Extreme Weather Lesson: Are Winters Getting Worse?
Lesson Plan
1 hour 30 minutesGrades6, 7, 8Earth and Space Sciences
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Written by Effie Wolters
About this lesson
In this lesson, students discover how climate change could be making extreme winter weather worse.
Inquire: Students discuss extreme weather events they have experienced and watch a video about extreme winter weather.
Investigate: Students dive deeper into the polar vortex and lake effect snow, learning about how they may relate to climate change.
Inspire: Students complete a jigsaw activity to explore two different examples of extreme winter weather events related to the polar vortex and lake effect snow.
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Suggestions
- This lesson could be split over two class periods. In the first class, students would complete the Inquire section and the first half of the Investigate section about the polar vortex. In the second class, students would complete the second half of the Investigate section about lake effect snow and the Inspire section.
- Connecting climate change and extreme winter weather can feel counterintuitive, which will challenge students' critical thinking skills.
- Teachers should make it clear that, on average, global temperatures are rising even if there is sometimes more extreme cold and snowy weather.
- Teachers should make sure students understand that this lesson is not about whether anthropogenic climate change is real. Instead, this lesson focuses on the specific connections between climate change and the polar vortex and lake effect snow.
- Teachers should be mindful of student climate anxiety and balance challenges with examples of community resilience and solutions.
- This lesson can be taught in an environmental science class.
- For a deeper math connection, students can create line graphs or bar charts to analyze temperature data and snowfall trends. Students can calculate averages or identify patterns over time to better understand how extreme events relate to long-term climate trends.
Prerequisites
- Advertisements may play before some of the videos.
- Prior exposure to concepts like air masses, temperature differences, or the water cycle will help students better understand the science behind extreme weather.
- Since the lesson addresses vulnerable populations and real-world impacts, students should be familiar with respectful discussion practices and empathy when sharing ideas.
- Students should be familiar with climate change, the difference between weather and climate, and the various types of extreme weather. Teachers may need to clarify or review the difference between weather and climate.
- Students should have some experience interpreting basic graphs. Teachers may need to model or review how to interpret maps, graphs, and diagrams.
Differentiation
- For students who may need more support in the Investigate section, classes can create their explanations of the polar vortex and lake effect snow together.
- Students can work in pairs or small groups to create a polar vortex model using classroom materials.
- Students can explore NOAA’s Climate Monitoring to research real-time or historical weather patterns for extreme winters, snow, and ice.
- Students can research how different regions or communities are impacted by extreme winter weather and examine how infrastructure, policy decisions, and socioeconomic factors affect vulnerable groups and community response.
From the scientist review
This is a great lesson that explains key drivers of winter storms. Students will learn about the polar vortex and lake effect snow and how they influence the jet stream, air circulation, and polar and mid-latitude climates. The cascading effect is worrisome, especially in vulnerable communities. The class activity will inspire students to communicate ways communities could respond to these weather events. The videos, materials, charts, and datasets embedded in the lesson were fact-checked, and this lesson has passed our science review process.
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About the teacher writer
Effie Wolters
6-8 Chemistry and Earth Science Teacher
Effie Wolters is a science educator with nine years of teaching experience. She holds a bachelor’s degree in Chemistry from the University of San Diego and a master’s degree in Teaching Instruction from Saint Mary’s University of Minnesota. She is licensed to teach General Science in Grades 5–8 and holds a Cambridge CELTA certification.
