WEATHERADVENTURE IN LEARNING LESSON

6 2 8 2 C r a n b e r r y R o a d | F i n l a n d , M N 5 5 6 0 3 - 9 7 0 0 | 2 1 8 - 3 5 3 - 7 4 1 4 | w w w. w o l f - r i d g e . o r g

Lesson DescriptionWeather is happening all around us all the time. In this lesson participants will learn how different changes in the atmo-sphere happen, including wind, clouds, and temperature. Using what they have learned, participants then become meteo-rologists themselves and predict the weather in their area.

Guiding QuestionHow can we observe and predict the weather?

Concepts1. Weather changes in predictable ways.2. Temperature, wind speed and direction, clouds, humidity, and air pressure are all ways to describe the current state of

the atmosphere.3. Warm and cold air colliding creates clouds, wind, and storms.

OutcomesUpon completion of this lesson the individual will be able to:• Measure and describe the current state of the atmosphere, including air temperature, cloud type, and wind speed and direction.• Recall that winds, clouds, and precipitation occur when warm and cold air collide with one another.• Predict the chance of rain and the trend in temperature for the next 12 hours using wind direction.

Minnesota Academic Standards in Appendix

2

WEATHER

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Here is an example ot the StoryMap. Students scroll through the screens.

Three ways to do this Weather lessonRecommendedThe online Earthworks StoryMap presentation has everything you need! Click to start, then scroll through the pictures, questions, videos, and links. Do the suggested activities along the way. Follow this Weather StoryMap link, or have students start from the Earthworks Adventures in Learning web page on Wolf Ridge's website.

1. Read the following lesson plan for overview, activity information, and MN State Standards.

2. Share link to the lesson’s StoryMap, a virtual presentation with pictures, videos, questions, and links to activities.

3. Open the link and scroll through the StoryMap presentation and watch video.

4. Within the StoryMap, there are links to PDF’s containing activities.5. Additionally, the StoryMap contains links to worksheets with two

options for accessing:a. Link to PDF- Use this link if would like to print or respond to

questions in a journal.b. Link as a Google Doc (with force copy) - Use this link to create

a copy of the document in your Google Drive. We recommend saving the copied file as “student name – name of lesson”.

6. Once complete the student can be instructed to share the file with the teacher.

If Internet access is an issueThe teacher or parent reads through this lesson plan, then prints the handouts, to distribute. You are looking at the whole lesson plan right now, which includes all handouts. Here are links to individual handout pages if you prefer. Earthworks Story. Elements of Art Activity. Make Your Own Earthwork Activity. Nature Journal Activity. Send printed materials to students for them to complete at home.

Only have 10 minutes?You can watch the video without using the accompanying educa-tional StoryMap or student activities.

Check back for more lessons and let us know if you have feedback!

3

WEATHER

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Lesson Flow (for those who are NOT using the online StoryMap)

Weather ForecastingRead Weather Forecasting story that is attached.

Activity 1 - Nowcast(See attached Activity: Nowcast worksheet.) Students will also need the Nowcast report sheet and theNowcast handbook.

Students will go outside and collect the current weather data as described on the Nowcast sheets.

Activity 2 - Forecast(See attached Activity: Forecast worksheet.) Students will also need their competed Nowcast report sheet, Forecast hand-book, and Forecast report sheet.

Using the data collected in the Nowcast, students will to make a Forecast.

8th Grade extensionChoose two predictions you made in your forecast, for example, your prediction about cloud cover. In your nature journal, or on a seperate piece of paper, explain the principle that led you to that prediction and what evidence (data) you collected that supports that principle. What are potential weaknesses in your predictions? Why?

AppendixMinnesota Academic Standards4th grade• 1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw

from their models or scientific investigations, each other’s ideas, and the information they read.5th Grade• 1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw

from their models or scientific investigations, each other’s ideas, and the information they read.• 2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of

those patterns, and possible relationships between variables.6th Grade• 6E.1.2.1.1 Collect data and use digital data analysis tools to identify patterns to provide evidence for how the motions

and complex interactions of air masses result in changes in weather conditions.8th Grade• 3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the

causes of phenomena or identify weaknesses in explanations developed by the students or others.

ResourcesCheck out these websites below for more interesting information.

• Weather science activities for kids - https://www.weather.gov/learning• Citizen science - https://www.weather.gov/media/wrn/citizen_science_page.pdf• Jet Stream map - https://www.netweather.tv/charts-and-data/global-jetstream#2020/04/13/0600Z/jetstream/

surface/level/overlay=jetstream/orthographic=-6.72,57.59,712

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WEATHER FORECASTING STORYWelcome to the third episode in the Wolf Ridge Adventures in Learning series! Today, Wolf Ridge naturalists Caroline and Robby are exploring weather and how to predict it. We all have direct experiences with weather everyday, which makes it a really fun thing to observe and understand more.

Weather is a change in the atmosphere, and these changes happen in predictable ways. We can collect data and make observations to predict these changes ourselves. When we study weather we look at three main elements:

clouds

temperature

wind

We can explore these three things, which are called the weather triangle, to figure out the current weather (the nowcast) and the future weather (the forecast).

Making a Nowcast will tell us what’s going on right now, but it will also make it possible to make a forecast next. In order to make a nowcast, we need a few tools.

• thermometer (or access to weather.gov)• cloud chart (in your Nowcast handbook)• Beaufort Scale (Nowcast handbook)• compass (or phone’s compass app)• barometric pressure gauge (or access weather.gov and look up the forecast for your area)• Nowcast weather report sheet (provided in lesson materials)

Here are Robby and Caroline making a Nowcast at Wolf Ridge

After making a Nowcast, Caroline and Robby are joined by Wolf Ridge Weather Expert, Peter Harris, to dive a little deeper into each part of the weather triangle.

TemperatureWhy does our planet even have weather? Why isn’t it just 70 and sunny everyday? Well, our planet earth sits at a tilt of about 23 degrees, spins on its axis, and rotates around the sun. The sun sends heat waves to the earth, and due to how the earth is tilted, spins, and rotates heat is sent to earth unevenly. This gives us night, day, and the seasons. It also causes some areas to be warmer (the equator) than others (the poles) creating large amounts of warm and cold air.

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WindWind results from hot and cold air colliding. When heat and cold push up against each other, they get the molecules in our atmosphere moving. Wind speed and direction helps predict if atmosphere conditions will stay the same or change. Meteo-rologists measure where the wind comes from, not where it’s going.

Jet StreamDue to the cold air at the poles and warm air at the equator wanting to change spots, and with the rotation of the earth, air moves in some predictable patterns. The energy released from large cold and warm air masses colliding propels global winds which circle the earth. These winds are called jet streams.See if you can figure out which jet stream passes over where you live.

CloudsWarm and cold air colliding creates clouds. Clouds usually form from decreasing the temperature or decreasing the air pressure. Cloud type and changes in clouds helps predict if atmosphere conditions will stay the same or change.

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Pressure SystemsLow and high pressure systems spin and move weather around! When we talk about low and high pressure, we are talking about air. In a low pressure system, the air above us is light. When we talk about high pressure systems, the air above us is really heavy.

Low pressure systems suck warm and cold air together at the surface of the earth and gather up moisture.

High pressure pushes air down to the surface where it spreads out.

Let’s practice this with our bodies!First we’ll be a low pressure system.• Get down in a low squat and reach your hands out. This is the cold and warm air at the earth’s surface• Now rise up and bring your hands together. This is the low pressure sucking the warm and cold air together and bringing

it up into the atmosphere• Now create whatever weather you want: rain, snow, clouds! When the warm and cold are mix high in the atmosphere

they create exciting weather events.

Now a high pressure system.• Stand tall with your hands together. All the air high in the atmosphere is the same temperature.• Squat down and push your hands down in front of you. The high pressure pushes the air down to the surface of the earth

on sunny days with no weather events.

Putting it all togetherHere’s Wolf Ridge Naturalist, Peter Harris, modeling temperature, winds, clouds, and pressure systems in a cloud machine.

To make a cloud we need five things: warm air, cold air, water vapor, dust particles, and low pressure.

When wet, warm air and cold air are sucked together high in the atmosphere by low pressure, they form clouds around dust particles!

ForecastingNow that Caroline and Robby have learned what makes weather from their Nowcast and Wolf Ridge Naturalist Peter Harris, it’s time to make their forecast. They use the information they collected, including wind speed, wind direction, and barometric pressure to predict the weather.

Ever wanted to be a meteorologist, like the people reporting the weather on TV? Now’s your chance! Go to the lesson ac-tivities to make your own Nowcast and Forecast.

Image sourcesEarth’s tilt: https://tasks.illustrativemathematics.org/content-standards/HSG/MG/A/1/tasks/1140Jetstream: https://scijinks.gov/jet-stream/

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ACTIVITY: NOWCAST

First you will complete a nowcast. In other words, what’s happening with the weather right now. Not only does this clue us into the current weather, it will also help us predict the future weather later. To do this you will need:

• paper and pencil• Nowcast handbook and Nowcast report sheet• thermometer (if you have one)• compass (most phones have one)• access to weather.gov

Go outside to complete your Nowcast! You can step right outside your door or go further if you’d like. Follow the Nowcast report sheet to figure out what data you will collect.

Helpful hints• Determine the wind speed by using the Beaufort scale in your Nowcast handbook.• Use your compass for wind direction.• For air temperature use your thermometer or look it up on weather.gov.• Wind chill/heat index: use Handbook charts.• Extreme temperatures: use a thermometer if you have one, or skip this.• Barometric pressure: find on weather.gov for your location.

WINDSpeed: _____ miles per hour.

Direction Coming From: ___________________(circle one of the points on the compass rose.)

The current weather tel ls the weather of the future!

NOWCAST WEATHER REPORT

PRECIPITATION

Kind: rain sleet snow hail

Intensity: light moderate heavy

BAROMETRIC PRESSURE__________Hg

Extreme Temperatures: Try to find two locations with the most extreme temperatures.

Location 1 ______________________was ____˚F

Location 2 ______________________was ____˚F

CLOUDS Circle the types of clouds you see in the sky. Look at shape and height.

Trend: rising falling steady

Percent Sky Cover: _______%

0 feet

10,000 feet

6,000 feet

15,000 feet

20,000 feet

25,000 feet

30,000 feet

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TEMPERATUREAir: ____˚F

Wind Chill: ______˚F (if air< 60˚F) - OR -

Heat Index: _____˚F (if air> 70˚F)

Observation date _____________________ Observation time: _______________________colder

warmer

wetterdryer

LH

Stratocumulus

Nimbostratus

Cirrostratus

Cumulus congestus

Stratus

Cumulus

Altostratus

Cirrus

Cirrocumulus

Cumulonimbus

Altocumulus

ACTIVITY: FORECASTActivity 2 - ForecastThe current weather is the key to predicting the future weather! You will use the data you collected in your Nowcast to make your Forecast. You will need:

• paper and pencil• Nowcast report sheet• Forecast handbook• Forecast report sheet• weather.gov

Remember, you are predicting the weather, so you will be using the data you collected in the Nowcast combined with the information on your Forecast handbook. Have your Nowcast sheet ready to look at for the information you will need.

Helpful hints• The top half of the Forecast report sheet gives you most of the information you

need to interpret the data from your Nowcast.\• The Forecast Handbook gives you additional information.• The forecast sheet refers to changes in barometric pressure: check weather.gov to

see how the barometric pressure has changed since you checked it the first time.

Forecast Report Sheet: Tomorrow's Weather ForecastAnother grand day is forecasted for tomorrow.

You can expect a high temperature in the afternoon of _________°F.

The sky will be (cloudy or clear?) ____________ with a

_______% chance of precipitation.

Winds will be out of the __________ at __________ m.p.h.

OptionalOnce you have finished your forecast, you can put on your weather reporter voice and report the weather to someone in your family!

Extension ActivitiesChoose two predictions you made in your forecast, for example, your prediction about cloud cover. In your nature journal, or on a seperate piece of paper, explain the principle that led you to that prediction and what evidence (data) you collected that supports that principle. What are potential weaknesses in your predictions? Why?

Here are some links to additional education resources on weather.• Weather science activities for kids - https://www.weather.gov/learning• Citizen science - https://www.weather.gov/media/wrn/citizen_science_page.pdf• Jet Stream map - https://www.netweather.tv/charts-and-data/global-jetstream#2020/04/13/0600Z/jetstream/

surface/level/overlay=jetstream/orthographic=-6.72,57.59,712

WEATHER NOWCASTHANDBOOK

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Nimbo - Storm

Cirro - High elevation

Alto - Middle elevationCirrus - High escalator cloud type

Stratus - Low escalator cloud type

Cumulus - Elevator cloud type

Clouds form from warm wet air rising into the air and condensing. Low pressure systems cause clouds to form in two different ways. The air can rise straight up like an elevator (cold front) or it can rise slowly like an escalator (warm front). Cold fronts usually bring thunderstorms or snowsquals and warm fronts result in a steady rain or snow.

Try to find the clouds that look like what you see overhead.

CLOUDS

Stratocumulus

Nimbostratus

Cirrostratus

Cumulus congestus

Stratus

Cumulus

Altostratus

Cirrus

Cirrocumulus

Cumulonimbus

Altocumulus

A. Do the bubbles drift?If true go to B.If false, wind speed = 0 m.p.h.

B. Is the weather vane mov-ing and are needles, leaves rustling?If true go to C.If false, wind speed = 1-3 m.p.h.

C. Is the wind-sock fully extended and needle/leaves and small twigs in constant motion?If true go to D.If false, wind speed = 4-7 m.p.h.

D. Is the wind generator and small branches mov-ing?If true go to E.If false, wind speed = 8-12 m.p.h.

E. Are small trees with leaves, needles swaying?If true go to F.If false, wind speed = 13-18 m.p.h.

F. Are large branches in motion?If true go to G.If false, wind speed = 19-24 m.p.h.

Calculate wind speed at about 10 to 15 feet off the ground. Start at A.

ESTIMATING WIND SPEEDModified Beaufort Scale

G. Are whole trees in motion and do you feel resistance when walking into thewind?If true go to H.If false, wind speed = 25-31 m.p.h.

H. Are twigs breaking off the trees?If true go to I.If false, wind speed = 32-38 m.p.h.

I. Are some shingles flying off roof?If true go to J.If false, wind speed = 39-46 m.p.h.

J. Are trees being uprooted near clear-ings?If true go to K.If false, wind speed = 47-54 m.p.h.

K. Are trees being broken in the forest? Is Lake Superior covered with white foam patches and very large waves? Are some hous-es coming apart?If true go to L.If false, wind speed = 55 - 63 m.p.h.

L. Is Lake Superior completely white with driving spray, vis-ibility greatly reduced, and the air around Lake Superior filled with foam?If false; wind speed = 64-72 m.p.h. If true : wind speed = 73 m.p.h. and greater.

WIND CHILL CHARTCalculated from temperature and wind speed.

This is the temperature that bare skin drops to due to the wind removing heat as it blows water off the skin. Use this chart below 40 °F.

HEAT INDEX CHARTCalculated from temperature and humidity.

This is the temperature that bare skin climbs to due to the water in the air that prevents the normal loss of heat thru perspiration. Use this chart above 70 °F.

Relative Humidity %0 10 20 30 40 50 60 70 80 90 100

70 64 65 66 67 68 69 70 70 71 71 72

75 69 70 72 73 74 75 76 77 78 79 80

80 73 75 77 78 79 81 82 85 86 88 91

85 78 80 82 84 86 88 90 93 97 102 108

90 83 85 87 90 93 96 100 106 113 122

95 87 90 93 96 101 107 114 124 136

100 91 95 99 104 110 120 132 144

Air

Tem

pera

ture

°F

105 95 100 105 113 123 135 149

115 103 111 120 135 151

120 107 116 130 148

110 99 105 112 123 137 150

WEATHER FORECASTINGHANDBOOK

WIND DIRECTIONTo forecast temperature and precipitation.

Keep an eye on the wind direction all the time so you can notice a wind shift and therefore predict precipitation or changes in temperature.

A shift in wind direction can help forecast the weather 12 hours into the future. Use the direction the wind is coming from. The stronger the wind speed the greater the chance of change.

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Information based off of Weathercycler and Airguide Instument.

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Con

tinue

d fa

ir fo

r 24

hrs.

Con

tinue

d fa

ir fo

r 48

hrs.

Con

tinue

d fa

ir fo

r 24

hrs.

Rain

/sno

w in

24

to 4

8 hr

s.

Rain

/sno

w in

12

hrs.

Con

tinue

d fa

ir fo

r 12

hrs.

Con

tinue

d fa

ir fo

r 12

hrs.

Con

tinue

d fa

ir fo

r 6-1

2 hr

s.

On

days

whe

n th

e te

mpe

ratu

re ri

ses

abov

e 80

' F w

ith W

est w

ind

ther

e is

a ch

ance

of l

ocal

ized

thun

ders

torm

s no

t pro

duce

d by

a lo

w p

ress

ure

cold

fron

t.

Fair

48 h

ours

.

Thun

ders

torm

/sno

wsq

ual p

os-

sible

in 1

2-24

hrs

.

Thun

ders

torm

/sno

wsq

ual

imm

inen

t in

6-12

hrs

.

Cle

arin

g.

Rain

cle

arin

g in

12-

24 h

rs.

Heav

y rai

n/sn

ow in

6-1

2 hr

s.

Cle

ar.

No

chan

ge.

Rain

/sno

w w

ithin

12

hrs.

Cle

ar

Con

tinue

d fa

ir.

Rain

/sno

w in

24-

28 h

rs.

Cle

arin

g in

6 h

rs.

Con

tinue

d sto

rmy.

Incr

easin

g ra

in/s

no

Chart adapted from AirGuide Instrument.

Risin

g

Stea

dy

Falli

ng

in. H

g.29

.8or lo

wer

in. H

g.30

.20

to

29.8

0

Risin

g

Stea

dy

Falli

ng

Risin

g

Stea

dy

Falli

ng

in. H

g.30

.20

or high

er

NW

SWSE

NE

BARO

MET

ERW

IND

DIR

ECTI

ON

FORE

CAST

ING

RA

IN O

R SN

OW

Usi

ng b

arom

etri

c pr

essu

re a

nd w

ind

dire

ctio

n.