|
| Select Framework:
|
|
| Select Grade: | |
 |
| Loading...This may take few minutes. |
|
|
Title
|
Predicting Severe Weather
|
|
Type
|
Primary: Field Assignment
|
|
Operation
|
Monster Storms
|
|
Mission:
|
Mission 3: The Chase
|
|
Print Page
|
64,65
|
|
Subjects
|
Science | Earth and space science | Weather | Clouds | Storms | Tornadoes | Science as inquiry | Science process skills | Analyzing data | Collecting data | Communicating | Interpreting data | Predicting
|
|
Grades
|
5 | 6 | 7 | 8
|
|
Keywords
|
weather data, severe storms, tornadoes, weather map, weather forecasting, weather prediction, predicting weather, predicting tornadoes, dry line, severe weather, clouds
|
|
Audience
|
Teachers | Elementary Grades | Junior High
|
|
|
Created On
|
5/20/2007
|
|
Copyright
|
Image courtesy of Jim Webb/NGS
|
 |
From: Monster Storms Mission 3: The Chase (pp: 64,65) |
 |
|
|
Predicting Severe Weather In this field assignment, students are challenged to use tools they have built to help them collect and analyze weather data. They then use their data to determine if a severe storm will form in their community in the next 24 hours. |
|
|
 Recall that your mission is to alert your community to the threat of thunderstorms and tornadoes by tracking elusive clues in the atmosphere. Now that you’ve been fully briefed, it’s time to complete your mission and alert your community to the threat of a severe storm. When Tim Samaras looks for severe weather, he analyzes many types of data in order to identify the location of the dry line. Then, he and his team race toward the storm. You will analyze the weather data you collect and determine, just as Tim does, whether a storm will develop in your community.  | Mission 3 Argonaut Field Assignment Video
Join the National Argonauts as they chase storms with Tim Samaras. See how they prepare to go into the field, collect critical weather data, and predict a storm in Denver, Colorado. |
|
| Materials |
| | | | | | | | | | | - digital camera (optional)
| |
|
| Field Preparation |
Analyze Map 1 as directed and answer the questions below.
- Use the dew point data to locate the dry line. Draw the dry line on your copy of Map 1.
- Shade the side of the dry line on which severe weather is most likely to develop.
- Explain how you chose the area where severe weather is most likely to develop.
- Why is severe weather most likely to develop close to the dry line?
- What is the significance of the dew point on the map?
Now study Map 2 and answer the following questions.
- In which direction is the wind blowing in the area that has the highest risk of severe weather?
- Are air masses converging? Explain your reasoning.
- List the most important factors to consider when determining the likelihood of severe weather. Why did you choose those factors?
|
|
| Mission Challenge |
Using the tools you have built to gather weather data, design a procedure for collecting data near your home. Use the data to help you forecast whether severe weather will occur within the next 24 hours. Also be sure to use the cloud spotter wheel to help you identify the clouds you see. Go to the JASON Mission Center to download this resource. Use the questions below to help you make some decisions.
- What information do you need to collect?
- When and where will you gather data?
- How many times do you need to collect data?
- If you have access to a digital camera, take photos of the cloud cover you observe every time you collect data.
After you have developed your procedure, perform your data collection. Be sure to record your procedure, materials, and all measurements you take. Write a forecast based on your collected data. Will it storm overnight? In the morning? Later tomorrow afternoon? Not at all? Report your forecast to others in your household. Be sure to have an adult sign your forecast so that your teacher will know that you’ve completed your work!
Back at mission control (your classroom), post your data on the map your teacher provides. Be sure to use the weather symbols you’ve learned so far!
|
|
| Mission Debrief |
Now that you have completed the action part of the mission, let’s see whether you have obtained the knowledge that you need to accomplish your goal.
- Was your local weather forecast accurate? Why or why not?
- What information would have helped you make a more accurate forecast?
- How did the clouds you observed (or the lack of clouds) affect your forecast? Use photos, if you have them, to support your forecast.
- If energy is associated with heat, light, and electricity, explain how energy is moved around in Earth’s atmosphere through weather events.
- Storms are a natural part of Earth’s processes, but sometimes they are harmful to people and cause damage to the environment. How are storms helpful to people and the environment?
 |
Journal Question
What should people think about before they build homes and businesses or plan activities in places where monster storms are common? Explain your answers. |
|
|
|
 |
|
 |
|
 |
|
|