ALEX Classroom Resources

   View Standards     Standard(s): [SC2015] (3) 13 :

13 ) Display data graphically and in tables to describe typical weather conditions expected during a particular season (e.g., average temperature, precipitation, wind direction).

[SC2015] ES6 (6) 12 :

12 ) Integrate qualitative scientific and technical information (e.g., weather maps; diagrams; other visualizations, including radar and computer simulations) to support the claim that motions and complex interactions of air masses result in changes in weather conditions.

a. Use various instruments (e.g., thermometers, barometers, anemometers, wet bulbs) to monitor local weather and examine weather patterns to predict various weather events, especially the impact of severe weather (e.g., fronts, hurricanes, tornados, blizzards, ice storms, droughts).

Students will investigate weather as a short-term and long-term phenomenon by reading about how daily weather data is collected, organized, and analyzed to look for patterns in order to predict seasonal weather. They will use data maps showing daily weather conditions, average monthly temperature, and total monthly precipitation. This lesson can be used to provide foundational knowledge before using the lesson Investigating Seasonal Temperature and Precipitation Variations, in which students gather, plot, and analyze data.

   View Standards     Standard(s): [SC2015] (5) 14 :

14 ) Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).

[SC2015] ES6 (6) 12 :

12 ) Integrate qualitative scientific and technical information (e.g., weather maps; diagrams; other visualizations, including radar and computer simulations) to support the claim that motions and complex interactions of air masses result in changes in weather conditions.

a. Use various instruments (e.g., thermometers, barometers, anemometers, wet bulbs) to monitor local weather and examine weather patterns to predict various weather events, especially the impact of severe weather (e.g., fronts, hurricanes, tornados, blizzards, ice storms, droughts).

[SC2015] ESS (9-12) 15 :

15 ) Obtain, evaluate, and communicate information to verify that weather (e.g., temperature, relative humidity, air pressure, dew point, adiabatic cooling, condensation, precipitation, winds, ocean currents, barometric pressure, wind velocity) is influenced by energy transfer within and among the atmosphere, lithosphere, biosphere, and hydrosphere.

a. Analyze patterns in weather data to predict various systems, including fronts and severe storms.

b. Use maps and other visualizations to analyze large data sets that illustrate the frequency, magnitude, and resulting damage from severe weather events in order to predict the likelihood and severity of future events.

Weather is the condition of the outside air at any time or place, and it is constantly changing. The climate, on the other hand, gives the big picture, or what the weather is like over a long period of time.

The classroom resource provides a video that will describe the different characteristics of weather and climate. After utilizing this resource, the students can complete the short test to assess their understanding.

   View Standards     Standard(s): [SC2015] (0) 10 :

10 ) Ask questions to obtain information about the purpose of weather forecasts in planning for, preparing for, and responding to severe weather.*

[SC2015] ES6 (6) 12 :

12 ) Integrate qualitative scientific and technical information (e.g., weather maps; diagrams; other visualizations, including radar and computer simulations) to support the claim that motions and complex interactions of air masses result in changes in weather conditions.

a. Use various instruments (e.g., thermometers, barometers, anemometers, wet bulbs) to monitor local weather and examine weather patterns to predict various weather events, especially the impact of severe weather (e.g., fronts, hurricanes, tornados, blizzards, ice storms, droughts).

Severe storms can really wreak some havoc on the Earth. Thunderstorms bring lightning and strong winds, but tornadoes, hurricanes, and blizzards can cause even greater destruction.

The classroom resource provides a slide show that will describe types of severe weather that can occur and their possible impacts on Earth. There is also a short test that can be used to assess students' understanding.

   View Standards     Standard(s): [SC2015] ES6 (6) 12 :

12 ) Integrate qualitative scientific and technical information (e.g., weather maps; diagrams; other visualizations, including radar and computer simulations) to support the claim that motions and complex interactions of air masses result in changes in weather conditions.

a. Use various instruments (e.g., thermometers, barometers, anemometers, wet bulbs) to monitor local weather and examine weather patterns to predict various weather events, especially the impact of severe weather (e.g., fronts, hurricanes, tornados, blizzards, ice storms, droughts).

Students use prior knowledge, a photo gallery, and a video to discuss what they already know about extreme weather on Earth and brainstorm and categorize a list of weather-related words and phrases. Then they identify the necessary conditions for weather events to occur and the factors that affect extreme weather. Students organize information about weather events and conditions, identify patterns, and make connections between weather and climate.

   View Standards     Standard(s): [SC2015] (3) 13 :

13 ) Display data graphically and in tables to describe typical weather conditions expected during a particular season (e.g., average temperature, precipitation, wind direction).

[SC2015] ES6 (6) 12 :

12 ) Integrate qualitative scientific and technical information (e.g., weather maps; diagrams; other visualizations, including radar and computer simulations) to support the claim that motions and complex interactions of air masses result in changes in weather conditions.

a. Use various instruments (e.g., thermometers, barometers, anemometers, wet bulbs) to monitor local weather and examine weather patterns to predict various weather events, especially the impact of severe weather (e.g., fronts, hurricanes, tornados, blizzards, ice storms, droughts).

Students investigate extreme weather on Earth and other planets, learn about instruments used to measure weather, and design a space probe that will gather weather information on another planet.

   View Standards     Standard(s): [SC2015] ES6 (6) 12 :

12 ) Integrate qualitative scientific and technical information (e.g., weather maps; diagrams; other visualizations, including radar and computer simulations) to support the claim that motions and complex interactions of air masses result in changes in weather conditions.

a. Use various instruments (e.g., thermometers, barometers, anemometers, wet bulbs) to monitor local weather and examine weather patterns to predict various weather events, especially the impact of severe weather (e.g., fronts, hurricanes, tornados, blizzards, ice storms, droughts).

Students examine the causes and effects of extreme weather events and read to contrast weather and climate. Next, they create and revise models of an extreme weather event using knowledge of weather variables. Finally, students link extreme weather events and climate change. Students use an interactive graph and long-term datasets, as well as create their own graphical representations of weather data. This lesson is part of the Climate Change Challenge unit.

   View Standards     Standard(s): [SC2015] ES6 (6) 12 :

12 ) Integrate qualitative scientific and technical information (e.g., weather maps; diagrams; other visualizations, including radar and computer simulations) to support the claim that motions and complex interactions of air masses result in changes in weather conditions.

a. Use various instruments (e.g., thermometers, barometers, anemometers, wet bulbs) to monitor local weather and examine weather patterns to predict various weather events, especially the impact of severe weather (e.g., fronts, hurricanes, tornados, blizzards, ice storms, droughts).

The classroom resource provides a video that will describe how the interactions of air masses can cause a variety of weather events in the atmosphere. There is also a short test that can be used to assess students' understanding.

   View Standards     Standard(s): [SC2015] ES6 (6) 12 :

12 ) Integrate qualitative scientific and technical information (e.g., weather maps; diagrams; other visualizations, including radar and computer simulations) to support the claim that motions and complex interactions of air masses result in changes in weather conditions.

a. Use various instruments (e.g., thermometers, barometers, anemometers, wet bulbs) to monitor local weather and examine weather patterns to predict various weather events, especially the impact of severe weather (e.g., fronts, hurricanes, tornados, blizzards, ice storms, droughts).

This resource presents a short slideshow about different weather instruments. This slideshow could serve as an introduction to the purpose of these instruments prior to students measuring weather variables themselves. After utilizing this resource, the students can complete the short test to assess their understanding.