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Weatherman’s Backpack
[Key Science Knowledge Module]
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Activity Overview
This module is the most important learning module in terms of the physical science aspects associated with weather and weather forecasting. Teachers have a great deal of flexibility in terms of the material covered in this learning module necessary to meet the objectives of the entire set of decision making and weather learning modules. The teacher can use their own lessons and textbook for meteorological material.
Or, the teacher can use the suggested material in this learning module. The material is designed as a jigsaw approach to learning. It will take four or more days to complete the jigsaw approach. Another option is to skip the Weatherman’s Backpack material and have the students complete only the Becoming an Expert material. A third option is to skip the “Becoming an Expert Section” and go straight to students filling out the “Weatherman’s Backpack.” This will shorten the time requirements by approximately two days. Finally, the teacher can use their own meteorological lessons.
Experiments will add to the overall time requirement. The teacher should do the activities appropriate for their class.
Student Learning Objectives
(Depends on material and activities covered in completing the learning module)
The student
1.Works cooperatively in groups.
2.Demonstrates safe practices during field andlab investigations.
3.Implements investigation of hot/cold air frontsusing water model.
4.Makes observations on the action of thehot/cold fronts.
5.Communicates conclusions.
6.Represents the natural world using models.
7.Collects, analyzes, and records informationusing tools.
8.Identifies the role of atmospheric movementin weather change.
9.Understands and is able to read a weathermap.
10.Identifies and defines the symbols present ona weather map.
11.Recognizes local weather patterns.
12.Lists other factors that affect the forecast forrain.
Teaching Summary
Step 1
Journal/Bell Work- If Appropriate
Step 2
Jigsaw Approach to Weatherman’s Backpack
There is flexibility in this step as discussed in the activity overview and the three replacement steps 3-5.
Step 3 - Replaces Step Two
Becoming an Expert - only
Step 4 - Replaces Step Two
Weatherman’s Backpack – only
Step 5 - Replaces Step Two
Teacher’s own material
Step 6 - Optional
Science Experiments
Step 7 – Optional
Weather Map Drawing and Inference Activities
Step 8
Homework / Assessment
Materials Needed
For The Teacher
Weather map (transparencies, handout)
Becoming an Expert Handouts
Weatherman’s Backpack handouts
Each student group will need computer access to JetstreamOnlineSchool or a print out of the material. A copy of the material is provided in a separate file.
Divide the students into “expert groups.”
For the Student
Weather map handout - optional
Becoming an Expert Handouts
Weatherman’s Backpack handouts
National Standards
Module provides integrated approach to address science, math, reading and geography national standards. See Teacher Guide for specific standards addressed for grades 5-8.
Texas Essential Knowledge and Skills (TEKS)
Module provides integrated approach to address science, math, reading, and geography standards. See Teacher Guide for specific standards addressed for grades sixth, seventh, and eighth.
Weather Folklore
Smoke rising straight into the air means fair weather and smoke hanging low means rain is on the way.
Possible scientific basis, taken from Stalking the Wild The Magazine of Outdoor Discovery “How to Forecast Weather by Nature.” “With the high pressure approaching and the air becoming denser, smoke will rise whereas with low pressure it can’t rise and tends to lay low.”
Music Selection
Clarence Clearwater Revival / John Fogerty - Who’ll Stop the Rain
Teaching Suggestions
Step 1 - Journal/Bell Work
Place a weather map transparency on an overhead project. Note to the students that weather is influenced by many factors. Have the students make a list of the factors that influence or make up weather. Use the weather map as a starting point. Use a weather map found in the local paper or use the map provided in this on the next page.
Teacher Activity Options (select one)
1.Directly field student responses and put them on the board.
2.Have students brainstorm in groups and identify at least 3 factors that might affect the forecast for rain.
3.Have a student become the teacher and allow them to field answers and write them on the board (this option may take additional time).
4.Have students write their responses in their journals.
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Weather Forecast Map for North America
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NOAA April 05, 2005
Step 2 – Jigsaw Approach to Weatherman’s Backpack
For teachers not familiar with the jigsaw approach to learning, a brief overview of this method is provided in Appendix A of this Learning Module.
In the Weatherman’s Backpack there are nine interrelated topics:
air masses,
fronts, precipitation,
air pressure,
heat transfer,
earth-atmosphere energy,
cloud formulation,
wind,
and jetstreams.
Based upon instructional needs and curriculum of your class, select the appropriate weather topics. Air pressure, fronts, and precipitation are necessary for Learning Module 5.
Teacher Activity – Jigsaw Approach
The jigsaw approach divides the class into groups. Each group goes through a self-directed learning activity to become “experts” on a particular topic. Groups are then reassembled with one student moving from each group to another group. Each student teaches the material they had learned in their expert group to the members of the new group.
1.Divide the students into “expert groups.” Groups should have 3-6 students. One expert group is necessary for each weather topic to be covered. Each student in an expert group is given the appropriate “Becoming an expert on ___” handout. Each expert group also must have access toJETSTREAMAn Online Weather Schooleither online (website given in materials needed section) or printed material (provided in a separate file) associated with their expert group topic.
2.Each expert group completes their worksheet on Becoming an Expert on ___.
3.New student groups are formed with each student being an expert on a particular topic. The experts teach their particular topic to the other students in the reformed group using the Becoming an Expert on ___ worksheet. In teaching the topic, the students answer the questions associated with each topic in the Weatherman’s Backpack.
4.Redo teaching activity 3 until all students have completed their Weatherman’s Backpack.
Step 3 - Replaces Step 2 – Becoming an Expert – only
Using this option, the teacher skips the “Weatherman’s Backpack” material and students only complete the “Becoming an Expert” material.
In the expert material there are nine interrelated topics: air masses, fronts, precipitation, air pressure, heat transfer, earth-atmosphere energy, cloud formulation, wind, and jetstreams. Based upon instructional needs and curriculum of your class, select the appropriate weather topics. Air pressure, fronts, and precipitation are necessary for Learning Module 5.
Teacher Activity
Questions contained in the Becoming an Expertare completed using either direct instruction, individually by each student, or in student groups. Each student is given a copy of the appropriate topics in the “Becoming an Expert.” Depending on the method used, material from JETSTREAM An Online Weather School (either online or printed material in separate file – see necessary material section) is given to the individual student or a group of students. If groups are used, the material can be shared between groups. This sharing reduces the amount of material that must be handed out to students.
Step 4 - Replaces Step 2 - Weatherman’s Backpack – only
Using this option, the teacher skips the “Becoming an Expert on ___” material and proceeds directly to the Weatherman’s Backpack.
In the Weatherman’s Backpack there are nine interrelated topics: air masses, fronts, precipitation, air pressure, heat transfer, earth-atmosphere energy, cloud formulation, wind, and jetstreams. Based upon instructional needs and curriculum of your class, select the appropriate weather topics. Air pressure, fronts, and precipitation are necessary for Learning Module 5.
Teacher Activity
Questions contained in the Weatherman’s Backpackare completed using either direct instruction, individually by each student, or in student groups. Each student is given a copy of the appropriate topics in the “Weatherman’s Backpack.” Depending on the method used, material from JETSTREAM An Online Weather School (either online or printed material in separate file – see necessary material section) is given to the individual student or a group of students. If groups are used, the material can be shared between groups. This sharing reduces the amount of material that must be handed out to students.
Step 5–Teacher’s Own Material – Optional
The teacher can chose to use their textbook or own science concept materials.
Step 6 - Science Experiments - Optional
Science experiments are not necessary to complete this learningmodule and the associated decision making modules. Science experiments do, however, increase student comprehension of the science topics. Additional time is necessary to complete the learning module as experiments are added.
As with teaching the science topics, a great deal of flexibility is available with the science experiments. Teachers have a multitude of sources for relevant experiments including textbooks and online sources. Three suggested experiments are provided. Teachers can choose to use no experiments, one or more of these experiments or experiments from other sources.
Suggested Experiments in Appendix B
Probability Activity - Understanding the Difficulty in Forecasting the Futureis designed to show students the difficulty associated with weather forecasting as the forecasts are for periods farther into the future.
Hot/Cold Water Experiment is designed to illustrate how different temperature air masses interact with each other.
Temperature Around Town - Impact of Concrete and Asphalt is designed to help students realize that there are local differences in weather (micro-climates) and explore what might cause these variations.
Step 7 – Weather Map Drawing and Inference Activities –Optional
Two weather map related activities are provided. These activities are to be completed after completion of the Weatherman’s Backpack. The two activities are: “Drawing a Weather Map” and “Making Inferences from a Weather Map.”
The first activity provides the student with a blank map and a series of statements. Using these statements, the student is to draw a weather map to represent that day’s forecast.
In the second activity, the student is given a completed weather map and answers questions based on the map.
Step 8 - Assessment / Homework
Assessment Options
1.Weatherman’s Backpack.
2.Journal reflection: What information did you learn today?
3.Experiments and Write-ups
4.Weather map activities.
Homework Options
1.Continue Weather Journal.
2.Suggested Experiment Temperature Around Town - Options 1, 3, and / or 4.
3.Weather map activities.
Enrichment Options
1.Have students visit / interview a local meteorologist.
2.Have students conduct research on one or more weather folklores.
3.Have students visit the national weather service web site and the weather channel web site. Obtain forecasts for cities other than your own city. Do the forecasts for a given city vary between the two websites?
Struggling Learners
1.If using the jigsaw approach become experts in pairs instead of individuals. Pair struggling learners with a peer tutor.
2.If completing the weatherman’s backpack individually, provide a set of reading that highlights the answers.
3.In completing the weatherman’s backpack, use the multiple-choice option instead of the open ended set of questions.
4.Use peer tutors to help students collect the data for the experiment options.
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Learning Module Related Material
Becoming an Expert on Weather TopicsPages 8 - 21
Questions associated with “Becoming an Expert” on the nine interrelated topics:
air masses,
fronts,
precipitation,
air pressure,
heat transfer,
earth-atmosphere energy,
cloud formulation,
wind, and
jetstreams
are provided on the following pages. Questions are based on JETSTREAM An Online Weather School
The JETSTREAM material is also provided in separate files.
Weatherman’s BackpackPages 22 - 31
The Weatherman’s Backpack contains pages for the same topics as Becoming an Expert.
Probability Activity - Understanding the Difficulty
in Forecasting the FuturePages 32 - 33
Hot/Cold Water ExperimentPages 34 -35
Temperature around Town - Impact of Concrete
and Asphalt ExperimentPage 36
Drawing a Weather MapPage 37
Making Inferences from a Weather MapPage 38
Appendix A - Weatherman’s Backpack – Jigsaw ApproachPage 39
Becoming an Expert on Air Masses
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To become an expert on air masses, read the information on air masses and complete the questions. Your textbook is also a good source of information on weather.
Questions are based on the material presented in JETSTREAM An Online Weather School
1.What is an air mass?
Large body of air with uniform temperature and humidity
2.What is a source region?
The area from which an air mass originates
3.Why is the U.S. not a favorable source region?
Frequent passages of weather disturbances that disrupt air masses that do not allow the air mass to stagnate and take on the properties of the underlying region
4.What are the four principal air mass classifications that influence the U.S. according to their source region?
Polar latitudes
Continental
Maritime
Tropical latitudes
5.Do air masses always maintain their original characteristics? Explain why or why not.
No, passing over an area, the air mass may pick up the characteristics of the area. For example, passing over an ocean an air mass may pick up moisture and warmth
6.A cold dry artic (polar) air mass may pick up what characteristics as it passes over an ocean?
Warmth and moisture
7.How long can air masses control the weather over a given area?
Days to months
8.Where do most changes in weather occur?
Along the periphery or boundaries called fronts
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Becoming a Expert on Fronts
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To become an expert on fronts, read the information on fronts and complete the questions. Your textbook is also a good source of information on weather.
Questions are based on the material presented in JETSTREAM An Online Weather School
1.What is a front?
Boundary between two air masses
2.How are fronts classified?
By which type of air is replacing e.g. with a cold front, cold air is replacing warm air
3.What are the four types of fronts?
Cold, warm, stationary, and occluded fronts
4. What is a cold front?
A cold air mass replacing warm air
5.What is a warm front?
Warm air replacing cold air
6.What is a stationary front?
A front that is not moving
7.What is an occluded front?
-Cold front is undercutting the warm front
8.Draw the symbols and color for each type of front, cold, warm, and stationary.
Cold – blue
- warm – red
Stationary – red and blue
Occluded – purple
9.How are weather patterns different between warm and cold fronts?
Warm – widespread layered stratiform clouds with precipitation along and to the north of the front
Cold – narrow band of showers and thunderstorms
10.Which type of front usually moves faster?
Cold
11.State three ways fronts are detectable at the earth’s surface.
Winds come together at air mass boundaries (fronts)
Large temperature differences
Pressure differences
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Becoming a Expert on Precipitation
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To become an expert on precipitation, read the information on precipitation and complete the questions. Your textbook is also a good source of information on weather.
Questions are based on the material presented in JETSTREAM An Online Weather School
Know / review the following before reading JETSTREAM.
Drought - a long period of very low rainfall that can have affects on growing or living conditions.
1.List at least three common forms of precipitation.
Rain, snow, sleet, hail, and freezing rain
2.What four components are necessary for precipitation to form? (Hint: see the next four questions to help you with your answer.)
Source of moisture
Winds to transport the moisture
Clouds must form
Process to allow water droplets to grow large enough to fall
3.What are the three primary sources of moisture for precipitation in the U.S.?
Pacific and AtlanticOceans and the Gulf of Mexico
4.How is the moisture transported from the source to inland areas?
Winds around high and low pressure systems
5.What is the most effective way for clouds to form? Provide two ways clouds form.
Lifting the air - by going over mountains or forcing the air to rise near fronts and low pressure areas
6.How do the water drops in a cloud grow large enough to fall as precipitation?
Collisions between water droplets and they stick together to form larger drops which eventual will fall as rain
7. What often determines the type of precipitation (rain, snow, sleet) during the winter?
Vertical distribution of temperature
8.What is a temperature inversion?
Air temperature increases with height before decreasing again
9.Draw the vertical distribution of air temperatures for snow.
10.Draw the vertical distribution of air temperatures for sleet.
11.Draw the vertical distribution of air temperatures for freezing rain.