WIND AND WEATHER FORECASTING Lesson Overview There is a lot of potential in wind power as a source of energy for human purposes. Some areas have more wind than others, however, and the wind can vary in consistency and reliability. It is helpful to be able to predict what the wind will do in your area: which direction it will come from and how strong it will be. It is also useful to have an idea about the accuracy of the forecast data. This lesson increases students knowledge of how to access wind and weather forecasting information, and how to evaluate the accuracy of the data. Grade Level Grades 6-8 Time Required The lesson may be completed in one 90-minute period and one 40-minute period. Curriculum Connection (Province/Territory and course) British Columbia, Grade 6 Social Studies (Skills and Processes of Social Studies) evaluate the credibility and reliability of selected sources Link to the Canadian Atlas Online (CAOL) www.canadiangeographic.ca/wind/ Additional Resources, Materials and Equipment Required Class set of hand-held compasses Internet access Cable television Weather radio / VHF marine radio Wind anemometer Cloud Type Chart - Electronic version may be found at http://commons.wikimedia.org/wiki/image:cloud_types.jpg or http://airlineworld.files.wordpress.com/2008/07/cloud_types.gif Main Objective Students will become familiar with, and be able to assess the accuracy of, local wind and weather forecasting information. Learning Outcomes By the end of the lesson, students will be able to: Access weather reports and forecasts using a variety of media. Recognize and describe 2-3 weather prediction signs. Assess the accuracy of wind data as forecasted by various media.
Introduction Lesson Development The Lesson Teacher Activity Ask students if they notice if there is any wind, how strong it is, and which direction it is coming from. Ask students why it might be important to know about wind and weather forecasting. (Farming, fishing, traveling by road, water or air, camping, etc. there are many reasons why it is important to have access to weather information.) Take students outside the building to observe the wind. Face the group in the direction that the wind is coming from. Explain that wind direction is indicated by the direction the wind is coming from. Demonstrate how to calibrate a compass (line up magnetic arrow with North point), and have the students repeat. Show students how to hold a compass and move so that it indicates the current wind direction. Check for understanding by circulating through the group. Ask students to describe current weather conditions (clear? cloudy? strong or light wind?). Teacher shows Cloud Type Chart and has students determine which type(s) are seen. Back inside, demonstrate the use of various media for accessing weather and wind information. Choose one or two media and complete the lesson in one 60-minute period, or extend the lesson to two periods by including all of the media below. Student Activity Some students will offer their views on what they observe. They know or guess the cardinal directions, and guess the wind s velocity. Students brainstorm as a group why it might be important to know how to access weather report and forecast information. Students must be prepared with proper clothing for the weather conditions. Each student (or in pairs) has a simple, hand-held compass. Students calibrate compasses and then determine current wind direction. Students observe sky and cloudtypes and compare to Cloud Type Chart. Each student makes observations (verbally, or written using clipboard). 1) Weather Radio: Listen to current weather conditions (reports) and forecasts. Help students decipher the language of weather reporting and forecasting. Students listen to the continuous marine weather reporting and forecasting. They listen twice to decipher the weather jargon.
Conclusion 2) Internet: Help students log on to the Canadian Weather Service (www.weatheroffice.gc.ca/). Once everyone has found their own local area, discuss what the information means and how to interpret the jargon. 3) VHF Radio: This is for coastal areas. The Very High Frequency radio is used for communication, emergency, and weather information purposes. Tune into the weather channel frequency and listen through the local report and forecast at least twice with students, helping to interpret the information (it takes a few times to get used to it). 4) Radio and Television: Both media have weather information. Radio has lay-person reports and forecasts on a regular schedule (varies depending on region and station). Television has dedicated stations with graphic aids such as satellite photos showing the movement of weather systems. Invite each student to review the types of media available for local wind and weather information, and to say which they think is the most practical. Students navigate to their specific geographic area. Students become familiar with graphic icons, wind speed, and direction in particular. Students listen to the radio, until they find the weather reporting and forecasting frequency. Students listen carefully until they are able to reiterate both the local report and forecast. 70 minutes Students review and verbalize the weather information they ve gleaned and give opinions on which media they found most useful. Lesson #2
Teacher Activity Student Activity Introduction Ask students if they believe the weather forecast information they gleaned in Lesson #1 is accurate. Students make predictions and guesses about the accuracy of the information. 5 minutes Lesson Development Conclusion Compare wind weather forecast information with actual conditions. Using a Wind Anemometer, take students outside to measure wind speed to compare to data noted in Lesson #1. Invite each student to assess the accuracy of the information from the various wind/weather forecasting media. Students are asked to take their notes from Lesson #1 and compare this to wind conditions outside the classroom. Students each take a turn reading the anemometer. 25 minutes Students comment on the accuracy of the information from the various wind/weather forecasting media. Lesson Extension Wind vocabulary: Look up the following terms on the Canadian Atlas Online Glossary (http://www.canadiangeographic.ca/atlas/glossary.aspx?lang=en): aeolian, chinook, cirrus, hurricane, jet stream, meteorology, typhoon, weathervane, wind chill, wind break, zephyr. Read about the potential of wind power at the Canadian Atlas Online: http://www.canadiangeographic.ca/atlas/themes.aspx?id=weather&sub=weather_po wer_windpower. Assessment of Student Learning Assess students prior knowledge of weather and wind information during the initial discussion. Have students write down wind and weather data gleaned from various media and assess for accuracy. Watch as each student uses the compass to determine wind direction; assess understanding and accuracy. Have each student use one or more of the wind and weather access media and devise a current report and forecast.
Further Reading Which way is the Wind Blowing? in Wavelength Magazine. Spring, 2001. www.wavelengthmagazine.com/2001/am01.pdf or see attached hard copy. Northwest Marine Weather. Renner, J. The Mountaineers, 1993. The Basic Essentials of Weather Forecasting. Hodgson, M. The Basic Essentials Series, 1992 Sea Kayaking. Dowd, J. Greystone Books, 1997. Link to Canadian National Standards for Geography Essential Element #5: Environment and Society Limits and opportunities of the physical environment for human activities Geographic Skill #2: Acquiring Geographic Information Use a variety of research skills to locate and collect geographic data.