1

Anna Kingsbury
April 6, 2015
GEO 203
Lesson Plan Final Draft
Name of Lesson: Whats a Front and What Does it Do?
Grade Level: Middle School, Grade 7
Prior Knowledge:

Students can recognize different cloud types and the weather usually
associated with them.
Students can understand how to use basic weather measuring instruments.
Students have a basic understanding of various weather station symbols that
may appear on a weather map.

Length of Lesson:

Several weeks

Standards:

Science Standard: (NGSS Lead States)

MS-ESS2-5 Collect data to provide evidence for how the motions and
complex interactions of air masses results in changes in weather
conditions.
Process Standard: (Michigan State Board of Education)
S.IP.07.13 Use tools and equipment (spring scales, stop watches, meter

sticks and tapes, models, hand lens, thermometer, models, sieves,

microscopes, hot plates, pH meters) appropriate to scientific investigations.
S.IP.07.15 Construct charts and graphs from data and observations.
S.IP.07.16 Identify patterns in data.
S.IA.07.11 Analyze information from data tables and graphs to answer
scientific questions.
S.RS.07.15 Demonstrate scientific concepts through various illustrations,
performances, models, exhibits, and activities.

Cross Curriculum Standard: (Common Core State Standards)

CCSS.ELA-Literacy.RST.6-8.2
Determine the central ideas or conclusions of a text; provide an
accurate summary of the text distinct from prior knowledge or
opinions.
CCSS.ELA-Literacy.RST.6-8.4
Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or
technical context relevant to grades 6-8 texts and topics.
CCSS.ELA-Literacy.RST.6-8.7
Integrate quantitative or technical information expressed in words in a

text with a version of that information expressed visually (e.g., in a

flowchart, diagram, model, graph, or table).
CCSS.ELA-Literacy.SL.7.1.d
Acknowledge new information expressed by others and, when
warranted, modify their own views.

Objectives:

Students will be able to explain differences between each type of front.

Students will be able to determine the difference between a cold, warm, or
occluded front based upon a graphic representation.
Students will be able to determine what type of cloud cover may occur during
the passing of each type of front.
Students will be able to define the vocab listed below.
Students will be able to determine the kind of weather that is typically
experienced during the passing or converging of different types of fronts
(temperature, wind, humidity, precipitation).
Students will have a better knowledge on how to use various weather
instruments.
Students will be able to use their data to construct charts or graphs which
represents this data.
Students will be able to look at their weather data and identify patterns in it
which may be caused by passing fronts as well as identify what their data
represents.
Students will be able to analyze their data and graphs/charts and from it
conclude which types of fronts may have been passing through the area in
which the data was collected.
Students will be able to demonstrate their understanding of weather and the
fronts that cause it through visual representations or verbal explanations.
Students will be able to look up information and determine the central ideas
in the text.
Students will be able to modify their own developing ideas about fronts based
on new information and the ideas of others.

Vocab List: (Weather Studies; NOAA: Weather Prediction Center)

Density: amount of compactness of a substance, such as air

Converge: coming together from different directions until meeting.
Dew Point: measure of how much water vapor is in the air.
Air mass: expanse of air covering thousands of square miles that is relatively
uniform in temperature, humidity both typically decreasing with altitude
Front: zone of transition between air masses that differ in density, usually
because of temperature contrasts. Classified based on the movement of cold
air masses
Stationary Front: a front between warm and cold air masses that is moving
very slowly or not at all.

Warm Front: a transition zone between a mass of warm air and the cold air it
is replacing.
Cold Front: a zone separating two air masses, of which the cooler, denser
mass is advancing and replacing the warmer.
Occluded Front: a composite of two fronts, formed as a cold front overtakes a
warm or stationary front. Two types distinguished by temperature contrast.
Difficult to locate from surface weather observations

Engage:
Materials: Current Weather Data Maps (AMS DataStreme); Basic Info Lecture
(Weather Studies; NOAA: Weather Prediction Center); Ready to Learn About Fronts
worksheet 1; colored pencils/crayons
TW:

During a class discussion, show students Current Weather Data Maps that
show different fronts and the weather that is occurring around such fronts
Ask students to describe what they see on the map and some of the symbols
they may recognize to refresh the students memory when it comes to
weather station symbols and maps as part of a class discussion.
Go over the general vocab and map symbols located on Basic Info lecture
slides to teach students essential vocab and front symbols as well as to help
solidify the review when it comes to weather station symbols.
Pass out Ready to Learn About Fronts? worksheet 1 for students to
complete to gauge individual understanding (vocab).

SW:

Complete Ready to Learn About Fronts? worksheet 1 after the opening

class discussion either on their own or in table groups. Worksheet will ask
students to draw different symbols that are commonly found on a weather
map and ask students to define general vocab needed to complete the rest of
the lesson that was covered in lecture, also ask students to write down what
they do not know or what they would like to learn more about. (CCSS.ELALiteracy.RST.6-8.4)

Explore:
Materials: instruments to measure weather data thermometer, sling psychometer,
Kestrel wind meter, barometer, cloud chart; Weather Data worksheet 2; sample
meteograms (AMS: DataStreme); Meteograms & Patterns worksheet 3
TW:

Take students out to collect data every day for a week that a front is passing
through. This will ensure that students get data before, during, and after the
fronts are passing through the area in order for students to have enough data

about the change in weather conditions caused by fronts. (Science Standard:

MS-ESS2-5)
Keep track of data along with students, and note the front that is passing
through the area to be used in discussion with students later.
Explain to students that this data is being collected to analyze at a later date
when they have learned more about fronts and the patterns that show in
weather because of them.

SW:

Use weather tools to: identify cloud types, amount of precipitation, wind
speed/direction, humidity, air pressure, temperature. (Process Standard:
S.IP.07.13)
Record this information on Weather Data worksheet 2 for multiple recording
sessions.

TW:

When students have finished collecting data, show them how to graph it on
meteograms so that it can be read more easily. Do this by showing students
examples of meteograms and explaining how data is displayed on them.
Pass out Meteograms & Patterns worksheet 3 for students to record their
own data. (Process Standard: S.IP.07.15)
Ask students to look for patterns in their data in groups. Prompt students by
asking them the following questions one at a time and then have them
discuss the patterns they may see in their groups. Discuss each question as a
class after students have had time to talk in groups so that the whole class is
on the same page/can see the same general weather patterns arising.
(Process Standard: S.IP.07.16)
Questions to prompt: Are there connections between a change in
temperature and amount of precipitation? What cloud types usually occur
when there is more precipitation? Is there a connection between wind
changes and temperature/cloud type? What other patterns do you see?

SW:

Consult their weather data and graphs and look for patterns based on
prompted questions from the teacher.
Share located weather patterns with the whole class during the informal class
discussion lead by the teacher.
Record possible patterns both from their group and from the class on
Meteograms & Patterns worksheet 3 (CCSS.ELA-Literacy.SL.7.1.d)

Explain:
Materials: Fronts Website (Pearson: Weather Fronts); When did a Front Pass Us By?
worksheet 4; Current Weather Maps (AMS: DataStreme);
TW:

During a class discussion, pull up Fronts Website

http://www.phschool.com/atschool/phsciexp/active_art/weather_fronts/ use
this to explain to students what type of weather (clouds, precipitation, wind,
air pressure, and humidity) is generally associated with each type of front
through lecture and the provided graphic representations of each front. Ask
students to take notes on this information as they see fit, as they will have to
know it for tests and later activities. This explanation and following activity
will be focusing on stationary, warm, and cold fronts. (Science Standard: MSESS2-5)
Have students again look at their data in groups and compare it with what
can be expected from each type of front. Have them discuss how their data
can be compared to whats expected.

SW:

Take notes as they see fit as teacher is going over and explaining information
on the Fronts Website.
Discuss in groups and compare the patterns the class observed with patterns
that actually occur in fronts.
Write down fronts that might have been passing through the area at any
point in time while they were collecting data in discussion with group
members. Students should be estimating both the type of front along with
when it occurred and why they think so. Students may talk about this in
groups, but each student should write down their own conclusions on the
When did a Front Pass Us By? worksheet 4. (Process Standard: S.IA.07.11)

TW:

Pass out sheets with current weather maps on them that show which fronts
were passing through and the teacher collected data associated with them
during the time at which the class was collecting data. Focus only on the
warm, stationary, and cold fronts. Ask students to discuss in groups again
how their predictions on the front compared to what front was actually there.

SW:

Study the maps that show the actual frontal data and write down any
discrepancies/confusions/new understandings on When did a Front Pass
Us By? worksheet 4

TW:

Collect and review When did a Front Pass Us By? worksheet 4 and look for
common discrepancies/confusions/questions and clear these up during a
class discussion during the next class time.

Elaborate:

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Materials: laptops; NOAA Current Weather Website (NOAA.com); Occluded Fronts
worksheet 5; Fronts Website (Pearson: Weather Fronts); Weather Report worksheet
6; craft supplies associated with making posters
TW:

Bring in the idea behind occluded fronts by having students look up

information on them on the Fronts Website, which has explanations as well as
graphic representations of each type of front. Same website as was used in
Explain. (additional reading material)
Have students discuss in groups how an occluded front is different than types
mentioned before, then proceed to have a class discussion based upon group
conclusions.

SW:

Read information about occluded fronts off Fronts Website

http://www.phschool.com/atschool/phsciexp/active_art/weather_fronts/ . Write
down what an occluded front is/how it is characterized, and the weather
pertaining to it on the Occluded Fronts worksheet 5. (read, write, reflect)
(CCSS.ELA-Literacy.RST.6-8.2)

TW:

Bring class in for a full discussion on occluded fronts. Ask students to share
their conclusions on this type of front. Supplement by bringing up the Fronts
Website in front of the class to make sure that all students have the correct
information. Make sure to include an explanation of what the symbol for an
occluded front may look like on a weather map and have the students draw it
somewhere on their Occluded Fronts worksheet 5. (Science Standard: MSESS2-5)
Ask students to make a poster or slideshow in groups that would represent a
week at a glance weather report. Pass out directions for this project located
on the Weather Report worksheet 6. (creative expression) (Process
Standard: S.RS.07.15) (CCSS.ELA-Literacy.RST.6-8.7)
Each group of students will be assigned a different city, and groups should
collect information off of the NOAA Current Weather Website
Allow up to 2 days of in class work for groups to put together their report.
Have 1-2 groups present their Weather Report worksheet 6 each day after
all groups are finished, should be presented like that of a weather report on
the news.

SW:

Create their presentations in groups and report to the class as if they are on
the news.

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Evaluate:
Materials: Complete the Data homework assignment 7; Fronts Test A and B
TW:

Consult worksheets that students completed to get an understanding of how

well students understand each front and to confirm that students questions
from the beginning have been cleared up. Resolve any common confusions or
questions through lecture and class discussion.
Give students Complete the Data worksheet 7 to be used as homework.
Assignment will have maps of the United States on them and ask them to
draw in different warm or cold fronts that would create given weather
conditions, or what conditions might be expected based on given fronts. It
will also ask them to define more vocab in their own words that have been
explained throughout the lesson. (vocab) (CCSS.ELA-Literacy.RST.6-8.4)

SW:

Students may discuss but each must hand in a worksheet.

Do the Complete the Data worksheet 7 individually as homework to be
turned in the next day.

TW:

Give Fronts Test A and B. Test A has more opened ended/difficult questions
and requires students to write more in order to answer questions. Test B asks
the same types of questions, but often gives more information in the each
question so that students wont need to write as much in order to answer
each question. Either Test A or B will be given out to each individual student
based upon their learning or testing needs. (differentiation) (Process
Standard: S.IA.07.11)

Scientific Background:
An air mass is an expanse of air covering thousands of square miles and it is
mostly uniform in temperature and humidity throughout it horizontally both tend
to decrease with altitude. The properties of the air mass depend largely upon the
surface over which it develops. Air masses are generally either cold, warm, dry, or
humid- but as air masses move over the surface of the Earth, their properties may
change.
A front is a zone of transition between air masses that differ in density,
usually because of temperature contrasts. Fronts are generally classified based
upon the movement of cold air masses which retreat ahead of a warm front,
advance ahead of a cold front, and travel parallel to a stationary front. Fronts often
signify changes in weather when passing over an area such as clouds and wind
direction. If there is enough of a density contrast between the fronts and enough
water vapor in the air, then precipitation usually occurs. Winds on each side of the
front are usually different directions and speeds which signifies the convergence of

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the two air masses. There are four general types of fronts stationary, cold, warm,
and occluded.
Stationary fronts occur when there is generally little to no forward movement.
These types of fronts dont always produce precipitation, but when it does occur it is
generally on the cold side of the front when warm humid air flows up and over the
cooler air mass and then cools and triggers precipitation.
Warm fronts are generally classified when a stationary front begins moving so
that the less dense (warm) air advances while the more dense (cold) air retreats. As
this happens, the warm air rises over the cold air. As a warm front approaches, one
can usually expect clouds to develop and gradually thicken and lower. These clouds
generally go through the sequence of cirrus, altostratus, nimbostratus, and stratus.
This means that initially wispy clouds appear in advance of a warm front and then
generally the cloud cover becomes thicker and full of condensation. This may cause
precipitation to fall ahead of the warm front. If the air is unstable, thunderstorms
may arise. When a warm front passes an area, weather tends to become more
warm and humid. Since warm fronts travel slower than cold fronts, the weather can
stay rainy or foggy for several days.
Cold fronts happen when cold air masses displace warmer air masses. The
cold air mass sinks closer to the ground while the warmer air rises above the colder
air and cools. Usually following a cold front, temperature and humidity decrease
though specific weather that occurs from this type of front depends both upon the
speed at which its moving and the stability of the warm air. If the uplift of warm air
is vigorous enough then brief showers are likely, sometimes even thunderstorms.
These storms often have strong and gusty winds, hail, or other severe weather.
Because these fronts move so quickly, they can cause abrupt changes in weather
and a band of intense thunderstorms may develop. However, if the warm air mass
involved is stable then nimbostratus and altostratus clouds may form. Often
following a cold front, the colder air coming across the warmer surface behind the
warmer air may lead to winds with rain or snow.
Occluded fronts are usually formed when a faster moving cold front catches
up to a slower moving warm front and then the like-density cold air masses mix,
pushing the warm air up. There are two types of occluded fronts distinguished by
temperature contrasts between the air behind the cold front and ahead of the warm
front.
Works Cited:
AMS The DataStreme Project. American Meteorological Society, 2013. Web.
17 Feb. 2015. <http://www.ametsoc.org/amsedu/dstreme/>.
Blank Meteograms:
http://www.ametsoc.org/amsedu/dstreme/extras/bmetgram.gif
Michigan State Board of Education. "Science V.1.09." Grade Level Content
Expectations. Michigan Department of Education, n.d. Web. 17 Feb.
2015. <http://www.google.com/url?

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sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCAQFjAA&url=ht
tp%3A%2F%2Fwww.michigan.gov%2Fdocuments%2Fmde
%2FComplete_Science_GLCE_12-1207_218314_7.pdf&ei=30zhVMz4F4e6yQTJgoHQAQ&usg=AFQjCNFG60Z
bu2JmllqMQXw_IlcHZKhSMg&sig2=yTaU4Eykh0DPz7mmSUHlA&bvm=bv.85970519%2Cd.aWw>.
Moran, Joseph M. "10: Weather Systems of Middle Latitudes." Weather
Studies: Introduction to Atmospheric Science. 5th ed. Boston, MA:
American Meteorological Association, 2012. N. pag. Print.
National Governors Association Center for Best Practices, Council of Chief
State School Officers. "English Language Arts Standards Speaking &
Listening." Common Core State Standards. National Governors
Association Center for Best Practices, Council of Chief State School
Officers, 2010. Web. 13 Feb. 2015. <http://www.corestandards.org/ELALiteracy/SL/7/>.
National Governors Association Center for Best Practices, Council of Chief
State School Officers. "English Language Arts Standards Science and
Technical Subjects." Common Core State Standards. National
Governors Association Center for Best Practices, Council of Chief State
School Officers, 2010. Web. 13 Feb. 2015.
<http://www.corestandards.org/ELA-Literacy/SL/7/>.
National Governors Association Center for Best Practices, Council of Chief
State School Officers. "The Number System." Common Core State
Standards. National Governors Association Center for Best Practices,
Council of Chief State School Officers, 2010. Web. 13 Feb. 2015.
<http://www.corestandards.org/ELA-Literacy/SL/7/>.
"National Oceanic and Atmospheric Administration." NOAA. United States
Department of Commerce, 2014. Web. 11 Feb. 2015.
<http://www.noaa.gov/>.
NGSS Lead States. "MS-ESS2 Earth's Systems." Next Generation Science
Standards: For States, By States. Archive, Inc, 2013. Web. 17 Feb.
2015. <http://www.nextgenscience.org/msess2-earth-systems>.
"Surface Fronts and Precipitation Areas/symbols." WPC Product Legends.
NOAA, National Weather Service, 2013. Web. 17 Feb. 2015.
<http://www.hpc.ncep.noaa.gov/html/fntcodes2.shtml>.
"Weather Fronts." Weather Fronts. Pearson, n.d. Web. 15 Feb. 2015.
<http://www.phschool.com/atschool/phsciexp/active_art/weather_fronts
/>.

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Ready to Learn
About Fronts?

Name:

____________________

1. Draw a warm front, cold front, and stationary front anywhere

on the map. Make the warm front red, cold front blue, and
stationary front purple! Make sure to use the correct symbols
on each front as well.

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Start Date:

Temp
Humidity/
Dew Point
Air
Pressure
Wind
Direction
Wind
Speed
Cloud
Cover

Cloud
Type

Weather Data
Name:________________________

Meteograms & Patterns

Name:_______________________
1. Plot your data!

2. Do you notice any patterns in your data? You may discuss possible patterns in groups.

When did a

Name:____________________

Front Pass Us By?

1. Discuss the patterns youve found in your table groups. Predict
when/what day you think a front may have passed us by? What type
of front was it? Why did you come to this conclusion?

When?
What kind?

Why?

2. After we have looked at weather maps showing actual fronts that

passed through while we were collecting data, discuss with your
group how this may differ from our previous predictions above.
Write down if you got the front correct or incorrect. If you predicted
anything incorrectly above, write that down and why it may be
wrong.

3. Use the space below to record any confusions or new

understandings.

Occluded
Name:____________________

Fronts
Go to
http://www.phschool.com/atschool/phsciexp/active_art/weather
_fronts/ and click on occluded fronts. Watch the
representation and read the information, then answer the
following questions in your OWN WORDS .

1. What types of air masses are involved?

2. What happens to these air masses as a front moves through?

3. How does the movement of these air masses relate to their

densities?

4. What types of weather usually results from an occluded front?

The Weather
Name:__________________________

Report
You and your classmates are up for audition for the new lead
meteorologist position for our local news station! For this audition you
and two other classmates must put together a Week at a Glance Weather
Report in either a powerpoint or poster form to present in front of the
class.
1. To start, go to http://www.noaa.gov/ and type in the city that I have
provided for your group into the search bar on the left side of the
page.
2. Record the following information below for your city. Make sure to
collect this data all in one day as weather changes from day to day!
a. Current Conditions
i. Temperature:
ii. Humidity:
iii. Wind speed/Direction:
iv. Barometer air pressure
v. Dewpoint:
b. 7 day forecast for each day
TYPE OF
PRECIPITAT
ION

SUNDAY
MONDAY
TUESDAY
WEDNES
DAY
THURSDA
Y
FRIDAY

PERCENT
PRECIPETA
TION

HIGH

LOW

TEMP

TEMP

SATURDA
Y
c. Include front if there is one passing through the area
3. Organize this information into a week at a glance format along with
a current weather portion. This information can be displayed as a
poster, powerpoint, or other method approved by me.

Complete
Name:__________________________

the Data
1. Draw in a front that would make it warm and rainy over Texas and
one that would make it cold and cloudy over Michigan. Be sure to
use the correct colors and symbols!

2.

What
weather

an

conditions might you expect if there was

occluded front over Florida?

3. Please define the following vocab terms, and state what type of
weather is usually associated with each.

a. Stationary Front:
b. Warm Front:
c. Cold Front:
d. Occluded Front:
4. Draw a side view of whats happening between cold and warm air
masses as they converge in a stationary, cold, warm, and occluded
front. Make sure to draw four different pictures- one for each front!

Fronts Test A

Name:__________________________

1. During a cold front, what types of air masses are interacting and
what is happening in their movement?

2. What interactions are happening between air masses in a warm

front?

3. How about in an occluded front? Describe how air masses are

interacting at an occluded front.

4. Suppose there is a front over Maine that results first in thin, wispy
clouds. This clouds then thicken and produce thunderstorms for
several days. What type of front is passing over Maine?

5. Suppose youre watching the weather forecast on the news and the
weatherman says that we can expect the air to become much cooler
and for it to become cloudy or rainy. What type of front can we
expect to be passing through?

6. Match each front with its corresponding picture. Fronts are pictured
from the side.
a.
b.
c.
d.

Stationary
Warm
Cold
Occluded

7. Next to each front symbol, please write both the front that it
represents and some of the weather that you might expect from that
front.

a.

b.

c.

d.

Fronts Test B
Name:__________________________
1. Suppose two air masses converge to form a front. The cold air
swoops in to replace the warmer air, which causes the cold air to
sink closer to the ground while the warm air rises above it and cools.
What type of front is this?

2. Two air masses converge so that the warm air advances and the cold
air retreats, causing the warm air to rise over the cold air. What type
of front is this?

3. There is an air mass convergence where a fast moving cold front

catches up with a slow moving warm front and the cold air masses
from each mix, causing the warm air to be pushed up. Name this
type of front.

4. Suppose there is a front over Maine that results first in thin, wispy
clouds. This clouds then thicken and produce thunderstorms for
several days. What type of front is passing over Maine?

5. Suppose youre watching the weather forecast on the news and the
weatherman says that we can expect the air to become much cooler
and for it to become cloudy or rainy. What type of front can we
expect to be passing through?

6. Match each front with its corresponding picture. Fronts are pictured
from the side.
a.
b.
c.
d.

Stationary
Warm
Cold
Occluded

7. Next to each front symbol, please write some of the weather that
you might expect from that front.

a. Cold front

b. Stationary front

c. Occluded front

d. Warm front