Southwest Florida Weather Camps 2020 Frequently Asked Questions (FAQs)

Southwest Florida Weather Camps 2020 FAQs (updated 6/9/20)

If you’ve made it to this page, then you are probably very interested in our meteorology-focused camp program, but still have some unanswered questions.  It is great that you have a weather camp interest, but we are sorry that we’ve left some questions unanswered.

This living document (which will be updated as additional questions surface), is designed to ensure that we’ve “covered all the bases.”

Should you have any remaining (or new) questions, please reach out to me (H. Michael Mogil) at weathercamps@weatherworks.com or 240-426-2900

Best,

 Mike

***UPDATE 6/9/20***

Accessibility information for learning-affecting conditions and disabilities

(1) What will the curriculum be for each camp?

Having taught weather camps for almost two decades, we know that defining a curriculum beforehand doesn’t work.  There are several excellent reasons behind this needed flexibility.

First, our weather camps are designed to take advantage of “teachable moments” (something that is often lacking in public and private schools, and especially in any type of programmed online school curriculum).

Imagine, for example, that we have scheduled a week one, Tuesday morning, block in which we plan to discuss up and down motions in the atmosphere (a.k.a., “convection”).  Instead, major fires erupted in California the day before.  From a learning perspective, we know that it’s time to move “fire weather” into that time slot and try to bring convection (as an overall topic) into the curriculum at a later day/time.  We also know that we might be able to blend fire weather and convection due to the nature of the rapid heating of the atmosphere by the fires.

While this means that we may touch on some unintended topics and miss addressing some others, we know that much of what we address has immediate applicability and will capture students’ interest.

Second, our campers sometimes ask questions that don’t fit neatly into a pre-ordained curriculum.  However, these questions have a very real meaning to the camper.  How many times has your child’s questions gone unaddressed in school?

So, we can only say that weather and related topics drawn from an incredibly large array will frame each camp.  Our focus will be on ensuring that campers learn, see relevancy, and, through their own thinking, raise additional questions for the benefit of all the campers throughout our camp program.

Mike (5/11/20)

(2) The interpersonal aspects of camps could be lost in an online setting.  How will you overcome this loss?

We agree that face-to-face interactions will be different.  While not occurring in the typical “next to one another” setting, they’ll still take place, but on a computer screen where all campers in a particular camp (and any instructors or invited guests) will meet in virtual togetherness.  We have already tested out this framework in several settings and it works extremely well.

The benefits of holding an online camp should more than compensate for the loss of “normal” interpersonal interactions.  Consider these:

• LOWER COSTS – the total cost of the camp will be dramatically lower. Much of this savings centers on there being no travel or lodging costs.  So, after camp and after COVID-19, a non-camp vacation may be in order and affordable!  The registration fee for our “Internet-Connected, Interactive-Classroom” (IC)² camps, which includes the investigative care package, will be lower (although there may be relatively minor costs – approximately $20 or less – involved in obtaining materials and equipment to have each camper conduct their own experiments, participate in their own activities, and make certain weather observations).
• IMPROVED NATIONWIDE PERSPECTIVES – at camp, we typically talk about national, international, and local weather conditions. Now, we can experience and share weather wherever our campers are living.  Hence, we can capitalize on real-time “field” weather reports and national comparisons.  For example, when severe storms strike Illinois, our Illinois camper may be able to provide ground truth, sky imagery (that cell phone will have a new and greater purpose), and other information to the entire camp.  We also plan to use real-time cell phone images from our campers to compare with corresponding satellite cloud and radar precipitation imagery to better understand remote sensing image interpretation.
• IMPROVED CONNECTIVITY BEFORE, DURING, AND AFTER THE CAMP EXPERIENCE – we are setting up internet-based “groups” to enhance camper-to-camper experiences during the entire camp program. This will include better access to camp directors during camp (evening assignments) and after camp (for mentoring, and for some students who may be working on research projects and/or weather conference presentations).  Note that we plan to use a lot of Internet security measures – parent- and student-generated Facebook registrations and their associated controls, instructor-defined admissions into group Zoom sessions, and more.
• MAKING BETTER USE OF TIME AT CAMP – by having students submit outside-of-camp assignments before the next day’s camp session begins (e.g., weather map analyses, sky photography, written activities), we can review these BEFORE CAMP and be ready to incorporate and discuss them during camp, without taking time away from camp. We will also be holding either morning or evening “office hours” on selected days, so students can more easily discuss assignments, career or college issues, and other matters outside of the camp environment.  Times for these will be shared as we approach the start of each camp session (and may be updated, as required).
• BRINGING MORE SPEAKERS TO THE CAMP – In past years, we have used some distance-learning functionality to bring nationwide speakers to the students. Now, we have improved IC² capability to easily hold group sessions.  This allows college students and other professionals with topic area expertise from many locations to be a part of video panel sessions, to upload brief video segments for later in camp viewing, and more.
• LESSENING THE TIME CRUNCH – at past SWFL Weather Camps, transportation and family-based evening activities sometimes lessened campers’ ability to complete camp assignments. Since camp will only be held for three-hours a day (weekdays) instead of six hours (we are planning two 90-minute sessions a day: 10:00am-11:30am and 12:30pm-2:00pm), campers should be able to engage in other activities with family and friends more easily and still complete and submit assignments, observe local weather conditions, explore the Internet, and more.  This will allow for better discussions about impending late afternoon weather and also ensure that the camp directors are better able to discuss assignment submissions.  The trade-off here is that camp will now run for two weeks, not one (actually a positive, because campers get to experience two-week’s worth of camp weather instead of one).  There will also be two offerings for each camp level, hopefully allowing for easier family scheduling.

Mike (5/12/20)

(3) How does this camp differ from online experiences my child might have in school?

Based on viewing school curricula nationally and in many states, we have found that weather (as a study topic) continues to become further limited and less rigorous.  In its place, “climate change” has been added.  Studying climate without understanding meteorology is akin to studying heart surgery without an understanding of biology.

Hence, this camp uses meteorology as a foundation and integrates other disciplines and real-life applications throughout.  For example, meteorology can help you understand how “freezer burn” occurs in your frozen packages of meat.

Also, each and every one of us relies on weather as we go about our daily lives.  How do we know what types of clothes to wear?  How do we know if we should shelter our potted plants from cold weather?  Facing a pending snowstorm, how do we know if school will be cancelled?

We are also bringing in college students who are majoring in meteorology or related sciences and other professional speakers.  Such guests are typically not incorporated into a school science curriculum.

Finally, we are conducting many easy-to-replicate experiments and demonstrations.  These might prove informative to other family members and may also spark investigative interest in other science disciplines or careers.

Mike (5/15/20)

(4) What are the technological requirements or recommendations in order to participate in camp?

Since we are now in virtual mode, a computer (with good WiFi access, ample memory, and a built-in camera) are probably the most important requirements.  A reliable browser (we are finding that Microsoft Edge is a better browser than Chrome) and a word processing program (Microsoft Word has many powerful editing capabilities) are important, too.  Finally, since “observing” is a major part of our camp, a camera (including those built into cell phones or tablets) is needed.

As part of our investigative “care package,” we will be sending an infrared (IR) thermometer (as well as some non-tech “tools”).  This thermometer (being sent to both middle and high school students) will be integral to our camp activities and may serve to further spark independent student investigations.  It will be similar to those used to measure forehead temperatures of people as part of COVID-19 screenings.  Recently, I used my IR thermometer to measure the temperature of my food at dinner.  In the past, I have used to ensure that my freezer was keeping foods cold enough.

Mike (5/15/20)

(5) What are the non-technological requirements or recommendations in order to participate in camp?

Some items will be sent as part of the investigative “care package.”  These include a basic alcohol-in-glass thermometer and some plastic jars.  Otherwise, anything at home could become part of an experiment or demonstration.  For example, sometimes we use cereal boxes to simulate mobile homes; at other times we capitalize on cereal bowls to study temperature comparisons.   Hair dryers, aluminum baking pans, Kosher salt, milk, plastic soda bottles, and more are also part of our repertoire.

Mike (5/15/20)

(6) What are some of the items we’ll have to provide our kids for camp? Will we receive a “shopping list” ahead of time, considering we may be faced with distancing or other restrictions that may make supplies difficult to obtain?

Many items that we use in camp are readily available in most homes.  However, we will send out a “shopping” list a few weeks ahead of each camp session that should cover most of what we may need.  As noted in another FAQ, we often capitalize on “teachable moments.”  Sometimes, you may simply not have that item available.  In these cases, your camper may have to watch the activity as we do it (demonstration mode) and redo the experiment or activity at a later date.

Mike (5/15/20)

(7) How can my camper schedule “office hours?”

This may just be the easiest part of camp.  E-mails, text messages, or in chat-room/discussion room messages are among the ways to reach the camp directors.  This type of student-directed initiative is important (since it helps to build important adult self-reliance skills).  If any of these messaging approaches don’t work for your camper, then you should feel free to contact the camp directors on behalf of your camper.

Mike (5/15/20)

(8) Can this camp be used to meet my school district’s learning requirements/standards?

Each state’s (and sometimes county’s or city’s) school curricula often have differing sets of learning outcomes.  To meet each and every one of these is impossible.  However, everything that we do at weather camp is geared at learning (of course), but also to build learning skills and spark independent inquiry.

Mike (5/15/20)

(9) What is the after-camp internship experience like? What are some of the requirements?

For interested and motivated campers, we offer ways to continue the camp experience.  This can include guidance in how to write for their weather blog, undertake science fair activities, and gain further knowledge and contacts related to a potential weather (or related science) career.  In past years, some campers have participated in research studies and actually helped prepare presentation posters and/or presented papers at science conferences.  In other cases, we have helped students locate individuals and organizations that gave them summer internship opportunities.

We have also arranged for camper graduates and internship-participating students to visit television weather departments and National Weather Service offices; assisted in students’ obtaining other pre-professional and professional internships; have provided hands-on opportunities for students to assist in the design of academic surveys; and worked with students on their own, self-driven meteorological research, involving varying levels of data analysis.  Other interns have worked on social media, web development, and videographic and writing projects.

However, these internships require a strong commitment on the part of the camper.  That commitment could involve data gathering and/or data analysis.  It could mean weekly telephone conference calls.  It could mean learning how to write or present a scientific paper.  Yes, it can be scary to present before a group of professional scientists.  It’s a lot easier knowing that weather scientists tend to be more welcoming and understanding than one may think.  Besides, your camper would have a team working with him/her to ensure a more successful outcome

Motivated and dedicated campers have found these internships and related activities to be invaluable.  Feel free to discuss these further with us either during or after camp ends.

Mike (5/15/20)

(10) Can my student get volunteer or other service hours doing research or being an intern with you?

This is up to individual school districts or schools.  Most of the time, guidance offices and teachers are thrilled that a student has found an experience linked to their college and career goals.  We are more than willing to help students craft their plan for the service hour credit and then “sign off” when students have actually done productive work during these interactive efforts.

Mike (5/15/20)

(11) We’ll be doing experiments at home and camp directors may not be available or may not be monitoring all of our actions.  How can ensure that we are doing things properly?

To the best of our ability, we will be showcasing science safety rules throughout the online camp experience.  We rely on your using common sense, replicating our safety actions, and simply (as parents) helping your camper be a “responsible scientist.”  While googles and protective gloves are not required for most of the experiments and activities that we do, we leave the option of your home safety up to you and your family.

In joining our camp program, you agree to hold harmless the directors, their employees and their assigns from any liability for activities and actions you may undertake as a family unit or an individual.

Mike (5/17/20)