Lesson Materials

Per Class

• chart paper

• markers

• computer and projector

• Tennis Ball sized hail in Fort Scott, KS

• Hail storm in Phoenix, AZ

• Hail Video 3 - Weather, Climate, Water Cycling

• Communicating in Scientific Ways poster 

• Initial Consensus Model poster

• sticky notes

• scissors

• DQB

• Ideas for Future Investigations and Data We Need poster

Per Student

• science notebook

  • Phenomenon

  • Initial Model

  • Final Cup Consensus (from Unit 1, Lesson 15)

  • Representing Particle-Level Changes in the System

• colored pencil or highlighter

Prep

Review 

• Lesson Plan

• Slides

• Assessment or answer keys (if required)

Prepare 

• Test the three hail videos ahead of time (although they are embedded in the lesson slides):

  • Tennis Ball sized hail in Fort Scott, KS

  • Hail storm in Phoenix, AZ

  • Hail Video 3 - Weather, Climate, Water Cycling

• Prepare these posters ahead of time for each class: Ideas for Future Investigations and Data We Need and Initial Consensus Model.

• Be sure you have materials ready to add the following word to Word Catchers: precipitation. Do not post this word on the wall until after your class has developed a shared understanding of its meaning.

• Use three pieces of chart paper to set up the Initial Consensus Model poster. It should have the title “What causes this kind of precipitation event to occur?” written above them. Label each piece of chart paper with the time period it represents, as shown in the diagram below.

• Prepare a driving question banner on a half-piece of poster paper with the driving question written on it, “Why does a lot of hail, rain, or snow fall at some times and not others?” This banner will be added over the DQB after it is completed.

• Download the Communicating in Scientific Ways file from the website and use it in your classroom as a poster or add it to students’ science notebooks as a handout.