Louise Grabell, Group 5
Earth Science, Grade 11
2. Students will access, generate, process, and transfer information using
4. Students will understand and apply scientific concepts, principles,
and theories pertaining to tie physical setting and living environment
and recognize the historical development of ideas in science.
2/1: Information technology is used to retrieve, process, and communicate
information; and as a tool to enhance learning.
4/2: Many of the phenomena that we observe on Earth involve interactions
among components of air, water, and land.
4/5: Energy and matter interact through forces that result in changes
1. Students will accurately collect, analyze, and interpret data for several
local atmospheric variables.
2. Students will successfully integrate their data with the Earth Science
Reference Tables charts and graphs.
3. Students will successfully retrieve data regarding atmospheric [meteorological]
variables affecting a broader geographic region, and mesh with local data.4.
Students will accurately describe weather changes/patterns.
content standards or outcomes
1. Students will be able to collect temperature, barometric pressure,
wind speed and direction, sky conditions, and precipitation data for the
local region over a period of 5 consecutive days. [Computer probes should
Using computer technology [i.e. EXCEL], students will be able to chart
and graph all collected data.
Students will be able to recognize the daily variability of collected
Students will be able to retrieve regional weather data for each of the
Students will accurately diagram [create field maps] using regional weather
Students will be able to explain how the interactions between atmospheric
variables create the familiar weather pattern known as a "cyclone".
Students will be able to explain the energy exchanges which cause the
motions and changes within the atmosphere.
Performance measures for unit:
charts and graphs will be checked for accuracy.
1. Student is able to create data chart but not graph.
2. Student is able to create data chart and graph, but not accurately.
3. Student creates accurate data chart and graph.
4. Student is able to make predictions using the graph.
Students will be quizzed on their knowledge of each weather variable with
a. correct measurement
b. proper analysis
c. application of information
Through extensive laboratory exercises, students will be able to construct
alternative models of weather patterns given a different set of data.
1. Student is able to plot data on a map, only.
2. Student is able to plot data, but field map constructions are inaccurate.
3. Student accurately plots and constructs field maps of all weather variables.
4. Student is able to make weather predictions based on maps.
Students will be tested on their ability to predict future weather based
on observed data.
UNIT OUTLINE - WEATHER
unit on weather will give students practical hands-on experience measuring
and interpreting various atmospheric variables, and will culminate in
their ability to make predictions about future weather based on accumulated
data. The "lessons" vary in length and may require more than
one class period.
#1: Learning how the equipment works!
Using technology to measure and record local air temperature, barometric
pressure, wind direction and speed, and humidity.
B. Learning how to describe local sky conditions.
C. Using EXCEL to organize data into charts and graphs.
D. Scheduling measurements for five consecutive days.
- In small
groups of no more than four students, the four weather variables are
to be measured using computer-assisted probes or appropriate weather
- Data is
to be entered into EXCEL.
weather data to be obtained through the INTERNET.
#2: Learning about temperature as a weather variable.
Using different temperature scales: Fahrenheit, Celsius, Kelvin.
B. Recognizing factors which affect temperature.
C. Drawing and interpreting isotherms and temperature on a station model
will collect local weather data and continue to enter into EXCEL.
weather data to be obtained through INTERNET; students will reconcile
their collected data with the regional reports.
- On map
provided, students will draw isotherm values.
will be quizzed on their understanding of the concept of temperature.
#3: Learning about air pressure as a weather variable.
Defining/understanding air pressure.
B. Recognizing factors which affect air pressure.
C. Drawing and interpreting isobars on a weather map.
D. Understanding a station model with respect to barometric pressure
groups will continue their daily data collections, both local and
will reconcile local and regional data.
- With map
provided, students will draw isobars.
will be quizzed on their understanding of the concept of air pressure.
Lesson #4: Learning about the wind.
A. Understanding the causes of wind.
B. Understanding local, regional, and global winds.
C. Understanding the coriolis force.
D. Understanding cyclonic and anticyclonic flow on a weather map.
E. Interpreting wind data on a station model.
will continue to collect local and regional weather data as previously
will reconcile local and regional weather data.
global outline provided by teacher, students will construct a map
of the global wind patterns.
map provided by teacher, students will draw wind direction patterns
and identify cyclonic and anticyclonic flow.
will be quizzed on their understanding of the concept of wind as an
#5: Learning about humidity as a weather variable.
B. Understanding relative humidity.
C. Understanding "dew point".
D. Understanding condensation/cloud formation.
will complete their last collection of local and regional data today.
EXCEL, all data will be graphed individually. Additionally, the variables
of temperature, pressure, and relative humidity will be combined on
one graph for analysis.
will be quizzed on their understanding of the concept of humidity
as a weather variable.
#6: Learning how air masses are identified.
Understanding how air masses are formed.
B. Discerning the differences between lows and highs.
C. Recognizing cyclones and anticyclones on a weather map.
EXCEL data, students will identify the type(s) of air mass[es] present
locally over the past five days.
will chart the weather conditions associated with a high pressure
system and a low pressure system.
will predict the incoming air mass as to @ and associated weather
based on weather data obtained on the INTERNET.
#7: Learning about a middle latitude cyclone.
Understanding the characteristics of a middle latitude cyclone
B. Explaining front development and associated weather.
C. Defining the different types of fronts.
will complete the analysis of a synoptic weather map with regard to
the variables of temperature, pressure, wind patterns, and precipitation
will locate the cold front and warm front associated with a middle
will describe the weather conditions associated with the fronts, and
with other regions of the middle latitude cyclone.
will make predictions about the changes associated with the moving
fronts of the cyclone.
will have a unit exam which will test their ability to apply the concepts
of atmospheric variables to interpreting and predicting weather patterns
(especially graphing) opportunities.
that connect computer technology to other technological data recording
and variable adjusting interfaces.
that enable students to use multimedia in the implementation of activities
and assessment tasks that match the MST standards.
that will provide teachers and their students access to the resources
of the Internet and local networks