Earth Science: Weather Unit Plan Daily Agenda
Science
Content Area:
Unit Plan Title: Earth Science: Weather
Overview of Unit
Grade(s)
7
Students will review the water cycle to examine how energy from the sun is transformed or transferred in global
air circulation. Global patterns of atmospheric movement influence local weather. Climate is influenced locally
and globally by atmospheric interactions with land masses and bodies of water. Weather (short term) and climate
(long term) involve the transfer of energy and water in and out of the atmosphere.
Water in the oceans holds a large amount of heat, and therefore significantly affects the global climate system.
Investigations of environmental issues address underlying scientific causes and may inform possible solutions.
Essential Question(s) and Enduring Understandings (in grade appropriate terminology).
1. How does the transfer and transformation of energy from the sun affect global wind
circulation, water circulation, and the water cycle?
The sun plays an important role in energy transfer (to atmosphere, land, water) resulting in a Greenhouse Effect,
radiation, convection, and conduction currents. Air current maps can be studied to understand airflow such as in
specific Wind Belt and Jet Stream movements. Air rises at the equator and sinks at the poles, impacting large-scale
air movements. The Coriolis Effect, temperature, Continental Deflection, breezes (sea/land & mountain/valley), as
well as wind belts, all contribute to air movements.
2. How is local weather influenced by global patterns of atmospheric movement?
Weather data can be analyzed to predict weather changes and air movements. Earth’s components form systems
(frontal movements, jet stream changes, temperature & pressure changes, moisture content, cloud coverage, and
wind changes) that continually interact at different rates of time, affecting the Earth regionally and globally.
3. How do land masses, bodies of water, and ocean currents influence climate zones?
Water in the oceans holds a large amount of heat, and therefore significantly affects the global climate system
as do inland land masses. Maps of land masses and bodies of water are useful to visualize how climate zones
are affected by varying elevations and water availability. Seasons, arctic zones, desert regions, humid areas,
forested expanses are all involved. Placement on the globe (near equator, mountains, ocean ridges/valleys,
borders of land/water, and wind belts all impact climate zones.
4. How does the water cycle result in a diversity of ecosystems and environments?
Climate zones control life within their biome areas. Humans make changes to environments that impact the water
cycle and weather patterns.
5. How have recent weather events affected/altered ecosystems?
Recent weather events (i.e., localized flooding, tsunamis, Hurricane Irene, El Nino) impact the environment and
ecosystems. The Earth’s weather systems (cycles and patterns in frontal movement, jet stream changes, high/low
pressure changes, moisture, etc.) can be studied to predict impacts and make changes in our behavior, thus
altering the effect on ecosystems locally and globally.
6. How humans impact environments, causing changes in the Earth and its atmosphere?
Human impacts such as clearing of trees, building, pollution, agriculture, and destruction of land forms can alter
weather, the water cycle, wind patterns, etc. Investigate a local or global environmental issue by defining the
problem, researching possible causative factors, understanding the underlying science, and evaluating the
benefits and risks of alternative solutions.
Content Statements and CPI
Standards Specific to this Unit of Study
-Energy in Earth Systems (Sun’s energy driving global wind circulation, ocean circulation, and the water cycle:
5.4.8.E.1)
-Climate and Weather (origin of local weather:5.4.8.F.1 , mechanisms that cause varying daily temperature
ranges:5.4.8.F.2, hydrologic cycle:5.4.8.F.3)
-Biogeochemical cycles (ocean impact on climate: 5.4.8.G.1 , local environmental issues: 5.4.8.G.2)
Content: The Sun provides energy for plants to grow and drives convection within the atmosphere and oceans,
producing winds, ocean currents, and the water cycle.
5.4.8.E.1 :Explain how energy from the Sun is transformed or transferred in global wind circulation, ocean circulation,
and the water cycle.
Content: Global patterns of atmospheric movement influence local weather.
5.4.8.F.1 : Determine the origin of local weather by exploring national and international weather maps.
Content: Climate is influenced locally and globally by atmospheric interactions with land masses and bodies of water.
5.4.8.F.2 : Explain the mechanisms that cause varying daily temperature ranges between a coastal community and a
community located in the interior of the country.
Content: Weather (in the short term) and climate (in the long term) involve the transfer of energy and water in and out
of the atmosphere.
5.4.8.F.3 :Create a model of the hydrologic cycle that focuses on the transfer of water in and out of the atmosphere.
Apply the model to different climates around the world.
Content: Water in the oceans holds a large amount of heat, and therefore significantly affects the global climate
system.
5.4.8.G.1 : Represent and explain how ocean currents impact the climate of coastal communities using sea surface
temperature maps.
Content: Investigations of environmental issues address underlying scientific causes and may inform possible
solutions.
5.4.8.G.2 :Investigate a local or global environmental issue by defining the problem, researching possible causative
factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions.
Standards Carried Throughout the Year
Content: Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the
generation of new and productive questions.
5.1.8.A.1: Demonstrate understanding and use interrelationships among central scientific concepts to revise
explanations and to consider alternative explanations.
Content: Results of observation and measurement can be used to build conceptual-based models and to search for core
explanations.
5.1.8.A.2: Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories.
Content: Predictions and explanations are revised based on systematic observations, accurate measurements, and
structured data/evidence.
5.1.8.A.3: Use scientific principles and models to frame and synthesize scientific arguments and pose theories.
Content: Evidence is generated and evaluated as part of building and refining models and explanations.
5.1.8.B.1: Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of
building and revising models and explanations.
Content: Mathematics and technology are used to gather, analyze, and communicate results.
5.1.8.B.2: Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies.
Content: Carefully collected evidence is used to construct and defend arguments.
5.1.8.B.3: Use qualitative and quantitative evidence to develop evidence-based arguments.
Content: Scientific reasoning is used to support scientific conclusions.
5.1.8.B.4: Use quality controls to examine data sets and to examine evidence as a means of generating and reviewing
explanations.
Content: Scientific models and understandings of fundamental concepts and principles are refined as new evidence is
considered.
5.1.8.C.1: Monitor one’s own thinking as understandings of scientific concepts are refined.
Content: Predictions and explanations are revised to account more completely for available evidence.
5.1.8.C.2: Revise predictions or explanations on the basis of discovering new evidence, learning new information, or
using models.
Content: Science is a practice in which an established body of knowledge is continually revised, refined, and
extended.
5.1.8.C.3: Generate new and productive questions to evaluate and refine core explanations.
Content: Science involves practicing productive social interactions with peers, such as partner talk, whole-group
discussions, and small-group work.
5.1.8.D.1: Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas,
observations, and experiences.
Content: In order to determine which arguments and explanations are most persuasive, communities of learners work
collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., argumentation,
representation, visualization, etc.).
5.1.8.D.2: Engage in productive scientific discussion practices during conversations with peers, both face-to-face and
virtually, in the context of scientific investigations and model-building.
Content: Instruments of measurement can be used to safely gather accurate information for making scientific
comparisons of objects and events.
5.1.8.D.3: Demonstrate how to safely use tools, instruments, and supplies.
Student Learning Targets/Objectives: should be connected to content statements. Students will be able to:
1. Compare and contrast the layers of the atmosphere, discussing how their chemical composition, temperature,
etc. differ. Explain how the layers of the atmosphere form a system that enables life on Earth. (e.g.
troposphere fosters life on earth by providing…, stratosphere protects life on earth because it…)
2. Demonstrate through experimentation how acid rain (pollutants) causes environmental changes, experimenting
with building materials, pH, allergic reactions, etc.
3. Use globes and world maps to explore air movements and current patterns and form conclusions about air flow
in different areas around the world. Examine how the sun’s energy effects air changes and movements.
(radiation, conduction, convection)
4. Examine maps of land masses and bodies of water to visualize and define climate zones by their varying
elevations and water availability. Focus on temperature zones but be sure to address diversity in seasons and
other climatic zones and the importance of placement on the globe (near equator, mountains, ocean
ridges/valleys, borders of land/water (sea/land & mountain/valley breezes), and wind belts.
5. Create a map of daily weather changes including: frontal movement, jet stream changes, high/low pressure
changes, humidity, etc.
6. Research how cloud types and wind movements help predict upcoming weather changes and patterns (NOAA
imaging and computer enhanced references with weather maps online).
7. Chart and examine daily weather changes to formulate predictions about upcoming weather. (Use
meteorological tools to assist in discovery and weather predictions.)
8. Compare and contrast storms and their characteristics, impacts, and responses of communities to those
impacts.
9. Evaluate how changes in Earth’s component systems, which continually interact at different rates of time,
affect the Earth regionally and globally (Greenhouse Effect, Global Warming, melting Polar Ice) and may
alter climates. Brainstorm and chart possible changes humans can make to help alleviate the impact of
upcoming weather disasters. (ex. sand bags near flood areas, impeding population expansion in flood prone
areas) Discuss use of wind vanes by farmers, solar panels by homeowners/businesses, etc.
10. Evaluate how climate zones control life within biome areas. Identify how humans make changes to the
environment that impact the water cycle and weather patterns, causing changes in ecosystems and
environments.
11. Address how weather folklore and misconceptions inappropriately influence human thinking.
Strategies/Justifications
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Note-booking will help students clarify their own thinking, identify weaknesses and document progress.
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Classifying will help students focus on how scientists organize information into frameworks and model thinking patterns.
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Marshaling evidence will help students organize their thoughts for persuasive and analytical writing.
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Predicting how pieces of evidence fit into a larger schema will help students become aware of and alert to “big picture”
thinking.
Explaining and justifying classifications of organisms will help them interact with the vocabulary and facts of organismal
structures and functions and improve retention of these details.
Preparing a culminating project with a team will enable students to become experts in an area, and to teach other students,
thus promoting long-term retention, and increasing experience in articulating ideas clearly to an audience.
Engaging in a variety of learning formats is encouraged as part of student learning experiences, i.e., cooperative learning
groups (paired, group sharing, whole class) or independent student experience.
Daily Activities, Lessons, and Assessments
Teaching Point #1
People have many misconceptions that can interfere with logical thought.
Assess how weather folklore and misconceptions inappropriately influence logical
thinking.
Brainstorm (Notebooking) and/or chart ideas students have about weather events:
Lightning and Thunder happens when angels are bowling. Snow is really a pillow fight
between… in the sky. Squirrels with full tails mean a cold winter. When ground hogs
see their shadow then winter will …. Seasons occur because Persephone was taken
away from her mother for ½ the year, causing winter when she is not with her mother…
Time Frame
2 – 3 hour—kick off
the unit with class
discussion to bring out
misconceptions and
folklore.
Example: There are several theories about this rainfall saying: It's Raining Cats & Dogs
http://www.cotf.edu/ete/modules/sevweath/swcatsdogs.html
In Northern mythology the cat is supposed to have great influence on the weather, and
English sailors still say the cat has a gale of wind in her tail when she is unusually
frisky. Witches that rode upon the storms were said to assume the form of cats; and the
stormy northwest wind is called the cat's nose in the Harz mountains even at the present
day.
Alternate example: Tale of the Sun from Project Learning Tree pp.86-88
Text reference: Weather and Climate Book C: Chapter 14 Lesson 1 pp 486-490
Teaching Point #2
The layers of Earth’s atmosphere have made life on Earth possible.
Compare and contrast the layers of the atmosphere. Explore how their chemical
composition, temperature, etc. differ. Determine how the composition of layers of the
atmosphere work together to enable life on Earth. (e.g. troposphere allows life on earth
because it…, stratosphere protects life on earth because…)
1 hour
Use Layers of the Atmosphere line graphing activity to visualize temperature/altitude
changes.
Text reference: Weather and Climate Book C: Chapter 12 Lesson 1 Picture-walk
through pages 409-416.
Teaching Point #3
Acid rain interacts chemically with many components of the Earth’s surface.
2 hours
Experiment using lemon juice/vinegar in jars with limestone, cement, asphalt, penny,
etc. to see how acid rain (pollutants) trigger environmental changes, damage building
materials, cause allergic reactions, etc. (Check reaction every 2-3 days over the course
of two week for more noticeable results.)
Test the pH of a variety of liquids including lemon juice, vinegar, distilled water, tap
water, rain water, coffee, etc to discover how pH readings help identify acidity levels of
precipitation. Graph result .
http://pals.sri.com/tasks/5-8/AcidRain/ reference activity
Text reference: Weather and Climate Book C: Chapter 12 Lesson 4 pp 434-439
Teaching Point #4
Conduction is the process of moving energy from particle to particle. Convection occurs
when heat is transferred by moving particles. Radiation is the direct transfer of energy
by electromagnetic waves (light from the sun is absorbed and converted into heat
energy).
Examine a pot of water on a hot plate being heated and describe where the heat goes and
how it gets there:
Radiation=heat coming off the hot plate Greenhouse Effect p.420
Convection=the heat created and moving within the water in the pot
Thermal Energy
Conduction=energy that is in the handle as the temperature increases P 421
1hour
www2.newton.k12.ma.us
Relate this to how the sun’s energy affects air changes and movements.
Discuss how the Sun provides energy for plants to grow and drives convection within
the atmosphere and oceans, producing winds, ocean currents, and the water cycle.
Text reference: Weather and Climate Book C-Chapter 12 Lesson 2 pp.418-423 Radiant
Energy, Thermal Energy and Circulating Air
Concepts in Motion: Text Online Resources
Teaching Point #5
Air rises at the equator and sinks at the poles; this air appears to move to the right in
the northern hemisphere and to the left in the southern hemisphere (the Coriolis Effect).
Discover how the global wind belts influence basic air movements and cool / warm air
move over/under each other as they move.
Demo or Experiment: Using a globe or foam board and tennis ball text p.429 :
Roll the tennis ball from point A to point B in a straight line, then spin the globe/foam
board gently and roll the ball again…notice the curve the ball makes now, repeat by
spinning the ball faster and then repeat spinning globe/foam board in the opposite
direction… notice path of ball each time.
Alternate idea: Use http://www.youtube.com/watch?v=aeY9tY9vKgs link to view a
park merry-go-round with children rolling a ball to each other.
3 hour
http://www.windfinder.com/forecasts/wind_globe_animation.htm wind map of world to
watch projected wind patterns.
Form a conclusion about how a baseball player must allow for air movement when
pitching; how tennis players, football players, and soccer players must compensate
when hitting/throwing a ball.
Use world maps to explore air movements and current patterns to form conclusions
about air flow in areas around the world, include wind belts, local winds and jet stream
movements in your discussion.
Enrichment: Discuss ocean currents/continental deflection and their effect on global
surface winds and global surface currents.
Address the misconceptions in “Bad Coriolis” --- water rotation (toilet) is not impacted
by northern/southern hemisphere www.ems.psu.edu/fraser/Bad/BadCoriolis.html
Possible activity: Project Wet: Piece It Together pp. 174-181.
Text reference: Weather and Climate Book C: Chapter 12 Lesson 3 pp 426-431
Teaching Point #6
Climate zones are defined by varying elevations and water availability.
2-3 hours
Examine maps of land masses and bodies of water to visualize how climate zones are
affected by varying elevations and water availability. We use these parameters to define
climate zones. Pay attention to temperature zones (seasons, arctic zones, desert regions,
humid areas, forested expanses, …) and placement on the globe (near equator,
mountains, ocean ridges/valleys, borders of land/water (sea/land & mountain/valley
breezes), not just wind belts.
Work in teams to compare varying daily temperatures/water ranges between a coastal
community and a community located in the interior of the country, identifying the
mechanisms that might contribute to these differences. Then use a climate map to decide
which zones on the map are most likely to have particular climates, deciding why. Now
observe and identify patterns of climate regions on a global map.
Text reference: Weather and Climate Book C: Chapter 14 Lesson 1 pp 490
Use Climate Zone Challenge Activity and Inquiry Lab from text
Teaching Point #7
Weather changes are related to multiple elements of air and water movement.
Help students develop an understanding of the elements of daily weather by
creating/examining a visual map of daily weather patterns and changes including: frontal
movement, jet stream curves/dips, high/low pressure areas, wind direction, amount of
rain, etc. Research how cloud types and wind movements help identify upcoming
weather changes and patterns. Utilize the data to predict upcoming weather in our area as
amateur meteorologists.
Information and computer enhanced weather maps can be obtained from internet sites:
Weather underground/ Accuweather / NOAA imaging / Record Newspaper and /or daily
readings from weather station equipment.
Make connections and/or Skype with other classrooms in other places in the USA.
Text reference: Weather and Climate Book C: Chapter 13 Lesson 3 pp 470-475
2-3days
Teaching Point #8
Weather maps help us predict daily weather changes.
15 min day for 1-2
weeks
Chart and examine daily weather changes to formulate predictions about upcoming
weather.
Determine the origin of local weather by exploring national and international weather
maps. Use internet sites to examine weather maps to form conclusions about daily
atmospheric changes: http://www.epa.gov/climatechange/ climate changes
http://www.wunderground.com/ weather underground forecasting site
http://www.nws.noaa.gov/view/largemap.php large weather maps at NOAA
http://www.ciese.org/curriculum/weatherproj2/en/activity1.shtml professional
meteorologisthttp://www.ciese.org/curriculum/weatherproj2/en/expert.shtml
If available, use meteorological tools to assist in discovery and weather predictions.
Text reference: Weather and Climate Book C: Chapter 13 Lesson 3 pp 470-475
Teaching Point #9
Dramatic weather events are classified by their characteristics.
1-2 hour
Compare and contrast storm (hurricanes, tornadoes, …) characteristics, effects and
control.
Use current events to discover and examine storms, tsumanis, … and their effects on the
environment/ecosystem.
Text reference: Weather and Climate Book C: Chapter 13 Lesson 2 pp 464-467
Video clips: online and available video references.
Teaching Point #10
Earth’s component systems interact to affect climate regionally and globally.
Evaluate how changes in Earth’s component systems:
 The atmosphere extends up from the Earth surface for several hundred
kilometers. The lowest part is home to clouds and weather.
 The biosphere is all living things, from single-celled bacteria to plants & animals.
 The geosphere includes all minerals, rocks, molten rock, sediments, and soils
(although there are important living components to soils as well).
 The hydrosphere includes the ocean, rivers, lakes, streams, groundwater, water
vapor, and even puddles. Included in the hydrosphere is The cryosphere , the
frozen part of the Earth system and includes snow, glaciers, and sea ice.
which continually interact at different rates of time affect the Earth regionally and
globally (Greenhouse Effect, Global Warming, melting Polar Ice) and may alter
climates. Clarify what each of the four spheres are (see above) then brainstorm and chart
possible changes humans can make to help alleviate the impact of upcoming weather
disasters. (ex. sand bags near flood areas, impeding population expansion in flood prone
areas)
Brainstorm (Notebooking entry) ideas of how the storm/event be stopped, altered, or
deterred to protect environments/ecosystems and their inhabitants.
Debate how climate changes have affected the environment and animal life.
Discuss use of wind vanes by farmers, solar panels by homeowners/businesses, wind
mills used to electricity, etc. might change our Earth and climate zones. Forest
Consequences (from Project Learning Tree pp.138-143), The Global Climate (Project
Learning Tree pp 363-369), Council Consensus (from Flying Wild pp. 143-150)
Text reference: Weather and Climate Book C: Chapter 14 Lesson 2 pp 496-501
1-2 hours
Teaching Point #11
Climate zones shape the life that evolves within biomes
6 hours
Evaluate how climate zones control the life within their biome areas. Research how
humans make changes to the environment thus impacting the water cycle and weather
patterns, causing changing in ecosystems and environments.
Trees for Many Reasons (Project Learning Tree Activity pp 387-388) about job
responsibilities to the community and the environment. Read Man Who Planted Trees (
http://vimeo.com/32542316 video and pdf of story) The Lorax, The Kapok Tree, … to
open discussions and help spark student decisions about how environments are impacted
and how people/animals affect water cycle/weather patterns and their changes.
Investigate a local or global environmental issue by defining the problem, researching
possible causative factors, understanding the underlying science, and evaluating the
benefits and risks of alternative solutions. Possible ideas for presentation: Written report,
glogster, multimedia presentation, movie, poster…
The Earth's climate may be getting warmer because of some things that people do. What
human activities might contribute to warming of the Earth's climate?
Example: Some scientists think that the Earth’s climate is getting warmer. If these
scientists are correct and the Earth keeps getting warmer for the next 50 years, what will
happen to the oceans? Explain why this would happen. The Earth's climate may be
getting warmer because of some things that people do. What human activities might
contribute to warming of the Earth's climate?
Read /Write Connection…Introduction of Lonnie Thompson, geologist and glacier
scientist: p503 of text
Text reference: Weather and Climate Book C: Chapter 14 Lesson 3 pp 503-510
Suggested Supplemental Activities:
 Engage in an interdisciplinary project, such as Gulf Stream Voyage, an
online multidisciplinary project which utilizes both real time data and
primary source materials to guide students to discover the science and
history of the Gulf Stream. Investigate this great ocean current, how it
affects the Atlantic Ocean and some of mankind's experiences dealing with
it. See Gulf Stream Voyage at:
http://www.k12science.org/curriculum/gulfstream/index.shtml.
 If needed: Create a model of the hydrologic cycle that focuses on the
transfer of water in and out of the atmosphere. Apply the model to different
climates around the world.
 Conduct an investigation on local and world weather and climate. To
complete the investigation, students will have at their disposal detailed
instructions that describe how to create weather instruments, and how to
access the Internet to locate real-time weather information from around the
world See Weather Scope at:
http://www.ciese.org/curriculum/weatherproj2/en/index.shtml
12 hours
 Your weather group has been contracted to track an actual hurricane. Using
remote-sensing images from the NOAA weather satellites, you will plot the
hurricane's progress on a chart and make predictions about its landfall.
o track the course of the weather system or hurricane; and,
o determine (with or without image processing software) the location
and forward speed of the weather system or hurricane; and
o predict where and when the weather system or hurricane will come
ashore.
 Brainstorm the advantages of wind, ice, rain,… not only the disadvantages
 Investigate rainbows, lightning, thunder, etc to have a better
understanding of how each forms/occurs and affects life on Earth.
 Investigate how upwelling changes ocean life (deep/surface) and
weather.
 Videoconference with a scientist in a tropical ecosystem to discuss the recent
impacts of climate change on tropical flora and fauna
Rainforest Connection Live! (check for available months)
http://www.montclair.edu/csam/prism/rainforest-connection/
Resources that need to be ordered or located.
Class sets of individual globes (may be inflatable)
Weather underground/ Record Newspaper/ Accuweather site availability
Weather maps / Meteorological charts which can be marked and erased
Weather Station Equipment (thermometer, hygrometer, wind vane, barometer, anemometer, charting
materials, rain gauge, … --class set for each school)
Convection Boxes (4-6 per school),
Candles, matches, pH paper/litmus paper, droppers, vinegar, lemon juice, jars with lids, heating lamps,
eyedropper, magnifying lens, limestone/cement/asphalt chunks, pennies,
Microwave
Refrigerator
Project Learning Tree Pre-8 Environmental Activities 2008
Flying Wild by Council For Environmental Education 2006
Project WET Curriculum & Activity Guide 2004
Healthy Water, Healthy People from Project WET 2003
WOW (The Wonders of Wetlands) from Environmental Concern Inc 2003
Can It Rain Cats and Dogs by Melvin Berger (addresses weather myths)
Man Who Planted Trees by Jean Giono http://vimeo.com/32542316 for video clip and pdf of story
Great Kopak Tree by Lynne Cherry
The Green Book by Jill Paton Walsh
Lorax by Dr. Seuss
Computer links:
http://nsdl.org/resources_for/k12-teachers/middle-school teacher references
http://www2.vims.edu/bridge/DATA.cfm?Bridge_Location=archive1002.html el nino
http://www.epa.gov/climatechange/ climate changes
http://www.wunderground.com/ weather underground forecasting site
http://www.nws.noaa.gov/view/largemap.php large weather maps at NOAA
https://pantherfile.uwm.edu/kahl/www/106/106_wx.html Univ Milwaukee USA weather maps –clear image
http://cirrus.sprl.umich.edu/wxnet/servers.html cirrus info lists for weather educ
http://www.cotf.edu/ete/modules/sevweath/sevweath.html hurricane and severe conditions
http://www.ciese.org/curriculum/weatherproj2/en/reference.shtml reference materials
Technology to be integrated (tools, equipment, software, and online learning)
Turning Point System
Projector connected to computer
Elmo and Lady Bug Projection Devises
Power Point Multimedia Application
Internet Connectivity
Skype with Web-Cam