Unit 4.1: How to become a weather spotter

Angela Daneshmand, Santiago Canyon College

Initial Publication Date: September 20, 2024

Summary

How is weather monitored and used to create forecasts? In Unit 4.1, the basics of local monitoring techniques are researched to infer how local monitoring supports the overall method of weather forecasting. Each team is tasked with getting the college ready to become a National Weather Spotter. Teams must take constraints into consideration and determine the best way to monitor and report their assigned data to generate a plan for implementation. Throughout this unit, students work in teams to problem-solve, use engineering design to construct a plan to create a personal weather monitoring device, and communicate the results of scientific investigations. At the end of this unit, students have the option to build a classroom weather monitoring device, which they will use in Unit 4.2.

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Learning Objectives

At the end of this unit, students will be able to:

  1. Use engineering design to develop a plan to monitor daily weather conditions on campus
  2. Apply science and engineering practices to address questions about Earth and/or planetary systems
  3. Work in teams to problem-solve and communicate the results of scientific investigations

Context for Use

Unit 4.1 is the introductory activity for Unit 4 and sets the foundation for forthcoming units. Students become familiar with key meteorological terms and with the different methods used to monitor and record weather data. Engineering design is incorporated through the planning and implementation of a classroom weather monitoring system. Once foundational knowledge has been developed through this unit, students are prepared for Units 4.2-4.7, where they analyze multiple datasets (historical and current) and develop plans to support their campus/community in severe weather events.

Target Audience:

Unit 4.1 is an introductory meteorology unit designed for students who have no previous meteorology knowledge. It can be utilized in undergraduate level earth science courses, including entry-level courses designed for future educators.

Time Needed:

The activities in this unit are designed to take place over the course of one 85-minute class session and can be administered in face-to-face, synchronous, or asynchronous classes.

Prerequisite Skills Needed:

No meteorological knowledge is needed before starting this unit.

Description and Teaching Materials

Teaching Materials:

  • The Pre-class homework aims to introduce components of the atmosphere and interactions happening within the atmosphere. Through this assignment, students become more familiar with how weather is recorded and reported and the importance of local weather monitoring. They will also review 'scientist spotlights' for meteorologists and gain insight on their background and research interests. Students discuss the pre-class homework during a small group discussion at the beginning of class.
    • Pre-Class Homework for Unit 4.1 (Microsoft Word 2007 (.docx) 59kB Sep12 24) (also available as a PDF (Acrobat (PDF) 91kB Aug26 24))
    • (also available as a )
  • This slide set serves as a guide through Unit 4.1. Breakout session slides (slides 8-23) should be printed for each group (or accessed online if computers are available in the classroom). If using the slides online, the instructor should create a separate slide set for each group to access and work on.
    • Unit 4.1 Slide set (PowerPoint 2007 (.pptx) 197kB Sep6 24)

85-minute Class Session Overview:

  • Small group discussion (15 minutes): Write down what you know about the following terms: relative humidity, dew point temperature, adiabats, and atmospheric stability. Discuss the following questions with your group: What is the importance of local monitoring? How does it help the overall method of weather forecasting? What questions do you have about the reading?
  • Breakout session #1 (25 minutes): Weather Station Presentation. Use slides 9-18 (1-2 slide(s) per group). Form groups of 2-5 students (based on class size) and research different types of weather stations, how to make them, and how to use them (best places to take readings, etc.). Then populate a collaborative Google Slide to present information to the class including: how to use this weather station/device, how to make this weather station/device (if applicable), best places to take readings/measurements, and why this type of data is important to have for weather stations/apparatuses. It is recommended to print out campus maps for students to review and select the optimal spot for placing their weather station/apparatus.
  • Whole class reporting session (10 minutes): Each group presents its findings and best practices to the class.
  • Breakout session #2 (25 minutes): How to Become a Weather Spotter. Use slides 19-23 (1 slide per group) and the campus maps printed by the instructor. Students regroup so that each group has students from a variety of topics from Breakout Session #1. Depending on class size, there may be multiples of each new group. Groups act as an engineering team that is tasked with designing a low-cost personal monitoring device and developing a plan to monitor daily weather conditions on campus. Students brainstorm ideas on how to monitor an assigned type of weather and formulate a plan to set up a monitoring device on campus for one of the following types of weather:
  • Whole class reporting session (10 minutes): Each group presents its findings and plans to the class.
  • Optional activity (devices will be used during Unit 4.2): Build a classroom monitoring device and monitor daily weather conditions. It is recommended that the instructor completes this activity if they do not have sling psychrometers or anemometers available.

Teaching Notes and Tips

For all modalities, instructors are encouraged to transfer the PowerPoint slides into Google Slides for classroom and student use.

Face-to-Face Courses:

  • If you do not have a class set of computers (or at least one computer for each group), it is best to print the in-class group work slides (slides 8-23) for each student group.

Synchronous Online Courses:

  • Students can access Google Slides (slides 8-23) during a video conferencing session (e.g., Zoom) in breakout rooms. It is best for each group to have its own slide set. The instructor is advised to set these up before class starts. Here is an example of what the Google Drive folder would look like for a small class where the topics are bundled. The instructor would add additional slides as the class session progresses.

Asynchronous Online Courses:

  • Students need to be assigned topics for Breakout Sessions 1 and 2 in advance. The instructor should consider using a video discussion board, such as Padlet, for students to present their information and ideas to the class.

Background Information Resources:


Assessment

Formative Assessment:

  • Pre-Class homework for Unit 4.1
  • Weather station presentation

Summative Assessment:

  • In-class worksheet slides
  • Quiz on main topics, including things such as:
    • Key terms: relative humidity, dew point temperature, adiabats, atmospheric stability
    • Differentiating between meteorological equipment and defining the importance of each
    • Recalling the best location to use meteorological equipment and state which is best for their campus/community

References and Resources