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LEsson 3 Waves
Lesson at a Glance Using a PowerPoint presentation, the teacher introduces basic information about waves and how they can be described. Students then create a wave box and make observations and inferences about how and why the shape of waves change with shifts in wind. Students can use these observations to make connections to the type of data that buoys collect.
Lesson Duration Two 45-minute periods
Essential Question(s) What are the characteristics of a wave and how are waves formed? How are an observation and an inference different?
Key Concepts
- Waves can be described according to their height and length.
- Most ocean waves are formed by winds blowing across the surface of the ocean.
- The size of the wave depends on wind speed, wind duration, and fetch (the distance over which wind acts on the water’s surface to generate waves).
- An observation is the act of examining something carefully using one or more of your five senses. An inference is a conclusion that can be drawn based on facts, premises and/or observations.
Instructional Objectives
- I can explain the characteristics of a wave.
- I can describe how wind and other elements influence the formation and shape of waves.
- I can make detailed observations of water and wind using a model, and draw correct inferences about how wind affects water.
Related HCPSIII Benchmark(s):
Science SC.4.1. Differentiate between an ob- servation and an inference.
Language Arts LA 4.1. Use new grade-appropriate vocabulary, including homo- phones and homographs, learned through reading and word study, including root words, affixes, and word origins.
Assessment Tools
Benchmark Rubric:
Topic Scientific Knowledge Benchmark SC.4.1.2 Differentiate between an observation and an inference Rubric Advanced Proficient Partially Proficient Novice Explain the difference between an observation and an inference and give examples
Differentiate between an observation and an inference
Provide examples of observations and inferences
Defi ne an observation and an inference
Topic Vocabulary and Concept Development
Benchmark LA.4.1. 1
Use new grade-appropriate vocabulary, including homophones and homographs, learned through reading and word study, including root words, affixes, and word origins Rubric Advanced Proficient Partially Proficient Novice Use new grade-appropriate vocabulary, including homophones and homographs, with fluency, accuracy, and precision
Use new grade- appropriate vocabulary, including homophones and homographs, with no significant errors
Use new grade-appropriate vocabulary, including homophones and homographs, with difficulty and a few significant and/or many minor errors
Use new grade- appropriate vocabulary, including homophones and homographs, with great diffi culty and many significant errors or rarely use new vocabulary
Assessment/Evidence Pieces
Lesson
- Wind and Waves student worksheet - Check for understanding discussion
Materials Needed
Teacher Class Group Student
- Computer
- Method to project PowerPoint
- Butcher or bulletin board paper
- Markers
- None • Large, shallow, rectangular pans (aluminum or plastic)
- Small fan (optional)
- Water
- Student Worksheet Wind and Waves
Instructional Resources PowerPoint Presentation: What is a Wave? Student Reading: Observations and Inferences Student Worksheet: Wind and Waves Student Worksheet: Weather and Wave Notes (Optional) Supplemental Resource: Weather and Wave Patterns Interactive Game
different students’ heads or hands. Then ask students to move closer and hold elbows. Trace this new “wave” in a different color. Ask students to discuss what now has happened to the wavelength. Note: Adapted from National Geographic Expeditions Introduction to Waves http://www.nationalgeographic.com/xpeditions/lessons/07/gk2/wavesintro.html
D. Show the video from NOAA learning demo website: http://www.learningdemo.com/noaa/lesson09.html Have students pay special attention to the different wave sizes and shapes in the video. Remind students to watch for the new vocabulary in the video. (NOTE: Hit pause on the video when the announcer introduces Tsunamis. The rest of the video can be seen during the next lesson, which addresses Hurricanes and Tsunamis.) E. Once the PowerPoint presentation and the video are complete, take a moment to review the vocabulary terms written on the board (or create a word wall) with the students. (Optional: another good reference is the ocean world website below: http://oceanworld.tamu.edu/students/waves/waves3.htm.)
II. Wave Observations
Safety Note: During the lesson, students may spill water onto the floors. This may cause slippery conditions. ALL students should be using covered shoes to do this lab activity. Remind students to walk carefully (NO running and/or horseplay) and to follow all classroom safety rules. Students should also tell the teacher when they see water on the ground so that the teacher can clean it up.
A. Tell students to recall what they saw in the video about the wave sizes. B. Hand out the Wind and Waves worksheet. Have students summarize things they learned from the presentation, video(s), and previous lessons. C. Conduct a brief discussion and have students generate questions from observing the waves in the video. Ask each group to write a question about what they would like to know about the effect of wind speed and wind duration on the size of the waves. An example could be, Does wind speed and wind duration affect wave size? Explain that the students will now be guided to create a hypothesis about wave size and wind. Review that a hypothesis is “an idea that can be tested by an experiment or observation” (ScienceSaurus, 2005). Tell students that hypotheses can be stated in different formats, but for purposes of this lesson we will use an If – Then statement.
IF (State Conditions)
THEN (Hypothesis) Example 1: If the duration of the wind blowing in a particular direction is long and the fetch is far
then the wavelengths that are created from the wind will be long
Example 2: If the duration of the wind blowing in a particular direction is short and the fetch is also short
then the wavelengths created from the wind will be short
D. Check with the students to determine that their hypothesis is testable. If necessary, discuss what the term “testable” means. As an example, explain to students that only one thing can be tested each time. If we test more than one thing (e.g. strength and duration of wind) we will not be able to tell which one is causing the change. (e.g. wavelength) E. Distribute the Student Worksheet, Observations and Inferences, to each student and go over together as a class. F. Divide students into groups of four. Give each group a pan (large, shallow, rectangular pan), water, and a small fan (optional) to each group.
- Give each student goggles to use through the duration of the lab. Instruct students on the proper way to wear safety goggles.
Safety Note: Goggles should be worn over the eyes at all times and should not be removed until the end of the lab when the teacher instructs them to.
G. Tell students that the purpose of this activity is to look at the effects of wind speed, wind duration, and fetch on waves. Please define fetch for students by reviewing the vocabulary word. Fetch is the distance over which wind acts on the water’s surface to generate waves. Have students conduct the activity according to the directions provided on the worksheet. H. Ask students to record their observations and data on the wind and waves student worksheet.
- Adding a colored bead or other small object that floats may help students observe the wave heights. o Safety: please remind students that any materials in a science activity should only be used for what the teacher instructs. Students must follow directions at all times.
- Have students record their measurements on their worksheets as one type of data and their observations as another type. Ask students to record their observation on the Wind and Waves student worksheet. I. Make inferences based on observations and write a possible conclusion to their question.
III. Check for Understanding A. Ask a group of students to share their answers to the activity questions. Check whether the other groups agree or disagree with the answer. Students should come away from the activity understanding that the size of the wave depends on wind speed, wind duration, and fetch (the distance over which wind acts on the water’s surface to generate waves).
B. In order to reinforce student learning have the class work in pairs on the computer using the Weather and Wave Patterns Interactive Game.
Extension Activity A wave simulator is available online at the following website. http://www.nationalgeographic.com/volvooceanrace/interactives/waves/index.html
LEsson 3 Observations and Inferences
Meteorologists use observations and inferences as they gather weather data to create weather and
surf predictions. It is important to know the difference between an observation and an inference. An
observation is something that you notice by paying attention to your surroundings. An example of an
observation could be as simple as a change in the way the wind is blowing, or how the ocean smells,
or even the color of the ocean. An inference takes an observation one step further by offering an
explanation for the observation or drawing a conclusion. Some inferences turn out to be correct, while
others are incorrect. It is also possible to have more than one inference per observation.
Here are a few examples to distinguish the difference between these two terms:
Example 1:
An observation is seeing a woman walking down the street with a briefcase at 9 a.m.
An inference would be to say that the woman is walking to work.
Example 2:
An observation is seeing three small waves break and, ten minutes later, four very large waves
break.
An inference would be to say that the wave size is increasing.
Another inference would be to say that the waves are inconsistent in size.
Another inference would be to say that the waves are coming in as sets of sizeable waves every
20 minutes.
LEsson 3 student Worksheet
Wind and Waves
NAME: ___________________________ DATE:_________
What do you know up to this point about---wind and waves? (You may use your notes from the video(s)/PowerPoint presentation.)
Directions Answer the following questions using a shallow pan, water, and your own breath or small fan (optional). For each question: a.)Write a hypothesis. b.) Do the procedure (try the same thing 3 times). c.) Write your observations.
- Observation: How does the water appear when there is no wind?
- Speed: What happens if one person blows gently on the water for five seconds? What happens when someone blows hard on the water for five seconds? Take data and write your observations.
Hypothesis:
Observations: Blowing gently for 5 seconds
Observations: Blowing hard for 5 second
Duration: What happens if one person blows gently on the water for ten seconds?
Hypothesis:
- Inference: How did each of the following affect waves? Use data as examples in your explanations. a. Wind speed
b. Wind duration
c. Ocean surface area
- How do the observations you just made about how waves are created, wave height and wave length relate to the data collected by buoys in lesson 2?
