May 21, 2018 You need: Clean paper (2) / Pencil Air masses and fronts notes Warm Up: Mental Math will begin shortly…10 questions I CAN: identify the characteristics of clouds.
Today, we’ll learn how water in the air creates CLOUDS. We reviewed WATER in the atmosphere… Today, we’ll learn how water in the air creates CLOUDS.
What are CLOUDS? They are made of tiny water droplets or ice crystals. They form when water condenses onto small particles in the air (like dust).
How TINY are the water droplets?
How do clouds form? 1) Warm, moist air rises and cools. 3) Water vapor condenses forming a cloud. 2) Air cools to dew point causing condensation. How do clouds form?
Clouds are NOT all the same…
Clouds are classified according to SHAPE Flat clouds = “Stratus” Fluffy clouds = “Cumulus” Wispy clouds = “Cirrus”
Clouds are also classified by ALTITUDE On your blue paper, draw the different types of clouds (using chalk and charcoal). *Use your textbook (pg. 111) and the cloud charts.* Label each type of cloud. Paste the paper into your science notebook. HIGH LEVEL (cirro-) MID LEVEL (alto-) LOW LEVEL (stratus)
Spot the cloud! Low and flat ….. STRATUS
Spot the cloud! Middle level, fluffy ….. Alto-Cumulus
Spot the cloud! High level, wispy ….. Cirrus
Spot the cloud! Rain bearing, storm clouds ….. Cumulo-Nimbus
Watch the BrainPop video on “Clouds”. Write down 3 things you learned.
Cloud model Color
Cut – on dotted lines (3 sides) Cloud model Cut – on dotted lines (3 sides) You are creating a FLAP!
Cloud model Trace boxes
Cloud model Cut / paste boxes
Cloud model Think / Share / COMPARE
Cloud model Glue…finally
Please list the FIVE most important things to have in an emergency weather preparedness kit. What type of emergency weather? For myself or a larger group? For a few hours or for many days? What were the reasons for today’s delay? Let’s watch and see if we might have similar concerns to these Storm Stories. We watched the Storm Stories episode labeled “Ice Storm” which highlighted a tornado but then went to a different story of a Canadian ice storm. Students may note that the ice was FOUR inches thick – not snow, but ice. Would it help to have a car? What dangers were faced? Did you notice that after powerlines collapsed – it looked a bit like Puerto Rico did after the fall hurricane season? Where could they go if they left their houses? If they come to the United States, are we using our tax money to help? Did they pay tax money to us?
HW: Finish the Cloud Model – cut/color/paste for tomorrow (Jan. 3).