The National

Geographic of
Snow

Molly Klassen
December 3, 2015
EDRD 3150

TABLE OF CONTENTS
Forward

. iii
About the Author

iv
What is Snow

. 1
Interview with Kalina Manoylov PhD
2
Do You Wanna Build a Snowball
.. 3
Interview with Charm Pace ..
4
Oh, the Places it Snows
5
How Many inches did ya get
.. 6
Measuring Snow ..
7
Letter to National Weather Services
. 8

Snow Ice Cream .

.
.9
Snowflake Shapes

10
Meet Joseph-Armand Bombardier .
11 - 12
Editorial

. 13
Magazine Refelction
. 14
Magazine Sources
..
15

Forward
This purpose of this magazine is for students, teachers, and readers to gain knowledge about snow
through looking at multiple disciplines and understand different culture adaptions due to weather. This
magazine will contain many concepts that will be aligned with Georgia Standards of Excellence. These
standards will consist the following:
Math
Standards

MGSE6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems utilizing
strategies such as tables of equivalent ratios, tape diagrams (bar models), double number line diagrams,
and/or equations.
MGSE6.RP.3c Find a percent of a quantity as a rate per 100 (e.g. 30% of a quantity means 30/100
times the quantity); given a percent, solve problems involving finding the whole given a part and the
part given the whole.
MGSE6.NS.5 Understand that positive and negative numbers are used together to describe quantities
having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea
level, debits/credits, positive/negative electric charge); use positive and negative numbers to represent
quantities in real-world contexts, explaining the meaning of 0 in each situation.
MGSE7.G.3 Describe the two-dimensional figures (cross sections) that result from slicing three
dimensional figures, as in plane sections of right rectangular prisms, right rectangular pyramids, cones,
cylinders, and spheres.
Essential Questions
How do you include proportions to find real world problems?
How do you include percentage into solving problems?
What do you look at to compare geometric shapes to real world shapes?
Science
Standards
S6E2. Students will understand the effects of the relative positions of the earth, moon and sun
S6E3. Students will recognize the significant role of water in earth processes.
S6E4. Students will understand how the distribution of land and oceans affects climate and weather.
Essential Question
How does the sun effect the earth? What is global warming?
How is snow part of the water cycle?
Social Studies
Standards
SS5G1 The student will locate important places in the United States
Essential Question
Locate certain states on a given map.
ELA
Standards
Understanding the authors purpose of a passage
Comparisons of given text in real world application

About the Author

Molly Klassen is a senior at Georgia College majoring in Middle Grades Education. She
hopes to teach math and integrate a variety of real world experiences to help
students make math interesting and lose the reputation it has been told to have. Molly
has grown up in the state of Georgia all her life and has never really gotten to
experience many claim a magical experience with snow. Though, when it does snow
in Georgia you can find her outside in enjoying the white powdery substance.

What is Snow?
Snow is formed from the Water Cycle. As we know rain is known as precipitation and it is formed when water
has gone through condensation. This happens for snow as well. Snow is another form of precipitation. The
difference between rain and snow is snow relies heavily on temperature. Snow forms when the atmospheric
temperature is below freezing (0 degrees Celsius or 32 degree Fahrenheit) and there is little amount of water in
the air. However for snow to reach the ground, the ground temperature has to be below freezing. Even though
the air where the clouds are might be below freezing that doesnt always mean snow will reach the ground. As a
general rule, snow will not form if the ground temperature is at least 5 degrees Celsius or 41 degrees Fahrenheit.
When snow does begin to fall to the ground the water freezes to form a snowflake. Snowflakes are a
cluster of ice crystals (frozen rain) that falls from a cloud. They are less than 1.3 centimeters across. However, a
much larger and irregular snowflake can be about 5 centimeters across.

Pictured (to the right) is the Water

Cycle. The process at which snow is formed is during the stage of precipitation.

This magnified image of snow

crystals was captured by a
low-temperature scanning electron
microscope (SEM)
1

Talking Snow with Dr. Kalina Manoylov

Dr. Kalina Manoylov is an assistant professor of biology at Georgia College. She received her PHD from
Michigan State University in 2005. She current works under the department of Biological and Environmental
Sciences. We chose to sit down and talk with Dr. Manoylov after reading about her research interest which include
aquatic ecology. Being as someone who is considered with the aquatic ecosystem we thought she might have a
good understanding and foundation about snow and its importance.

Interview
National Geographic of Snow: Do you think snow is an essential part of our environment even though
it brings very cold temperatures?
Dr. Manoylov: Yes, even though snow is cold it is a form of precipitation which means it brings water
down to the ground. Some plants are able to grow in cold conditions though if it wasnt for snow water
would not be able to reach these plants. Also, when snow does fall the sun will melt it away creating
moisture to plants. Even dormant plants continue to lose moisture as water evaporates through their
branches. Snow also replenishes the water supply.
NGoS: Is snow still good for the environment even if it stays on the ground for days or weeks?

Dr. Manoylov: Absolutely. The term blanket of snow actually means warmth. Un-compacted snow
is mostly trapped air. The air can hardly move, heat transfer is reduced and slowing the flow of heat
from the warm ground to the cold air above. Essentially its keeping all the warm air in the ground so it
doesnt escape, like an insulator.
NGoS: As a scientist do you think it is important to read? What about reading in a science
classroom?
Dr. Manoylov: I do think it is important. Its how I do all my research. I have to read and learn about
different experiments going on and I have to read data. Not all reading is words, for scientist its the
numbers were get from our experiments. Having teachers portray that in the classroom can help
students understand reading data is literacy also. Reading in a science classroom is just as important as
reading in a language arts classroom. Many believe learning about science is by doing, which is true
but before you do, you have to read instructions, ingredients and other things you mind need for your
experiment.

Do You Wanna Build A Snowball?

Did you know the worlds largest snowball was created?
Guinness World Records recorded the Worlds Largest Snowball March 29, 2013. Students
from ASME Michigan Technological University in Houghton, Michigan rolled the massive snowball
that ended in a circumference of 10.04 m which is about 32.94 feet. The diameter of the snowball
measured to 3.20 m and 10.45 feet. The snowball reached a height of 3.28 m or 9.28 feet. This is crazy,
because the average snowball size is about 7. 5 inches in diameter!
You do the Math!!!
How many average snowballs make the diameter of the Worlds Largest Snowball?
7.5 inches
1 snowball

125.4 inches
x snowballs

7.5 x
7.5

125.4
7.5

Answer: It would take about 16-17 snowballs to cover the diameter of the Worlds Largest Snowball!

To the left
Records.
make.

is the Worlds largest snowball being measured by Guinness Book of World

The bottom is a picture of the size of an average snowball that one might
3

Talking
Literacy
in Math
with
Charm
Pace
Charm Pace is a 7th grade Math teacher at Rocky Hill Middle School. She has been working there since the
beginning of her teaching career and enjoys it. She has been nice and welcoming to have me as a senior come
into her classroom to finish my student teaching career. She provides a supportive learning environment and
has been a meaningful mentor. As being a continuing math teacher she tries to make math relevant to her
students. I was able to sit down with her and discuss how she feels about Literacy in the Math classroom.
NGoS: As a current math teacher do you feel there is a good amount of math teachers who use literacy in the
classroom?
Mrs. Pace: I think many teachers think word problems is integrating literacy. While word problems are a way
to integrate literacy it is not the only way to include it. I know that if I can find a math story to incorporate into
my lesson or unit, I always try to. For instance the book, Math Curse, is a great book to use for any concept in
the math classroom.
NGoS: Do you feel it is important to incorporate reading into the Math classroom? Do you promote reading
the in classroom?
Mrs. Pace: It is important to incorporate reading in the classroom. Reading in Math is a different type of
reading rather than words. In Math you have to read symbols and numbers. It is still taking information and
understanding what it is stating. Of course you have word problems, you need to understand what terms
correlate with different Math symbols. As for promoting reading in my classroom, I allows students to read
during their free time. I do not require them to read. They have Accelerated Reader at the school and that tends
them to motivate them on their own.
NGoS: There is quite a huge debate going around whether Accelerated Reader is a good thing or not. What do
you think about Accelerated Reader?

Mrs. Pace: Im not for it or against it. I understand both sides of the debate. I like that Accelerated Reader
motivates students to read, but I also know that it can do the exact opposite and hurt a students grade. I feel
like I am starting to lean more towards Accelerated Reader, because students today wont read without some
reward. Accelerated reader does provide an award. It doesnt really affect students who already enjoy reading,
but it tends to not help students who dont enjoy reading. There seems to be an even number of teachers who
either love it or hate it. There are even teachers at this school who agree with me by seeing both sides.

Oh, The Places it Snows

As we know the more north we go, the colder the temperatures get. Snow requires low temperatures and water
in the atmosphere. Snow is more common in high altitudes and high latitudes mostly among mountainous
regions in the Northern and Southern Hemispheres. As for the United States, snow is more likely to fall in the
northern parts of the states. If we look at the map below, we see that snow is more common in places that are
more north. However in the winter months, places in the southern parts of the states may receive snow due to
the low temperatures and moisture during the season. The map below shows an average snowfall in inches of
how much each state receives each year.

How
Many Inches
yaget?

Did

Where do you live and how much snow do you receive on average every year?
Based on the Publication location of this magazine, we receive about 0.1- 3.0 inches of snow each year after
looking at the map on the previous page. On a yearly basis, Georgia receives about .5- 1.0 inches of snow, if we
receive any. If we compared this in percentage to another state would we still have the same percentage?
No, we wouldnt. This is because the whole percent can vary from state to state. For example, if we looked at the
previous image and used the top most number has the whole percent for each state then the percent would
definitely change.
Which state receives the most snow compared with percent if they received the minimum amount of annual snow
each year?
WISCONSION Vs. KANSAS
36.1
48
75%

x
100

12.1
24

x
100

50%

By setting a percentage proportion we are able to find the amount of snow the minimum is based on a percentage
and compare which state actually receives more snow.

The snow in Wisconsin has reached a height of 8 feet in

the year 2010-2011 winter. (left)

Kansas does receive quite a bit

of snow, but it is
not as equal in percentage compared to Wisconsin. (right)

Measuring Snow
One might ask how we measure snow. Do we measure how deep it is? Do we look to see how much snow has
fallen? Are they the same thing? Are they going to be proportional if I look at the depth versus the snow fall?
These are all questions we had when we were asked to measure snow. The answer is you can measure snow in a
multiple of ways!! You can measure the depth and the snowfall. You can find the rate at which how much snow
is falling in one hour. It just all depends on what you are looking for!
Say we wanted to find how deep the snow is after it has fallen. In order to do this we can take a measuring
stick, typically one that is 100 yards. When measuring the depth of snow make sure that you are picking a spot
that might not be affected by sun or wind and also that is not hilly or mountainous to get the most accurate
reading of snow. After you have found a good place, use the measuring stick by pushing it vertically into the
snow until the bottom of the stick rests on the ground. Read your measuring stick and you have your snow
depth!
This image is an example of how the measuring of snow depth should
appear.

How do we measure the snowfall? Well when measuring snowfall you need to follow similar instructions for
measuring how deep snow is. Make sure you are in an area where the weather or landscape is going to affect the
measurement. To see how much it might snow in one day. One might place a snow measurement board on the
ground and see how much snow has fallen during a given time period after snow is already on the ground.
The image is a snow measuring board that is being to find the amount of snow that is about to fall, after a
previous snow.

A Letter to National
Weather Services

Dear National Weather Services,

I am trying to measure how much snow it falls in a one hour period. I know how much snow has
fallen in 6 hours and the depth of the fresh snow that has fallen. After doing some internet searching I was
able to read your instructions on how to measure snowfall and depth. However, I missed my time intervals
and periods to measure the snow. I know this is a fresh snow on ground that did not have previous snow on
it. Based on a few articles I am assuming I can still find the rate at which the snow fell in one hour. This is
how I calculated my findings.
4 inches of snow
2 hours

x inches of snow
1 hour

I set up the amount of snow that fell in 6 hours as a proportion. I want to find out how much snow fell in one
hour. Well I set it up and then I crossed multiplied. I did this, because this is what I remember learning in
school. When I did this my answer is that is snowed 2 inches per hour. Could this be right? Am I measuring
the amount of snow that fell in 2 hours? I measured with a yard stick. However, I did guess a bit at the
length of time it snowed. I live in the state of New York. Can you tell me if I calculated this correctly? What
is the state of New Yorks snow average?
Sincerely,
Living in a snowball

Snow Ice Cream

Prep time: 1 min

Cook time: 2 mins
Total time: 3 mins
Author: Julie Blanner www.julieblanner.com
Recipe type: Dessert
Serves: 2
Chocolate
Ingredients:
2 c clean snow
1 packet of cocoa mix
1 tsp vanilla
- c milk {the heavier the better, in my opinion, but any
work!}

will

Instructions:
Get your cocoa mix & vanilla ready.
Bring in clean snow, measure 2 cups and place into mixer
or
metal bowl to keep it cold.
Add cocoa mix and vanilla and mix.
Add milk c at a time until desired consistency {your snow will determine this}, mix on low or by hand &
serve immediately or freeze.
Strawberry
Ingredients:
c strawberry Nesquick
- c milk
2 c clean snow
Instructions:
Add snow to mixing bowl.
Add in strawberry powder & milk, a c at a
desired consistency.
Serve immediately or freeze for later.

**If you would like to double your recipe

multiply the amount by 2 to make more of a delicious treat to share
everyone.**

time until you have reached the

with
9

Snowflake Shapes

Snowflakes are forms of water crystals, but what is their shape? Do all snowflakes look alike or are they have
similar?
Have you ever heard of the saying all snowflakes
are different? This is true, however, all snowflakes are
six-sided. This means that all snowflakes are a hexagon.
Even when some might not consider there being sides,
there are six points to each snowflake. Below shows an
example of how a snowflake is similar to a hexagon
based on the points and sides. Not only are they sixsided, but due to being a hexagon they are
geometrically symmetrical. This means no matter which
way you fold it based on the lines, the shape will be
equal size and similar on both sides.
Still, no two snowflakes are alike. How can this be with
them all being hexagons and symmetrical? The design it
was makes each snowflake unique. Looking at the picture
to the left we can see all the snowflakes appear different
from one another. The reason they are different from one
another is due to different paths from the sky to the
ground. Each snowflake encounters different atmospheric
conditions during its journey.

Meet Joseph-Armand Bombardier

10

Who is Joseph Armand Bombardier? What are his major accomplishments? J. Armand Bombardier is known
for his most famous invention known as the snowmobile.
Born April 16, 1907 in Quebec, Canada to Alfred Bombardier and Rose-Anna Bombardier. J.Armand
Bombardier was already known at a young age for being able to create things and take things apart to

reassemble them later. At the age of 13, J. Armand Bombardier created one of his first mechanical toys, a
miniature locomotive driven by a clock mechanism. To be able to make create his first toy, he used the money
he earned serving mass to the parish. Bombardier created more than just a locomotive, he created steam
engines out of old sewing machine parts. He even managed to get in the hands of a broken 2 caliber gun. He
shortened the barrel and modified the firing system to create a mini- cannon. Nothing was able to keep
Bombardier away from being able to disassemble and reassemble. To keep Bombardier from taking his
fathers car apart, his father gave him an old Model T Ford motor that was known to be irreparable. However,
the term irreparable was no match to Bombardier. With the help of his brother Bombardier is able to fix the
engine and then to put it in a vehicle of his own design. Though, this was not yet the first snowmobile.
At the age of 14, his father decided to send him to a school to pursue his studies in order for him to
become a priest, which is a tradition for the oldest son of the house hold to become. However, this did not stop
Bombardier from creating things on his own. During his Christmas vacation, Bombardier continued to go to
his fathers shop to create what was known as a surprise for the family. By New Years Eve, Bombardier was
able to share his creation; a sled that propelled itself using the old Ford motor. Bombardier had his brother sit
on it to steer the machine using cotton rope reins while Bombardier stood on the back to operate the motor. At
the age of 15 years old, Bombardier created the first snowmobile.
By the age of 17, Bombardier was given consent from his father to quit college and being an
apprenticeship at a garage. He took night-school classes in engineering and read books on science and
technology while he worked ruing the day. In 1926 when he was 19, Bombardier opened his own garage. He
was very successful in his business by being able to solve any mechanical issue there was ranging from cars to
agricultural pumps. However, winter caused business to slow down leaving Bombardier with time to work on
his snowmobile creation.
For 10 years Bombardier worked on this snowmobile creation. Year after year he would make additions
and changes to make a machine that would be light enough to travel on snow, but prepared with a motor,
traction, and suspension. He found that the car motors were too heavy and ended up building his own motor to
fit a vehicle that would be able to sit one to two people. However, there were complications and Bombardier
had to return to working with a car motor. When Bombardier son dies at the age of two, because they couldnt
get him to the hospital for treatment during the winter, he is urged to find a solution for being able to travel in
the snow more.
In 1935, Bombardier created a sprocket wheel/track system which was a major invention. With positive
comments from the Patent Office, Bombardier decided to turn to his garage into a production plant that is to
operate year around to create the new machine he has created. The first seven productions emerged from the
factory during the winter of 1936-37. However, there were still some still issues and wanted to make them
fully self-sufficient. The demand for production continued and Bombardier was also in demand for the
demonstrations of his vehicle. The production continued through the years of the war, and Bombardier adapted
his machine to be able to help those in the war.
By 1947-48, Bombardiers company achieves total sales of $2.3 million with profits of $324,000. The
many inventions and adaptations of the snowmobile are made to not only help people get around town, 11
but to help others, such as a truck, school bus, and tractor tracking attachment. At the end of 1958, Bombardier
is able to create a miniature snowmobile, which is about the size of the snowmobiles we think of as today.
(To the left) The first snowmobile Bombardier created at the age of 15.

(to the right) Bombardier at the age of

14, 1921.

S
procket wheel system: cogged wheels encased in rubber which drive two rubber treads linked by steel cross bars.

12

Editorial
During the winter seasons we here all sorts of discussion about why it is too cold or not cold enough.
Living in the south it is a constant discussion; especially during this years winter. As we approach the middle of
December, Georgia has not yet received very cold weather. Many believe this is due to Global warming. The
fact that we as humans are causing harm to the ozone leading to warmer temperatures and polar ice caps to melt.
This seems logical and it definitely explain the warm weather the state of Georgia has been having. However, I

am not sure if this is the only thing causing the warm winter that he state is having. It seems like everyone is
quick to jump to the conclusion that the weather is warm, because of the effects of Global Warming not the fact
that the season has not fully changed. Many forget the actual date of the start of the season winter begins
December 22. The winter solstice has not even happened. People forget that we are still in the fall season. The
winter solstice is when the Earth is turned farthest away from the sun. This means that USA is the farthest
continent away from the sun causing it to not heat up the earth as well. The earth has not fully rotated enough
for the sun to not heat up the earth as much as it would during the summer solstice. So sure, it could be global
warming or it could be the fact that the winter solstice hasnt even taken place yet! Even though its December
doesnt mean it should automatically be cold everywhere. People need to give each season a chance to run its
course.

13

Magazine Reflection
This magazine is meant to encompass the idea that students can make any learning experience relevant
and meaningful to them by applying something they enjoy. For example taking the concept of snow and
adapting it to learning to make standards and essential questions more engaging. By encompassing the first
AMLE standard of understanding of the intellectual, physical, social, emotional, and moral characteristics,
needs, and interests of young adolescents. This assignment contributes to this standard by allowing students to
pick the theme, but having a very detailed instructions at the same time. When we as educators pick learning
experiences for students they need to be able to fit their learning needs and development. In addition, to picking
learning experiences that are not only going to help students develop, but fit with the curriculum according to

AMLE standard two. Educators have to fully understand the content and curriculum in order to create these
meaningful experiences. Even if this magazine is a good learning experience as teachers we have to question if
this goes with the content and fits with curriculum. A project or assignment might turn out well for one subject
or concept, however that does not mean it will always fit and be relevant with the current content. However,
choosing assignments that will give students the opportunity to connect their learning experiences with their
interest and the community around them helps students develop their knowledge and become experts. Students
should be assessed on this aspect rather than a test. Students should be assessed by applying their knowledge to
real world applications. By understanding the AMLE standards and applying them to our teachings, we can
create learning experiences that will be relevant and meaningful to our students.

14

Sources
Blanner, J. (2014, January 6). Chocolate Snow Ice Cream. Retrieved December 7, 2015, from
http://julieblanner.com/chocolate-snow-ice-cream/
How do snowflakes form? (2013, December 10). Retrieved December 7, 2015, from
http://www.noaa.gov/features/02_monitoring/snowflakes.html
Ideal Snowball Size. (2015). Retrieved December 7, 2015, from http://www.dimensionsinfo.com/ideal-snowballsize/
J-Armand Bombardier. (2008). Retrieved December 7, 2015, from
http://www.museebombardier.com/en/content/jab/biographie1907_1925.htm

Largest snowball. (2015). Retrieved December 7, 2015, from http://www.guinnessworldrecords.com/worldrecords/largest-snowball

National Snow and Ice Data Center. (2015). Retrieved December 7, 2015, from
https://nsidc.org/cryosphere/snow/science/formation.html
Snow Measurement Guidelines. (2013, September 1). Retrieved December 7, 2015, from
http://www.nws.noaa.gov/om/coop/reference/Snow_Measurement_Guidelines.pdf
Snow and Ice. (2014). Retrieved December 7, 2015, from http://www.ncdc.noaa.gov/snow-and-ice/

15