Application of Universal Design to Technology Rich Instructional Design Lesson Air Masses and Weather Author - Mr.

Delemeester UDL Color Key: Purple = Representation Blue = Action or Expression Green = Engagement 1. Problem or a Need Students in High School Earth Science often dont remember the details associated with air masses that they learned in 7th Grade Science. We build upon the knowledge of air masses in High School Earth Science as we develop understandings of large-scale weather patterns (synoptic meteorology). Students need to activate their knowledge of air masses and fill in any missing gaps (supplement) before we move on to studying interactions of the upper and lower atmosphere that are responsible for our weather. 2. Real-World Performance Explain how and why air masses are created, the ways they affect our weather and that storms occur at the boundaries between air masses. 3. Instructional Objectives Air Mass Content Review: a. identify typical source regions for an air mass b. describe the size of surface area and time needed for an air mass to form c. understand that air masses are named based on characteristics of temperature and humidity that result from their place of formation d. identify prevailing winds and unequal pressure as a reason that air masses move e. explain that air masses transport energy (hot or cold) and moisture (dry or humid) as they move into a new region f. explain why air masses are not generally formed in the mid latitudes g. predict that storms will occur at the boundary between air masses Technology Related Enhancements a. Substitution Use internet based real-time surface observations for comparison of student surface weather measurements. Change: Real time surface observations have been available from NOAA weather broadcasting stations for many years. b. Augmentation: Use PollEverywhere to replace traditional class polls. Change: Ability to accept all responses simultaneously. Use Popplet to create concept maps. Change: improves collaborative aspect that allows broader and more equal cooperation everyone contributes to the popple board at the same time.

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Technology Related Transformations c. Modification: Use Wordle to create a Word Cloud. Change: Significantly changes the task of summarizing class poll from a text only product by using technology to add a visual-spatial element that had not previously been readily available. d. Redefinition: Obtain and Use real-time remote sensing data (weather balloon atmospheric sounding) for the air mass in our area. Redefinition: Perform more sophisticated and informative meteorological investigations, make predictions and analyze difficult to collect data from our environment. 4. Essential Content a. understand that the characteristics of the atmosphere change with altitude, latitude and geographic location b. understand the atmosphere is a fluid that can absorb, transport and release large amounts of energy(review from Unit I) c. understand our earth contains large amounts of liquid water that can absorb, transport and release large amounts of energy (review from Unit I) d. understand that liquid water releases energy when it evaporates, and water vapor absorbs energy when it condenses (review from Unit I) e. understand that the uneven heating of Earth by the Sun is the main cause for wind on our planet (review from Unit I) f. Identify the Coriolis effect and Convection Cell Circulations as the cause for prevailing winds on our planet (review from Unit I) g. understand that precipitation and the release of energy occurs when at the boundary between two different air masses 5. An Evaluation Consisting of a Test or Observation Students will apply their knowledge and understandings of air masses to a current weather map. Students should be able to identify the air masses that are present, their characteristics, source regions, and the impact on our weather. Students should be able to predict the movement of the air masses based on prevailing winds and explain the types of weather that will result at the air mass boundaries. 6. A method to help participants Day 1: Activate Prior Knowledge and Review Engage: Create a real-time poll with PollEverywhere.com and then use Wordle to create a word cloud of the responses. Guide students in vocalizing current understandings (identify misconconceptions or inaccuracies to probe) Explain: Present Air Mass Quick Facts Powerpoint with diagrams, and a 3 minute video clip, and ask students to work cooperatively to complete Notes/Activity Sheet within 10 minutes. Elaborate: Work together as a class to create a Poplet assign students to teams and direct them to add visuals and text popples describing the instructional objectives (see above) for the theme air mass.

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Homework: Student Choice (do one of the following)... Ch. 29-I Section Questions Create a list of four rules of thumb to use for predicting effects of air masses arriving in our area: cP in winter, cP in summer, mT in winter, mT in summer. Day 2: Use Knowledge to Measure Air Mass Surface Conditions Review: Air Mass Quiz main types, source regions and effects (can be oral or written) Application: Review use of instruments for measuring humidity, pressure and temperature: hygrometer, barometer, and thermometer. Students record current conditions using lab instruments. Students then compare conditions recorded using our instruments to real-time Surface Weather Conditions available on the internet which were recorded by the closest National Weather Service Site - Flint International Airport: http://w1.weather.gov/obhistory/KFNT.html Metacognition: reflect on similarities and differences between datasets, identify possible sources of random and systematic error, discuss changes to our procedures, equipment or training which affect our results. Form a Hypothesis and Investigate Predictions using Evidence: Summarize surface conditions and guide students in prediction of the type of air mass causing our current weather. Review real-time U.S. weather map from NOAA website: http://www.hpc.ncep.noaa.gov/sfc/usfntsfcwbg.gif. Compare our predictions to the real-time data and evaluate our ability to accurately identify the air mass and to predict and explain current weather. Discuss limitations and errors. Extend theses limitations to local television meteorologist predictions. Homework: Investigate impact of the technological innovation of doppler radar on accuracy and timliness of weather predictions, especially tornado tracking and prediction. Day 3: New Learning: Atmospheric Sounding with Weather Balloons Introduce the Radiosonde as an instrument for measuring characteristics of an air mass from surface levels up through the atmosphere to the tropopause. Display an actual radiosonde, opened for observation and identify components and describe their function. Discuss the reason for the existence of a global Network of weather stations (and necessary cooperation among scientists worldwide) that take soundings at the same time every day for global weather monitoring and prediction. Launch Weather Balloons: Form teams and assign assign differently colored Pilot balloons (red, white and black) to teams. Fill balloons with helium, take outside and launch as if a radiosonde were attached, each team recording time until balloons are lost from sight (usually takes at most 6 minutes to lose sight of the balloons). Return to the classroom. Use approximate rate of ascension and time to calculate lowest level of the cloud deck and/or discuss factors that affect visibility.

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Obtain real-time atmospheric sounding from NOAA Air Resources Laboratory: http://ready.arl.noaa.gov/READYcmet.php. (data can be downloaded just before class for quick display). Evaluate Real-Time data using Skew-t Plot. Use data from the plot to evaluate air mass characteristics, predict altitude where dew point approaches temperature (cloud formation occurs) and calculate lifting condensation level for unstable air (air that is rising because of convection) based on the adiabatic lapse rate. Reflect on our learning by comparing observations predicted by Skew-T analysis with our direct observations of the current weather. Disucss uses of this data by meteorologists, airline pilots, military personnel, glider pilots, balloonists, and how this knowledge might affect our lives on a daily basis. Motivation

Meaningfullness Discuss how the weather impacts our moods, and our plans such as sporting events, vacations weekend events. Recognize that weather is primarily dependent on the air mass in our region. Pleasant consequences As we better understand the causes for weather, we can be more prepared for our day; appropriate clothing, modification of plans, more in control of our lives. Novelty Using cell phones for the poll, wordle and the collaborative poplet will be unusual, high interest and creative activities. Novelty obtaining and using high quality data available in real-time from government and non-government agencies, allowing us to act as citizen scientists and collaborate with others to learn about our world in ways that were not possible just a few years ago. Socialization Sharing ideas with each other via polleverywhere, working with a partner to complete the notes poplets and lab activities intersperses opportunities for socialization throughout the lesson. Audience

High School (15-17 yrs.) Skill level: fluent with bookwork, technology and classroom procedures Prerequisite knowledge: Middle School Science, High school Earth Science Unit I: The Reasons for Seasons Technology Needs internet access, time in the computer lab, document camera and video projector, high school lab equipment available from vendors such as Wards and Flinn Scientific. Access to all Associated files: http://www.scribd.com/my_document_collections/3704972

Michigan State University, Educational Technology Programs http://edutech.msu.edu