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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: 5 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