Science
Grade: 9th
SCI.V.3.2
Strand V:
Using Scientific Knowledge in Earth Science
Standard 3:
Atmosphere and Weather - All students will explain what causes
different kinds of weather
Benchmark 2:
Describe patterns of air movement in the atmosphere and how
they affect weather conditions.
Constructing and Reflecting:
SCI.I.1.3 – Recognize and explain the limitations of measuring devices
SCI.I.1.4 – Gather and synthesize information from books and other sources of information.
SCI.II.1.1 – Justify plans or explanations on a theoretical or empirical basis.
SCI.II.1.3 – Show how common themes of science, mathematics and technology apply in real world contexts.
Vocabulary
Context
Air movement:
• Air masses
• Fronts
• Pressure systems
• Prevailing winds
• Jet stream
• Convection
• Conduction
• Evaporation
• Coriolis effect
Reports of local weather patterns influenced by:
• Jet stream
• Prevailing winds
Global Winds
• Trade winds
• Doldrums
• Polar easterly
• Westerly
• Horse latitudes
Local Winds
• Land breeze
• Sea breeze
Knowledge and Skills
Students will:
•
Explain how changes in the weather result
from the movement of air masses
•
Explain how barometric pressure affects
weather
•
Explain will explain the movement of wind
around low pressure and high pressure
areas
•
Explain that when air moves vertically,
clouds may result.
•
Explain that patterns of air movement in the
atmosphere affect weather conditions. Air
motion is caused by differences in pressure,
density, and temperature.
•
Explain that horizontal motion of air (wind) is
altered by the rotation of the Earth / Coriolis
Effect. Fronts are often areas of storminess
caused by the interaction of air masses.
Surface weather patterns are guided by the
jet stream (an upper level wind moving
across the U.S. from west to east).
Other Resources:(continued from column at
right)
• Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call
Janine Lim 471-7725x101 or email
jlim@remc11.k12.mi.us
IV.3.HS.2
Energy from COSI Toledo
REMC Materials:
V.3.HS.2 Describe patterns of air movement
in the atmosphere and how they affect
weather conditions.
Vernier probes available: Relative Humidity
Sensor, Barometer, Temperature Probe
Resources
Coloma Resources:
Glencoe CH 11 Atmosphere
CH 12 Meteorology
CH 13 The Nature of Storms
Glencoe MiniLabs
Pg 47 Angle of Sun’s Rays
Pg 48 Interpreting Weather Maps
Pg 52 Tracking A Hurricane
Glencoe Labs
12.2 Predicting the Weather
Other Resources:
• Michigan Teacher Network Resources
• Michigan Weather Conditions:
http://www.wunderground.com/forecasts/MI.html
•
Weather Channel Online
•
The Wind Air in Motion: succinct primer on the causes
and characteristics of wind.
•
Does Weather Happen Randomly?
•
Wind with Miller
•
Convection currents – make your own.
•
Scope Unit – Weather and Climate
•
National Severe Storms Laboratory – NSSL / NOAA
Resources for Teachers
•
Nearest NOAA Weather Station for wind data.
•
Bill Nye Atmosphere video
•
•
USA Today Weather Information and Sites for Teachers
CNN Weather Pages
•
National Weather Service Climate Prediction Center –
Educational Materials – OUTSTANDING!
Instruction
Benchmark Question: How do
horizontal motions of the air vary and
contribute to the type of weather?
Focus Question: How does the wind
direction vary in your community?
The teacher will review with students
that winds are named according to the
direction from which they come. A north
wind, for example, comes from the
north!
Students will work with a partner and
use a packet of wind data from the
weather service to plot the data on a
frequency graph e.g., a wind rose
diagram to determine the general
pattern.
Students will use weather map data
from newspapers, the internet, or the
weather channel to determine which
direction large weather systems
generally move across the United
States.
In a paragraph, each student will explain
how local wind data is related to the
motion of large weather systems across
the United States.
Assessment
The teacher will present the following scenario to the
class:
A group of meteorology students has already completed a
study in which they compare the wind direction and
temperature of many cities before and after a cold front
passes. They wish to display their wind direction data on a
wind rose diagram.
Each student will draw a likely wind rose diagram for all of
those cities before the front passes and after the front
passes. Each student will write a prediction of what
changes in temperature might be expected due to a
change in wind direction caused by the passage of the
front. (Give students rubric before activity.)
Criteria
Apprent.
Basic
Meets
Exceeds
Identificatio
n of wind
direction
before and
after the
front
Identifies
change in
wind
direction
with an
incorrect
compass
direction(s).
Identifies
wind
direction
before or
after front
passage.
Identifies
wind
direction
before (SSW) and
after (NWN) front
passage.
Identifies wind
direction before (SSW) and after
(NW-N) front
passage.
Drawing of
wind rose
diagram
before and
after the
front
passes
Names
compass
direction.
Names
compass
direction
and
identifies
wind
direction.
Names
compass
direction
and
identifies
wind
direction
and wind
duration.
Names compass
direction, identifies
wind direction and
duration, and
explains effect of
frontal speed on
wind duration.
Associate
s change
in wind
direction
with
changes
in
temperatu
re (S-SW
= warmer,
N-NW =
cooler).
Associates change
in the wind
direction with
changes in
temperature and
explains how
speed of frontal
movement alters
changes in wind
direction and
temperature.
Accuracy of Associate Associates
predictions s either
change in
change in wind
wind or
direction
change in with
temperatu temperatur
re with
e change
frontal
(incorrect
passage. association).
Teacher Notes:
Explain what causes different kinds of weather.
The causes of different weather are not a priority in the elementary grades. The foundation for the
causes of different kinds of weather is laid as young learners are able to identify the states of water
(see the Hydrosphere). Students may believe that when water evaporates it disappears all together
rather than just changing form. They may also think that it just changes location and is still a liquid.
Late elementary students may understand that evaporated water is still in the air. Ideas such as air
pressure and temperature changes with altitude become important in explaining the causes of
different kinds of weather. Different forms of precipitation, relative humidity, dew point, and fog
require this type of knowledge. Some students may think that water vapor and steam are held or
soaked up by the air. They may not understand that steam, like air, is a gas and mixes with the other
gases in the air and that water vapor is a liquid held in the air. As temperature increases more water
vapor enters the gas phase. Students also envision that humid air is "heavier" than dry air. In fact,
humid air is actually less dense than dry air of the same temperature.
At the high school level, students will describe patterns of air movement in the atmosphere and how
these patterns affect weather conditions. Pressure systems are particularly difficult to understand
because air moves from high to low pressure.