Energy and the Polar Environment: A Focus on Middle School
Winter weather
1. Engaging students through
narratives & themes:
Baby it’s Cold Outside.
Exploring the Variability of NYS
Winter.
( And why we can never
get it right.)
Tara Laneville
2. What and Why
Students will look at RADAR for their area and discuss their own
predictions in their groups . Over the course of several weeks they will
compare various winter weather events to their own predictions as well
as to the local weather channels. Were either one totally correct?
Groups will record and compare their data to recorded historical events
given out by teacher.
Give scientific explanations for differences in predictions as compared
to actual events.
3. Weather vs. Climate. Likelihood it will snow in Historical data can go back hundreds of
the next week as compared to total snowfall years in some areas. How does our
over a season. weather compare?
Hands on observations or local
weather stations make
interesting trips where students
can see the science behind the
news.
Students will graph their
data and compare it to
expected and historical
information. How extreme
is our weather really?
Theme of local weather and climate of region over a season. Aimed at a high school audience with a background understanding in basic weather and climate. Plans on students recording weather data over several weeks and comparing it to predictions from various news networks and historical highs and lows of the region. Lessons will make use of climate models and explain why weather and climate are different and predictability of weather is still a work in progress.
Students will form small groups to explore local weather and why predictions never seem to get it right. After being shown reliable sources of data such as NOAA.gov students will record and compare data daily with other groups. Comparing RADAR to local networks students will look at National weather maps to follow fronts and how they effect their region. Since we can monitor weather systems before they reach us why can’t we predict them more accurately? Students will become engaged as it will become a friendly competition between groups. As time goes on groups will become more accurate in their predictions as they understand the dynamics that effect weather in their local region.
Discussions about biggest snow storm in student memory or Nor’Easters and how they form can lead into discussions about climate and how it may or may not be shifting. Students can compare the events they remember to the actually data from the storm. Comparing the data they have begun to collect to the seasonal data is this month average? How likely is it that a big storm will come
Final project in the unit will combine all data from the group . Working together they will determine sources of error, both their own and with local media and suggest ways to prevent this in the future. A final presentation will give students a historical event where they will present the forecast for these events to the class using terms and methods learned. Some students are naturally more outgoing and would find giving the weather forecast much more interesting then creating a PowerPoint. Some are more technologically inclined and able to make graphics and still some are more comfortable coordinating work within the group.
