Sample Symbol Chart

Sample symbol chart:

(chart adapted from Carolina Academic Press)

Day 5

Meteorologists use symbols to easily convey the data they collect. It gives a visual that can easily be looked at and interpreted by others. They also keep track of storms by naming them. Students probably do not realize that there is a method to categorizing and naming storms. To reinforce storms, how they form and how they are named, students will use a computer and the internet to answer the questions to the Internet Scavenger Hunt (attachment 12).

This should take one class period. The websites are listed above the questions.

A copy of the answers is included as attachment 12- answers.

(To make the websites easier to access, go to ikeepbookmarks.com and create an account for yourself. This will allow you to create a folder with all the links, so students can easily access and maneuver between sites.)

Day 6

Evaluate:

Return the students to their original groups/pairs (as in the engage section of the lesson) and give them a new set of “teacher/Internet generated” weather maps. Students should write down as many new features they can recognize, and should be able to infer what the precipitation should be, like around the different fronts. Using the weather data from your school and other cities over the past five or more days, draw the appropriate weather symbol for each day’s readings

(samples attachment 13).

As a review of terminology, students can play the tic-tac-toe game included (attachment 14).

Tic-Tac-Toe-Directions: Two people play on one person’s paper. One person is the X and the other person is the O. If you want to put an X or an O, you must know the answer to the question in the square and record it on the line. If your partner agrees that it is the correct answer then you get to put your X or O in the empty square. If your answer is wrong, then you must go to another square. The object is

a.  to know the answer to the question

b.  to try to get tic-tac-toe yourself

c.  also block the other person from getting tic-tac-toe first.

Day 7

Extension:

As part of any weather forecast, meteorologists utilize satellite imagery to analyze and explain the upcoming weather. Students can also learn to conduct a basic interpretation of weather from satellite imagery. Infrared images (IR) are some of the more common images available through most weather websites. The IR sensors aboard most satellites measure the temperature of the land, sea surface, and the tops of clouds. Low clouds, which are relatively warm compared to high clouds, appear dark gray (gray scale calibration), while high cloud under the same parameters appear white due to the colder temperatures. An additional way to explain the cloud patterns is with color-enhanced IR. In the case of color-enhanced IR, higher clouds appear in green, yellow, orange or red based on their height. Colder objects are brighter and warmer objects are darker.

In the same way, water vapor (WV) images also help meteorologists predict the upcoming weather. Bright and colored areas indicate high water vapor (moisture) content (colored and white areas indicate the presence of both high moisture content and/or ice crystals). Black and brown areas indicate little or no moisture present. WV imagery is useful for both determining locations of moisture and atmospheric circulations.

Because IR measures heat differences of different objects, it can be used to help explain energy transfer throughout the atmosphere. Conductive circulation allows for warm air to rise up into the atmosphere (often carrying moisture). As the moist air rises, condensation occurs and clouds form. In intense convection situations, large cumulonimbus clouds can tower several miles into the air. These large clouds are the harbingers of extreme weather. With extreme weather, there is a movement of energy back to the Earth in terms of rainfall and wind intensity. Cloud height correlates to the amount of potential energy, and translates into rainfall amounts and wind velocities.

To demonstrate the link between satellite imagery and weather intensity, have students complete the Satellite Imagery Project (attachment 15). This assignment focuses on hurricanes and helps students relate weather strength with energy transfer as can be seen in satellite imagery. It would helpful to review a few satellite images with students before they begin the project.

Day 8 (optional)

2nd Extension- Focuses on the computer skills test

Visit the following website:

http://ncdesk.ncsu.edu/ncdesk/

It is designed to help students become more proficient on the NC computer skills test, which is given in the 8th grade. The following activity can be used with NC desk as a way to incorporate practice and computer literacy. After you visit the website you will need to go to download the current version.

Title Activity- Worst Weather in US History

Review vocabulary words and definitions prior to the lesson such as:

·  sort

·  database

·  record

·  field

·  text

·  ascending order

·  descending order

Pass out a copy of the Worst Weather in US History Handout (attachment 16)

Students will need access to computers and NC Desk will need to be loaded on all of them. Students can work individually, in pairs or you can present it to the class and work on it together. The answers are included as attachment 17.

Students should NOT SAVE the database after answering the questions.

Surface Pressure Map

United states

(Attachment 1- handout)

Surface Pressure Map

This map shows the sea level pressures for various locations over the contiguous U.S. The values are in whole millibars.
Objective: Using a black colored pencil, lightly draw lines connecting identical values of sea level pressure. Remember, these lines, called isobars, do not cross each other. Isobars are usually drawn for every four millibars, using 1000 millibars as the starting point. Therefore, these lines will have values of 1000, 1004, 1008, 1012, 1016, 1020, 1024, etc., or 996, 992, 988, 984, 980, etc.
Procedure: Begin drawing from the 1024 millibars station pressure over Salt Lake City, Utah (highlighted in blue). Draw a line to the next 1024 value located to the northeast (upper right). Without lifting your pencil draw a line to the next 1024 value located to the south, then to the one located southwest, finally returning to the Salt Lake City value. Remember, isobars are smooth lines with few, if any, kinks.
The result is an elongated circle, centered approximately over Eastern Utah. The line that was drawn represents the 1024 millibars line and you can expect the pressure to be 1024 millibars everywhere along that line. Repeat the procedure with the next isobar value. Remember, the values between isobars is 4. Since there are no 1028 millibars values on the map, then your next line will follow the 1020 millibars reports. Then continue with the remaining values until you have all the reports connected with an isobar.

(Attachment 2- directions)

Analysis: Isobars can be used to identify "Highs" and "Lows." The pressure in a high is greater than the surrounding air. The pressure in a low is lower than the surrounding air. Label the center of the high pressure with a blue H.

High pressure regions are usually associated with dry weather because as the air sinks it warms and the moisture evaporates. Low pressure regions usually bring precipitation because when the air rises it cools and the water vapor condenses.

·  Shade, in green, the state(s) would you expect to see rain or snow.

·  Shade, in yellow, the state(s) would you expect to see clear skies.

In the northern hemisphere the wind blows clockwise around centers of high pressure. The wind blows counterclockwise around lows.

·  Draw arrows around the "H" on your map to indicate the wind direction.

·  Draw arrows around the "L" on your map to indicate the wind direction.

(Attachment 2- directions continued)

Surface Pressure Map Solution

(Attachment 3- answers)

Surface Temperature Map

(Attachment 4- handout)

Surface Temperature Map

Objective: Using a blue colored pencil, lightly draw lines connecting equal values of temperatures every 10°F. Remember, like isobars, these lines (called isotherms) are smooth and do not cross each other.
Procedure: You will draw lines connecting the temperatures, much like you did with the sea-level pressure map. However, you will also need to interpolate between values. Interpolation involves estimating values between stations which will enable you to properly analyze a map.
We will begin drawing from the 40°F temperature in Seattle, Washington (top left value). Since we want to connect all the 40°F temperatures together, the nearest 40°F value is located in Reno, Nevada, (southeast of Seattle). However, in order to get there you must draw a line between a 50°F temperature along the Oregon coast and a 30°F temperature in Idaho. Since 40°F is halfway between the two locations, your line from Seattle should pass halfway between the 50°F and 30°F temperatures.

(Attachment 5- directions)

Place a light dot halfway between the 50°F and 30°F temperatures. This is your interpolated 40°F location.
Next connect the Seattle 40°F temperature with the Reno 40°F temperature ensuring your line moves through your interpolated 40°F temperature. Continue connecting the 40°F temperatures until you get to Texas.
Now your line will pass between two values, 60°F and 30°F. Like the last time, you should make a mark between the 60°F and 30°F but this time a 50°F is also to be interpolated in addition to the 40°F. Between the 60°F and 30°F temperatures, place a small dot about 1/3 the distance from the 30°F and another small dot about 2/3 the distance from the 30°F. These dots become your interpolated 40°F and 50°F temperatures. Finish drawing your 40°F isotherm passing through your interpolated 40°F value. Repeat the above procedures with the other isotherms drawn at 10°F intervals. Label your isotherms.
Analysis: Isotherms are used to identify warm and cold air masses.

·  Shade, in blue, the region with the lowest temperatures.

·  Shade, in red, the region with the warmest air.

Note: Temperatures themselves are neither "cold" nor "hot." The air temperature is the measure of energy in the atmosphere. Often, television meteorologists will erroneously say "cold temperatures are moving in" or "we have hot temperatures in such and such place." What they should say is "cold air is moving in" or "the weather is hot" in describing the air mass as indicated by the temperatures.

(Attachment 5- directions continued)

Surface Temperature Map Solution

(Attachment 6- answers)

Diagram adapted from Carolina Academic Press

(Attachment 8)

Diagram taken from: http://www.aos.wisc.edu/~hopkins/aos100/sfc-anl.htm

(Attachment 9)

Selected DataStreme Atmosphere Weather Map Symbols

Surface Station Model

Temp (F)
Weather
Dewpoint (F) / / Pressure (mb)
Sky Cover
Wind (kts) / Data at Surface Station
Temp 45 °F, dewpoint 29 °F,
overcast, wind from SE at 15 knots,
weather light rain, pressure 1004.5 mb

Upper Air Station Model

Temp (C)
Dewpoint (C) / / Height (m)
Wind (kts) / Data at Pressure Level - 500 mb
Temp -5 °C, dewpoint -12 °C,
wind from S at 75 knots,
height of level 5640 m

Forecast Station Model

Temp (F)
Weather
Dewpoint (F) / / PoP (%)
Sky Cover
Wind (kts) / Forecast at Valid Time
Temp 78 °F, dewpoint 64 °F,
scattered clouds, wind from E at 10 knots,
probability of precipitation 70% with rain showers

Diagram taken from: http://www.aos.wisc.edu/~hopkins/aos100/sfc-anl.htm

(Attachment 10)

17

7th grade Weather 4/2008

Map Symbols

Sky Cover / Wind / Fronts / Selected
Weather Symbols
clear / Calm / cold front / warm front / Rain
1/8 / 1-2 knots (1-2 mph) / stationary front / occluded front / Rain Shower
scattered / 3-7 knots (3-8 mph) / trough
/ Thunderstorm
3/8 / 8-12 knots (9-14 mph) / radar intensities
/ Drizzle
4/8 / 13-17 knots (15-20 mph) / tornado (T) #300
/ or Snow
5/8 / 18-22 knots (21-25 mph) / severe thunderstorm (S) #287 / Snow Shower
broken / 23-27 knots (26-31 mph) / Freezing Rain
7/8 / 48-52 knots (55-60 mph) / Freezing Drizzle
overcast / 73-77 knots (84-89 mph) / Fog
obscured / 103-107 knots (119-123 mph) / Haze
missing / Shaft in direction wind is coming from / Smoke
Dust or Sand
Blowing Snow

(Attachment 11)

17

7th grade Weather 4/2008