The Weather. Created by Jacqueline Warren Rebecca Stephens Brooke White Sara Newcomb. Illinois State Standard. 12.E.1.b-Identify and describe patterns of weather and seasonal changes. Objectives. Describe and identify major weather components across the country
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Drought- often defined by a period of substantially diminished precipitation duration and/ or intensity
Humidity- The ratio of current vapor pressure of water in any gas (especially air) to the vapor pressure at which the gas would become saturated at the current temperature normally expressed as a percentage.
Wind chill- The effect that wind has on a perception of cold.Vocabulary
Meteorologist- a specialist who studies the processes in the earths atmosphere that causes weather conditions.
Atmosphere- the gases mass or envelop surrounding the earth retained by the earths gravitational field.
Dew point- the temperature to which the air must be cooled at constant pressure in order for it to become saturated.Vocabulary Cont.
Expands student knowledge by offering a fun fact (Ex. Tornados travel across the land at an average speed of 25-40 mph with wind speeds up to 250 mph)
Useful links for kids and teachers along with teacher guides
Students would need help accessing pages on the site
Explains how NASA studies the weather elementshttp://kids.earth.nasa.gov/
Thomas, D. S. and Mitchell, J. T. (1999). Developing a digital atlas of environmental risks and hazards. Journal of Geography, 98(5), 201-207.
Describes the development of “the South Carolina
Atlas of environmental risks and hazards,” a digital
atlas that provides people with information on
environmental hazards in South Carolina.
Discusses the content and navigation of the atlas
and considers its utility for classroom instruction
and public resource.
Bonk, C.J. (1996). Five key resources for an electronic community of elementary student weather forecasters. Journal of Computing in Childhood Education, 7, 93-118.
The Indiana weather project (IWP) investigated
how the joint application of situated learning in
constructivist theory might support elementary
school students understanding of weather
systems. The results indicated significant
cognitive gains during the multimedia weather unit.
Henriques, L. (2002). Children’s ideas about weather: A review of the literature. School Science in Mathematics, 102(5), 202-215.
Reports a synthesis of existing research on
children’s misconceptions relating to weather,
climate, and the atmosphere. Presents
scientifically accepted interpretations in tandem
with children’s naïve ideas.