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Title
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Mission 1 - Lesson 6: Collecting and Interpreting Community Weather Intelligence
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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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9/3/2007
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From: Monster Storms Mission 1: The Usual Suspects |
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Mission 1 - Lesson 6: Collecting and Interpreting Community Weather Intelligence Collect and interpret weather intelligence for your community. |
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Prepare |
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Time Required: 375 minutes
In this activity, students will build and test four measurement tools. Allow one class period for each tool. They will need an additional period to set up their tools in an outdoor weather station. Allow 10–15 minutes at the beginning or end of class periods for students to collect and record data for an additional five days.
- Review the teacher notes for constructing the weather tools on pages T112–T113 of the teacher’s edition. Familiarize yourself with challenges that students may have with constructing the tools.
- Review the materials lists on page 16 of the student edition and student directions on page 112 of the student edition. Directions can also be accessed under Mission 1 at the JASON Mission Center.
- Divide your students into groups of two. They will be working together for two weeks, so the pairings should be thought through very carefully.
- Obtain enough materials for each pair to build the weather instruments.
- Carefully read the Lab Setup and Lab Prep sections on page 16 of the teacher’s edition.
- Talk with your principal about a suitable location for students to place their weather instruments in the schoolyard. The location should be as open as possible and the instruments should not be disturbed. Remember that the weather instruments will be in this location for one week.
- Copy enough lab data sheets for each student. Data sheets can be found at the JASON Mission Center.
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Motivate |
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- At the end of the last class period, students explored air pressure and wind. Ask students to recall how air pressure can be used to predict weather.
- Remind them of the Aerosonde that was discussed in the Mission Briefing video.
- Discuss the methods that researchers like Anthony Guillory use to measure wind speed and pressure. You may want to ask students to review the diagram on page 11 of the student edition.
- If students are working on the Health Connection described on page 14 of the teacher’s edition, allow them to report on any correlations they have found between pressure and aches.
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Teach |
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- If students are not sitting with their lab partners, ask them to do so now. Have them read Measuring Weather: Air Pressure, Precipitation, and Temperature on page 16 of the student edition.
- Emphasize the importance of location as discussed in paragraph 1. Ask students to make inferences about how various locations in the schoolyard could yield very different sets of data.
- Explain to students the procedure for the next two weeks. They will build each of the four weather instruments listed on page 16. They will build and test one instrument per day before beginning the one-week observation lab.
- Have students turn to page 112 in the student edition and review the procedure for building a barometer.
- Distribute the materials and have students follow the instructions. Observe their work carefully, watching for errors or misconceptions.
- Have students test and calibrate the barometer as suggested. Place the barometer in a safe location in the classroom.
- Repeat the procedure during the next three class periods as students build a wind vane, anemometer, and rain gauge.
- When all tools have been constructed and tested, have lab partners complete the Lab Prep questions on page 16 of the student edition. Discuss the strengths and limitations of their instruments.
- Direct students as they set up their weather stations in the designated location in the schoolyard. Make sure that rain gauges and anemometers are not obstructed by buildings or trees.
- Distribute data sheets to each student and begin Lab 1 as directed on page 17 of the student and teacher’s editions.
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View
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Scientists rely on weather measurements such as wind speed, wind direction, air pressure, air temperature, and precipitation amounts to help them understand the weather. Data collected at many locations enable forecasters to predict future weather events. In this lab, students will build and use several weather measurement tools to conduct their own weather studies. |
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View
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To be used with Mission 1, Lab 1. |
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Reflect And Assess |
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When one week’s data have been collected, have lab partners complete the Make Observations section on page 17 of the student edition. Suggest that they work collaboratively to answer the questions, but suggest that each member type or neatly rewrite a final copy to turn in for assessment. |
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Follow-up |
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Have students complete the JASON Journal prompt on page 17 of the student edition for homework. |
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As you read in the Mission Briefing, air pressure decreases as you move higher in the atmosphere. How do you think air pressure affects athletes who compete at higher elevations? How do you think air pressure affects athletes who compete at sea level? |
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