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Wind, Fronts and Storms INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 INTRODUCING WIND, FRONTS AND STORMS Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 PREPARATION FOR VIEWING Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 AFTER VIEWING THE PROGRAM Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Solar Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Judging the Speed of Wind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 What is Precipitation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 The Sun and Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Clouds Tell the Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Clouds Moving In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Checking Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 SE C T I O N 1 (Blue) SECTION 2 (Purple) SE C T I O N 3 (Green) SECTION 4 (Red) ADDITIONAL AIMS MEDIA PROGRAMS . . . . . . . . . . . . . .30 ADDITIONAL READING SUGGESTIONS . . . . . . . . . . . . . .30 ANSWER KEY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 1 © Copyright 1994 AIMS Media A Multimedia Group All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Media with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use. AIMS Media is a leading producer and distributor of educational programs serving schools and libraries for nearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats. Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact: AIMS Media 1-800-FOR-AIMS 1-800-367-2467 AIMS TEACHING MODULE 2 WRITTEN BY JULIE KOERNER Congratulations! You have chosen a learning program that will actively motivate your students AND provide you with easily accessible and easily manageable instructional guidelines designed to make your teaching role efficient and rewarding. The AIMS Teaching Module provides you with a video program keyed to your classroom curriculum, instructions and guidelines for use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000. This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your classroom needs. 3 © Copyright 1994 AIMS Media A Multimedia Group RATIONALE In today’s classrooms, educational pedagogy is often founded on Benjamin S. Bloom’s “Six Levels of Cognitive Complexity.” The practical application of Bloom’s Taxonomy is to evaluate students’ thinking skills on these levels, from the simple to the complex: Knowledge (rote memor y skills), Comprehension (the ability to relate or retell), Application (the ability to apply knowledge outside its origin), Analysis (relating and differentiating parts of a whole), Synthesis (relating parts to a whole), and Evaluation (making a judgment or formulating an opinion). The AIMS Teaching Module is designed to facilitate these intellectual capabilities, AND to integrate classroom experiences and assimilation of learning with the students’ life experiences, realities, and expectations. AIMS’ learner verification studies prove that our AIMS Teaching Modules help students to absorb, retain, and to demonstrate ability to use new knowledge in their world. Our educational materials are written and designed for today’s classroom, which incorporates a wide range of intellectual, cultural, physical, and emotional diversities. 4 © Copyright 1994 AIMS Media A Multimedia Group ORGANIZATION AND MANAGEMENT To facilitate ease in classroom manageability, the AIMS Teaching Module is organized in four sections, identifiable by their color across the top of the page and at the side tab margin. You are reading SECTION 1, INTRODUCTION TO THE AIMS TEACHING MODULE (ATM). SECTION 2, INTRODUCING THIS ATM will give you the specific information you need to integrate the program into your classroom curriculum. SECTION 3, PREPARATION FOR VIEWING provides suggestions and strategies for motivation, language preparedness, readiness, and focus prior to viewing the program with your students. SECTION 4, AFTER VIEWING THE PROGRAM provides suggestions for additional activities plus an assortment of consumable assessment and extended activities, designed to broaden comprehension of the topic and to make connections to other curriculum content areas. 5 © Copyright 1994 AIMS Media A Multimedia Group FEATURES INTRODUCING EACH ATM SECTION 2 Your AIMS Teaching Module is designed to accompany a video program written and produced by some of the world’s most credible and creative writers and producers of educational programming. To facilitate diversity and flexibility in your classroom, your AIMS Teaching Module features these components: Themes The Major Theme tells how this AIMS Teaching Module is keyed into the curriculum. Related Themes offer suggestions for interaction with other curriculum content areas, enabling teachers to use the teaching module to incorporate the topic into a variety of learning areas. Overview The Overview provides a synopsis of content covered in the video program. Its purpose is to give you a summary of the subject matter and to enhance your introductory preparation. Objectives The ATM learning objectives provide guidelines for teachers to assess what learners can be expected to gain from each program. After completion of the AIMS Teaching Module, your students will be able to demonstrate dynamic and applied comprehension of the topic. 6 © Copyright 1994 AIMS Media A Multimedia Group PREPARATION FOR VIEWING Discussion Ideas AFTER VIEWING THE PROGRAM SECTION 3 Discussion Ideas are designed to help you assess students’ prior knowledge about the topic and to give students a preview of what they will learn. Active discussion stimulates interest in a subject and can motivate even the most reluctant learner. Listening, as well as speaking, is active participation. Encourage your students to participate at the rate they feel comfortable. Model sharing personal experiences when applicable, and model listening to students’ ideas and opinions. SECTION 4 In preparation for viewing the video program, the AIMS Teaching Module offers activity and/or discussion ideas that you may use in any order or combination. Introduction To The Program Introduction to the Program is designed to enable students to recall or relate prior knowledge about the topic and to prepare them for what they are about to learn. After your students have viewed the program, you may introduce any or all of these activities to interact with other curriculum content areas, provide reinforcement, assess comprehension skills, or provide hands-on and in-depth extended study of the topic. Focus Introduction To Vocabulary Introduction to Vocabulary is a review of language used in the program: words, phrases, usage. This vocabulary introduction is designed to ensure that all learners, including limited English proficiency learners, will have full understanding of the language usage in the content of the program. Help learners set a purpose for watching the program with Focus, designed to give students a focal point for comprehension continuity. Jump Right In Jump Right In provides abbreviated instructions for quick management of the program. 7 © Copyright 1994 AIMS Media A Multimedia Group SUGGESTED ACTIVITIES The Suggested Activities offer ideas for activities you can direct in the classroom or have your students complete independently, in pairs, or in small work groups after they have viewed the program. To accommodate your range of classroom needs, the activities are organized into skills categories. Their labels will tell you how to identify each activity and help you correlate it into your classroom curriculum. To help you schedule your classroom lesson time, the AIMS hourglass gives you an estimate of the time each activity should require. Some of the activities fall into these categories: Meeting Individual Needs These activities are designed to aid in classroom continuity. Reluctant learners and learners acquiring English will benefit from these activities geared to enhance comprehension of language in order to fully grasp content meaning. Curriculum Connections Many of the suggested activities are intended to integrate the content of the ATM program into other content areas of the classroom curriculum. These cross-connections turn the classroom teaching experience into a whole learning experience. Critical Thinking In The Newsroom Critical Thinking activities are designed to stimulate learners’ own opinions and ideas. These activities require students to use the thinking process to discern fact from opinion, consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or combine what they already know with what they have learned to make inferences. Each AIMS Teaching Module contains a newsroom activity designed to help students make the relationship between what they learn in the classroom and how it applies in their world. The purpose of In The Newsroom is to actively involve each class member in a whole learning experience. Each student will have an opportunity to perform all of the tasks involved in production: writing, researching, producing, directing, and interviewing as they create their own classroom news program. Cultural Diversity Each AIMS Teaching Module has an activity called Cultural Awareness, Cultural Diversity, or Cultural Exchange that encourages students to share their backgrounds, cultures, heritage, or knowledge of other countries, customs, and language. Hands On These are experimental or tactile activities that relate directly to the material taught in the program.Your students will have opportunities to make discoveries and formulate ideas on their own, based on what they learn in this unit. Extended Activities These activities provide opportunities for students to work separately or together to conduct further research, explore answers to their own questions, or apply what they have learned to other media or content areas. Link to the World These activities offer ideas for connecting learners’ classroom activities to their community and the rest of the world. Writing Every AIMS Teaching Module will contain an activity designed for students to use the writing process to express their ideas about what they have learned. The writing activity may also help them to make the connection between what they are learning in this unit and how it applies to other content areas. Culminating Activity To wrap up the unit, AIMS Teaching Modules offer suggestions for ways to reinforce what students have learned and how they can use their new knowledge to enhance their world view. 8 © Copyright 1994 AIMS Media A Multimedia Group VOCABULARY CONSUMABLE ACTIVITIES Every ATM contains an activity that reinforces the meaning and usage of the vocabulary words introduced in the program content. Students will either read or find the definition of each vocabulary word, then use the word in a written sentence. CHECKING COMPREHENSION Checking Comprehension is designed to help you evaluate how well your students understand, retain, and recall the information presented in the AIMS Teaching Module. Depending on your students’ needs, you may direct this activity to the whole group yourself, or you may want to have students work on the activity page independently, in pairs, or in small groups. Students can verify their written answers through discussion or by viewing the video a second time. If you choose, you can reproduce the answers from your Answer Key or write the answer choices in a Word Bank for students to use. Students can use this completed activity as a study guide to prepare for the test. The AIMS Teaching Module provides a selection of consumable activities, designed to specifically reinforce the content of this learning unit. Whenever applicable, they are arranged in order from low to high difficulty level, to allow a seamless facilitation of the learning process. You may choose to have students take these activities home or to work on them in the classroom independently, in pairs or in small groups. TEST The AIMS Teaching Module Test permits you to assess students’ understanding of what they have learned. The test is formatted in one of several standard test formats to give your students a range of experiences in test-taking techniques. Be sure to read, or remind students to read, the directions carefully and to read each answer choice before making a selection. Use the Answer Key to check their answers. CHECKING VOCABULARY The Checking Vocabulary activity provides the opportunity for students to assess their knowledge of new vocabulary with this word game or puzzle. The format of this vocabulary activity allows students to use the related words and phrases in a different context. 9 © Copyright 1994 AIMS Media A Multimedia Group ADDITIONAL AIMS MEDIA PROGRAMS After you have completed this AIMS Teaching Module you may be interested in more of the programs that AIMS offers. This list includes several related AIMS programs. ADDITIONAL READING SUGGESTIONS AIMS offers a carefully researched list of other resources that you and your students may find rewarding. ANSWER KEY Reproduces tests and work pages with answers marked to all activities and tests. 10 © Copyright 1994 AIMS Media A Multimedia Group THEMES Wind, Fronts and Storms Weather, what makes it, and how it affects nature are related themes in the earth science curriculum. Patterns of change and systems and interactions are major themes in Wind, Fronts and Storms. OVERVIEW The dictionary definition of the word weather is the state of air or atmosphere at a given time or place. We know that weather is all around us. It is changing all the time. Wind, Fronts, and Storms begins with a study of air masses: how they are formed and how changing temperature and air pressure make them move and collide with other air masses, creating fronts and causing wind and rain. Several types of storms are discussed, including thunderstorms, tornadoes, and hurricanes. Students will learn how the condensation of water vapor in the sky forms different kinds of clouds, and how the force of gravity causes precipitation, pulling water droplets down from clouds. OBJECTIVES To define air mass and explain what makes air masses move To demonstrate how wind is caused To explain how condensation forms clouds, fog and dew To define precipitation and tell how it is caused To explain how storms are caused, and tell how they can be beneficial 11 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms Use this page for your individual notes about planning and/or effective ways to manage this AIMS Teaching Module in your classroom. Our AIMS Media Educational Department welcomes your observations and comments. Please feel free to address your correspondence to: AIMS Media Editorial Department 9710 DeSoto Avenue Chatsworth, California 91311-4409 12 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms INTRODUCTION TO THE PROGRAM To open the unit on weather, ask student volunteers to describe today’s weather. How does it compare to yesterday’s weather, and the weather on the same date one or two months ago? Ask students to tell what factors they think might have an effect on the weather. INTRODUCTION TO VOCABULARY Ask students to offer their own definitions of weather. Ask them what changes in the weather can affect, for example, how they feel, how they dress, what they do. Encourage use of words such as warm, cold, hot, wet, sunny, gloomy, windy. DISCUSSION IDEAS Discuss how unexpected changes in weather can affect people’s plans, such as rain forcing cancellation of a ball game, or a snowstorm causing school to be closed. Have students tell what they learn when they read, listen to, or watch a weather report. What kinds of things does the report tell them? How does the weather report affect decisions we make? FOCUS As students watch Wind, Storms and Fronts, ask them to think about how specific weather patterns make them feel. 13 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms JUMP RIGHT IN HOW TO USE THE WIND, FRONTS AND STORMS AIMS TEACHING MODULE Preparation Viewing WIND, FRONTS AND STORMS Read Wind, Fronts and Storms Themes, Overview, and Objectives to become familiar with program content and expectations. Use Preparation for Viewing suggestions to introduce the topic to students. Set up viewing monitor so that all students have a clear view. Depending on your classroom size and learning range, you may choose to have students view Wind, Fronts and Storms together or in small groups. Some students may benefit from viewing the video more than one time. After Viewing WIND, FRONTS AND STORMS Select Suggested Activities that integrate into your classroom curriculum. If applicable, gather materials or resources. Choose the best way for students to work on each activity. Some activities work best for the whole group. Other activities are designed for students to work independently, in pairs, or in small groups. Whenever possible, encourage students to share their work with the rest of the group. Duplicate the appropriate number of Vocabulary, Checking Comprehension, and consumable activity pages for your students. You may choose to have students take consumable activities home, or complete them in the classroom, independently, or in groups. Administer the Test to assess students’ comprehension of what they have learned, and to provide them with practice in test-taking procedures. Use the Culminating Activity as a forum for students to display, summarize, extend, or share what they have learned with each other, the rest of the school, or a local community organization. 14 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms SUGGESTED ACTIVITIES Hands On Your students can perform these experiments to determine which heats faster, sand or water. Use two equal-sized plastic bowls or boxes. Fill one with 2 inches of sand and the other with 2 inches of water. Set them side by side in the sun or under a heat lamp, and have students measure the temperature every ten minutes to determine which warms faster. 50 Minutes Extended Activity To determine whether the air heats faster over land or water, have students perform this experiment: Fill one small jar with water and another with sand. Place each jar in a separate plastic shoe box. Place a thermometer over the jar, then cover the shoe box, and place the boxes, covered, in the direct sun light or heat lamp. Have students check the temperature over the sand and water every ten minutes to determine which warms faster. 50 Minutes Connection to Art Form three groups of students and have them use magazine pictures or create their own illustrations of the three kinds of clouds. Provide students with a variety of materials and let each group use their imagination and creativity to design their poster. Then have them put the posters on display. 60 Minutes Hands On Students can perform this experiment to create weather fronts. Have a student cut a thick piece of cardboard to make a tight-fitting center divider for a plastic shoe box. Fill one 16 ounce jar with very hot water and five drops of red food coloring, and another 16 ounce jar with very cold water and five drops of blue food coloring. Have two students simultaneously pour the two colored waters into each side of the box, then tell a third student to quickly remove the center divider. What happens? (The cool water will pull downward, forcing the warm water to cover it as the two “fronts” collide.) 15 Minutes 15 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms Extended Activity Ask student volunteers to find out what the wind chill factor is and how it is determined. 10 Minutes Hands On Your students can form clouds in the classroom by performing this experiment. Use two equal-sized plastic cups or containers. Chill one cup with ice or in the freezer, and place very hot water and drops of food coloring in the other cup. Carefully connect the rims of both cups together with the cold cup on top, making it airtight. Then place more ice cubes on top (actually the bottom of the cold cup). Have students observe and describe what happens. 20 Minutes Extended Activity Ask students to use their conclusions from the above experiment to predict whether clouds form more easily over an ocean or over a desert. Tell students to support their predictions during a class discussion. 10 Minutes Extended Activity Separate the students into the number of working groups you select, and assign, or let each group choose, an animal to research. Tell each group to find out what characteristics the animal has to enable it to survive the weather conditions in its environment. Your students may want to make a chart showing their findings. 50 Minutes Hands On You can show your students how to determine the dew point in the classroom. Fill a tin or aluminum can half-full of water that is about room temperature. Use a thermometer to measure the temperature. Have students slowly add ice cubes and stir them into the water, measuring the temperature every few minutes. Instruct students to carefully observe the outside shiny surface of the can as they cool the water inside it. As soon as the shiny surface begins to “fog,” instruct them to measure the temperature. Tell students that the water cooled the can, which in turn cooled the air outside it, bringing the humidity in the air to 100 percent, causing condensation to form on the outside of the can. 20 Minutes 16 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms Connection to Language Arts Let your students work in small groups to write acrostics using vocabulary words from the Wind, Fronts and Storms learning unit. You can make a suggested list of words they might choose from, such as earth, wind, storm, cloud. In acrostics, the word is written vertically, and the first (or last, if you choose) letter of each word begins a word or phrase that works together to express an idea, such as the example below: 30 Minutes H eat E nergy A ctivates T iny particles Critical Thinking Review the three types of clouds, and discuss which clouds you and your students see most often in your environment. Encourage students to talk about what they might predict about the weather by the look of clouds in the sky, or the feel of the humidity in the air. 15 Minutes Writing Have students work in groups to create a weather newspaper or write a news magazine feature. Some students can be responsible for collecting the weather information on a daily basis, while others can compile the data every Friday. Remind students that the news articles need to answer who, what, when, where, why and how. Have each student group make an outline of content. Then have groups work together to write their rough drafts. The newspaper articles can be written on Fridays and illustrated with student drawings. Ongoing Cultural Exchange Ask students who have ever lived in another country or another geographical location to tell about the weather there. Ask them to describe the physical characteristics of the land, the kinds of outdoor activities people enjoy, the kinds of animals and plant life that live there, and the kinds of clothes people wear to adapt to the climate. 20 Minutes 17 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms In the Newsroom Have newsroom writer/researchers select a location with a climate very different from where you live. Tell them they must prepare a news story about extreme weather in this location, and tell how that weather affects the people, the land, and the economy. Examples might be: a hurricane, a tornado, a drought, a heat wave, a snowstorm. If applicable, have more than one reporter present the story from different angles. Let students prepare backdrops for the news report. Have students make a video or audio recording to review at a later date. 60 Minutes Writing If they have not already done so, have students reread the rough drafts of their weather newspaper or newsmagazine features. Tell them to revise and rewrite their articles, and be sure to edit their final story to check their spelling and punctuation. 25 Minutes Culminating Activity Have students demonstrate how air masses can affect each other in the atmosphere by preparing skits to illustrate creation or causes of different winds, fronts and storms. Allow students to be creative by making “costumes” or writing dialogue to enhance their presentations. Then encourage them to show their skits to the class or to the whole school. 90 Minutes 18 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms Name VOCABULARY Below is a list of words and phrases from Wind, Fronts, and Storms. Read each word or phrase and its definition. Then use a separate piece of paper to write each word or phrase in a sentence. air mass: a large amount of air with similar temperature, pressure, and humidity air pressure: the weight of air anemometer: cloud: the instrument meteorologists use to measure wind speed a visible mass of water droplets in the sky cirrus clouds: high, wispy clouds made of ice stratus clouds: broad, low layers of clouds cumulus clouds: condensation: dew: piles of billowy, flat-bottomed clouds the change of water vapor into liquid water vapor that has condensed on earth’s surface dew point: front: the temperature at which water vapor changes to liquid the sloping boundary between two contrasting air masses precipitation: rain, snow, sleet, or hail that falls from the clouds storm: severe weather conditions, such as strong winds, rains, lightning, or snow, formed by air masses colliding wind: the movement of air over a large area prevailing wind: a constant wind that moves in the same direction in a specific area 19 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms Name CHECKING COMPREHENSION Read each question or statement. Write the answer or complete the sentence on the line provided. 1. A large amount of air with similar temperature, pressure and humidity is called an _______________. (air mass, air front) 2. Local winds, mountains, oceans, temperature differences and the earth’s rotation affect the ________________ of air. (movement, mood) 3. What is caused when two air masses meet? ______________________ (hot air, a front) 4. The amount of water vapor in the air is called the ______________________. (humor, humidity) 5. Water vapor condenses into liquid at the ________________________. (dew point, breaking point) 6. Clouds are formed when water vapor condenses into ____________________. (water droplets, tornadoes) 7. What are cirrus clouds made of? ______________________ (water, ice) 8. What is fog? ______________________________ (low-lying clouds, air pollution) 9. Which is a good example of precipitation? ________________________ (heat, rain) 10. Two different air masses can collide to cause a ________________________. (river, storm) 11. Storm clouds cause static electricity by rubbing the atmosphere. When this static electricity discharges, we see ________________________. (stars, lightning) 12. What causes tornadoes? __________________ (updrafts, downdrafts) 13. Where are hurricanes form e d ?__________________________________ (over oceans, over mountains) 14. What causes air to move, creating wind? __________________________________________ (hail storms, temperature and pressure differences) 15. What does it mean when the word nimbus is added to a cloud name? ______________________ (precipitation, pressure) 20 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms Name SOLAR ENERGY Energy from the sun is called solar energy. Look at the diagram below that shows what happens to the energy from the sun. Then fill in the pie graph to show what happenes to that solar energy. 21 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms Name JUDGING THE SPEED OF WIND In 1806, Francis Beaufort, an admiral in the British Navy, devised a scale to help people judge the speed of wind. Beaufort’s scale was based on the wind’s visible effects, such as trees being uprooted. That was before the invention of the anemometer, a device that actually measures wind speed. Study the chart below to see how Beaufort described various wind velocities, and how these descriptions relate to wind speed, given in “kilometers per hour.” Chart the wind speed in your area for two weeks, using the appropriate numbers from the chart. Number Description Type of Wind Wind Speed (km/h) 0 Smoke rises straight up Calm 0–1 1 Smoke drifts Light air 1–5 2 Wind felt on face, leaves rustle Light breeze 6–12 3 Flag blows straight out Gentle breeze 13–18 4 Loose papers blow Moderate breeze 19–28 5 Small trees sway Fresh breeze 29–38 6 Hats blow off, branches move Strong breeze 39–50 7 Hard to walk against the wind Moderate gale 51–61 8 Small branches break off trees Fresh gale 62–74 9 Damage to buildings Strong gale 75–87 10 Trees uprooted Whole gale 88–101 Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat 22 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms Name WHAT IS PRECIPITATION? Precipitation is water from clouds that falls to the earth. Precipitation can take various forms, depending on conditions in the atmosphere. Examine the chart below and notice the symbols for the different types of precipitation. In the column marked symbol, draw the symbol for the type of precipitation described in the definition column. TYPE OF PRECIPITATION SYMBOL Clouds that form close to the earth Droplets that start to freeze as they begin their fall to earth Droplets in the form of a light mist falling to the ground Droplets of water that freeze around ice crystals as they ride up and down inside a storm cloud — and fall to earth in the form of ice balls Vapor that changes into flakes due to freezing Water vapor that forms drops and falls to the ground Heavy amounts of falling drops of water 23 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms Name THE SUN AND EARTH Look at the picture of the sun and the Earth. Write these labels on the diagram. EQUATOR SUN SOUTH POLE NORTH POLE EARTH 24 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms Name CLOUDS TELL THE WEATHER Did you ever notice how many different kinds of clouds there are? The different kinds of clouds mean different kinds of weather. Look at the four types of clouds shown here. In the appropriate boxes, write what the cloud is called, what it looks like, and the kind of weather it usually means. The Word Bank below should be helpful. TYPE OF CLOUD WHAT IT’S CALLED WHAT IT LOOKS LIKE THE KIND OF WEATHER IT MEANS WORD BANK cumulus steady drizzle thunderstorms stratus cumulonimbus smooth layers high, wispy clouds cirrus dark, billowing fair, occasional showers fluffy, white clouds fair © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms 25 Name CLOUDS MOVING IN Look at these scrambled words and phrases. Read the definition in parenthesis. Write the unscrambled word on the line. Use the Word Bank if you need help. 1. eic classtry (frozen particles) 2. wrate prova (moist particles) 3. sneedcon (turn into liquid) 4. sclodu (condensed vapor) 5. ira amss (two of these form a front) 6. thea greeny (power from the sun) 7. wed tinop (where vapor condenses) 8. sledport (tiny particles of water) 9. ira erusserp (the weight of the atmosphere) 10. hearmestop (it surrounds the earth) WORD BANK atmosphere ice crystals heat energy air mass air pressure water vapor clouds droplets dew point condense © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms 26 Name CHECKING VOCABULARY Find the words in the word bank below. They may go up or down, left to right, backwards, upside-down, or diagonally. WORD BANK air mass cloud cumulus dew point storm air pressure cirrus condensation front wind anemometer stratus dew precipitation prevailing wind 27 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms Name TEST Read each statement. Then read each answer choice and fill in the bubble next to the best answer. 1. An air mass is a large amount of air that __________________________________. o covers a large space o moves fast o has similar temperature, weight and humidity o causes rain, thunder, lightning and most storms 2. The movement of an air mass can be affected by winds and______________________________________. o oceans and mountains o temperature differences o the earth’s rotation o all of the above 3. The anemometer measures __________________________. o wind speed o water vapor in the air o the air’s weight o heat 4. Two air masses meet to form o a front o wind o a storm o a cloud __________________________. 5. When air is filled with all the water vapor it can hold, it ______________________________. o causes precipitation o makes storms o forms a cloud o is saturated 28 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms Test, Page 2 6. The temperature at which water vapor will condense is known as the __________________________. o boiling temperature o dew point o barometric pressure o humidity level 7. Billions of tiny droplets of water vapor changed back into water form __________________________. o rain o dew o clouds o wind 8. Rain, sleet, hail, and snow falling from the clouds are forms of ______________________________. o cold fronts o colliding air masses o condensation o precipitation 9. Storms are caused by __________________________________. o two air masses colliding o clouds blowing away o the wind blowing south o water vapor 10. One benefit of storms is that they _______________________________________. o release pressure from clouds o are often predictable o clean and cool the air o lower the earth’s temperature 29 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms ADDITIONAL AIMS MEDIA PROGRAMS If you found Wind, Fronts, and Storms a valuable teaching tool, you might also appreciate: Temperature, Pressure, and Humidity – 8401AT Solar Activity – 8284AT Exploring Our Solar System – 8060AT The It’s Chemical Series It’s Chemical: Density in Solids – 8150AT It’s Chemical: Phase Changes – 8151AT It’s Chemical: Density in Liquids – 8148AT It’s Chemical: Density in Gases – 8149AT Electrical Current and Magnetism – 8381AT The Green Earth Club Series: Solar Energy – 8604AT I Like Series: I Like Clouds – 1512AT The Protecting Our Environment Series Reduce – 8255AT Reuse – 8254AT Recycle – 8253AT ADDITIONAL READING SUGGESTIONS Branley, Franklin. It’s Raining Cats and Dogs, Houghton Mifflin, Boston 1987. Hollman, Hal. Light and Electricity in the Atmosphere, Holiday House, New York, 1967. Mandell, Muriel. Simple Weather Experiments, Sterling Publishers, New York, 1990. Mason, John. Weather and Climate, Silver Burdett, New Jersey, 1991 Smith, Howard. Weather, Doubleday, New York, 1990. Suzuki, David. Looking at Weather, John Wiley and Son, New York, 1988. Wyler, Rose. Raindrops and Rainbows, J. Messinger, New Jersey, 1989. 30 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms ANSWER KEY for page 19 Name VOCABULARY Below is a list of words and phrases from Wind, Fronts, and Storms. Read each word or phrase and its definition. Then use a separate piece of paper to use each word or phrase in a sentence. air mass: a large amount of air with similar temperature, pressure, and humidity air pressure: the weight of air the instrument meteorologists use to measure wind speed anemometer: cloud: a visible mass of water droplets in the sky high, wispy clouds made of ice cirrus clouds: stratus clouds: broad, low layers of clouds cumulus clouds: condensation: dew: piles of billowy, flat-bottomed clouds the change of water vapor into liquid water vapor that has condensed on earth’s surface dew point: front: the temperature at which water vapor changes to liquid the sloping boundary between two contrasting air masses precipitation: rain, snow, sleet, or hail that falls from the clouds storm: severe weather conditions, such as strong winds, rains, lightning, or snow, formed by air masses colliding wind: the movement of air over a large area prevailing wind: a constant wind that moves in the same direction in a specific area ANSWERS WILL VARY 31 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms ANSWER KEY for page 20 Name CHECKING COMPREHENSION Read each question or statement. Write the answer or complete the sentence on the line provided. AIR MASS 1. A large amount of air with similar temperature, pressure and humidity is called an _______________. (air mass, air front) 2.Local winds, mountains, oceans, temperature differences and the earth’s rotation affect the MOVEMENT ________________of air. (movement, mood) 3.What is caused when two air masses meet? A FRONT ______________________ (hot air, a front) HUMIDITY 4.The amount of water vapor in the air is called the ______________________. (humor, humidity) DEW POINT 5. Water vapor condenses into liquid at the ________________________. (dew point, breaking point) DROPLETS 6. Clouds are formed when water vapor condenses into WATER ____________________. (water droplets, tornadoes) ICE 7.What are cirrus clouds made of?______________________ (water, ice) LOW-LYING CLOUDS 8.What is fog? ______________________________ (low-lying clouds, air pollution) 9.Which is a good example of precipitation? RAIN ________________________ (heat, rain) 10. Two different air masses can collide to cause a________________________. STORM (river, storm) 11.Storm clouds cause static electricity by rubbing the atmosphere. When this static electricity LIGHTNING discharges, we see ________________________ . (stars, lightning) 12.What causes tornadoes? UPDRAFTS __________________ (updrafts, downdrafts) OCEANS 13.W h e re are hurricanes form e d OVER ?__________________________________ (over oceans, over mountains) 14.What causes air to move, creating wind? TEMPERATURE AND PRESSURE DIFFERENCES __________________________________________ (hail storms, temperature and pressure differences) 15.What does it mean when the word nimbus is added to a cloud name? PRECIPITATION ______________________ (precipitation, pressure) 32 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms ANSWER KEY for page 21 Name SOLAR ENERGY Energy from the sun is called solar energy. Look at the diagram below that shows what happens to the energy from the sun. Then fill in the pie graph to show what happenes to that solar energy. Reflected by the earth ABSORBED BY THE EARTH ABSORBED BY THE ATMOSPHERE REFLECTED BY CLOUDS AND DUST 33 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms ANSWER KEY for page 22 Name JUDGING THE SPEED OF WIND In 1806, Francis Beaufort, an admiral in the British Navy, devised a scale to help people judge the speed of wind. Beaufort’s scale was based on the wind’s visible effects, such as trees being uprooted. That was before the invention of the anemometer, a device that actually measures wind speed. Study the chart below to see how Beaufort described various wind velocities, and how these descriptions relate to wind speed, given in “kilometers per hour.” Chart the wind speed in your area for two weeks, using the appropriate numbers from the chart. Number 0 Description Type of Wind Wind Speed (km/h) Smoke rises straight up Calm 0–1 1 Smoke drifts Light air 1–5 2 Wind felt on face, leaves rustle Light breeze 6–12 3 Flag blows straight out Gentle breeze 13–18 4 Loose papers blow Moderate breeze 19–28 5 Small trees sway Fresh breeze 29–38 6 Hats blow off, branches move Strong breeze 39–50 7 Hard to walk against the wind Moderate gale 51–61 8 Small branches break off trees Fresh gale 62–74 9 Damage to buildings Strong gale 75–87 10 Trees uprooted Whole gale 88–101 Sun Mon Tue Wed Thu Fri Sat Fri Sat ANSWERS WILL VARY Sun Mon Tue Wed Thu 34 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms ANSWER KEY for page 23 Name WHAT IS PRECIPITATION? Precipitation is water from clouds that falls to the earth. Precipitation can take various forms, depending on conditions in the atmosphere. Examine the chart below and notice the symbols for the different types of precipitation. In the column marked symbol, draw the symbol for the type of precipitation described in the definition column. TYPE OF PRECIPITATION SYMBOL Clouds that form close to the earth Droplets that start to freeze as they begin their fall to earth Droplets in the form of a light mist falling to the ground Droplets of water that freeze around ice crystals as they ride up an down inside a storm cloud — and fall to earth in the form of ice balls Vapor that changes into flakes due to freezing Water vapor that forms drops and falls to the ground Heavy amounts of falling drops of water 35 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms ANSWER KEY for page 24 Name THE SUN AND EARTH Look at the picture of the sun and the Earth. Write these labels on the diagram. EQUATOR SUN SOUTH POLE NORTH POLE EARTH EARTH SUN NORTH POLE EQUATOR SOUTH POLE 36 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms ANSWER KEY for page 25 Name CLOUDS TELL THE WEATHER Did you ever notice how many different kinds of clouds there are? The different kinds of clouds mean different kinds of weather. Look at the four types of clouds shown here. In the appropriate boxes, write what the cloud is called, what it looks like, and the kind of weather it usually means. The Word Bank below should be helpful. TYPE OF CLOUD WHAT IT’S CALLED WHAT IT LOOKS LIKE THE KIND OF WEATHER IT MEANS CUMULONIMBUS DARK, BILLOWING THUNDERSTORMS STRATUS SMOTH LAYERS STEADY DRIZZLE CUMULUS FLYFFY, WHITE CLOUDS FAIR, OCCATIONAL SHOWERS CIRRUS HIGH, WISPY COULDS FAIR WORD BANK cumulus steady drizzle thunderstorms stratus cumulonimbus smooth layers high, wispy clouds cirrus dark, billowing fair, occasional showers fluffy, white clouds fair 37 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms ANSWER KEY for page 26 Name CLOUDS MOVING IN Look at these scrambled words and phrases. Read the definition in parenthesis. Write the unscrambled word on the line. Use the Word Bank if you need help. 1. eic classtry (frozen particles) ICE CRYSTALS 2. wrate prova (moist particles) WATER VAPOR 3. sneedcon (turn into liquid) CONDENSE 4. sclodu (condensed vapor) CLOUDS 5. ira amss (two of these form a front) AIR MASS 6. thea greeny (power from the sun) HEAT ENERGY 7. wed tinop (where vapor condenses) DEW POINT 8. sledport (tiny particles of water) DROPLETS 9. ira erusserp (the weight of the atmosphere) AIR PRESSURE 10. hearmestop (it sur rounds the earth) ATMOSPHERE WORD BANK atmosphere ice crystals heat energy air mass air pressure water vapor clouds droplets dew point condense 38 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms ANSWER KEY for page 27 Name CHECKING VOCABULARY Find the words in the word bank below. They may go up or down, left to right, backwards, upside-down, or diagonally. WORD BANK air mass cloud cumulus dew point storm air pressure cirrus condensation front wind anemometer stratus dew precipitation prevailing wind 39 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms ANSWER KEY for page 28 Name TEST Read each statement. Then read each answer choice and fill in the bubble next to the best answer. 1. An air mass is a large amount of air that __________________________________. o covers a large space o moves fast o has similar temperature, weight and humidity o causes rain, thunder, lightning and most storms 2. The movement of an air mass can be affected by winds and______________________________________. o oceans and mountains o temperature differences o the earth’s rotation o all of the above 3. The anemometer measures __________________________. o wind speed o water vapor in the air o the air’s weight o heat 4. Two air masses meet to form o a front o wind o a storm o a cloud __________________________. 5. When air is filled with all the water vapor it can hold, it ______________________________. o causes precipitation o makes storms o forms a cloud o is saturated 40 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms ANSWER KEY for page 29 Test, Page 2 6. The temperature at which water vapor will condense is known as the __________________________. o boiling temperature o dew point o barometric pressure o humidity level 7. Billions of tiny droplets of water vapor changed back into water form __________________________. o rain o dew o clouds o wind 8. Rain, sleet, hail, and snow falling from the clouds are forms of ______________________________. o cold fronts o colliding air masses o condensation o precipitation 9. Storms are caused by __________________________________. o two air masses colliding o clouds blowing away o the wind blowing south o water vapor 10. One benefit of storms is that they _______________________________________. o release pressure from clouds o are often predictable o clean and cool the air o lower the earth’s temperature 41 © Copyright 1994 AIMS Media A Multimedia Group Wind, Fronts and Storms