Reflection: Rigor Summer Storms: Measuring the Wind - Section 5: Looking at Global Cloud patterns


For the first three mornings that students made Global Clouds observations as part of their morning work, my primary role was simply to encourage them to add details to what they wrote.

For example, if a student wrote, "I see some clouds over Texas." I might prompt them to describe the cloud cover as light, moderate or heavy (opaque).  I might ask them, what form do the clouds take?  Are they puffy like the clouds we observe over Africa?  Are they swirling like the clouds we see over the northern Atlantic?  Do they look wispy?

I was so excited when they started making additional observations on their own!  One student realized that cloud cover didn't necessarily mean it was raining!  I explained that later on we'd be looking for correlations between the clouds and weather patterns.  Another student noticed that (equatorial) "the middle of Africa is always where the clouds are."  Another student pointed out the swirling clouds in the Atlantic and wondered if that indicated hurricanes.  Yet another student observed that Great Britain is often impossible to see under the thick cloud layers.

  Longer Term Observations Lead to Greater Understanding
  Rigor: Longer Term Observations Lead to Greater Understanding
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Summer Storms: Measuring the Wind

Unit 2: Seasonal Weather
Lesson 6 of 10

Objective: Students will be able to make predictions about seasonal wind and patterns and set up a system for testing their prediction over the course of the school year.

Big Idea: What are the wind and precipitation patterns for summer in your area? How are wind, temperature and precipitation related?

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11 teachers like this lesson
Science, wind, weather, seasonal weather
  64 minutes
a storm 2014 08 15 4155
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