanie się instrukcją przy wykonywaniu pomiarów i doświadczeń, sporządzanie notatek i opracowywanie wyników.
Treści nauczania – wymagania szczegółowe
I. Sposoby poznawania przyrody. Uczeń:
6. korzysta z różnych źródeł wiedzy o przyrodzie.
III. Pogoda, składniki pogody, obserwacje pogody. Uczeń:
1. wymienia składniki pogody i podaje nazwy przyrządów służących do ich pomiaru (temperatura powietrza, zachmurzenie, opady i osady atmosferyczne, ciśnienie atmosferyczne, kierunek wiatru);
2. odczytuje wartości pomiaru składników pogody stosując właściwe jednostki;
3. prowadzi obserwacje składników pogody, zapisuje i analizuje ich wyniki oraz dostrzega zależności;
4. podaje przykłady opadów i osadów atmosferycznych oraz wskazuje ich stan skupienia;
The general aim of education
Students observe the weather and distinguish types of precipitation and atmospheric deposits.
Criteria for success
distinguish between basic precipitation and atmospheric deposits;
indicate the relationship between the temperature and the type of precipitation or atmospheric deposits;
measure the amount of precipitation.
Key Competences
Communication in the mother tongue;
Communication in foreign languages;
Mathematical competence and basic competences in science and technology;
Digital competence;
Learning to learn;
Social and civic competences.
Methods/forms of work
Talk, work with text, workshop method, direct observation, indirect observation.
Frontal work, individual work and work in pairs.
Teaching aids
abstract;
interactive or traditional board;
tablets/computers;
items needed to make a rain gauge: a plastic bottle with a capacity of 2l (without screw cap), scissors, transparent marker, measuring cup, gravel, adhesive tape.
Lesson phases
Introduction
The teacher asks for an explanation of the process of evaporation and condensation of water using the flow diagram of water made in a previous lesson.
The teacher gives the subject and the purpose of the lesson in a language that the student understands as well as the criteria for success.
Realization
The teacher asks students to read the section „Atmospheric precipitation” and write examples of atmospheric precipitation in their notebooks and complete interactive exercise no. 2.
The teacher introduces a film showing how to make a raincoat. He instructs his pupils to write the research question and a hypothesis in the form provided in the abstract. Then the teacher displays the video and the students record their observations and conclusions.
Students make their own rain gauges according to the guidelines in the video.
The teacher asks the students to read the section „Atmospheric deposits” and write examples of atmospheric deposits in their notebooks, and then they complete interactive exercise no. 3.
The teacher presents „Gallery 2”. Volunteers or students selected by the teacher discuss the atmospheric events depicted in the photographs and explain in which conditions they arise.
Students independently perform interactive exercise no. 1.
Summary
The teacher asks students to finish the sentence: „In today's lesson I was interested in ...”.
Homework
Students carry out the observation using a rain gauge: during week they measure the amount of rainfall every day (in mm), and the results are recorded in a self‑prepared observation chart.
The following terms and recordings will be used during this lesson
Terms
opady atmosferyczne – ciekłe i stałe produkty kondensacji pary wodnej opadające na powierzchnię ziemi, np. deszcz, śnieg, grad
osady atmosferyczne – ciekłe i stałe produkty kondensacji pary wodnej powstające na skutek kontaktu podłoża z cieplejszym powietrzem, np. szron, gołoledź, szadź
Texts and recordings
Why doesn't it snow in the summer?
Water droplets and ice crystals in the clouds become too big and too heavy to stay in the air, so they fall to the ground. This is called precipitation. However, the type of precipitation doesn't only depend on whether there are water droplets or ice crystals in the cloud. it is also determined by the air temperature in the lower atmosphere layer. When it is positive – it rains, but when the temperature drops below zero, then we observe snow. Sometimes the water drops are so small that the wind easily lifts them. Then we deal with drizzle.
Another type of precipitation is hail. It consists of ice blocks, called hailstones, whose diameter is usually between 5 mm and 30 mm. They are created in storm clouds due to strong air currents inside the cloud and the collision of ice crystals with droplets of water. Hail stones are most common in spring and summer.
It happens when the water vapor in the air comes into contact with the cold ground, condenses and settles in the form of dew. We observe this on windless and cloudless evenings and mornings. In winter, when the ground temperature is below zero, we have hoarfrost. Due to the low temperature, ice crystals are formed instead of water droplets.
Similar to the frost, another atmospheric deposit is rime. It forms during cold weather, when hot and humid air flows over very cold ground. On the branches of trees, telephone lines or fences we can observe big ice crystals forming an increasingly thick layer. Another, dangerous atmospheric deposit, is called glaze. When the ground temperature is negative, raindrops freeze on the ground and form a thin layer of thin ice.
Rainfall, snow and hail are precipitation.
Atmospheric deposits include: dew, hoarfrost, rime and glaze.