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Making the Invisible Visible: Improve Your Teaching about Weather … · 2019-07-26 · weather...
Transcript of Making the Invisible Visible: Improve Your Teaching about Weather … · 2019-07-26 · weather...
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Making the Invisible Visible:Improve Your Teaching about Weather &
Climate
Dr. Mike PassowLamont-Doherty Earth Observatory of Columbia University
andHoughton Mifflin Harcourt Consulting Author
• NSTA STEM SF 2019
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What are your earliest weather memories?
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We are affected by weather every day, wherever we live.
“Weather determines how we dress—Climate determines what we buy.”
Weather elements include:
• Temperature
• Barometric pressure
• Wind speed and direction
• Humidity and dew point
• Clouds
• Special conditions such as lightning and fog
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What causes our weather? (1)
• AIR MASSESlarge bodies of air with similar temperatures & moistures at any
height
https://earth.usc.edu/~stott/Catalina/WeatherPatterns.html
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What causes our weather? (2)
• WEATHER FRONTS
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What causes our weather? (3)
• Low pressure (cyclones) and High pressure (anticyclones) systems
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What other factors affect weather & climate?
Mountain (orographic) effects Lake effect snows
Storms
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Monitoring weather local to global
Surface Observation systems
Radar
Satellites
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How are weather forecasts made?
Surface observations
Weather radar Research assessment
Weather satellites
Computer algorithms
Forecasts
General public(TV/radio, web sites, newspapers, special services)
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How can you observe weather in your classroom?• Web-based weather monitoring
National Weather Service https://www.weather.gov/
NWS/other cell phone emergency warning networks
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• Local and national TV & radio
• Other networks—ex: CoCoRahs, GLOBE , Oklahoma Mesonet
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Discussion stop 1
8 minutes
• How can your school get more reliable weather and climate information on which to make operating decisions?
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What weather ‘skills’ should your students learn? • Station models—interpreting and creating
• Weather maps
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• Radar images • Satellite images
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How can you observe weather in your classroom?• School-based weather instruments
What instruments should you have?How should they be mounted?In what ways should you share the data?
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Should you join a weather reporting network?
• https://www.wunderground.com/weatherstation/overview.asp
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Discussion stop 2
8 minutes
• How can you incorporate hands-on and web-based weather info into your curriculum?
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Suggestions for Class
Activities and Projects
“do-now” – Collecting daily weather and almanac
(sunrise/sunset/ moonrise/moonset/phase) data
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• Natural Hazards Group Project
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School and local “weather clubs”
• Every school has “weather weenies”Give them an organized outlet for their interest with a school clubLet them make announcements at the end of the day
• Bring in Professional and/or amateur expertsNWS WCO (Warning and Coordination Officer) and other outreachAMS local chapters and weather clubs
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Discussion stop 3
4 minutes
• What will you do to tap into NWS, AMS, and other resourcesto support your students’ (and your) interests in weather?
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Teaching about Climate
• “Climate determines what you buy, weather decides what you wear”
• “Climatology” focuses on long-term (30-year or more) averages andextremes
• Current climate statistics based on 1981-2010 – will adjust in 2020
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Discussion stop 4
4 minutes
• What will you do to tap into NWS, AMS, and other resourcesto support your students’ (and your) interests in climate and climate
change?
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NGSS: Where and how should we teach weather & climate?
From the earliest grades, we need to help students learn about weather.
• K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.
• K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
• 3-ESS3-2 Obtain and combine information to describe climates in different regions of the world.
• 5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
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Middle School students can handle more complex ideas
• MS-ESS-1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
• MS-ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity.
• MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.
• MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
• MS-ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
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High School should complete preparation for lifelong learning and becoming a scientifically-literate citizen
• HS-ESS2-2 Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth Systems.
• HS-ESS2-4 Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
• HS-ESS2-6 Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
• HS-ESS3-1 Construct an explanation based on evidence for how the availability of nature; resources, occurrence of natural hazards, and changes in climate have influence human activity.
• HS-ESS3-5 Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
• HS-ESS3-6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
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Discussion stop 5
4 minutes
• How are your school and District preparing to meet these NGSS expectations?
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HMH Resources
For students
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Questions?
• Dr. Mike Passow
Earth2Class WorkshopsLamont-Doherty Earth Observatory of Columbia University
and
Houghton Mifflin Harcourt Consulting Author