Use Weather Maps to Make a Forecast - A Lesson Plan

Use Weather Maps to Make a Forecast - A Lesson Plan Purpose of lesson The purpose of the lesson is to use meteorological data on a weather map, including a variety of weather map symbols, to predict weather events and produce a mock forecast. The intent is to show how data is collected and analyzed. Students first analyze a weather report to discover its parts. They then use these same techniques to analyze weather data. By creating a web at the beginning of the lesson, they can then complete an assessment where they complete another web that, this time, outlines the steps a forecaster takes to produce a forecast. Objectives Given wind speed and direction data in a weather station model from various locations around the United States,correctly label the map with the locations of high and low pressure zones.Given temperature data on a United States isotherm map, chose the correct frontal boundary from the four types of frontal boundaries and draw it on the map so that a forecast can be produced. Resources AMS Datastreme at ametsoc.org/amsedu/dstreme/ for up-to-date weather mapsNOAA Jetstream website at srh.noaa.govNOAAJetstream website at NOAA Jetstream online school for weather srh.noaa.gov/jetstream// for background informationDaily newspaper weather section (minimum 5 days collected at least one week in advance of lesson)The Weather blog at http://weather.about.com Materials needed for lesson Teacher needs to collect the daily newspaper forecast for 5 days in advance of the lesson. Teacher must also print daily isotherm, frontal, and pressure maps from the AMS datastreme site. A computer projector (and a computer) would be helpful in reviewing the online Jetstream school. Students will need colored pencils and access to research online through computers or the library. Students will need a KWL chart to fill in at the beginning, middle, and end of the class. Background Teacher will show a video of a weather report that includes a weather map. Students will watch the video while thinking about the essential question – How do scientists gather and report data to create weather reports? The video segment of the lesson acts as a hook to get students interested in the data. Also included will be a demonstration of various meteorological tools including a barometer, thermometer, wind speed indicator (anemometer), hygrometer, weather instrument shelters, and photos of weather satellites and the resultant images. The students will then formulate a pair-share group to produce a web of all the parts of a weather report. They will include methods and tools used to gather meteorological data as well as the components of weather maps and forecast reports. Students will share some of their main points in the webs they created with the teacher. The teacher will record the information on the board and ask for discussion in the class for what they think is the best way to create a web. Once the video segment is shown, students will go through a series of steps to practice analyzing weather maps.Students will also fill out a KWL chart once they see the weather video. Once they are complete, they will be able to check their forecasts based on the newspaper forecasts the teacher already collected. Assessment The assessment will be a weather map of the CURRENT class day, printed in the morning by the teacher, and students will have to predict the weather for the next day. In the same pair-share groups, students will create a 1 minute forecast report as if they were on TV. Remediation and review Practice reading temperature data in Celsius and Fahrenheit on a standard alcohol thermometer.Show students a model of a building or doll. Explain the idea of the use of models in science.Obtain a weather map from Datastreme site and distribute to students so they can see examples of a real weather map.Introduce students to the online Jetstream site and the parts of a weather map. Students will record the various parts of a station model.Locate a station model for a city and record temperature, pressure, wind speed, etc. in a data table. Describe to a partner the different conditions present in that city. Optional-Using laptop computers, instant message a partner across the room about the conditions in your city.Use a simplified map to locate the isotherm lines on a weather map. Connect similar temperatures in increments of 10 degrees with different shades of colored pencils. Create a key for the colors. Analyze the map to see where different air masses are and try to outline a front al boundary using the correct symbols learned from the Jetstream online course. Students will obtain a pressure reading map and determine the pressure at a station. Color the region around several cities that show pressure anomalies. Students will then try to determine high and low pressure zones.Students will draw conclusions about their maps and check the key with the teacher. Conclusion The conclusion will be the presentation of forecasts from students. As students explain why they feel it will rain, get colder, etc., students will have a chance to agree or disagree with the information. The teacher will go over the correct answers the next day. If done right, the next days weather is the real weather the student forecasted because the map used in the assessment was the CURRENT weather map. The teacher should review the objectives and standards on the bulletin board. Teachers should also review the learned portion of the KWL chart to show students what was accomplished in the lesson. Assignments Students will use a weather map (model) to create a weather report.Students will use observation and analysis to determine the methods, data, tools, and information used in forecasts of the weather by creating a graphic organizer (webbing).Students will have periodic self-checks available as they analyze older maps to gain the skill in interpreting and predicting future weather.

The Similarities between the Presidencies of Jefferson and Jackson

The Similarities between the Presidencies of Jefferson and Jackson Every one of the original thirteen colonies of America was founded for a slightly different purpose. Jamestown was founded in order to make money for The Virginia Company, The Plymouth Colony was founded because the Mayflower landed in the wrong place, Rhode Island was inhabited by dissenters from Massachusetts, and Pennsylvania was created to be a haven for Quakers. Each colony grew differently from one another. Whereas the Massachusetts Bay Colony became a large seaport, Pennsylvania profited by trading furs. The three primary regions of the east coast colonies also became distinct, and adjacent colonies tended to be more similar to one another. This is shown by the sharp contrast between the plantation culture of the south, and the Yankee capitalism in New England, caused by the rough soil. Each of the colonial areas, New England, the middle colonies, and the south, was founded and developed very differently, allowing for a diversity in origin and religion, and developing heteroge neous political culture in America.English: Seal of the Massachusetts Bay ColonyWhile most of the New England colonies were either founded for religious purpose, or developed tight religious groups, the majority of the middle colonies, including Jamestown, were founded for financial reasons, Baltimore being an exception. The reasons for the religiousness of the New England colonies vary for the most part. The Puritans of the Mayflower settled in Plymouth only because it was the most suitable location after they failed to land at Jamestown, but the Massachusetts Bay Colony was created as a haven for English Puritans who wanted to escape the anti-Puritan persecution of England. The Massachusetts Bay Colony also indirectly created Rhode Island because of its religious dissenters, and influenced other New England colonies such as New Haven. The colonies of the south, and to some extend the middle colonies, were founded to make money, with...

Discuss financial implications of medical errors related to healthcare Essay

Discuss financial implications of medical errors related to healthcare management - Essay Example Besides, over a million people die every year as a direct result of medical errors. In addition to this, another 57,000 die due to the lack of quality in the hospitals. Medical errors, besides being cause of distress to patients as well as their relatives and raising ethical issues also amount to heavy financial implications on the hospitals. The costs which related to the medical errors are very high. Statistics show that this cost is in excess of 37.6 billion every year. On the other hand, there are also huge expenditures, which are being incurred in the long run as a result of medical errors. Though in many cases medical errors do not lead to the death of people, many entail in handicaps that will harshly impede the person’s skill to work and to carry on productive and vigorous life. Thus, on many occasions the medical errors result in personal loss to the patients taking treatment in hospitals. From the point of view of hospital management, such errors entail on compensation claims and they will have to spend huge sums on litigations. Medical errors can occur due to a variety of reasons. Sometimes these happen due to â€Å"communication problems as misspelled words or illegible handwriting, whereas surgical errors are often related to unclear or misinterpreted diagnostic images† (Medical Errors: Introdu ction and Definitions, 2011, para. 8). The study of healthcare financial management is both rewarding and necessary because the medical errors have implications for both personal and professional behavior. In the healthcare environment today, financial implications play a significant role in delivering treatment to the patients. When medical errors occur, it becomes the responsibility of the hospital to meet the treatment expenditures of the victim as well as they are further obliged to pay compensation and litigation expenses to claimants. The financial implications of medical errors, however, are focused on the overall difficulty for the