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for Cultural Standards in Practice.
Winds
And
Weather
by Jonas Ramoth and Sidney Stephens
Activity 3 - Agreeing on Terms
| Summary |
In order for students to design and carry out local
studies of the weather, their descriptions of weather elements need
to be uniform, consistent
and agreed upon by all. In rural Alaska, consensus on the meaning of
words has been built through shared experience and communication over
time.
The words or expressions used to describe weather are specific to the
area/culture and fit the range of local weather conditions perfectly.
In science, understanding and agreement on terms is also critical and
is often called "defining operationally."
In this activity students observe and describe the wind, analyze their
descriptions for clarity, and compare them both with Jonas Ramoth's descriptions
and with the Beaufort Wind Scale. Students then decide which terms are
most appropriate for their study (define operationally) and create a Selawik
Wind Scale for use in future observations.
|
| Materials
|
« Student weather journals « Beaufort Wind
Scale
« Class weather log or chart « Wind Observation Guides
|
| Procedure
Gear-up
|
1. Ask students to recall any confusion/disagreement that they might
have had in sharing and comparing their weather journal observations and
indicate that today they're going to be spending some time on figuring
out how to communicate clearly about their observations.
2. Tell students that they will be going outside for just 10 minutes
or so to observe the wind using all their senses and to record their observations
with words and drawings. Provide them with an observation sheet including
such observation prompts as:
« What visible effect is the wind having on things
within your sight?
« How would you describe the direction of the wind?
« How would you describe the strength of the wind?
« How does the wind smell? Taste?
« What effect is the wind having on you?
Encourage Iñupiaq speakers to use Iñupiaq
terms for weather conditions and to also think about how those terms
might be translated
for non-speakers.
|
| Explore |
3. Students go outside to observe and record observations of the wind. |
| Generalize |
4. Using both English and Iñupiaq, students
share observations and record on the board or chart paper. Expect variation.
5. Help students discuss and analyze which observations and description
are alike? Different? Which words and/or pictures describe observable
evidence? Paint a clear and precise picture? Are open to multiple interpretations?
Are the most helpful and descriptive? How did location influence observations?
6. Help students to realize that for the purpose of weather study and
prediction, descriptions are most helpful if they:
« Describe observations
« Are brief
« Use precise language/drawings
« Communicate information accurately
7. Help them also see that the height and position of the observer influence
observations.
|
| Explore |
8. Provide student groups of 4 with a copy of Jonas Ramoth's description
of wind as follows: We talk about wind in terms of how its handling visible stuff like grass
in summer and snow drifts in winter. If you're home and look out the window,
if smoke from a neighbor's stack is leaning over, you know there's a little
bit of a breeze or maybe the smoke is moving vigorously. If snow is drifting
on the ground, the wind is strong, a surface wind. In storm conditions,
visibility is affected and you can't see across the street - on a snow
machine, you can't see your skis. 20-25 mph winds are a storm. 30mph winds
are a blizzard and even if its warm, a fine powder of snow finds its way
in through your clothes. If you go out, you need a facemask and goggles.
Its better to stay put, stay home.
Ask students to work in groups to compare Jonas' description of wind
strength with their own descriptions.
|
|
Generalize
|
9. Discuss how their descriptions are alike
or different from his.
|
| Explore |
10. Give student groups a copy of the Beaufort Wind Scale and ask them
to compare Jonas' descriptions of wind to Beaufort's. |
Beaufort Wind Scale
| Beaufort
Number or
Force
|
Wind Speed
m.p.h.
|
Effects that Can be Seen on Land and Water
|
Description
|
|
0 |
Less than 1 |
Still, calm air, smoke will rise vertically
|
Calm |
|
1 |
1-2 |
Rising smoke drifts, wind vane is inactive
|
|
2 |
4-7 |
Leaves rustle, wind felt on face, wind vanes begin to move.
|
Light Breeze |
|
3 |
8-12 |
Leaves and small twigs move, lightweight flags extend.
|
Gentle Breeze |
|
4 |
13-18 |
Small branches move, raises dust, leaves and paper
|
Moderate Breeze |
|
5 |
19-24 |
Small trees sway.
|
Fresh Breeze |
|
6 |
25-31 |
Large tree branches move, telephone wires begin to whistle, umbrellas
difficult to control
|
Strong Breeze |
|
7 |
32-38 |
Large trees sway, becoming difficult to walk
|
Moderate or Near Gale |
|
8 |
39-46 |
Twigs and small branches broken from trees, walking is difficult
|
Gale or Fresh Gale |
|
9 |
47-54 |
Slight damage to buildings, shingles blown off roofs |
Strong Gale |
|
10 |
55-63 |
Trees are broken or uprooted, building damage is considerable
|
Whole Gale or Storm |
|
11 |
64-72 |
Extensive widespread damage
|
Violent Storm |
|
12 |
73+ |
Extreme destruction, devastation |
Hurricane |
| Generalize |
11. Ask how they are alike? (both describe visible effects of wind and
rank them in an order from least to most windy). Ask how they are different?
(Beaufort's Scale has many more categories, uses the terms breeze
and storm differently than Jonas, includes weather events not common
in Selawik, assigns force numbers, and always includes reference to wind
in m.p.h.) |
| Explore |
12. Refer them to the criteria listed in step #6 above.
Tell them that their job is to come up with a Selawik Wind Scale specifying
(1) the range
of probable wind conditions for Selawik from calm to most windy; (2) the
effects to be observed and; (3) the terms to be used to describe those
observations.
They can use Jonas' descriptions as is; refine or add to them based on
their own observations; and/or incorporate elements from Beaufort. Use
of Iñupiaq
terms should be encouraged where possible. |
|
Generalize
|
13. Once the groups have created their descriptions have each group record
their wind scale descriptions on chart paper and post on the board.
14. Using either a whole class discussion or carousel rotation, help
the class decide upon the descriptions that will work best for them.
15. Decide upon best spot for observation of wind.
16. Check with Jonas about decisions.
|
| Apply/Assess |
17. Use Selawik Wind Scale in weather studies and personal observations*
(See Selawik Winter Winds Daily Observation
Sheet for example)
|
* Note - While this lesson focuses specifically on the force
of the wind, wind direction is also a very significant factor. If students
are familiar with the cardinal directions relative to their community, it will
be
easy to specify direction. If they are not familiar, directionality will need
to be investigated using both relative description and compass work in order
to complete the wind observation protocol. It will also be critical to decide
on a specific place from which observations will be conducted.
Standards
Section I - Observing Locally
Section II - Understanding Wind
Section III - Connecting
Globally
Appendix A - Selawik Weather Information from
Jonas Ramoth
Appendix B - Assessment
Appendix C - Weather Resource
List
Appendix D - Interdisciplinary Integration
Handbook
for Culturally Responsive Science Curriculum by Sidney Stephens
Excerpt: "The information and insights contained in this document will be
of interest to anyone involved in bringing local knowledge to bear in school
curriculum. Drawing upon the efforts of many people over a period of several
years, Sidney Stephens has managed to distill and synthesize the critical ingredients
for making the teaching of science relevant and meaningful in culturally adaptable
ways." |
