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EVERY CHILD IS CAPABLE OF GREATNESS

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Weather and Climate

Lesson 1

Think about a time when you experienced dangerous weather.

Notice and Wonder

Read excerpt from NPR broadcast.

Notice and Wonder Logbook

What questions do you still have?

What do we know so far about what happened

to the city of Galveston in 1900?

What happened in Galveston, Texas, in 1900?

Lesson 2

about a storm you have experienced.

Key Term

hurricane

What parts of a storm might cause damage like this?

What do you think the gray wall that Jacob and Allen saw was?

“About half past 3 … Jacob and Allen came running, shouting excitedly that the Gulf looked like a great gray wall about 50-feet high and moving slowly toward the island.”

Develop Initial Model

Develop a model that shows what happens during a hurricane to cause the destruction of buildings.

Compare Models

hurricane

Do you think the Galveston

is an example of severe weather?

Key Term

severe weather dangerous weather

What on our anchor model might be considered a weather hazard?

Key Term

weather hazards

Homework

Homework

Lesson 3

How much strength do you think it would take to break this?

Do you think the weather could break this?

Discuss Related Phenomena

Have you ever heard of or experienced any severe weather like what people in Galveston experienced in 1900?

Build Driving Question Board

Develop Focus Questions

Choose Focus Question

Lesson 4

What is the weather like outside right now?

What was the weather like when you came to school this morning?

What is the weather like where we live?

Key Term

weather conditions

parts of weather that can be measured or described

Group responses into categories.

Key Term

precipitation

water that falls from clouds in the form of rain, snow, sleet, or hail

Develop Anchor Chart

What is the weather like where we live?

How do you think meteorologists collect weather data?

Key Term

meteorologists

science experts who measure, understand, and predict weather conditions

How can we collect weather data like meteorologists do?

at and record tomorrow’s weather forecast. Bring in the forecast, and analyze whether it was correct in predicting the weather.

Lesson 5

If someone tells you that it is cloudy outside, how many clouds are in the sky?

Sort photographs into four categories of clouds.

How are others’ categories similar to or different from your own?

Determine Cloud Cover

Why did you group certain photographs together?

outside

What does it look like

when it is windy?

Video 2

How does the grass move when I blow on it?

What direction is the wind blowing in the video?

Video 2

What might we be able to observe outside around the school to help us determine how fast the wind is blowing and in what direction?

weather data?

What else do we need before we can start recording

Lesson 6

What are some ways we could collect and measure the amount of rain that falls?

How can these materials be used to collect and measure precipitation?

Set Up Rain Gauge

What is the difference between a hot day and a warm day?

Read a Thermometer

What is the value of each tick mark?

When recording temperature, always include both a degree symbol and the word Fahrenheit (F) as the unit.

Key Term

degree Fahrenheit

a unit used to measure temperature

Measure Temperature

How might temperature affect precipitation?

Data Collection Plan

Lesson 7

What do you notice about this graph?

Analyze Graphs

Revisit NOAA NCEI Data Table

What are you able to notice more easily now that you have graphed the data?

What is the weather like where we live?

Lesson 8

How does the weather change throughout a year?

How

Graph Temperature and Precipitation Data

Post bars in order from January to December.

What do you know about the weather conditions during different seasons?

Homework

Record observations that signal the end of one season and the beginning of another season.

Lesson 9

Name the four seasons that occur every year.

Arrange graphs by season.

Calculate total precipitation for year.

Analyze Graphs

Wind Speed Maps

How does the weather change throughout a year?

Key Term

season

a period of a year defined by similar

weather conditions

Anchor Chart

Look at a local weather report to identify other conditions that meteorologists track and record over time.

Lesson 10

What have we learned so far about what happened

in Galveston, Texas, in 1900?

How do you think we could use what we have learned about weather conditions and seasons to help further explain what happened in Galveston?

Anchor Model

Driving Question Board

Lesson 11

What are some of your favorite outdoor activities?

Does the weather follow the same pattern every year?

Historical Weather Graphs What do you think the different-colored bars represent?

Analyze Weather Data

Share patterns from graphs.

Lesson 12

What would you want the weather to be like if you were planning an outdoor party?

If the weather follows a seasonal pattern, how could this help you determine when to have your party?

Describe Seasonal Patterns

What evidence can you find that explains if weather follows the same pattern every year?

Compare average monthly temperatures for each season.

How does the annual precipitation value from the local weather data in Lesson 9 compare

to the historical weather data from Lesson 11?

What seasonal trends in precipitation have you noticed through the different years?

Does the weather follow the same pattern

every year?

Define Climate

Key Term

climate

the pattern of typical weather conditions in a location over time

Update Anchor Chart

Weather or Climate?

the climate in our location.

List outdoor activities that occur every year where we live. What time of year do these events take place? Is the timing affected by the seasonal changes?

Lesson 13

Name some locations in the United States that you would like to visit.

Is the climate the same everywhere?

Analyze Climate Data

Ask students to observe where the cities are located on the map

Develop Class Climate Chart

What similarities do you notice about these locations’ climates?

Are there any similarities in their seasonal patterns?

What differences do you notice about these locations’ climates?

Choose one of the cities explored in today’s lesson, and record how the average monthly temperature and total precipitation in that city may affect the daily lives of the people who live there.

Lesson 14

What do you think the colors on this map represent?

How do you know which climate zone is the warmest? Copyright © 2019 Great Minds® - REPRODUCTION, DISTRIBUTION, AND ALTERATION PROHIBITED 156

What is the difference between the temperate climate zone and the cold climate zone?

What do you notice about this map?

What can you say about the climate at this location?

Lesson 15

Update Anchor Chart

Revise Anchor Model

Is the climate the same everywhere?

Driving Question Board

Lesson 16

Why might you need these objects?

What else protects you from the weather?

might

How

the ways we protect ourselves from everyday weather differ from the ways we protect ourselves from severe weather?

What happens when the weather becomes severe?

Discuss Related Weather Phenomena

What might happen when the weather becomes severe?

Identify Weather Hazards

Class Severe Weather Chart

How might weather hazards related to blizzards compare to weather hazards related to other types of severe weather?

Identify Weather Hazards

How

weather different

is severe

from the weather we see every day?

What happens when the weather becomes severe?

Update Anchor Chart

Read about weather spotting reporting procedures. Choose one weather hazard to discuss with a family member, and write a few sentences about how the information might help with a plan to keep people safe.

Lesson 17

Compare Severe Weather Events

What kind of information might a scientist use to compare one hurricane to another?

What components make up a hurricane?

What do the two scales have in common?

How are the two scales different?

What does storm surge mean?

Key Term

storm surge

a large wall of water pushed above normal sea level by the wind

weather hazards

What kinds of

would you expect from a Category 5 hurricane, and what would be the effects of those hazards?

How could knowing the rating of the hurricane help keep people and property safe?

Lesson 18

How can people reduce the impact of weather hazards?

Investigate Weather Hazard Solutions

Update Class Severe Weather Chart

Lesson 18 Learn

• Discuss Weather Hazard Solutions (15 minutes)

Why do people design weather hazard

solutions if the solutions cannot stop severe weather from happening?

How can people reduce the impact of weather hazards?

Update Anchor Chart

Lesson 18 Learn

• Discuss Weather Hazard Solutions (15 minutes)

How do people know what kinds of weather hazard solutions

they need to design and implement based on where they live?

Lesson 19

“No weather is ill if the wind be still.”

“If seabirds fly to land, there truly is a storm at hand.”

“Cats leap about and chase their tails to warn of thunderstorms and gales.”

How do you think people were able to come up with these sayings to help them predict weather conditions?

How can people predict severe weather?

Notice and Wonder

If hurricanes always form over the ocean, how does this help explain the pattern we see on the map?

Revise Anchor Model

Lesson 18 Learn • Discuss Weather Hazard Solutions (15 minutes)

If you lived in a location like Galveston where hurricanes occur frequently, then what kinds of solutions would you want to put in place to protect yourself and your family?

Ask family members about any weather sayings they know that can be used to help predict weather conditions.

Lesson 20

severe weather

What other types of

might have patterns in the seasons or locations in which they occur?

Conceptual Checkpoint

Use the map and graph to identify when and where tornadoes are most likely to occur in the future.

Suggest a solution to reduce the impact of a tornado for an area where tornadoes are likely to occur.

Be sure to explain how the solution reduces the effect of specific weather hazards related to tornadoes.

Update Anchor Chart

Driving Question Board

severe

Discuss with family members any types of

weather that are common where they live and how their family might prepare for weather hazards.

Lesson 21

How can people design better solutions to reduce the impact of weather hazards?

Engineering Design Process

Read about Margaret E. Knight

Plan

Improve

Share

How

engineering

did Mattie use the

design process to solve a problem?

What do we know about storm surge?

Lesson 22

How can people design better solutions to reduce the impact of weather hazards?

Key Term

seawall

a structure built

block ocean water from reaching land

coast

along a

to

Engineering Design Process

Lesson 23

Where is your group in the design process?

What improvements would your group like to make to your prototype?

Lesson 24

Where are you in the engineering design process?

What has gone well in your group’s process?

What

can improve your group’s process?

How will each group member contribute to the presentation?

Lesson 25

Prepare Presentations

How did you apply your knowledge of weather hazards to solve the problem?

What knowledge of weather hazards

was most useful in designing your solution?

What other weather hazards are related to hurricanes? What solutions could engineers design

to reduce the impact of those hazards?

Lesson 26

“Again Galveston would have been destroyed if not for our Sea Wall. O how thankful we should be. No lives were lost and only a few homes were damaged. The damage was wholly outside the Wall.” —Evelyn Hildenbrand, student

How effective was your seawall design in protecting the community from storm surge?

LESSON 1 Read “Katrina Strikes”

How is the 1900 Galveston hurricane similar to Hurricane Katrina?

How are the hurricanes different from each other?

Why do

you think fewer lives were lost during Hurricane Katrina than during the 1900 Galveston hurricane?

Update Anchor Model

How can we prevent a storm from becoming a disaster?

Research other solutions that reduce the impact of weather hazards. Choose one solution, and write a summary about how it would help protect a community from specific weather hazards.

Lesson 27

Relationship Map

How can we prevent a storm from becoming a disaster?

Socratic Seminar Expectations

Engage in Socratic Seminar

How can we prevent a storm from becoming a disaster?

Summarize how the Socratic Seminar

Lesson 28

Driving Question Board

End-of-Module Assessment

Lesson 29

Reflect on the End-of-Module Assessment

Sample Responses

Revise End-of-Module Assessment Responses

Module Concept Statements

Homework

LESSON 1 Works Cited

Burnett, John. 2017. “The Tempest at Galveston: ‘We Knew There Was a Storm Coming, But We Had No Idea.’” November 30, 2017. National Public Radio, History, recording, 7:02. https://www.npr.org/2017/11/30/566950355/the-tempest-at-galveston-we-knew-there-was-a-storm-coming-but-we-had-no-idea . [All references to “The Tempest at Galveston: ‘We Knew There Was a Storm Coming, But We Had No Idea’” are from this source.]

Lake, Julie. 2012. “Swallowed by the Sea.” Cobblestone: The Perfect Storm, March 1, 2012, 10–14.

Mackay, Elly. 2018. Red Sky at Night. Toronto: Tundra Books.

McCully, Emily Arnold. 2006. Marvelous Mattie. New York: Farrar, Straus and Giroux.

NOAA (National Oceanic and Atmospheric Administration) NCEI (National Centers for Environmental Information). 2018a. “Climate at a Glance: City Data Information.” Accessed November 6, 2018. https://www.ncdc.noaa.gov/cag/city/data-info.

NOAA NCEI. 2018b. “Climate at a Glance: City Time Series.” Accessed November 5, 2018. https://www.ncdc.noaa.gov/cag/.

NOAA NCEI. 2018c. “Societal Impacts: U.S. Wind Climatology Maps.” Accessed November 5, 2018. https://www.ncdc.noaa.gov/societal-impacts/wind/w-mean/201801.

NOAA NWS (National Weather Service). 2011. Weather Spotter’s Field Guide. Weather.gov. US Department of Commerce, NOAA, NWS. https://www.weather.gov/media/oun/spottertraining/basicspotterguide.pdf.

NOAA NCEI. n.d.b. “U.S. Tornado Climatology: Historical Records and Trends.” Climate Information: Extreme Events. Accessed November 5, 2018. https://www.ncdc.noaa.gov/climate-information/extreme-events/us-tornado-climatology/trends.

Rosenberg Library. n.d. The Seawall’s First Test: Galveston’s 1909 Storm. Galveston and Texas History Center. Accessed November 5, 2018. http://rosenberg-library.org/wp-content/uploads/2018/03/seawalls-first-test.pdf.

LESSON 1 Credits (slide 1 of 2)

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Slide 1, Rawpixel.com/Shutterstock.com; slides 3, 4, 182, NOAA/NASA GOES Project; slides 7 and 8 (left and right), Courtesy of Galveston and Texas History Center, Rosenberg Library, Galveston, Texas; slides 9, 19 (top left), Library of Congress, Prints & Photographs Division [LC-USZ62-56437]; slides 10, 19 (top right), Library of Congress, Prints & Photographs Division [LC-DIG-ggbain19747]; slides 11, 19 (bottom left), Library of Congress, Prints & Photographs Division [LC-USZ62-56439]; slides 12, 19 (bottom right), Library of Congress, Prints & Photographs Division [LC-USZ62-123886]; slide 20, © 2017 National Public Radio, Inc. Excerpt of NPR news report titled “The Tempest at Galveston: ‘We Knew There Was a Storm Coming, But We Had No Idea’” by John Burnett, November 30, 2017, and is used with the permission of NPR. Any unauthorized duplication is strictly prohibited; slide 57, (top, from left), Eug Png/Shutterstock.com, welcomia/Shutterstock.com, S_E/Shutterstock.com, DemianM/Shutterstock.com, (bottom, from left), Daniel J. Rao/Shutterstock.com, Konstantin Aksenov/Shutterstock.com, Mikadun/Shutterstock.com, kavram /Shutterstock.com; slide 59, (top left), O_Lypa/Shutterstock.com, (top right), Andrii Shramko/Shutterstock.com, (bottom), Morphart Creations Inc/Shutterstock.com; slide 66, Freedom Master/Shutterstock.com; slide 89, balounm/Shutterstock.com; slide 106, Modified, original image courtesy NOAA/National Centers for Environmental Information;

LESSON 1 Credits (slide 2 of 2)

slides 152, 155, The map of Climate Zones, v1 for North America (modified from original) was downloaded from the NASA Socioeconomic Data and Applications Center (SEDAC) at http://sedac.ciesin.columbia.edu/data/collection/groads/maps/gallery/search. Accessed on 01 November 2018; slides 157, 158, The map of Climate Zones, v1 Global (modified from original) was downloaded from the NASA Socioeconomic Data and Applications Center (SEDAC) at http://sedac.ciesin.columbia.edu/data/collection/groads/maps/gallery/search. Accessed on 01 November 2018; slide 172, (left), kadetfoto/Shutterstock.com, (right), Petri Volanen/Shutterstock.com; slides 190, 270, NOAA/NESDIS Environmental Visualization Laboratory; slide 194, Katsushika Hokusai (1760–1849), Under the Wave off Kanagawa (Kanagawa-oki nami-ura), also known as the Great Wave, from the series Thirty-six Views of Mount Fuji (Fugaku sanjûrokkei), Japan, Edo period (1615–1868), ca. 1830–32. Polychrome woodblock print; ink and color on paper, 10 1/8 x 14 15/16 in. (25.7 x 37.9 cm). The Metropolitan Museum of Art, H.O. Havemeyer Collection, Bequest of Mrs. H.O. Havemeyer, 1929 (JP1847). Image copyright © The Metropolitan Museum of Art. Image source: Art Resource, NY; slides 207, 208, 210, 219 (right), Modified, original image courtesy NOAA Hurricane Strikes by County; slides 216 and 219 (left), Modified, original image courtesy NOAA Storm Events Database; slides 237, 240, 242, 246, 250, 251, US Air Force photo/Master Sgt. Mark C. Olsen; slide 241, (top left), Inspired By Maps/Shutterstock.com, (top right), Chuck Wagner/Shutterstock.com, (bottom left), “Saint Jean de Luz - Sainte Barbe” by Geert Schotanus, courtesy Flickr, is licensed under the Creative Commons Attribution 2.0 Generic license, https://creativecommons.org/licenses/by/2.0/, (bottom right), AJ PAUL/Shutterstock.com; slide 267, Library of Congress, Prints & Photographs Division [LC-USZ62-56461] Copyright © 2019 Great Minds® -