Course Profile Science, Grade 10,
Academic, Catholic
Unit 1: Earth and Space Science: Weather Dynamics
Activity
1 | Activity 2 | Activity
3 | Activity 4 | Activity
5
Unit Developers
Stan Gajewski, Halton CDSB
Joseph Garbat, Hamilton-Wentworth CDSB
Development Date: February 2000
In this unit students identify the principal characteristics of the hydrosphere and the atmosphere with a focus on heat transfer and its effects on air and water currents. Students study the effect of pressure and temperature gradients on weather patterns and learn how to extrapolate information from atmospheric data. They conduct an inquiry using a variety of tools and information sources to show how weather patterns can be predicted. Students also study the effects of weather patterns on environmental phenomena. Social responsibility and Catholic moral values are stressed, enabling students to see the wise use of resources and technology as a fundamental benefit to humankind.
Ontario Catholic School Graduate Expectations: CGE 1d, 1h; 2a,b,d,e; 3b,c,d,f; 4e,f; 5a; 7j.
Strand(s): Earth and Space Science
Overall Expectations: ESV.01D, ESV.02D, ESV.03D.
Specific Expectations: ES1.01D to ES1.07D, ES2.01D to ES2.06D, ES3.01D to ES3.05D.
|
Activity 1 |
Heat Transfer and Changes of State |
270 minutes |
|
Activity 2 |
Weather Patterns |
260 minutes |
|
Activity 3 |
Meteorology |
270 minutes |
|
Activity 4 |
Weather Patterns and Human Activity |
260 minutes |
|
Activity 5 |
Weather and Climate |
260 minutes |
In this unit, students build on their previous knowledge of weather and weather patterns studied in Grade 8: Water Systems, and, to a somewhat lesser degree, Grade 7: The Earth’s Crust. In order to carry out their study on weather patterns, students should be familiar with the appropriate use of the library, computers, and the Internet.
This unit is organized into five activities. The timing of the activities may be changed within the unit to meet students’ and teacher’s needs. It is suggested that students maintain a Data Book in which experimental results are recorded, a Journal in which students write conclusions and general reflections of their learning, and a Portfolio to accumulate materials required for the Culminating Activity in unit 5. Direction from the teacher may be required in regard to the contents of the Data Book and Portfolio. Allow up to two hours in this unit for the collection of Portfolio items in preparation for Unit 5. It is recommended that the following items be added to the Portfolio:
· Activity 2.2: reading and interpreting weather charts;
· Activity 4.1: the weather collage;
· Activity 4.2: long-range weather predictions;
· Activity 5: unusual weather phenomena.
It is also suggested that teachers make students aware of Church documents and the Catholic perspective on science and technology.
This unit is intended to accommodate a variety of learning styles, interests, and abilities. Teacher-directed lessons, teacher demonstrations, student laboratory inquiry, research activities, independent study work, collaborative learning, and group presentations are all used to enhance the variety and interest of the course material. (The focus of the unit should be for students to learn about weather in an atmosphere of interest, amazement, and above all a sense of fun and enjoyment. There is a wealth of weather-related information in the media and on the Internet which stimulates student interest in this area. Give them enough freedom and guidance to find out for themselves!)
Achievement of expectations may be assessed using a variety of strategies, such as teacher-student conferences, roving conferences, observation checklists, laboratory activities, paper and pencil quizzes, a culminating project or research paper, and formative/summative testing. A chart containing a suggested summary of the unit’s assessment and evaluation strategy is included. Sample rubrics are included in the appendices.
|
Activity |
Expectations |
Category |
Task |
Tool |
Type of Assessment |
||
|
|
|
|
|
|
D |
F |
S |
|
1 |
ES1.01 ES1.05 ES2.01D ES2.03D |
K,U K,I,C,MC K,I,C,MC |
Quiz/test Data book, Journal Research |
Marking scheme Checklist Roving conference |
|
X X X |
|
|
2 |
ES1.06D ES2.02D, 2.03, 2.04 ES2.02D ES2.04D ES2.04D ES2.05D ES2.03D |
K,U K,U,MC,I I,C K,U,C,MC K,U C,K,U,MC K,U,MC |
Quiz Synthesis of material Data Book Film presentation Lab work Data collection and research Portfolio and Journal entries |
Marking scheme Process rubric Checklist Checklist Checklist Roving conference Checklist |
|
X X X X X X |
X X |
|
3 |
ES1.06 and ES1.07 ES2.02D and ES2.04D ES2.05 and ES2.06 |
K I,MC |
Quiz Roving Conference Class presentation |
Marking scheme Check list or rating scale Checklist |
|
X X X |
X |
|
4 |
ES1.06D to ES3.04D |
K,C,U, |
Report |
Product rubric |
|
|
X |
|
5 |
ES2.03D, 2.02, 1.04 ES3.01D, 2.03, 3.01 ES1.04D, 2.03, 2.06, 3.01, 3.02 ES3.02D |
I,C K,U,I,MC K,U,C,MC K,U,C |
Data Book Roving Conference Three-page summary or media presentation Portfolio entries |
Checklist Process rubric Product rubric Checklist |
|
X X X |
X |
K = Knowledge C = Communication D = Diagnostic
U = Understanding MC = Making Connections F = Formative
I = Inquiry S = Summative
Andrew, W. Perspectives: Canadian Geography. Toronto: Irwin Publishing Co., 1999.
Allan,
Oliver E., ed. Planet Earth: Atmosphere. Alexandria, VA. Time-Life Books
Inc., 1987.
ISBN 0-8094-4336-8
Bohren,
Craig F. Clouds in a Glass of Beer. New York: John Wiley and Sons, 1987.
ISBN 0-471-62482-9
Bohren, Craig F. What Light Through Yonder Window Breaks? New York: John Wiley and Sons, 1991. ISBN 0-471-52915-X
Bromwell, Martyn. Earth
Science Library: Weather. London: Franklin Watts, 1987.
ISBN 0-531-10357-9
Dickinson, T. Exploring the
Sky by Day. Cambden, ON. Cambden House Publishing Co., 1989.
ISBN 0-920656-73-0
Catechism of the Catholic Church. Canadian Conference of Catholic Bishops, 1994.
Chasmer, R. Earth Dynamics. Toronto: Oxford University Press, 1995. ISBN 0-19-540984-1
Dixon, D. Air and Oceans. East Sussex: Wayland Publishers, 1990. ISBN 1-85210-889-4
Graf, M. The Weather Report. Belmont CA: Simon and Schuster, 1989.
Lee, Sally. Predicting Violent Storms. New York: Franklin Watts, 1989. ISBN 0-531-10787-6
Ludlum, David M. National Audubon Society Field Guide to North American Weather. New York: Knopf Publishers, 1998.
Oke, T.R. Boundary Layer Climates. New York: John Wiley and Sons Ltd., 1978. ISBN 0-416-70530-8
Phillips, David. The Climate
of Canada. Minister of Supply and Services, Canada, 1990.
ISBN 0-660-13459-4
Phillips, David. Blame it on the Weather. Toronto: Key Porter Publishing Co., 1998.
Stanford, Quentin H. Geography: A Study of its Elements. Toronto: Oxford University Press, 1988.
Suzuki, D. Looking at Weather. Toronto: Stoddart Publishing Co., 1988. ISBN 0-7737-5141-6
Wright, David. Meteorology. Oxford: Basil Blackwell Ltd., 1988. ISBN 0-631-13256-2
Canadian Meteorological and
Oceanographic Society
www.cmos.ca
Environment Canada Weather site
www.weatheroffice.com
STAO Classroom Resources for
Science Teachers
http://www.yorku.ca/faculty/academic/jlibman/staopage.htm
The Weather Network (Canada)
www.theweathernetwork.com
US National Weather Service
www.nws.noaa.gov
Earth-Ocean-Atmosphere
Explorer. EOA Scientific Systems. Tangent
Scientific Inc., 1998.
ISBN 1-55241-010-2
Weather Workstation. EOA Scientific Systems. Tangent Scientific Inc., 1998. ISBN 1-55241-038-2
Time: 270 minutes
This activity provides an introduction to the changes of state within the water cycle and heat transfers in the atmosphere. Formulation of scientific questions, research techniques, and tabulation of data are also introduced.
Ontario Catholic School Graduate Expectations
The graduate is expected to be
An Effective Communicator who:
CGE 2b - reads, understands, and uses written materials effectively;
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE 2d - writes and speaks fluently one or both of Canada’s official languages;
CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.
A Reflective and Creative Thinker who:
CGE 3b - creates, adapts, and evaluates new ideas in light of the common good;
CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.
A Self-Directed, Life Long Learner
who:
CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills.
A Collaborative Contributor who:
CGE 5a - works effectively as an interdependent team member.
A Responsible Citizen who:
CGE 7j - contributes to the common good.
Strand(s): Earth and Space Science
Overall Expectations
vESV.01D - demonstrate an understanding of the factors affecting the fundamental processes of weather systems.
Specific Expectations
vES1.01D - identify and describe the principal characteristics of the hydrosphere and the four regions of the atmosphere;
vES1.02D - describe and explain heat transfer within the water cycle and how the hydrosphere and atmosphere act as heat sinks;
vES1.03D - describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents;
vES1.04D - describe and explain heat transfer within the hydrosphere and atmosphere on the development, severity, and movement of weather systems (e.g., effects such as pressure gradients, cloud formation, winds);
vES1.05D - explain different types of transformations of water vapour in the atmosphere and their effects (e.g., clouds, hail, freezing rain, ice pellets, fog, frost, rain, snow);
vES2.01D - through investigation and application of basic concepts formulate scientific questions about weather-related phenomena, problems, and issues (e.g., “What is the effect of heat energy transfer within the hydrosphere?”);
vES2.03D - through investigations and applications of basic concepts select and integrate information from various sources, including electronic and print resources, to answer questions chosen.
· Review lab safety where necessary.
· Prepare all materials and equipment ahead of time as required.
· Data Books and Journals should be collected periodically for marking according to a checklist Prepared in advance by the teacher.
· Make arrangements for students to visit the school Library/Resource Centre as required.
· the particle theory of matter (Grade 9)
The teacher:
· reviews the properties of solids, liquids, and gases according to the particle theory of matter;
· reviews changes of state (evaporation, condensation, freezing, melting, and sublimation) and heat transfers within the changes of state;
· identifies and describes the principal characteristics of the hydrosphere and the four regions of the atmosphere (troposphere, stratosphere, mesosphere, thermosphere);
· explains how the hydrosphere and atmosphere act as heat sinks;
· explains types of transformations of water vapour in the atmosphere and their effects (e.g., clouds, hail, freezing rain, ice pellets, fog, frost, rain, snow);
· reviews scientific questioning (i.e., questions that can be supported or refuted by accepted scientific data);
· helps students formulate five suitable scientific questions for research.
Students:
Using computer software such as Earth-Ocean-Atmosphere Explorer or Weather Workstation Explorer, the Internet, or a suitable textbook, student research groups complete the following:
· formulate, with guidance from the teacher, at least five scientific questions about weather-related phenomena, problems, and issues (e.g., How do automobile exhaust emissions affect the weather?);
· through investigations and applications of basic concepts, students select and integrate information from various sources to answer the questions chosen;
· prepare a data table to summarize the questions chosen, resources used, results of the investigation, and possible sources of error;
· record all results in the student Data Book;
· prepare a summary of results for presentation to the class or teacher;
· prepare a one-page (250-word) summary of what they learned from this activity and add it to their Portfolios for the culminating activity in Unit 5.
· A quiz and/or test can be given at the end of the activity to evaluate students’ knowledge and understanding. (ES1.01 to ES1.05)
· Roving conference can be used to ensure that research is conducted in an ethical and organized manner. (ES2.03)
· Data Books and Journals can be examined for knowledge/understanding, inquiry, and communication, by means of a suitable checklist. (ES2.01)
· Students’ ability to work collaboratively, solve problems, and tabulate information can be evaluated using a process rubric or rating scale.
· If the student has an individual education plan (IEP), this activity can be modified to meet the student's needs as outlined in the plan.
· Students designated as ESL/D should have opportunities to demonstrate their learning by alternate means, (e.g., spoken English, direct demonstration, and/or pictorial representation).
· For students with physical or learning impairments, classroom and laboratory activities can be modified, where possible, to permit participation in activities. Peer assistance should be encouraged.
· For enrichment activities, students may use the Library/Resource Centre or the Internet to investigate topics in greater detail. Close collaboration between teacher and student is necessary to ensure appropriate choice of topics and enrichment opportunities, depending on the abilities of the student.
Oke, T.R. Boundary Layer
Climates. New York: John Wiley and Sons Limited, 1978.
ISBN 0-416-70530-8
Chasmer, R. Earth Dynamics. Toronto: Oxford University Press, 1995. ISBN 0-19-540984-1
Weather Workstation. EOA Scientific Systems, Inc. ISBN 1-55241-038-2
Earth-Ocean-Atmosphere Explorer. EOA Scientific Systems, Inc. ISBN 1-55241-010-2
Time: 260 minutes
In this activity, students investigate and analyse trends in weather patterns. By examining data from a variety of sources. students forecast local weather and attempt to forecast weather trends across the country. Systematic analysis of information such as high and low pressure systems obtained from weather sites enables students to accurately predict weather. Students make a weather station and compare their collected data with that obtained from local weather stations.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the
Catholic Faith Community who:
CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good.
An Effective Communicator who:
CGE 2b - reads, understands, and uses written materials effectively;
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE 2d - writes and speaks fluently one or both of Canada’s official languages;
CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life.
A Reflective and Creative Thinker who:
CGE 3b - creates, adapts, and evaluates new ideas in light of the common good;
CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.
A Self-Directed, Life Long Learner
who:
CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills.
A
Collaborative Contributor who:
CGE 5a - works effectively as an interdependent team member.
A Responsible Citizen who:
CGE 7j - contributes to the common good.
Strand(s): Earth and Space Science
Overall Expectations
ESV.02D- investigate and analyse trends in local and global weather conditions to forecast local and global weather patterns.
Specific Expectations
vES1.06D - describe the factors contributing to earth temperature gradients and to wind speed and direction;
vES2.02D - demonstrate the skills required to plan and conduct a weather-related inquiry, using a broad range of tools and techniques safely and accurately, and adapting or extending procedures where required;
vES2.03D - select and integrate information from various sources, including electronic and print resources, to answer the questions chosen;
vES2.04D - analyse data and information and evaluate evidence and sources of information, identifying flaws such as errors and bias;
vES2.05D - select and use appropriate vocabulary and numeric, symbolic, graphic, and linguistic models of representation to communicate scientific ideas, plans, results, and conclusions.
· Reserve the computer lab, Library/Resource Centre, or other computer resources as required.
· If computer-generated weather information is not readily available, download weather maps two or three weeks prior to this activity. Alternately, these maps may be ordered from news stations.
· Review the ethical use of information technologies since students are accessing weather information from various sources.
· Ensure that the weather station apparatus is available and in good working order.
· It is recommended that students collect the weather charts from Activity 2.2 for their Portfolio in preparation for Unit 5.
· the effect of water systems on climate and weather (Grade 8)
The teacher:
· introduces students to the parameters responsible for changes in weather patterns, e.g., air temperature, barometric pressure, wind speed, etc;
· shows students how to set up materials to estimate the variables introduced. Most science supply companies carry complete weather stations. Alternately, weather stations can be assembled by students to measure most of the parameters necessary to predict weather patterns;
· asks students to collect weather-related data for a period of one week;
· instructs students to perform a weather forecast at the end of a five-day period. One student is designated to be the weather forecaster. All other students gather information and work as a team to “produce” the weather forecast;
· introduces students to the Internet sites which give local weather patterns (see Resources at the beginning of the unit);
· introduces students to Weather Workstation, a software package available from Tangent Scientific which consists of 27 weather-related lessons. (The forecasting lessons are particularly appropriate for this activity.);
· asks students to keep track of weather forecasts, as provided by local television or radio stations, for a period of one week. (For consistency, the forecasts should be taken at the same time each day.);
· obtains the videotape recorder from the school Library/Resource Centre and assigns two students to be in charge of “producing” the local weather forecast.
Students:
· in groups, investigate the components of the local weather systems. Students learn the Catholic values of sharing and co-operation, demonstrating adaptability and flexibility in portioning out responsibilities;
· record observations from their individual piece of equipment for a period of one week;
· enter data from radio or television stations which might be pertinent to their own observations;
· synthesize pertinent data both from their own observations and from radio and television forecasts to come up with their “best” local forecast for the upcoming week;
· discuss their findings with other groups. Students learn the Catholic values of working effectively as interdependent team members as well as respecting the contributions of others toward a mutual goal;
· at the end of the week, meet as a class and discuss ideas about the forecast for the following week;
· provide relevant information to the individual who is the “professional weatherperson” so that he/she can present the weather forecast as accurately as possible. Students learn to be responsible citizens who accept accountability for one’s actions and contribute to the common good;
· weather forecaster tapes their long range forecast for the local area for the upcoming week;
· enter their results into their Data Books; compare the class forecast with what actually occurs. This information should be useful in the final culminating activity in Unit 5.
The teacher:
· introduces the class to a weather chart;
· indicates how fronts are displayed on the chart. Barometric pressure and prevailing winds should be introduced as factors affecting the direction of the fronts;
· demonstrates Weather Workstation or Earth-Ocean-Atmosphere Explorer software titles available from Tangent Scientific. (The sections on reading weather charts and forecasting the weather are particularly good.) If these programs are not available, the teacher can provide weather charts from two or three consecutive days. (These can be downloaded from any of the weather-related Internet sites. See Resources).
Students:
· use the software introduced by the teacher to learn how to read a weather chart. If the software is unavailable, students could download weather charts from Internet sites and interpret the charts for highs, lows, wind, wind speed, and direction of fronts;
· look up weather phenomena such as hurricanes or tornadoes on the software or the Internet;
· obtain weather charts from a day or two prior to a hurricane tornado or other phenomenon to see whether these phenomena could have been predicted;
· determine the factors that contribute to Earth temperature gradients and to wind speed and direction. (Do fronts start near large bodies of water? Over deserts? Over mountain ranges?)
· Data Books, Journal entries, or Portfolios can be assessed for completeness and accuracy of the data. (ES2.03D)
· Roving conferences can be done during the course of the data collection and computer work. (ES2.05D)
· Lab work in the form of weather “machinery” can be evaluated for accuracy and design using a suitable checklist. (ES2.04D)
· Checklists can be used to ensure that each student has helped with the data entries and the analysis of the data. (ES2.02D)
· The weather forecast can be used as an indication of the level of work of the individual groups. (Peer assessment can aid in assessing each student’s participation.) The work of the presenter and those involved in filming the forecast can be assessed using a checklist designed by their peers. (ES2.04D)
· Student’s ability to research, work collaboratively, focus on problems and tasks, recognize relevant information as well as synthesize material for the final product can be assessed using a process rubric or a rating scale. (ES2.02D, ES2.03D, ES2.04D)
· A quiz is given to evaluate knowledge of fronts and other distinct weather indices. (ES1.06D)
· When a student has an IEP, this activity accommodates the modifications as outlined in the plan, if possible.
· For ESL/D students, there is enough variety in the methods of presentation to accommodate these students.
· For students with physical impairments, there is sufficient variety of duties and tasks to accommodate student participation. Where possible, other students in the groups can assist students in need.
· Possible enrichment activities:
· Research weather aberrations such as tornadoes and hurricanes within the context of wind speed and direction.
· Research further trends in weather patterns before or after a major storm.
· Research Internet sites for information on weather patterns in other countries.
· Build a complete weather station and interface it with a computer to gather data over an extended period of time.
Weather Workstation. Canada: EOA Scientific Systems, Inc., 1998. Software provided by Tangent Scientific Inc.
Earth-Ocean-Atmosphere Explorer. Canada: EOA Scientific Systems, Inc., 1998. Software provided by Tangent Scientific Inc.
Bohren, Craig. What Light Through Yonder Window Breaks? New York: John Wiley and Sons, Inc., 1991.
Bohren, Craig. Clouds in a Glass of Beer. New York: John Wiley and Sons, Inc., 1987.
Environment Canada Weather Site
www.weatheroffice.com
Canadian Meteorological and
Oceanographic Society
www.cmos.ca
The Weather Network
www.theweathernetwork.com
Time: 270 minutes
In this activity, students study the analysis and prediction of weather. Satellite technology, weather mapping, and weather patterns are introduced.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
An Effective Communicator who:
CGE 2a - listens actively and critically to understand and learn in light of gospel values;
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE 2d - writes and speaks fluently one or both of Canada’s official languages.
A Reflective and Creative Thinker who:
CGE 3b - creates, adapts, and evaluates new ideas in light of the common good;
CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.
A Self-Directed, Life Long Learner
who:
CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills.
Strand(s): Earth and Space Science
Overall Expectations
ESV.02D - investigate and analyse trends in local and global weather conditions to forecast local and global weather patterns;
ESV.03D - evaluate how technology has contributed to our understanding of the physical factors that affect weather.
Specific Expectations
vES1.06D - describe the factors contributing to Earth temperature gradients and to wind speed and direction;
vES1.07D - describe cyclones, hurricanes, tornados, and monsoons in terms of the meeting of air masses, atmospheric humidity, and the jet stream;
vES2.02D - through investigations and applications of basic concepts demonstrate the skills required to plan and conduct a weather-related inquiry, using a broad range of tools and techniques safely and accurately, and adapting or extending procedures where required (e.g., determine how the accuracy of weather predictions can be maintained when data from several places and people are combined);
vES2.04D - through investigations and applications of basic concepts analyse data and information and evaluate evidence and sources of information identifying flaws such as errors and bias (e.g., explain possible sources of error when interpreting a satellite picture used for predicting weather);
vES2.05D - through investigations and applications of basic concepts select and use appropriate vocabulary and numeric, symbolic, graphic, and linguistic modes of representation to communicate scientific ideas, plans, results, and conclusions (e.g., use historical and current weather data to support a position on future weather patterns).
· Review lab safety where necessary.
· Prepare all materials and equipment ahead of time as required.
· Make arrangements for students to visit the school Library/Resource Centre as required.
· the particle theory of matter (Grade 9)
The teacher:
· describes the factors in North America contributing to temperature gradients: wind speed and direction;
· describes cyclones, hurricanes, tornados, and monsoons in terms of the meeting of air masses, atmospheric humidity, and the jet stream.
Students:
· use computer software such as Earth-Ocean-Atmosphere Explorer or Weather Workstation Explorer, Internet, or a suitable textbook to:
· sketch a map of North America and indicate the location of origin for the following air masses: continental Polar, continental Tropical, maritime Polar, and maritime Tropical;
· explain what happens to the air temperature, water vapour, and cloud cover when two air masses come in contact;
· explain why storms are more common in the middle latitudes than anywhere else;
· record all results in the student Data Book.
The teacher:
· shows how to interpret satellite imaging photographs and weather maps from the local newspaper;
· discusses possible sources of error in interpretation and prediction.
Students:
· clip the weather map from the newspaper each day for a week. (If not available at home, students can usually obtain a newspaper from the school library. The weather map can be photocopied.);
· using the weather map, predict the weather for the following day;
· record the accuracy of their predictions;
· prepare a summary of their results;
· prepare a one-page (250-word) summary of what they have learned from this activity in their Portfolio, for the culminating activity in Unit 5.
· Roving conference can be used to ensure that investigations are conducted in a safe and organized manner. (ES2.02, ES2.04 to ES2.06)
· A quiz can be given to evaluate knowledge and understanding. (ES1.06, ES1.07)
· A class presentation with peer assessment can be used to assess the accuracy of weather predictions. (ES2.02, ES2.04)
· See Activity 1 for general accommodations.
Weather Workstation. Canada: EOA Scientific Systems, Inc., 1998. Software provided by Tangent Scientific Inc.
Earth-Ocean-Atmosphere Explorer. Canada: EOA Scientific Systems, Inc., 1998. Software provided by Tangent Scientific Inc.
Bohren, Craig. What Light Through Yonder Window Breaks? New York: John Wiley and Sons, Inc., 1991.
Bohren, Craig. Clouds in a Glass of Beer. New York: John Wiley and Sons, Inc., 1987.
The Weather Network
www.theweathernetwork.com
Environment Canada Weather Site
www.weatheroffice.com
Canadian Meteorological and Oceanographic
Society
www.cmos.ca
Time: 260 minutes
In this activity, students examine early human attempts to study, predict weather, and, in some cases, control the weather. They also research how human activity can inadvertently alter weather. Students present the results of their research in the form of a collage.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the
Catholic Faith Community who:
CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good.
An Effective Communicator who:
CGE 2b - reads, understands, and uses written materials effectively;
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE 2d - writes and speaks fluently one or both of Canada’s official languages;
CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life.
A Reflective and Creative Thinker who:
CGE 3b - creates, adapts, and evaluates new ideas in light of the common good;
CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems;
CGE 3d - makes decisions in light of gospel values with an informed moral conscience;
CGE 3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society.
A Self-Directed, Life Long Learner
who:
CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills.
A Collaborative Contributor who:
CGE 5a - works effectively as an interdependent team member.
A
Responsible Citizen who:
CGE 7j - contributes to the common good.
Strand(s): Earth and Space Science
Overall Expectations
ESV.01D - demonstrate an understanding of the factors affecting the fundamental processes of weather systems;
ESV.02D - investigate and analyse trends in local and global weather conditions to forecast local and global weather patterns;
ESV.03D - evaluate how technology has contributed to our understanding of the physical factors that affect the weather.
Specific Expectations
vES1.07D - describe cyclones, hurricanes, tornadoes, and monsoons in terms of the meeting of air masses, atmospheric humidity and the jet stream;
vES2.02D - demonstrate the skills required to plan and conduct a weather-related inquiry, using a broad range of tools and techniques safely and accurately, and adapting or extending procedures where required;
vES2.03D - select and integrate information from various sources, including electronic and print resources, to answer the questions chosen;
vES2.04D - analyse data and information and evaluate evidence and sources of information, identifying flaws such as errors and bias;
vES2.06D - investigate factors which affect the development, severity, and movement of global and local weather systems;
vES3.01D - explain the role of weather dynamics in environmental phenomena and consider the consequences to humans of changes in weather;
vES3.02D - explain how people have utilized their understanding of weather patterns for various purposes;
vES3.04D - weather patterns can be used to modify environmental conditions.
· Reserve the computer lab, Library/Resource Centre or other computer resources as needed.
· Compile a collection of appropriate Internet sites pertaining to the content of this activity.
· This activity should be done toward the end of the unit since it demands a knowledge of weather patterns and data retrieval.
· Obtain long range forecasts from the local weather stations. These usually predict the weather for a period of four to seven days.
· It is recommended that students collect the weather collage (Activity 4.1) and long-range weather predictions (Activity 4.2) for their Portfolio in preparation for Unit 5.
· the effect of water systems on climate and weather (Grade 8)
The teacher:
· introduces the following research topics: hurricanes, monsoons, typhoons, tornadoes, cyclones, wind speed, the ozone layer, the greenhouse effect, global warming, the Amazon Rain Forest, El Nino, smog, air pollution, acid rain, cloud seeding, First Nations and weather, early sailors and weather, early explorers and weather, early settlers and weather; gives students instructions on methods of presenting their topics. (The intent is to develop a collage on a specific topic so as to present a specific aspect of the topic to the class);
· presents collages to the class and asks the following questions:
· What is the topic? Give examples in picture form. (Pictures or drawings)
· What affect does it have on humans historically?
· Have humans been able to control it?
· What have humans done with the information learned?
Any other special aspects of the topic can be presented.
Students:
· choose a topic for which they can develop a collage presentation;
· use appropriate software and Internet sites to obtain relevant information about their topic;
· divide responsibilities for the project so that the workload is equitable;
· set timelines for the project to be completed;
· brainstorm with their partner to develop a direction for the presentation;
· use local historical weather information concerning major storms or events to bring a meaningful and interesting pattern to the presentation;
· interview older persons who might remember significant aspects of weather-related phenomena;
· synthesize all of the events into a meaningful collage geared to a specific theme;
· present the collage to the class with a brief oral summary of the findings.
The teacher:
· has students view long-range forecasts from the local weather stations (for a period of four to seven days);
· challenges students to find out how right/wrong the meteorologist on the local television station is and, if he/she is wrong, to find the possible cause;
· introduces the local weather Internet sites.
Students:
· examine weather reports for the days in question given by the teacher;
· download weather maps from the Internet sites available;
· compare the long-range weather predictions of a local meteorologist and the actual results;
· assimilate data which either confirm or reject the weather forecast;
· identify the movement of fronts or variances in the weather maps that confirm or reject the weather prediction;
· present the findings to the teacher in the form of a brief one-page summary of the results and their explanation which confirms or rejects the long-range forecast;
· present any possible explanation for the error involved in the long-range forecast;
· make their own three-day forecast and see whether or not their hypothesis is correct.
· The collage and report can be assessed for knowledge and communication using an appropriate product rubric and possibly a peer evaluation assessment. (ES1.06D to ES3.04D)
· See Activity 1 for general accommodations.
· Possible enrichment activities:
· Obtain a weather system map from Environment Canada and describe fronts, air masses, cloud formation, fog, precipitation, pressure systems, wind speed and direction from resulting pressure gradients.
· Obtain a weather system map from the US National Weather Service of the days preceding a hurricane and determine the elements necessary for a hurricane to start.
· Examine satellite data of a particular storm from a meteorological society and transform the visible characteristics into a weather chart.
Phillips, D. The Climates of Canada. Ottawa: Canadian Government Publishing Center, 1990.
Suzuki, D. Looking at Weather. Toronto: Stoddart Publishing Co., 1988.
Wright, D. Meteorology. Oxford: Basil Blackwell Ltd., 1988.
Weather Workstation. EOA Scientific Systems, Inc., 1998.
Earth-Ocean-Atmosphere Explorer. EOA Scientific Systems Inc., 1998.
The Weather Network
www.theweathernetwork.com
Environment Canada
www.ec.gc.ca
Time: 260 minutes
In this activity, students apply their knowledge of weather to study a weather pattern unique to a region of Canada, e.g., Chinooks. Students attempt to identify the structures and weather patterns which lead to the particular phenomenon they are studying. Students also study the effects of this phenomenon on humans and how humans have adapted their living conditions to deal with the particular change in weather.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community who:
CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good.
An
Effective Communicator who:
CGE 2a - listens actively and critically to understand and learn in light of gospel values;
CGE 2b - reads, understands, and uses written materials effectively;
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE 2d - writes and speaks fluently one or both of Canada’s official languages;
CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life.
A Reflective and Creative Thinker who:
CGE 3b - creates, adapts, and evaluates new ideas in light of the common good;
CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.
A Self-Directed, Life Long Learner
who:
CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills.
A Collaborative Contributor who:
CGE 5a - works effectively as an interdependent team member.
A Responsible Citizen who:
CGE 7j - contributes to the common good.
Strand(s): Earth and Space Science
Overall Expectations
ESV.01D - demonstrate an understanding of the factors affecting the fundamental processes of weather systems.
Specific Expectations
vES1.02D - describe and explain heat transfer within the water cycle and how the hydrosphere and atmosphere act as heat sinks;
vES1.03D - describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents;
vES1.04D - describe and explain the effects of heat transfer within the hydrosphere and atmosphere on the development, severity, and movement of weather systems;
vES1.05D - explain different types of transformations of water vapour in the atmosphere and their effects;
vES1.06D - describe the factors contributing to Earth temperature gradients and to wind speed and direction;
vES2.02D - demonstrate the skills required to plan and conduct a weather-related inquiry, using a broad range of tools and techniques safely and accurately, and adapting or extending procedures where required;
vES2.03D - select and integrate information from various sources, including electronic and print sources, to answer the questions chosen;
vES2.04D - analyse data and information and evaluate evidence and sources of information, identifying flaws such as errors and bias;
vES2.05D - select and use appropriate vocabulary and numeric, symbolic, graphic, and linguistic modes of representation of communicate scientific ideas, plans, results, and conclusions;
vES2.06D - investigate factors which affect the development, severity, and movement of global and local weather systems;
vES3.01D - explain the role of weather dynamics in environmental phenomena and consider the consequences to humans of changes in weather;
vES3.02D - explain how people have utilized their understanding of weather patterns for various purposes.
· Reserve the computer lab, library or other computer resources as needed.
· Compile a set of Internet sites dealing with national weather sites.
· It is recommended that students collect unusual weather phenomena for their Portfolio in preparation for Unit 5.
· concepts of heat transfer and weather patterns (Activity 1)
· the effect of water systems on climate and weather (Grade 8)
The teacher:
· organizes student into groups of two or three;
· introduces region-specific weather, e.g., Alberta Chinooks, Muskoka’s “Tornado Alley”, Vancouver Winters, Montreal Snowstorms, Buffalo Snow Squalls, Saskatchewan droughts, etc.;
· asks students to present a brief explanation of why these phenomena are peculiar to their specific region. Use heat transfer, temperature gradients, proximity to large bodies of water, wind directions and other forms of data to explain the origin of the phenomena;
· presents the question: “What have humans done to overcome or make use of the particular phenomenon?”;
· assigns a three-page summary of the phenomena and its causes to be submitted at the end of the unit. Alternately, the teacher can assign a newspaper article, a pamphlet, or a videotape depending upon the students’ abilities and timelines.
Students:
· brainstorm unusual weather phenomena in Canada;
· with their partner(s), choose a region-specific weather phenomenon to explore;
· use the information from their Portfolios as a starting point to attempt to determine cause-and-effect relationships between the phenomenon and the weather patterns in their area;
· research their particular phenomenon to find patterns which might be relevant;
· examine how the inhabitants of the region have adapted to the weather;
· write a three-page paper on their findings;
· submit Portfolios and unusual weather paper.
· Roving conference can be used to ensure students are on task while conducting their research. (ES2..02D, ES2.03D, ES1.04D)
· A collaborative rubric (Appendix A5) may be used to assess the student’s ability to research, work collaboratively, focus and recognize relevant information, and communicate findings effectively. (ES3.01D, ES2.03D, ES3.01D)
· A product rubric (Appendix A4) may be used to assess the final three-page summary of the findings as well as the Journal/Portfolio inserts for knowledge, communications, and making connections. (ES1.04D, ES2.03D, ES2.06D, ES3.01D, ES3.02D)
· See Accommodations in Activity 4 for general accommodations.
· Possible enrichment activities:
· Track a weather phenomenon for a period of time to note changes.
· Find out how navigators use charts to avoid specific weather phenomena such as seasonal storms.
Phillips, David. The Climates of Canada. Ottawa: Canadian Government Publishing Center, 1990.
Wright, D. Meteorology. Oxford: Basil Blackwell Ltd., 1988.
Canadian Meteorological and
Oceanographic Society
www.cmos.ca
Environment Canada Weather Site
www.weatheroffice.com
Environment Canada
www.ec.gc.ca
The Weather Network
www.theweathernetwork.com