Air and Weather Unit

Last week, we started our first FOSS science unit, titled Air and Weather.  To kick start the unit, we discussed seasons and students were asked to look for signs of summer.  We sat very quietly on the field under the trees and they were challenged to use their senses to make and record mindful observations.  With quiet focus, students were able to notice the sounds of air conditioners, drummers in the park, leaves rustling in the wind.  They were able to see small insects on the ground, little clouds in a blue sky, and green leaves.  They felt the air around them and the pokey grass.  They smelled leaves, seeds, and grass.  They were eager to share their observations with the class and write them in their Seasons book.

The next day, we continued to hone in on our observational skills by observing insect specimens in plastic.  Students did a wonderful job sketching the insects in great detail and paying attention to the color, size, and shape of their insect.

Now that they have practiced using their senses for observation, we can begin our first investigation on air this week.  Check back later for updates to our progress in this unit.  Please see the below letter from our FOSS Science Kit for an overview of our unit and to discover ways in which you can support student learning at home.

Dear Parents,
Our class is beginning a study of air and weather.
Students will be looking for evidence that air is matter—
that it is something real. They will explore the properties
of air, using plastic syringes and tubes. They will capture
air, compress air, and use air under pressure to move
things around. They will observe daily and seasonal
weather conditions such as temperature,rainfall, cloud
cover, wind speed, and wind direction. They will learn
that the sun warms the air, land, and water. They will be
recording all of this information on a class calendar and in
a science notebook.

You can help your child learn more about weather,
too. You might discuss weather reports in the newspaper
or on television. Point out wind vanes if you happen to see one perched on top of a house.
If you have an indoor or outdoor thermometer, read and record the temperature at about
the same time each day and look for patterns. Or you may want to watch the temperature
change over the course of one day. Does it happen that way every day? Weather is ever changing. You can guide your child’s scientific inquiry by helping him or her make 
observations and by nurturing his or her natural ability to ask questions based on those 
observations. Don’t be surprised if you end up with a list of questions much longer than 
the initial observations!