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This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to secondary science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate to practical process oriented science instruction rather than theory or module building. Included in each booklet is a student section with an introduction, performance objectives, and science activities which can be performed individually or as a class, and a teacher section containing notes on the science activities, resource lists, and references. This booklet outlines activities designed to introduce students to weather instruments. The estimated time for completing the activities in this module is two weeks. (SL)

This self-study course was prepared specifically to be used with the United States Department of Agriculture (USDA) Agriculture Handbook 360, FIRE WEATHER...A GUIDE FOR APPLICATION OF METEOROLOGICAL INFORMATION TO FOREST FIRE CONTROL OPERATIONS. It is designed not only to let the reader determine his comprehension of the text but also to develop thorough understanding of the materials and the ability to apply it in the field. The 120 multiple choice questions are generally concerned with the principles of meteorology, rather than with insignificant details. A self-evaluation test is provided. (Author/CP)

This unit, designed for primary grades of the elementary schools, focuses on weather and is divided into the following five major parts: Weather Affects Man and His Environment; Air, Wind, and Weather; Clouds and Humidity; Precipitation; and Micro-Environments. Each part includes a list of the concepts to be taught, the behavioral objectives and the expected student criteria for evaluation, pretests and posttests, background information relating to the various topics, and suggested instructional sequences and student data sheets. Most of the activities are outdoor oriented and are designed to take advantage of the various weather conditions possible throughout the year. A bibliography lists additional resource materials including books relating to weather, films and filmstrips, available kits and a directory of distributors. (MLB)

This material is one publication of a series of documents available from the Institute for Environmental Education (Cleveland) and consists of a curriculum activities guide to birds, bugs, dogs, and weather and environmental studies. The first edition of this material was prepared by the Documentation Task Force of Project KARE, Philadelphia, and was revised by personnel at the institute. The guide is intended for use by teachers and students until they feel sufficiently confident to prepare their own materials and is organized into three sections: Chapter 1 is on awareness activities, 2 on transitional activities, and 3 on operational activities. Awareness activities, developed with process skills in mind, are designed to orient students toward a concern for environmental problems and a realization that the problems are appropriate subjects for study. Transitional activities are directed toward real community concerns. Operational activities are integrated with community efforts to solve environmental problems. The guide's format is that of a questioning sequence, using questions to (1) lead to the activity, (2) initiate the activity, (3) continue the activity, (4) expand the activity, and (5) evaluate the activity. Teachers using the guide are invited to use only those activities that are most appropriate to their situation. (PEB)

This environmental unit is one of a series designed for integration within an existing curriculum. The unit is self-contained and requires minimal teacher preparation. The philosophy behind the series is based on an experience-oriented process that encourages self-paced independent student work. In this unit, students study the physical properties of snow and ice in relation to water, heat, the environment, and themselves. It is a goal of this unit that, by learning more about the behavior of water and its environmental influences, the students will become involved enough to recognize water as a vital source of life and want to protect it. Activities, designed for the elementary grades, are generally done outside. Students observe snowflakes, make cross-sections of snow banks, study snow density and make snow paintings. Besides these, there are numerous other snow activities that guide students to the goal of this unit. Each includes a list of materials, background information, and directions for the teacher. (MA)

This is the teacher's edition of one of eight units of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). This unit focuses on weather, its measurement and prediction. Optional excursions are given for students who wish to study a topic in greater depth on an individualized basis. An introduction describes the energy for weather processes and the distribution of energy throughout the world. Illustrations accompany the text. (SA)

This is the teacher's edition of the Record Book for the unit "Winds and Weather" of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). The correct answers to the questions from the student text are recorded. An introductory note to the teacher explains how to use the book. Answers are included for the activities and excursions. A self evaluation section is followed by its answer key. (SA)

This is the student's text of one of the units of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). The chapters contain basic information about weather, its measurement and predictions, activities related to the subject, and optional excursions. A section of introductory notes to the student discusses how to use the book and how the class will be organized. Data tables within the workbook format indicate where responses are expected. Illustrations accompany all instructions and the students are expected to select the proper equipment based on the illustrations. (SA)

This is the student's edition of the Record Book for "Winds and Weather" of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). Space is provided for answers to the questions from the text as well as for the optional excursions and the self evaluation. An introductory note to the student explains how to use the book. (SA)

This course, adapted from military curriculum materials for use in vocational and technical education, was designed to provide the theory portion of the Marine Science Technician Program. It includes a review of basic subjects, marine biology, oceanography, as well as meteorologic observations and recording. The course consists of a lesson book and six texts. Eleven lessons are presented covering the following topics: review of mathematics; applied physics; geological and physical oceanography; marine biology and water motions; basic meteorology and meteorological elements; atmospheric circulation, air masses, fronts, and special phenomena; surface weather and physical oceanographic observational equipment and instruments; geological oceanographic, upper air, and communications equipment and instruments; surface weather observation and meteorological codes and plotting; ice and bathythermograph observations, Nansen and STD casts, and safety procedures for oceanographic observations; and data processing and analysis. Each lesson contains numerous charts and detailed procedures. The course contains reading assignments, review exercises, and answers for student self-study and evaluation. The course is intended to be used in an on-the-job or laboratory learning situation. (KC)

Every child today is in contact with the results of scientific discovery and should have at least some understanding of the principles of modern science. The increasing complexities of the age in which we live make this imperative. For this reason, the study of science has become an essential part of the curriculum of every elementary rural and small-town school. There can be little question that an approach which enables the child to link up the basic principles of science with his own familiar experiences at home or on the farm gives the subject a greater immediate reality than if taught by more conventional methods. The weather, machines, plant and animal growth, and seasonal changes--these and many other phases of science are very real to children in rural schools. There is a need to help our children to learn about the science around them, to think more scientifically, to solve problems more successfully, and to grow in interest and appreciation of their wonderful environment. We believe that this booklet will afford a great deal of practical help to teachers of this subject by pointing out how the resources in the immediate environment may be helpful to teachers who want to improve their science teaching, how simple experiments may be used, how day-to-day science teaching may function as a part of the total school program, and how the interests and needs of children may be taken into account in planning the science program in elementary rural schools. An annotated, classified bibliography listing teacher resources and books for children is provided. [Best copy available has been provided.]

This USMES unit challenges students to find out what information helps most in accurately predicting the weather. The teacher resource book for the Weather Predictions unit contains five sections. The first section describes the USMES approach to student-initiated investigations of real problems, including a discussion of the nature of the USMES "challenges" and of classroom strategy for problem-solving activities. The second section gives information about the Weather Predictions unit, including an overview of possible student activities with comments on prerequisite skills, a flow chart and composite log indicating the range of possible student work, a paper describing the use of the unit in primary grades, and a list of questions that the teacher might use. Section 3 contains documentation of class activities, describing ways of introducing the unit and including teachers' logs for the unit. Section 4 includes references to other written materials relevant to the unit and section 5 consists of charts which identify the skills, concepts, and processes covered by the unit. (DT)

Presented are various activities and projects intended to help Boy Scouts earn a merit badge in oceanography. Each project and/or activity is related to a requirement (objective) found in a list at the beginning of the booklet. Topic areas and/or related activities and projects include: (1) nature of oceanography (naming oceanography branches, describing ways man is dependent on oceans); (2) effect of oceans on weather and climate; (3) ocean waves; (4) drawing cross-section of underwater topography; (5) chemistry of the seas (listing and describing main salts, gases, and foods found in sea water, and explaining the importance of Dittmar's principle); (6) marine biology, focusing on phytoplankton, zooplankton, nekton, and benthos; (7) plankton collection (making plankton net, making models of volcanic island, making models showing inshore sediment movement, measuring water temperature, and making a wave generator); and (8) oceanographic record-keeping and reporting. Instructions and materials needed for projects and activities are provided when appropriate. Lists of books, hydrographic office publications on oceanography, and glossary of oceanographic terms are included. Activities and projects can be completed whether or not individuals live in coastal areas. (JN)

Intended as a supplement to undergraduate college geography courses, this resource paper reviews the mechanism by which surface weather features are linked with the mid-atmospheric circulation within the westerly wind belt. Specifically, vertical atmospheric motions associated with certain aspects of the upper tropospheric flow, including jet streams, are discussed. Processes at this level are related to such surface weather features as cyclones, anticyclones, and air masses, and the way these are modified and steered across the country. The evolution of monthly flow patterns during the period October-December, 1951, are discussed. These three months are useful as a case study because of the close geographical agreement between middle level flow patterns and surface weather departures from normal over the United States; these three months are also noteworthy because of the record setting temperature and precipitation values recorded over wide areas. As an exposition of the relationship between mean tropospheric flow and surface weather patterns, this review describes many of the basic principles underlying extended period weather forecasting as well as the evolution of daily weather over the country as it undergoes monthly or seasonal changes. (Author/MLH)

A resource kit for the teaching of French at the intermediate level is represented by a teacher's guide. The aim of this module is to make the elementary or secondary school student of French familiar with terminology used in French radio broadcasts, and especially in weather reports. The guide offers suggested classroom activities. Instructions are given for the use of an audio tape and weather maps. A transcript of the tape is included. (JB)