Storm Science Activity Book...Wise Wrap-Up, discuss this stage of lightning activity as a class....

Over 20 Reproducible Lightning Science Worksheets

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Storm Science Activity Book

The Science of History’s Most

Catastrophic Lightning StormsThrill Students

with the SubjectsThey Love!

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When does lightning strike the ground? W

hen electrical charges build up on Earth as a thunderstorm

passes overhead. These charges are opposite from charges at the bottom

of the storm

clouds. Opposite charges attract. The opposite charges in the cloud and on

the ground “reach” toward each other. W

hen they meet, they create a path for lightning to

strike. Each flash of lightning is no wider than a person’s thum

b. Still, it may travel for m

iles, and it carries a huge am

ount of electricity. Lightning’s power can explode bricks and trees.

It can kill people, too.

Lightning Strikes!

© Learning Resources, Inc.

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Many photographs, like this one, show

how beautiful lightning can be. It can show

up as a jagged streak, or a bright flash, or a show

er of bead-like lights. Lightning is not only beautiful, it’s dangerous. It kills about 100 people each year and injures several hundred m

ore. People struck by lightning often pass out, stop breathing, get burns, and suffer heart attacks. People can stay safe during a thunderstorm

by staying indoors, away from

objects that attract lightning, like metal objects, electric

appliances, and water.

Lightning:

Dramatic, But

Deadly


Introduction

Weather makes a great subject for study. It’s always happening just outside the window, and it’s always changing. Weather affects us all, daily and seasonally. It ties into many areas of our lives—and, as a result, many areas of the school curriculum.

Weather Wise activity books focus on weather’s dramatic, disastrous side. They teach students the science behind various weather phenomena, as well as their social impact. Activities are designed to support National Education Standards; they cover such concepts as weather patterns, measuring and quantifying data, science and technology, personal health and safety, and natural hazards and associated risks.

Each Weather Wise book kicks off with four pages of full-color photographs. Each image captures an important aspect of a severe weather event. The photographs may spark discussion about students’ personal experiences, or about a recent event that made the news. And, they can spark curiosity about why severe weather happens.

Students discover the answers to their questions as they read a story about how a severe weather event gets its start, what happens as it unfolds, and what happens when the weather clears. Each activity contains a paragraph of information that tells part of the story. This is followed by a hands-on activity to further explore concepts covered in the storyline.

In Weather Wise: Striking Lightning!, students read about the dramatic effects of a thunderstorm and its lightning. The book is organized into three units:

Unit 1: Setting the Stage for Lightning

Unit 2: Lightning Strikes

Unit 3: After the Storm

Each unit contains teaching notes that provide tips for presenting activities, as well as ideas for science fair projects. The six activities in each unit integrate science, math, social studies, geography, and language arts. Students practice using science tools and technology, on an individual and group basis. A quiz at the end of each unit allows for assessment of student learning.

Lightning is one of nature’s most breathtaking displays. Your students will enjoy learning more about this awesome weather event. They will be more aware of severe weather and its risks. And, they will have a foundation to explore more general topics, such as clouds, rain, climate, and weather prediction.

So enjoy this handy resource book! We hope it allows you to learn all about lightning from the safety of your classroom!

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6

Getting StartedA good way to present the material in this book is to set up an experience

station. Start by stocking the station with materials about the water cycle, thunderstorms, cloud types, lightning, electricity, and weather forecasting.

You might wish to create a display from the photos at the beginning of this book. Include a copy of the Lightning Safety Smarts handout (pages 30-31), and make copies for students to use throughout the activities.

Begin with a discussion about thunderstorms and lightning. Generate a list of what students know and what they would like to know. Share the photos at the start of this book, along with the information on each page. Explain that students will have a chance to follow the story of a thunderstorm, from beginning to end. They will perform experiments and other activities to better understand this awesome weather event. Introduce students to the experience station; allow them free time to explore it. Tell students they will be involved in adding to the station over time.

Teaching the UnitBegin each lesson by reviewing the storyline and defining vocabulary terms (which appear in boldface).

Lesson 1: Be sure students understand the concept of density. Discuss density in terms of objects that sink

or float (rise, in the case of air). You can substitute a solution containing 1 tablespoon dishwashing liquid mixed with !! cup water. Have students work in groups. Students will observe that after they dip their cold bottles in the soap, a soap bubble forms immediately. This is because air inside the bottle was warming up, causing it to expand, become less dense, and rise. Once the air in the bottle stops warming rapidly, it fails to “blow” a soap bubble.

Lesson 2: Before students do this activity, be sure they understand evaporation and condensation. Discuss such

examples as disappearing puddles, “sweat” on cold glasses, and humidity. If possible, include a diagram of the water cycle. Have students work in groups. Students will see beads of water form inside the glass bottle, near its mouth. Water has evaporated off the hot water surface. Upon coming in contact with the cold ice cube, the air cools and loses its moisture, which condenses in the form of drops. This is comparable to cloud formation.

Lesson 3: If possible, have photographs of different types of clouds available for this activity. You might also

allow time for students to observe clouds in the sky on the day you are doing this activity. See the answer key for a labeled diagram for the activity

Lesson 4: Students should recognize that Florida experiences the most thunderstorm days. This is

because its warm, wet air is plentiful (it comes from the Gulf of Mexico). States that experience the fewest thunderstorm days are mainly in the Pacific Northwest: Washington, Oregon, California, and the western edges of Montana, Idaho, Nevada, and Arizona. Discuss thunderstorm activity in your state.

Lesson 5: Before presenting this activity, be sure students understand the concept of electrical charges and

attraction between opposite charges. Depending on the grade level you teach, you might also discuss atoms and their structure, the gain and loss of electrons, and ions. You might also include a discussion of static electricity if students are familiar with this term. Have students work in pairs. They will see that the scraps of paper stick to the comb after it has been rubbed on the wool. They may even notice a spark (which is further explored in the next activity). This is because the comb is electrically charged, and creates an opposite electric charge in the paper. Rubbing the wool causes the atoms in the comb to become charged. See the answer key for a labeled diagram from the final activity.

Lesson 6: This activity works best on a dry day. Have students work in pairs for the first part of the activity.

You can present the second part of the activity as a demonstration if you don’t have enough portable radios. In both experiments, students will observe a spark of light passing between the pie tin and the object it is held near. This is similar to lighting sparking from a cloud. Rubbing the wool socks against the carpet created a charge in the student’s body, which was passed through the pie tin. An opposite charge built up in the student partner and in the radio antenna. The person sitting feels a “shock.” The radio signal weakens.

Once students complete all the lessons and the Weather Wise Wrap-Up, discuss this stage of lightning activity as a class. Predict what will happen next.

Unit 1: Setting the Stage for Lightning Teaching Notes

Science Fair Starters1. Create a hands-on display from Lesson 5

or Lesson 6. Or, use a balloon, which can be rubbed against a person’s hair.

2. Research Benjamin Franklin’s famous lightning experiment in 1752, as well as his invention of the lightning rod, and create a model that explains each.

3. Create a display involving cloud identification and weather forecasting.

Name:

A STORM IS RISING

Skies are still clear, but a thunderstorm is taking form. The heat of the day has warmed a large mass of air close to the Earth’s surface. This air was very moist. As the air warmed, it expanded. It also became less dense and began to rise. Now, the warm air is mixing with cooler air high above the ground. The warm air is cooling down. It cannot hold as much moisture. The moisture has to go somewhere.

Experiment to observe how air expands and rises as it’s heated.

You’ll need: empty 2-liter plastic bottle, freezer or cooler, timer, bubble-blowing soap

1. Place an empty soda bottle in a cooler or a freezer for ten minutes.

2. Pour a small amount of bubble blowing soap into a bowl.

3. Take the soda bottle out of the cooler or freezer. Dip the mouth of the bottle into soap as shown. Be sure a film of soap covers the opening.

4. Stand the bottle on the table. a. Watch what happens. Explain what you see.

b. How did the air inside the bottle change? How does this explain your results?

c. What evidence do you have that warm air takes up more space than cold air?

d. Let the plastic bottle sit for 10 minutes at room temperature. Repeat your experiment. How do your results change? Why do you think so?

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Lesson 1

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Name:

CLOUDING AROUND

The air’s moisture is an invisible gas called water vapor. When liquid water at the Earth’s surface was warmed earlier in the day by the sun, some of it evaporated. It became water vapor in the air. Warm air can hold more water vapor than cold air. As this mass of warm air cools, its water vapor condenses. It turns back into a liquid, in the form of tiny water particles. These particles gather to form clouds.

Make a model to learn more about how clouds form.

You’ll need: glass bottle, ice cube, hot water

1. Pour one cup of hot water into a glass jar.

2. Carefully place an ice cube on top of the jar’s opening. It should rest on top as shown.

3. Watch the jar for a few minutes.

a. What happened inside the jar?

b. Where did you see this happen?

c. Explain your results. Think about hot and cold air.

4. Show how this experiment models the way clouds form. Label the picture below. Read the steps listed. Write the letter for each step in the correct place in the picture.

a. hot air evaporates and rises

b. hot air meets cold air and loses heat

c. water vapor condenses and water droplets form clouds

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Lesson 2

Name:

CLOUD CLUES

The size and shape of a cloud depends on how much moisture is available to “feed” its growth. The greater the moisture, the bigger the cloud. The clouds that appear now look puffy and white, like balls of cotton. They are called cumulus clouds. They don’t look very threatening at first. But then, things change. Water vapor continues to condense. This action creates heat energy that warms the air inside the cumulus clouds. Warm air rises. So, the clouds grow taller and taller. In about 10 minutes, they’re more than six miles (9.5 km) tall! The clouds grow darker, and they flatten out at the top and bottom. They’ve turned into cumulonimbus clouds, or thunderheads.

Learn to identify different kinds of clouds.

Cloud names describe a cloud’s shape, height, and ability to make rain or snow. There are three basic names for clouds: cirrus: feathery streaks cumulus: white puffs stratus: layered blankets

Cloud names may contain other words, too:1. The word “alto” means the cloud forms at 6,000 to 20,000 feet (1,830 to 6,100 m). 2. The word “cirro” means the cloud forms above 20,000 feet (6,100 m).3. The word “nimbo” or “nimbus” in a cloud name means it is dropping rain or snow.

Scientists describe clouds using combinations of all the above words. They have identified more than 100 types of clouds! Use this naming system to identify five cloud types shown in the picture above. Use the names listed here:

cirrus cumulonimbus cirrostratus cumulus altostratus

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Lesson 3

20,000 Feet–

a.

b.

c.

d.

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(6,100 m)

(4,575 m)

(3,050 m)

(1,525 m)

Name:

TO STORM OR NOT TO STORM

Inside the giant clouds, winds whip around at speeds up to 100 miles (161 km) per hour. Particles of water and ice are blown into each other. They join together, growing bigger and heavier. Eventually, some are too heavy to float in the air. They fall as raindrops. The National Weather Service keeps an eye on the clouds. They use radar equipment and satellite pictures to track the growing storm. It’s the height of summer when thunderstorms are most common.

Study thunderstorm activity across the continental United States.

Look at the map below. It shows annual thunderstorm activity across the continental United States. Use the legend to answer questions about the map.

Annual Number of Days with Thunderstorms

a. Which state experiences the most thunderstorm days each year? Why do you think so? Think about weather conditions needed to form thunderstorms.

b. Which states experience the fewest thunderstorm days? c. How many thunderstorm days take place in the state of your choice on average each

year? d. How many days are in a year? If thunderstorms happen more than 100 days

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Lesson 4

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Name:

CHARGING UP

Strong winds inside the storm do more than create raindrops. They also create electricity inside the clouds. As particles of water and ice bump into each other, a chemical reaction takes place. As a result, each particle builds up electricity, or a charge. The charge is either positive or negative. Positively charged particles gather at the top of the cloud. Negatively charged particles gather at the bottom of the cloud. Just like a pair of magnets, these opposite charges attract each other. Eventually, the attraction is so strong, giant sparks of electricity leap between the top and bottom of the cloud. Each spark is a bolt of lightning.

Experiment with electric charges to learn more about lightning.

You’ll need: comb, wool object such as scarf or sweater, torn up scraps of paper

1. Tear a piece of paper into tiny scraps. Place them in a pile on a table.

2. Firmly rub a comb across a wool object several times.

3. Touch the comb to the paper scraps as shown.

a. What happened? b. Why do you think so?

c. Do you think the electric charge in the comb was the same as or opposite from the electric charge in the piece of paper?

Why?

d. How do you think rubbing the comb on the wool created an electric charge in the comb?

e. Read the storyline above once again. Use the information to complete the diagram at the right. Show where positive and negative charges build up inside a thunderstorm. Use a minus (-) sign to show negative charges. Use a plus (+) sign to show positive charges.


Lesson 5

Name:

LIGHTNING IS BORN

Most lightning flashes high up in the clouds. Some lightning strikes the ground, too. The negative charges at the bottom of the thunderstorm have affected objects on the Earth below. They have become positively charged. This charge on the ground is pulled toward the opposite charge in the clouds above. Wherever the attraction grows strong enough, a pathway opens for lightning.

Demonstrate how electricity travels as a spark between objects.

You’ll need: wool socks, metal pie tin, carpeted floor, portable radio

1. Take off your shoes. Put on a pair of wool socks. Have a partner sit on the floor.

2. Turn off the lights and shade the windows to darken the room.

3. Hold a metal pie tin in one hand.

4. Walk around on a carpeted floor, always moving forward and never lifting your feet.

5. Stop near your partner. Slowly move the pie tin closer to your partner without touching him or her.

6. Try this experiment again. This time, turn on a portable radio and pull up its antenna. Move the pie tin near the radio’s antenna.

a. What happens in both experiments?

b. What do you think you are seeing?

c. How is this like lightning?

d. Why do you think this happens?

e. How did your partner feel?

f. What happened to the radio signal when the pie tin came near the antenna?

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Lesson 6

Name:

WEATHER WISE WRAP-UPUse what you have learned in this unit to complete this page.

1. Mark each statement true or false. a. Warm air is more dense than cold air. T F b. Water vapor is another name for a raindrop. T F c. The word “nimbus” in a cloud name means it is dropping rain or snow. T F d. Electric charges are either positive or negative. T F e. Opposite charges do not attract each other. T F

2. Circle the correct answer.

a. Water vapor forms when water: A. condenses B. evaporates C. creates clouds D. falls as rain

b. Another name for a thunderhead cloud is: A. cirrus cloud B. stratus cloud C. cumulonimbus cloud D. nimbostratus cloud

c. A basic name for a cloud is: A. cirrus B. stratus C. cumulus D. all of these

3. Circle the diagram that correctly shows how charges build up inside a thunderhead cloud.

4. Write about how lightning happens.

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Unit 1: Setting the Stage for Lightining

+++– – – +++– – – +++

– – – – – – ++++++

++++++– – – – – –

++– –++– –++– –++– –

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Getting StartedAdd materials that were generated in Unit 1 to the thunderstorm and

lightning experience station. Gather information about the following topics to use for discussion and at the experience station: lightning, electric conductors and

insulators, thunder, severe weather preparedness, articles about lightning’s effects, such as power outages, forest fires, and impacts on air travel.

As a class, discuss what students expect will happen next in the thunderstorm story. Share thoughts about what students would do if facing a thunderstorm and how it would make them feel.

Teaching The UnitBegin each lesson by reviewing the storyline and defining vocabulary terms (which appear in boldface).

Lesson 1: Many books about lightning include diagrams to explain stepped leaders and return strokes. Show

such a diagram to students to help them understand the storyline. Help students locate photographs of different types of lightning after they complete this activity.

Lesson 2: Your explanation about topics such as conductors and circuits will depend on the grade

level you teach. Be sure students understand the basic concepts before presenting this activity. Also, you will need to purchase a continuity tester (and an “AA” battery) for each student group to use. These are available at an electronics or home improvement store at a low cost (usually under $5.00). Be sure students know how to use the tester. Remind them to be careful of the sharp metal tip. Help them choose their own object to test. Students will find that the foil, paper clip, penny, nail, and stainless steel fork conduct electricity. They are all made of metals, which are good conductors. Discuss the hazards of being electrocuted by appliances.

Lesson 3: Discuss the story as a class, and ask students to support their answers (which they can determine by reviewing the storyline and information from the Lightning Safety Smarts pages). Students should recognize that lightning reaches tall objects first, making them better targets. Allow time for students to share their stories or drawings.

Lesson 4: You may wish to do this activity outside, so the noise will not disturb other classes. Allow students

a few days to collect objects that might make good “thunderstorm music.” Ideas to try might include: clapping hands, blowing air, playing a rain stick, playing a drum, shaking a thin metal sheet, drizzling rice on a metal surface.

Lesson 5: You can do this activity without listening to an actual thunderstorm or recording of one, if needed.

Simply supply data to plug into the formula. Students should recognize that the time from “flash to bang” grows shorter as a storm gets closer. If you see a lightning flash, but don’t hear sound, the lightning must be very far away; lightning never happens without thunder. According to the”30/30” rule, thunderstorms can become dangerous when they are as far as six miles away. This is because lightning can strike before clouds pass over.

Lesson 6: Help students decide what they would like to report about. Students may know of other effects of

lightning they would like to research. You might mock up a newspaper containing all the students’ articles to complete this activity.

Once students complete all the lessons and the Weather Wise Wrap-Up, discuss this stage of lightning activity as a class. Predict what will happen next.

Unit 2: Lightning Strikes Teaching Notes


Science Fair Starters1. Create a hands-on display based on

Lesson 2.

2. Design another way to light a bulb by using a conductor to complete a circuit.

3. Set up a display that runs videotape of a storm and teaches the formula for calculating distance between the listener and the storm.

Name:

INSIDE A LIGHTNING STRIKE

Lightning is flashing everywhere now. During every flash, several things happen very quickly. First, an invisible stream of negative particles “leaks” from a cloud toward the ground. It’s called a stepped leader. The stepped leader attracts positively charged particles from some point on Earth. These particles stream upward to meet the leader. When the two streams meet, they make a path for lightning to travel. The path is called a return stroke. The process takes just a few hundredths of a second! One flash of lightning may contain several sets of leaders and return strokes. They give lightning its flickering appearance.

Learn about different kinds of lightning

1. Lightning takes three basic paths: cloud-to-cloud, cloud-to-ground, or intracloud (inside one cloud). Draw a picture to show each path lightning might take. Label each picture.

2. Read about the six main lightning shapes below. Decide which kind of lightning is shown in each picture and write its name underneath. Can you find actual photos of these types of lightning?

Streak lightning: A single, jagged line of lightning Forked lightning: Lightning branches and strikes at several points, because leaders and return strokes travel different paths during the lightning flash Ribbon lightning: Strong winds blow return strokes from side to side, making the flash appear like a wider path of light Sheet lightning: Clouds blur the view of the flash, creating a glowing white light in the sky Bead lightning: Parts of the flash fade out, leaving pearl-like areas of light in the sky Ball lightning: A very rare bright red or yellow ball that floats in the sky or darts around

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Lesson 1

cloud-to-cloud cloud-to-ground intracloud

Name:

ELECTRICITY ON THE MOVE

Each time lightning strikes the ground, it delivers an amazing amount of electricity. The average flash of lightning could power a 100-watt light bulb (like one used in a lamp) for more than 3 months! That’s why trees, bricks, and other objects sometimes explode when lightning strikes them. Some objects struck by lightning will pass their electricity on to whatever else touches them. This is because they are made from materials that are good conductors of electricity. Metal and water are good conductors. If lightning strikes a metal object or a body of water, it will conduct electricity to objects around it.

Test materials to see if they are good electricity conductors.

You can test to see if a material is a good conductor using a continuity (KAHN-tih-NEW-uh-tee) tester. This is a piece of equipment with a metal tip at one end and a metal clip attached to a wire at the other end. The clip is placed on the material to be tested. The tip is touched to the material. If the material conducts electricity, a bulb lights in the middle of the tester. If it doesn’t conduct electricity, the bulb won’t light. Conductors complete the electric circuit, or pathway, needed to send electricity to the bulb.

You’ll need: continuity tester from your teacher, aluminum foil, eraser, paper clip, penny, nail, sponge, rubber ball, plastic fork, stainless steel fork, your choice

Test the objects in the table below to see if they are good conductors. For each test, attach the metal clip to the object. Then, touch the metal tip to the object as shown. Record your results in the table.

List the objects that are good conductors:

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Lesson 2

Object Tested Light Bulb Goes On? (Y/N) Conducts Electricity? (Y/N) aluminum foil

eraser

paper clip

penny

nail

sponge

pencil

plastic fork

stainless steel fork

your choice:

Name:

BOOM, BOOM, CRASH

The lightning adds more than a dramatic look to the thunderstorm. It also adds the noise of thunder. Each lightning flash instantly heats the air around it to more than 50,000° Fahrenheit (27,760° C)! Such powerful heat makes the air explode! The exploding air crashes into colder air nearby, which causes sound vibrations, or thunder. Cracks, booms, and rumbles fill the air. At times, the ground even shakes.

Recreate the sounds of a thunderstorm in your classroom.

You’ll need: access to a thunderstorm or a recording of one, objects that make sounds like thunder, wind, and rain

1. Listen to the sounds of a thunderstorm. What do you hear?

2. Think about ways to make your own thunderstorm “music.” You might use your body. You might use musical instruments. You might make instruments from classroom or household objects. Spend some time experimenting to get the sounds you want. Record what you did in the table below. Then, put on a thunderstorm concert as a class!

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Lesson 3

Object Tested Noise Expected(Wind, Rain, Thunder)

Successful Sounds?(Yes or No)

Name:

STRIKE ZONES

The National Weather Service issues a thunderstorm warning. People are told to get indoors. They’re reminded not to wait until they see rain. Lightning might strike even before rain begins. Anyone outside is warned to stay away from tall objects, where lightning usually strikes first. Examples include trees, telephone poles, and rooftops. People are also reminded to stay away from water and metal objects, which are good conductors of electricity.

Identify ways to stay safe during a thunderstorm.

Review the safety tips on your Lightning Safety Smarts handout. Read the story below. Mark each sentence that is about something Lucy did wrong with an X. How many marks did you make? .

Lucy floated in her grandma’s pool. She had it all to herself today. Dark clouds swirled in the sky above her. Lucy saw lightning flashing far away. There was no sound of thunder. There was no rain either. Lucy decided to hang out in the pool a little longer Soon, it did begin to thunder and rain. Lucy lived six blocks away. When she had walked over, it had been sunny. Now, it was pouring. Lucy ran into her grandma’s house to get an umbrella. She thought about turning on the TV to catch the weather forecast. Instead, she started to walk home. Lightning flashed all around. It was really raining hard now. Lucy decided to wait for awhile under a tree. Maybe the rain would lighten up in a minute or two. When it didn’t, Lucy ran out under her umbrella again. She decided to take a short cut through the baseball field. It meant climbing a fence, but it would save time. When Lucy got home, she felt cold and tired. She decided to take a shower. Afterward, she turned on the television. A message flashed across the screen. It said something about a thunderstorm warning. Did that mean for her town? Lucy wasn’t sure. She flipped off the TV and started to blow her hair dry. The dryer died before she was through. She noticed the lights had gone out and so had the clock. Lucy checked every room, switching on lights and other stuff. No power. What to do now? Lucy decided to call her friend. Maybe her power was out, too. They could hang on the phone until the power came back on.

1. Why do you think tall objects are most likely to be struck by lightning? (HINT: Turn back to the explanation about lightning on page 15).

2. Write your own version of this story or one like it. In your story, show how the character makes good decisions to stay safe during a storm. You might draw a picture to tell your story instead.18



Lesson 4

Name:

HOW FAR AWAY?

People watch the lightning and listen to the thunder outside. They can tell the thunderstorm is getting closer. Lightning flashes more often. The thunder grows louder. Many people do some simple math to tell how far away the storm is. They count the number of seconds between seeing a flash of lightning and hearing its thunder. They divide this number by five. The answer tells them how many miles away the lightning is striking.

Calculate the distance between you and a lightning strike.

You see lightning before you hear thunder, because light travels much faster than sound. Sound travels about 1 mile ( 1.6 km)in 5 seconds. You can calculate how far away lightning is by using this formula: Seconds from “flash to bang” ÷ 5 = distance to lightning

You’ll need: timer, access to live storm or video of storm

1. During a thunderstorm, watch for a flash of lightning. 2. Using a watch or clock, count the number of seconds between when you see the lightning

and when you hear the thunder. If you don’t have a watch, count “One-one thousand, two-one thousand...”

3. How many seconds did you count? Divide this number by five. The answer is the number of miles/km away the lightning struck. mile (km).

a. If the storm were getting closer, how would the time recorded between lightning and thunder change?

b. Imagine seeing a flash of lightning. You hear thunder 10 seconds later. How many miles/km away did the lightning strike? miles

c. If lightning strikes 5 miles (8 km) away, how many seconds will pass before you hear thunder? seconds.

d. Have you ever heard of “heat lightning?” People sometimes say they see heat lightning when they don’t hear any thunder afterward. They might think the lighting is not part of a thunderstorm, but is somehow caused by heat. Do you think this is correct? Why or why not?

4. A good rule to remember is the “30/30 Rule:” Go inside if you cannot count to thirty between seeing a flash of lightning and hearing thunder. Stay inside thirty minutes after you see the last flash of lightning. According to this rule, how close is a storm when it becomes dangerous? Use your formula to find the answer. miles. 19

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Lesson 5

Name:

LIGHTNING IN OUR LIVES

The thunderstorm is the top story in the news. One reporter talks about cancelled flights at the airport. Many flights still head out, thanks to lightning safety systems built on airplanes. Another reporter visits a neighborhood where lightning knocked out the power. Homes are dark and streetlights are out. A helicopter flies over a fire started in the National Park nearby. The fire began when lightning struck a tree, making it explode into flames. Fires like this burn up 2 million acres of forest each year.

Imagine reporting about the effects of lightning after a storm.

Read the storyline above once again. Imagine you are a news reporter covering the storm’s effects. Choose one of the events to report on. Follow a journalist’s formula of explaining “Who, What, Where, When, Why, and How.” Do your own research to find information that helps you answer these questions.

1. Write a headline to capture reader interest:

2. List some of the people you would interview for your story:

3. Write your story in the space below.

20


Lesson 6


Name:


1. Fill in the blanks to complete these lightning facts.When lightning flashes inside one cloud, it is called lightning. Lightning that looks like a white glow in the sky is called lightning. When lightning flashes, it heats up the air, making air . This is what causes . As a thunderstorm moves closer, the time between flashes of lightning and sounds of thunder grows .

2. Mark each statement true or false. a. A conductor is a material that is good at passing on electricity. T F b. Metal objects are good conductors. T F c. It is possible to see a flash of lightning but not hear any thunder. T F d. Sound travels about 10 miles every five seconds. T F e. If you count 10 seconds from “flash to bang,” lightning is striking two miles away. T F

3. Write one thing you should not do if you are outside during a thunderstorm.

4. Draw and label one kind of shape lightning can take.

5. Explain the “30/30” rule.

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Unit 2: The Hurricane Hits

22

Getting StartedAdd materials that were generated in Unit 2 to the thunderstorm and

lightning experience station. Gather information about the following topics to use for discussion and at the experience station: folktales and mythology related to

thunderstorms and information about lightning, lightning victims, CPR, lightning research.

As a class, discuss the answers to questions included in the quiz on page 29 as a culminating activity.

Teaching the UnitBegin each lesson by reviewing the storyline and defining vocabulary terms (which appear in boldface).

Lesson 1: As you present this activity, ask students to share any ideas they had about thunder and

lightning when they were young children. Most books about lightning include a reference to lightning or thunderstorm myths and folktales, and students can get started this way. Allow students time to share their original stories, and act one out if appropriate.

Lesson 2: Before presenting this activity, you might wish to contact the American Heart Association to arrange

for someone who is trained in CPR to demonstrate the method to the class. Begin the activity by discussing students’ answers to the first question. When discussing CPR, remind students that 1) CPR should only be performed by someone who has been trained (certified) to do it, and 2) It’s dangerous to practice CPR on an actual human. If possible, let students practice on a doll or a model you make from stuffed clothing and a mask. Answers to CPR questions: Cardiopulmonary Resuscitation; chest compressions and mouth-to-mouth; age affects the ratio of chest compressions to breaths given; neck; the sternum is the breastbone (help students locate the breastbone, and read CPR guidelines to show them hand position for chest compressions); answers will vary.

Lesson 3: Students should recognize that Florida has the most lighting-related deaths. Nevada has the fewest.

If necessary, help students decide the minimum and maximum values that make the most sense for the categories in their color code legend.

Lesson 4: Before presenting this activity, you may wish to send a letter home with students explaining the

activity’s purpose. Most students have probably experienced a power outage; if it isn’t possible to do the activity at home, they can share memories from a previous experience. Allow time for students to share their experiences.

Lesson 5: Help students locate web sites that show “real- time” maps of lightning activity. One good site to

visit is: http:www.intellicast.com/LocalWeather/World/ UnitedStates/NationalLightning/ (NOTE: the URL address may have changed since this book was printed).

Lesson 6: NOTE: You may wish to use information from word problems to develop extension questions that are

more complex for older students.

Unit 3: After the Storm Teaching Notes


Science Fair Starters1. Research and present information about

the effects of lightning on the human body.

2. Create a display about the techniques of CPR, including how to check a pulse and how to determine if a victim is breathing.

3. Create a display allowing someone to visit a web site to observe current lightning activity.

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23

Name:

THE STORM DIES

The thunderstorm is moving out of the area. First, the lightning and thunder stop. Then, the rain begins to let up. Most people are glad it’s ending. Bad weather has a way of ruining plans. The noise and lights also upset young children and pets. They don’t understand thunder or lightning. Some parents tried to make the storm less scary for their kids by making up stories. They might have told them, “Thunder happens when someone goes bowling up in the sky.” Or, they might have shared an old myth people believed about bad weather before they discovered the science behind storms.

Read about myths involving lightning, then write one yourself.

Find a fairytale, folktale, or myth that includes a description of thunderstorms. You might research ancient Greek and Roman stories. People of those times believed everything happened because of one god or another.

Try your own hand at making up a story to explain why thunder and lightning happen. Be as creative as you can. Write your story in the space below.


Lesson 1

Name:

STRUCK BY LIGHTNING

The thunderstorm caused one very serious problem. A man has been struck by lightning. Actually, lightning struck his golf club. The metal club conducted the lightning’s electricity into the man’s body. The man lost consciousness and stopped breathing. Some of his clothes were blown right off his body, which was burned where the lightning passed in and out. Luckily, the man’s friend knew CPR. He knew lightning victims can be handled safety. The friend worked on the man until help arrived, which saved his life. Two out of three people indirectly struck by lightning do survive.

Learn more about people struck by lightning and how to help.

Look at the list below. It shows a few things people were doing when lightning hurt them or killed them.golfing using a bank teller machine camping jogging standing by a refrigeratortalking on a cordless phone boating watching a rodeo cleaning a storm drain

Think about your own experience with thunderstorms. Have you done one of the things listed above during a thunderstorm? How did people around you react? Did anyone take action to make you safer? Write about it.

Being struck by lightning can cause a person to stop breathing. His or her heart might stop. The person will die quickly without oxygen. Doing CPR helps get oxygen to the heart, lungs, and other major organs. Read the questions below. If you don’t know the answers, research them on your own.a. What does CPR stands for? b. What are the two main actions involved in CPR? c. How does CPR action depend on a person’s age? d. Where do you take a person’s pulse? e. What is another name for sternum? Can you find the sternum on your own body? f. Who do you know that has been trained to do CPR? g. Get a feel for what it takes to do CPR. Work with your teacher to practice

basic steps of CPR on a doll. Write about what it is like.


Lesson 2

24


Name:

KILLER STORMS

The lightning victim’s friends and family are shocked to hear about his accident. They have heard about lightning striking people, but it has never happened to someone they know. This isn’t surprising. The chances of being struck by lighting are about 600,000 to 1. Still, lightning kills about 100 people each year and hurts several hundred more.

Learn more about the deadly effects of lightning.

Look at the map below. It shows information collected by The National Weather Service from 1959 to 1994. Each number stands for the total number of people killed by lightning during that time.

a. Which state recorded the greatest number of deaths?

b. Which state recorded the fewest number of deaths?

c. How many deaths due to lightning were recorded in the state of your choice?

d. Did any of the totals seem unusual? Why?

e. Compare this map to the map from page 10. What do you notice?

f. Color-code your map to show which states have low death totals, moderate death totals, and high death totals. You will need to decide the range of number values for each category. For

example, you might use the following numbers: low = 0-200, moderate = 201-400, high = more than 400. Draw a legend for your map once you have colored it in.©

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Lesson 3

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Casualties 1959-1994(continental United States)

Name:

POWER IS OUT

The thunderstorm lasted less than an hour. In that time, it gave off hundreds of lightning flashes. One of these flashes struck an electric transformer. This knocked out power to hundreds of homes. The electric company goes to work on the problem right away. Still, it’s hours before service is returned to every home. During that time, darkness falls. People sit inside their homes near flashlights and candles. They may not be able to cook. They cannot use electric appliances. The food in their freezers begins to thaw. In the streets, traffic lights are not working. Drivers must treat stoplights like stop signs. They take turns moving through the intersection.

Record how your life is affected during a “pretend” power outage.

Ask your family to set aside one night to act as though lightning has knocked out power and telephone service to your home. That night, turn off all the lights. If you can, unplug or turn off some electric appliances like clocks and radios. You can’t use any electric appliances at all. You can’t use the phone, either. Go through your nighttime routine, including going to bed. Answer the questions below. Talk about them as a class.1. How did you see in the dark? 2. What did you do to keep busy? 3. What were some of the things you weren’t able to do that you usually would? 4. What was the hardest thing to get done? 5. What surprised you the most? 6. What would have happened around your house if power did not come back on

for a few days? (Work with your family to come up with ideas.)

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Lesson 4

Name:

LIGHTNING WATCH ON THE WEB

The lightning strikes from the day’s thunderstorm were picked up by equipment called lightning sensors. The sensors recorded when and where the lightning struck. Within hours, this information is posted on various web sites. It’s included in electronic maps showing current lightning activity in the United States.

Use the Internet to find out where lightning is striking this moment.

Several sites on the worldwide web track lightning in “real time.” This means they include maps that show where lightning strikes are happening very shortly after they touch down. Find a site that shows current lightning activity in the United States. Try search terms such as “lightning AND map” or “lightning AND United States.” Look at the “real-time” map. Also check out the web site’s other information. Answer these questions.

1. Where did you find a map showing “real-time” lightning activity?

2. Attach a printout of the map to this page.

3. Name some places lighting was shown to be striking on the map.

4. Did the site explain how information was collected to display on the map? If so, write about it.

5. Was the web site run by the government or a private company?

6. What other information was included on the web site?

The next time a thunderstorm hits in your state, log on to the Web site. Does it display lightning strikes in your state? Remember, do not use the computer if your area is experiencing storms.

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Lesson 5

27

Name:

STRIKING STATISTICS

A few days after the thunderstorm, the weather forecast calls for another one. Thunderstorms are common in most parts of the United States. In a way, this makes them more dangerous. People get used to experiencing them. Most people like to watch thunderstorms and the lightning they bring. They may not stop to think about their safety. The more people know about this weather event, the more they will understand the need to be careful.

Solve these word problems about the effects of lightning and thunderstorms.

Use a calculator if needed.

1. Imagine lightning knocks out power to three towns. Their populations are: Blue Mesa = 10,236; Silver Creek = 62,458; and Huntington = 30,032. How many people are without power? .

2. Cloud-to-ground lightning strikes in just two-hundredths (.02) of a second. How many times could lightning strike in one second? .

3. A lightning bolt heats the air around it to 50,000° Fahrenheit (27,760° C)! This is almost five times hotter than the sun. About how hot is the sun?

4. Most thunderstorms last 15 minutes to two hours, or 120 minutes. How long would a thunderstorm last if it is in the middle of this range? minutes

5. A cumulonimbus cloud may be 40,000 feet (12,192 m) tall. About how many miles/km tall is this? miles/km (Hint: There are 5,280 feet in a mile and 1,000 m in a kilometer)

6. Lightning strikes Earth 50 to 100 hundred times each second. How many times does it strike Earth in one minute? How many times in one hour?

7. Lightning causes 15 percent of all United States forest fires each year. For every 100 fires that break out, how many are caused by lightning?

8. Two out of every three people survive after being indirectly struck by lighting. If 12 people are indirectly struck by lightning, how many survive?

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Lesson 6


Name:


1. Circle the correct answer. a. Lightning can strike a person when he or she is: A. boating B. standing under a tree C. talking on the phone D. all of these b. Of people who are indirectly struck by lightning: A. none survive B. 1 out of 10 survive C. 2 out of 3 survive D. 1 out of 2 survive c. CPR may be used when: A. a person is not breathing C. a person’s heart is not beating B. a person is not conscious D. all of these

2. Mark each statement true or false. a. You should not handle a person who has been struck by lightning. T F b. Lightning kills about 100 people each year. T F c. Your chances of being struck by lightning are 6 million to 1. T F d. CPR stands for Cardio Pulse Revival. T F e. The air temperature around a lightning bolt is hotter than that of the sun. T F

3. Answer these questions. a. How did doing these activities change your ideas about thunderstorms?

b. What is the most surprising thing you learned about lightning?

c. What is one thing you will do differently the next time a thunderstorm strikes?

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Before a Thunderstorm...Develop a Family Disaster Plan.• Learn about your area’s thunderstorm warning

system. Find out where disaster shelters are located. Call your local American Red Cross chapter or the local National Weather Service office for information.

• Talk about how to stay safe inside your home during a thunderstorm.

• Place emergency numbers by all phones.• Decide what to do if you are not all together

during a thunderstorm. Choose a place in your neighborhood to meet. Also choose a family member or friend to call.

• From time to time, review the disaster plan.

Put together a disaster survival kit.• It’s a good idea to keep a survival kit in case of any

kind of disaster. Each person must pack supplies to last three days. Supplies should be stored in a backpack or gym bag and should include:

three-day supply of water (one gallon per person, per day)

food that will not spoil one change of clothing and footwear per person one blanket or sleeping bag per person a first aid kit emergency tools, including a battery powered

radio, flashlight, extra batteries extra set of car keys special items needed for babies, older people,

or people with health problems hygiene supplies, such as toothbrush, washcloth,

soap, toothpaste a waterproof container

to hold important family papers • Keep a smaller kit in the trunk of your car. • Replace stored food and water every six months

Stay tuned to weather reports.• Listen to the radio or watch television for reports put

out by the National Weather Service.• If a thunderstorm watch is issued, a thunderstorm is likely to happen in your area in the next few hours.• If a thunderstorm warning is issued, a thunderstorm

has been spotted that will pass through your area.

Watch the sky.• Look for dark clouds, rising winds, flashes of light,

or sounds of thunder. If you can hear thunder, you should go inside.

STORM-RELATED READINGBodett, Tom. Williwaw! New York, NY: Knopf, 1999.

Graf, Mike. Lightning!: and Thunderstorms (The Weather Channel). New York, NY: Simon Spotlight, 1998.

Harper, Suzanne. Lightning: Sheets, Streaks, Beads, and Balls. New York, NY: Franklin Watts, 1997.

Llewellyn, Claire. Wild, Wet and Windy: The Weather-From Tornadoes to Lightning. Cambridge, MA: Candlewick Press, 1997.

Simon, Seymour. Lightning. New York, NY: Morrow Junior Books, 1997.

Snelling, Lauraine. Storm Clouds. Minneapolis, MN: Bethany House, 1997.

Tripp, Nathaniel. Thunderstorm! New York, NY: Dial Books for Young Readers, 1994.

Tripp, Valerie. Samantha Saves the Day: A Summer Story (American Girls Collection). Madison, WI: Pleasant Company Publications, 1988.

Get wise about wild weather like lightning! Follow the safety tips for being prepared before, during, and after a lightning strikes. Learn more about lightning and people’s experiences with it, too. Check out organizations and books about lightning for more information.

THUNDERSTORM AND LIGHTNING SAFETY CHECKLIST

Lightning Safety SmartsLightning Safety Smarts©

Learning Resources, Inc.

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During a Thunderstorm...Stay tuned to weather reports.

Make yourself safe.

If you are at home...• Don’t use the telephone or electrical appliances. If

lightning strikes your home, it could travel through wires and pipes.

• Don’t take a bath or shower. Water conducts electricity, too.

• Pull blinds and shades over the windows. High winds may blow objects against the windows and break them. Blinds and shades will keep glass from flying around.

If you are in a car...• Drive to safety if possible. Otherwise, stay in

your car.• Don’t touch any metal surfaces inside the car if

lightning strikes.

If you are outdoors...• If you can’t get indoors, take shelter in a car or truck

with metal roof. The electricity will travel from the roof to the ground.

• Find a natural shelter such as a cliff, cave, or ditch. Or, get in your car. Don’t go inside a tent with metal tent poles.

• Stay away from tall objects, such as trees, flagpoles, telephone poles, or rooftops. Stay away from bodies of water, too.

• Don’t touch metal objects like fences, railroad tracks, golf clubs, bicycles, or even umbrellas.

• Watch for signs of a lightning strike. If metal objects start to crackle, or your skin tingles and your hair stands up, crouch down right away! Make yourself as small as possible. Don’t lie down flat.

After a Thunderstorm...Stay tuned to weather reports.Go outside only when you know the thunderstorm is over.

Travel with care.• Drive only if you must, so emergency and rescue

workers can better do their jobs.• Watch out for fallen trees, power lines, and other

objects on the road.• If you find someone who is hurt or trapped, give

first aid or help if you can. Don’t try to move injured people. Call for help instead.

If your power is knocked out, turn off appliances that were switched on.

Check on neighbors who might need special help, such as senior citizens, disabled people,

or people with babies.

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STORM-RELATED ORGANIZATIONSRelief

American National Red Cross http://www.redcross.org

Humane Society of the United States http://www.hsus.org/

Federal Emergency Management Agency http://www.fema.gov

Salvation Army http://www.salvationarmy.org/

Research National Oceanic Atmospheric Administration http://www.noaa.gov

National Severe Storms Laboratory http://www.nssl.noaa.gov

National Weather Service http://www.nws.noaa.gov/

Storm Prediction Center http://www.nssl.noaa.gov/~spc

National Lightning Safety Institute http://www.lightningsafety.com

United States Army Corps of Engineers http://www.usace.army.mil/inet/functions/cw

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Selected AnswersUnit 1

Lesson 1a. a soap bubble formed over the bottle’s mouthb. the air inside the bottle was warming, causing it to

expand, become less dense, and risec. the warm air was being pushed out of the bottle as

it began to expandd. there is no soap bubble because the air is no

longer expanding and rising out of the bottleLesson 2

1. a. water droplets form, b. at the top of the jar, near the mouth, c. water evaporated from the top of the water in the jar, rose to the top, and cooled near the ice cube. This caused the air to lose its moisture and condense on the side of the glass

2.

Lesson 3

Lesson 4a. Florida, the Gulf of Mexico provides warm, moist air. b. CA, OR, WA c. Answers will vary d. 365 days, 3 days

Lesson 5a. The scraps of paper stuck to the combb. The electrical charges cause the paper to be attracted to the comb c. opposite; opposite charges attract d. Particles inside the comb bumped into each other building up a charge. e.

Lesson 6a. There is a spark of light b. electricity c. it is a spark of electricity jumping between two oppositely charged objects d. There are opposite charges on the pie tin and the person/radio e. the partner felt a “shock” f. the radio signal weakens

Unit 1 Weather Wise Wrap-Up (pg. 13)1. a. F b. F c. T d. T e. F2. a. evaporates b. cumulonimbus cloud

c. all of these

3.

4. Answers will vary, but may discuss collision of particles inside a cloud, build up of positive and negative charges, attraction between opposite charges, release of electricity which is lightning.

Unit 2Lesson 1

1.

2. a. b. c.

Lesson 2a. conductors: aluminum foil, paper clip, penny, nail,

stainless steel fork.Lesson 4

Students will likely place an “X” through some or all of these sentences: 7,12,14,17,21,23,29,32,35

Lesson 53. a. The time between lightning and thunder would

be shorter. b. 2 miles (3.2 km) c. 25 miles ( 40 km) d. this is incorrect, all lightning causes thunder 4. 6 miles (9.6 km)

Unit 2 Weather Wise Wrap-Up (pg. 21)1. intracloud, sheet, explode, thunder, shorter2. a. T b. T c. T d. F e. T3. answers will vary 4. answers will vary 5. Go inside if you can’t count to 30 between seeing lightning and hearing thunder. Stay inside 30 minutes after you see the last lightning flash.

Unit 3Lesson 2

a. Cardiopulmonary Resuscitation b. chest compressions and mouth-to-mouth resuscitationc. age affects the ratio of chest compressions to breaths given d. neck e. breastbone

Lesson 3a. Florida b. Nevada c. & d. Answers will varye. Areas with many thunderstorms have higher

casualties due to lightning. f. Answers will vary. Lesson 6

1. 102,816; 2. 50 times; 3. 10,000° Fahrenheit (5,538° C); 4. 52.5 minutes; 5. six miles (9.6 km); 6. 3,000 to 6,000 times/minute 180,000 to 360,000 times/hour; 7.15 fires; 8. 8 people

Unit 3 Weather Wise Wrap-Up (pg. 29)

1. a. all of these b. 2 out of 3 survive c. all of these

2. a. F b. T c. F d. F e. T3. Answers will vary

Answer Key

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a. cirrus b cirrostratus

c. cumulonimbus

d. altostratus

e cumulus

a. c.

cloud to cloud cloud to ground intracloud

forked ballstreakb.

+ + +– – –

+ + ++ + +– – –– – –

Storm Science Activity Book...Wise Wrap-Up, discuss this stage of lightning activity as a class....

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