Weatherman s Backpack [Key Science Knowledge Module]

Transcription

1 Weatherman s Backpack [Key Science Knowledge Module] Teacher Edition days Activity Overview This module is the most important learning module in terms of the physical science aspects associated with weather and weather forecasting. Teachers have a great deal of flexibility in terms of the material covered in this learning module necessary to meet the objectives of the entire set of decision making and weather learning modules. The teacher can use their own lessons and textbook for meteorological material. Or, the teacher can use the suggested material in this learning module. The material is designed as a jigsaw approach to learning. It will take four or more days to complete the jigsaw approach. Another option is to skip the Weatherman s Backpack material and have the students complete only the Becoming an Expert material. A third option is to skip the Becoming an Expert Section and go straight to students filling out the Weatherman s Backpack. This will shorten the time requirements by approximately two days. Finally, the teacher can use their own meteorological lessons. Experiments will add to the overall time requirement. The teacher should do the activities appropriate for their class. Student Learning Objectives (Depends on material and activities covered in completing the learning module) The student 1. Works cooperatively in groups. 2. Demonstrates safe practices during field and lab investigations. 3. Implements investigation of hot/cold air fronts using water model. 4. Makes observations on the action of the hot/cold fronts. 5. Communicates conclusions. 6. Represents the natural world using models. 7. Collects, analyzes, and records information using tools. 8. Identifies the role of atmospheric movement in weather change. 9. Understands and is able to read a weather map. 10. Identifies and defines the symbols present on a weather map. 11. Recognizes local weather patterns. 12. Lists other factors that affect the forecast for rain. Teaching Summary Step 1 Journal/Bell Work- If Appropriate Step 2 Jigsaw Approach to Weatherman s Backpack There is flexibility in this step as discussed in the activity overview and the three replacement steps 3-5. Step 3 - Replaces Step Two Becoming an Expert - only Step 4 - Replaces Step Two Weatherman s Backpack only

2 2 Step 5 - Replaces Step Two Teacher s own material Step 6 - Optional Science Experiments Step 7 Optional Weather Map Drawing and Inference Activities Step 8 Homework / Assessment Materials Needed For The Teacher Weather map (transparencies, handout) Becoming an Expert Handouts Weatherman s Backpack handouts Each student group will need computer access to Jetstream Online School or a print out of the material. A copy of the material is provided in a separate file. Divide the students into expert groups. For the Student Weather map handout - optional Becoming an Expert Handouts Weatherman s Backpack handouts National Standards Module provides integrated approach to address science, math, reading and geography national standards. See Teacher Guide for specific standards addressed for grades 5-8. Texas Essential Knowledge and Skills (TEKS) Module provides integrated approach to address science, math, reading, and geography standards. See Teacher Guide for specific standards addressed for grades sixth, seventh, and eighth. Weather Folklore Smoke rising straight into the air means fair weather and smoke hanging low means rain is on the way. Possible scientific basis, taken from Stalking the Wild The Magazine of Outdoor Discovery How to Forecast Weather by Nature. With the high pressure approaching and the air becoming denser, smoke will rise whereas with low pressure it can t rise and tends to lay low. Music Selection Clarence Clearwater Revival / John Fogerty - Who ll Stop the Rain Teaching Suggestions Step 1 - Journal / Bell Work Place a weather map transparency on an overhead project. Note to the students that weather is influenced by many factors. Have the students make a list of the factors that influence or make up weather. Use the weather map as a starting point. Use a weather map found in the local paper or use the map provided in this on the next page. Teacher Activity Options (select one) 1. Directly field student responses and put them on the board. 2. Have students brainstorm in groups and identify at least 3 factors that might affect the forecast for rain. 3. Have a student become the teacher and allow them to field answers and write them on the board (this option may take additional time). 4. Have students write their responses in their journals.

3 3 Weather Forecast Map for North America NOAA April 05, 2005

4 4 Step 2 Jigsaw Approach to Weatherman s Backpack For teachers not familiar with the jigsaw approach to learning, a brief overview of this method is provided in Appendix A of this Learning Module. In the Weatherman s Backpack there are nine interrelated topics: air masses, fronts, precipitation, air pressure, heat transfer, earth-atmosphere energy, cloud formulation, wind, and jetstreams. Based upon instructional needs and curriculum of your class, select the appropriate weather topics. Air pressure, fronts, and precipitation are necessary for Learning Module 5. Teacher Activity Jigsaw Approach The jigsaw approach divides the class into groups. Each group goes through a self-directed learning activity to become experts on a particular topic. Groups are then reassembled with one student moving from each group to another group. Each student teaches the material they had learned in their expert group to the members of the new group. 1. Divide the students into expert groups. Groups should have 3-6 students. One expert group is necessary for each weather topic to be covered. Each student in an expert group is given the appropriate Becoming an expert on handout. Each expert group also must have access to JETSTREAM An Online Weather School either online (website given in materials needed section) or printed material (provided in a separate file) associated with their expert group topic. 3. New student groups are formed with each student being an expert on a particular topic. The experts teach their particular topic to the other students in the reformed group using the Becoming an Expert on worksheet. In teaching the topic, the students answer the questions associated with each topic in the Weatherman s Backpack. 4. Redo teaching activity 3 until all students have completed their Weatherman s Backpack. Step 3 - Replaces Step 2 Becoming an Expert only Using this option, the teacher skips the Weatherman s Backpack material and students only complete the Becoming an Expert material. In the expert material there are nine interrelated topics: air masses, fronts, precipitation, air pressure, heat transfer, earth-atmosphere energy, cloud formulation, wind, and jetstreams. Based upon instructional needs and curriculum of your class, select the appropriate weather topics. Air pressure, fronts, and precipitation are necessary for Learning Module 5. Teacher Activity Questions contained in the Becoming an Expert are completed using either direct instruction, individually by each student, or in student groups. Each student is given a copy of the appropriate topics in the Becoming an Expert. Depending on the method used, material from JETSTREAM An Online Weather School (either online or printed material in separate file see necessary material section) is given to the individual student or a group of students. If groups are used, the material can be shared between groups. This sharing reduces the amount of material that must be handed out to students. 2. Each expert group completes their worksheet on Becoming an Expert on.

5 5 Step 4 - Replaces Step 2 - Weatherman s Backpack only Using this option, the teacher skips the Becoming an Expert on material and proceeds directly to the Weatherman s Backpack. In the Weatherman s Backpack there are nine interrelated topics: air masses, fronts, precipitation, air pressure, heat transfer, earthatmosphere energy, cloud formulation, wind, and jetstreams. Based upon instructional needs and curriculum of your class, select the appropriate weather topics. Air pressure, fronts, and precipitation are necessary for Learning Module 5. Teacher Activity Questions contained in the Weatherman s Backpack are completed using either direct instruction, individually by each student, or in student groups. Each student is given a copy of the appropriate topics in the Weatherman s Backpack. Depending on the method used, material from JETSTREAM An Online Weather School (either online or printed material in separate file see necessary material section) is given to the individual student or a group of students. If groups are used, the material can be shared between groups. This sharing reduces the amount of material that must be handed out to students. Step 5 Teacher s Own Material Optional The teacher can chose to use their textbook or own science concept materials. Step 6 - Science Experiments - Optional Science experiments are not necessary to complete this learning module and the associated decision making modules. Science experiments do, however, increase student comprehension of the science topics. Additional time is necessary to complete the learning module as experiments are added. As with teaching the science topics, a great deal of flexibility is available with the science experiments. Teachers have a multitude of sources for relevant experiments including textbooks and online sources. Three suggested experiments are provided. Teachers can choose to use no experiments, one or more of these experiments or experiments from other sources. Suggested Experiments in Appendix B Probability Activity - Understanding the Difficulty in Forecasting the Future is designed to show students the difficulty associated with weather forecasting as the forecasts are for periods farther into the future. Hot / Cold Water Experiment is designed to illustrate how different temperature air masses interact with each other. Temperature Around Town - Impact of Concrete and Asphalt is designed to help students realize that there are local differences in weather (micro-climates) and explore what might cause these variations. Step 7 Weather Map Drawing and Inference Activities Optional Two weather map related activities are provided. These activities are to be completed after completion of the Weatherman s Backpack. The two activities are: Drawing a Weather Map and Making Inferences from a Weather Map. The first activity provides the student with a blank map and a series of statements. Using these statements, the student is to draw a weather map to represent that day s forecast. In the second activity, the student is given a completed weather map and answers questions based on the map.

6 6 Step 8 - Assessment / Homework Assessment Options 1. Weatherman s Backpack. 2. Journal reflection: What information did you learn today? 3. Experiments and Write-ups 4. Weather map activities. Homework Options 1. Continue Weather Journal. 2. Suggested Experiment Temperature Around Town - Options 1, 3, and / or Weather map activities. 2. Have students conduct research on one or more weather folklores. 3. Have students visit the national weather service web site and the weather channel web site. Obtain forecasts for cities other than your own city. Do the forecasts for a given city vary between the two websites? Struggling Learners 1. If using the jigsaw approach become experts in pairs instead of individuals. Pair struggling learners with a peer tutor. 2. If completing the weatherman s backpack individually, provide a set of reading that highlights the answers. 3. In completing the weatherman s backpack, use the multiple-choice option instead of the open ended set of questions. 4. Use peer tutors to help students collect the data for the experiment options. Enrichment Options 1. Have students visit / interview a local meteorologist.

7 7 Learning Module Related Material Becoming an Expert on Weather Topics Pages 8-21 Questions associated with Becoming an Expert on the nine interrelated topics: air masses, fronts, precipitation, air pressure, heat transfer, earth-atmosphere energy, cloud formulation, wind, and jetstreams are provided on the following pages. Questions are based on JETSTREAM An Online Weather School The JETSTREAM material is also provided in separate files. Weatherman s Backpack Pages The Weatherman s Backpack contains pages for the same topics as Becoming an Expert. Probability Activity - Understanding the Difficulty in Forecasting the Future Pages Hot/Cold Water Experiment Pages Temperature around Town - Impact of Concrete and Asphalt Experiment Page 36 Drawing a Weather Map Page 37 Making Inferences from a Weather Map Page 38 Appendix A - Weatherman s Backpack Jigsaw Approach Page 39

8 8 Becoming an Expert on Air Masses To become an expert on air masses, read the information on air masses and complete the questions. Your textbook is also a good source of information on weather. Questions are based on the material presented in JETSTREAM An Online Weather School ic/airmass.htm 4. What are the four principal air mass classifications that influence the U.S. according to their source region? Polar latitudes Continental Maritime Tropical latitudes 1. What is an air mass? 5. Do air masses always maintain their original characteristics? Explain why or why not. Large body of air with uniform temperature and humidity 2. What is a source region? The area from which an air mass originates 3. Why is the U.S. not a favorable source region? No, passing over an area, the air mass may pick up the characteristics of the area. For example, passing over an ocean an air mass may pick up moisture and warmth 6. A cold dry artic (polar) air mass may pick up what characteristics as it passes over an ocean? Warmth and moisture Frequent passages of weather disturbances that disrupt air masses that do not allow the air mass to stagnate and take on the properties of the underlying region 7. How long can air masses control the weather over a given area? Days to months 8. Where do most changes in weather occur? Along the periphery or boundaries called fronts

9 9 Becoming a Expert on Fronts To become an expert on fronts, read the information on fronts and complete the questions. Your textbook is also a good source of information on weather. Questions are based on the material presented in JETSTREAM An Online Weather School ic/airmass.htm 7. What is an occluded front? -Cold front is undercutting the warm front 8. Draw the symbols and color for each type of front, cold, warm, and stationary. 1. What is a front? Boundary between two air masses 2. How are fronts classified? By which type of air is replacing e.g. with a cold front, cold air is replacing warm air 3. What are the four types of fronts? Cold, warm, stationary, and occluded fronts 4. What is a cold front? Cold blue - warm red Stationary red and blue Occluded purple 9. How are weather patterns different between warm and cold fronts? Warm widespread layered stratiform clouds with precipitation along and to the north of the front Cold narrow band of showers and thunderstorms A cold air mass replacing warm air 10. Which type of front usually moves faster? 5. What is a warm front? Cold Warm air replacing cold air 6. What is a stationary front? A front that is not moving 11. State three ways fronts are detectable at the earth s surface. Winds come together at air mass boundaries (fronts) Large temperature differences Pressure differences

10 10 Becoming a Expert on Precipitation To become an expert on precipitation, read the information on precipitation and complete the questions. Your textbook is also a good source of information on weather. Questions are based on the material presented in JETSTREAM An Online Weather School precip.htm. Know / review the following before reading JETSTREAM. Drought - a long period of very low rainfall that can have affects on growing or living conditions. 1. List at least three common forms of precipitation. 4. How is the moisture transported from the source to inland areas? Winds around high and low pressure systems 5. What is the most effective way for clouds to form? Provide two ways clouds form. Lifting the air - by going over mountains or forcing the air to rise near fronts and low pressure areas 6. How do the water drops in a cloud grow large enough to fall as precipitation? Rain, snow, sleet, hail, and freezing rain 2. What four components are necessary for precipitation to form? (Hint: see the next four questions to help you with your answer.) Source of moisture Winds to transport the moisture Clouds must form Process to allow water droplets to grow large enough to fall Collisions between water droplets and they stick together to form larger drops which eventual will fall as rain 7. What often determines the type of precipitation (rain, snow, sleet) during the winter? Vertical distribution of temperature 8. What is a temperature inversion? 3. What are the three primary sources of moisture for precipitation in the U.S.? Air temperature increases with height before decreasing again Pacific and Atlantic Oceans and the Gulf of Mexico

11 11 9. Draw the vertical distribution of air temperatures for snow. 11. Draw the vertical distribution of air temperatures for freezing rain. 12. What causes the freezing rain to form instead of sleet? 10. Draw the vertical distribution of air temperatures for sleet. Warm layer is deep enough making the cold layer at the surface is too shallow for the water to freeze into sleet 13. What is drought? Long periods of unusually low precipitation

12 12 Becoming an Expert on Air Pressure To become an expert on air pressure, read the information on air pressure and complete the questions. Your textbook is also a good source of information on weather. Questions are based on the material presented in JETSTREAM, An Online Weather School ssure.htm an additional source is Know / review the following before reading JETSTREAM Because air has mass it has the property of pressure. Air pressure is result of weight of air pushing down on an area or surface. In meteorology, two terms are commonly used to indicate the air pressure in a system, high or low. The symbol for a high-pressure system is a capital H. The symbol for a low- pressure system is a capital L. Rising or high air pressure generally brings fair weather, whereas decreasing or low air pressure generally brings bad (rain and wind) weather. The differences in pressure cause winds. Winds move from highpressure to low-pressure areas. Differences in pressure on the earth are caused by unequal heating of the earth s surface. 1. What makes up the atmosphere or the air we breath? Atoms and molecules 2. Describe how we feel air pressure. The atoms and molecules that make up air exert weight on us. We feel this weight as pressure. 3. What is air pressure? Air pressure is simply the weight of air surrounding an object. 4. How is air pressure associated with air molecules? Air pressure depends on the number of air molecules in a given space and how fast the molecules are moving. 5. Why does the air pressure decrease the higher a person goes up into the atmosphere? As elevation increases, less air molecules are available and the weight of air therefore is less, meaning a decrease in air pressure. 6. What is a millibar? The amount of force it takes to move an object weighing one gram, one centimeter, in one second. 7. If you were on a mountain, would the weight of the air above you (air pressure) be greater than or less than it is now? As the number of molecules of air around you decreases, the air pressure decreases.

13 13 8. Do you think winds are related to air pressure? How? 10. What is the symbol for a low-pressure system? Some winds are caused by differences in air pressure, which are the results of unequal heating of Earth s surface. Temperature differences can also cause wind. 9. What is the symbol for a high-pressure system? L 11. What type of weather is usually associated with rising or high-pressure areas? Fair weather H 12. What type of weather is usually associated with decreasing or low-pressure areas? Poor weather rain

14 14 Becoming an Expert on Heat Transfer To become an expert on heat transfer, read the information on heat transfer and complete the questions. Your textbook is also a good source of information on weather. Questions are based on the material presented in JETSTREAM An Online Weather School at.htm. Know / review the following before reading JetStream. Heat - a form of energy associated with motions of atoms or molecules that can be transmitted through solid, fluid, or empty space, by convection, conduction, or radiation, the degree of hotness. Solar energy that reaches the earth is radiated back into the atmosphere to become heat energy. 5. What is radiation? Radiation is the transfer of heat energy by electromagnetic radiation. 6. What happens to most of the solar energy that reaches the earth s surface? It is radiated back into the atmosphere to become heat energy. 7. Give an example of conduction heating. - touching a hot object 1. Where does most of energy that keeps Earth warm come? Sun 2. What is heat? 8. What is conduction? Conduction is the transfer of heat energy from one substance to another or within a substance. 9. Give an example of convection heating. The energy transferred from a hotter object to a cooler one is referred to as heat. Water boiling on a stove 3. What are the three ways heats is transferred, into the atmosphere? Radiation, conduction, and convection 10. What is convection? Convection is the transfer of heat energy by the movement of a fluid. 4. Give an example of radiation heating. Fireplace

15 Describe the process in which a warm bubble of air is formed by heat energy. The sun s radiation strikes the ground, warming the rocks, whose temperature rises due to conduction. Heat energy is then released into the atmosphere forming the bubble of air that is warmer than its surrounding air. 12. What type of heat causes most of the heating of the layer of the atmosphere closest to the earth s surface (troposphere)? Convection 13. How can heat transfer in the atmosphere cause wind? The hot air that is rising is replaced by surrounding cooler air causing wind.

16 16 Becoming an Expert on Earth-Atmosphere Energy To become an expert on Earth-Atmosphere Energy Balance Expert, read the information on earth-atmosphere energy balance and complete the questions. Your textbook is also a good source of information on weather. Questions are based on the material presented in JETSTREAM An Online Weather School 1. The earth-atmosphere energy balance refers to the balance of energy coming from what and leaving from what? Incoming from the Sun and outgoing from the earth 2. Energy from the sun is emitted in what two main forms? Short wave light and ultraviolet energy 3. What three things happen to the energy from the sun when it reaches the earth? 6. What effect causes the earth to have a higher average temperature than the moon? Greenhouse effect 7. What is the greenhouse effect? Heating effect caused by having an atmosphere 8. Why is the average surface temperature of the moon only 0 F, while the average surface temperature on the earth is 59 F? Because the earth has an atmosphere and the moon does not 9. Explain why, everything else being equal, the temperature on a cloudy night will be higher than the temperature on a clear night. Draw a picture of what happens on a cloudy and a clear night. Reflected back to space by clouds, absorbed by the atmosphere, and absorbed by the earth s surface 4. Name one way one can see energy radiating (leaving) the earth s surface. Rising heat off a road, creating shimmers on hot sunny days Heat energy from the earth is trapped by the clouds 5. How does the earth maintain a stable average temperature and climate? Energy lost is balanced by energy gained from the sun

17 17 Becoming an Expert on Cloud Formulation To become an expert on clouds, read the information on clouds and complete the questions. Your textbook is also a good source of information on weather. Questions are based on the material presented in JETSTREAM An Online Weather School clouds.htm. Know / review the following terms before reading JetStream. Dew point: the temperature at which water condensation begins. Condensation: is the process whereby water vapor in the atmosphere is returned to its liquid state. In the atmosphere condensation may appear as clouds, fog, mist, dew, or frost, depending on the physical conditions of the atmosphere. Saturation: condition in which air at a specific temperature contains all the water vapor it can hold, which is at 100% relative humidity. 1. What two things can cause clouds to form? 3. From question 2 you learned rising air cools, why does this cooling cause condensation? Hint: explain in relation to water vapor. Because cold air can hold less water vapor than warm air 4. Why do clouds tend to evaporate as air sinks? As air sinks it is under more pressure that adds heat to the air, warm air can hold more water vapor so clouds evaporate. 5. What are the four basic cloud categories (forms)? Cirro, nimbo, cumulo, and strato 6. Describe cirro clouds? What type of weather are cirro clouds usually associated with? Clouds form when air is cooled to its dew point or when the air reaches saturation. Wispy, feathery high level clouds composed of ice crystals. Usually indicates fair weather. 2. Why does rising air cool? The warmed air near the ground rises as a bubble or parcel of air. When the rising air expands, it loses heat and becomes cooler. 7. Describe nimbo clouds? What type of weather are nimbo clouds usually associated with? Thick clouds forming between 7,000 and 15,000 feet. Steady rain.

18 18 8. Describe cumulo clouds? What type of weather are cumulo clouds usually associated with? - cumulo clouds look like fluffy, rounded piles of cotton. Usually indicates fair weather. 9. Describe strato clouds? What type of weather are strato clouds usually associated with? Featureless low level clouds that can cover all or most of the sky. Gray and dull weather. As stratus clouds thicken, they may produce drizzle, rain, or snow.

19 19 Becoming an Expert on Wind To become an expert on wind, read the information on wind and complete the questions. Your textbook is also a good source of information on weather. Questions are based on the material presented in JETSTREAM An Online Weather School wind.htm. Read up to Coriolis force. 1. What is wind? Air in motion 2. In what direction, horizontal or vertical are we usually taking about we discuss wind? Horizontal 5. What is meant by vertical wind and why are these winds important? Air rising and sinking important in day to day weather. 6. Why does rising air often lead to clouds and precipitation? Rising air becomes cool, often to saturation, and condenses to form clouds because cool air holds less water vapor. Rain and other forms of precipitation fall from the clouds. 7. Why does sinking air result in fair weather? Sinking air becomes warm causing evaporation of clouds because warm air can hold more water vapor and thus fair weather. 3. What does a forecast of east winds of 30 to 40 mile per hour (mph) mean? Horizontal winds will be 30 to 40 mph from the east 4. What can you observe that will indicate if the wind is blowing? By observing physical factors such as leaves rustling, trees moving, waving water, swaying flags, and so on. 8. Besides temperature, which causes air to rise (increase in temperature) and sink (decrease in temperature), what is the other main factor that causes wind? Differences in air pressure. 9. What is the wind direction around a highpressure system? Clockwise 10. What is the wind direction around a lowpressure system? Counterclockwise

20 As the gradient (differences) in pressure between a high and low-pressure system increases, what happens to the wind speed? Iincreases 12. Does warm or cool air hold more water vapor? When air cools it can hold less water vapor.

21 21 Becoming an Expert on Jetstreams To become a n expert on jetstreams, read the information on jetgstreams and complete the questions. Your textbook is also a good source of information on weather. Questions are based on the material presented in JETSTREAM An Online Weather School m. 1. What are jetstreams? 6. Draw a figure that shows where polar and subtropical jet streams are generally located on the earth. polar subtropical subtropical polar Relatively narrow bands of strong wind in the upper levels of the atmosphere 2. What general direction does the wind blow in a jetstream? West to east 3. Besides the direction mentioned in question 2, what other direction can jetstreams flow? North to south 4. What do jetstreams follow? 7. How fast can the winds be in a jetstream? 275 mph 8. What variables are responsible for the actual appearance of jetsreams? High and low pressure sytems, warm and cold air masses, and seasonal changes 9. In the spring, how does the jetstream help bring warmer air to the U.S.? Boundaries of hot and cold air Polar and subtropical jetstreams shift north 5. Why are jetstreams most pronounced during the winter? 10. In the autumn, how does the jetstream help bring cooler air to the U.S.? Hot and cold air boundaries are most pronounced during the winter Both jetstreams shift south 11. When are jet streams the strongest? In both Northern and Southern hemisphere winters.

22 22 Weatherman s Backpack Name: Class: Date:

23 23 Air Masses 1. What is an air mass? 2. What is a source region? Large body of air with uniform temperature humidity. The area from which an air mass originates. 3. Why is the U.S. not a favorable source region? 4. A cold dry artic (polar) air mass may pick up what characteristics as it passes over an ocean? Frequent passage of weather disturbances that disrupt air masses that do not allow the air mass to stagnate and take on the properties of the underlying region Warmth and moisture. 5. How long can air masses control the weather over a given area? Days to months 6. Where do most changes in weather occur? Along the periphery or boundaries called fronts.

24 24 FRONTS 1. What is a front? 2. How are fronts classified? Boundary between two air masses. By which type of air the front is replacing, e.g. a cold front cold air is replacing warm air. 3. What is a cold front? Draw the symbol for a cold front. Be sure to use the correct colors. 4. What is a warm front? Draw the symbol for a warm front. Be sure to use the correct colors. Cold air is replacing warm air. Warm air is replacing cold air. 5. What is a stationary front? Draw the symbol for a stationary front. Be sure to use the correct colors. A front that is not moving. 6. How are the weather patterns different between warm and cold fronts? warm widespread layered stratiform clouds with precipitation along and to the north of the front cold narrow band of showers and thunderstorms

25 25 Precipitation 1. List at least three common forms of precipitation. rain, snow, sleet, hail, and freezing rain 2. What four components are necessary for precipitation to form? 1) source of moisture 2) winds to transport the moisture 3) clouds must form 4) process to allow water droplets to grow large enough to fall 3. What are the three primary sources of moisture for precipitation in the U.S.? Pacific and Atlantic Oceans and the Gulf of Mexico 4. How is the moisture transported from the source to inland areas? winds around high and low pressure systems 5. What is the most effective way for clouds to form? Provide two ways clouds form. 6. What often determines the type of precipitation (rain, snow, sleet) during the winter? lifting the air - by going over mountains or forcing the air to rise near fronts and low pressure areas vertical distribution of temperature 7. What is the difference in the atmosphere between snow forming or sleet forming? a shallow warm layer of air is necessary for sleet to form, but is not present when snow forms Instrument: rain gauge Units: inches or millimeters Symbol note: the symbols for precipitation on a weather map are usually the words - snow, rain, sleet, and thunderstorms with a semi to full circle showing the area where the precipitation will occur.

26 26 Air Pressure 1. What makes up the air we breath? 2. What is air pressure? atoms and molecules Air pressure is simply the weight of air surrounding an object. 3. Describe how we feel air pressure. The atoms and molecules that make up air exert weight on us. We feel this weight as pressure. 4. How is air pressure associated with air molecules? Air pressure depends on the number of air molecules in a given space and how fast the molecules are moving. 5. Why does the air pressure decrease the higher one goes into the atmosphere? as elevation increases, less air molecules are available and the weight of air therefore is less, meaning a decrease in air pressure. 6. What are the symbols for high- and lowpressure systems? H high L low \ 7. What type of weather is associated with a high-pressure system and a lowpressure system? H- fair L stormy Instrument: Barometer Units: millibars or inches of mercury

27 27 Heat Transfer 1. In what three ways can heat be transferred? By radiation, conduction, and convection. 2. What happens to most of the solar energy that reaches the earth s surface? It is radiated back into the atmosphere to become heat energy. 3. What is conduction? The transfer of heat energy from one substance to another within a substance. 4. What is convection? The transfer of heat energy in a fluid. 5. What is radiation? Transfer of heat by electromagnetic radiation.. 6. How can heat transfer in the atmosphere cause wind? The hot air that is rising is replaced by surrounding cooler air causing 7. Describe the process in which a warm bubble of air is formed by heat energy. The sun s radiation strikes the ground, warming the rocks, whose temperature rises due to conduction. Heat energy is then released into the atmosphere forming the bubble of air that is warmer than its surrounding air. Instrument: Thermometer Units: Degrees

28 28 Atmosphere Energy 1. What three things happen to the energy from the sun when it reaches the earth? reflected back to space by clouds, absorbed by the atmosphere, and absorbed by the earth s surface 2. How does the earth maintain a stable temperature and climate? Energy received from the sun balances energy lost by earth back into space. 3. What is the greenhouse effect? heating effect caused by having an atmosphere 4. Why does the moon s and earth s average surface temperatures differ? earth has an atmosphere and the moon does not 5. Why do cloudy nights tend to be warmer? Heat energy from the earth can be trapped by clouds, leading to warmer nights. 6. When are nights the coolest? When there are clear skies.

29 29 Clouds 1. What two things can cause clouds to form? clouds form when air is cooled to its dew point or when the air reaches saturation. 2. Why do clouds tend to evaporate as air sinks? as air sinks it is under more pressure that adds heat to the air, warm air can hold more water vapor so clouds evaporate. 3. Why does rising air cool? the warmed air near the ground rises as a bubble or parcel of air. When the rising air expands, it loses heat and becomes cooler. 4. Describe cirro clouds? What type of weather are cirro clouds usually associated with? Wispy, feathery high-level clouds composed of ice crystals. Usually indicates fair weather. 5. Describe nimbo clouds? What type of weather are nimbo clouds usually associated with? thick clouds forming between 7,000 and 15,000 feet. Steady rain. 6. Describe cumulo clouds? What type of weather are cumulo clouds usually associated with? cumulo clouds look like fluffy, rounded piles of cotton. Usually indicates fair weather. 7. Describe strato clouds? What type of weather are strato clouds usually associated with? featureless low level clouds that can cover all or most of the sky. Gray and dull weather. As stratus clouds thicken, they may produce drizzle, rain, or snow.

30 30 Winds 1. Why does rising air often lead to clouds and precipitation? rising air becomes cool, often to saturation, and condenses to form clouds because cool air holds less water vapor. Rain and other forms of precipitation fall from the clouds. 2. What does sinking air do and what weather does it cause? Sinking air warms causing evaporation of clouds, and fair weather. 3. Why does sinking air result in fair weather? sinking air becomes warm causing evaporation of clouds because warm air can hold more water vapor and thus fair weather. 4. What is the pressure gradient? How does it impact wind speed? The difference in pressure between high and low pressures. The higher the gradient the faster the wind speed. 5. Does warm or cool air hold more water vapor? when air cools it can hold less water vapor. 6. What must happen as the air spreads away from the highs? Air from above must sink in to replace it. Instrument: Wind vane - direction Units: Compass directions Instrument: Anemometer wind speed Units: Miles per hour or kilometer per hour

31 31 Jetstream 1. What are jet streams? A relatively narrow band of strong wind in the upper levels of the atmosphere. 2. When are jet streams the strongest? In both Northern and Southern hemisphere winters. 3. Draw a figure that shows where polar and subtropical jet streams are generally located on the earth. polar 4. In the spring, how does the jetstream help bring warmer air to the U.S.? polar and subtropical jetstreams shift north subtropical subtropical polar 5. What speed can jet streams reach? Jet streams can reach speeds of more than 275 miles per hour. 6. In the autumn, how does the jetstream help bring cooler air to the U.S.? both jetstreams shift south 7. What general direction does the wind blow in a jetstream? west to east

32 32 Probability Activity - Understanding the Difficulty in Forecasting the Future Teacher Action - Setup 1. Divide the class into groups of 3-5 students. Each group must have a nerf ball, forecast box, and blank data table. 2. Students need to complete the data table, by tossing the nerf ball into the forecast box at various distances from the box. 3. Students need to answer the questions after the data table. Objective To illustrate as people forecast farther into the future, the harder it is to provide good forecasts. Materials One nerf ball and one forecast box for each group Procedures 1. Read the concept and understand the timeline. 2. Place the forecast box on the floor. 3. As a group, complete the data table by trying to toss the nerf ball into the forecast box at different distances from the box. Elect one student to be the thrower and use the same student for all throws. This eliminates differences in throwing skills. 4. Record if the ball landed in the box or the toss missed the box. 5. Complete the questions following the data table as a group. Concept Tossing the nerf ball represents making a forecast. The forecast can be for weather, the stock market, or any other event you may want to forecast. The idea remains the same for all forecasting. The distance from the box represents the future you are forecasting as given by the following timeline. Another concept this activity can illustrate is as follows: let the further away steps indicate lack of knowledge. As knowledge increases, the student moves closer to the box. Getting the nerf ball in the box represents correct understanding of the concepts / principles. Illustrate why people need to be educated. In this timeline, it is currently today. One step represents forecasting this afternoon, given the conditions in the morning. Three steps represent forecasting tomorrows conditions based on the conditions in the morning today. Five steps represent forecasting two days into the future using today s current conditions. Finally, 10 steps represent forecasting a week into the future. The nerf ball landing in the box represents two things 1) ease of making the forecast and 2) how good the forecast is. Distance 1 step 3 steps 5 steps 10 steps Day Today Tomorrow 2 days into 1 week into the future the future

33 33 Data table for tossing the nerf ball. Place a one (1) in the table if the toss landed in the box, toss made, and a zero (0) if the toss failed to land in the box. Toss 1 step 3 steps 5 steps 10 steps Total the tosses made Questions 1. At what distance were the most tosses made? 3. Recall, the tosses made represent a good forecast. At what distance did you have the most good forecasts? 2. What is the relationship between the number of tosses made and the distance from the forecast box? 4. What is the relationship between the number of good forecasts and the number of days into the future? 5. Provide some reasons why you found the relationships in question 4 between forecasts and distance into the future.

34 34 Hot/Cold Water Experiment Hot Now that students are familiar with the terminology, discuss with them the local weather patterns. What might cause changes in local or microclimate weather? For example, ask How is the movement of cold air masses different from that of hot air masses? Density and Weather Much of what we call weather is caused by the differences in the density of different air masses. Because it is difficult to see the movement of air masses, we will observe the movements of liquids with different densities. (Remember that liquids and gases are very similar in the way they move, except liquids move slower!) Purpose: To discover how different temperature air masses interact with each other. Cold ** Read through the entire procedure first, and then write down your hypothesis BEFORE beginning. Procedure: 1. Fill the plastic box about 2/3 with room temperature water. Let the tub of water sit still in a position so all members can see it. WRITE YOUR HYPOTHESIS WHILE THE WATER IS RESTING. 2. Fill one small beaker with hot water. Add several drops of red food coloring to color it red. Stir the coloring around with a stir stick. 3. Fill the other beaker with cold water. Add several drops pf blue food coloring to color it blue. Stir the coloring around with a stir stick. 4. Gently place the two beakers into opposite ends of the tub of water. The top of the beakers should be above the water. Let the water come to rest for a minute or two. 5. At the same time, gently tip the two beakers towards the center of the pan of water. Let the beakers lay on the bottom of the tub. Be sure to remove your hands as gently as possible so as to not disturb the water. LEAVE THE BEAKERS THERE DO NOT TAKE THEM OUT! ** Read through the entire procedure first, and then write down your hypothesis BEFORE beginning. Hypothesis: Hot Cold If I mix cold water and hot water together in a tub of water, the (write your hypothesis here concerning the water mixture) 6. OBSERVE! Begin timing. During this time, DO NOT MOVE THE DESKS!

35 35 7. After each time interval below, sketch how the tub of water appears from the side? a. After 10 seconds it looked like this: c. Make one final observation from the top of the box looking down into the tub. Draw what you see. a. After 60 seconds it looked like this: Hot Cold b. After 60 seconds it looked like this: CLEAN UP: Carefully pour the water into the sink. Return all materials as where they were when you began. \ 8. Was your hypothesis correct? Hot Cold b. After 2 minutes it looked like this: 9. Explain your observations. (WHY did the hot water in the tub do what it did? WHY did the cold water do what it did?) Hot Cold 10. Since liquids and gases act the same way, what does this tell you about the movement of cold air and war, air? _

36 36 Differences in Local Weather Objective: Help students realize that there are local differences in weather (micro-climates) and explore what might cause these variations. Teacher asks, Now that we have seen some of the types of weather we have in our town, what differences are there inside the town itself. Option 1: Temperature Variation around Your City Equipment Required: Thermometers for each student Method: Have the students take the thermometers home and read the temperature at two set times (am and pm), and record the temperature. The teacher will have a city map posted in the classroom and the students will put their temperature reading on the map each day with a different colored pen for the am and pm temperatures. The teacher will record the official temperature at the am and pm times for the local city. Students will calculate the difference from their temperature and the reported temperature for the town. Ask students to list what might have caused the temperature differences (e.g. concrete, asphalt, grass, trees causing shade etc). Option 2: Temperature Variation around the School Grounds Equipment Required: Thermometer for each student Method: Same as Option 1 except have the students take temperatures around the school grounds. Have a map of the school grounds and have students put the different temperatures on the map. Are there any temperature differences between the parking lot, playground, and lawn areas? Question to have students answer is, How much area do you need to observe slight temperature differences? Do this on both a cloudy day and a sunny day, are there differences on both days. Which day has the most variation? Why? Option 3: Temperature Variation around Students Homes Equipment Required: Thermometer for each student Method: Have students take temperature measures around their home at 5 time intervals during the next Saturday (e.g. 9 am, 12 noon, 3 pm and 7 pm). Have students create a table of temperatures at five locations around their home at these times. Ask students to identify factors that cause these temperature changes during the day. Identify which students found the most variation around their house and ask them to explain why they had this much variation. Option 4: Rainfall Variation Equipment Required: rain gauge for each student (may be available from local hardware, lumber, machinery or farm supply stores in country, at little or no cost). Large pill bottles from a pharmacy or film canisters will also work. Methods: Have the students measure the amount of precipitation over one week at their home. Compare this to the official rainfall for the town. Have each student enter the amount of rainfall at the students homes on a map of the school district. Have the students identify reasons why the rainfall might be different.

37 37 Drawing a Weather Map Snow H L Rain Draw the following weather factors on the map of North America, using your Weatherman s Backpack. Be sure to use the correct symbols and colors. 1. Place a high-pressure system to the west of the Great Lakes in central U.S. 2. Place a low-pressure system over the southeastern U.S. 3. Draw a warm front that extends from the southwestern U.S., between the two above pressure systems to the northeastern U.S. 5. Show that rain is possible in the along the western Gulf of Mexico coast. 6. Draw a cold front approaching western U.S. from the Pacific Ocean. 7. Show that snow is possible in front of the cold front in the western U.S. 4. Draw a stationary front that goes from the Gulf of Mexico through Florida to the Atlantic Ocean.

38 38 Making Inferences from a Weather Map Answer the following questions based on the attached weather map and your knowledge from the Weatherman s Backpack activity 1. Where would you expect heavy rains in the U.S? West Texas 2. What kind of front runs from the Gulf of Mexico through Florida to the Atlantic Ocean? Stationary front 3. What kind of weather would be expected in western Canada? Snow 4. How will the temperature be changing in the next few days in the area of Great lakes? Warm to cold 5. How will the precipitation outlook change in the next few days in the area of Great lakes? Clear changing to rain 6. What kind of weather would be expected in northwestern U.S.? Rain

39 39 Appendix A Weatherman s Backpack Jigsaw Approach One method of teaching is the jigsaw approach. In this approach, students are placed into groups. Each group becomes the expert in a particular topic. After the groups have completed the expert materials, new groups are formed with an expert from each topic in the new group. An example for three topics is given in the figure below. Each box represents a group. In this setup, Claudia, Jose, and Fred become experts on air masses, Seth, Cindy, and Lebron become experts on precipitation, and Ivan, Megan, and LeAnn are the winds experts. Each expert member then teaches their topic to students in the new group. For example, in new group 1, Claudia would teach air masses, Seth precipitation, and Ivan winds. New groups 2 and 3 would be similar. In teaching the material in the new groups, each student in the class, finishes their Weatherman s Backpack. Suggested Expert and Weatherman s backpack materials are provided. The material is based on the National Weather Services JETSTREAM, Online Weather School, Each area provides a links to specific web pages. Included are nine topic, the teacher should modify the content as appropriate for their classroom setting. JETSTREAM contains many more topics. Online School is used with permission from the National Weather Service. Each expert material contains 8-15 questions designed to provide the student the necessary knowledge to help fellow students complete the Weatherman s Backpack. The Backpack provides questions that is a summary of necessary knowledge and as such provides a review sheet for testing purposes. The Backpack has approximately six questions on each area. The jigsaw idea can be modified to fit your textbook.. Air Masses Claudia Jose Fred Precipitation Seth Cindy Lebron Winds Ivan Megan LeAnn New Group 1 Claudia Seth Ivan New Group 2 Jose Cindy Megan New Group 3 Fred Lebron LeAnn