Lesson Plan for Involving Students in the Webinar:The Science and Technology Behind Storm Chasing

Presented by Discovery Channel’s Reed TimmerMonday, February 13, 2012, 1pm ET

Lesson Title: The Science and Technology Behind Storm ChasingGrade Level: Grades 6-9

Time Frame:

Approximately 2-3 class periods for the pre-Webinar activities 60 minutes for the Webinar From 1 class period to several multi-day periods, depending on the options you choose, for the

post-Webinar activities

Overview:

Before participating in The Science and Technology Behind Storm Chasing, students will become familiar with basic information about tornadoes and storm watching and will watch videos of authentic tornadoes.

During the Webinar, students will learn firsthand about the science and technology behind storm chasing. Students will have a chance to participate and ask questions and walk away with a new perspective on these deadly storms, the brave men and women who chase them, and the science and technology used along the way.

After the Webinar, students will apply what they learn about tornadoes and storm chasing to a variety of STEM activities related to weather patterns, force, design, meteorology and careers.

Background for Teachers:

As an educator, you promote the disciplines of science, technology, engineering and math (STEM) with your students. STEM is in the spotlight, from the Oval Office to the classroom. Educators recognize the value of encouraging and developing students’ skills, knowledge, understanding, and interest in these fundamental branches of learning. Both the topic and the speaker in this Webinar provide an excellent opportunity for you to champion these four interrelated fields with your students in an entertaining, engaging, and accessible format.

This Webinar, hosted by Discovery Education’s Chief Meteorologist and star of Discovery Channel’s Storm Chasers Reed Timmer, lets teachers and students embark on a study of storm chasing in the context of a STEM curriculum. In this case, the science portion focuses on the discipline of earth science. It covers the science and technology of storm chasing; how tornadoes are formed and the related weather patterns and instruments used to create and detect storms; the different levels and related damage of tornadoes; and the requirements and attributes required to become a storm chaser.

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As you lead students through the activities in the lesson, you are encouraged to help your students look for STEM connections that are readily evident throughout the Webinar and post-Webinar activities.

The Presenter of this Webinar:

Reed Timmer is Discovery Education’s Chief Meteorologist and star of Discovery Channel’s Storm Chasers. Reed's first official storm chase was at the age of 13, when he intercepted a severe storm in his front yard and was pelted by golf-ball size hail that destroyed his family's video camera. Ever since that day, he's been obsessed with extreme weather and storm chasing. Reed pursued this passion by studying meteorology at the University of Oklahoma. After documenting a massive F5 tornado that struck Moore, Oklahoma on May 3, 1999, Reed became even more obsessed with extreme storm chasing. Since then, he has driven more than 50,000 miles every year from the Mexican border to Canada, and has captured more than 200 tornadoes on film. In addition to storm chasing year-round, Reed is currently working toward a PhD in meteorology at the University of Oklahoma. In 2003, Reed started TornadoVideos.net, a company devoted to extreme storm chasing footage and research.

Pre-Webinar Activities (Engage):

1. 2012 Twister Trivia Challenge! (You will need a timer and four large signs)

Before class, hang four signs in different corners of the room: each sign should have the letter, “A,” “B,” “C,” or “D” on it.

Divide students into four groups and tell them that they are going to see which group will emerge victorious in the “2012 Twister Trivia Challenge.”

Explain that you will read a series of questions, one question at a time. Each question will have four possible answers. Groups will have one minute to quietly discuss their answers. At the end of one minute, one representative from each group must run and stand by the sign that matches their answer. They will get one point for each correct answer. Keep track of scores.

Read each question from the “2012 Twister Trivia Challenge” activity sheet. Set the timer for one minute and give the teams time to discuss answers. At the end of one minute, yell “Go!” and direct each team to send one member to the sign that matches their answer. Review the correct answer and any additional information. Give each team with a correct answer one point.

At the end of the game, add up points and crown the winning group the “2012 Twister Trivia Challenge” Champions!

Discuss any questions that emerge from the game and watch the Webinar and/or conduct additional research to learn more.

2. How deadly is an F5? Ask students if they know what an F5 tornado means. Explain that a tornado’s intensity is measured by the Fujita Tornado Scale. It was devised in 1971

by Dr. Theodore Fujita of the University of Chicago. The Fujita Scale classifies tornadoes into

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differing intensities based on their estimated wind speeds. In assessing a storm’s aftermath, engineers put it to use on the ground to correlate observed damage with recorded wind speeds.

Distribute the “Fujita Matching Game” activity sheet to students. Challenge students to match each tornado’s level with its description. Then go online to Discovery Channel’s “Grow Your Own Tornado” interactive at

http://dsc.discovery.com/convergence/tornado/interactive/interactive.html and learn the answers to the worksheet while virtually growing tornadoes at every level!

3. 5 W’s of Tornados Write the words, “tornado” and “storm chasers” on the board. Challenge student groups to

share what they know about both tornadoes and storm chasing. You may want to have one student in each group record responses. Then have each group come up with one question related to tornadoes or storm chasing for each of the 5 W’s (who, what, where, when and why). Sample questions are below.

Direct each group to trade questions with another group who will now be responsible for researching the answers to the new questions. Give students ample time to research answers. Suggested websites include:

o http://dsc.discovery.com/tv/storm-chasers/ o http://www.nssl.noaa.gov/edu/safety/tornadoguide.html o http://www.noaa.gov/tornadoes.html

After the research is complete, have each group present the answers to the group that originated the questions.

Who were the first storm chasers? Who developed the Fujita scale?Where are tornadoes most often found? Where should you hide if there is going to be a tornado? What is a storm chaser? What education do storm chasers need? What is an F5 tornado? What are some technologies that storm chasers use?When was the deadliest year for tornadoes? When is the most common time of year or day for tornadoes to strike?Why does someone become a storm chaser? Why do tornadoes occur? Why are there so many tornadoes in certain parts of the country?

4. Reporting Live! In the Webinar, students will learn about the job of a storm chaser. Ask them what they

think storm chasers do. (Storm chasers do more than just chase storms. They do storm reporting, help with disaster response, and conduct extensive research about tornadoes.)

Tell students that they will have a chance to do some storm reporting themselves! Have students groups go online to the Storm Chasers website at http://dsc.discovery.com/tv/storm-chasers/.

Ask them to select one of the tornado videos from the “Storm Chasers Video” section and watch the video one time. Then have students write a script as if they are a group of storm chasers reporting what they see. Encourage them to include as much vivid description as possible to help others understand what they are experiencing.

Finally, have students show their videos and read their scripts to the rest of the class as part of a simulated segment on “Storm Chasers.”

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Webinar (Explore)o View the Webinar together. If you are watching the Webinar live, it will likely take about an

hour. o Ask students to pass in their questions/points of interest for Reed. These questions can also be

used after the Webinar for subsequent discussion.o Encourage students to actively listen and jot down additional questions they may want to learn

about as well as facts about tornadoes and storm chasing that surprise them.o Ask them to pay particular attention to Reed’s descriptions of the technology and science

behind storm chasing to help with the post-Webinar activities!

Post-Webinar Activities (Explain and Extend)

1. Tornado in a Bottle (Each group will need an 8-ounce or larger jar or container to put their tornado in. Containers must have lids. They will also need water, vinegar and some liquid dish soap. If they want to make the artificial twister easier to see, they also can use a pinch of glitter or food coloring.)

As students learn in the Webinar, a tornado is a violently-rotating column of air extending from a thunderstorm to the ground. Tornadoes are a byproduct of thunderstorms, which develop in warm, moist air in advance of moving cold fronts. Before a big storm actually develops, the wind begins to change direction and increase speed. That, in turn, causes a horizontal spinning effect in the lower atmosphere. The rising warm, moist air within the developing thunderstorm changes the tilt of the rotating column of air from horizontal to vertical. This spinning, rising column is called a vortex. By this point, the rotating column of air is 2 to 6 miles wide and extends through much of the thunderstorm. It quickly forms into a tornado. In this activity, students will make their own tornado inside a bottle!

Have students fill the jar three-quarters full of water. Put in 1 teaspoon of vinegar and 1 teaspoon of dish soap. Sprinkle in a small amount of glitter or food coloring. Close the lid and swirl the jar vigorously to swirl the water. Quickly set down the jar and take a look at what is happening inside. Students should see a

vortex – a swirling column like that inside of a tornado – inside the jar. Ask students to explain the science behind why this combination of ingredients and motion

create a swirling column. How is this related to real tornadoes?

As the jar is twisted, the soap-water-vinegar mixture that's against the glass interior of the jar bumps up against the inside of the jar and is pulled along in the same direction, due to friction. The fluid further inside the jar takes longer to get moving, but eventually the energy that’s being applied makes it spin in the same direction as the jar as well. When they stop spinning the jar, the fluid inside it keeps spinning. A miniature tornado twister will appear for a few seconds as the energy they’ve applied makes a vortex rise in the jar, in the same way a vortex of air rises inside a storm cloud.

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Source: The Science Channel

2. Now Hiring! Ask students to review what they learned from the Webinar about storm chasers. What words

would students use to describe the type of person who would likely enjoy and find success with this unusual job?

Have students imagine that Reed Timmer is looking to add a new storm chaser to his team. What qualities, education, and experience might he be looking for?

Challenge students to design a job description to help Reed find his new storm chaser. The job description should include a summary of the position, working conditions, education requirements, skill or ability requirements, necessary experience, needed attributes, what the ideal candidate will possess, and job benefits! Encourage students to use creative license!

As a bonus, challenge student partners to write a cover letter applying for each other’s jobs. They can even do mock interviews and select the best candidate for Reed!

3. How’s the Weather? (Each student team will need two thermometers, gauze, rubber bands, shoe box, two paper plates, crepe paper, a small coffee can, plastic wrap, a thermometer, and a straw. Before class, you should also scout a location far from the school that students will be taking measurements. Once you’re there, find north on a compass and come up with a good reference to help students identify north.)

Begin by asking students to list common weather properties they see on televised weather forecasts. These may include temperature, precipitation, pressure, humidity, cloudiness, wind speed, and direction. Ask students if they know what instruments are used to measure these properties. You may need to introduce that an anemometer measures wind speed and a barometer measures pressure. Tell students they will have a chance to make these weather instruments in this activity and act as meteorologists to analyze and predict weather.

Divide students into groups of four and distribute materials and the “How’s the Weather?” activity sheet.

Explain to groups that they will use their two thermometers to build a sling psychrometer. This piece of equipment is used to measure moisture in air. First, students must soak a piece of gauze in water and wrap it around the liquid-filled part of one thermometer. Next, direct them to fan the gauze with a paper plate until the temperature on the thermometer stops dropping. Instruct groups to record the temperatures of both the wet and dry thermometers and record on the handout. Subtract the wet temperature (the dew point) from the dry temperature. Then use the table on the handout to calculate relative humidity. Higher dew points and relative humidity mean that there is more moisture in the air.

Next have students make a barometer, which measures air pressure (the pressure of molecules pushing against us). Direct students to take the coffee can and stretch the plastic wrap across the mouth, using rubber bands to hold the plastic firmly in place. They should then tape the straw to the plastic wrap so that about half of it is hanging off the top of the

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can. Lastly, they should tape an index card to the back of the can as shown in the diagram below.

When it is time to take observations, students should simply draw a line on the index card at the top of the straw. (A normal barometer would give a numeric reading but, for this purpose, it’s fine to simply show whether pressure went up or down.)

Finally, students will use the Beaufort Wind Scale on the handout to assess the wind speed and make a wind vane to find wind direction. To make a rudimentary wind vane, students can take a paper plate and draw two perpendicular lines across the top of it, crossing in the middle. At the end of each line, they should tape a crepe paper streamer. The ends of the lines should be labeled N, S, E and W. To use the wind vane, hold the plate so that N is facing north. Then look at the streamers to see the direction the wind is coming from. Record wind speed and direction on the handout.

Have students take their newly-made weather stations outside in the previously-identified area. Have students make basic weather observations (sunny, cloudy, raining, etc). For the next 15 minutes, have them take measurements of each property, except humidity, every five minutes, which they should record on the handout.

Return to the classroom. Have each group write their result tables on the board. Have the class average results together. Have students draw conclusions about the results.

Bonus: Have students review the graphic on the “How Do Tornadoes Form” activity sheet and determine how the tools/measurements they created can help meteorologists and storm chasers predict tornadoes.

Note: This activity was adapted from the Siemens Science Day activity, “How’s the Weather?” which can be viewed in its entirety at http://siemensscienceday.com/activities/hows_the_weather.cfm.

4. 2011: Global Warming or Natural Weather Cycles? As students learned in the Webinar, 2011 was a particularly busy year for tornadoes and

storm chasers. Have students go online to the National Oceanic and Atmospheric Administration (NOAA) and the National Weather Service (NWS) Summary of U.S. Tornadoes in 2011 at http://www.spc.noaa.gov/wcm/2011-NOAA-NWS-tornado-facts.pdf.

Using information from the summary, challenge students to identify and summarize the year in tornadoes, the tornado-related records that were broken in 2011, and any other related trends.

The record number of storms and tornadoes are causing people to ask what is happening with our weather patterns. Have students consider possible reasons why 2011 was such an active year for tornadoes and other storms and why the world’s

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climate seems to be changing. Is it part of Earth’s natural weather cycle or is the Earth’s weather changing for another reason?

Have students research and present 3-5 facts that support one of the following statements:

o The record number of tornadoes in 2011 is part of Earth’s natural weather cycle.o The record number of tornadoes in 2011 is because of global warming.o The record number of tornadoes in 2011 is because of _____________”.

(Students can fill in their own reason)

5. Design a Technology Have students select one of the technologies used by Reed’s Storm Chasing teams.

Challenge them to explain where, when and how the technology is used and specifically what it does to help Storm Chasers. Ex: mobile internet, GPS, radar, Live Streaming Video, C.L.O.V.E.R. or the special adaptations on Reed’s vehicles.

Then have student teams design a new technology that could help a Storm Chasing team reach its goals. The technology could help storm chasers remain safe or better detect tornadoes, report tornadoes, capture footage, or conduct research on a specific aspect of tornadoes.

Have students design a sketch of their technology, including a justification for how it will help storm chasers.

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ACTIVITY SHEET: 2012 Twister Trivia Challenge

Challenge students to test their “Twister Trivia” knowledge with the following questions. Correct answers are highlighted.

1. Developed in 1805 and still used today, this system is used to estimate and report wind speed.a. Beaufort wind scaleb. Fujita scalec. Enhanced Fujita scaled. Synoptic scale

2. Most wind tornadoes last how long:a. 10 minutesb. 20 minutesc. One hourd. Three to four hours

3. Which is not a type of tornadic phenomenon?a. Super cellb. Gustandoc. Dust devild. Derecho

4. Meteorologists and storm chasers use this to rate the intensity of a tornado, based on damage surveys:

a. The Enhanced Fujita scaleb. Saffir-Simpson scalec. Modified Mercalli scaled. Cyclonic scale

5. What is a water spout?a. A tornado that forms over waterb. A spinning cloud that forms between ground and lowest cloud coverc. A rapidly rotating air mass within a thunderstormd. A current of water running counter to the dominant current vector

6. What time of day are tornadoes most likely to occur?a. Between 9am and noonb. Between noon and 3pmc. Between 3pm and 9pm

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d. From 9pm to midnight

7. Where is tornado alley?a. Eastern South Dakota, Nebraska, Kansas, Oklahoma, Northern Texas, and Eastern Coloradob. Texas, Western Oklahoma, Kansas, Eastern Colorado, and New Mexicoc. Southern New Hampshire, Massachusetts, Connecticut, northern New Jersey and Delawared. Washington, Montana, North Dakota, South Dakota and Eastern Nebraska

8. The average horizontal ground speed of a tornado isa. 10 mphb. 30 mphc. 50 mphd. 75 mph

9. True or false: Storm spotting and storm chasing is essentially the same thing.a. Trueb. False

10. Who’s considered to be the first true storm chaser?a. Neil Wardb. Roger Jensenc. Warren Faidleyd. David Hoadley

11. What is the research focus of the Vortex 2 project?a. Tracking tornadoesb. Forecasting tornadoesc. Studying tornado formationd. Stopping tornadoes

12. What should you NOT do to become a storm chaser?a. Become a local storm spotter for the national Weather Serviceb. Study meteorologyc. Get in the car and god. Take a SKYWARN safety course

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ACTIVITY SHEET: Fujita Matching GameStorm Chasers spend a lot of time researching and tracking different types of tornadoes. One tool they use is the Fujita Scale. The Fujita Scale classifies tornadoes into differing intensities based on their estimated wind speeds. In assessing a storm’s aftermath, engineers put it to use on the ground to correlate observed damage with recorded wind speeds. Do you know the difference between an F1 and F5 tornado? Match each tornado level from the column on the left with its corresponding Fujita Scale description from the column on the right. Then grow your own tornado from every level at the Discovery Channel’s “Grow Your Own Tornado” interactive at http://dsc.discovery.com/convergence/tornado/interactive/interactive.html.

F 1 Significant tornado. Considerable damage. Roofs torn off frame houses. Railroad boxcars overturned. Large trees snapped or uprooted. Light-object missiles generated. Wind speed 113-157.

F2 Devastating tornado. Devastating damage. Well-constructed homes leveled. Cars thrown and disintegrated. Large missiles generated. Trees uprooted and carried great distances. Wind speed 207-260.

F3 Moderate tornado. Minor damage. Trees snapped or broken. Shingles peeled off roofs. Some damage to small structures. Wind speed 73-112.

F4 Incredible tornado. Incredible damage. Homes ripped from foundations and thrown considerable distances. Automobile-sized missiles thrown in excess of 300 feet. Trees debarked and cattle-skinned. Incredible phenomena occur. Wind speed 261-318.

F5 Severe tornado. Severe damage. Roofs and walls torn from well-built houses. Trains overturned. Most trees uprooted. Cars lifted from ground and thrown. Wind speed 158-206.

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ACTIVITY SHEET: How deadly is an F5? (Answer Key)

F 1 Significant tornado. Considerable damage. Roofs torn off frame houses. Railroad boxcars overturned. Large trees snapped or uprooted. Light-object missiles generated. Wind speed 113-157.

F2 Devastating tornado. Devastating damage. Well-constructed homes leveled. Cars thrown and disintegrated. Large missiles generated. Trees uprooted and carried great distances. Wind speed 207-260.

F3 Moderate tornado. Minor damage. Trees snapped or broken. Shingles peeled off roofs. Some damage to small structures. Wind speed 73-112.

F4 Incredible tornado. Incredible damage. Homes ripped from foundations and thrown considerable distances. Automobile-sized missiles thrown in excess of 300 feet. Trees debarked and cattle-skinned. Incredible phenomena occur. Wind speed 261-318.

F5 Severe tornado. Severe damage. Roofs and walls torn from well-built houses. Trains overturned. Most trees uprooted. Cars lifted from ground and thrown. Wind speed 158-206.

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Activity Sheet: How’s the Weather?

Name ____________________________________ Date _________________________

Is it sunny, mostly sunny, mostly cloudy or completely overcast?

___________________________________________________

Wet bulb temperature (°C): ________________

Dry bulb temperature (°C): ________________

Difference: ___________

Relative humidity (from chart below): ___________________

°C 1 2 3 4 5 6 7 8 9 10

10 88 77 66 55 44 34 24 15 6

11 89 78 67 56 46 36 27 18 9

12 89 78 68 58 48 39 29 21 12

13 89 79 69 59 50 41 32 22 15 7

14 90 79 70 60 51 42 34 25 18 10

15 90 81 71 61 53 44 36 27 20 13

16 90 81 71 63 54 46 38 30 23 15

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17 90 81 72 64 55 47 40 32 25 18

18 91 82 73 65 57 49 41 34 27 20

19 91 82 74 65 58 50 43 36 29 22

20 91 83 74 67 59 53 46 39 32 26

21 91 83 75 67 60 53 46 39 32 26

22 91 83 76 68 61 54 47 40 34 28

23 92 84 76 69 62 55 48 42 36 30

24 92 84 77 69 62 56 49 43 37 31

25 92 84 77 70 63 57 50 44 39 33

Did the air pressure go up or down during the course of the activity?

________________________

What direction is the wind blowing in?

What is the approximate wind speed in miles per hour according to the Beaufort Scale shown below? One knot is equal to 1.15 miles per hour.

Force Wind WMO Appearance of Wind Effects

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(Knots) Classification

0 Less than 1 Calm Calm, smoke rises vertically

1 1-3 Light Air Smoke drift indicates wind direction, still wind vanes

2 4-6 Light Breeze Wind felt on face, leaves rustle, vanes begin to move

3 7-10 Gentle BreezeLeaves and small twigs constantly moving, light flags extended

4 11-16 Moderate BreezeDust, leaves, and loose paper lifted, small tree branches move

5 17-21 Fresh Breeze Small trees in leaf begin to sway

6 22-27 Strong Breeze Larger tree branches moving, whistling in wires

7 28-33 Near Gale Whole trees moving, resistance felt walking against wind

8 34-40 Gale Whole trees in motion, resistance felt walking against wind

9 41-47 Strong Gale Slight structural damage occurs, slate blows off roofs

10 48-55 StormSeldom experienced on land, trees broken or uprooted, "considerable structural damage"

11 56-63 Violent Storm

12 64+ Hurricane

Activity Sheet: How Do Tornadoes Form?

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Before thunderstorms develop, a change in wind direction and an increase in wind speed with increasing height creates an invisible, horizontal spinning effect in the lower atmosphere.

Rising air within the thunderstorm updraft tilts the rotating air from horizontal to vertical.

An area of rotation, 2-6 miles wide, now extends through much of the storm. Most strong and violent tornadoes form within this area of strong rotation.

Woodward OK (Ron Przybylinski)

A lower cloud base in the center of the photograph identifies an area of rotation known as a rotating wall cloud. This area is often nearly rain-free. Note rain in the background.

Woodward OK (Ron Przybylinski)

Moments later a strong tornado develops in this area. Softball-size hail and damaging "straight-line" winds also occurred with this storm.

Source: http://www.nssl.noaa.gov/edu/safety/tornadoguide.html

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