RIC-3531 Primary Science - Book D (Digital)

More documents

Recommendations

Info

Wild Winds! Weather – Activity 4 Lesson Focus Outcomes Earth and Beyond 2.1 Records ways we monitor and use information about changes to the Earth. Indicators • Constructs an anemometer to measure the force and speed of wind. • Identifies steps taken to reduce the risks of expected events like a cyclone. Skills Focus • Records • Infers • Conducts simple tests • Observes • Explains findings • Estimates • Analyses text Background Information An anemometer is used by meteorologists to measure wind speeds. The ‘cups’ catch the wind and spin. The speed of the rotation is read by a special device that converts it into wind speed. Sometimes, the natural weather patterns are more extreme than usual. These affect the environment and people who live in the area. They may cause a great deal of damage and sometimes even the death of many people and animals. Cyclones are powerful rotating storms that form over warm ocean waters. They are called hurricanes when they start over the Atlantic Ocean; typhoons when they form over the western Pacific Ocean; and cyclones when they start over the Indian Ocean or southern Pacific Ocean. With heavy rains and gusts of over 120 km/h, cyclones can cause great damage. They have an ‘eye’ of calm surrounded by strong thunderstorms, high winds and heavy rains. High waves and damage to coastal areas can also be produced. Cyclones are detected by weather stations that monitor the winds with sophisticated computer systems, radars and satellites. Before the Lesson Materials Needed Yoghurt pots, corks, pens, lids, dowel rod (thick and thin), wooden block, photographs of people and places experiencing different strengths of wind, pictures or photographs of cyclones or a windy day and the devastation they can cause, a kite (optional). Preparation • Display pictures and photographs around the classroom. The Lesson Stimulus • Take the students outside to observe the wind blowing. Ask the students to describe observations that tell them the wind is blowing; for example, the trees are moving or their hair is moving. Ask the students to place a finger in their mouth and put it in the air. Can they tell what direction the wind is blowing in? Fly a kite with your class watching. Let the students tell you when the wind is strongest or weakest. What to Do • In groups, the students construct their model anemometer. Explain that meteorologist uses an anemometer to read wind speed. • Students complete question one of the blackline after observing an anemometer over a day. • Read the newspaper article about ‘Cyclone Tracy’. Talk about the devastation that extreme weather conditions can cause. Discuss pictures or photographs of cyclones and their damage. • Make a list of the students’ ideas about how people could prepare for a cyclone if they had a warning it was coming. • Introduce these ideas : • Make sure that torches and portable radios are working. • Clear loose materials and rubbish. • Tie down equipment. • Listen to television and radio warnings. • Board windows. • Be prepared to move rapidly to adequate shelter. • Disconnect electrical appliances and turn off gas valves. • Stay away from windows. • Stay underneath a mattress or strong table or desk. • Remain indoors until the authorities say it is safe. • Avoid using the telephone except in emergencies. After the Lesson Answers 1. Teacher check 2. (a) Teacher check (refer to list of introduced ideas for examples) (b) Teacher check Additional Activities • Make a pinwheel using a 20-centimetre square of thin card, a straw and a pin (place a blob of modelling clay or blu-tac on the end of the pin to avoid pricks!) Draw diagonal lines across the square and cut halfway to the centre. Fold the paper to the centre and press the pin through all of the paper. • Research the Beaufort scale and how it is used to measure the force and speed of wind. Display ideas • Display weather photos. Display a world map. Add research and pictures of other areas in the world that have experienced extreme weather conditions like cyclones. 28 PRIMARY SCIENCE ~ R.I.C. Publications ® ~ www.ricpublications.com.au ISBN 978-1-925660-54-8 ©R.I.C. Publications Low Resolution Images Display Copy
Weather – Activity 4 Wild Winds! 1. An anemometer is used by meteorologists (scientists who study the weather) to measure wind speeds. a Use the diagram to build a model anemometer. b Write about your experiment below. What happened? 2. Read the passage and answer the questions about the disaster. b TRACY DESTROYS CHRISTMAS! The people of Darwin, Australia, were used to cyclone warnings. A few weeks before Christmas, they had prepared for Cyclone Selma that was to have hit the town but changed direction at the last minute. Most people expected Cyclone Tracy to do the same. The residents happily continued to prepare for Christmas. However, just after 1.00 a.m. Describe how you made your anemometer. on Christmas morning, 1974, Cyclone Tracy tore at the city for six long hours. Roofs were ripped from houses, trees uprooted, cars overturned and buildings flattened. Ninety per cent of the Northern Territory’s capital city was destroyed, 65 people were killed, thousands were seriously injured and 30 000 people were left homeless on Christmas Day! Watch your anemometer for 30 seconds. Try to count the revolutions. If 50 revolutions in 30 seconds = 18 kilometres/hour, estimate how fast the wind is blowing. If the people of Darwin had believed the warning for Cyclone Tracy, what could they have done to prepare for the extreme weather conditions? List five things. Would you like to live in a cyclone area like Darwin? Explain. (Use the back of this sheet.) PRIMARY SCIENCE ~ R.I.C. Publications ® ~ www.ricpublications.com.au 29 ISBN 978-1-925660-54-8 a • • • • • kilometres/hour ©R.I.C. Publications Low Resolution Images Display Copy
Page 1 and 2: ©R.I.C. Publications Low Resolutio
Page 3 and 4: Teachers Information...............
Page 5 and 6: Teacher Information After completin
Page 7 and 8: Meeting the Needs of Students Diffe
Page 9 and 10: Essential Science Resources Below i
Page 11 and 12: Assessment Proforma Name Year Term
Page 13 and 14: Skills Assessment Proforma ©R.I.C.
Page 15 and 16: life cycles frogs life cycle of a f
Page 17 and 18: Life Cycles - Activity 1 Life Goes
Page 19 and 20: Life Cycles - Activity 2 Life Cycle
Page 21 and 22: Life Cycles - Activity 3 Plant Life
Page 23 and 24: Life Cycles - Activity 4 The Sea Tu
Page 25 and 26: animal adaptation plant adaptation
Page 27 and 28: Adaptations - Activity 1 Adaptation
Page 29 and 30: Adaptations - Activity 2 Plant Adap
Page 31 and 32: Adaptations - Activity 3 Animal Ada
Page 33 and 34: Adaptations - Activity 4 Adapting B
Page 35 and 36: ureau of meteorology weather meteor
Page 37 and 38: Weather - Activity 1 The Water Cycl
Page 39 and 40: Weather - Activity 2 1. a Design a
Page 41: Weather - Activity 3 1. Write about
Page 45 and 46: Our Environment The Local Environme
Page 47 and 48: Changes to the Local Environment -
Page 49 and 50: Changes to the Local Environment -
Page 51 and 52: Changes in the Local Environment -
Page 53 and 54: Changes in the Local Environment -
Page 55 and 56: changing state changing matter evap
Page 57 and 58: Changing States - Activity 1 Solids
Page 59 and 60: Changing States - Activity 2 Changi
Page 61 and 62: Changing States - Activity 3 1. Wri
Page 63 and 64: Changing States - Activity 4 1. Cry
Page 65 and 66: idges history of bridges bridge des
Page 67 and 68: Structures - Activity 1 The Tallest
Page 69 and 70: Structures - Activity 2 Weak and St
Page 71 and 72: Structures - Activity 3 Bridge Buil
Page 73 and 74: Structures - Activity 4 Bridge Buil
Page 75 and 76: Magnets magnets magnetise magnetic
Page 77 and 78: Magnets - Activity 1 Magnetic Attra
Page 79 and 80: Magnets - Activity 2 1. Test your m
Page 81 and 82: Magnets - Activity 3 Magnetic Force
Page 83 and 84: Magnets - Activity 4 Magnetic Probl
Page 85 and 86: Flight flight aeroplanes helicopter
Page 87 and 88: Flight - Activity 1 A ‘Loopy’ A
Page 89 and 90: Flight - Activity 2 Gyrocopter When
Page 91 and 92: Flight - Activity 3 Follow the step
Page 93 and 94:
Flight - Activity 4 Follow the step
Page 95:
Flight - Activity 3 (resource) A Wh
show all

RIC-3531 Primary Science - Book D (Digital)

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?