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Title
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Mission 1 - Lesson 2: Defining a Storm and Other Extreme Weather Events
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Type
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Primary: Lesson Plan
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Operation
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Monster Storms
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Mission:
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Mission 1: The Usual Suspects
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Subjects
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Science
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Grades
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5 | 6 | 7 | 8
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Duration
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00:00:00 (HH:MM:SS)
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Audience
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Teachers | Elementary Grades | Junior High
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Created On
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9/2/2007
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From: Monster Storms Mission 1: The Usual Suspects |
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Mission 1 - Lesson 2: Defining a Storm and Other Extreme Weather Events Define a storm and other extreme weather events. |
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Prepare |
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Time Required: 60 to 120 minutes
- Collect several sheets of drawing paper for each student.
- Make sure Internet connections in the classroom are functional.
- Obtain a projector for viewing the Mission Briefing video at the JASON Mission Center.
- Review the Extension and Reinforce information provided on pages 8 and 9 of the teacher’s edition.
- Copy the guiding questions for the Mission Briefing video from the Teacher Resources at the JASON Mission Center.
- Prepare the National Rainfall Maps transparency from the Teacher Resources in Mission 1 at the JASON Mission Center.
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Motivate |
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- Distribute several sheets of drawing paper to students. Ask volunteers to speculate on the meaning of a severe weather event. Accept all answers. Ask students to work independently to draw an example of their perception of a severe weather event. Ask them to write a short caption describing the drawing.
- Allow students to share their drawings with a partner. Allow one or two volunteers to share with the entire class.
- Ask students to recall the video on Anthony Guillory. Have a short discussion on students’ understanding of the instruments that researchers use to predict and study severe weather events.
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Teach |
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- Instruct students to read Trouble Brewing in the Earth’s Atmosphere on page 8 of the student edition. Follow the suggested discussion questions from the teacher’s edition to help students understand the Aerosonde.
- You may want to have them turn to the diagram on page 11 and follow the discussion outlined in the teacher’s edition on the equipment described in the article. You can also wait until after students have read the Mission Briefing.
- Tell students that they will now begin to learn about how researchers define storms and that this information is essential in completing the mission objective.
- Watch the Mission Briefing video from the JASON Mission Center using the guiding questions provided at the Teacher’s Resource Center.
- When the video is complete, write the words weather, storm, hurricane, and tornado on the board. Allow students to provide as many defining characteristics as possible about these terms.
- As they read the mission briefing article Defining a Storm on pages 8-10 of the student edition, instruct them to write the highlighted words on drawing paper and construct a bubble map or other graphic organizer as they read. Encourage them to include as much detail as possible about each targeted term.
- Allow them to read to each other in pairs, while each individual completes a bubble map.
- When students have completed the reading, use the guiding questions from the teacher’s edition on pages 9 and 10 to solidify understanding. Encourage them to add to their graphic organizers as the class builds knowledge.
- Turn their attention to the diagrams on pages 10 and 11 of the student edition. Ask students to work in pairs to explain the information from the diagrams.
- Have students work collaboratively to complete the JASON Journal activity described on page 11 of the teacher’s edition. You may also want to have small groups work on the Inquiry Activity described on page 11 of the teacher’s edition.
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View
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Find out how 2005's Hurricane Ophelia presented NASA scientist Anthony Guillory with the opportunity to launch an uninhabited aerial vehicle (UAV) named Aerosonde into the storm. Aeorosonde's mission was a success; the craft returned to base safely, carrying groundbreaking data about Ophelia, and changed the way scientists study hurricanes. |
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Learn about the work of NASA scientist Anthony Guillory, who uses research aircraft to study tropical storms and hurricanes. This video also provides information about the forces that drive storms in our atmosphere. |
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Find out about extreme weather events including tornadoes, hurricanes, lightning, hail and more in this Mission Briefing article. Such extreme weather can occur suddenly or develop over time. No matter when or how they arrive, these weather events often pack a deadly punch. |
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Reflect And Assess |
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- Choose four or five of the terms from the mission briefing article and have students define them on an index card. Allow them to use their graphic organizers, but not the student edition. Collect the cards as students leave the room for a quick assessment of their understanding of the articles.
- Suggest that students to take a few minutes to add to the captions of their drawings that were created at the beginning of the class. Encourage them to use terms from the mission briefing.
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Follow-up |
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- Using the National Rainfall transparency from the JASON Mission Center, lead a discussion of the Dust Bowl event as outlined on page 10 of the teacher’s edition.
- Students with Internet access at home should visit the Dust Bowl gallery at the JASON Mission Center and write a short paragraph about the event for homework.
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View
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To be used with Mission 1. |
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View
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The Dust Bowl was a region in the United States characterized by devastating dust storms in the 1920s and 1930s caused by poor farming techniques and drought. |
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