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Title
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Mission 1 - Lesson 9: Weather Data in the Field
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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 9: Weather Data in the Field Collect and interpret weather data in the community. |
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Prepare |
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Time Required: 540 to 600 minutes
4–5 class periods are needed for students to complete the wind barb activity and wind model. About one week is needed for students to complete the Mission Challenge.
- Gather the materials listed on page 22 of the student edition for each group of four students.
- Review Field Assessment Prep Teaching Tips, Set Up, and Prep for Building a Model on pages 21-23 of the teacher’s edition.
- Reserve a space for the wind pattern model described in the teacher’s edition. An empty room will work best for this activity.
- Recruit parent volunteers to help students with their weather observations during the Mission Challenge. You may also need volunteers to help monitor students while you cycle them through the wind model activity.
- Plan activities such as the Health Connection or other activities in the teacher’s edition for students to work on while you monitor progress on the wind model grid. Depending on your space, you may be able to keep all of your students in the same room if you make the three-meter grid instead of the five-meter grid.
- Carefully consider how students will be managed as they work in small groups on the wind model grid and independently to conduct research for the Mission Challenge.
- Make copies of the Mission 1 Field Assessment Data sheet and the Wind Barb Activity master from the JASON Mission Center for each student.
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Motivate |
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- Have students share their responses from the JASON Journal prompt on page 20.
- Briefly review what students have learned about wind circulation from pressure differences, convection, and conduction.
- Explain that it is now time to complete the ultimate objective of Mission 1: to collect and interpret weather data as real scientists do.
- Explain that the following activities will be both fun and challenging.
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Teach |
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- Begin by having students read through pages 22 and 23 of the student edition so that they get an overall picture of the activities they will complete. Discuss how learning to read a wind map and using a model will help them to complete the Mission Challenge.
- Read through the Mission Challenge carefully to build student interest.
- Ask lab partners to study the Wind Barb chart on the back cover of the student edition.
- Discuss how to read the barbs and practice the skill with the class by drawing random barbs on the board and asking students to convey the correct information about them.
- When students have shown a general understanding of the skill, have groups complete the Wind Barb activity from the JASON Mission Center. Go over the answers in class when they have completed it.
- Ask students to complete items 2–7 on page 22 of the student edition for homework.
- During the next class period, explain that students will now model the flight paths of the Aerosonde and WP-3D.
- Read through the procedure on page 23 of the student edition carefully. Ask several students to explain the how the procedure will work and what purpose it serves in the mission.
- Allow small groups of students—no more than ten at a time—to work on the wind grid as described in the teacher’s edition. Make sure that measurements are accurate and that data points are recorded.
- Students may complete questions a–c for item 9 on page 23 of the student edition after completing their work on the grid.
- As students complete this assignment, have them work with your volunteers on the Mission Challenge.
- Review all proposals carefully before allowing students to proceed to the next step.
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View
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This field assignment has students take on the role of meteorologist to gather critical weather intelligence for their communities so they can anticipate the threat of a monster storm. After analyzing real storm data, students design and document a procedure to collect weather intelligence about wind fields in their classrooms and outside of their schools. After collecting the data, they enter it in a chart, either online or on paper. |
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View
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To go with Mission 1 Field Assignment. |
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To be used in conjunction with Mission 1's Field Assignment. |
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View
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This map presents wind data from Hurricane Ophelia, collected by NASA's Aerosonde and NOAA's WP-3D aircraft. Each craft's starting and ending location is depicted, and each data point is represented by a wind barb. |
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Reflect And Assess |
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Students should complete the Mission Debrief activities on page 23 of the student edition. Their temperature, pressure, rainfall maps, and explanation should be neatly done and turned in for assessment. |
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Follow-up |
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- Have students complete the JASON Journal activity presented on page 23 of the student edition.
- Students who finish the Mission Challenge early may also benefit from completing the Authentic Assessment outlined on page 23 of the teacher’s edition.
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Wind that flows over land is easily disrupted by buildings, hills, trees, and other large objects. How do you think these obstacles change wind patterns on land? How could these “wind breaks” be used to protect people and property? In contrast, wind that flows over water is relatively undisturbed when it reaches shore. What can coastal residents do to deal with wind that flows unimpeded over open water? |
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