SUMMARY:
In this activity, students track and evaluate the accuracies
of weather forecasting.
Estimated class time:
One class period to introduce the topic, then 5-10 minutes
each day for data recording (if done in class) for 4 weeks,
followed by one class period to sum up the activity.
OBJECTIVES:
Students will:
- Define global warming
- Relate warmer temperatures to possible increases in allergen
and pathogen growth
- Record and assess weather forecast data
MATERIALS NEEDED:
PROCEDURES:
- Introduce the topic by directing students to the website
"Taking
Our Temperature" on this website. Be sure to have students
read the sections on:
- Discuss the content on the site, making sure that students
paid attention to the concepts of global warming and its
possible affects on health of humans. Explain that most
scientists are predicting an increase in global temperature.
- Tell the students that their task will be to evaluate
whether our current forecasters are doing a good job of
predicting the weather. They will need to collect data for
a 4-week period. Provide them with four of the weather
data table sheets, instructing them to find predictions
for a city of their choice (or divide the class into groups
and assign particular areas of the United States to study)
at The
Weather Channel or at NWS
Internet Weather Service. It's also possible to find
weather forecasts on websites of local tv stations. Record
the high temperature predicted, the condition predicted
as cloudy, sunny, partly cloudy, etc. and the expected chance
for precipitation.
- To check the predictions, students can watch the weather
report of local news broadcast or return to the NWS site
to check conditions for the past 24 hours. For each correct
temperature prediction, within 5 degrees, score one point.
Score one point for correct condition predictions, as well.
If precipitation forecast was for 50% chance or less and
there is none, score 1 point. If precipitation forecast
was 51% or more and it does rain or snow, score 1 point.
No score should be recorded if the predictions are not met.
Tally the scores at the end of the week. A score of 21 is
a perfect score for a week.
- During the spring and fall months, students can also record
the mold count for any given week. This feature is included
on The
Weather Channel's website under "Health: Pollen Reports,"
and the information can be recorded at the bottom of the
Weather Data Sheets.
- At the end of the 4-week time period, students should
examine their data and write a summary of their findings:
- Were the predictions very accurate?
- Was one of the variables, temperature, condition or precipitation,
more often accurately predicted than another?
- Were mold counts higher or lower with warmer temperatures?
- Do these local short-term predictions indicate that forecasts
of global warming might be accurate?
- If different parts of the country were examined, then
each should present what they learned to the class.
ASSESSMENT:
- Participation in discussion and lab groups
- Written summary or lab report
EXTENSION ACTIVITIES:
- Create a pamphlet on the dangers of tanning or on sun-safety
- Research different types of skin cancers and treatments,
and write a report or make a presentation
RELEVANT CURRICULUM
STANDARDS:
This lesson correlates to the following National Science Education
Standards, located online at bob.nap.edu/html/nses/html/6e.html#csc912,
and National Health Education Standards located online at
www.aahperd.org/aahe/pdf_files/standards.pdf.
National Science Education Standards
Content Standard D:
As a result of their activities in grades 5-8, all students
should develop an understanding of the structure of the earth
system:
- Global patterns of atmospheric movement influence local
weather
National Health Standards
Health Education Standard 1:
Students will comprehend concepts related to health promotion
and disease prevention by:
- analyzing how environment and personal health are interrelated.
- analyzing how the environment influences the health of
the community
Water,
Water, Everywhere—Is it Safe | Weather or Not it
Might Make Us Sick
Greenhouse
Gases Explosed | Birds,
Migration, and Viruses
|
