Reading Weather Data: Pressure, Fronts and Forecasts

SubstitutePlans.com
Science · Environmental Science / Earth Science
SP-ENVS-008 · Free to print and use in your classroom · substituteplans.com
Page 2
Reading Weather Data: Pressure, Fronts and
Forecasts
Science · Environmental Science / Earth Science · Grades 10-12 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student).
Technology
None.
Student
independence
High. Students read and work alone, then compare with a partner.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet
Goal for today: Students will interpret sample weather station data to identify high- and low-pressure areas and
recognize the signs of a passing cold front.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Optional: write on the board Air pressure units: millibars (mb). Average sea-level pressure is about
1,013 mb.
☐ Keep the answer key on your desk. No weather background is needed.
Say this to start
Good morning! Today’s science lesson is about reading weather data like a forecaster. Students will read a short
passage about air pressure and weather fronts. Then they will study two sample data tables and answer questions. The
passage has the facts they need. All of the data are made up for practice, so there is no wrong place to look.
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet. Read the title
and directions aloud.
Look over the worksheet.
5–14
Tell students to read the passage silently and underline the
key facts about high pressure, low pressure and fronts.
Read and underline.
14–26
Tell students to study the station table and answer
questions 1–5.
Find highest and lowest pressure and
describe the weather.
26–38
Tell students to study the hourly record and answer
questions 6–10.
Look for changes in temperature, pressure
and wind.
38–46
Tell students to complete questions 11–14. Partners may
compare answers.
Answer the true/false and short-answer
questions.
46–50
Collect all worksheets. Read answers 1–10 aloud if time
allows.
Hand in the worksheet.

SubstitutePlans.com
Science · Environmental Science / Earth Science
SP-ENVS-008 · Free to print and use in your classroom · substituteplans.com
Page 3
If things go wrong
• If students ask whether the data are real, say they are made-up sample numbers for practice.
• If a student mixes up the front types, point to the passage: a cold front brings a quick, sharp change; a warm
front brings a slower, steady change.
• If students disagree about the time the front passed, ask them to point to the biggest temperature drop in the
table.
• If students finish early, check that question 14 uses evidence from the tables, then use the early finisher list.
Early finishers
• Draw a simple side view of a cold front, with cold air as a wedge pushing under warm air.
• Write a weather forecast for your town for tomorrow using at least three terms from the passage.
Support and challenge
• Support: Let students complete questions 1–3, 6–8 and 14 only.
• Challenge: Ask students to explain how the data would look different if a warm front, rather than a cold front,
had passed the town.
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: