Weather Cluster

Problem
Based Learning:
Air and Weather

Big Understandings:
• Scientific thinking; asking questions about natural phenomenon, works individually and in teams to collect information, share and produce
ideas
• Scientific investigation – systematic observations
• Weather elements have several social, environmental, and economic aspects
• Gain knowledge about severe weather and its impact on daily living
• Acquire organizational skills
• Discover we can make a difference
• Human habitats and lives are threatened by the impacts of weather
• Producing and sharing information to protect the health of our society

Adams 12 Five Star Schools
STEM Magnet Lab School
Jeannine Tennant & Allison Silvaggio

Essential Questions:
• How does weather affect your daily life?
• What do we do to make a difference?
• How will your plan decrease the environmental impact?

Action Plan:
• Clearly communicate through multimedia presentation utilizing or or
• Analyze cost for survival kits
• Produce a preparedness brochure utilizing
• Explain the decrease of human impact a plan can make
• Awareness and communication is detailed and effective
• Effectively and efficiently communicate responses to posed questions
• Models professional appearance and behavior

PRESENTATION EXAMPLES:
https://sites.google.com/a/adams12.org/second-‐grade-‐2011-‐12/2nd-‐grade-‐photos/air-‐weather-‐
presentations



Hello Potential Panel Member,
At School, our students learn through authentic problem-‐based learning (PBL) experiences which are connected with our curriculum. We
encourage problem-‐solving, creativity, and innovation as our student’s research and develop their own solutions to real-‐world problems.
We are looking for a panel of experts to provide an authentic audience, to question the students’ thinking and provide feedback. Research shows when students
have the opportunity to have an audience genuinely interested in their work, they are more invested in their learning. We are hoping to provide the next
generation of innovative and creative leaders.
Our Students have been learning about air and weather, as well as the impact it has on our society and environment. To enable STEM to become life-‐long
problem-‐solvers, we have charged the students with designing a Severe Weather Preparedness Guide and Disaster Supply Kit. The students will plan to help the
community during severe weather, where to go, what to have on for an emergency kit, and how to help those who have been affected by the weather.
The students are in teams of five-‐six that are a combination from both classrooms. They are researching severe weather, causes, and weather predictions and
will collectively devise a solution to help in these emergencies. They will be expected to present an innovative idea that shows how their idea will help, historical
data, and a cost analysis utilizing Web 2.0 technology. The students will be prepared to answer questions and discuss their solution.
We would love to have you on our panel from . The panel and presentations will be held in the .
Please let us know if you will be available by .
We look forward to hearing from you.
Thank you,

Hello Panel Members,

We are looking forward to seeing you all. Thank you for being part of our panel of experts, it is very fulfilling for us to be able to provide our students with an
authentic audience. We have also attached the Performance Rubric – Reflection and Evaluation we will provide each of you. We value your feedback and are
always striving to improve our process. As always, please feel free to email with any questions.

Thank you,



Air and Weather Problem Based Learning
Performance Rubric – Reflection and Evaluation
Group Name:
Evaluator: Date:
Criteria Proficiency Comments
Preparedness Guide Brochure

Before (examples):
• Where to Seek Shelter
• Disaster Supply Kit
• Protective Measures for Valuables
During (examples):
• Contact resource
• Actions
After
• Good Citizen
The plan illustrates how weather impacts
our daily living (examples):
• Devastation Facts
• Historical Weather Map
Weather Devastation Cycle

Itemized cost breakdown for survival kit
Awareness and communication is detailed

and effective


Planning of presentation is evident and
presentation relates to the problem

Strengths / Areas of Growth
4-‐Advanced
3-‐Proficient
2-‐Partially Proficient
1-‐Unsatisfactory



PBL PLANNING GUDIE
PBL PLANNING GUIDE PBL: Air and Weather
(Severe Weather Elements: tornado, drought, blizzard, hail, avalanche, flash flood, wildfire,
Grade Level: 2nd Grade deadly lightning, windstorm, dust storms, etc)
Time Line: Big Ideas:
Unit 6-7 weeks What are the winds like inside tornadoes?
PBL Presentation Work 2 ½ weeks What causes tornadoes, drought, blizzard, etc?
Why do some rotating storms form a tornado and some don’t?
How can we increase lead time when warning about severe weather?
Essential Questions: Standards:
• How does one investigate and explore the natural world by using simple tools
to monitor change? Science Standards:
• How does the temperature change at different times during the day (morning, Weather and the changing seasons impact the
noon, and evening) and from day to day? environment and organisms such as humans,
• What changes do we make in our daily lives based on changes in the weather? plants, and other animals
• How do weather patterns change throughout the year?
Established Goals: Roles: Literacy Standard 1. Oral Expression and
• Collaborating with Keystone None assigned Listening
Science School will fuse 1. Discussions contribute and expand on the
adventure and scientific ideas of self and others
inquiry into an exceptional 2. New information can be learned and better
experience for our students. dialogue created by listening actively
• Students will engage with Full
Option Science System (FOSS) Literacy Standard 2. Reading for All Purposes
in an enduring experience that 3. Decoding words with accuracy depends on
leads to a deeper understanding knowledge of complex spelling patterns and
of the natural world. morphology
• Utilizing the 21st Century Skill
Literacy Standard 3. Writing and Composition
and Readiness Competencies
2. Exploring the writing process helps to plan
in alignment with the Colorado
and draft a variety of simple informational
State Standards, students will
texts
analyze and interpret data
3. Appropriate spelling, capitalization,
weather and its impact on the

environment and organisms grammar, and punctuation are used and applied
such as humans, plants, and when writing
other animals.
Literacy Standard 4. Research and Reasoning
1. Reference materials help us locate
information and answer questions
2. Questions are essential to analyze and
evaluate the quality of thinking
Math Standard 1. Number Sense, Properties,

and Operations
1. The whole number system describes place
value relationships through 1,000 and forms
the foundation for efficient algorithms
2. Formulate, represent, and use strategies to
add and subtract within 100 with flexibility,
accuracy, and efficiency
Math Standard: 3. Data Analysis, Statistics,

and Probability
1.Visual displays of data can be constructed in
a variety of formats to solve problems
Math Standard: 4. Shape, Dimension, and

Geometric Relationships
2. Some attributes of objects are measurable
and can be quantified using different tools
Social Studies Standard: 2. Geography

1. Geographic terms and tools are used to
describe space and place
2. People in communities manage, modify and
depend on their environment
Social Studies Standard: 3. Economics


1. The scarcity of resources affects the choices
of individuals and communities
2. Apply decision-making processes to
financial decisions (PFL)
Social Studies Standard: 4. Civics

1. Responsible community members advocate
for their ideas
2. People use multiple ways to resolve
conflicts or differences
Presentation Mode(s): Outside Resources: (Guest speakers, field excursions, etc.)
Prezi
FLIP Museum of Nature and Science – Tornado Alley
Photo Story Ponnequin Wind Farm
NREL
Presentation Elements: Renewable Energy Americas Inc
Product / Solution 6th grade science buddies – build wind turbines
Environmentally Friendly
Cost Analysis
Awareness and Communication
Presentation Planning
Panelists: (Who? Invitations? Thank you? Location?) Rubrics/Assessment:

Mimio Vote
Location: Performance Rubric w/ Criterion
National Renewal Energy Laboratory, Golden
Panelists:
Jennifer Strong – Colorado School of Mines
Marcus Giron-NREL
Linda Lung – NREL
Frank Bartko – Astronomer
Mike Marlow – UCD
John Stevens – Astrophysicist


Invitations:
Letter to all panel members
Thank you:
Thank you “book” made from a compellation of thank you letters
written by students
Specials Involvement: Materials:

Art: Graphic Design with Brochures Science Notebooks
KSS™ Air and Weather Journals
Wind Turbines
Music: FOSS© Air and Weather Curriculum
Sangari© Water and Weather Curriculum
Costs: (materials, transportation, speakers)
PE:
Transportation to Museum of Nature and Science
Transportation to Ponnequin Wind Farm®
Technology: Research (Operated by Xcel Energy®)
Transportation to NREL® for tour and PBL Presentations
Librarian: research with PBL groups



English Language Learner Resources
Red is for language function.
Green is for instructional support.
Blue is for topic or content.
Language Objectives for Storm Pamphlet Assignment
Part One
Students will be able to identify and write five facts about their storm-‐type from their research on the internet with a partner. (ELP Level 4-‐5)
Students will be able to rewrite in their own words five facts about their storm type with a partner using the Storm Fact page. (ELP Level 2-‐3)
Students will be able to dictate three facts to a partner about their storm type after reading the Storm Fact page with a partner. (ELP Level 1)
Part Two
Students will be able to identify and write three short paragraphs about what happens before the storm, during the storm and after the storm from
their research on the internet with a partner. (ELP Level 4-‐5)
Students will be able to rewrite in their own words three short paragraphs about what happens before the storm, during the storm and after the
storm with a partner using the What Happens in a Storm page. (ELP Level 2-‐3)


Students will be able to select three pictures showing “during” and “after” the storm from the Storm Picture page. (ELP Level 1)
Speaking Objectives for Storm Pamphlet Assignment
Part One
Students will be able to discuss and help select the best facts for their storm pamphlet using sentence frames with their PBL group partners. (ELP
Level 1-‐5)
Part Two
Students will be able to discuss the sequence the events in their storm type and determine if these events describe “before”, “during” or after the
storm using sentence frames with their PBL group partners.
Sentence Frames
I agree with you because …
I disagree with you because…




Weather Games
*These games require java. If you're not able to load the games, your computer probably does not have java
installed.
Word Search Sliding Puzzle
Memory Game Maze
Coloring Book Word Jumble
Home Safety Hunt Crossword Puzzle
Wild Weather Adventure Snowflake Catcher

http://www.weatherwizkids.com/weather-games.htm


Settings in Microsoft Word Doc
1. Go to Page layout
2. Click on Orientation and select Landscape
3. Click on Columns and select 3 columns
4. Go to Margins and click on Custom Margins
5. Set Top and Bottom for 0..5″₺
6. Set Right and Left for 0.3″₺
Outside Layout


Storm Facts MAP
1. Map Title of your storm
2. Picture of your

Map of where your storm type
Facts about your type of type of storm occurs
storm
Name of group members
Picture about
one of your Be Prepared

facts

STEM Logo
Inside Layout
What to do to be What to do during What to do after your
prepared for your your type of storm type of storm
type of storm

Picture about Picture
Table of what to do showing
Supply List during storm destruction

after storm



Key For Storm Brochure
-‐ Web site for pictures
-‐ Citation from web site
-‐ Web site for exploring on your own

-‐ Surprising information


(Ask teacher for a copy you can read about your storm.)

Tornadoes
Part One: Tornado Facts
Although tornadoes form all over the world, they are more frequent and stronger in US.
A tornado that forms over warm water is called a waterspout. The water in the spout comes from condensation, not from the water below.
When it forms over a desert, it’s called a dust devil.
The average forward speed of a tornado is 30 to 40 mph but can go as fast as 70mph and has rotational speed that can be more than 300mph.
Tornadoes can occur in series (one after another) and more than one can form from the same cloud system.
The worst series of tornadoes in history was on March 18, 1925. About 689 people were killed in Missouri, Illinois and Indiana.
Usually in the northern atmosphere (above the equator) tornadoes turn counter-‐clockwise (left).In the southern hemisphere, tornadoes usually
turn clockwise.


Tornadoes can be invisible!!! They appear nearly transparent until dust and debris are picked up.
Tornadoes can be over a mile-‐wide or really skinny.
Tornadoes occur mostly in May. They occur the least in the months of January and February. Tornadoes occur most frequently during the middle
and late afternoon.
Scientists can’t rate or know how strong a tornado is until after it is over.
http://www.pitara.com/discover/earth/online.asp?story=20
Tornado Pictures
http://environment.nationalgeographic.com/environment/photos/tornado-‐general/
page 1. (Tornado )
Part Two: Safety in a Tornado (Copy A)

BEFORE A TORNADO: Have a disaster plan. Make sure everyone knows where to go in case a tornado comes. Prepare a kit
with emergency food for your home. Have enough food and water for at least 3 days.

DURING A TORNADO: Go to a basement. If you do not have a basement, go to a room without windows like a bathroom or closet..


If you live in a mobile home get out. Get out of cars. Never try to outrun a tornado in your car. If you’re outside, go to a ditch or
low lying area and lie flat in it. Stay away from fallen power lines and buildings that are damaged.

IF YOU’RE AT SCHOOL DURING A TORNADO: Every school should have a disaster plan and have frequent drills. Schools should use
inside rooms and hallways away from windows. Crouch down on your knees and protect your head with your arms.

AFTER A TORNADO: Stay indoors until it is safe to come out. Check for injured or trapped people, but don’t put yourself in danger.
Watch out for downed power lines.
http://www.weatherwizkids.com/weather-‐tornado.htm
I Interactive: The size of a twister

Can you control the intensity of this twister by changing the diameter and/or the core pressure difference?
http://whyfiles.org/013tornado/3.html
Page 2. (Tornado - A )


Part Two: Safety in a Tornado (Copy B)
Before the storm: At home, have a family tornado plan in place. Know where you can take shelter in a matter of seconds, Flying debris is the
greatest danger in tornadoes; so have protective coverings (e.g., helmets,) ready to use on a few seconds' notice. Turn on local TV, radio or NOAA
Weather Radio and stay alert for warnings. Take cover in interior rooms. Stay away from windows.
During the storm
In a house with no basement, a dorm, or an apartment go to the lowest floor, small center room (like a bathroom or closet), under a stairwell, or in
an interior hallway with no windows. Crouch as low as possible to the floor, facing down; and cover your head with your hands. A bath tub may
offer a shell of partial protection.
In a mobile home: Get out!
At school: Follow the drill! Go to the interior hall or room in an orderly way as you are told.
After the storm
Keep your family together and wait for emergency personnel to arrive. Stay away from power lines and puddles with wires in them; they may still
be carrying electricity! Watch your step to avoid broken glass and nails. Stay out of any heavily damaged houses or buildings. Remain calm and
alert, and listen for information and instructions from emergency crews or local officials.
http://www.spc.noaa.gov/faq/tornado/safety.html


Interactive: The size of a twister
Can you control the intensity of this twister by changing the diameter and/or the core pressure difference?
http://whyfiles.org/013tornado/3.html
Page 2. (Tornado B )
Avalanche
Part One: Avalanche Facts
1. In the past ten years, France has recorded more avalanche fatalities than any other country.
2. The vast majority of avalanches that occur in the U.S. are found in West Coast states, but in the past six years, Alaska has recorded
more avalanche fatalities than any other state.
3. Each year, avalanches claim more than 150 lives worldwide.
4. 89% of avalanche victims are men and most are between the ages of 20 and 30.
5. ¾ of victims are experienced back-country pros who are more likely to enter risky situations.
6. The highest number of fatalities occurs in the winter months (January through March) when the snowfall amounts are highest in
most mountain areas.
7. A significant number of deaths occur in May and June, demonstrating the hidden danger behind spring snows and the melting season
that catches many people off-guard.
8. In 90% of avalanche accidents, the victim, or someone in the victim's party, triggered the avalanche.


http://www.dosomething.org/tipsandtools/11-‐facts-‐about-‐avalanches
Avalanche Pictures
http://photopostsblog.com/2009/01/11/great-‐avalanche-‐pictures/

Page 1. (Avalanche )
Part Two: Safety in an Avalanche

How to avoid an avalanche
• Before you set out, check the snow and avalanche reports.
• Do not ski off the marked slopes.
• Look for visible avalanche activity. If you see avalanche activity on a slope do not go on that slope.
• Be aware of snow buildup.


o More than 2cm of snow an hour may produce unstable conditions. More than 30cm continuous buildup is regarded as very hazardous.
http://www.mamashealth.com/ski/ava.asp
What to Do in an Avalanche
1. Shout loudly for attention. It's important that there are witnesses of the avalanche victim's descent path.
2. Attempt to ski or run out.
3. Fight to maintain position (grab anything in the way rocks, trees . . .)
4. If possible, discard ski poles or ice axe and back pack.
5. Do everything to stay on the surface, usually a survival instinct that involves swimming, kicking, and fighting, and so on. A human body is about three
times denser than avalanche debris and it tends to sink unless it's swimming hard.
6. When the avalanche slows, try and kick to the surface. Thrust one hand up high as possible. Visual clues allow friends on the surface to find a buried
avalanche victim faster.
7. Guard the face with the other arm to provide a breathing space. This helps delay the buildup of carbon dioxide in the snow around the mouth, which allows
a person to live longer under the snow.
8. As the avalanche is stopping an attempt to dig out must occur very quickly. Typically there's about 3 seconds before the snow sets like cement.
9. If unable to move, relax as much as possible to conserve oxygen. For the same reason, only yell if the rescuers are near (snow is a very good insulator).
Page 2. (Avalanche )
After an Avalanche
Once buried, a person is dependent on friends on the surface to get them out. Quick reactions by all when a casualty is first taken by a slide
can help survival chances.


Lisa-‐auer.suite101.com/what-‐to-‐do-‐if-‐caught-‐in-‐an-‐avalanche-‐a104331
Interactive: Unleash an Avalanche

http://environment.nationalgeographic.com/environment/natural-‐disasters/avalanche-‐interactive/
Short Video: http://www.nationalgeographic.com/ngkids/0301/video_play.html


Page 3. (Avalanche)
Hail
Part One: Hail Facts
About 24 people are injured each year by hail in the U.S.
• The larger the hail, the stronger the thunderstorm.
• Hail rarely causes death.
• The majority of hail damage occurs to agricultural crops, costing hundreds of millions of dollars annually.
• Hailstones can vary from pea size up to grapefruit size or larger.
• The area of the U.S. most at risk for large hail is the western Great Plains, in a 625-‐square-‐mile area near the meeting of the borders of Nebraska,
Colorado, and Wyoming, averaging 7 to 9 hail days per year.
• Hail one inch (quarter size) or larger is considered “severe”.
http://www.crh.noaa.gov/images/dvn/downloads/quickfacts_Hail.pdf


Pictures:
1. http://www.picsearch.com/pictures/travel/cities/asia/middle%20east/saudi%20arabia/hail.html
2. http://www.chaseday.com/hailstones.htm

Page 1. (hail)
Part Two: Safety in a Hail Storm

Before the storm
A hailstorm can disrupt electrical service and is often accompanied by other severe weather events, such as tornadoes. Prepare your family for the
hazards and problems of a hailstorm by making a disaster preparedness plan, including a disaster survival kit and an emergency evacuation plan.


During the storm
Hail often occurs during severe weather patterns, such as strong thunderstorms. When severe weather threatens, tune in to a battery-powered
radio for updates. A severe thunderstorm watch means that conditions are right for thunderstorms to become severe. A severe thunderstorm
warning means that a storm poses an immediate threat to the people and property in its path. This warning may be accompanied by a siren or other
community alert system.
After Storm
Hailstones vary greatly in size, but even small ones – driven by gravity and strong winds – pose a danger to anything or anyone caught in a storm.
As a storm approaches, put vehicles in the garage and bring pets inside. If you are outdoors, go indoors immediately.
Once you’re indoors, close all drapes, blinds, or shades to prevent broken window glass and hailstones from entering your home. If possible, move
to a basement, cellar, or other level of the building not directly below the roof. Stay indoors until the storm has passed.
Page 2. (hail)
If you’re on the road during a hailstorm, stay in your vehicle and slow down or stop, as roads may become slippery. Once you have pulled over
safely, turn your back to windows or cover yourself with a blanket to protect yourself from broken glass.


http://learningcenter.statefarm.com/safety-‐2/severe-‐weather-‐1/hailstorm-‐safety-‐tips/

Interactive: Examine an animation of hail forming.
http://www.classzone.com/books/earth_science/terc/content/visualizations/es1805/es1805page01.cfm?chapter_no=visualization



Page 3. (hail)
Blizzard
Part One: Blizzard Facts
1. A blizzard is a severe snowstorm usually accompanied by high winds, blowing snow and very cold temperatures.
2. The National Weather Services defines blizzards as large amounts of falling or blowing snow with winds in excess of 35 mph and visibilities of less than ¼ of a
mile for a period of more than 3 hours.
3. Blizzards are dangerous because blowing snow can cause whiteout conditions that make driving and walking nearly impossible.
4. High winds coupled with low temperatures can create wind chill effects that pose a greater danger and can cause frostbite or hypothermia.
5. Rochester, New York is the snowiest large city in the U.S., averaging 94 inches of snow a year.
6. Some of the most memorable blizzards in the U.S. have occurred on the East Coast, known as Nor'easters. The storms stall over the coast and last anywhere
from 12 to 24 hours with snow amounts measured in feet rather than inches.
7. If caught outside in a blizzard, it is not a good idea to eat snow because it will lower your body temperature. It’s best to melt the snow first.
8. When treating hypothermia, the extremities (arms and legs) should not be warmed first because this will drive cold blood to the heart which can lead to heart
failure.
http://www.dosomething.org/tipsandtools/11-‐facts-‐about-‐blizzards


Pictures: http://www.alaskadispatch.com/slideshow/southcentral-‐alaska-‐snowstorm
Page 1. (Blizzard)
Part Two: Blizzard Safety
What to do before a blizzard
Prepare for power outages and blocked roads. Winds, ice and snow tend to bring down power lines. Make sure that you have candles, matches
or lighters, a battery operated radio, and emergency food supplies and tons of blankets. Think about where you'll put candles to keep them lit and
safe. Have plenty of food staples like powdered milk and protein bars. If your water supply depends on an electric pump, bottled water may be a
good idea.
Designate a spot, in the hall closet, to keep a bag of warm clothes for each person in the household. If the lights are out, it will be hard to find
that really warm turtle neck or a pair of warm socks or gloves...in the dark. Count on the power being out for at least a day or two and have some

board games and a deck of cards on hand. Arts and crafts are always fun for the kids (especially if there isn't any television to distract them) so
make sure you have some of those supplies easily available.
Along with warm clothes and blankets, consider stocking your Blizzard Kit with the following: batteries, flash lights, battery operated
radio/television, bottled water, toilet paper, nonperishable foods such as cereal or crackers, canned goods, a non electric can opener, a small
cooler, candles, prescription medicines and any over-‐the-‐counter remedies you use regularly; and if you have young infants or toddlers -‐ diapers,
baby wipes, formula, baby food.

Stock up on shovels and snow removal equipment before the snow storm. You may also want to cover the windows and spaces around the doors
to keep drafts at a minimum in the event the heat shuts off.
Page 2. (Blizzard)
What to do in a blizzard
Staying warm when the power goes out may be a problem. Don't think you're immune if you don't use electricity to heat your home. Many people
don't realize that their heating system depends on a boiler that is powered by electricity. Electric stoves and gas stoves that depend on electricity
will be powerless if the storm knocks the lines down. Be prepared with alternative heat sources and plenty of blankets.



Traveling in a blizzard is just not a good idea. If you are on the road during a blizzard look for a hotel or motel nearby and stay off the road until
driving conditions are safe again.
If you get stranded in your car during a bad snow storm be prepared with plenty of warm clothes and packaged snack foods. It may seem sensible
to leave the engine running to keep warm, but it isn't. The danger of carbon monoxide poisoning is high. Snow can block your exhaust pipe and fill
the car with deadly fumes. Keeping one window open just a bit will help avoid this. If you keep the engine running you may run out of gas before
the storm is over.
What to do after a blizzard
After a blizzard, people get their shovels, plows and salt ready. A lot of plowing and shoveling happens after blizzards. It can sometimes take a day,
or days, or weeks to clear the resulting snow, and often clean up tree damage and restore power losses, depending on the amount of snow
accumulation and the resources of the community affected.
www.chiff.com/a/blizzard-tips.htm
Interactive: Weather Maker -‐ You control the weather!
http://teacher.scholastic.com/activities/wwatch/investigate/weather_maker.htm
Page 3. (Blizzard)


Floods
Flood facts
• Since 1900, floods have taken more than 10,000 lives in the United States alone.
• Flash floods often bring walls of water 10 to 20 feet high.
• 95% of those killed in a flash flood try to outrun the waters along their path rather than climbing rocks or going uphill to higher grounds.
• 66 % of flood deaths occur in vehicles, and most happen when drivers make a single, fatal mistake trying to navigate through flood waters.
• Just 6 inches of rapidly moving flood water can knock a person down.
• The great Mississippi River Flood of 1993 covered an area 500 miles long and 200 miles wide. More than 50,000 homes were damaged, and
12,000 miles of farmland were washed out.
• Hurricanes, winter storms and snowmelt are common (but often overlooked) causes of flooding.
• Communities particularly at risk are those located in low-‐lying areas, near water, or downstream from a dam, but everyone lives in a flood zone
— it's just a question of whether you live in a low, moderate, or high risk area.
http://www.dosomething.org/tipsandtools/11-‐facts-‐about-‐floods


Pictures: http://www.accuweather.com/en/weather-‐news/more-‐photos-‐from-‐wednesdays-‐ho/54806
Page 1. (Flood)
What to do before a flood?
• Be prepared to evacuate.

o Plan a place to meet your family in case you are separated from one another in a disaster and cannot return home.
Choose an out-‐of-‐state contact for everyone to call to say they are okay.
o Assemble a disaster supplies kit. Include a battery-‐operated radio, flashlights and extra batteries, first aid supplies,
sleeping supplies and clothing.
o Know how to shut off electricity, gas and water at main switches and valves.
What to do during floods?
• Be aware of flash floods. If there is any possibility of a flash flood occurring, move immediately to higher ground.
• Listen to radio or television stations for local information.
• Be aware of streams, drainage channels and areas known to flood suddenly.
• If instructed, turn off utilities at the main switches or valves.
• Sterilize the bathtub, then fill the bathtub with water in case water becomes contaminated or services are cut off.
• Stay away from flood waters. They could be contaminated.

• Do now walk through moving water. Six inches of moving water can knock you off your feet. If you must walk in a flooded area, walk where
the water is not moving. Use a stick to check the firmness of the ground in front of you.
• Do not drive into flooded areas. If flood waters rise around your car, abandon the car and move to higher ground, if you can do so safely.
You and your vehicle can be quickly swept away as flood waters rise.
•
Page 2. (Flood)
What to do after a flood?
• Stay away from flood waters. The water may be contaminated by oil, gasoline or raw sewage. The water may also be
electrically charged from underground or downed power lines.
• Stay away from moving water. Moving water only six inches deep can sweep you off your feet.
• Be aware of areas where flood waters have receded. Roads may have weakened and could collapse under the weight of a
car.
• Stay away from downed power lines and report them to the power company.
• Stay away from disaster areas unless authorities ask for volunteers.
• Continue listening to a battery-‐powered radio for information about where to get assistance for housing, clothing and food.
• Consider your family's health and safety needs. Wash your hands frequently with soap and clean water if you come in
contact with flood waters. Throw away food that has come in contact with flood waters. Listen for news reports to learn
whether the community's water supply is safe to drink.
• Contact your insurance agent.
What to do after a flood?
• Stay away from flood waters. The water may be contaminated by oil, gasoline or raw sewage. The water may also be
electrically charged from underground or downed power lines.


• Stay away from moving water. Moving water only six inches deep can sweep you off your feet.
• Stay away from downed power lines and report them to the power company.
• Stay away from disaster areas unless authorities ask for volunteers.
• Continue listening to a battery-‐powered radio for information about where to get assistance for housing, clothing and food.
• Consider your family's health and safety needs. Wash your hands frequently with soap and clean water if you come in
contact with flood waters. Throw away food that has come in contact with flood waters. Listen for news reports to learn
whether the community's water supply is safe to drink.
http://info.louisiana.edu/mahler/oep/sug-‐flod.htm
Page 2. (Flood)
Interactive: House floating down the Canestoga River as it runs into a bridge
http://www.accuweather.com/en/weather-‐news/more-‐photos-‐from-‐wednesdays-‐ho/54806
Interactive:Step by step animation of the flooding in New Orleans after Hurricane Katrina http://www.nola.com/katrina/graphics/flashflood.swf


Page 3. (Flood)
Heat Wave
Heat Wave Facts


1. A heat wave is a prolonged period of excessive heat, often combined with excessive humidity.
2. Excessive heat is defined as temperatures that hover 10 degrees or more above the average high temperature for the region during summer months, last for an
extended period, and often are accompanied by high humidity.
3. Heat waves kill more Americans than any other type of natural disaster.
4. The American Meteorological Society reports that on average heat kills more than 1,000 people each year.
5. In the 40-year period from 1936 through 1975, nearly 20,000 people were killed in the United States by the effects of heat and solar radiation.
6. Heat kills by pushing the human body beyond its limits. The body must work extra hard to maintain a normal temperature.
7. Most heat disorders occur because the victim has been overexposed to heat or has over-exercised for his or her age and physical condition.
8. Because men sweat more than women, men are more susceptible to heat illness because they become more quickly dehydrated.
9. People living in urban areas are at greater risk from the effects of a heat wave than people living in rural regions. Stagnant atmospheric conditions – including
heat and moisture - trap pollutants, adding unhealthy air to excessively hot temperatures, which may then in aggravate health problems like asthma,
especially for those with respiratory difficulties like asthma.
http://www.dosomething.org/tipsandtools/facts-‐about-‐heat-‐waves
Page 1. (Heat Wave)


How can I prepare?
• Prepare for the possibility of power outages.
• Check the contents of your emergency preparedness kit in case a power outage occurs.
• Know those in your neighborhood who are elderly, young, sick or overweight. They are more likely to become victims of excessive heat and may need help.
• If you do not have air conditioning, choose places you could go to for relief from the heat during the warmest part of the day (schools, libraries, theaters, malls).
• Get trained in first aid to learn how to treat heat-related emergencies.
What should I do during a heat wave?
• Listen to a NOAA Weather Radio for critical updates from the National Weather Service (NWS).
• Never leave children or pets alone in enclosed vehicles.
• Stay hydrated by drinking plenty of fluids even if you do not feel thirsty. Avoid drinks with caffeine or alcohol.
• Eat small meals and eat more often.
• Wear loose-fitting, lightweight, light-colored clothing. Avoid dark colors because they absorb the sun’s rays.
• Slow down, stay indoors and avoid strenuous exercise during the hottest part of the day.
• Postpone outdoor games and activities. Take frequent breaks if you must work outdoors.
• Check on family, friends and neighbors who do not have air conditioning, who spend much of their time alone or who are more likely to be affected by the heat.
• Check on your animals frequently to ensure that they are not suffering from the heat.


What to do after a heat wave?
Cool yourself down after the heat wave with plenty of water and if you have an electric fan, make sure to use it.

www.redcross.org/.../menuitem.53fabf6cc033f17a2b1ecfbf43181aa0...
Page 1. (Heat Wave)
Lightning
Lightning facts
• A lightning flash is no more than one inch wide.

• The temperature of a lightning flash is 15,000 to 60,000 degrees Fahrenheit. That's hotter than the surface of the sun (9,000
degrees Fahrenheit).
• A stroke of lightning moves about 62,000 miles per second-‐-‐one-‐third the speed of light.
• A single lightning flash carries an electric current as high as 300,000 amperes. For comparison, electrical wiring in a house
carries 20 or 30 amperes.
• What we see as a flash of lightning may actually be three or four different strokes in exactly the same place, one right after
another. That's why lightning seems to flicker.


• Power failures caused by lightning strikes cost utility companies as much as $1 billion annually.
• In the United States, the state of Florida and the Rocky Mountain region get the most lightning
http://www.ucar.edu/communications/infopack/lightning/kids.html
Lightening Pictures:
1. http://kids.nationalgeographic.com/kids/photos/gallery/lightning/
2. http://www.lightningphotography.com/
Page 1. (Lightning)
What to do before lightning occurs
The best way to keep from getting struck by lightning is to go inside before an electrical storm gets too close. To find out how close
the storm is, start counting slowly as soon as you see lightning. Light travels extremely fast, so the lightning's flash reaches your
eyes instantly, but the sound of thunder travels much slower--one mile in five seconds.


If you hear thunder before you can count to 30, the storm is within six miles of you, and the next lightning strike could be right near
you. Get into a house or car and stay there till the storm moves away.
During a Lightning Storm
If you're not close to shelter, here are some things to stay away from:
• tall trees or poles

• completely open areas like fields
• bodies of water, like lakes or the ocean
• metal fences, sports equipment, bikes, etc.
What do you do if struck be lightening
Go or call for medical help immediately.
Don’t expose yourself, the victims, or rescuers to additional lightning risk. If necessary, move the victim to a safer location before providing
first aid.
Check for breathing and heartbeat

Interactive: Watch lightning begin in the clouds and strike the ground. http://www.lightningphotography.com/



Page 2. (Lightning)
Surprising Information: Flood http://news.yahoo.com/blogs/sideshow/thousands-‐spiders-‐blanket-‐australian-‐farm-‐escaping-‐flood-‐
165958059.html Web wonders: spiders spin for

their lives
Nicky Phillips and Glenda Kwek
March 7, 2012
As people are evacuated from their flood-stricken homes in NSW, one resident is staying put - the spider.
The fields surrounding flood-stricken areas of NSW have been covered in the webs of a type of ground-dwelling wolf spider, says the collection manager of arachnids at the
Queensland Museum, Dr Owen Seeman.
Spinning out ... scores of spiders weave their webs on dry sticks on a bush in Wagga Wagga. Photo: Daniel Munoz/Reuters
In an attempt to escape rising waters, the spiders climb blades of grass and let out hundreds of metres of silk in the hope a gust of wind will catch the web and transport them to
safety, he said.


''What you are seeing is the result of all their failed attempts to get away.''
An evolutionary geneticist and spider expert, Amber Beavis, said it was unusual to see adults spiders displaying this behaviour, known as ballooning.
A barn is surrounded by webs in Wagga Wagga. Photo: Daniel Munoz/Reuters
It is typically used by young spiders to travel away from their birth place, said Dr Beavis from the Australian National University.
She said wolf spiders were not social spiders either.
''They're very solitary but under these extreme circumstances they obviously don't mind being around each other.''
A dog walks through webs in Wagga Wagga. Photo: Daniel Munoz/Reuters


Taronga Zoo's spider keeper Brett Finlayson said: "There are more airborne and water-borne insects due to the rain, and so there's a greater food supply for spiders. So more are
surviving through to adulthood," he said.
But the rain is doing something else - it is making spider webs stickier, meaning more insects and bugs are getting stuck in the filaments.
Spiders are drinking the extra water droplets hanging from their webs, while the drops are making webs more visible to humans.
"The rain sticks to the webs," Mr Finlayson said. "You may have walked past [the web] before, but now you can see it."
And as such spiders are fully grown during this season, they are more visible, Mr Finlayson said, adding that he had received a lot of questions about arachnids from zoo visitors this
year.
He said the rising water levels from the floods pose little threat to the spiders or their webs.
A fence is covered in webs in Wagga Wagga. Photo: Daniel Munoz/Reuters
"If the water was to rise and the web was to go under, they will move on," Mr Finlayson said.
"They can eat their own web, which is just protein, climb elsewhere and make a new web. But they are more likely to abandon the old web because there is so much food around
[now]."
For spiders that live underground, the wet conditions are also a boon. While some spiders may drown if they are stuck in a pool of water for too long, many others are able to find
new homes in moist soil, Mr Finlayson said.
"They seek out humidity so some rain would appeal to them. They like damp ground and they will look for moist soil that they can dig into."
Mr Finlayson said the increase in spiders posed no danger to people - and that they should be grateful, instead of frightened.


And if it is a dry summer next year, the spider population would drop back to its previous levels.
A levee holds flood waters from Wagga Wagga CBD in the foreground while North Wagga is inundated yesterday. Photo: Andrew Meares
"The spiders don't pose any harm at all. They are not aggressive and only bite if they face a severe threat or their lives are in danger. They have a mild venom, so if they were to bite
you, you would only get a bit of a headache and some local pain.
"The amount of mosquitoes around would be incredible because of all this water, but these spiders are capturing all these insects and bugs.
"They are doing us a favour. They are actually helping us out."
Read more: http://www.smh.com.au/environment/weather/web-wonders-spiders-spin-for-their-lives-as-floodwaters-rise-20120307-1ujov.html#ixzz1v4l3oVF3


Surprising Information: Blizzard
On this day in 1888, the so-called "Schoolchildren's Blizzard" kills 235 people, many of whom were children on their way home from
school, across the Northwest Plains region of the United States. The storm came with no warning, and some accounts say that the
temperature fell nearly 100 degrees in just 24 hours.
It was a Thursday afternoon and there had been unseasonably warm weather the previous day from Montana east to the Dakotas and
south to Texas. Suddenly, within a matter of hours, Arctic air from Canada rapidly pushed south. Temperatures plunged to 40 below
zero in much of North Dakota. Along with the cool air, the storm brought high winds and heavy snows. The combination created
blinding conditions.
Most victims of the blizzard were children making their way home from school in rural areas and adults working on large farms. Both
had difficulty reaching their destinations in the awful conditions. In some places, though, caution prevailed. Schoolteacher Seymour
Dopp in Pawnee City, Nebraska, kept his 17 students at school when the storm began at 2 p.m. They stayed overnight, burning
stockpiled wood to keep warm. The next day, parents made their way over five-foot snow drifts to rescue their children. In Great Plains,
South Dakota, two men rescued the children in a schoolhouse by tying a rope from the school to the nearest shelter to lead them to
safety. Minnie Freeman, a teacher in Nebraska, successfully led her children to shelter after the storm tore the roof off of her one-room
schoolhouse. In other cases, though, people were less lucky. Teacher Loie Royce tried to lead three children to the safety of her home,


less than 90 yards from their school in Plainfield, Nebraska. They became lost, and the children died of hypothermia. Royce lost her
feet to frostbite.
In total, an estimated 235 people across the plains died on January 12. The storm is still considered one of the worst blizzards in the
history of the area.
Fact Check We strive for accuracy and fairness. But if you see something that doesn't look right, contact us!
Surprising Information: Lightening
Saved by my iPod: Girl survives lightning strike after wire diverts 300,000 volts
By Daily Mail Reporter

UPDATED: 13:48 EST, 19 June 2009
A teenage girl survived a terrifying lightning strike after she was saved by the wire of her iPod.
Schoolgirl Sophie Frost and her boyfriend Mason Billington, both 14, stopped to shelter under a tree when a storm struck as they were walking near
their homes.
Doctors believe Sophie survived the 300,000-volt surge only because it travelled through the gadget’s wire, diverting it away from her vital organs.


Scorched: Sophie Frost, 14, shows what happened to her clothes when she and her boyfriend Mason Billington were struck by lightning
The teenager was taken to hospital and is recovering from burns to her chest and legs while Mason suffered damage to his eyes.

Read more: http://www.dailymail.co.uk/news/article-‐1194120/Saved-‐iPod-‐Girl-‐survives-‐lightning-‐strike-‐wire-‐diverts-‐300-‐000-‐volts.html#ixzz1v4a1siPV
Fifty-‐two cows were killed after lightning hit a wire fence they were grazing next to



Some of the 52 cows killed by a lightning strike in Uruguay Photo: Reuters
By Urmee Khan
11:45PM BST 23 Oct 2008
The Hereford and Normandy breed cows were discovered by the ranch manager in the field.
A veterinary expert who examined the carcases said they had been killed by lightning hitting the wire fence bordering the field where the animals
were stood. The incident occurred in Valdez Chico, near Montevideo, Uruguay.
In September, 53 cattle were killed by lightning in Katosi, Uganda. They had been seeking shelter underneath trees, according to local reports.
Lightning hits the earth an average 100 times per second, or 8.6 million times a day.
Each spark of lightning can reach over five miles in length, soar to temperatures of approximately 50,000 degrees Fahrenheit, and contain 100
million electrical volts.


http://www.telegraph.co.uk/news/worldnews/southamerica/uruguay/3249895/Fifty-‐two-‐cows-‐are-‐killed-‐after-‐lightning-‐hits-‐a-‐wire-‐fence.html


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Adams 12 Five Star Schools

We look forward to hearing from you.

Hello Panel Members,

Adams 12 Five Star Schools

Awareness and communication is detailed

Adams 12 Five Star Schools

Adams 12 Five Star Schools

Math Standard 1. Number Sense, Properties,

Math Standard: 3. Data Analysis, Statistics,

Math Standard: 4. Shape, Dimension, and

Social Studies Standard: 2. Geography

Social Studies Standard: 3. Economics

Social Studies Standard: 4. Civics

Panelists: (Who? Invitations? Thank you? Location?) Rubrics/Assessment:

Adams 12 Five Star Schools

Specials Involvement: Materials:

Adams 12 Five Star Schools

Red is for language function.

Green is for instructional support.

Blue is for topic or content.

Language Objectives for Storm Pamphlet Assignment

Adams 12 Five Star Schools

Speaking Objectives for Storm Pamphlet Assignment

I agree with you because …

I disagree with you because…

Adams 12 Five Star Schools

Adams 12 Five Star Schools

Word Search Sliding Puzzle

Memory Game Maze

Coloring Book Word Jumble

Home Safety Hunt Crossword Puzzle

Wild Weather Adventure Snowflake Catcher

Adams 12 Five Star Schools

Adams 12 Five Star Schools

1. Map Title of your storm

2. Picture of your

Adams 12 Five Star Schools

-­‐ Web site for pictures

-­‐ Citation from web site

-­‐ Web site for exploring on your own

-­‐ Surprising information

When it forms over a desert, it’s called a dust devil.

Adams 12 Five Star Schools

Tornadoes can be over a mile-­‐wide or really skinny.

page 1. (Tornado )

Part Two: Safety in a Tornado (Copy A)

Adams 12 Five Star Schools

I Interactive: The size of a twister

Page 2. (Tornado - A )

Adams 12 Five Star Schools

During the storm

In a mobile home: Get out!

After the storm

Adams 12 Five Star Schools

Page 2. (Tornado B )

3. Each year, avalanches claim more than 150 lives worldwide.

Adams 12 Five Star Schools

Part Two: Safety in an Avalanche

Adams 12 Five Star Schools

Page 2. (Avalanche )

Adams 12 Five Star Schools

Interactive: Unleash an Avalanche

Short Video: http://www.nationalgeographic.com/ngkids/0301/video_play.html

-‐ Web site for pictures

-‐ Citation from web site

-‐ Web site for exploring on your own

-‐ Surprising information

Tornadoes can be over a mile-‐wide or really skinny.

Interactive: Weather Maker -‐ You control the weather!

Surprising Information: Flood http://news.yahoo.com/blogs/sideshow/thousands-‐spiders-‐blanket-‐australian-‐farm-‐escaping-‐flood-‐