Download Weather Pre-Reading Activity - team7-1

Weather
Unit
2012-2013
1
Weather
Enduring Understandings:
1. The sun is the primary energy source for changes that occur at
Earth’s surface.
2. Energy is transferred through matter and space.
Essential Questions:
1. How does the sun’s energy power the process of the water cycle?
2. How is thermal energy transferred through matter and space?
3. What causes wind?
Critical Vocabulary:
 Atmosphere
 Air Pressure
 Altitude
 Density
 Greenhouse Effect
 Water Cycle
 Meteorologist
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Weather Unit Outline
I.
Chapter 1: The Atmosphere
A. Weather Pre-Reading Activity
B. Section 1: "Characteristics of the Atmosphere" (Standards: D 8.4 & D 8.7)
1. Read p. 4-9 with guided reading worksheet
2. Layers of the Atmosphere Activity
3. Layers of the Atmosphere Sort
4. Lab 1: "Can Crusher”
5. "Under Pressure" (p. 26-27 text - barometer)-(optional)
6. Weather Channel Video: “Atmosphere” (First 17-18 minutes)
C. Section 2: "Heating of the Atmosphere" (Standards: D 8.2, D 8.4, & D 8.7)
1. Read p. 10-13 with guided reading worksheet
2. Lab 2: "The Greenhouse Effect Model"
D. Section 3: "Atmospheric Pressure and Winds" (Standards: D 8.7)
1. Read p.14 with guided reading worksheet
2. Continuation of Weather Channel Video (Minutes 19 – 26)
E. Section 4: "The Air We Breathe” (optional)
1. Read p. 20-25 with guided reading worksheet
2. Carbon Dioxide Emissions Worksheet
3. Go Green Worksheet
Additional Activity Sheets:
1. Vocabulary Review Worksheet - "In the Air" (Teacher Resource Book p. 35-36)
2. Science Puzzler, Twisters and Teasers - "The Atmosphere" (Teacher Resource Book p. 31-32)
II.
Chapter 2: Understanding the Weather
A. Section 1: "Water in the Air" (Standards: D 8.2 & D 8.5)
1. Read p. 36 on the water cycle
2. Read article: "The Water Planet" and complete crossword puzzle
3. Read p. 37 (only the first 2 1/2 paragraphs)
4. Read p. 39 (starting with "The Process of Condensation")
5. Lab 3: "It's Raining Again" (Demo)
6. Skim p. 40-41 and discuss the three main types of clouds
B. Section 2: "Air Masses and Fronts"
1. Skim p.44-45 on Air Masses
2. Read p.46-47 on Fronts
C. Section 3: "Severe Weather"
1. Skim p.48-53
2. Severe Weather Research Activity/Resource Books (optional)
D. Section 4: " Forecasting the Weather" (Standards: D 8.2)
1. Read p. 54
2. Read p. 55 & 1st three paragraphs on p. 56
3. Invite a meteorologist to come in and talk to the students (optional)
Additional Activity Sheet:
1. Vocabulary Review Worksheet – “Weather Puzzle”
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Names: ________________________
Period: _____
Weather Pre-Reading Activity
Directions: Working with your table partner and a Weather textbook, answer the following
questions. Read only the chapter titles, section headings, “Figure” captions! You should also
look at the diagrams and pictures. Do not read any of the regular text. Record what page you
found each answer on.
1. What is the main topic of your new textbook? Page: _______
2. What kinds of things will you learn about in the 1st chapter? Be specific!! Page: _______
3. When we breathe, what is the most common thing that comes into our lungs? Page: _______
4. Compare the air pressure in Wausau to the air pressure on top of Mt. Everest. Page: _______
5. Describe what happens to air temperature as you get farther away from Earth’s surface.
Page: ______
6. List the layers of the atmosphere in order, starting at Earth’s surface. Page: _______
7. What is the connection between UV and SPFs? Page: ______
8. Why does the troposphere contain so many more particles than the thermosphere? Page: ___
4
Section 1: p. 4-9
Characteristics of the Atmosphere
Composition
Air Pressure
Solids:
Definition:
Air Temperature
Air temperature
________________ as
altitude increases.
Liquids:
Air Pressure___________
as altitude increases.
Gases:
This is caused by
___________________
___________________
___________________
Layer
(Start with
closest)
Fact #1
Fact #2
___________
This is where
we________
Densest
Layer
___________
___________
___________
Gets
___________
with an
increase in
altitude………
N and O atoms
absorb
___________
___________
___________.
……because
__________
absorbs
__________
energy from
the sun
This causes
________ to
become
___________.
Because…
____________
Highest
temperature
layer
Because……
Sometimes these
charged atoms
reradiate this
Doesn’t feel
energy as
hot
___________ of
different
_____________.
We call this
Because……
colored light
__________
_______ and
___________
___________
Fact #3
Fact #4
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Name: _____________________________
Period: _____
Layers of the Atmosphere
Developed by Jack Fearing
Lincoln Junior High School
Hibbing, Minnesota
Objective:
By making a graph, you will discover how the atmosphere can be divided into
layers based on temperature changes at different heights.
Background:
The atmosphere can be divided into four layers based on temperature variations.
The layer closest to Earth is called the troposphere. Above this layer is the
stratosphere, followed by the mesosphere, then the thermosphere. The upper
boundaries between these layers are known as the tropopause, the stratopause,
and the mesopause, respectively.
Temperature variations in the four layers are due to the way solar energy is
absorbed by different gases as it moves downward through the atmosphere.
Earth's surface (the ground) is the primary absorber of solar energy. Some of this
energy is reradiated back away from Earth as heat, which warms the overlying
troposphere. The global average temperature in the troposphere rapidly decreases
with altitude until the tropopause, the boundary between the troposphere and the
stratosphere.
The temperature begins to increase with altitude in the stratosphere. This
warming is caused by a form of oxygen gas called ozone (O3), which absorbs UV
radiation from the sun. Ozone protects us from most of the sun's UV radiation,
which can cause cancer, genetic mutations, and sunburn. Scientists are concerned
that human activity is contributing to a decrease in stratospheric ozone. Nitric
oxide, which is in the exhaust of high-flying jets and chlorofluorocarbons (CFCs),
which are used as refrigerants, may contribute to ozone depletion.
At the stratopause, the temperature stops increasing with altitude. The gases in
the overlying mesosphere do not absorb solar radiation well so the temperature in
the mesosphere decreases with altitude. At the mesopause, the temperature begins
to increase with altitude and this trend continues in the thermosphere. Because
the atmosphere in the thermosphere has such little density, a thermometer cannot
measure the temperature accurately here so special instruments are needed.
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Procedure:
1.
Table 1 contains average temperature readings at various altitudes in Earth's atmosphere. Plot this data on
the graph included on the next page and connect adjacent points with solid lines. Be careful to plot
negative temperatures correctly. This profile provides a general picture of temperature conditions in the
atmosphere; at any given time and place, however, the actual temperature may deviate from these average
values, particularly in the lower atmosphere.
Table1: Average Temperature Readings at Various Altitudes
2.
3.
Altitude (km)
Temp. (°C)
Altitude (km)
Temp. (°C)
0
15
52
-2
5
-18
55
-7
10
-49
60
-17
12
-56
65
-33
20
-56
70
-54
25
-51
75
-65
30
-46
80
-79
35
-37
84
-86
40
-22
92
-86
45
-8
95
-81
48
-2
100
-72
Label the four different layers of the atmosphere and the three separating boundaries between the layers.
(This means you should include seven labels total for the layers and their boundaries.)
Mark the general location of the ozone layer. (You will now have a total of eight labels on your graph.)
Questions:
1. What criteria do scientists use for dividing the atmosphere into the four main layers?
2. Does the temperature increase or decrease with altitude in the:
3. troposphere? _____________
4. stratosphere? _____________
5. mesosphere? _____________
6. thermosphere? _____________
7. What is the approximate height and temperature of the:
8. troposphere? Height range: _____________
temperature range: _____________
9. stratosphere? Height range: _____________
temperature range: _____________
10. mesosphere? Height range: _____________
temperature range: _____________
11. thermosphere? Height range: _____________ temperature range: _____________
12. What causes the temperature to increase with height through the stratosphere and
decrease with height through the mesosphere?
13. What causes the temperature to decrease with height in the troposphere?
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Name: ______________________
8
Name: _______________________________
Per.: _____
Layers of the Atmosphere Sort
Mesosphere
Highest flying
jets located here
N and O atoms
located here
absorb harmful
solar energy
As altitude
increases,
temperature
increases
As altitude
increases,
pressure
decreases
Troposphere
As altitude
increases,
temperature
decreases
Gravity is the
strongest here
Top of the
mesosphere and
bottom of the
thermosphere
Ozone layer
located here
Thermosphere
Fewest
molecules/lowest
density
Northern Lights
and Southern
Lights located in
this layer
Large, strong
wind storms
As altitude
increases,
temperature
decreases
Ionosphere
A lot of UV
radiation
absorbed here
Densest layer
Ions located here
Gases here
absorb a lot of
solar energy
Coldest layer
As altitude
increases,
temperature
increases
Where we live
Stratosphere
Least gravity
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Name: _______________________________
Per.: _____
Layers of the Atmosphere Sort
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Lab 1: Can Crusher
The kinetic energy of particles affects the amount of pressure those particles can exert on their
surroundings and the amount of pressure their surroundings can exert on them. This
phenomenon is most noticeable when the particles are in a gaseous state. Why do you think this
is most noticeable in gases?
For example, if a balloon is left in a sunny location, the particles of gas inside the balloon will
experience an increase in kinetic energy as they get warmer and move more quickly. This will
cause the balloon to expand, thus increasing the pressure inside the balloon. The balloon swells
because the pressure inside of it is greater than the pressure outside of it. The gas has become
less dense than it originally was because its particles have become less “concentrated” (spread
out in a larger space).
On the other hand, if this same balloon is placed in a freezer, the particles of gas inside the
balloon will experience a decrease in kinetic energy as they get colder and move more slowly. In
this situation, the balloon shrinks because the pressure inside of it is less than the pressure
outside of it. The gas has become more dense than it originally was because its particles have
become more concentrated.
Objective:
1. Explain what happens to the kinetic energy of particles as they change from one state
to another.
2. Explain the effects of temperature, elevation/altitude, and gravity on atmospheric
pressure.
Materials:
- 2 empty and clean
aluminum cans
- alcohol burner
- burner stand
- matches
- beaker tongs
- shallow tray
- water supply beaker
- plastic pipette
- graduated cylinder
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Procedure:
1. Place 25 mL of water in an aluminum can.
2. Boil the water while in the can. Steam should be rising vigorously from the top of the
can.
3. Explain, in scientific terms, what is happening to the water molecules inside the can.
4. Explain, in scientific terms, what is happening to the gas particles inside the can.
5. Before actually doing it, read step #6 and predict what you think will happen and
explain why.
6. Using tongs, quickly pick up the can and quickly place about the top 2 cm of the can
upside down into the tray filled with room temperature water.
7. After completing the activity, answer the questions on the following page.
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Questions:
1. Explain, in scientific terms, what happened inside the can.
2. Inside every popcorn kernel is a small amount of water. When you make popcorn, the
water inside the kernels is heated until it becomes steam (a gas). Explain how the
popping of the kernels is the opposite of what you saw in this lab. Be sure to address the
effects of pressure in your explanation.
3. If you repeated the can experiment and used ice water, what kind of results would you
have gotten? Be sure to also explain why you would have gotten these results.
4. At/near Earth’s surface, as temperature increases atmospheric pressure
_______________________ because…….
5. As altitude increases, atmospheric pressure _______________________ because…….
6. As gravity increases, atmospheric pressure _______________________ because…….
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Name: ________________________
The Atmosphere (The Weather Channel video clip)
1. Just about the most important thing on Earth is ___________________.
2. We live at the bottom of an ocean of air called the ___________________.
3. Because it is so important in making weather, some scientists refer to the
atmosphere as the ___________________ ___________________.
4. Once people figured out that there was such a thing as air, then they started to
figure out ______________________________________.
5. Most of the air in the atmosphere is composed of ___________________.
6. ___________________ keeps our atmosphere from floating off into space.
7. The atmosphere is a mixture of ___________________ constantly in
___________________ which gets its energy from the ___________________.
8. The sun controls our weather because it ___________________
___________________ the atmosphere which then causes the air to
___________________.
9. Plants take in ___________________ ___________________ from the
atmosphere and people take in ___________________ from the atmosphere.
10.In Earth's original atmosphere, there was no ___________________.
11.If Earth were the size of a beach ball, the atmosphere would be as thick as a
______________________________________.
12.The 1st layer, the ___________________, is where our weather occurs.
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13.The 2nd layer, the ___________________, is where the ozone layer is located.
14.The 3rd layer, the ___________________, is where we find the
___________________ air in all the atmosphere.
15.The 4th layer, the ___________________, is where most meteors
___________________ ___________________.
16.The 5th layer (not mentioned in our textbook), the ___________________, is
where the atmosphere merges with ___________________
___________________.
17.___________________ ___________________ is the force exerted by the
weight of air molecules.
18.The kinds of weather usually seen with a low pressure are
___________________ ___________________ and ___________________
___________________.
19.___________________ weather is usually seen with a high pressure.
20. As you go up in the atmosphere, air pressure ___________________ because
the number of ___________________ ___________________.
21. As ___________________ increases, air pressure ___________________.
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Section 2: p. 10-13
Heating of the Atmosphere
Energy in the Atmosphere
Radiation
Conduction
Convection
1. Definition
3. Definition
5. Definition
2. Example within the
atmosphere:
4. Example within the
atmosphere:
6. Example within the
atmosphere:
7. Define “Greenhouse Effect”:
8. Define Global Warming:
9. Possible Cause of
global warming:
POSSIBLE
PROBLEM:
“Global Warming”
11. Possible Solutions:
a.
b.
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10. Possible Effect:
a.
b. This could be a
problem because…
Lab 2: Greenhouse Effect Model
Introduction:
The “greenhouse effect” is Earth’s heating process in which gases in the atmosphere trap thermal
energy. These gases include water vapor, carbon dioxide, nitrous oxide, and methane. These
gases, also known as “greenhouse gases,” are sometimes the end result of burning fossil fuels
such as gas, oil, and coal. Most people consider the greenhouse effect as beneficial (good) for
our existence on Earth. Scientists estimate that Earth’s average temperature would be about 0 °F
instead of its current 57 °F if we had no greenhouse effect. This is a huge difference! Without
the greenhouse effect, we wouldn’t be able to grow food for survival. The problem isn’t that we
have a greenhouse effect; the problem is that human activities might be leading to an increase in
the greenhouse effect. What could this cause to happen? Why might this be a problem? In this
activity you will have the opportunity to make a model of Earth in a jar and see what a dramatic
effect the “greenhouse effect” has on our planet.
Objectives:
1. You should be able to explain the greenhouse effect and what could happen if it gets out of
balance.
2. You should be able to read and interpret a graph and draw conclusions from the graph.
3. You should be able to come up with alternative methods of conserving energy to slow down
global warming.
Materials:
Large pickle jar
Large thermometer
Reflector Lamp w/200 W bulb
Ball of soft clay
Cardboard Square
Stopwatch
Ruler
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Set up:
____ 1.Stick ball of clay to top of table.
____ 2.Stand thermometer in clay so that thermometer is standing straight upside down.
____ 3.Place pickle jar over thermometer. If jar isn’t tall enough, stack books on each side
of thermometer to hold jar higher.
____ 4.Slip cardboard square over thermometer and let it sit on top of books. Cardboard
square will be used to seal jar when it covers thermometer.
____ 5.Clamp light onto top of chair.
____ 6.Position lamp reflector shade so that it points directly toward thermometer bulb.
____ 7.Move chair so that lamp reflector shade is 15 cm from thermometer. You might
need to move your thermometer set up closer to the edge of your table. Your jar
should be very close to the reflector lamp but not touching it!
____ 8.Remove the pickle jar without disturbing the rest of your set up.
____ 9.Record the beginning temperature in your data table.
____ 10.Be sure thermometer is twisted so that you will be able to read it without being
blinded by the light!
____ 11.YOU MUST HAVE YOUR SET UP APPROVED BY YOUR TEACHER
BEFORE PROCEEDING!!! Have your teacher check your set up:
____________
Procedure:
____ 12.Look at your data table. You will collect temperature data for 11 minutes with the
thermometer uncovered, then you will collect temperature data for an additional 12
minutes with the thermometer covered.
____ 13.Turn on light and start stopwatch at the same time!
____ 14.Caution – reflector shade and bulb will become hot!
____ 15.Record temperature every minute.
____ 16.As soon as you take your 11th minute temperature reading, quickly and carefully
cover the thermometer with the pickle jar.
____ 17.DO NOT STOP TIMER!!
____ 18.Continue recording the temperature every minute with the jar covering the
thermometer.
____ 19.At the end of the 23rd minute, turn off the light and stop the timer.
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Temperature After Heating for Different Amounts of Time in a Greenhouse Model
Time
(min.) T0 T1 T2 T3 T4 T5 T6 T7 T8 T9 T10 T11
→
Uncovered
Temp.
( °C)
→
Time
(min.) T12 T13 T14 T15 T16 T17 T18 T19 T20 T21 T22 T23
→
Covered
Temp.
( °C)
→
Graph your results (your teacher might want you to use class averages for the
graphing). You will also need to answer the following questions.
Questions:
1. What does the light bulb represent?
2. What does the thermometer bulb represent?
3. What does the glass jar represent?
4. How does this experiment simulate (imitate) Earth’s greenhouse effect?
5. Why does your car get so warm on a sunny day if the windows are left closed?
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Section 3: p. 14-19
Atmospheric Pressure and Winds
Why Air Moves (What sometimes causes the winds)
At the Equator:
At the Poles:
Air at the equator is
____________, which
causes it
to be _____________
dense.
Air at the poles is
______________, which
causes it
to be __________________
dense.
CAUSES
Warmer, less dense air is
lighter than the
surrounding air so it
___________, creating
an area of _______ air
pressure.
Colder, more dense air is
heavier than the
surrounding air so it
___________, creating an
area of ___________ air
pressure.
EFFECTS
Air moves from areas of
_________ pressure to areas of
__________ pressure; therefore
winds move, in general, from
the ________ to the _________.
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Name: ________________________
The Atmosphere - part 2 (The Weather Channel video clip)
1. The ___________________ ___________________ is the cause of all the weather
that happens in our atmosphere.
2. The sun causes air masses to ___________________ and ___________________.
3. This movement creates ___________________ in air pressure and this makes
___________________.
4. The most predictable of the winds are what we call the ___________________
___________________.
5. Prevailing winds blow in the ___________________ ___________________ most
of the time.
6. ___________________ ___________________ are probably the most famous
prevailing winds.
7. When wind was the only power that moved ships around the world, trade and
exploration moved along the paths of the ___________________
___________________.
8. Local winds are any winds that occur in a relatively ___________________
___________________.
9. Meteorologists talk about winds in the direction they ___________________
___________________.
10. A west wind is coming from the ___________________ and blowing toward the
___________________.
11. Sea Breezes
a. A sea breeze is a breeze that comes from the ___________________.
b. A sea breeze is caused when sun heats the ___________________ faster/more
than it heats the ___________________.
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c. The air above the land becomes ___________________ ___________________
and rises as it heats.
d. This creates an area of ___________________ pressure over the land.
e. The ___________________ pressure air over the ocean comes in to replace the
rising air above the ___________________. This is the wind blowing from the
sea to the land.
12. Wind energy is sometimes used to generate/produce ___________________.
13. Exploration has come a long way and we're always ___________________
___________________.
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Section 4: p. 20-25
The Air We Breathe
Sources of Human-Caused Air Pollution
Air
Pollution
Possible Harmful
Effects
(of this kind of
pollution)
Caused By
The
Problem
(Give specific
examples)
Possible
Solutions
(for reducing harmful
effects of this kind of
pollution)
Transportation:
1.
1.
1.
2.
2.
2.
Industry:
1.
1.
1.
2.
2.
2.
Indoor air
pollution:
1.
1.
1.
2.
2.
2.
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Name: _____________________
Carbon Dioxide Emissions
Look at the following graph and answer the questions.
Carbon Dioxide Emissions
60
50
Industry
Transport
Agriculture
Services
Residential
Percent
40
30
20
10
0
Australia
Canada
USA
Germany
Japan
Countries
1. Which country produces the greatest percentage of its carbon dioxide from:
a. Industry: ___________________________
b. Transport: __________________________
c. Agriculture: _________________________
d. Providing Services: __________________________
e. Residential (households): ________________________
2. If you wanted to reduce CO2 emissions, in which part(s) of the U.S. would you
focus on? WHY???
3. This graph reflects data taken from a few years ago. Do you think the CO2
emissions are higher or lower now? WHY?
24
Name: _____________________
Going Green
In order to slow down the greenhouse effect, we all must cut down on the amount of
energy that we use. Factories and transportation produce most greenhouse gases. Most
of the products that we use in our homes require the use of fossil fuels to produce that
item in a factory. We must learn to conserve energy and resources in order to slow down
the greenhouse effect or we will have global warming and other problems.
In the chart below name some activities and a way that you can conserve energy for
that activity. An example has been provided to get you started.
Alternate activity to help conserve
energy and why this will help cut down
on greenhouse gas emissions.
Activity
Example: Many people drive their cars to
work alone.
Ride a public transportation system such as
a train or bus. Carpool with other people
who work near where you work. This will
reduce the amount of gas burned and the
amount of carbon dioxide emitted into the
air.
1.
2.
3.
25
26
27
28
29
30
31
The Water Planet
Name: ________________
Across
2. Runoff may include things like oil, gas, fertilizer, and other types of ___.
3. The water cycle is also called the ___ cycle.
4. Rain helps refill or ___ an aquifer
9. ___ occurs when ice changes to a vapor.
11. Because of the water ____, water continuously changes from a gas to a liquid and back
to a gas.
13. The ___ provides energy that drives the water cycle.
15. Running water can cause soil to ___.
Down
1. The land area that delivers water and its load to a stream is the ____.
5. A large, underground reservoir is a(an) ___.
6. Water can ___ into the atmosphere from lakes, rivers, and oceans.
7. In the atmosphere, water vapor condenses to form ___.
8. A ___ is a large body of ice.
10. Water can exist as a solid, ___, or gas.
12. __ means to change from a gas to a liquid.
14. A river's ____ is composed of sediment plus materials from the watershed area.
32
Lab 3: It’s Raining Again
Although the atmosphere contains only about 0.001% of the total volume of water on the planet, it is an
essential link between landmasses and bodies of water on Earth. About 78% of all precipitation falls
over Earth’s oceans. Of the 22% that falls on land, about 65% returns to the air by evaporation. This
lab will give you an opportunity to observe a model of the water cycle in action.
Objective:
Explain how water moves through the water cycle.
Materials:









2 L clear plastic soda bottle with
cap left on
scissors
1 L beaker
alcohol burner
burner stand
beaker tongs/pot holders
matches
tap water
7-10 pieces of ice
Optional: Teacher can boil large quantity of water using hot plates.
Procedure:
1. Cut off approximately one-fourth of the top of a soda bottle. Save the bottom and top with cap
on it.
2. Boil 500 mL of water. Pour the boiling water into the base of the bottle.
3. Insert the top section of the bottle upside down into the base of the bottle, as shown in the
diagram below.
4. Add the ice to the bowl formed by the top of the bottle.
5. Closely watch what happens inside your model.
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Questions:
1. Draw and label a simple sketch of the water cycle. (Label evaporation, condensation,
precipitation, runoff, transpiration, infiltration, cloud, and lake)
2. Sketch how your model simulates the water cycle and label what the different “parts” represent
in real life. (Label evaporation, condensation, precipitation, cloud, and lake)
3. What is the function of the ice in your model?
4. What is the function of the inverted (upside-down) bottle top?
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Name: _________________________
Period: _____
Turbulent Planet - Wild Water – Floods
1. Look at the map on p. 6. What major river could affect parts of Wisconsin if it floods?
2. Look at the diagram on p. 10. Briefly describe the “water cycle.”
3. Look at the main (large) photo on p. 14-15 and the small photo on p. 31. Why is it not a good idea
to drive on roads that are flooded?
4. Look at the information on p. 18-19. Why are floods considered beneficial (helpful/good)?
5. According to p. 33-36, list 3 suggestions on how to cope with flooding.
Wild Weather - Flood
1. Look at the houses shown on p. 4, 17, 24, & 28. What is one way these houses have been built to
help them withstand flooding?
2. Look at the diagram on p. 6. What major river in the United States often experiences flooding?
3. Look at p. 18-19. Why do people like to farm areas that experience flooding?
4. “Fact File” p. 30: How is it that cutting trees down can cause flooding?
5. After looking through both “flood” books, what kinds of things might need to be done to clean up
after a flood?
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Turbulent Planet - Violent Skies – Hurricanes
1. Look at the diagram on p. 6. While living in Wisconsin, is it likely that a hurricane will affect you?
Explain.
2. The diagram on p. 6 indicates that the Eastern and Gulf Coasts of the United States are some of the
most likely areas to be hit by hurricanes. Even though tornadoes cause the strongest winds on Earth,
hurricanes cause more damage and affect many more people. Explain why.
3. Using the information on p. 6, complete the following statement: Hurricanes form near the
________________________ (equator or poles) and die out when they hit
________________________ (warmer or cooler) water and land.
4. Look at the photos on p. 11, 14, 24, 34, 37, & 39. Why do people evacuate to inland areas before
hurricanes hit?
5. Look at the information on p. 42. Why is it becoming safer for people to live in hurricane “hot
spots”?
Wild Weather - Hurricane
1. Look at the diagram on p. 6. Why don’t hurricanes ever hit Wisconsin?
2. Look at p. 8. How is this diagram related to “convection”?
3. Look at p.18. How do weather forecasters predict where hurricanes will hit?
4. Look at p. 4, 7, & 25. What adaptation of palm trees enables them to survive hurricanes?
5. After looking at the photos in the book, write 5 words to describe what it must be like to experience
a hurricane.
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Turbulent Planet - White Out – Blizzards
1. Look at the map on p. 7. Why is it more likely that a blizzard will occur in Siberia than in Boston?
2. Look at p. 8. Why does snow fall to the ground?
3. Look at the photo of the iris on p. 14. How is it possible that snow can actually keep the ground
underneath warm?
4. Look at p. 18-19. How is it that weather can affect the outcome of wars?
5. Look at the photos on p. 32-33. What kinds of protective clothing/gear are these people
wearing/using?
Wild Weather - Blizzard
1. Look at p. 10-11. What is a blizzard?
2. Look at the photo on p. 17. Why are avalanches so dangerous?
3. Look at p. 20-21. How do people in Wisconsin deal with blizzards?
4. Look at p. 22-23. How do Inuit people deal with blizzards?
5. Look at p. 25. How do some plants deal with blizzards?
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Wild Weather - Big Freeze
1. Read the information on p. 6. Why don’t big freezes occur around the North and South Poles?
2. Look at the diagram on p. 8. Estimate how many times more the sun’s energy is spread out in high
latitudes as compared to the equator.
3. Look at the picture on p.11. Use 5 words to describe how it would feel to be standing outside
alongside the road.
4. Look at the picture on p. 15. A big freeze is caused by very cold weather. Why might a road be
flooded?
5. Look at the picture on p. 19. How is it that covering plants with cloth can save them from freezing?
Wild Weather - Heat Wave
1. Look at the photos in the book. What characteristic of heat waves is obvious when you look at most
of the skies?
2. Look at the diagram on p. 6. Which area of the United States is most likely to experience a heat
wave?
3. Look at the photos on p. 13 & 19. The people are doing something very important to do when
you’re hot. What are they doing?
4. Look at the photo on p. 28. What are these men doing to help them stay cool?
5. “Fact File” : What is the highest temperature ever recorded and where did it occur?
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Turbulent Planet - Heat Hazard – Drought
1. Look at p. 5. What are 3 things that will be found out later in this book?
2. Look at the map on p. 7. Why should you think that Wisconsin is not regularly affected by severe
droughts?
3. Look at p. 14-15. How have humans helped create drought conditions?
4. Look at the diagram on p. 17. What causes crops to die during droughts?
5. Look at the diagram on p. 20. How much rain typically falls in the Sahel region of Africa every
year?
Wild Weather - Drought
1. Look at the photo on p. 4. How long without rain do you think it would take to cause the ground to
look like this?
2. Look at the diagram on p. 6. Is Wisconsin likely to experience a severe drought?
3. Look at the photo on p. 13. Use 5 words to describe how these men probably feel.
4. Look at the photo on p. 19. What is the owner of this house doing to guard against a drought?
5. “Fact File”: Where is the driest place in the world? How long does it sometimes go without raining
here?
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Turbulent Planet - Storm Warning – Tornadoes
1. Look at the photos on p. 16-17. Read the newspaper excerpt on p. 16. What do you think killed so
many people?
2. Look at the diagram on p. 20. Are you more likely to see a tornado in North America or South
America?
3. Look at the diagram on p. 24. Which states are located in “Tornado Alley”?
4. Why is “Tornado Alley” famous?
5. After looking at p. 42-43, list several safety precautions you should take if you are in a tornado.
Wild Weather - Tornado
1. Look at the photo on p. 5. What is one reason why tornadoes are so dangerous?
2. Look at the diagram on p. 6 and read the info on p. 6-7. Where do the most tornadoes in the world
occur?
3. Look at the photo on p. 14. Which part of a building would you not want to be in during a tornado?
4. Look at the photo on p. 23. Why isn’t it safe to stay in a car during a tornado?
5. Why does our school practice a tornado drill every spring?
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Wild Weather - Thunderstorm
1. Look at the photo on p. 5. How did a thunderstorm cause the destruction you see?
2. Look at the photo on p. 14. Use 5 words to describe what it might be like to be standing on the
side of the road.
3. Look at the photo on p. 17. Do you think that being caught outside in that storm could kill an
animal? Explain.
4. Look at the photos on p. 23 & 25. Why might it be a bad idea to take shelter under these trees
during a thunderstorm?
5. Look at the photos on p. 28 & 29. Some people say that “lightning never strikes the same place
twice.” Do you believe this? Explain.
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