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Unit Plan
Teacher’s Name: Sue Saunders
Unit Title: Meteorology
Subject/Course: Earth Science
Estimated Timeframe: 17 45-minute blocks of time (total 765 minutes)
PI 1.2: How do other parts of the Earth System
Bloom’s
affect the composition of the atmosphere?
Level I
PI 2.1: How does heat move through and affect the
atmosphere?
PI 2.1: How does human activity affect the
Key Concept(s)
atmosphere?
PI 2.1: How do meteorologists predict weather?
What instruments and technologies do scientists
use to collected weather data?
PI 2.1: What are the driving forces of weather?
1. Explain how outgassing formed the Earth’s original atmosphere and how
it evolved through time.
2. Describe how energy from the sun moves through the atmosphere by
radiation, conduction, and convection and explain the relationship
between uneven heating and density differences.
3. Describe how weather forecasts are made.
4. Compare and contrast the different technologies used to gather weather
data.
5. Explain how pressure gradient affects wind speed.
6. Describe how temperature, humidity and altitude affect air pressure.
Essential Question(s)
7. Construct and interpret isotherms, isobars and station models then
analyze the weather symbols and maps
8. Compare and contrast hurricanes and tornadoes.
9. Understand that the Sun is the earth’s main energy source and describe
how energy from the sun moves through the atmosphere by radiation,
conduction and convection.
10. Discuss how human activities can affect the atmosphere.
11. Demonstrate how the earth system continually recycles gases such as
oxygen, carbon dioxide, and water vapor, and how natural events and
human activities disturb an atmosphere in balance.
Unit Test with Regents Questions from Standard
Summative
Assessment(s)
Alternative Summative Assessment: Complete the Laboratory Unit
entitled “Graphical Display and Interpretation of Ground-Based
Weather Data”
Formative Assessments: In class work, laboratories and homework
will be evaluated to determine if students understand the instruction.
A quiz will be given at the end of each week, summarizing the work
covered during that week.
1
Unit Plan
1. 24-Hour Weather Forecasting: This lab involves creating a weather
forecast from the sea-level pressure, pressure trend, surface wind direction
and sky condition. (est 2-period lab)
Labs
2. How Do We Interpret Current Weather Maps?: Using weather data
available on the internet, students analyze data and draw conclusions on
trends. (est 2-period lab)
3. Plotting Upper Air Weather Data: Students retrieve upper air data at a
specific location and information is plotted on a graph. (est 1-period lab)
4. Weather Lab Map: Students will plot weather data at stations across the
country (est 2-period lab)
Supporting
Standards
1.2e: Earth’s early
atmosphere formed as
a result of a result of
the outgassing of water
vapor, carbon dioxide,
nitrogen, and lesser
amounts of other gases
from its interior.
1.2h: The evolution of
life caused dramatic
changes in the
composition of Earth’s
atmosphere. Free
oxygen did not form in
the atmosphere until
oxygen-producing
organisms evolved.
2.1b: The transfer of
heat energy within the
atmosphere, the
hydrosphere, and
Earth’s interior results
in the formation of
regions of different
densities. These
density differences
result in motion.
2.1c: Weather patterns
become evident when
weather variables are
observed, measured
and recorded. These
variables include air
temperature, air
pressure, moisture
(relative humidity and
dewpoint),
precipitation (rain,
snow, hail, etc.), wind
speed and direction,
and cloud cover.
Vocabulary
Bloom’s
HITS
Outgassing,
Evolution,
Volcanic
emissions,
Primitive,
Anaerobic,
Bacteria,
PhotoSynthesis,
Oxidized iron,
aerobic
II
Density,
Convection,
Absorbers,
reflect,
Specific Heat,
Calories,
Heat energy
II & III
Front,
Patterns,
Variables.
Temper-ature,
Relative
humidity,
Dewpoint,
Cloud cover
II
HIT #2
HIT #5
HIT #2
HIT #3
HIT #4
HIT #2
HIT #3
HIT #4
HIT #5
HIT #6
HIT #7
SMART Objectives
Assessments/Activities
SWBAT:
1. Discuss the early history of
the Earth
2. Understand the term
“outgassing”
Powerpoint presentation to
compliment instruction.
Assessment through open
discussion of topic.
SWBAT:
1. Calculate the density of an
object.
2. Distiguish which surfaces will
absorb heat and which will
reflect heat.
Powerpoint presentation to
compliment instruction and
hands-on classwork; in-class
practice sheet (similar to
homework that will be
assigned).
SWBAT:
1. Understand the changes in
weather patterns with changes
in weather variables
Powerpoint presentation to
compliment instruction. Inclass lab “24-Hour
Forecasting” in cooperative
groups.
2
Unit Plan
Supporting
Standards
Vocabulary
Bloom’s
HITS
2.1d: Weather
variables are measured
using instruments such
as thermometers,
barometers,
psychrometers,
precipitation gauges,
anemometers, and
wind vanes.
Barometer,
Thermo-meter,
Psychro-meter,
Precipitation
gauges
anemometer
II
2.1e: Weather
variables are
interrelated. For
example:
 Temperature and
humidity affect air
pressure and
probability of
precipitation.
 Air pressure
gradient controls
wind velocity.
2.1f: Air temperature,
dewpoint, cloud
formation, and
precipitation are
affected by the
expansion and
contraction of air due
to vertical atmospheric
movement.
2.1g: Weather
variables can be
represented in a variety
of formats including
radar and satellite
images, weather maps,
(including station
models, isobars, and
fronts), atmospheric
cross-sections, and
computer models.
2.1h: Atmospheric
moisture, temperature,
and pressure
distributions; jet
streams, wind; air
masses and frontal
boundaries; and the
movement of cyclonic
systems and associated
tornadoes,
thunderstorms, and
hurricanes occur in
observable patterns.
Loss of property,
personal injury, and
loss of life can be
reduced by effective
emergency
preparedness.
Pressure
gradient,
Conden-sation
nuclei,
collision
II
Expansion,
contraction
II
HIT #2
HIT #3
HIT #4
HIT #5
HIT #6
HIT #7
HIT #8
HIT #2
HIT #3
HIT #4
HIT #5
HIT #6
HIT #7
HIT #8
HIT #2
HIT #3
HIT #4
HIT #5
HIT #6
HIT #7
Radar, satellite
images, station
models
II
Jet stream
Air mass
Cyclonic
systems
Tornadoe
Thunder-storm
Hurricane
injury
II
HIT #2
HIT #3
HIT #4
HIT #5
HIT #6
HIT #7
HIT #2
HIT #3
HIT #4
HIT #5
HIT #6
HIT #7
SMART Objectives
SWBAT:
1. Understand how to use the
instruments to collect weather
data
SWBAT:
1.Understand the link between
humidity, air pressure and the
potential for precipitation.
2.Understand that the strength
of the air pressure gradient
follows the strength of the
wind.
Assessments/Activities
Powerpoint presentation to
compliment instruction.
Hands-on classwork; dew
point and relative humidity
practice sheet (similar to
homework that will be
assigned.)
Powerpoint presentation to
compliment instruction;
hands-on classwork drawing
isotherms and graphing wind
direction (similar to
homework that will be
assigned.)
SWBAT:
1.Will understand the effect that
an increase in altitude will
have on the ability of an air
parcel to hold water.
Powerpoint presentation to
compliment instruction;
hands-on classwork plotting
upper air weather data (similar
to homework that will be
assigned.)
SWBAT:
1. Will understand the various
ways that weather information
can be presented.
Powerpoint presentation to
compliment instruction;
hands-on laboratory “Weather
Lab Map”
SWBAT:
1.Atmospheric factors that
create dangerous storms
2.Be more aware of the
preparation needed to deal
with an emergrency
Powerpoint presentation to
compliment instruction along
with select videos and film
clips.
3
Unit Plan
Supporting
Standards
2.2b: The transfer of
heat energy within the
atmosphere, the
hydrosphere, and the
Earth’s surface occurs
as the result of
radiation, convection,
and conduction.
 Heating of Earth’s
surface and
atmosphere by the
Sun drives
convection within
the atmosphere and
oceans, producing
winds and ocean
currents.
2.2d: Temperature and
precipitation patterns
are altered by:
 Natural events such
as El Niño and
volcanic eruptions
 Human influences
including
deforestation,
urbanization, and
the production of
greenhouse gases
such as carbon
dioxide and
methane.
Vocabulary
Bloom’s
HITS
Radiation
energy,
Absorption,
Convection,
conduction
II
Climate,
Latitude,
Prevailing winds,
elevation
II
HIT #2
HIT #3
HIT #4
HIT #5
HIT #6
HIT #7
HIT #2
HIT #3
HIT #4
HIT #5
HIT #6
HIT #7
SMART Objectives
Assessments/Activities
SWBAT:
1. Describe how energy from the
Sun moves through the
atmosphere by radiation,
conduction, and convection.
2. Identify factors that affect
global wind and ocean
currents.
Powerpoint presentation to
compliment instruction;
hands-on laboratory “How Do
We Interpret Current Weather
Maps”
SWBAT:
1.Both natural and man-made
events can alter temperature
and precipitation patterns.
Powerpoint presentation to
compliment instruction;
followed by a collaborative
research project in which the
students pose as reporters
investigating El Niño.
4
Alternative Summative Assessment
Unit 7: Meteorology
ADOPT A CITY
Task 1: Selecting Your City
1. Since studies indicate that hurricanes, thunderstorms and tornados occur most frequently in
this region of the United States, choose from one of the specific regions listed below all of
which are close to the Gulf of Mexico:
a)
b)
c)
d)
e)
Southeastern portion of Texas
Southern Louisiana
Southern Mississippi
Southern Alabama
Florida panhandle and western Florida
2. Determine the County in which your city is located and obtain a digital copy of the
topographic map on which your city is located. Free downloads of these maps can be
obtained from http://libremap.org/data/ (the quadrangle name or boundary map name can
also be found on this website).
Task 2: Recording Your City’s Weather
1. Find your city’s meteorological data on www.wunderground.com When you find your city’s
current weather conditions, go to the bottom of that page to find the list of all weather
stations in your city.
2. Record the data from each of these stations on the “Adopted City Weather Log”. The log
will include measurements of temperature, dew point, relative humidity, wind speed, wind
gusts, wind direction, air pressure (rising or falling), precipitation, visibility and a description
of the cloud cover (including base and ceiling) collected at a specific time. Record the
latitude and longitude of each station and the time zone in which they are located. (This
information is also on www.wunderground.com)
3. Create station models for each of the weather stations in your city using meteorological data
reported at the same time. Using the latitude and longitude information, plot the station
models on the topographic map. One map will be created for each data set, representing the
weather at a specific time.
Task3: Plotting Isotherms and Isobars
1. Plot isotherm lines (lines connecting locations of equal temperatures) and isobar lines (lines
connecting locations of equal air pressure) on each of the topographic maps. Maps can be
duplicated first and the isotherms and isobars plotted separately.
2. Draw the isotherms and isobars using the following rules:
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Alternative Summative Assessment
Unit 7: Meteorology
a) Use a neat smooth line instead of a jagged edge (trace lightly in pencil, then go over
when done)
b) Isotherms and isobars should begin and end at an edge of the map, or, alternatively, loop
around and close on themselves
c) Isotherms and isobars should never branch or fork
d) Isotherms and isobars should be drawn at equal intervals
Task 4: Emergency Preparedness Plan
Based on the information you know about your city, decide if your city is more prone to be hit by
tropical storms/hurricanes, tornadoes or floods. Justify your conclusion. Develop an Emergency
Preparedness Plan for that type of event. Discuss the difference between watches and warnings.
Include what to do to prepare for the upcoming storm and what people must do to be safe during
the storm.
6
Alternative Summative Assessment
Unit 7: Meteorology
Alternative Summative Assessment
Unit 7 – Meteorology
Adopt a City Project
This is a list of items that will be reviewed and the scores assigned to them during the grading of
your project. For each category, the highest number reflects the most points you can receive. In
a 5 point category, 5 would mean that you accomplished the task very well, 4 moderately well, 3
average, 2 below average, 1 poorly, and 0 not at all.
Task 1:
Selected city located within one of the listed regions
The correct topographic map was downloaded.
3
2
2
1
1
0
0
Task 2:
Weather log tables completed for each weather station in adopted city
5
4
3
2
1
0
Accurate station models created using the correct symbols for each weather station
5
4
3
2
1
0
Station models are accurately plotted on the topographic map using latitude and longitude data
5
4
3
2
1
0
Task 3:
Isotherm lines are neatly plotted on each of the station model maps following the stated rules
5
4
3
2
1
0
Isobar lines are neatly plotted on each of the station model maps following the stated rules
5
4
3
2
1
0
Task 4:
Justified the conclusion reached regarding the type of storm to which the adopted city is prone.
5
4
3
2
1
0
Discussed the difference between a watch and a warning
5
4
3
2
1
0
Developed an Emergency Preparedness Plan that included what to do to prepare for the storm
5
4
3
2
1
0
Developed an Emergency Preparedness Plan that included what to do to prepare for the storm
5
4
3
2
1
0
Developed an Emergency Preparedness Plan that told people they must do to be safe during the
storm
5
4
3
2
1
0
THIS PAGE IS TO BE STAPLED TO THE FRONT OF YOUR PROJECT FOLDER.
7
Alternative Summative Assessment
Unit 7: Meteorology
Name: _______________________________
Name of Adopted City, State: _________________
Station Latitude: ______________________
Period: __________
Station Name: _____________________________
Station Latitude: ____________________________
Time Zone: _____________
WEATHER LOG
Date
Time
Temperature,
ºF
Dew
Point, ºF
Relative
Wind
Wind
Humidity, Speed/
Direction
%
Gusts, mph
Air
Precipitation Visibility, Cloud
Pressure,
miles
Cover
Inches of
Hg & Trend
Cloud
Base/Ceiling,
feet
8