Grade Level/Unit Number: 7th grade/Unit 3 II: Unit Title: Weather & Atmosphere
Selected DataStreme Atmosphere Weather Map Symbols
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- Navigate this page:
- Upper Air Station Model
- Forecast Station Model
- Diagram taken from: http://www.aos.wisc.edu/hopkins/aos100/sfc-anl.htm
- Sort the database by NAME in ascending order
- Sort the database by YEAR in descending order
- Sort the database by DEATHS in ascending order
Selected DataStreme Atmosphere Weather Map SymbolsSurface Station Model
Upper Air Station Model
Forecast Station Model
Diagram taken from: http://www.aos.wisc.edu/~hopkins/aos100/sfc-anl.htm(Attachment 10)Map Symbols
(Attachment 11)Name _______________________________________ Date ___________ Storm Internet Scavenger Hunt Use the listed website and the tabs found on it to answer the questions below. Naming Hurricanes – http://www.enchantedlearning.com/subjects/weather/hurricane/naming.shtml 1. In what year did the National Weather Service start naming storms after women? _____________________ 2. What was the first United States named hurricane?_____________________ 3. Why are some storm names retired? ______________________________________ 4. If the alphabetical list of names gets used, what will they use to name storms? ________________________________________________________________ Hurricanes- http://www.enchantedlearning.com/subjects/weather/hurricane/naming.shtml 1. What symbol is used to indicate a hurricane on a weather map? _______________ 2. Which alphabet letters are not used when naming storms? _____________________ 3. Storms are named as soon as winds are _________ mph or more. 4. How do they decide when to use a male or female name? _____________________ 5. How large can the eye of a hurricane actually be? _________________________ 6. What do you call the wall of thunderclouds that surrounds the eye? ______________ 7. What is the weather map symbol used for a tropical storm? _______________ 8. A hurricane watch means that a hurricane is possible within ____ hours, in that area. Naming Hurricanes- http://www.fema.gov/kids/hunames.htm 1. Who decides the names that are used for storms each year? _______________________________________________________ (attachment 12) (Answers) Storm Internet Scavenger Hunt Use the listed website and tabs found on it to answer the questions below. Naming Hurricanes – http://www.enchantedlearning.com/subjects/weather/hurricane/naming.shtml 1. In what year did the National Weather Service start naming storms after women? 1953 2. What was the first United States named hurricane? George 3. Why are some storm names retired? The storm was too devastating 4. If the alphabetical list of names gets used, what will they use to name storms? The Greek Alphabet Hurricanes- http://www.enchantedlearning.com/subjects/weather/hurricane/naming.shtml 1. What symbol is used to indicate a hurricane on a weather map? 2. Which alphabet letters are not used when naming storms? Q,U,X,Y,Z 3. Storms are named as soon as winds are 39 mph or more. 4. How do they decide when to use a male or female name? they are alternated 5. How large can the eye of a hurricane actually be? 20-30 miles 6. What do you call the wall of thunderclouds that surrounds the eye? eyewall 7. What is the weather map symbol used for a tropical storm? 8. A hurricane watch means that a hurricane is possible within 36 hours, in that area. Naming Hurricanes- http://www.fema.gov/kids/hunames.htm 1. Who decides the names that are used for storms each year? World Meteorological Organization (attachment 12- answers) Sample Weather Map 
(Attachment 13) 
 
 
 
Satellite Imagery Project Choose a hurricane that has made landfall in the U.S. in the last 30 years. For your chosen hurricane, provide the following information: Computer-generated map of the path of the hurricane from Category 1 status to its ultimate disintegration. Infrared color picture of the hurricane with an explanation of the meaning of the different colors that appear for rainfall intensity, energy and wind speed. A one-page typed explanation of the hurricane’s history – path , pressure, landfall, category , wind speed, storm surge, overall size, death toll (if applicable) and monetary cost. It would be beneficial to consult some of the following websites for information: The National Hurricane Center – http://www.nhc.noaa.gov/ Weather Underground – tropical weather – http://www.wunderground.com/tropical/ NOAA Home Page – http://hurricanes.noaa.gov/ Atlantic Hurricane Information Network – http://www.hurricanes.net/ Unisys Weather – Hurricanes – http://weather.unisys.com/hurricane/ Hurricane.com - http://www.hurricane.com/ The Weather Channel - http://www.weather.com/newscenter/hurricanecentral/?cm_ven=PPCgoogle&cm_cat=Hurricane&cm_pla=2007%2520Hurricanes&cm_ite=hurricane%2520information (Attachment 15) Name __________________________________ Worst Weather in US History Directions: Use the database entitled “Worst Weather in US History” to answer the following questions. DO NOT SAVE the database after answering the questions. Sort Questions 1. How many fields are in each record? ____________________________ 2. How many of them are text fields? ______________________________ 3. How many of the fields are number fields? ________________________ 4. How many of the fields are date fields? __________________________ 5. How many records are in the database? _________________________ Sort the database by NAME in ascending order6. How many deaths occurred as a result of the event in the first record? ____________ 7. In what year did the last record occur? ______________________ 8. What was the cost of the 10th record? _______________________ Sort the database by YEAR in descending order9. What is the most recent event to occur in the United States? _________________ 10. What is the name of the event in the last record? __________________________ 11. What type of storm was the 5th record? __________________________________ Sort the database by DEATHS in ascending order12. What is the name of the event which caused the most deaths? _______________ 13. Which event caused 100 deaths? ____________________________ 14. Which type of storm caused 30 deaths? _______________________ Name __________________________________ Worst Weather in US History- Answers Directions: Use the database entitled “Worst Weather in US History” to answer the following questions. Sort Questions 1. How many fields are in each record? _______6__ 2. How many of them are text fields? _________4___ 3. How many of the fields are number fields? _____1__ 4. How many of the fields are date fields? _______1__ 5. How many records are in the database? ______26__ Sort the database by NAME in ascending order6. How many deaths occurred as a result of the event in the first record? _____65__ 7. In what year did the last record occur? _______1925___ 8. What was the cost of the 10th record? _________$600_million_ Sort the database by YEAR in descending order9. What is the most recent event to occur in the United States? __Evansville disaster 10. What is the name of the event in the last record? __The Great White Hurricane 11. What type of storm was the 5th record? ______Tornado____ Sort the database by DEATHS in ascending order12. What is the name of the event which caused the most deaths? Galveston Storm 13. Which event caused 100 deaths? _________Hurricane Hugo_____ 14. Which type of storm caused 30 deaths? _______Blizzard____ I. Grade Level/Unit Number: 7th Grade II. Unit Title: Air Pollution – It’s More Expensive than You Think III. Unit Length: 9 days IV. Objectives Included:
V. Materials Needed: 2 standard size (3x5) index cards per student/group Small grid (less than standard 4x4 graph paper) graph paper Glue Clear packing tape Staples String
Magnifying glasses or dissecting microscope Poster board or butcher paper Downloaded copy of Air Jeopardy or play online version
Day 1Engage: Search unitedstreaming.com for the following video- (http://streaming.discoveryeducation.com/index.cfm) Title: Enviro-Tacklebox: Module 1: Science in Personal and Social Perspective: You & Me & UV (20 min) It gives an overview of ultra-violet rays, the ozone and how to protect yourself from sun damage. Show the entire video or choose segments appropriate for your discussion. Students can answer the following questions while they view the segments. The answers to the questions are included for post-video discussion. What does SPF stand for? Sun protection factor Do you absorb ultra violet rays in winter? Yes You can find ultra violet light just below which color on a spectrum? Purple or violet What does light travel in? Waves or frequencies Gamma rays can be used to kill _cancer _ cells. The ultraviolet spot on a butterfly wing tells if it is ….. male or female What does ozone filter out? UVC In which layer of the atmosphere do you find the protective layer of ozone? Stratosphere UV _A__ penetrates the top layer of the skin. UV _B__ damages skin cells and may be linked to skin cancer. 10. What vitamin does our skin get from the sun? vitamin D 11. What is sunburn caused by? Ultraviolet light 12. What human body system does sun damage harm? Immune 13. Are tanning booths a safe way to get a tan? NO 14. What are the peak hours for sun exposure? 9am-3pm standard time 15. You should use a lotion with a SPF of at least…. 15
Day 2Begin the unit by asking this question – “Is the air that we breathe here in insert your city name healthy?” Be sure to have students provide an example/justification for their opinion. Place all the answers on the board and group them in whatever categories seem appropriate. You may also want to ask a question comparing the air quality now versus 50 or 100 years ago. It will be interesting to see how students respond. Next, ask the question – “What is the Air Quality Index? What is it used for? What are the implications for our city/school?” Briefly explain the Air Quality Index (Attachment #1). If possible, check the local newspaper or television weather report to investigate current air quality levels. Go to the EPA website on air quality http://www.epa.gov/airtrends/factbook.html and choose a city to show trends in air quality. Have the students graph this data and make comparison between regions, city size or some other factor. Point out that one of the measures of air quality is ozone, O3. Ask the questions: What do you know about ozone? Is ozone good or bad? Enter into a discussion of stratospheric ozone versus tropospheric or ground level ozone. Stratospheric ozone is the substance that makes up the ozone layer and protects the Earth from harmful UV (ultraviolet) radiation. Tropospheric ozone is produced by the burning of fossil fuels and is one of the main components of urban smog. That is why ozone, something that many people only link to UV protection, is one of the criteria used to gauge air quality. Go to the Web and find pictures of good and bad air quality to show the students. Try to pick both urban and rural settings. Be sure to explain that although ozone does react with other chemicals to form smog, it is a colorless gas and is not easily seen. A picture of the “haze” over the North Carolina mountains can be used as an example of poor air quality, but the area is very rural. Some examples of images are the following: http://img1.photographersdirect.com/img/12956/pd318428_s.jpg http://img1.photographersdirect.com/img/19941/pd1167231_s.jpg http://img1.photographersdirect.com/img/9009/pd1320921_s.jpg http://img1.photographersdirect.com/img/15356/pd1445503_s.jpg Day 3Explore- Ask the students to brainstorm on ways to determine air quality at a particular location. Most students will start big in their discussions. Continue to question until you work your way to checking the air quality in/around your school. Introduce and use the “airborne junk detector” or other commercial air quality detectors to investigate the air quality in/around your school (Attachment #2). Have the students consider the following questions when determining the location for their detectors: Where is student traffic heaviest? Where do students spend the largest portion of their day? Which areas of the school are less traveled, but also may not get as much attention from the custodial staff? After collecting data from their air junk collector have students complete a Triarama or other foldable about the relative amount of particulate matter (or other measurable pollutants if you used a commercial kit) that are located at your school. (Attachment #3) Day 4Explain- Air pollution is not a new phenomenon. It occurs in natural and man-made forms. Natural air pollution includes particulate matter from volcanoes, and nitrogen and sulfur oxides (also from volcanic activity) that form with water vapor to form acidic rain. Man made forms of air pollution may be very ancient (burning wood) to those originating in the 20th century (Chlorofluorocarbons – CFCs, halons). A complete table of pollutants is located on attachment 4. After a brief discussion of the pollutants, divide the class into groups of three. Provide each student with information on three of the pollutants, their sources, and effects. Each student becomes the “expert” for their particular information. Once students have mastered their material, they need to “teach” their fellow teammates the information. After the information is disseminated to the members of the group, each group will place their information on poster board or butcher paper and present to the class. Information presentation types may vary, but encourage your groups to utilize concept maps, graphic organizers or formats other than simple lists. In this way, students take more ownership of the information. After completion of the project, students should hang their creations on the wall (names on the back) for later evaluation by the class. All students will critique the projects according to the following questions: Is the information clearly stated and legible? Is the presentation of the information creative and aesthetically pleasing? How could their project be improved? In other words, what are they missing? Day 5 and 6Elaborate: Due to the variety of pollutants that contribute to the Air Quality Index, it is difficult to isolate single contributors to health problems. Therefore, discussions of reduced health risks, economic costs, and possible solutions will encompass overall air quality problems. From information in attachment 4, one can see that the major cause of air pollution in North Carolina (as well as other states) is caused by the burning of fossil fuels. Emissions from fossil fuel combustion come primarily from automobiles and industry. It is possible to measure and regulate direct amounts of air pollution from industrial smoke stacks and during emission testing of cars during an annual inspection (point source pollution). It is more difficult, however, to measure a quantity of a pollutant in the air and trace it directly back to only one source (non-point source pollution). This is especially true since air readily travels across county, state and country lines. If the pollution comes from many sources, it is also called non-point source pollution. Poor air quality can also have economic effects on a city or region. Most people think of air quality issues as primarily outdoor air pollution. In 2004, the American Lung Association estimated the total cost of asthma-related illness (one of the major human health effects of poor air quality) was $16.1 billion. Direct costs from this disease are related to medical expenses. Of this cost, approximately $4.6 billion (24%) was a result of indirect cost such as lost wages, missed school days, and loss of productivity due to death. Indoor air pollution is also another major problem, especially in schools. The North Carolina Department of Health and Human Services has estimated that poor indoor air quality, especially in schools, costs approximately $100 million annually. Taking the costs of both outdoor and indoor air pollution into consideration, one can see that poor air quality is bad for our health, and also costly economically. To gain a better understanding of the effects of poor air quality, have students complete an air quality Power Point Presentation (Attachment #5). If students do not have computers at home, have them complete research at school and write their information in the form of an essay or an illustrated children’s book. Day 7Evaluate: After completion of this unit, test your students’ understanding using the Air Jeopardy produced by the North Carolina Division of Air Quality. This game is located at http://daq.state.nc.us/airaware/edu/. You can either download the questions and produce a hardcopy Jeopardy board or play the game online. A second activity to evaluate understanding is for students to produce a brochure to present to businesses promoting healthy indoor and outdoor air quality. In the brochure, students should address not only the health reasons for improving air quality, but also touch on costs, savings and worker productivity (number of days lost to air quality related illnesses). Day 8 (optional)Extension 1: Contact other 7th grade science teachers in your area about conducting similar air quality tests in their school. Have students develop a plan to present to the administration about improving AQ in the schools. The plan should be based on physical evidence collected by students (see “Junk Detector “data, Attachment #2). Besides the collection of particulate matter, evidence can also be gathered investigating the type of cleaning products used, age of the HVAC units, frequency of cleaning air filters, etc. Day 9 (optional) Extension 2: An additional activity is to have a group of students participate in the “Awful Eight Lesson Plan.” This activity takes the form of a play and allows students to build skills in public speaking, drama, and presenting in front of a crowd. The play can be downloaded at: http://www.uncw.edu/smec/gk_fellows/Documents/TheAwfulEightLessonPlan.pdf Students not directly participating in the play should write an evaluative essay explaining the purpose of the play and the effectiveness of the presentation. An air pollution crossword puzzle is also included (Attachment 6). Additional Resources: http://www.uncw.edu/smec/gk_fellows/Documents/TheAwfulEightLessonPlan.pdf http://daq.state.nc.us/airaware/edu/ http://www.epa.gov/airtrends/factbook.html http://www.epi.state.nc.us/epi/air/schools.html http://www.asthma.ncdhhs.gov/ncapBurdenReport.html http://www.DiscoverySchool.com http://www.factmonster.com/ipka/A0004695.html
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clear
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Rain
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Rain Shower
scattered
3-7 knots (3-8 mph)
Thunderstorm
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Drizzle
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Snow
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Snow Shower
broken
23-27 knots (26-31 mph)
Freezing Rain
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48-52 knots (55-60 mph)
Freezing Drizzle
overcast
73-77 knots (84-89 mph)
Fog
obscured
103-107 knots (119-123 mph)
Haze
missing
Smoke
Dust or Sand
Blowing Snow