DOCSLIB.ORG

I Spy Black Bears 2

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
I Spy Black Bears 2 TEACHER'S GUIDE NATGEO.ORG/EXPLORERMAG | VOL. 19 NO. 4 Scout and Voyager ’ C H O I C S S R E M E A Vol. 19 No. 4 H W C A A R E D T FOR THE CLASSROOM L E 2019 E A I N R Z N A I ® G N G M A IN THIS GUIDE: About the Learning Framework ���������2 Language Arts Lesson and Think Sheet������������������3–7 I Spy Black Bears Science Lesson and BLM ����������������8–9 Snowman Weather Science Lesson and BLM ������������10–11 All About Manatees Science Lesson and BLM ������������12–13 Answer Key ���������������������������������������14 R, I Spy Educational consultant Stephanie Harvey 2 Black Bears has helped shape the instructional vision for this Teacher's Guide. Her goal is to Snowman Weather 8 Manatees 16 ensure you have the tools you need to enhance student understanding and engagement with nonfiction text. Jan/Feb 2020 VO draft6.indd 1 10/2/19 12:15 PM Lexile® Framework Levels Standards Supported Scout • Common Core State Standards (CCSS) Some articles with characteristics of emergent text will • Next Generation Science Standards (NGSS) be easier for students to read. You may find that other • C3 Framework for Social Studies State Standards (C3) articles are better suited for teacher read-alouds. See each lesson for the specific standard covered. Voyager I Spy Black Bears ............................................ 350L Snowman Weather .......................................... 290L All About Manatees ......................................... 390L Log in at ExplorerMag.org • Interactive Digital Magazine with videos and activities to access additional resources including: • Projectable PDF for one-to-one instruction National Geographic Young Explorer, Scout/Voyager Page 1 Vol. 19 No. 4 National Geographic Learning Framework INTRODUCTION BACKGROUND Since 1888, the National MINDSET OF AN EXPLORER: KEY FOCUS AREAS Geographic Society has funded Attitudes scientists and explorers and A shared their findings with the CURIOSITY An explorer remains curious about how the world world. To support educators works throughout his or her life. An explorer is adventurous, seeking who use our resources, we have out new and challenging experiences. created a Learning Framework, RESPONSIBILITY An explorer has concern for the welfare of other which lays out what we believe people, cultural resources, and the natural world. An explorer is students should learn from their respectful, considers multiple perspectives, and honors others experiences with the Society. regardless of differences. PURPOSE EMPOWERMENT An explorer acts on curiosity, respect, responsibility, The Learning Framework was and adventurousness and persists in the face of challenges. designed to convey the Society's core beliefs and values. It is built Skills around a set of attitudes, skills, S and knowledge that embody the OBSERVATION An explorer notices and documents the world explorer mindset. around her or him and is able to make sense of those observations. To determine the learning COMMUNICATION An explorer is a storyteller, communicating experiences outcomes within the Learning and ideas effectively through language and media. An explorer has literacy Framework, we dug deep skills, interpreting and creating new understanding from spoken language, into national standards in key writing, and a wide variety of visual and audio media. subject areas. We also sought COLLABORATION An explorer works effectively with others to achieve goals. advice from subject matter and child development experts, PROBLEM SOLVING An explorer is able to generate, evaluate, and along with the combined implement solutions to problems. An explorer is a capable decision expertise of NG instructional maker—able to identify alternatives and weigh trade-offs to make a designers, researchers, and well-reasoned decision. content developers. To learn more, go to: https://www. Knowledge nationalgeographic.org/ K education/learningframework/. THE HUMAN JOURNEY An explorer understands where we came from, how we live today, and where we may find ourselves tomorrow. IMPLEMENTATION OUR CHANGING PLANET An explorer understands the amazing, Each article in this magazine has intricate, and interconnected systems of the changing planet we live on. a knowledge-based link to the Learning Framework. WILDLIFE AND WILD PLACES An explorer reveals, celebrates, and helps to protect the amazing and diverse creatures we share our world with. National Geographic Young Explorer, Scout/Voyager Page 2 Vol. 19 No. 4 LANGUAGE ARTS Make Connections Kindergarten Standard Supported What You Will Need • CCSS Reading Informational Text: With prompting and support, • “Snowman Weather” (Young Explorer, describe the connection between two individuals, events, ideas, or pages 8–15) pieces of information in a text. (K-3) • Think Sheet (Teacher’s Guide, page 5) First Grade Standard Supported • Clipboards • CCSS Reading Informational Text: Describe the connection • Pencils between two individuals, events, ideas, or pieces of information in a text. (1-3) CONNECT & ENGAGE (5 minutes) Read aloud pages 8–9. Kids are in a group on the floor in front of you. Sit on a The text tells me that the weather is cold and that low chair and hold up pages 8–9. snow is falling from clouds� I grew up in a place Reading is thinking� Thinking is like our inner where it snowed a lot in the winter� I know what voice� When we listen to or read something, we weather like this feels like� I understand and can are thinking—kind of silently talking to ourselves� make a connection to what snowman weather is We start to make connections to what we might like� I’m going to write my connections on a chart� already know and consider the new things we are In the first column of the chart, I’m going to write “I learning� Pretty cool, isn’t it? grew up in a place where it snowed a lot in winter�” In the second column, I’m going to write how this Let’s explore this a little more� When I look at helps me understand� I’m going to write “I know pages 8–9 of the article “Snowman Weather,” my how snow looks, feels, and tastes�” inner voice starts having a conversation with the pictures and the words on these pages� I know My connection How it helps me understand these pages have so much they want to tell me� I grew up in a I know how snow looks, Go ahead and look at these pages� What do you see place where it feels, and tastes. here? What do you think is happening? Turn and snowed a lot in talk about what your inner voice is telling you� winter. Kids turn and talk and then share out their thinking. There is one thing I want to make sure you remember before we move on� We don’t make connections just to make them� We make MODEL (10 minutes) connections as we read to help us better Kids sit in a group on the floor, with you in a low chair understand the text� Take some time to turn in front of them. and talk about that� How do you think making connections helps us better understand the text? When we read and look at pictures, it’s important to think about what we already know about what Kids turn and talk. we are reading and viewing� That is called making connections� I’ll show you what I mean� As I look at the picture on pages 8–9, I make a connection to what I know� I think about a time when I was little and tried to taste snow like the child in the picture� It was so much fun� I remember how cold it was outside and how wet the snow was� Next, I’m going to read the text� National Geographic Young Explorer, Scout/Voyager Page 3 Vol. 19 No. 4 LANGUAGE ARTS Make Connections GUIDE (10 minutes) • On their Think Sheets, have kids write or draw their Hand out the Think Sheets attached to clipboards. connections and how those connections help them Kids remain grouped in front of you on the floor. understand. Before we begin, know that you and your partner Now it’s your turn� I am going to read page 10� As I may have different connections� You can talk about read, listen to your inner voice and think about the that� It’s interesting that we can all connect to what connections you have to the text and pictures� we are reading in different ways� We all have our Read aloud page 10. After reading, have kids turn and own unique experiences� talk about the connections they have. After I read aloud the text, I’m going to move Let’s talk about some of the connections you have around the classroom, so let me know if you to the picture and the text, but first, did you figure need help� out the answer? Fantastic! Yes, the answer is 2� Partners work together. Move around the room, snowflake� Look how beautiful that snowflake conferring with partners. picture is� That’s a picture of a snowflake that is magnified, or made much bigger, so we can see its shape� Did you know that snowflakes have many SHARE THE LEARNING (10 minutes) different shapes? Kids join a sharing circle. Take some time to talk about page 10. You might also Who would like to share a connection they had to want to talk more about snowflakes and show pictures “Snowman Weather”? Before we start, remember of different snowflake shapes and patterns. how we share politely with the class� First, share Now, let’s make sure to take some time to write your connection, and don’t forget to also tell how your connections on your Think Sheets� In the first that connection helped you better understand what column, write your connection� Then in the second we read� When you are finished sharing, always column, write or draw how that connection helps ask if there are any questions or comments� you understand what you are reading and viewing� Allow time for kids to share their learning.
Load more

Recommended publications
  • Soaring Weather
    Chapter 16 SOARING WEATHER While horse racing may be the "Sport of Kings," of the craft depends on the weather and the skill soaring may be considered the "King of Sports." of the pilot. Forward thrust comes from gliding Soaring bears the relationship to flying that sailing downward relative to the air the same as thrust bears to power boating. Soaring has made notable is developed in a power-off glide by a conven­ contributions to meteorology. For example, soar­ tional aircraft. Therefore, to gain or maintain ing pilots have probed thunderstorms and moun­ altitude, the soaring pilot must rely on upward tain waves with findings that have made flying motion of the air. safer for all pilots. However, soaring is primarily To a sailplane pilot, "lift" means the rate of recreational. climb he can achieve in an up-current, while "sink" A sailplane must have auxiliary power to be­ denotes his rate of descent in a downdraft or in come airborne such as a winch, a ground tow, or neutral air. "Zero sink" means that upward cur­ a tow by a powered aircraft. Once the sailcraft is rents are just strong enough to enable him to hold airborne and the tow cable released, performance altitude but not to climb. Sailplanes are highly 171 r efficient machines; a sink rate of a mere 2 feet per second. There is no point in trying to soar until second provides an airspeed of about 40 knots, and weather conditions favor vertical speeds greater a sink rate of 6 feet per second gives an airspeed than the minimum sink rate of the aircraft.
    [Show full text]
  • CODOS – Colorado Dust-On-Snow – WY 2009 Update #1, February 15, 2009
    CODOS – Colorado Dust-on-Snow – WY 2009 Update #1, February 15, 2009 Greetings from Silverton, Colorado on the 3-year anniversary of the February 15, 2006 dust-on-snow event that played such a pivotal role in the early and intense snowmelt runoff of Spring 2006. This CODOS Update will kick off the Water Year 2009 series of Updates and Alerts designed to keep you apprised of dust- on-snow conditions in the Colorado mountains. We welcome two new CODOS program participants – Northern Colorado Water Conservation District and Animas-LaPlata Water Conservancy District – to our list of past and ongoing supporters – Colorado River Water Conservation District, Southwestern Water Conservation District, Rio Grande Water Conservation District, Upper Gunnison River Water Conservancy District, Tri-County Water Conservancy District, Denver Water, and Western Water Assessment-CIRES. This season we will issue “Updates” to inform you about observed dust layers in your watersheds, and how they are likely to influence snowmelt timing and rates in the near term, given the National Weather Service’s 7-10 forecast. We will also issue “Alerts” to give you a timely “heads up” about either an imminent or actual dust-on-snow deposition event in progress. Several other key organizations monitoring and forecasting weather, snowpack, and streamflows on your behalf will also receive these products, as a courtesy. As you may know, some Colorado ranges already have a significant dust layer within the snowpack. The photo below taken at our Swamp Angel Study Plot near Red Mountain Pass on January 1 shows, very distinctly, a significant dust layer deposited on December 13, 2008, now deeply buried under 1 meter of snow.
    [Show full text]
  • A Biography of the American Snow Globe: from Memory to Mass Production, from Souvenir to Sign
    A BIOGRAPHY OF THE AMERICAN SNOW GLOBE: FROM MEMORY TO MASS PRODUCTION, FROM SOUVENIR TO SIGN Anne Hilker Prof. Marilyn Cohen, Thesis Advisor Submitted In Partial Fulfillment of the Requirements for the Degree Master of Arts in the History of the Decorative Arts and Design MA Program in the History of the Decorative Arts and Design Cooper Hewitt, National Design Museum, Smithsonian Institution; and Parsons The New School for Design 2014 © 2014 Anne K. Hilker All Rights Reserved TABLE OF CONTENTS INTRODUCTION…………………………………………………………………………1 CHAPTER I. A MATERIAL HISTORY OF THE SNOW GLOBE…………………....6 CHAPTER II. THE SNOW GLOBE AS OBJECT OF MEMORY…………………….27 CHAPTER III. THE COMMODIFICATION OF THE SNOW GLOBE: COMMODIFYING, COLLECTING, SUBVERTING……………..…57 CONCLUSION…………………………………………………………………………..79 LIST OF ILLUSTRATIONS……………………………………………………………..ii BIBLIOGRAPHY…………………………………………………….…………..……..92 ILLUSTRATIONS…………………………………………………………….……….111 i LIST OF ILLUSTRATIONS 1. Eiffel Tower snow globe, 1889. Image from blog, My Favorite Things!, entry dated Dec. 15, 2011, crediting the Bergstrom-Mahler Museum, http://myfavoritethings- conniemotz.blogspot.com/2011/12/1889-paris-exhibition-snow-globe.html, last visited April 19, 2014. 2. Bernard Koziol’s view out the back of his Volkswagen “Beetle,” circa 1950. “The Story of the Dream Globes,” posting on Company Koziol website, undated, http://www.snow-globe.com/history_snow_globe.htm, last accessed October 3, 2013. 3. Florida day/date snow globe, entry on Flickr.com, June 29, 2009, https://www.flickr.com/photos/thriftedsisters/3673223886/, last accessed April 19, 2014, picturing globe of structure similar to that appearing in Moore and Rinker, Snow Globes, 48. 4A, B. Baccarat Silhouette Squirrel Cane Paperweight, side and top views, iGavel auctions, posted June 14, 2012, http://www.igavelauctions.com/category/sale- highlights/page/2/, last accessed April 19, 2014.
    [Show full text]
  • Xerox University Microfilms 300 North Zeab Road Ann Arbor, Michigan +8106 I
    INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s| or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of die material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation.
    [Show full text]
  • English As a Second Language Podcast ESL Podcast 98 – Winter
    English as a Second Language Podcast www.eslpod.com ESL Podcast 98 – Winter Weather GLOSSARY humid – when the air feels very moist; when there is a lot of moisture in the air * The weather was so humid that people could feel the moisture on their skin as soon as they walked outside. climate – the weather conditions of a region or area; the temperature and other weather conditions at different times in one area * Lazaro wants to move to a location with a warmer climate because he does not like cold weather. sunny – without clouds; a condition where the sun shines without being blocked by clouds, rain, or snow * It was a beautiful, sunny day, with not a single cloud was in the sky. weathercaster – someone who predicts what the weather will be; someone whose job is to determine what the weather will be like in the near future * The weathercaster said that it would rain on Saturday, but the prediction was wrong and the skies were clear. forecast – a prediction about what the weather will be; a statement about what one thinks the weather will be in the near future * The forecast for tomorrow says that the weather will be cool, windy, and cloudy. fog – a thick cloud or mist; a thick layer of water droplets that make it difficult to see * The fog outside was so thick that Yoko had trouble watching where she was going. drizzling – light rain; a small amount of rain * There was some light drizzling in the morning, but there were no storms and the rest of the day had plenty of sunshine.
    [Show full text]
  • Winter Storm Preparedness and Response Plan, 2019-09.Pdf
    Kings County, NS Winter Storm Preparedness & Response Plan September 2019 Table of Contents – Winter Storm Preparedness and Response Plan FOREWORD ............................................................................................................................................. 1 1.0 INTRODUCTION ............................................................................................................................. 2 1.1 Background .......................................................................................................................... 2 1.2 Authorities............................................................................................................................ 3 1.3 References............................................................................................................................ 4 1.4 Purpose ................................................................................................................................ 4 1.5 Aim and Scope ...................................................................................................................... 4 2.0 CONCEPT OF OPERATIONS (CONOPS) ............................................................................................ 5 2.1 Planning Assumptions ........................................................................................................... 5 2.2 Plan Limitations .................................................................................................................... 5 2.3 Incident Planning
    [Show full text]
  • Lightning? to the Quality Of
    ETp65_pp54-55:ETp50_pp56-57 12/10/2009 16:13 Page 54 SCRSCRAAPP BOOKBOOK Gems, titbits, puzzles, foibles, quirks, bits & pieces, quotations, snippets, odds & ends, what you will nowed under S s mo language ha yth that the Eski Witty weather popular urban m , It is a r snow. In reality mber of words fo nusually large nu What happens when it rains cats and dogs? an u ur definition of s depends on yo number of word in the You have to be careful not to step in a poodle. the guages spoken any different lan imo (there are m ibed Esk ometimes descr What did one tornado say to the other? nhabitants are s a whose native i rds are have different wo ‘Let’s twist again like we did last summer.’ course, they all Eskimos and, of now- as Do you include s finition of snow ( What did one hurricane say to the other? r snow), your de the fo fer specifically to nly those that re ‘I have my eye on you!’ lated words or o re hod of counting , and on the met hite stuff itself?) ferent What did Santa Claus’s wife say during a thunderstorm? w at have quite dif s in languages th umbers of word forget ‘Come and look at the rain, dear!’ n ish. People also ctures from Engl rammatical stru h. Some g ere are in Englis What doesn’t get any wetter no matter how much it rains? related words th ow many snow- ll and h owflake, snowba The ocean.
    [Show full text]
  • Short, Sweet, Tough
    SHORT, SWEET, 1 TOUGH These varieties not only will weather Wyoming’s worst, they’ll flourish! By Amy Fluet ere are some short, drought-tolerant plants Hwhose good looks will charm you. They are great for the front of a sunny pe- rennial border, along a path, or for any empty 2 spot that needs added interest without a lot of added water. Can you tell which is which? Hens and chicks (Sempervivum spp.) • The leaves of this plant come in varying shades of green and reddish purple; some are webbed. • The translation of its genus name (“always living”) alludes to this plant’s tough-as-nails personality. • Although happy clumps of this plant will grow broader each year, plants can easily be removed or divided to create new plantings. • Otherworldly flower spikes arise from these succulents; flowering rosettes are destined to die, but there are always plenty of off- spring to fill in the resulting gaps. 3 SPRING 2011 17 17 Mat penstemons (photo of Penstemon davidsonii v. menziesii ‘Microphyllus’) • In contrast to their loftier cousins, these pen- stemons hug the ground but still have the same sturdy disposition and preference for well-draining soils that haven’t been enriched with fertilizers or compost. • Their blue to blue-purple tubular flowers stand a few inches above the foliage. • Foliage for some of these penstemons can take on reddish hues in the fall and winter and can provide a good backdrop for smaller early-spring bulbs. • These penstemons will grow broader with time, but they rarely seem to reseed. 4 • Another great species is P.
    [Show full text]
  • Oakland Nurseries Inc Snow Flurry Aster
    Snow Flurry Aster Aster ericoides 'Snow Flurry' Plant Height: 10 inches Flower Height: 16 inches Spread: 18 inches Sunlight: Hardiness Zone: 3a Other Names: Heath Aster, Heather Aster Description: A drought tolerant, low growing, spreading variety that looks stunning in rock gardens, borders or as groundcover; features narrow green foliage and small, dainty white flowers that bloom during the fall; easy to grow, Snow Flurry Aster flowers requiring little to no maintenance Photo courtesy of NetPS Plant Finder Ornamental Features Snow Flurry Aster has masses of beautiful white daisy flowers with yellow eyes at the ends of the stems from late summer to late fall, which are most effective when planted in groupings. Its ferny leaves remain emerald green in color throughout the season. The fruit is not ornamentally significant. Landscape Attributes Snow Flurry Aster is a dense herbaceous perennial with a ground-hugging habit of growth. It brings an extremely fine and delicate texture to the garden composition and should be used to full effect. This is a relatively low maintenance plant, and is best cleaned up in early spring before it resumes active growth for the season. It is a good choice for attracting butterflies to your yard, but is not particularly attractive to deer who tend to leave it alone in favor of tastier treats. Gardeners should be aware of the following characteristic(s) that may warrant special consideration; - Disease Snow Flurry Aster is recommended for the following landscape applications; - Mass Planting - Border Edging
    [Show full text]
  • Water Colors, Pastels and Small Bronzes
    VATER COLL PASTELS AND MALL BRONZ DECEMBER 6 - DECEMBER 4 1910 The Macbeth Gery 450 Fifth Av.nu New York WATER COLORS AND PASTELS ASHLEY, MISS A. C. I Towards Vsuvius ALLAN. W. F. 2 He adChd ANNAN. MISS A. I-L 3 L-ate Oaobe BURGESS, MRS. J. W. 4 SLEE6AbcdainBrelau COMAN. MRS. C B. 5 Early Sprdi Madson. N.J 6 Momlight 7 Snow Squall DERRICK. WILLIAM R. 8 By theLake DEWEY. CHARLES NEELVLLE 9 In di Worcestehire Hills 10 Thie Hillsid Paue EATON,~ CHARLES WARREN I I November Moonrise 12 At Sudown FOS1 ER.E 13 Salin he Sheep AND PASTELS WATER COLORS McCHESNEY, MISS CLARA T. FULLWOOD, A. A. 33 Cherries 14 Landscape 34 Mother and Child GIFFORD, R. SWAIN 35 Portrait of Ela 15 Old Canal Boat 16 La Tour de Solidon, St. Servan. M D, GEORGE H. 17 Provincetown, Cape Cod 36 An Old Homestead 18 Venetian Boat 37 Near the Dogana 19 French Village McRAE ELMER L 20 Dunes at Provincetown 38 Central Church MRS. MARION C. HAWTHORNE 39 Boston Harbor Palazzo Foscari, Venice 21 40 Four Portraits 22 Grey Day. Venice KELLER, H. C. MARTIN, HOMER D. 23 The Smidwthy 41 Hennessey's House 24 The Farmer 42 Houses and Boats, Hare 25 Across the Bay MURPHY, HERMANN DUDLEY 26 The Tennis Court 43 Moonrise KOTL DANIEL 44 The Sails 27 Early Morning 45 The Rio San Antonio LA FARGE, JOHN 28 Autumn Leaves MYERS, JEROME 29 Susquehanna Landscape 46 The Dance 30 Lunator 47 The Mart 31 Military Dance, Samoa 48 The Play 32 Angel of Justice WATER~ COLORS AND PASTELS NWHOLS, SPENER BAM RYDER., CHAUNCEY F.
    [Show full text]
  • Are Camellias Your Cup of Tea?
    Are Camellias Your Cup of Tea? By Gil Medeiros, Fairfax Master Gardener It’s a trick question. If you drink tea, the answer is yes; you are consuming an extract of Camellia sinensis leaves. If you don’t care about tea but want to improve your landscape, camellias are a good choice — possibly, your cup of tea. Camellia sinensis has been cultivated for more than 3,000 years in Asia and is the most widely grown species of camellia in the world. In the 1740s, tea-loving English colonists in Georgia tried unsuccessfully to grow their Wikipedia own tea rather than pay for expensive imports. History details many failed attempts to cultivate Camellia sinensis commercially in Georgia, South Carolina, and later in Texas. Incredibly, it wasn’t until the 1960s that the Lipton family was able to develop a successful Camellia sinensis plantation near Charleston, S.C. It is still in production, operated by the Bigelow Tea Company. The 127-acre Munhoven, Munhoven, licensed to Charleston Tea Plantation, as it is known today, is open for tours. It is the only commercial producer of black tea in the United States. Needless to say, most of the tea consumed here is harvested on vast plantations in Asia. photo: Paul Camellia sinensis Camellia sinensis is an attractive-looking, evergreen shrub with modest flowers. Be advised, however, that it is not a good choice for Northern Virginia. It does well in South Carolina but not here. Plant breeders have been hard at work to give you something better: beautiful camellias that are hardy in this area and flower profusely.
    [Show full text]
  • Chapter 4 Seasonal Weather and Local Effects
    ATLANTIC-E05 11/12/05 5:56 PM Page 71 LAKP-Atlantic 71 Chapter 4 Seasonal Weather and Local Effects Introduction This chapter is devoted to local weather hazards and effects observed in the GFACN34 area of responsibility. After extensive discussions with weather forecasters, FSS personnel, pilots and dispatchers, the most common and verifiable hazards are listed. Most weather hazards are described in symbols on the many maps along with a brief textual description located beneath it. In other cases, the weather phenomena are better described in words. Table 3 provides a legend for the various symbols used throughout the local weather sections. SEE MAP INDEX AT BACK OF BOOK Map 4-1 - Topographical overview of the GFACN 34 ATLANTIC-E05 11/12/05 5:56 PM Page 72 72 CHAPTER FOUR Maritimes Including the Gaspe Peninsula (a) Summer In the summer the frequency and intensity of storms that affect this area decreases significantly. (see fig. 3-9) As a result, air masses tend to remain over the region for longer periods of time and become stagnant. At the same time, the Bermuda High becomes more prominent causing the prevailing circulation to become southwesterly over the Maritimes and the Gaspe Peninsula. These winds tend to advect pollution from the northeast United States and, combined with the stagnant air masses, will often reduce prevailing visibility in haze. Advection sea fog is also very common during this time of the year, especially in the early summer months. As the prevailing circulation shifts to the southwest, warm, moist air is pushed northward and cools from below causing fog to develop over the water along the Atlantic coast and the Bay of Fundy areas.
    [Show full text]