LU Title: What causes the weather?

Author(s): Ed Weiler

Grade Level: 8

School Address: Camden Middle School 32 Union Street Camden, NY 13316

Subject Area: Earth Science

School Phone/Fax: (315) 245-0080

Declarative

Procedural

• What is an air mass? How do air masses form? How do air masses affect local weather conditions?

• Demonstrate how to observe the changing properties of the atmosphere such as: temperature, humidity, wind direction and speed, air pressure, solar radiation, cloudiness, and precipitation.

• Air masses come in contact with each other at boundaries called fronts. Abrupt changes in weather elements occur along fronts.

• Use spreadsheets and data base software to collect, display, and analyze information.

• Low pressure areas form along fronts. Their centers are the Lows marked on weather maps. Lows are major storm systems of out latitude.

• Access information from electronic databases and on-line telecommunication services.

• Changes in air pressure are important indicators of High and Lows.

• Read the devices and charts needed to measure atmospheric variables.

• The goal of weather forecasting is to make accurate predictions of future weather. Modern technology has made weather forecasting much more reliable.

• Analyze synoptic weather maps, satellite photographs, radar images and locally collected weather data to make a local weather forecast.

Benchmarks:

Benchmarks:

Standard:

Standard:

What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

1. What is an AIR MASS? How do air masses form? How do air masses affect local weather conditions?
2. Air masses come in contact with each other at boundaries called FRONTS. Abrupt changes in weather elements occur along fronts.
3. Low pressure areas occur along fronts. Their centers are marked as LOWS on weather maps. LOWS are major storm systems of our latitudes.
4. Changes in air pressure are important indicators of HIGHS and LOWS.
5. The goal of weather forecasting is to make accurate predictions of future weather. Radar, computers, weather satellites have greatly improved weather forecasting.
6. Wind occurs when temperature differences cause pressure differences in the atmosphere.
7. Clouds form when air is cooled to the DEW POINT and CONDENSATION NUCLEI are present.

1. I give the students a graphic organizer to use when they read in their textbook. Research air masses in your textbook, encyclopedia, or any other source. Define them and make a chart, graphic organizer, showing their names, abbreviations, regions of origin, and the type of weather they bring. The names and points are put on a map of North America.
2. The students put this information in their notebook after we read it so we have weather patterns and cloud type patterns to use in forecasting. Research warm fronts, cold fronts, occluded fronts, and stationary fronts in your textbook, encyclopedia or any other source. View the film WHAT CAUSES WEATHER.
3. I show students how to track weather systems on old weather maps and on the internet with daily weather maps. Research in assorted sources wave cyclones or Low-pressure areas. Lab 6-2 WEATHER PATTERNS Lab 6-3 CYCLONIC WEATHER SYSTEMS
4. Examine the relationship between air pressure and weather changes gathered during the long term weather watch.
5. As we observe the local weather and local weather programs from the TV, the students try to hypothesize trends and then try to verify them. Examine weather forecasts made on local and national television and on-line to see what type of information is used to make a forecast and what is included in a forecast.
6. Students will watch the film WHAT MAKES THE WIND BLOW. The K-W-L worksheet allows us to stress the needed knowledge to the entire class.
7. Students will watch the film WHAT MAKE CLOUDS. The students will be guided by the teacher to include all the information necessary about cloud formation.

 1. SQ3R (A five step study plan to help students get meaning out of their reading: Survey, Question Read actively, Recite and Review) Contrust Meaning Pictorial representation of information

2. K-W-L Strategy Construct Meaning Pictorial representation of information
3. Students will learn vocabulary, gain general information, and practice interpreting information on a weather map using information gained in previous sections.
4. Have students use graphs and charts.
5. Mae a graphic organizer.
6. K-W-L Worksheet Pictographic representation of information.
7. K-W-L Worksheet Pictographic representation of information.

 1. Students will define air masses, and design on the computer a chart showing their names, abbreviations as on the Earth Science Reference Table, their region of origin, and the type of weather they bring. Their paths will also be shown on a map of North America there temperature and humidity characteristics will be shown pictorially. Textbooks will be used as source information.

2. Make a chart to be used for reference showing a cross section drawing of each type of front with the cloud types, air masses, and direction of movement. The chart should also show the symbols used on the Earth Science Reference Table used to show the fronts on a weather map. The last portion of the chart should describe the type of weather associated with each front.
3. Make a diagram showing the development and movement of a wave cyclone or LOW. Find three different examples of this in the selections of weather maps in the classroom.
4. Search the observations made during the weather watch to see trends of pressure and type of weather. Compare this to the weather shown on the weather map archives in the classroom. Observe the label of the aneroid barometer in the classroon to draw a conclusion about the relationship between HIGHs, LOWs and weather forecasting.
5. Students will watch weather programs to examine what things need to be included in there final project.
6. Students fill out what they know and what they to know about wind before the film and the learn column after the film. The process of local winds will be diagramed.
7. Students fill out what they know and what they want to know about clouds before the film and the learn column after the film. The process of cloud formation will be diagramed.

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

 1. Observe the changing properties of the atmosphere, such as: temperature, humidity, wind speed and direction, air pressure, solar radiation, cloudiness, and precipitation.

2. Use spreadsheets and data base software to collect, display, and analyze information.

3. Students access needed information from electronic databases and on-line telecommunication services.

4. Students will read the devices and charts needed to measure atmospheric variables mentioned above.

5. Students will analyze synoptic weather maps, satellite photographs, radar images and locally collected weather data to make a local weather forecast.

 1. I lead a class discussion to develop a set of written steps and use them daily to gather information. Set up steps for spreadsheets will be developed and used to store the information. Practice with variation. Point out common errors and pitfalls. Help students set up practice schedule. Chart and report accuracy. Explain importance of accuracy in work and science.

2. List the steps needed to make the spreadsheet and graph types. Use these steps to make the graph that best shows weather trends. Practice with variation.

3. The Media Center Specialist will assist the students in accessing CD resources and the internet.

4. List the steps needed to use the weather instruments in the weather watch lab after demonstration by the teacher. Practice with variation. Point out common errors and pitfalls.

5. Develop a list of chart and map reading skills that apply to all maps and charts. Practice these skills using the variety of charts and maps in weather science.

 1. The class will participate in a long term weather watch in which weather variables will be gathered and information stored in a spread sheet for analysis later. Procedural steps for each instrument will be devised and used as each group of students does the weather watch portion the observe. Two teams at a time will first calibrate their instruments and take their readings to observe and account for differences and make a list of errors to eliminate them in the future. Fridays will be a summery and training of the next group day. Error lists will be passed on.

2. Information collected during the weather watch will be turned into graphs and analyzed for trends.

3. National weather maps and local and national radar pictures will be downloaded from the internet and stored for future analysis. Information correlating with the weather watch will be used to see the connection between local observations and national information.

4. Students will use the relative humidity and dew point charts in the earth science reference table. The steps used will be observed in a demonstration then a set of steps will be written by the class and used to measure relative humidity and dew point using the Earth Science reference table.

5. Using the sir mass chart and the front chart previously constructed perform learning activity #7 and #8 listed above, students will look for similar patterns in the weather data obtained to start formulating their forecasts.

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

 Map skills, Word processing, Presentation Software, Spreadsheet and graphing software.

 Comparing

 Classifying

 Inductive Reasoning

 Deductive Reasoning

 Error Analysis

 Analyzing Perspectives

 Constructing Support

 Abstracting

• Other:

 Students will have an opportunity to practice and refine skills developed in earlier units and previous classes.

Planning Guide

Unit:

Step 1

Step 2

Step 3

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........

What reasoning process will they be using?

Describe student's products and performances and the criteria for evaluation.

[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of others)
[ ] Problem Solving
(seeking to achieve a goal by overcomming constraints or lmiting conditions)
[ ] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)
[ ] Other:

Products/Performances

Criteria for evaluation

Element #1

Element #2

Element #3

Element #4

Scale

 Punctuality, neat appearance

 Quality of presentation

Completeness and understanding 

 Creativity

Weights

10%

10%

50%

30%

4

 The presentation is ready on the scheduled day. All students are neatly dressed for a professional presentation.

 The presentation is clearly delivered and visuals are neatly done with no obvious errors.

 All items for presentations are available on time. The student shows knowledge of the material presented.

 The presentation is unique and entertaining. Showing appropriate but not distracting humor.

3

 The presentation is ready on the second scheduled day. (At the end of other scheduled presentations) or dress is not appropriate for a school presentation.

 The presentation is not rehearsed and visuals show a few minor errors.

 One of the required items is not completed. Some of the material is obviously not understood by the student.

 The presentation is routine and lacking in entertainment.

2

 The presentation is ready on the third scheduled day.

 The presentation show no rehearsal and visuals show obvious errors.

 2 items required were not ready by presentation time. The student shows little understanding of the material being presented.

 The presentation is dull or humor is silly or inappropriate.

1

 The presentation is presented after school.

 The presentation is inappropriate and in bad taste. The visuals are incompletely done.

 3 or more required items are not ready by presentation time.

 Humor is offensive.

Score Point 4

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Score Point 2

Score Point 1

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