SOUTH CAROLINA SUPPORT SYSTEM INSTRUCTIONAL PLANNING GUIDE
Content Area:
Sixth Grade Science
Recommended Days of Instruction: 6
(one day equals 55 min)
Standard(s) addressed: 6-4
The student will demonstrate an understanding of the relationship between Earth's atmospheric properties and processes and
its weather and climate. (Earth Science)
Air Masses, Front and Storms
Indicator
6-4.4 Summarize
the relationship of
the movement of
air masses, high
and low pressure
systems, and
frontal boundaries
to storms
(including
thunderstorms,
hurricanes, and
tornadoes) and
other weather
conditions.
October 2010
Recommended Resources
SC Science Standards Support
Documents
https://www.ed.sc.gov/apps/cso/sta
ndards/supdocs_k8.cfm
Suggested Instructional
Strategies
See Module 6-4.4
SC ETV Streamline
http://etv.streamlinesc.org
Exploring Weather: The Atmosphere in
Motion
http://player.discoveryeducation.com/inde
x.cfm?guidAssetId=E9216BE4-32FC-4586BDBA9F4A4A678AEA&blnFromSearch=1&produc
tcode=US
This video identifies the two main drivers
of weather on our planet as the sun and
moisture. The video uses each of these as
the themes to explore the Earth's climate
and weather. During this exploration, the
following topics are discussed: air masses,
weather systems in motion, the water
cycle, winds, precipitation, atmospheric
Science S3 Sixth Grade Module 6-4.4
1
Assessment Guidelines
From the Science
Standards Support
Documents :
The objective of this
indicator is to summarize
the relationships of the
movement of air masses,
high and low pressure
systems, and frontal
boundaries to storms and
other weather
conditions; therefore, the
primary focus of
assessment should be to
generalize the major
points about these
factors in their
relationship to storms
(including
thunderstorms,
hurricanes, and
tornadoes) weather
conditions.
pressure, the seasons, heat transfer, the
Coriolis effect, and more.
Exploring Weather: Severe Weather
http://player.discoveryeducation.com/inde
x.cfm?guidAssetId=47AA5FB3-383B-4A52BDFA979035AC9861&blnFromSearch=1&produc
tcode=US
This program discusses the severe weather
conditions that can be so threatening to
people and property. Thunderstorms,
tornadoes, and hurricanes are highlighted
in this presentation that includes footage
and sound of actual storm situations.
Rain or Shine: Understanding the
Weather
http://player.discoveryeducation.com/inde
x.cfm?guidAssetId=2CAB90DA-3C5449D0-9847AFACFBFD90CA&blnFromSearch=1&produc
tcode=US
Seel how weather predictions are made
possible. Uneven atmospheric heating is
analyzed. Cool and warm air masses (also
called high and low pressure systems) are
located on satellite photos, often tracked
for days. Barometers measure the extent
of air pressure on specific ground areas.
Clouds have varying significance. The
interaction of the basic elements of
weather are covered. Cold fronts and
warm fronts are explained. The approach
of fair and stormy weather predictions
October 2010
Science S3 Sixth Grade Module 6-4.4
2
Indicator
6-4.4 Summarize
the relationship of
the movement of
air masses, high
and low pressure
systems, and
frontal boundaries
to storms (including
thunderstorms,
hurricanes, and
tornadoes) and
other weather
conditions.
Module 6-4.4 Continued
Suggested Instructional
Recommended Resources
Strategies
come out of many bits of information added to
all the above. Graphics and animation provide
clarity and interest.
NOAA- Jetstream- An Online School for
Weather Air Masses & Fronts
http://www.srh.weather.gov/srh/jetstream/sy
noptic/airmass.htm
Includes the basic characteristics of air masses
and fronts.
NOAA Activity: “Drawing Conclusions”
http://www.srh.noaa.gov/srh/jetstream/synop
tic/ll_analyze.htm
Storm Pictures
http://eo.ucar.edu/kids/images/AtmoExp1.pdf
Hurricane Centers
http://gcmd.nasa.gov/records/National_Hurric
ane_Center.html
Hurricanes
http://www.nasa.gov/worldbook/hurricane_wo
rldbook.html
October 2010
Science S3 Sixth Grade Module 6-4.4
3
Assessment
Guidelines
However, appropriate
assessments should also
require students to
interpret a diagram or
description of a front;
compare the weather
conditions resulting high
pressure and low
pressure systems; or
predict the weather
condition(s) along fronts
or within air masses.
Download a poster of hurricane Katrina:
http://www.srh.noaa.gov/jetstream/downloads/08
2905_katrina.jpg
How Hurricanes are formed.
http://www.teachersdomain.org/resources/ess
05/sci/ess/watcyc/hurrlife/index.html
Hurricane Simulation
http://www.nationalgeographic.com/xpedition
s/activities/07/popup/simulation.html
October 2010
Science S3 Sixth Grade Module 6-4.4
4
Sixth Grade
Science Module
6-4.4
Causes of Weather
Conditions
Lessons A-B
Standard 6-4: The student will demonstrate an
understanding of the relationship between Earth's
atmospheric properties and processes and its weather and
climate. (Earth Science)
Indicator 6-4.4: Summarize the relationship of the
movement of air masses, high and low pressure systems,
and frontal boundaries to storms (including thunderstorms,
hurricanes, and tornadoes) and other weather conditions.
October 2010
Science S3 Sixth Grade Module 6-4.4
5
From the South Carolina Science Support Documents:
Indicator 6-4.4: Summarize the relationship of the movement of air masses, high
and low pressure systems, and frontal boundaries to storms (including
thunderstorms, hurricanes, and tornadoes) and other weather conditions.
Taxonomy level of indicator:
Understand Conceptual Knowledge: (2.4-B)
Previous/Future Knowledge:
Students have been introduced to the conditions, effects, and safety issues of
severe storms in 4th grade (4-4.4) but not to their relationships with fronts and lowpressure systems. Using these concepts to make predictions is a future application
at the high school level.
It is essential for students to know that the interactions between air masses,
fronts, and pressure systems result in various weather conditions.
Air masses


Huge bodies of air that form over water or land in tropical or polar regions.
Temperature and humidity conditions (for example, warm or cold air, humid or
dry air) within the air masses as they form are important to the resulting
weather conditions when air masses move.
Fronts


As these air masses move and collide with each other, fronts form at the
boundaries between the air masses.
Depending upon the air masses involved, a warm front, cold front, stationary
front, or occluded front can develop.
o When a warm air mass collides and rides over a cold air mass, the resulting
warm front may produce long periods of precipitation and warmer
temperatures.
o When a cold air mass collides and slides under a warm air mass, the
resulting cold front may produce thunderstorms and sometimes tornadoes
and cooler temperatures.
o When neither a cold air mass nor a warm air mass moves at a frontal
boundary, the resulting stationary front may produce long period of
precipitation.
o When a cold air mass pushes into a warm air mass that is behind a cool air
mass, the warm air mass is pushed up above the cooler air masses. The
resulting occluded front may produce long periods of precipitation.
High/Low Pressure Systems

Warm air rising or cold air sinking combined with the spinning of Earth causes
the air to spin forming high and low pressure regions.
o High pressure systems usually signal more fair weather with winds circulating
around the system in a clockwise direction.
October 2010
Science S3 Sixth Grade Module 6-4.4
6
o
Low pressure systems with counterclockwise circulating winds often result in
rainy and/or stormy weather conditions.
Storms


Severe weather conditions called storms occur when pressure differences cause
rapid air movement.
Conditions that bring one kind of storm can also cause other kinds of storms in
the same area.
o Thunderstorm is storm with thunder, lightning, heavy rains and strong
winds; form within large cumulonimbus clouds; usually form along a cold
front but can form within an air mass.
o Tornado is a rapidly whirling, funnel-shaped cloud that extends down from a
storm cloud; the very low pressure and strong winds can cause great
damage to people and property; are likely to form within the frontal regions
where strong thunderstorms are also present.
o Hurricane is a low pressure tropical storm that forms over warm ocean
water; winds form a spinning circular pattern around the center, or eye, of
the storm; the lower the air pressure at the center, the faster the winds blow
toward the center of the storm.
Other Weather Conditions

Since weather is a condition of Earth’s atmosphere at any time, weather
conditions may include fair weather, showers or light rain, humid conditions,
clear skies with cold conditions, days of clouds and precipitation, or others that
do not necessarily involve storms.
It is not essential for students to know the specific names of all the air masses.
The specifics of the formation of severe low-pressure storms, for example,
tornadoes and hurricanes, are not necessary.
Assessment Guidelines:
The objective of this indicator is to summarize the relationships of the movement of
air masses, high and low pressure systems, and frontal boundaries to storms and
other weather conditions; therefore, the primary focus of assessment should be to
generalize the major points about these factors in their relationship to storms
(including thunderstorms, hurricanes, and tornadoes) weather conditions.
However, appropriate assessments should also require students to interpret a
diagram or description of a front; compare the weather conditions resulting high
pressure and low pressure systems; or predict the weather conditions(s) along
fronts or within air masses.
October 2010
Science S3 Sixth Grade Module 6-4.4
7
Teaching Indicator 6-4.4: Lesson A – “Air masses, fronts, and pressure
systems”
Instructional Considerations:
This lesson is an example of how a teacher might address the intent of this
indicator. Science and Technology Concepts for Middle SchoolsTM (STC/MSTM) kit
Catastrophic Events and Foss Weather and Water provide an opportunity for
conceptual development of the concepts within the standard. Air masses, a large
body of air with generally uniform temperature and humidity contain the
characteristics of the region over which they were formed. As they move they
produce weather based on the conditions of the air mass. When air masses meet,
frontal systems are formed.
Preparation for the Lesson:
1.
Locate a world globe or globes for students use or make copies of World
Maps (1 per student). The World Map included with lesson 6-4.8 could be
used here as well.
2.
Make sure you have resources that provide students with diagrams of the
different fronts (cold, warm, stationary, occluded).
Misconceptions:
Weather and climate are complex topics full of cause and effect relationships. The
complexity of the scientific concepts makes them particularly prone to
misconception and partial understanding. Additionally, students are often exposed
to many nonscientific explanations for weather phenomena such as thunder,
lightning and rain. It is important, therefore, that teachers take the time to assess
and target these misconceptions during the course of instruction.
Safety Notes:
Safety must be emphasized at the beginning of the school year and reinforced with
every lab activity. Students should understand that safety is everyone’s
responsibility.
Lesson Time:
2 days (1 day equals 55 minutes)
Materials:
World Map(s) or Globe
Diagrams showing fronts
Focus Question:
How do air masses, front, and pressure systems produce weather systems?
Engage:
1. Show students a globe and ask them where they would expect to find the
coldest areas on Earth and where they would find the hottest areas on Earth.
2. Record their ideas.
October 2010
Science S3 Sixth Grade Module 6-4.4
8
3. Ask them to share reasons for their choices.
4. Tell them that you are going to explore to find out what the air over these
areas is like.
Explore:
1.
2.
3.
4.
5.
Provide each student with a copy of a world map and a blue and red
marker/pen.
Ask students to use the blue marker to put a C on the map where they would
find cold area(s) and the red marker to put an H on the map where they
would find the hottest area(s).
Pair students and have them share their maps with each other. As they
share ask them to talk about why they think those are the coldest and
hottest areas.
Using the globe, place C(s) and H(s) on area of the Earth to represent
student ideas. Ask them to tell you not only where they would put the letters
but also give evidence for why. Listen to see if they understand that a C
should be near the poles and an H near the equator.
Collect weather maps from the local paper (students can provide these as
well). Have students make observations and note where the cooler
temperatures are and where the warmer temperatures are.
Explain:
1. Explain to students that air sitting over the polar regions takes on the moisture
and temperature of that region. Ask them to infer the characteristics of a
polar air mass (cold and dry). Ask them how this is like the air that comes
from the opened refrigerator.
2. Explain that the air sitting over the equatorial region also takes on the
moisture and temperature of that region. Ask them to infer what they think
that air mass would be like (warm and moist). Ask them how this air is like
the air that comes out of an opened oven.
3. Explain to them that just as the colder air from the refrigerator sinks and the
warmer air from the oven rises, the heated air over the equator and the colder
air over the poles rises and sinks as well. Tell them that when the air in a
warm air mass rises and the cold air mass sinks, high and low pressure
systems are formed. Cold air sinking produces a High Pressure system and
warm air rising produces a Low Pressure System. These are shown on
weather maps using the symbols H and L.
4. Ask: What would the characteristics of the High Pressure System be? Of
the Low Pressure System?
5. Provide student groups of 2-3 students with sample weather maps containing
H and L systems/symbols.
6. Provide time for students to identify the location of the H and L Pressure
Systems on the map and indicate the type of weather that is occurring at that
location.
High Pressure (H) Systems: fair weather—cooler with fair skies
Low Pressure (L) Systems: stormy weather—warmer with cloudy skies
October 2010
Science S3 Sixth Grade Module 6-4.4
9
7. Tell students that when air masses meet the boundary between them is called
a front. Types of fronts include: Cold Front, Warm Front, Stationary
Front, and Occluded Front.
8. Ask them to describe what they think would happen when the warm air mass
meets a cold air mass? When a cold air mass meets a warm air mass.
9. Explain that just as warm air rises and cool air sinks, the warm air rises over
the cold air producing a warm front. Likewise, when the cold air meets warm
air already in place, the warm air is pushed upwards by the cold air and a cold
front is formed.
10.Have students turn to a clean notebook page and divide it into 4 quadrants.
11. Using classroom resources provide time for each student to fill in each
quadrant with name of front, symbol, and diagram of the front and associated
weather conditions.
12.Provide students with weather maps that contain frontal symbols. Have
students locate the fronts on the map, give the location and then the type of
weather that is associated with that front.
13. See support document notes for possible responses and/or diagrams and
descriptions below.
Extend:
1. Tell students that the terms used to label the various air masses are
continental, maritime, polar, and tropical.
2. As them to infer the characteristics of the air masses with these names.
3. Have them return to their original world map and label the air masses with
these terms based on their location and characteristics.
4. Use United Streaming video: “Exploring Weather: The Atmopshere in
Motion—Air Masses”
5. Collect weather maps from the newspaper for a period of 5 days. Provide
copies for students and have them predict the weather at various locations
for the 6th day.
October 2010
Science S3 Sixth Grade Module 6-4.4
10
Teacher Background and Diagrams:
1. When a warm air mass meets and rides over a cold air mass, the resulting
warm front may produce precipitation and warmer temperatures.
Cold Front on the top and Warm front on the bottom in this diagram.
When a cold air mass meets and slides under a warm air mass, the cold front may
produce thunderstorms and cooler weather.
When neither a cold air mass nor a warm air mass moves at a frontal boundary, the
stationary front may produce long periods of precipitation.
When a cold air mass pushes into a warm air mass that is behind a cool air mass,
the warm air mass is pushed up above the cooler air masses and this occluded
front may produce long periods of precipitation.
October 2010
Science S3 Sixth Grade Module 6-4.4
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Warm air rising and cold air sinking combined with the spinning of the earth causes
high and low pressure systems to form.
High Pressure (H) Systems mean fair weather.
Low Pressure (L) Systems mean stormy weather.
Rising air masses and low-pressure areas are usually associated with
clouds and stormy conditions, while descending air and high-pressure
areas at the surface usually mean fair weather conditions. (NASA)
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Science S3 Sixth Grade Module 6-4.4
12
Cold Front - a zone separating two
air masses, of which the cooler,
denser mass is advancing and
replacing the warmer.
Warm Front - a transition zone
between a mass of warm air and
the cold air it is replacing.
Stationary Front - a front between
warm and cold air masses that is
moving very slowly or not at all.
Occluded Front - a composite of
two fronts, formed as a cold front
overtakes a warm or quasistationary front. Two types of
occlusions can form depending on
the relative coldness of the air
behind the cold front to the air
ahead of the warm or stationary
front. A cold occlusion results when
the coldest air is behind the cold
front and a warm occlusion results
when the coldest air is ahead of the
warm front
Stationary Front
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Science S3 Sixth Grade Module 6-4.4
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Looking at a Cold Front in more detail:
October 2010
Science S3 Sixth Grade Module 6-4.4
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October 2010
Science S3 Sixth Grade Module 6-4.4
15
Map Room
October 2010
Science S3 Sixth Grade Module 6-4.4
16
Teaching Indicator 6-4.4: Lesson B - “Storms”
Instructional Considerations:
This lesson is an example of how a teacher might address the intent of this
indicator. Science and Technology Concepts for Middle SchoolsTM (STC/MSTM) kit
Catastrophic Events and Foss Weather and Water kit provide an opportunity for
conceptual development of the concepts within the standard.
Misconceptions:
THUNDERSTORM/LIGHTNING
1. It is erroneously thought that lightning can not strike twice. Lightning often
strikes elevated structures (often several times within the same thunderstorm)
2. It is erroneously thought that it is the tires which insulate a person from being
affected by lightning when they are in a car. It is the metal frame of the car
"Faraday cage" that helps prevent lightning from entering a car
3. It is erroneously thought that lightning can not strike an object unless it is under
a thunderstorm. Some lightning bolts (especially positive strokes) can travel many
miles horizontally from a storm before they strike the surface. These positive
strokes (known as bolts from the blue) are the deadliest form of lightning. If you
are close enough to the storm to hear thunder, then you are close enough to get
struck
4. It is erroneously thought that the chances of getting struck by lightning will not
happen to me because it is as rare as winning the jackpot in the lottery. Those
people that often expose themselves to the outdoors during thunderstorms have a
good chance of eventually being struck
5. It is erroneously thought that a person should not be touched after they have
been struck by lightning because their body carries a strong electric charge. After a
person is struck, they should be given medical attention immediately. Lightning can
stop the heart. Often a person that is struck by lightning can be revived by CPR
TORNADO
1. Tornado watch means you should seek shelter immediately.
False. If your area is under a watch, that merely means the weather conditions are
favorable for the formation of a tornado — stay alert and listen for further updates.
If you hear that a tornado warning has been issued for your town or county, that
means a tornado has been sighted or indicated by weather radar, and may be
October 2010
Science S3 Sixth Grade Module 6-4.4
17
headed in your direction. Take shelter as soon as possible. And, if possible, stay
tuned to NOAA weather radio information, or local radio and television stations.
2. Tornadoes strike only trailer parks.
False. Trailer homes are not tornado magnets, but they do tend to sustain greater
damage than more substantial houses. If you live in a mobile home, plan to hide
out in a stable, nearby structure when tornadoes threaten.
3. Tornadoes don't happen in my part of the country.
False. In fact, tornadoes have occurred in every state, even Alaska. They are less
common in some regions than others, but you should know basic tornado safety
wherever you live. Check out the history of tornadoes in your area through The
Tornado Project, the Tornado History Project, the Online Tornado FAQ, and USA
Today's historical information on tornadoes.
4. If a tornado is nearby, open some of your windows to prevent pressure from
building up.
False. Window destruction probably has more to do with lift and shear than with air
pressure; your time would be more wisely spent seeking appropriate shelter.
5. In the event of a tornado emergency, seek shelter in the southwest corner of
your home.
False. Your best bet is to lay low in a storm shelter or basement or, lacking
subterranean digs, seek shelter near a strong interior wall of your house.
HURRICANE
1. Don't tape your windows. The myth is that tape will hold the glass
together in the event of a shatter. That's totally false. First of all, it's
basically pointless and tape will provide no protection for your home. In fact,
tape will provide no benefit whatsoever. It will only force you to spend many
hours trying to peel it off after the storm passes. It's not a good idea.
October 2010
Science S3 Sixth Grade Module 6-4.4
18
2. Hurricanes are not isolated events. A misconception many people have is
that eye of a storm is the only bad part of a hurricane. Incorrect. The eye is
the worst part, but all parts of a hurricane are bad. Even though the
strongest part of a hurricane is the thin outer wall of the eye, winds can
stretch easily over 300 miles, and flooding rains even further.
3. Hurricanes go beyond the coast. Another misconception is that hurricanes
only threaten inland areas with rain. While this is mostly true, it's not
unheard of to have very high winds well inland. Hurricane Charley is a great
example of this. Tornado outbreaks are another big inland risk. Hurricane
Frances caused over 100 tornadoes to form over parts of the southeast.
4. Don't focus on the center of the prediction cone! Just because you are
on the edge of the cone doesn't mean your chances of a hit are any lower
than those in the dead center. The cone is simply a graphic of the level of
uncertainty in the prediction of where the center will be in a certain amount
of time. Basically, the center can end up anywhere within that cone. If you're
in it, you may be in danger.
5. DO NOT open a window or door on the lee side of a storm to relieve
pressure!!! The myth is that the low atmospheric pressure in a hurricane
versus the high pressure in a house will cause the roof to tear off. No! This is
a huge misconception. Pressure differences will have no effect on your home,
and opening a window may cause wind to get in the structure. If wind gets in
the structure for very long, your roof could fail. Do not do this.
Safety Note: None noted
Materials Needed:
 Resources for information on thunderstorms, tornadoes, hurricanes
 Resources for information on major SC hurricanes
Lesson Time:
1 day (1 day equals 55 minutes)
Focus Question:
Under what conditions do thunderstorms, tornadoes and hurricanes form?
October 2010
Science S3 Sixth Grade Module 6-4.4
19
Engage:
1. Think, Ink, Pair, Share: Ask students to individually Think about all they
know about thunderstorms, tornadoes, and hurricanes. After 1-2 minutes,
ask them to individually Ink in their notebooks recording all their thoughts.
Have them pair up with a partner and Share their thoughts and recordings.
2. Ahead of time, prepare and post 3 sheets of chart paper with the following
headings: Thunderstorms, Tornadoes, Hurricanes.
3. Ask each pair to share one thing about 1 of the types of storms listed. Scribe
responses.
4. Continue until all pairs have had a chance to respond.
5. Ask for any additions from entire class.
Explore:
1.
Provide resources that contain information on the formation and
characteristics of hurricanes, tornadoes and thunderstorms.
2.
Ask students to create a Box and T-chart (with three columns) in their
notebooks. (See diagram below.) In the box students place similarities
between thunderstorms, hurricanes and tornadoes. They label each of the
three columns with one of the types of storms. Then they place
characteristics of that storm in the correct column.
Similarities
Thunderstorms
Tornadoes
Hurricanes
msrs
stormsstorms
Explain:
1. Tell students that thunderstorms require three ingredients for their
formation: moisture, instability, and a lifting mechanism.
2. Ask them where they think most of our moisture in SC comes from.
3. Describe the reasons for an unstable air mass: Air is considered unstable if it
continues to rise when given a nudge upward (or continues to sink if given a
nudge downward). An unstable air mass is characterized by warm moist air
near the surface and cold dry air aloft. As this air rises, it cools and some of
the water vapor condenses, forming the cumulonimbus cloud that is the
thunderstorm.
October 2010
Science S3 Sixth Grade Module 6-4.4
20
4. Describe for them the sources of lift: differential heating (uneven heating of
ground surfaces…grassy field heats slower than a paved parking lot); and
increase in terrain (air forced up the slope of a mountain cools as it rises).
5. Ask them to return to their info on fronts and answer the following questions:
a. When two air masses meet and a front is formed, what happens to the cold
air? The warm air? (cold air sinks while the warm air rises over it). In which
front is cold air lifted most abruptly? (cold) Therefore, thunderstorms are
most often associated with the passage of a Cold Front.
6. Create a classroom Venn diagram using student provided characteristics on
tornadoes and hurricanes.
Characteristics:
Tornadoes: violent low pressure storm, rotates counterclockwise in
northern hemisphere, usually brief but can last more than an hour and travel
several miles, column of air descends from thunderstorm
Hurricanes: low pressure tropical storm, counterclockwise in northern
hemisphere, forms over warm ocean water, winds spin around calm “eye”
7. Have students return to their original notebook entry and add new
information/learnings and/or delete misconceptions/incorrect ideas.
8. Show the “Exploring Weather: Severe Weather” (ETV Streamline SC)
All Segments (18:07) This program discusses the severe weather conditions
that can be threatening to people and property. Thunderstorms, tornadoes,
and hurricanes are highlighted in this video.
9. Direct students attention back to original posters and ask them to be
prepared to add/delete/change any posted ideas.
10.Assess students by having them describe in their notebooks the conditions
needed for a thunderstorm, tornado, and a hurricane.
Extend:
1. Students use the internet or library resources to research the Hurricanes that
have affected SC. Report should include name of hurricane, category, year,
wind speed, pressure, damage and other interesting facts. Report may
include illustrations.
2. Students investigate/research and compare safety procedures for
thunderstorms, hurricanes, tornadoes.
3. NOAA Activity: “Drawing Conclusions”
http://www.srh.noaa.gov/srh/jetstream/synoptic/ll_analyze.htm
4. Storm Pictures
http://eo.ucar.edu/kids/images/AtmoExp1.pdf
5. Show the eclip from NASA called “Hurricane nters” at:
http://www.nasa.gov/audience/foreducators/nasaeclips/realworld/earth.html
6. Or “How a Hurricane Forms
http://www.nasa.gov/audience/foreducators/nasaeclips/ourworld/earth.html
7. Download a poster of hurricane Katrina:
http://www.srh.noaa.gov/jetstream/downloads/082905_katrina.jpg
October 2010
Science S3 Sixth Grade Module 6-4.4
21
8. How Hurricanes are formed. (2008). Retrieved July 21, 2008, from
http://www.teachersdomain.org/resources/ess05/sci/ess/watcyc/hurrlife/ind
ex.html
9. Hurricane Simulation. (2008). Retrieved July 21, 2008, from
http://www.nationalgeographic.com/xpeditions/activities/07/popup/simulatio
n.html
10.Rain or Shine: Understanding the Weather (ETV Streamline SC)
All Segments (15:00)
This program shows how weather predictions are made possible. Uneven air
heating is analyzed. Cool and warm air masses (also called high and low
pressure systems) are located on satellite photos and tracked. Cold fronts
and warm fronts are explained.
11. Show the students the thunderstorm frequency map below and have them
answer the following questions: (Teacher Note:
This activity provides a
good opportunity to address the Inquiry Indicator 6-1.1 on using data to
make observations and inferences.)

In what part of the US are thunderstorms most frequent?
(southeastern states with Florida have the highest incidence (80-100+
days per year).
 Considering what you know thunderstorm formation, why do you think
this is true? (It is here that warm moist air from the Gulf and the
Atlantic Ocean is available to fuel their development).

How many thunderstorm days per year are there in SC? (In most of
the state 50-60)
 Where is the lowest incidence of thunderstorms? (Pacific coast, Hawaii
and Alaska)
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Hurricane Katrina
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The figure above shows the average number of thunderstorm days each year
throughout the U.S. The most frequency of occurrence is greatest in the
southeastern states, with Florida having the highest incidence (80 to 100+
thunderstorm days per year).
It is in this part of the country that warm, moist air from the Gulf of Mexico and
Atlantic Ocean (which we will see later are necessary ingredients for thunderstorm
development) is most readily available to fuel thunderstorm development.
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