Weather Extremes in Canada: Understanding the Sources and Dangers of Weather

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1 Weather Extremes in Canada: Understanding the Sources and Dangers of Weather Lesson Overview This lesson will focus on the extremes of weather and how they affect Canada. Important meteorological factors such as air masses, warm fronts and the thunderstorms associated with cold fronts will be covered. The lesson will also look at some of the dangers associated with weather extremes in Canada. Grade Level Grades 9-12 (secondary school) Time Required minutes Curriculum connection New Brunswick, Grade 12 Canadian Geography and/or Grade 11 Physical Geography Link to Canadian National Geography Standards Essential Elements #3 (Grades 9-12) Physical Systems Physical processes shape Earth s surface and interact with plant and animal life to create, sustain and modify the cultural and natural environment. Physical systems include such things as wind and ocean currents, plate tectonics, erosion, deposition and water Geography Skills #2 (Grades 9-12) Acquiring Geographic Information Systematically locate and gather geographic information from a variety of primary and secondary sources Geography Skills #4 (Grades 9-12) Analyzing geographic information Makes inferences and draw conclusions from maps and other geographic representations Use the process of analysis, synthesis, evaluation and explanation to interpret geographic information from a variety of sources Primary Resource The Canadian Atlas p You can also use the related pages of The Canadian Atlas website at Additional resources Student worksheet (provided) CBC Archives of Hurricane Hazel (Toronto 1954) Hurricane Juan (Halifax 2003) with photo gallery: CBC Archives of the Quebec Ice Storm of 1998: White Juan snowstorm (Halifax 2004) with photo gallery: Canadian Council for Geographic Education 1

2 Red River Flood (Manitoba 1997): Main Objective The main objective of the lesson is to introduce students to the various factors that influence weather and create weather extremes in Canada. Learning Outcomes By the end of this lesson, students will be able to: Use the Canadian Atlas Identify the air masses that affect Canada Distinguish between a cold front and a warm front Find the causes of weather extremes in Canada Research various weather extremes in Canadian history Identify the dangers associated with various weather extremes Lesson Teacher Activity Student Activity Canadian Council for Geographic Education 2

3 Introduction Lesson Development Lesson Development (cont d) Introduce the lesson by having students suggest important storms in Canadian history Introduce p from the Canadian Atlas by reviewing the Climate Zones of Canada and the climate graphs. The teacher will mention that climate zones are characterized by temperature and precipitation. The teacher will ask the students what are some of the factors that influence the climate zones: such as elevation, latitude, nearness to water, physical barriers. Assign the questions in the Student Activity Sheet provided. Review the answers with the students in class or assign as homework for the following class Assign a follow-up assignment that looks at specific storms in Canada s history. Have groups of three or four students research one of the storms listed to the right in the student activity. Each group can prepare a power point presentation on a Canadian storm. See Additional Resources for Web Sites. Each presentation should last 15 minutes. Students will brainstorm to identify some famous weather storms in Canada Students will collect the Canadian Atlases and review the section on p with their teacher. The students will speculate on what factors influence climate and participate in class discussion as required in the introduction Students will answer the questions from the Student Activity Sheet provided using the Canadian Atlas Students use the additional resources to research famous storms such as Hurricane Hazel, Hurricane Juan, the Quebec Ice Storm, White Juan snowstorm and the Red River Flood. Conclusion Conclude with a comparison of weather extremes with other natural disasters that are not of a meteorological origin such as earthquakes or volcanic eruptions Students participate by suggesting weather events for comparison and speculating on the relative danger of each type of natural disaster Assessment of Student Learning The teacher shall review the next day by asking questions concerning the lesson covered The teacher may prepare a quiz covering the principal points of the lesson The teacher shall assess the follow up assignment by using the rubric on the next page Rubric for Follow Up Assignment Power Point Rubric Excellent Proficient Acceptable Incomplete Introduction The introduction draws the audience into the presentation using The introduction is clear and coherent and relates to the topic. The introduction has structure but does not entice the audience. The introduction does not orient the audience to what will follow. Canadian Council for Geographic Education 3

4 an interesting fact, a compelling question, image or video clip. Script (presentation) The content is clear and concise with a logical progression of ideas. Information is accurate and comes mainly from primary sources. The content has a logical progression of ideas. The content is vague in conveying a point of view that does not create a strong sense of purpose. The content lacks a clear point of view and a logical sequence of ideas. Does not include enough information. Text Elements (words with the slides) The fonts are easy to read and point size varies appropriately for headings and text. The background enhances the readability of the text. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, animation, colour or busy background detracts from the text. Overall readability is difficult with lengthy paragraphs, too many different fonts and a busy background. The text is difficult to read with long blocks of text and small fonts, distracting animations, inappropriate contrasting colours and poor use of headings and subheadings. Slides (graphics sounds and videos) The graphics, sound and/or video make visual connections that enhance understanding of concepts, ideas and relationships. Original images are created using proper size and all images enhance the content. The graphics, sound and/or video assist the audience in understanding the flow of information or content. Original images are proper size and resolution. Some of the graphics, sound and/or video seem unrelated to the topic and do not enhance the overall concepts. Images are poorly cropped. The graphics, sound and/or video are unrelated to the content. Graphics do not enhance understanding of the content or are distracting decorations that detract from the content. Student Activity Sheet Part A Meteorological Factors 1. a) Name the five air masses that affect Canada s weather in column 1 of the table below. b) Why are some air masses dry while others are humid? Use the names of the air masses and what you have learned about each to identify their characteristics. Canadian Council for Geographic Education 4

5 c) Check off the characteristics of each air mass in columns 2, 3, 4 and 5 of the chart. 1. Name of Air Mass Moist Dry Warm Cold a) Explain the difference between a cold front and a warm front. b) How do clouds and precipitation differ between a cold front and a warm front? 3. a) What are the factors needed for a thunderstorm to develop? b) What triggers the electrical discharge (lightning)? c) What causes the thunder? 4. How can a tornado develop within a thunderstorm? Canadian Council for Geographic Education 5

6 5. Why does freezing rain freeze? Part B Meteorological Danger 1. What is the greatest threat of ice storms? What was the cost (in lives and in dollars) of the Quebec Ice Storm of 1998? 2. Which regions of Canada are most prone to tornadoes? Why? 3. What was Canada s deadliest twister? What damage did it do? 4. What was Canada s deadliest hurricane? What damage did it do? 5. When is the hurricane season? Why? Where do hurricanes strike Canada most often? Canadian Council for Geographic Education 6

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