Science
SCI.V.3.3
Grade: 9th
Strand V:
Using Scientific Knowledge in Earth Science
Standard 3:
Atmosphere and weather- All students will analyze the
relationships between human activities and the atmosphere.
Benchmark 3:
Explain general weather patterns and predict storms.
SCI.I.1.1 – Ask questions that can be investigated empirically.
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.1.4 – Discuss the historical development of key scientific concepts and principles.
Vocabulary
Context
Weather Patterns
• Cold front
• Warm front
• Stationary front
• Air mass
• High and low pressure systems
• Convection
• Thermal expansion
Observable daily weather patterns:
• Examples of weather reports from:
¾ TV
¾ Radio
¾ Newspapers
¾ World wide web
¾ Almanacs
¾ Lunar guides
• Representations on weather maps
Storms
• Thunderstorms
• Lightning
• Thunder
• Tornadoes
• Hurricanes
• High winds
• Wind chill
• Blizzards
Tools
• Weather maps
• Thermometer
• Hygrometer
• Anemometer
• Wind vane
• Rain gauge
• Satellite and radar monitoring
• Barometer
Reports of local weather patterns influenced by
the jet stream and prevailing winds.
Knowledge and Skills
Students will:
Resources
Coloma Resources:
CH 11 Atmosphere
CH 12 Meterology
CH 13 The Nature of Storms
•
Explain air movements associated with fronts
and pressure systems
•
Explain that warm and cold fronts are part of
larger air circulations
•
Explain the relationship between weather
variables and frontal speed to the degree of
storminess
Other Resources:
•
Michigan Teacher Network Resources
http://mtn.merit.edu/mcf/SCI.V.3.HS.3.html
•
Explain the conditions necessary to produce
the different forms of precipitation
•
Scope Unit – Weather and Climate (8)
•
Explain the conditions necessary to produce
the different forms of clouds
•
•
Explain that storms are related to rapidly rising
air that is common along fronts but also occurs
in other circumstances.
National Severe Storms Laboratory: Tornadoes,
Thunderstorms, Damaging Winds, Lightning,
Hail, Winter Weather, and Flooding.
http://www.nssl.noaa.gov/
•
Does Weather Happen Randomly?
http://www.coollessons.org/Weathr20.htm
•
Michigan Forecast Center.
http://www.crh.noaa.gov/dtx/start.htm
•
Tornado Alley.
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/h
ome.rxml
•
Science Olympiad- Weather or not
•
Local airports
•
Video Disc from BCISD – Science discovery
activity tracking a tornado and tracking a
hurricane
•
Speaker from local TV station such as WSBT or
WNDU
•
Weather Channel and www.weather.com
REMC Materials:
V.3.HS.3 Explain general weather patterns and
predict storms.
Vernier probes available: Relative Humidity Sensor,
Barometer, Temperature Probe
Instruction
Benchmark Question: How can weather and
storms be explained using common features
found on a weather map?
Focus Question: How does the location of
“tornado alley” migrate during spring and
summer months in North America?
The teacher should review the prior
knowledge concepts of cold fronts, especially
the rapid rising warm air at the leading edge
of advancing colder air as a major cause of
severe storms that could develop into
tornadoes. The teacher should also discuss
how variations in temperature, humidity, and
mountain ranges orientations impact the
frequency of tornadoes on each continent.
Students will work in pairs and use monthly
tornado frequency maps to identify changes in
the position of maximum tornado occurrence.
Students will observe average monthly
temperature maps in the United States and
note that the temperature gradient (change) is
greater in the winter than it is in the summer.
For example, the average monthly
temperature of two selected cities (for
example, Detroit and Dallas) could be
compared during the year. Each student will
explain the migration of tornado alley in a
paragraph. In a paragraph, each student will
explain that mountain ranges and their
orientations have a definite effect on the
frequency of tornadoes on each continent.
Have students record and graph daily
temperatures and air pressure and make
predictions on expected weather.
Assessment
Students should be grouped by continents and will
view a world map showing major landforms. Each
group will prepare a short speech explaining why
there are fewer tornadoes on other continents than
on the Great Plains of North America.
Criteria
Apprent.
Basic
Meets
Exceeds
Accuracy of
interpret
ation
Provides
inadequate
interpretation of the
effect of
east/west
blocking
mountains,
suitable air
mass
source
regions,
movements of air
masses,
and degree
of
difference
in air
masses.
Provides
basic
interpretations of the
effect of
east/west
blocking
mountains,
suitable air
mass
source
regions,
movements of
air masses,
and degree
of
difference
in air
masses.
Provides
good
interpretati
ons of the
effect of
east/west
blocking
mountains,
suitable air
mass
source
regions,
movement
s of air
masses,
and degree
of
difference
in air
masses.
Provides a
thorough
and accurate
interpretation of the
effect of
east/west
blocking
mountains,
suitable air
mass source
regions,
movements
of air
masses, and
degree of
difference in
air masses.
Teacher Notes:
Analyze the relationships between human activities and the atmosphere.
One important relationship between human activities and the atmosphere is pollution. The health
effects of polluted air and the ways in which humans and society can reduce pollution are ideas that
are considered in the middle and high school benchmarks. At the high school level, in particular, this
includes a discussion of global warming and acid rain. Interestingly, one issue for the teaching of
these topics is the exclusive connection between air pollution and human activities with lack of regard
for other natural sources of air pollution, such as burning leaves, fireplaces, volcanoes and methane
gas from cows.