1. Students should discuss their understandings of climate and weather. They could create a concept map of climate and weather terms to help strengthen understanding of the similarities and differences between these concepts. Students may add to their concept maps (or similar graphical representation) throughout the unit as students develop deeper understandings of the relationships that exist between climate and weather-related concepts.
2. Students could research severe weather events to develop a general understanding of the types of severe weather that occur throughout Canada . Students could use a map of Canada to indicate locations where severe weather events tend to occur and which types of events occur in which locations. An excellent starting point for this research is Environment Canada's annual Top Ten Weather Stories. This website provides brief overviews of the weather stories that made headlines across Canada each year since 1996. (IL, NUM)
3. Students could create a pamphlet, poster, presentation, video, or television broadcast highlighting one type of Canadian severe weather event. They could include information such as a description of the event, explanations of the scientific principles of the event, a map of where this event might occur in a specific region, descriptions of the types of human and environmental damage that typically result from this event, and recommendations for public safety before, during, and after this event. Students may incorporate pictures or videoclips of a severe weather event into their publication or presentation. With this activity, students are able to improve on their strategies to locate, interpret, evaluate, and use information. (COM, CD 5.3)
4. Scientists throughout the world have developed common standards for sharing information about severe weather (e.g., Beaufort wind force scale, Fujita tornado intensity scale, Saffir-Simpson hurricane scale, wind-chill chart, humidex). Students could work in small groups to develop their own categories with descriptors and then share the results in order to arrive at consensus on the use of one common chart. The class could discuss the rationale for using common terminology in the class chart and then extend the discussion to a consideration of why scientists develop such tools using common standards. (TL)
5. Students could discuss the challenges of collecting data from severe weather events. For example, "storm chasers" follow storm systems, often putting their own lives at risk. Some are thrill-seekers, some are professional photographers, and some are scientists trying to measure and understand storms. Students should speculate on what draws these people to this dangerous pursuit and what they hope to accomplish.
6. Meteorologists in Canada issue weather watches, weather advisories, and weather warnings to indicate the possibility of severe weather in a region. This information is available on-line and in a real-time map at the Environment Canada website. Students could use the map and accompanying background information or the website to determine the criteria that Environment Canada uses to determine which level of weather warning to issue.
7. Weather professionals must make difficult decisions about when to inform the public of impending severe weather events, and when to issue weather watches, advisories, or warnings. Students could conduct a public deliberation, debate, or role play regarding the public's right to be informed of impending severe weather. Roles might include: meteorologist, television weather broadcaster, small business owner, employee, government official, parent, community member, student, and teacher. Students will need to be able to express their feelings, reactions, and ideas in an appropriate manner. (PSD, CD 2.3)
8. The public can access weather information through the newspaper, television, radio, Weatheradio, and Internet sites. Students could compare and contrast the advantages and disadvantages of each of these media sources for delivering information about severe weather events. Students should demonstrate strategies for locating, interpreting, evaluating, and using life information. (CCT, CD 5.3)
9. Humans have written about the weather, particularly extreme weather, throughout recorded history. Students could find examples from Canadian literature that include references to severe weather events. Students might create a poster that highlights the literature and then choose or create relevant graphics and fonts to provide an appropriate setting for the literature. Alternatively, students might create a dance, drama, or music piece to represent severe weather events from history or literature. (COM)
10. Enrichment: Students could construct a model to demonstrate one example of a severe weather event (e.g., Tornado Tube). Models can be physical, mental, or mathematical. Students should be able to identify the strengths and weaknesses of their model by identifying which aspects of the phenomena are included in the model.
     
11. Students should keep a weather journal for a week or more. The journal should include some or all of the following entries: time, temperature, humidity (dew point and relative humidity), wind speed and direction, pressure, and sky conditions. Readings should be taken at the same time and location each day. Students could discuss related issues such as:
    1. the value of both qualitative and quantitative observations of weather-related data.
    2. the role of personal observations in developing hypotheses about local weather conditions.
    3. the benefit of paying close attention to weather patterns from the perspective of people whose daily lives are affected by the weather.

12. Students could explore the ways in which humans obtain information about the weather. Students could explain how in the past humans relied exclusively on the use of their senses (i.e., taste, smell, sight, hear, touch) to relate to the weather and followup the explanations by writing descriptions of the current weather using all of the senses. Students should be able to find relevant references to the weather in literature and art. Student exploration might then focus on the use of technologies to extend our senses (e.g., satellite imaging, weather balloons, Doppler radar, airborne meteorological observations, barometers, thermometers, and hygrometers). The class could discuss the strengths and limitations of these technologies, especially as compared to human senses.
13. Students could develop and carry out a plan for the collection of meteorological data within their community. The plan should indicate which physical quantities will be observed and recorded (e.g., temperature, humidity, atmospheric pressure, wind speed, wind direction, precipitation) and which instruments will be used for data collection (e.g., thermometer, barometer, hygrometer, rain gauge, sling psychrometer, anemometer, weather vane, humidity gauge, computer based probes). Students should design an appropriate data table to record both qualitative and quantitative data for the given period. Students could use weather collection and/or analysis software for this purpose. There are many free and inexpensive software programs for this purpose, some of which allow the user to download weather data directly from the Internet. (IL, NUM)
14. Students should obtain climate and weather data for a specific location (e.g., their own community) and period from a resource such as Environment Canada's National Climate Data and Information Archive. They should then graph this data in a manner that will facilitate further analysis. Students should develop generalizations about weather patterns in the region and suggest weather-related questions for further study based on analysis of these data. ( CCT , IL )
15. Students should use a key to interpret the weather station symbols on a meteorological weather map. Variables in a station model may include: air temperature, visibility, weather condition, dew point temperature, wind speed and direction, type of cloud, amount of cloud cover, and atmospheric pressure. Students should write a summary of the weather at one specific station from their interpretations of the symbols. The class could discuss the reasons for adopting standard symbols on weather maps throughout the world. (COM, TL)
16. Given a series of weather maps for a region, students should correlate observations and weather conditions. Students could identify types of precipitation, wind direction, wind speed, frontal systems (warm/cold, and pressure systems (high/low). Students should be able to identify the common patterns of weather that occur across Saskatchewan .
17. Students could create a weather map of their region. The map should indicate the types of precipitation, wind direction, wind speed, frontal systems (warm/cold), and pressure systems (high/low) along with isotherms and isobars. Students could exchange maps and then create weather reports that are based on their maps. (COM)
18. Students could observe satellite and radar images of weather in Canada to compare and contrast these meteorological maps with each other and with news weather maps that provide temperature, precipitation, jet stream, pressure, and frontal system information. The class could discuss the value of each type of map or image in conveying weather information and the need for different types of data displays for meteorologists and the public.
19. Meteorologists use a wind rose to determine the prevailing wind direction in a region. Students could construct a wind rose for their region using either personally collected or published data. Have students consider if a wind rose that was created using one or two months of data would be a reliable indicator of wind patterns in the region at other times of the year.
20. Students could locate a resource that provides the current view of the jet stream, observe and record the flow of the jet stream for three or four days, and describe the relationship between the jet stream and weather across Canada.
21. Students could select one weather variable (e.g., temperature, humidity, atmospheric pressure, or precipitation) and research the advances in instrumentation used for collecting, analyzing, and displaying weather data, and the contributions Canadians have made to the development of these technologies. Students should be encouraged to explore how technological trends can positively affect work and learning opportunities. (TL, CD 6.3)
22. Plans for building various weather instruments (e.g., barometer, wind vane, anemometer, rain gauge, compass) using common materials can be readily found on the Internet. Students could build these instruments, test them, and compare their accuracy with store-bought or professional meteorological equipment. Students could also describe the principles that govern the operation of the instruments. (TL)
     
23. Some of the suggested activities for supporting student achievement of this foundational objective include the building of models to represent weather-related phenomena. Teachers may choose to have small groups research and create different models and then present the models to the class at an appropriate time in the unit. The class could discuss the role of models in science as a means of understanding features of abstract concepts and the limitations inherent in all models (physical, conceptual, or mathematical).
24. Students could discuss or investigate weather-related questions that require an understanding of the scientific principles of weather to answer. For example:
    1. Why can you see your breath in the winter?
    2. Why are snowflakes sometimes small and sometimes large?
    3. Why is fog sometimes thick and sometimes thin?
    4. What are the differences between ice crystals and snow crystals?
    5. Why does the temperature often rise on a cold day when it begins to snow?
    6. Do air, soil, and water increase in temperature at the same rate when they are heated?
    7. How do large bodies of water or land influence the weather?
    8. How does the jet stream influence Canadian weather?
    9. Can any two snowflakes be alike?
    10. Can rainbows occur in the winter?
    11. What is the difference between drizzle and rain?
    12. Why do global wind and water currents tend to move in certain directions?

25. Students could examine weather folklore or sayings from a variety of cultures and identify similarities and differences in the sayings, expressions, rhymes, myths, or legends that relate to explanations of weather. Students should also look for similarities and differences in the ways that various cultures attribute control of the Sun, moon, winds, rain, snow, and other weather features to the actions of spirits and gods. Students should recognize the relationship between culture and lifestyle, exploring the influence culture can have on the views and opinions of people. (COM, PSD, CD 9.3)
26. Students could construct models that represent the composition and organization of the layers of the atmosphere (troposphere, stratosphere, mesosphere, thermosphere, and exosphere). Models should identify the temperature and density characteristics of each layer.
27. Students should conduct activities to demonstrate the three methods of energy transfer (conduction, convection, and radiation) in solids, liquids, and gases. These activities should model the similarities and the differences in rates and processes between heat transfer in air, water, and soil. Students should relate heat transfer in solids, liquids, and gases to temperature changes in the lithosphere, hydrosphere, and atmosphere. Students should be able to explain the different heating and cooling rates and processes that occur in each 'sphere'.
28. Students could conduct an activity to determine the relative specific heat capacities of various objects (i.e., 100 g of water, 100 g of steel, 100 g of dry soil, or 100 g of wood). The emphasis of this activity is that students understand some materials absorb and release different quantities of heat per unit mass than other materials. It is important for students to realize that water has a relatively high capacity compared to most common substances and to understand the effect this has on the weather, particularly as a moderator. It is not necessary that students develop or use the formula for specific heat capacity. (NUM)
29. Students could conduct experiments to determine which properties determine the amount of solar energy that materials absorb or reflect. Students might test properties such as color, shape, texture, density, or material and then relate the results to the physical features of the Earth in their community and throughout Canada .
30. Students could create a model of the Earth's energy budget to illustrate the distribution of incoming solar energy as it enters the Earth's atmosphere. The model should indicate the typical percentages of solar energy that are absorbed or reflected in each interaction. Students could use their models to demonstrate their understanding of objectives related to climate change or sustainability.
31. Students could construct a model of the water cycle (models may be physical or conceptual) and explain the salient features of the cycle. Given that students have likely already seen or constructed models of the water cycle in previous grades, students should extend their understanding by including the water budget (the percentage of water in each portion of the cycle) as part of the model. Students should also be able to explain the water cycle at global and regional levels, particularly the moderating effect of large bodies of water on local and regional weather.
32. Students could write the story of a water particle that travels through the water cycle in order to explain the salient features of the water cycle. Students should show that any given water particle will not likely travel through the entire cycle in one single pass but instead may travel through portions of the cycle multiple times before completing an entire journey. (COM)
33. Students could explain how clouds are an indicator of the type of weather that is occurring, or will likely occur. Explanations should differentiate between cloud types, their general altitudes, their characteristics, and the type of weather they indicate.
34. Students should describe the following types of precipitation and the conditions under which they occur: fog, frost, snow, rain, sleet, hail, dew, and drizzle. Student descriptions should relate the formation of each type of precipitation to energy transformations in the water cycle.
35. Students could conduct an activity to determine the relative humidity of the air in a variety of locations. Students should then be able to identify the factors that influence relative humidity.
36. Students could create a model to illustrate the different types of weather fronts (warm, cold, and occluded). The model should explain temperature and pressure differences and air movement within each type of front.
37. Saskatchewan students should have sufficient experience with winter to recognize that the temperature often rises noticeably when it begins to snow. This may appear to be paradoxical to students, who also recognize that temperatures need to be below the freezing point of water for snow to form. Students could investigate this discrepancy and explain how this phenomenon is related to latent heat in the atmosphere. (TL)
38. Students could create a model to illustrate global wind and water circulation patterns, and the role of the Coriolis force in causing these patterns. Such a model can help explain the occurrence of phenomena such as the jet stream, westerlies, doldrums, trade winds, Gulf Stream , and warm and cool ocean currents. (CCT)
     
39. Students should develop weather forecasts for the region, using either students' own primary data or secondary data from print or on-line sources. Students should examine this data to locate fronts (cold, warm, stationary, occluded), pressure systems, cloud cover, and the jet stream. Students need to identify whether the fronts and pressure systems are moving, how fast they are moving, and in what direction they are moving. Students should also note changes to the jet stream and cloud cover. Students can then combine this information with their understanding of general weather patterns for the Prairies in order to create one-day, three-day, and five-day forecasts for the region. Students could share forecasts and assess each other's accuracy, along with the overall quality of weather forecasting. While assessing each other's work, students should demonstrate appropriate examples of giving and receiving feedback. (IL, NUM, CD 1.3)
40. Students should collect weather forecasts for a specified region (local community, Saskatchewan , Western Canada, Canada ) for a three to five-day period. Students should compare the forecasts with observed conditions and suggest reasons why the forecasts were or were not accurate. Students may also compare the accuracy of forecasts from different resources (e.g., newspaper, television, radio, Environment Canada, Old Farmer's Almanac, etc. ). (IL)
41. Weather forecasters state certain types of weather predictions along with a percentage (e.g., a 20% chance of precipitation tomorrow). Students could determine why forecasters assign these percentages, how these percentages are determined, and what these percentages signify. This would be an appropriate time to discuss the probabilistic nature of scientific predictions. (CCT, NUM)
42. Students could discuss the reasons that meteorologists rely on multiple sources of data for weather forecasting. Students should explain how the accuracy of weather forecasting increases with data from multiple sources. Students might also explore ways in which the public is able to contribute to weather observations. The "Skywatchers" program at Environment Canada is an example of such a program designed specifically for students across Canada .
43. Students could research the development of weather forecasting technologies from early times through the Renaissance and into our modern society. Students' research might include examining the importance of weather forecasting in these various eras. Students might also consider predicting future technologies for weather forecasting. (CCT, TL)
44. Students could examine weather folklore, expressions, artwork, or rituals from different cultures and identify similarities and differences in the sayings, expressions, rhymes, stories, or proverbs that relate to weather forecasting. Students might also look for similarities and differences in the ways that various cultures attribute control of the Sun, moon, winds, rain, snow, and other weather features to the actions of spirits and gods. Students should recognize the relationship between culture and lifestyle, exploring how culture can influence the views and opinions of people. Students should recognize that there are different worldviews, some of which are not reflective of modern Eurocentric scientific views. (PSD, CD 9.3)
45. Most cultures have common sayings or proverbs related to predicting weather. For example: "Evening red and morning gray, Two sure signs of one fine day", and "Ring around the moon? Rain real soon". Students could choose one or two sayings and research the scientific principles behind these sayings, if any exist.
46. Students could select two or three weather expressions and test their accuracy over an extended period. Students could discuss the value of weather expressions in predicting weather and suggest why most cultures have weather-related folklore. Students might want to consult elders or grandparents as a resource.
     
47. Students could discuss current issues related to climate change and consider questions such as:
    1. What is global warming?
    2. What is the greenhouse effect?
    3. What are greenhouse gases?
    4. Is the greenhouse effect caused by the buildup of pollution?
    5. Why is climate change and global warming in the news so much today?
    6. What are some potential national, regional, and local issues?
    7. What are some social and cultural implications of climate change?
    8. What is 'wrong' with the current trend in global warming?
    9. Why is climate change an issue for us today when climate has changed in the past, and can be expected to change now and in the future?

(adapted from Natural Resources Canada Climate Change Poster Series Teacher's Guide )

48. Scientists have identified a variety of natural (e.g., solar variability, volcanic dust levels, comet impact, and geological change) and human factors (e.g., greenhouse gases, aerosol sprays, ozone depletion, and changes in land use) that contribute to climate change. The scientific community has not reached consensus regarding the effects of these factors. Student teams should research these topics and identify the potential effects these factors have on the climate. This will involve collecting information from a variety of human, print, and electronic sources. Students should identify opposing viewpoints related to the possible effects of each factor. Students could share their research by creating posters, models, websites, videos, or presentations. Students should recognize and discuss the tentativeness and dynamic nature of scientific knowledge, and should accept that science is not always definitive or conclusive. (COM, CCT, PSD)
49. Students could choose one global climate issue for in-depth research and action. Students should identify positions that scientists have expressed regarding this issue, including opposing viewpoints, and how those positions have changed with increasing knowledge of the issue. Students could defend a position related to one issue or develop a detailed action plan that explains how they and others in their community can change personal habits to effect future climate change . Students should identify personal, social, and economic consequences of their plan. Potential issues for research include:
    1. The Kyoto Protocol of 1997 in which developed countries agreed to limit their production of six greenhouse gases: carbon dioxide, methane, nitrous oxide, hydrofluorocarbons, perfluorocarbons, and sulphur dioxide.
    2. Canada 's commitment to reduce CO₂ (carbon dioxide) and other greenhouse gas emissions by 240Mt during 2008 - 2012.
    3. The role of carbon credits as a mechanism for developed countries to achieve their commitments by deducting the greenhouse gas emissions absorbed by carbon sinks (like forests) from their gross emissions in the commitment period. This provision includes emissions absorbed or emitted by certain land-use changes and forestry activities, such as reforestation.
    4. The Montreal Protocol of 1987 banned the use of certain CFCs (chlorofluorocarbons) from industrial production but the level of CFCs in the atmosphere is still high.
    5. The "ozone hole" over Antarctica grows in size in late spring every year. A similar, but smaller, hole appeared over Arctic skies in the late 1990s.
    6. Increased grazing of cows and other ruminants has led to higher methane concentration in the Earth's atmosphere. Methane in the atmosphere contributes to the Greenhouse Effect.
    7. Forests act as a carbon sink by converting the greenhouse gas carbon dioxide into oxygen during photosynthesis. Large scale deforestation, primarily in under-developed countries, is rapidly decreasing the amount of naturally forested land on Earth.
    8. The effect, if any, of using ethanol blended gasoline on climate change.

50. Students could predict what Saskatchewan 's climate might be like 50 years from now. Predictions should be based on an analysis of historical trends, current data, and the potential impact of changes in our lifestyles. Students should consider the effects of these potential climate changes on vegetation, animals, agriculture, industry, and the people of Saskatchewan . One method of displaying these predictions is to use a Futures Wheel (see Climate Change Canada website for examples) . (CCT)