Severe Storms StudyJam

Learning Resource Type

Classroom Resource

Subject Area

Science

Grade(s)

K, 6

Overview

Severe storms can really wreak some havoc on the Earth. Thunderstorms bring lightning and strong winds, but tornadoes, hurricanes, and blizzards can cause even greater destruction.

The classroom resource provides a slide show that will describe types of severe weather that can occur and their possible impacts on Earth. There is also a short test that can be used to assess students' understanding.

Science (2015) Grade(s): KG

SC15.K.10

Ask questions to obtain information about the purpose of weather forecasts in planning for, preparing for, and responding to severe weather.*

UP:SC15.K.10

Vocabulary

  • Weather
  • Forecasting
  • Severe
  • Purpose
  • Obtain Information

Knowledge

Students know:
  • There are patterns related to local severe weather that can be observed (e.g., certain types of severe weather happen more in certain places).
  • Weather patterns (e.g., some events are more likely to occur in certain regions) help scientist predict severe weather before it happens.
  • Severe weather warnings are used to communicate predictions about severe weather.
  • Weather forecasting can help people plan for, and respond to, specific local weather (e.g., responses: stay indoors during severe weather, go to cooling centers during heat waves; preparations: evacuate coastal areas before a hurricane, cover windows before storms).

Skills

Students are able to:
  • Ask questions based on observations to find more information about the world.
  • Obtain, evaluate and communicate information from observations and grade appropriate text or media.
  • Obtain information to describe patterns in the natural world.

Understanding

Students understand that:
  • Severe weather has causes that generate observable patterns.

Scientific and Engineering Practices

Asking Questions and Defining Problems

Crosscutting Concepts

Cause and Effect
Science (2015) Grade(s): 6

SC15.6.12

Integrate qualitative scientific and technical information (e.g., weather maps; diagrams; other visualizations, including radar and computer simulations) to support the claim that motions and complex interactions of air masses result in changes in weather conditions.

UP:SC15.6.12

Vocabulary

  • Integrate
  • Qualitative scientific information
  • Technical information
  • Weather map
  • Radar
  • Visualization
  • Weather
  • Air mass
  • Temperature
  • Pressure
  • Humidity
  • Precipitation
  • Wind
  • Uniform
  • Temperature
  • Moisture
  • Landform
  • Current
  • Probability
  • Atmosphere
  • Monitor
  • Instruments
  • Predict
  • Weather patterns
  • Severe weather
  • Temperature
  • Moisture
  • Pressure
  • Humidity
  • Precipitation
  • Wind
  • Atmosphere

Knowledge

Students know:
  • Qualitative scientific and technical information may include weather maps, diagrams, and visualizations, including radar and computer simulations.
  • Qualitative scientific information may be obtained through laboratory experiments.
  • Weather is the condition of the atmosphere as defined by temperature, pressure, humidity, precipitation, and wind.
  • An air mass is a large body of air with uniform temperature, moisture, and pressure.
  • Air masses flow from regions of high pressure to low pressure, causing weather at a fixed location to change over time.
  • Sudden changes in weather can result when different air masses collide.
  • The distribution and movement of air masses can be affected by landforms, ocean temperatures, and currents.
  • Relationships exist between observed, large-scale weather patterns and the location or movement of air masses, including patterns that develop between air masses (e.g., cold fronts may be characterized by thunderstorms).
  • Due to the complexity and multiple causes of weather patterns, probability must be used to predict the weather.*Local atmospheric conditions (weather) may be monitored by collecting data on temperature, pressure, humidity, precipitation, and wind.
  • Instruments may be used to measure local weather conditions. These instruments may include, but are not limited to, thermometers, barometers, and anemometers.
  • Weather events, specifically severe weather, can be predicted based on weather patterns.
  • Severe weather may include, but is not limited to, fronts, thunderstorms, hurricanes, tornadoes, blizzards, ice storms, and droughts.

Skills

Students are able to:
  • Make a claim, to be supported by evidence, to support or refute an explanation or model for a given phenomenon, including the idea that motions and complex interactions of air masses result in changes in weather conditions.
  • Identify evidence to support the claim from the given materials including qualitative scientific and technical information.
  • Evaluate the evidence for its necessity and sufficiency for supporting the claim.
  • Determine whether the evidence is sufficient to determine causal relationships between the motions and complex interactions of air masses and changes in weather conditions.
  • Consider alternative interpretations of the evidence and describe why the evidence supports the claim they are making, as opposed to any alternative claims.
  • Use reasoning to connect the evidence and evaluation to the claim that motions and complex interactions of air masses result in changes in weather conditions.
  • Use instruments to collect local weather data.
  • Monitor local weather data.
  • Use patterns observed from collected data to provide causal accounts for weather events and make predictions.

Understanding

Students understand that:
  • The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. Because these patterns are so complex, weather can only be predicted based on probability.
  • Instruments may be used to monitor local weather.
  • Weather patterns can be used to predict weather events.

Scientific and Engineering Practices

Obtaining, Evaluating, and Communicating Information; Analyzing and Interpreting Data

Crosscutting Concepts

Cause and Effect

CR Resource Type

Interactive/Game

Resource Provider

http://studyjams.scholastic.com/

License Type

Custom
https://studyjams.scholastic.com/studyjams/jams/science/weather-and-climate/sev…

Custom License Type (URL)

http://www.scholastic.com/terms.htm

Comments or Notes

The test may be completed as a whole group or independently on student devices. 

Approved Date

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