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Course, Subject

Earth Science, Math, Science & Technology

Assessment

Students should be assessed on the completeness and accuracy of data collection, climatographs, and weather logs. Students should also complete the Post Activity Assessment Form (PAAF).

• Post Activity Assessment Form

Learning Context/ Introduction

Regardless of where you live, weather events happening halfway around the world today are likely to affect you within a week. Fitting together the cause-and-affect patterns that influence the atmosphere of the entire globe is an important area of research and study today. In this unit, we will explore the global atmospheric forces that bring everyone in the world the same important phenomenon - their local weather.

This unit will integrate the study of weather and technology while meeting New York State learning standards. Available technologies including the internet, related software, and probeware will aid teachers and students in completing classroom assignments and projects.

Learning Outcomes

• Observe weather while utilizing technology assisted weather observation tools
• Identify apsects of what meteorologists do in their study of the weather and the atmosphere
• Describe the composition and temperature structure of the atmosphere
• Identify, measure, and record weather conditions
• Summarize the main types of clouds
• Graph weather data
• Utilize weather data to make predictions
• Know weather related safety tips and procedures
• Know, understand, and utilize weather terminology and symbols

Sample lessons are found within this unit plan as links within NYLEARNS.

Duration

5 Weeks (25 - 40 minute class sessions) should be set aside for this unit in case of extended time for certain activities.

Essential Question

How can technology help students fullfill the requirements of New York State's Math, Science, & Technology learning standards (MST) in Earth Science?

Instructional/Environment Modifications

Computers or a computer lab with internet access should be available. Computers should be checked prior to student use and appropriate software and plug-ins should be loaded.

Procedure

Teachers should use the lessons as a guideline and integrate this unit into their classroom situation.

Technology Integration Rationale

Integrating technology as "Mindtools" into curriculum meets New York State's MST 5 standards and allows students of science to participate in "real world" applications and safe, inquiry based learning while meeting other MST learning standards.
Technology plays an ever increasing role in our everyday lives and technologies' role in weather forecasting becomes more important to our daily lives as climate patterns change and global populations continue to rise. Our ability to predict weather and disseminate information via technology can help create a safer and more sustainable environment not only for ourselves but also, the other organisms that share our environment.

Resource List

1. Weatherbug - http://ww2.weatherbug.com/aff/default.asp?zcode=Z3552
   This site contains weather data that is instantly updated.
2. Longitude/Lattitude Position Finder - http://www.juggling.org/bin/do/map-find
3. Data Harvest - http://www.dataharvest.com/
   This site can be used to locate and purchase Data Harvest probeware and equipment.
4. Modern Earth Science
   Holt, Reinhart, and Winston 1998
   Atmospheric Forces pg.s 452 - 542
   Reference material, text, maps.

Schedule of Lessons

Every classroom situation differs; this schedule is intended to serve as an outline of lessons and activities only.
Week 1

• Introduction to Weather Unit
  In the Weather - A First Look video, students are introduced to weather, meteorologists, and the tools and terms associated with the study of weather.
• Newspapers
  Students will be introduced to the daily newspaper's weather section. They will be responsible for recording data throughout the unit and comparing the data with data recorded during various lessons throughout the unit.
• Characteristics of the Atmosphere
  In this lesson we will discuss the composition of the atmosphere, layers of the atmosphere and atmospheric pressure. We will investigate barometric pressure by constructing a simple aneroid barometer (See below for link to directions).
• Personal Palm Computers
  Students will be introduced to handheld PPC technology and probeware uses involving weather and the atmosphere. Data Harvest's Flash Logger will be utilized where students will record barometric pressure throughout the unit.
• Additional mini-lessons will be given involving the PPC and probeware adaptors for humidity and temperature to be used throughout the unit.

Week 2

• Streaming Video
  Students will view a video on the water cycle and clouds.
• Atmospheric moisture
  In this lesson, we will investigate heat energy and water, dew point, and continue with PPC work and humidity.
• Clouds and Fog
  In this lesson we will investigate cloud formation, cloud classification, and causes of fog.
• Precipitation
  In this lesson we will look at the various types, causes and measurements of precipitation.
• Students will continue logging PPC data and comparison data from newspapers and other sources.

Week 3

• Weather Forecasting
  Students should begin the Weather Forecasting lesson and integrate their previous observations and recorded data. This lesson will continue throughout the unit.
• Types of Air Masses
  Students will investigate types of air masses and how they affect North America
• Types of Fronts
  Students will investigate types of fronts, severe weather systems, and weather safety.
• Weather Instruments
  Measuring air temperature, wind speed and direction and upper atmospheric conditions.

Week 4

• Weather and Climate
  Students should continue with the Understanding Weather and Climate Patterns lesson and utilize data from previous lessons.
• Factors that Affect Climate
  Students will study lattitude, heat absorption and Release, and topography as they affects climate patterns.
• Climate Zones
  Students will investigate tropical, polar, middle latitude and local climates.

Week 5
Teachers may want to schedule some of the lessons during this week or additionaly, distance learning activities with the students if available such as Atmospheric Science.

• Aneroid Barometer

 

Related Academic Standards

New York State

MST4.C.ES.PS1.1 Students explain complex phenomena, such as tides, variations in day length, solar insolation, apparent motion of the planets, and annual traverse of the constellations.

MST4.C.ES.PS2.1 Students use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of the Earth’s plates.

MST4.C.ES.PS2.2 Students explain how incoming solar radiation, ocean currents, and land masses affect weather and climate.

MST5.C.ED.1.3 Students generate creative solution ideas, break ideas into the significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human values, economics, ergonomics, and environmental considerations have influenced the solution.

MST5.C.TR2.2 Students select appropriate tools, instruments, and equipment and use them correctly to process materials, energy, and information.

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