Lesson 15A: Blizzards
Estimated Time
: Two forty-five minute class periodsIndicators(s): Core Learning Goal
1.1.1 The student will recognize that real problems have more than one solution and decisions to accept one solution over another are made on the basis of many issues.
1.4.2 The student will analyze data to make predictions, decisions, or draw conclusions.
Indicators(s): Core Learning Goal 2
2.3.2 The student will investigate meteorological phenomena.
At leasthurricanes, tornadoes, floods, thunderstorms, blizzards
Student Outcome(s):
The student will be able to identify current and future hazardous weather conditions, mainly blizzards, by interpreting current weather information received.
Brief Description:
In this lesson, we will examine the physical properties and dangers of blizzards and other adverse winter weather. We will simulate a blizzard travel experience so that we can identify the necessary precautions and safety rules associated with extreme winter weather such as a blizzard. To fully understand the impact a blizzard can have, the concepts involved with blizzard formation, blizzard warning and general winter storm advisories will be explored.
Background knowledge / teacher notes:
During the winter months, extreme storms, or blizzards, may form. They are the most dangerous type of winter storm. Snow and strong winds are combined to produce a blinding snow with visibility often near "zero". Whiteout conditions, deep snowdrifts, and life threatening wind chills often accompany a blizzard. One should seek refuge from the storm immediately. In a blizzard, winds are 35 mph or greater and visibility is reduced to less than one quarter mile with snow and blowing snow.
Lesson Description:
ENGAGE |
Have students create a list of possible severe winter weather. Have students view pictures and NOAA images of recent severe winter weather and blizzards: Blizzard Photos. Available: http://www.ianr.unl.edu/snrs/amet451/gotchel/photos.htmland Winter Storms . Available:http://www.wildweather.com/gallery/collection-winter-storms.htm Education Elements: BACKGROUND INFORMATION Kids up and down the East Coast woke up to a pleasant surprise on January 25, 2000several inches of fresh snow. Even though the storm went on to dump up to 18 inches of snow on several major cities, forecasts as late as 6:00 Eastern Standard Time the previous evening only called for flurries. http://earthobservatory.nasa.gov/Study/Blizzard/blizzard.html |
EXPLORE |
Have students access the following site: Blizzard Attack! Will you get there from here? Available: http://www.weathereye.kgan.com/expert/blizzard/index.htmlStudents will then read the introduction to the activity and then follow the following steps:
Students will eventually have to choose from a variety of possible links. The link that the student chooses will be determined by analyzing the blizzard weather data and information given. Success of the journey through the blizzard will be determined by the links chosen by students. |
EXPLAIN |
Journal Write: Explain how the linked information helped you make your decisions to continue through the blizzard, including the weather forecast, comments by Dim Bulb, and information from your weather Pad computer. |
EXTEND |
Have students break up into groups of 4 or 5. Students will then act as a team to survive an extreme winter weather phenomena, a Nor easter blizzard. Students will create lists of things necessary to survive. Students will create lists on newsprint so they can share with the class easier. Examples of lists include food supplies, reliable weather data/forecasts, vehicles, general emergency supplies. The information in each list should be ordered for importance. When all teams have finished their lists, each group will explain the reasons for their lists to the rest of the class. All the other teams will vote and give the speaking team a rating on the "Survivability Scale" Have scale cards already made prior to class so the groups can hold up the cards to vote.SURVIVABILITY SCALE 3 points = All necessary survival tools included in the lists. All survival tools are ordered appropriately to maximize the teams survival rate. Team members will survive with no major adversities. 2 points = Many of the necessary survival tools included in the lists. A majority of the survival tools are ordered appropriately. Team members will survive, but may experience some problems. 1 points = Few of the necessary survival tools are found in the lists. There has not been much thought as to the ordering of the tools. Team will not likely survive the blizzard. 0 points = No necessary survival tools found in the lists. No concern for survival. Team will not survive the blizzard. Students will be able to create the necessary lists based on the EXPLORE activity above. The EXPLORE activity teaches the students to prioritize ideas and decisions during a blizzard in order to achieve optimal survival. |
EVALUATE |
Journal Write:
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Materials:
Internet access
Groups of 4-5 students
Notebook Paper/Pencil
Scoring Cards for each lab group
Resources:
Credit for this lesson goes to Brian Campbell, NASA Ambassador.
AACPS Earth Space Systems Science Academy. Summer 2000.
Miscellaneous Blizzard Photos. Available:
http://www.ianr.unl.edu/snrs/amet451/gotchel/photos.html
Weathereye Blizzard Attack Activity. Available:
http://www.weathereye.kgan.com/expert/blizzard/index.html
Wild Weather: Gallery of Blizzards and Ice Storms. Available:
http://www.wildweather.com/gallery/collection-winter-storms.htm