Title: How A Weather Forecast Works…

L.O: To know how a meteorologist forecasts the weather…

Key skill Development:

How to interpret a synoptic weather chart

Key terms:

Lesson Starter:Task 1: Research using google search or your kerboodle text book and define key terms below:

Synoptic chart

High pressure

Low pressure

Isobars

Fronts (warm and cold)

Air movement (wind)

Task 2: Watch the below clip and make notes on the key terms that come up from the meteorologists instructions…you can watch the video more than once (give yourself ten minutes perhaps)

Task 3: Weather symbols…

We use weather symbols on our synoptic charts to identify the weather conditions and wind speeds…

Have a look at the printed sheet your teacher has given you and try to identify what each symbol means. Stick the symbols into your books and place the correct name to them. Google search on your devices or use your course books to help you on kerboodle if you need…

3.2.15-weather-symbols

Task 4: Look at the synpotic chat below and answer the following questions…

1. What kind of pressure does the synoptic chart show – high or low (1mark)
2. Describe how the isobars are set on the synoptic chart (3marks)
3. What kind of weather system does the synoptic chart show (5marks)

Plenary: Read pages 80 and 81 in your course books about “A Winter of Storms”. Answer questions 6and7…

Title: Anticyclones (High Pressure Systems)

L.O: To know what anticyclones are and how they differ from depressions…

1. Identify how the air is moving in the diagram for an anticyclone (2marks)
2. Describe what is happening in the diagram for an anticyclone? (3marks)
3. Identify the weather conditions associated with Anticyclones (2marks)

Synoptic Weather Mapping…

(source: www.bbcbitesize.co.uk)

A synoptic chart of a typical summer anticyclone approaching the UK…

It is important to know that anticyclones can be bring different weather conditions in the summer and winter seasons…

 

In the summer, anticyclones bring dry, hot weather…in some cases they can bring severe heat waves…

(source: Google Image Search).

(source: Google Image Search).

(source: Google Image Search).

A summer anticyclone as a heatwave shown on a temperature map. The Lucifer heatwave has seen temperature rise as high as 44C over the past week…

In the winter, clear skies may bring cold nights and frost. In cold conditions, anticyclones may also bring fog and mist. This is because the cold forces moisture in the air to condense at low altitudes. (source – www.bitesize.co.uk)

(source: Google Image Search).

(source: Google Image Search).

(source: Google Image Search).

Task 4: Now work through the questions 1 – 5 on pg.77 of your course book…

 

Plenary:

Write one sentence to sum up the difference between depressions and anticyclones…

Homework – independent work time…

Answer question 6 from pg. 77 in your course book…

Stretch and Challenge…

Case Study Research – The Heatwave that Hit France in 2003…

Task: Conducting your own case study investigation…Use your classic 5W Enquiry technique and investigate the Heatwave that hit france in 2003 know as a hazard event…(note – structure of task sourced from www.geographyalltheway.com)…

Where did it happen?

• Write a description of where it took place…
• Include a map of the location with vital geographical points of interest…
• Produce a sketch map of digital print off (or both) of the location (you should highlight the epicentre of the event)…

• Date
• Time (local)
• Duration
• Include the sequence of events (like a timeline) to show the speed of onset and the pace of management and recovery

Why did it happen?

• The physical geographical reasons why the hazard took place…
• What’s it’s meterological setting?

Who was affected?

• What were the impacts of the hazard event?
• Use SEEP to categorize the impacts…

Social

Economical

Environmental

Political

• The Development Compass research tool…

 

What happened?

• Describe the management of the hazard event – before, during and after?
• Planning, preparation, prediction, hazard mapping, evacuation, warnings.
• Help with recovery, aid – local, regional and international, role of NGOs.
• Finally – produce a one paragraph summary of the hazard event.

Title: Air Pressure…Depressions and Anticyclones:

L.O: To know what Anticyclones (High Pressure Systems) and Depressions (Low Pressure Systems) are.

Key Skill Development:

Identification

Reasoning

Diagram annotation

KEY TERMS:

AIR PRESSURE

HIGH

LOW

DEPRESSIONS

ANTICYCLONES

Starter:

Task 1: Look at the below diagram – on your whiteboards write down as many differences as you can identify between the two diagrams. Once you think you have finished see if you can come up with an explanations as to reasons why the air moving the way it is in both diagrams…

Winds around highs and lows

(source: https://www.quora.com/What-is-the-difference-between-a-high-pressure-weather-system-and-a-low-pressure-weather-system-What-causes-it)

(source: Google Image Search)

Main Development:

What is air pressure…?

(source: https://www.youtube.com/watch?v=jmQ8FWnM0fA)

Task 2: From the video try to do the following:

• Identify what Air pressure is?
• Explain why air pressure is low higher up in the sky?
• Explain why air pressure is higher lower down in the sky?
• Explain what a barometer is?

Task 2: Low Pressure – So What are Depressions?

(source: www.geographyalltheway.com)

Depressions are areas of low atmospheric pressure which produce cloudy, rainy and windy weather. These low-pressure systems often begin in the Atlantic, moving eastwards towards the UK. They are responsible for the UK’s changeable weather. The diagram above shows a depression with a leading warm front and a trailing cold front moving from west to east across Britain. (source www.bbcbitesize.co.uk).

Key questions:

1. Identify the fronts involved in the diagram (2marks)
2. Describe what is happening in the diagram above? (3marks)
3. Identify the weather conditions associated with Depressions (2marks)

1. Identify how the air is moving in the diagram for an anticyclone (2marks)
2. Describe what is happening in the diagram for an anticyclone? (3marks)
3. Identify the weather conditions associated with Anticyclones (2marks)

(source: www.bbcbitesize.co.uk)

A synoptic chart of a typical summer anticyclone approaching the UK…

It is important to know that anticyclones can be bring different weather conditions in the summer and winter seasons…

 

In the summer, anticyclones bring dry, hot weather…in some cases they can bring severe heat waves…

(source: Google Image Search).

(source: Google Image Search).

(source: Google Image Search).

A summer anticyclone as a heatwave shown on a temperature map. The Lucifer heatwave has seen temperature rise as high as 44C over the past week…

In the winter, clear skies may bring cold nights and frost. In cold conditions, anticyclones may also bring fog and mist. This is because the cold forces moisture in the air to condense at low altitudes. (source – www.bitesize.co.uk)

(source: Google Image Search).

(source: Google Image Search).

(source: Google Image Search).

Task 4: Now work through the questions 1 – 5 on pg.77 of your course book…

 

Plenary:

Write one sentence to sum up the difference between depressions and anticyclones…

Homework – independent work time…

Answer question 6 from pg. 77 in your course book…

Stretch and Challenge…

(Activity sourced from www.geographyalltheway.com)

Use BBC News to find a news article related to depression type weather and the hazards it can cause.

Title: Types of Rainfall and clouds

L.O: To know the three types of rainfall and clouds that there are…

Key skills for this lesson:

Diagram production and annotation

KEY TERMS:

Convectionl rainfall

Relief rainfall

Frontal Rainfall

Air Mass

Front

Relief

Cumulus clouds

Stratus clouds

Cirrus Clouds

Starter: 

Task 1: Look at the three diagrams below. Identify three differences and three similarities between them in your work books…

Time to paint some clouds…                                                      

Title: How do we measure weather?

L.O: To know the instruments we use and how they work to measure different elements of the weather

Key skills for this lesson:

Investigative skills

data collection

data analysis

team work

KEY TERMS:

Instrument

thermometre

barometre

annemometre

hygrometre

wind vane

rain gauge

weather balloon

meteorologist

Starter:

Task 1: Answer question 7. on pg. 73 from your course text book…

Main Development:

Task 2: Card sort activity…

Use the card sort activity pdf file below to identify and define the different measuring instruments there are to measure the different elements of the weather. Most are mentioned in the key terms list…

WeatherInstrumentMatchingCards (1)

source: https://www.teacherspayteachers.com/FreeDownload/Weather-Instrument-Matching-Cards-956554

(source: Google Image Search)

Task 3: A Weather Investigation…

You are tasked in groups of 4 to investigate the following research question…

WHICH AREA OF OBS HAS THE FASTEST WIND SPEED?

You will need to assign 5 roles to the people in your group:

Roles:

Anemometer recorder number 1

Anemometer recorder number 2

Anemometer Designer

Stop watch recorder

Data recorder

You are being asked to write up your investigation in the style of a report. This includes having the following:

Introduction: This section is to help introduce your research. It should include the following:

• What is your research about?
• When will you carry out the research?
• Where will it take place (which sites will you choose and how many)?
• Who will be involved (the roles)
• Why are you conducting the research
• The hypothesis – An hypothesis is you making a proposal about the result of the investigation before you have conducted the investigation.
• The aim – what you hope to achieve

Method:

• The roles and what they do
• The list of equipment
• The step-by-step procedure
• Map of sites
• Photographs annotated of method procedures

Results:

• A clear table showing your initial results (this table you will have used to record the primary data)…

Data Presentation & Analysis:

• Clear, simple data presentation (using graphs or charts) to show your data that is then analyzed using the following method:

1. Identify key data findings
2. Describe those findings in more detail (use descriptive words and statistics for the patterns and trends)
3. Explain the results – give reasoning to the findings
4. Draw upon any anomalies

Conclusion and Evaluation:

• This is includes you summarizing the main findings of the research, drawing upon the main statistics and then evaluating the pros and cons of your research, making suggestions for future studies in this area…

Use the link below to follow the instructions on how to create your own anemomter…

anemometer

source: www.sercc.com/education_files/anemometer.pdf

Homework – independent work time:

Make sure you complete your investigation write up during the week…If you want to you can use the writing framework below.

Title: So what causes the Weather?

L.O: To know what causes the weather.

Key skills for this lesson:

• Independent research skills
• Identification
• Reasoning
• Ipad photography

KEY TERMS:

CAUSES

THE SUN

EVAPORATION

CONDENSATION

ATMOSPHERE

TROPOSPHERE

Starter: 

Task 1: Watch the below clip and create your own list of key words that you think are important in helping to explain what causes the weather…

(source: https://www.youtube.com/watch?v=UtgFHHhm1xU)

 Main Development:

So what causes the weather of our planet..IT’S THE SUN!

Task 2: Have a read of the following story board from pg.70 in Geog.2 to help build up your knowledge of how the sun causes the weather…

Task 3:

Make a copy of the what causes weather summary on Pg.71 into your notes…

Next – have a look at questions 1-5 and see if you can answer all the questions in full sentences into your notes…

Plenary: Pass the globe QandA into what elements causes weather…

Homework – independent work time:

On your ipads over the next week try and take some photo’s with your ipads of elements of the weather you could possibly measure in future investigations…this could include:

• Rain levels
• Cloud cover
• Visibility levels (fog, mist)
• Levels of sunlight
• Morning dew
• Wind speed (effects of wind on the local environment, for example, trees)

BE READY TO SHARE WITH THE CLASS NEXT LESSON!!!

Title: What is Weather?

L.O: To know what Weather is and How it differs from Climate

Key skills for the lesson:

• Identification
• Reasoning
• Photography Analysis

KEY TERMS:

• WEATHER
• ATMOSPHERE
• SUN ENERGY
• PRECIPITATION
• CLIMATE

Starter: Look at the below image and try and to answer the folLowing questions:

(source: Google Image search)

1. Describe the conditions in the photo?
2. What might have caused it?
3. How would it feel to be in this picture? What things could you see, smell, hear, touch and taste?
4. How might this weather impact upon the people who live there?

Main Development:

Defining weather: https://learn.weatherstem.com/modules/learn/lessons/148/05.html

Task 1: Access the above website and attempt to define what weather is. You should write your definition like a Twitter feed in no more than 40 words…

Task 2: Look at and analyze the photograph’s below. With each photo carry out the following task…

1. Identify the conditions being shown in the picture
2. Describe the conditions in greater detail
3. Research an example country or area where these conditions happen quite often

Photograph 1:

(source: Google Image search)

Photography 2:

(source: Google Image search)

Photograph 3:

(source: Google Image search)

Photograph 4:

(source: Google Image search)

Photograph 5:

(source: Google Image search)

Photograph 6:

(source: Google Image search)

Photography 7:

(source: Google Image search)

Photograph 8:

(source: Google Image search)

Plenary:

So how does weather differ to climate…?

(source: https://www.youtube.com/watch?v=YbAWny7FV3w)

Task 3: Write a 50 word paragraph of how weather and climate are different using your knowledge from today’s earlier work and the above clip…

Homework – indpendent work time: 

Answer question 7 from pg.69 of your Geog.2 course book…

Extended Homework for the month:

In pairs keep a Climate Diary of Porto using the below data collection sheet. Work in pairs to collect data on the temperature and sunlight/cloud cover for a 30 day period in an effort to research your local climate…REMEMBER TO COLLECT THE DATA AT THE SAME TIME EACH DAY SO THAT YOUR DATA COLLECTION IS FAIR!!!…Good Luck

Climate Diary Data Recording Sheet