1. Instructors: George Crowl
QM-11
Quartermaster
Weather
This PowerPoint is provided for those who may not have appropriate training aids available in a ship or location. This generally follows a companion lesson plan available at I expect you to modify it to fit your situation and teaching style. I am more concerned that Scouts learn than this fit a specific style. I am, however, a fan of the Effective Teaching model. Teaching EDGE is somewhat simplistic in its approach, but that has some advantages.
Note: These lesson plans may also be used for teaching in the ship. For administrative convenience, they cover the entire specific numbered requirement (except one, where Galley is covered separately!). Individual Sea Scout Academy lessons may only cover part of the requirements. Similarly, ships may find that even just a portion of a subrequirement is all that can be done during a particular ship meeting. Adapt these lessons as needed to fit your youth and your situation. Share these plans with your youth who are teaching.
Philosophy: Sea Scout Academy’s primary purpose is to teach the material to the Sea Scout. If the Sea Scout demonstrates mastery of parts of the subject, then the instructor should annotate on the class roster what has been passed, in the instructor’s opinion. Skippers have the right to re-examine any Sea Scout in any requirement. (Knots are not a good subject to give a pass in.) SSA may schedule only portions of ORD-8.
Instructors: George Crowl

2. Course Outline
a. Teach the Ordinary and Able weather requirements to a crew
b. Demonstrate your knowledge of the weather signs for your local area, including cloud types. Prepare a 48-hour forecast and compare your forecast with the actual weather that occurred.
Requirements:
Reference:

3. QM-11a a. Teach the Ordinary and Able weather requirements to a crew.

4. Background Teach each set of requirements separately
If you taught Ordinary weather when you were still an Ordinary, you may be able to count that.
You don't have to be Able to pass any part or all of this requirement
You don't have to do it over a short time, you can spread it out over months or years
Treat the requirements for each rank separately. You can’t teach all of them effectively at one time. Teach the Apprentice requirements to some Sea Scouts that need to learn it, the Ordinary to perhaps a different set of Sea Scouts, and Able to perhaps a third set. You don’t have to teach them in rapid succession; it could be months or years between those sessions. The Sea Scouts need to see the need to learn. You need to motivate them. The Apprentice knots are essential knots for operating on board ship. Each rank is a higher skill level.A
  Treat the requirements for each rank separately. You can’t teach all of them effectively at one time. Teach the Ordinary requirements to some Sea Scouts that need to learn it, and the Able to perhaps a different set of Sea Scouts. You don’t have to teach them in rapid succession; it could be months or years between those sessions. The Sea Scouts need to see the need to learn. You need to motivate them. An understanding of weather is essential for safety of operations.

5. Equipment Needed
A barometer, thermometer, anemometer, and weather vane are desired. All may be on the ship's vessel. Lacking that, look for other sources.
PowerPoints are available
When teaching knots, make sure you have small lines (1/4” or so) and large lines (at least ½”). Different colors for some lines help. Tying a square knot with red and green line is more visually persuasive than opposite ends of the same line. Try to find some part of your vessel or landship that can actually use the knots you are teaching. Have the students tie the real thing in the right place. Try some knot games; first competing for accuracy, then as proficiency improves, competing for time.
Identify the material needed for the particular lesson to be taught. The lesson plans identify it by rank, you may not need everthing for every lesson.
If you are not sure of knots, the DVD in the SSM is a good start.
Your ship should lay in a set of supplies for marlinspike instruction. That should include some 6’ lengths of various diameter line. A knot-tying bar or board is very handy. You need a cleat available. You will need splicing fids, some canvas/nylon scrap, sewing twine, and needles. Inventory your materials in advance, make sure you have what you need.
Keep an eye out for the opportunity to teach even just a portion of each requirement as the need arises. Ask to teach. Let your skipper know as you complete each portion of this requirement. Make a note in your book as you do them.

6. Teaching EDGE Lacks two things – objectives, motivation
You have to supply both
Objectives – simply put – the requirements
Motivation – why should a Sea Scout want to pass an advancement requirement?
YOU have to provide the motivation – how it will be used, it may be fun to do, whatever will persuade the Scout to do it
Give a pre-test? You may be able to sign them off as complete with part or all of it
Let's discuss the Teaching EDGE method. It is the official BSA method of teaching. First, there a couple things lacking that you must fill in. First, what are your teaching objectives? Well, in BSA rank advancement, the objectives are the rank requirements. So, half your problem is solved, you are teaching the rank requirements for the skill involved.
The second half the problem is how much the Scouts know, and are they willing to learn what they don't know? You may have to give them a pre-test of some kind, or observe they they don't know something they they should, to find out what they don't know. What if their pre-test shows they already know it? Stop teaching, you and they are done! Sign them off! On the other hand, if they don't know it, we now have to persuade them that they do need to know it, so they will be willing to learn it.
Now for the official Teaching EDGE method, and an example.
Explain
Demonstrate
Guide
EnableA
Let's discuss the Teaching EDGE method. It is the official BSA method of teaching. First, there a couple things lacking that you must fill in. First, what are your teaching objectives? Well, in BSA rank advancement, the objectives are the rank requirements. So, half your problem is solved, you are teaching the rank requirements for the skill involved.
The second half the problem is how much the Scouts know, and are they willing to learn what they don't know? You may have to give them a pre-test of some kind, or observe they don't know something they should, to find out what they don't know. What if their pre-test shows they already know it? Stop teaching, you and they are done! Sign them off! On the other hand, if they don't know it, we now have to persuade them that they do need to know it, so they will be willing to learn it.

7. Teaching EDGE (2) Four main steps Explain Demonstrate Guide Enable
EDGE is a simple teaching method for relatively simple tasks. It is effective for many Scouting tasks.
Now for the official Teaching EDGE method, and an example.
Explain
Demonstrate
Guide
Enable

8. Explain Need to read common weather instruments
Why do we want to read them?
Advantages of knowing what they say?
Disadvantages of not knowing?
Four different kinds
The first step is to explain what needs to be done. We need a knot that will hold a sail on the boom when the sail is either all the way down, or reefed. It needs to be simple to tie, will hold in a strain, and can be untied easily. We can show a sail tie or a reefing line. The knot is the square (reef) knot.
The first step is to explain what needs to be done. Let's use instruments as an example. They need to know how to read them. So explain why we look at them. Explain the meaning of a rising or falling barometer, and what an anemometer is and why we care.

9. Demonstrate Read the barometer. It may have more than one scale.
Insure you know how to read all the scales.
Point out that inches of mercury (“ / Hg) is the most common in the US.
Read the other three.
For the wind vane, fixed vanes on land read true direction, mast vanes on vessels read relative wind
The second step is to demonstrate how to tie a square (reef) knot right over left, left over right. Insure the students can see what you are doing. You can have illustrations showing the steps. You can show Internet moving diagrams of a square knot being tied.
SSM = Sea Scout Manual
SSPR = Sea Scout Pocket Reference
The second step is to demonstrate how to read them. Each has a scale or pointer. Read each scale for the students. Some may have two or three scales.

10. Guide Everyone read every instrument
Pose problems by using a grease pencil to mark possible readings
Go around and check proper readings for everyone
The third step is to guide the students in tying the square knot themselves. You may start by all the students tying right over left. You stop there and insure that everyone actually did right over left. Then you go on to left over right. Check that everyone did that correctly. Have them pull the knot tight, point out it holds without deforming. Point out it is symmetrical. Point out that the outbound ropes lie paralles to the inbound ropes. Have them untie it to show how easy it is to untie. Have them tie the knot again, perhaps half a dozen times. Then change the diameter of the rope from 1/4”to 5/8” to show the knot is the same, but the motions may be changed slightly.
The third step is to guide the students reading the scale. Help those who have difficulty. Where there are more than one scale, have them read all the scales.

11. Enable Have the Scouts read the weather instruments on the boat
They must read them properly
They should learn what a falling barometer means
When they have done so, you may pass them
Fourth, you enable your students to actually tie the square (reef) knot on a boat as you fold the sails at the end of the day's sail. Show other uses of the square knot. Show other uses based on the square knot (such as square bow knots which stay tied on shoes, vs. granny bow knots which don't stay tied). If they know the skill to meet the needs of the requirement, you may pass them on it.A
Fourth, you enable your students to properly read and interpret the instruments.
EDGE is a simple teaching method for relatively simple tasks. It is effective for many Scouting tasks.

12. When do You Pass the Scout?
Policies vary between ships
Author's opinion: if you have the instruments on your boat, Scouts need to read them properly on your boat.
Otherwise, it may be necessary to give informal tests with photos A

13. QM-11b
b. Demonstrate your knowledge of the weather signs for your local area, including cloud types. Prepare a 48-hour forecast and compare your forecast with the actual weather that occurred. T

14. Weather Cycle Weather goes through regular cycles
Typical would be: clear in high pressure area, becoming cloudy, warm front with rain / snow in a low pressure area, some clearing, cold front with possible thunder-storms, clearing, and back to clear in a high pressure area
Winds and fronts generally go from west to east A
Cloud types are in the Sea Scout Manual and this PPT. Teach the difference between stratus and cumulus, then teach the classification of low, medium and high altitude, which makes up the names of many of the cloud types. Then discuss nimbus, as it applies to nimbostratus and cumulonimbus. Once they have figured out the names, then discuss what they portend for weather. Also some sayings, such as “red sky in morning, sailors take warning.” Go over the likely sequence of weather fronts and clearing.

15. Cloud Types L
Cloud types are in the Sea Scout Manual. Teach the difference between stratus and cumulus, then teach the classification of low, medium and high altitude, which makes up the names of many of the cloud types. Then discuss nimbus, as it applies to nimbostratus and cumulonimbus. Once they have figured out the names, then discuss what they portend for weather. Also some sayings, such as “red sky in morning, sailors take warning.” Go over the likely sequence of weather fronts and clearing.

16. Cirrus Cirrus, cirro... = high (18-50,000 ft)
Thin, wispy strands of water vapor or ice
“Mare's Tails”
Appears in advance of fronts, deteriorating weather A

17. Cirrostratus High, very thin, uniform Ice crystals
Often can see through it A

18. Cirrostratus Halo Halo can form around the moon, perhaps the sun
Ice crystals are refracting light (as in a rainbow) A

19. Cirrocumulus High, small rounded puffs, usually in long rows
“Mackerel sky”, often clear, cold weather A

20. Altostratus Alto = middle altitude (6-18,000 feet)
Stratus = level, layered stable air mass
Dark clouds (thick, water inside)
May signal approach of a warm front A

21. Altocumulus Cloud has more vertical development
Weakening warm front or between a warm and a cold front A

22. Stratus
Stratus = low level cloud (below 6000 ft), flat bottom and top, may be layered, stable air
May have light drizzle or snow A

23. Nimbostratus Low to middle cloud
Nimbo = precipitation = rain, sleet, hail, snow
Covers a wide area A

24. Stratocumulus Low, lumpy layer of clouds, little convection
Might have light precipitation
Common in polar and horse latitudes (30-38°) A

25. Cumulus Low clouds, flat bottoms, rounded bumpy tops
Unstable air, can grow in height, become cumulonimbus A

26. Cumulonimbus Dense clouds, unstable air, with cold fronts
Thunderstorms = rain, hail, sleet, even snow
Tornados and water- spouts come out bottom
Lightning, high wind gusts
Dangerous, get off the water A

27. Cloud Types Summary L A

28. Sailors' Aphorisms
“Red sky at night, sailors' delight, red sky in morning, sailors take warning”
“When a halo rings the moon or sun, rain's approaching on the run”
“When the sun draws water, storms will follow”
“Rainbow to windward, foul fall the day, rainbow to leeward, rain runs away”
Mackerel skies and mares' tails, make tall ship take in their sails”
Red sky at night, sailors delight. When we see a red sky at night, this means that the setting sun is sending its light through a high concentration of dust particles. This usually indicates high pressure and stable air coming in from the west. Basically good weather will follow.
Red sky in morning, sailor’s warning. A red sunrise can mean that a high pressure system (good weather) has already passed, thus indicating that a storm system (low pressure) may be moving to the east. A morning sky that is a deep, fiery red can indicate that there is high water content in the atmosphere. So, rain could be on its way.
WHEN A HALO RINGS THE MOON OR SUN, RAIN’S APPROACHING ON THE RUN. A halo appears around the moon or the sun when ice crystals at high altitudes refract the moonlight (or sunlight). That is a good indication that moisture is descending to lower altitudes, where it is likely to take the form of precipitation. A halo is a more reliable indicator of storms in warmer months than during winter months.
WHEN THE SUN DRAWS WATER, STORMS WILL FOLLOW. The sun does not draw water. This saying describes an optical illusion in which the sun’s rays alternate with bands of shadow to produce a fanlike effect. Those shadowy patches are dense clouds, some of which are thin enough to allow sunlight to reach earth. However, the saying is not without merit. If the sun is obscured in the west, it means that moisture-laden clouds have gathered there, and it’s quite possible that rain will follow if the temperature is favorable for the condensation of that moisture.

29. Sailor's Aphorisms (2) L Rainbow to windward, foul fall the day;
Rainbow to leeward, rain runs away.
If the wind is coming from the direction of the rainbow, the rain is heading toward you. Conversely, if the rainbow is in the opposite direction, it has passed you.
Mackerel skies and mares' tails
Make tall ships take in their sails.
Cirrus clouds (mackerel skies or clouds that looked as if they'd been scratched by a hen, according to the old-timers) often precede a warm front which brings winds and rain.

30. 48-Hour Weather Forecast
Watch the weather for a day or two
Write down what you see – wind direction and speed, precipitation, clouds types during period
Apply personal knowledge of weather cycle
Use history, cloud types, barometer if available
Predict for 48 hours – clouds, rain, relative temperature, etc.
Do NOT use a published forecast, make an honest prediction
Based on all of the above, have them prepare a 48-hour forecast, primarily cloud types, rain, temperature and wind. Ask them to think about the patterns they see in their local area, and where they are in that sequence, and what that means for the next two days.
Based on all of the above, have them prepare a 48-hour forecast, primarily cloud types, rain, temperature and wind. Ask them to think about the patterns they see in their local area, and where they are in that sequence, and what that means for the next two days.
They need to write down the forecast, day by day, preferably into smaller chunks. Then, they must actually record what happens during those same chunks. They are not required to be accurate, in the forecast but they must make an honest effort, and report the actual difference between the forecast and actual weather. They should not have consulted a weather forecaster during the process.

31. Recommended Format Date, time of day (morning, afternoon, evening)
Types of clouds, cloud cover
Rain possibilities
Temperature trend A

32. Record Your Observations
Match your observations with your predictions (use the same sheet of paper, column for observations)
Highlight similarities, differences
Do not expect perfection (professional meteorologists sometimes get it wrong!)
This is an exercise in thinking
They need to write down the forecast, day by day, preferably into smaller chunks. Then, they must actually record what happens during those same chunks. They are not required to be accurate, but they must make an honest effort, and report the actual difference between the forecast and actual weather. They should not have consulted a weather forcaster during the process.

33. Questions? R