Virtual Field Trip Resources for Weather Preparedness Event: The Weather Channel Virtual Field Trip

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1 1 Virtual Field Trip Resources for Weather Preparedness Event: The Weather Channel Virtual Field Trip For Classrooms Presented by Discovery Education and The Weather Channel Virtual Field Trip Description Nature sometimes provides too much of a good thing in the way of rain, wind, or snow. Learning important weather safety rules and preparing for storms in advance will help you, your family, and your pets stay safe during severe weather situations. Building Background Tapping into Prior Knowledge: Explain to your students that you will be participating in a virtual field trip about natural hazards like tornadoes, hurricanes and extreme winter weather. Ask the following questions: What type of severe weather takes place in your community? Do you know how to prepare for severe weather and natural disasters? List 4 steps you would take to prepare for severe weather. What is the difference between a severe weather WATCH and a WARNING? How do you prepare differently? Who are some people that help others before, during and/or after severe weather? Answer: Red Cross volunteers, police, firefighters, paramedics, The Weather Channel, local television and radio stations, and local and national emergency management agencies. Lead a discussion on the training required to obtain one of these careers or volunteer positions? What supplies would be needed for a Family Disaster Supply Kit? How long should these supplies last you? Where and how would you store them so they are easily accessible, when needed? What supplies are needed for a car kit? Why is it important to have a disaster kit for your car? The Weather Channel watches the weather 24 hours a day, and will tell you when thunderstorms, tornadoes, floods, hurricanes, or winter storms are coming. They broadcast a WATCH if bad weather can happen where you live. They also broadcast a WARNING if bad weather is about to happen and you should go to a safe place right away! The Weather Channel, TV, and radio will have up to the minute information and, if necessary, the American Red Cross will help you with a safe place to go. 1

2 2 NGSS Disciplinary Core Ideas Grade 3 ESS2.D: Weather and Climate Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. (3- ESS2-1) Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years. (3- ESS2-2) Grade 4 ESS2.A: Earth Materials and Systems Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. (4- ESS2-1) Grade 5 ESS2.A: Earth Materials and Systems Earth s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5- ESS2-1) Middle School ESS2.D: Weather and Climate Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS- ESS2-6) Because these patterns are so complex, weather can only be predicted probabilistically. (MS- ESS2-5) The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS- ESS2-6) 2

3 3 Generating Questions: Explain to your students that you would like for them to focus on the main topic of the virtual field trip: Severe Weather and Natural Disasters Discuss a severe weather disaster experienced by your local area in the past and which weather patterns and geography of your region might cause it to reoccur. Using a KWL Chart, have the students brainstorm what they know already about the severe weather in your area. Then have the class brainstorm questions that they would like to explore about the severe weather in the area. As the class completes the pre- field trip activities and participates in the virtual field trip, have them list things they have learned. K W L What do you think you Know about severe weather and preparedness? What do you Want to know about severe weather and preparedness? What do you Learn about severe weather and preparedness? 3

4 4 Hands- on Activities Hurricanes Grades 3-5 The Science of Hurricanes Have students investigate and demonstrate the science behind the development of hurricanes. When a hurricane forms, it follows these steps: 1. Warm, humid air rises from the warm ocean water of the tropics. 2. Latent heat is released as rising warm air condenses into water droplets when it reaches cooler air above. 3. The released heat warms the cooler air around it. 4. The warmed air becomes lighter and rises. 5. The rising warmer air is replaced by more warm, humid air that flows up from the warm ocean water. 6. This continuous exchange of heat in the atmosphere creates wind. A recipe for a hurricane: 1. Warm waters- You will need lots of warm water to keep supplying warm air to the hurricane forming above the water. 2. Ocean waters of 80 F/27 C - Warm water is needed to fuel a storm. The warm water temperature adds heat and moisture to the air as it rises. If the water temperature is below 80 F/27 C, the atmosphere is more stable, therefore making it more difficult for storms to form. 3. Winds at the surface must converge - Converge means to come together. Winds coming together will collide and under the right conditions will start to rotate to form a hurricane. 4. Low- pressure area at the surface - Winds travel from areas of high pressure to areas of low pressure. A low- pressure area allows winds to converge. The low- pressure area draws warm, moist air inward near the surface of the water. 5. Pre- existing winds must come from the same direction at similar speeds at all altitudes - Winds blowing in different directions and altitudes at different speeds create what meteorologists call wind shear. If there is high wind shear, meaning winds are coming from different directions at different speeds, then rising warm area is spread over a larger area and it s unlikely a hurricane will develop. If winds are the same speed and from the same direction, then warm air will rise vertically, producing optimal conditions for hurricanes. 6. Air in the lower atmosphere must be warm and humid - Tropical storms form best when there is plenty of warm, humid air over warm water. The warm air meets cooler air as it rises, then condenses and releases latent heat, which is a key energy source in the hurricane engine. 7. High pressure in the upper atmosphere - The high- pressure area will act to push the rising air outward, making room for more air to rise up from the surface. This movement of air contributes to the outward flowing clouds near the top of the hurricane. Only during certain times of the year are the conditions right for hurricanes to form. 4

5 5 Materials: Paper Colored pencils Procedure: 1. Distribute The Science of Hurricanes Student Handout to small groups of students. Have them follow the steps to demonstrate the science behind hurricanes. Encourage them to consider: a. How do hurricanes develop? b. What are the characteristics of a hurricane? c. Why are hurricanes dangerous? 2. Have student groups research to find and develop other ways to demonstrate the science behind, and the power of, hurricanes. Discussion: Based on the information found from the activities, why do you think hurricanes are seasonal? Challenge: On another sheet of paper, create an illustration of water, clouds, and atmosphere. Use the information from the student handouts to label your illustration. Use arrows to show airflow. 5

6 6 Grades 6-8 Hurricane Mitigation The greatest threat from hurricanes comes from the storm surge, high winds, and flooding caused by extensive rains. Hurricane Katrina was one of the deadliest to strike the Gulf Coast. Forty percent of deaths occurred from drowning. Materials: Safety Hurricane Mitigation Student Handout Internet access Procedure: 1. Based on these hazards, have students brainstorm ways they could mitigate the danger of hurricanes. Examples include: Raising air conditioner units onto platforms Bracing roofs onto foundations Putting wooden shutters on windows Bolting down outdoor grills For each suggestion, have students explain how the step would lessen the danger and/or damage caused by hurricanes. 2. Have students use the Safety Hurricane Mitigation Student Handout to discover and discuss other possible ways to mitigate the dangers of hurricanes. Check online. 3. Finally, have students use this information to go on a Hazard Hunt around their homes with their parents. Which mitigation projects can they complete? Discussion Questions: What problems can be fixed easily? What might take more time and money? 6

7 7 Student Handout The Science of Hurricanes Grades 3-5 The Science of Hurricanes Activity #1 When a hurricane forms, it follows these steps: 1. Warm, humid air rises from the warm ocean water of the tropics. 2. Latent heat is released as air rising warm air condenses into water droplets when it reaches cooler air above. 3. The release heat warms the cooler air around it. 4. The warmed air becomes lighter and rises. 5. The rising warmer air is replaced by more warm, humid air that flows up from the warm ocean water. 6. This continuous exchange of heat in the atmosphere creates wind. Based on this description, why might this be called a hurricane engine? Challenge: On a separate sheet of paper, illustrate and label these steps to explain the hurricane engine. Activity #2 Below is a recipe for a hurricane. Based on the steps above and your own research, explain why each ingredient is necessary for a hurricane to form. Ingredient: 1. Warm waters must go to a depth of about 200 feet. 2. Ocean waters must be about 80 F. 3. Winds at the surface must converge. 4. At the surface there must be a low- pressure area. 5 Pre- existing winds must come from the same Direction at similar speeds at all altitudes. 6 Air in the lower atmosphere must be warm and humid. 7. In the upper atmosphere, there must be an area of high pressure. Why You Need It: 7

8 8 STUDENT HANDOUT Hurricane Mitigation Grades 6-8 Safety Hurricane Mitigation Mitigation is the ongoing effort to lessen the impact of disasters on people and property. Mitigation measures can be low- cost and simple, such as cleaning debris from around your home. Or, they can be more costly and difficult to accomplish, such as elevating your home onto stilts. If your property is at risk from hurricanes, then you might want to consider on or more of the following actions to reduce or eliminate the potential for damage. Wind Damage Make a list of items to bring inside in the event of a hurricane. Lawn furniture, bikes, and tools. Objects that cannot be brought in, such as gas grills, should be bolted to the ground. Keep trees and shrubbery trimmed. Removing diseased or damaged limbs from trees makes them more resistant to the wind. Cutting branches can help the wind blow through trees. Remove any debris or loose items in your yard. Debris blown by hurricane- force winds can cause a great deal of damage. Clear loose and clogged rain gutters and downspouts. Provide clear drainage for hurricane rains to help prevent flooding. Shutter your windows. Install permanent hurricane shutters for windows and glass doors to protect against wind and to prevent damage from flying debris. If you cannot install permanent shutters, install anchors for precut plywood window covers. Strengthen garage doors. You can reinforce garage doors by adding girts across the back of the door and strengthening the glider wheel tracks. If your existing door is old or damaged, you might want to replace it with a stronger door and tracks. Install hurricane straps. Hurricane straps secure the roof to the walls and foundation of your home to reduce the risk of losing your roof during high winds. Flooding and Storm Surge Damage Elevate coastal homes. Raising houses can make them more resistant to hurricane- driven water and rising floodwaters. Move valuables and appliances out of the basement. Keeping costly items out of the basement increases the chance that your belongings will be safe and will not have to be replaced after the storm. Elevate the main breaker or fuse box and the utility meters. Floodwaters won t damage your utilities if these are installed above anticipated flood levels. 8

9 9 Post- VFT Classroom Activity: Creating a Family Disaster Supply List Grades 3-8 In this activity each group of students will create their own emergency preparedness list for their families. Groups will be assigned different natural disasters. When the list is complete, they will then compare and contrast the emergency supply list from each natural disaster. Throughout this activity, use the Family Safety Supplies Kit Student Handout as a reference, if needed. Materials: Family Safety Supplies Kit Student Handout Compare and Contrast Graphic Organizer 1. Divide the class into three groups. Assign each group one of the VFT topics Tornados, Hurricanes, or Winter Weather. 2. Encourage each group to brainstorm and list on paper, as many supplies as they can that might be necessary to have in preparation for their particular disaster. 3. Encourage the groups to remember to include supplies that might be necessary to have before, during, and after the disaster occurs. 4. Now have the groups write their supply lists in separate columns on the board. 5. Direct students to identify which of the listed items are considered necessary for ALL THREE disaster scenarios. Identify the particular items, if any, that would most likely only be necessary for each of the three unique disasters. 6. Give each student a copy of the Family safety Supplies Kit handout. Ask Did we leave out any significant supplies from our supply lists? And Name some of the most necessary items on the list. 7. Have the students take home the Family Safety Supplies list Student handouts to use as a checklist for their own safety kit. Discussion Questions: What are some items on the list that might be considered wants rather than needs? Are they important? What would be the best way to store these items? Where would be the best place to store these items? How would they be accessible, if needed? 9

10 10 Discovery Education Resources: Weather Smart: Tornadoes video 15:00 FB31-4DBE- 94CC- F5381BE77817 Weather Smart: Hurricanes video 15: A016- A91390FDC173 Severe Weather Safety: Watch for the Warning video 18:07 EAC6-484A- A0EE- E288997B7808 Tracking and Classifying Storms video segment 3:01 4D7E- 4E3E- B1CB- 21E2CFB99B43 Cool Jobs in Science: Reed Timmer video segment 1:06 E6D9-45A5-95A BF2 Blizzards Board A89B- 66ED F424784C2531 What Does a Meteorologist Do? Song 2: D4-41AC- AADD- FD75934FB46F When I Grow Up I Want to be a Meteorologist Song 2: C AAE- CA40176E3164 Storm Safety Tools and Inventions Reading passage- Science Techbook AF19-40B3-8F68-96A3FED35B50 10