Activity.
GUIDE: SNOW AND TEMPERATURE DATA COLLECTION [PDF File]
(~ 30 minutes weekly)
Objective
Snow is important for ground water recharge, drinking water availability, and ecosystem function. Students will investigate, through experimentation, different properties of water (e.g. solid, liquid), while developing an understanding of the importance of snow to water resources in Canada. Students will learn to safely conduct scientific experiments through the collection of snow depth and temperature measurements on the school playground.
Materials
Activity
On a weekly basis from mid-November to mid-May, collect and submit your snow observations.
Depending on the age group, this can be done together as a class or in small groups.
Each class should collectively collect at least 10 sets of measurements each week. If the class has been split up into groups, aim to have each group collect at least 2 sets of measurements at different locations on the field:
Sample Reflection Questions & Responses
Identify some safety hazards you might encounter when conducting scientific experiments outside.
What is the difference between climate and weather?
Why does snow accumulate in some areas and not others?
Why is snow important for water resources?
(~ 30 minutes weekly)
Objective
Snow is important for ground water recharge, drinking water availability, and ecosystem function. Students will investigate, through experimentation, different properties of water (e.g. solid, liquid), while developing an understanding of the importance of snow to water resources in Canada. Students will learn to safely conduct scientific experiments through the collection of snow depth and temperature measurements on the school playground.
Materials
- Metre stick or ruler (depending on how much snow there is on the ground)
- Thermometer
- Computer/tablet/smartphone with internet connection to submit observations using the online form (alternate: Use the provided worksheets to record measurements outside, then enter observations into the online form upon returning inside).
Activity
On a weekly basis from mid-November to mid-May, collect and submit your snow observations.
Depending on the age group, this can be done together as a class or in small groups.
- Provide each group a metre stick, thermometer, and tablet or paper/pencil/clipboard to record measurements. Each class, group, or individual will work together to collect and record their snow observations.
- If in small groups, assign group members with specific tasks: (i) Scribes (to record and enter the measurements on paper/online), (ii) Temperature Observers (iii) Cloud Cover Observers, (iv) Snow depth Measurers, and (v) Snowball Observers.
- Get ready to head outside. Discuss the importance of dressing appropriately for the outdoors (i.e. frost bite on cold days, keeping dry, slippery surfaces).
- It's important to take measurements in different locations throughout the field to capture the snow variability. Spread out the groups across the field / school yard in areas that are undisturbed by foot traffic, snow banks etc., and & away from structures (e.g. fences, buildings).
Each class should collectively collect at least 10 sets of measurements each week. If the class has been split up into groups, aim to have each group collect at least 2 sets of measurements at different locations on the field:
- Record the time and date students are taking the measurement.
- Record the location students are taking the measurement (i.e. nearest school).
- Record the air temperature outside in degrees Celsius. Hold the thermometer out of direct sunlight (you can create a shadow using your body), dangle using a string or rope to ensure it is recording air temperature and not your body temperature. Thinking back to the water cycle, we can use temperature to understand the transformation as snow (water in a solid state) melts into water (liquid state).
- Look directly above you. Record the cloud cover outside at the time of your measurement.
- Record if you see snow on the ground in the area directly where you are recording your measurement. If the answer is NO, proceed to step 8. If the answer is YES, proceed to step 6.
- Record the snow depth in centimeters (cm). Place the ruler or metre stick perpendicular to the ground. Ensure the bottom of the metre stick is placed with the 0 cm side down, and touches bare ground. Record the snow depth (cm) at eye level, by crouching down to the snow surface to take the measurement. If there is not enough snow to record a measurement, such as a dusting of snow, record 0 cm and indicate “Trace amounts of snow” in your field notes in step 8. It is as important to report observations when there is no snow on the ground, as it is to report when there is snow on the ground.
- Try to make a snowball. This measurement is used as a proxy for snow wetness. This can be used to determine the amount of water stored in the snowpack. There are 7 options to describe the snow conditions using the ability to make a snowball: Not enough snow; Snow is too frozen / icy; Snow is too dry / fluffy; Snow is moist, some parts form a snowball , others don’t; Snow makes a perfect snowball; Snow is very wet, you can see that some water is pressed out when making a snowball; Snow melts in my hands, and my hands are soaked.
- Record any field notes that are related to your measurement. This could include things like it was raining the day before, there was a big snow fall, notes on the texture of the snow, how wet the snow was.
- Head back into the classroom. Submit measurements using the online form.
- View your measurements online in the interactive map!
Sample Reflection Questions & Responses
Identify some safety hazards you might encounter when conducting scientific experiments outside.
- Importance of wearing warm clothes (hats, mitts, boots, jacket) outside to prevent frost bite, hypothermia
- Dress in layers
- Ice – slip/fall
- Be prepared. Have extra equipment in case of equipment failure/breakage.
What is the difference between climate and weather?
- Climate is the long-term trends (or averages) of weather at a location (for example: the amount of snow has declined over the last 5 years)
- Weather is the specific event observed at any given time (for example: today it snowed 5cm).
Why does snow accumulate in some areas and not others?
- Wind, sunlight exposure causing melt, time of day, temperature, snow plows/snow removal, rain on snow causing melt, compaction from walking on it
Why is snow important for water resources?
- Snow melt recharges rivers, lakes, ground water
- Snow melt is a source of drinking water
- Ecosystem benefits (e.g. habitat for species)
- Transportation (e.g. snow removal)
- Recreation (e.g. skiing, swimming)
