Jump to this Animation »
Wind Map
http://hint.fm/wind/

Fernanda Viégas, Martin Wattenberg, Hint.fm

This animated map shows prevailing surface wind direction and strength across the lower 48 states of the US.

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee how this Animation supports the Next Generation Science Standards»
Middle School: 2 Performance Expectations, 1 Disciplinary Core Idea, 3 Cross Cutting Concepts, 3 Science and Engineering Practices
High School: 1 Disciplinary Core Idea, 2 Cross Cutting Concepts, 3 Science and Engineering Practices

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • Could be incorporated into a discussion of where wind power might be most effectively implemented in the US.
  • Students could be assigned certain cities to focus on and identify the wind patterns.
  • Educator can access the archive animations and have students compare and contrast different days and events.

About the Science

  • Surface wind data comes from NOAA's National Digital Forecast Database. Map shows near-term forecasts revised once per hour.
  • Resource includes caveat that map is a "personal art project."
  • The Gallery section shows some wind maps from recent hurricanes.
  • Comments from expert scientist: This is a very aesthetically-appealing representation of surface wind data based on forecasts. The data shown in this visualization have been spatially-smoothed in a way that is not transparently explained. It is very difficult to determine what resolution forecast data went into this map, and what resolution could be inferred.

About the Pedagogy

  • Map shows direction speed and patterns of surface winds across the US updated hourly. Similar to diagrams in textbooks but this one is animated.
  • Visually dynamic.

Technical Details/Ease of Use

  • A nice clear graphic design.
  • Additional city names appear when the user zooms in on the map.

Next Generation Science Standards See how this Animation supports:

Middle School

Performance Expectations: 2

MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

MS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Disciplinary Core Ideas: 1

MS-ESS2.D1:Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.

Cross Cutting Concepts: 3

Energy and Matter, Patterns

MS-C1.3: Patterns can be used to identify cause and effect relationships.

MS-C1.4:Graphs, charts, and images can be used to identify patterns in data.

MS-C5.4:The transfer of energy can be tracked as energy flows through a designed or natural system.

Science and Engineering Practices: 3

Asking Questions and Defining Problems

MS-P1.1:Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.

MS-P1.2:ask questions to identify and/or clarify evidence and/or the premise(s) of an argument.

MS-P1.3:Ask questions to determine relationships between independent and dependent variables and relationships in models.

High School

Disciplinary Core Ideas: 1

HS-ESS2.D1:The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.

Cross Cutting Concepts: 2

Patterns, Energy and Matter

HS-C1.5:Empirical evidence is needed to identify patterns.

HS-C5.4: Energy drives the cycling of matter within and between systems.

Science and Engineering Practices: 3

Asking Questions and Defining Problems

HS-P1.1:Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.

HS-P1.2:ask questions that arise from examining models or a theory, to clarify and/or seek additional information and relationships.

HS-P1.3:ask questions to determine relationships, including quantitative relationships, between independent and dependent variables


Jump to this Animation »