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Global Factors Influence Local Weather

Global Factors Influence Local Weather. Jet Stream El Nino. Jet Stream. Fast Moving (100-200 mph) river of wind Travels west to east Created by differences in temperatures of air Heated air rises and colder air rushes in and fills in the space of the rising hot air=wind

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Global Factors Influence Local Weather

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  1. Global Factors Influence Local Weather Jet Stream El Nino

  2. Jet Stream Fast Moving (100-200 mph) river of wind Travels west to east Created by differences in temperatures of air Heated air rises and colder air rushes in and fills in the space of the rising hot air=wind Jet stream is polar (not surface) so it is affected by ALL the air below it

  3. Jet Steam on a Weather Map

  4. Jet Stream You Tube http://www.youtube.com/watch?v=CgMWwx7Cll4 Thank you Dirk- KCRA 3 Weather News!

  5. El Nino Change in climate in Pacific Ocean near equator Warm waters pile up in the west and slump back down to the east preventing cooler water below the surface from getting pulled up Makes for weaker winds…warmer water…weaker winds…warmer water=cycle Causes wet winters for NC and southeast US, but droughts in Indonesia and Australia

  6. El Nino Satellite Images

  7. El Nino You Tube http://www.youtube.com/watch?v=7FVZrw7bk1w Thanks Intelecom!

  8. Student Recording Sheet for Active Viewing and Listening

  9. Exit Ticket-Student Summation of Overview Reflection/ Formative Assessment

  10. Additional Resources for Further Lesson Ideas https://sites.google.com/site/elninophenomenon/process http://topex-www.jpl.nasa.gov/files/archive/make-your-own-el-nino.html http://kidsahead.com/external/activity/25 http://www.ehow.com/how_5325531_understand-jet-streams.html

  11. Literacy Integration with CCSS ELA Shifts: • Complex Text-students grapple with informational text at or above grade level • Balanced Literacy-read, write, speak, and listen • Literacy occurs across all contents • Handout the two informational articles (on the following slide) and give Jet Stream to half the class and El Nino to the other half the class. Create home bases of 3 students and give each student one part of the article. Let them read it silently and independently (JIGSAW strategy). Record info gathered. • Let all the "experts" of that section get together and add to their notes, share, and discuss their section. Go back to home base and report. • Let home base teams create a flow map or a tree map to summarize main ideas and details of each section. Model with them if you have not already been doing this, the Frame of Reference (Thinking Maps). Have them give So What, So Why statements in red, cite the source and 2-4 in text citations as a reference in green, and point-of view (scientists, author, meteorologist) in blue. • Have them write independently off the maps (take articles away so they can not copy). Encourage them to use any info on their map in their paper. • Pairs with opposite articles present their information (record feedback on “Two Glows and a Grow” Peer Evaluation Form…free download on TPT)

  12. Informational Articles for Jigsaw Activity

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