NZ Outdoor Weather Preparation

Name:

Date:

Part 1: Weather Information and Interpretation

Chosen outdoor activity: ____________________________

Location and date: ____________________________ Start time: __________

Use current information from official sources such as MetService, DOC, local councils, harbourmasters, or regional river and alpine services. Do not rely on this worksheet as a current forecast.

1. Identify two reliable sources of weather or environmental information for your chosen activity. Explain why each source is useful.

2. Match each term to its most likely meaning.

A. Severe weather warning

B. Visibility

C. Swell

D. Forecast period

___ The distance or time ahead covered by a prediction.

___ Official advice that dangerous conditions are occurring or expected.

___ How far a person can clearly see.

___ The movement of waves across open water.

3. Read this forecast: “Saturday, north-west winds 35 km/h, gusting 55 km/h; showers becoming heavy; visibility poor in rain; snow possible above 1,200 metres; high tide 14:20.” Identify three pieces of information that could affect an outdoor activity.

4. Select all observations that should be checked during the activity.

Cloud changes and approaching fronts

Wind strength and direction

Rainfall, temperature and visibility

River level, current or swell where relevant

Whether everyone has the same brand of clothing

Part 2: Applying Weather Information to Decisions

5. Complete the planning notes for your chosen activity.

Route or area: _________________________________________________

Weather factor to monitor: ____________________ Possible effect: ____________________

Clothing and equipment needed: _________________________________________________

Alternative route, activity or finish time: _________________________________________

6. A forecast changes from light showers to a severe weather warning for heavy rain and strong winds. The group has not yet left. What decision would you make, and what evidence supports it?

7. During a tramp, cloud lowers, visibility reduces to 50 metres, and a river is rising quickly. Give two immediate actions and one longer-term decision.

8. Explain how weather information should be communicated and recorded before and during an activity. Include who needs to know, what should be recorded, and how an emergency message could be sent.

9. Practical weather-information analysis task: Using a current official forecast for your chosen activity, record the forecast date, source, wind, rain, temperature, visibility, cloud, and any relevant swell or river information. State whether the activity should go ahead, be postponed, or be modified. Give at least three reasons and describe how you would brief the group.

Part 3: Evidence Checklist, Self-Assessment and Teacher Guide

Student evidence checklist: Tick each item when completed.

I identified reliable, current NZ weather information sources.

I explained relevant forecast terms, symbols, observations and warnings.

I interpreted weather information for my chosen activity and location.

I considered route, timing, clothing, equipment and group capability.

I identified hazards, changing conditions and possible consequences.

I made and justified go, no-go, postponement or route-change decisions.

I described communication, recording and emergency actions.

I completed a practical analysis using a current official source.

Self-assessment: How confident am I at using weather information to make safe outdoor decisions?

Beginning

Developing

Confident

One skill I need to improve: _________________________________________________

Answer Guide and Teacher Marking Schedule

1. Accept current official and relevant sources, such as MetService forecasts and watches or warnings, DOC track information, local council updates, river conditions, or maritime information. The student explains reliability and relevance.

2. A = official advice about dangerous conditions; B = how far a person can see; C = movement of waves across open water; D = the period covered by the forecast.

3. Indicative answers include strong or gusting wind, heavy rain, poor visibility, snow risk, and tide timing. Accept any three with a sensible effect on safety or planning.

4. All options except the clothing-brand statement.

5. Responses should connect forecast factors to a specific route, timing, clothing, equipment and alternative plan. Examples include waterproof layers, warm clothing, map and compass, communication equipment, an earlier finish, or a lower-risk route.

6. A sufficient response makes a clear no-go, postponement or modification decision and refers to the warning, wind, rain, route exposure, group ability and safety consequences.

7. Immediate actions may include stopping, regrouping, checking the map and location, moving to safe shelter, avoiding the river, and contacting the leader. A longer-term decision may be turning back, changing route or ending the activity.

8. A sufficient response includes a pre-activity briefing, an identified responsible person, an itinerary or trip record, updates to a trusted contact, written or electronic records of decisions, and an emergency message containing location, situation, group numbers, hazards and assistance required.

9. Award sufficient evidence when the student uses a current official source, accurately records relevant conditions, identifies hazards and changes, makes a justified decision, and explains appropriate controls, communication and monitoring.

Overall judgement: Evidence is sufficient when the student demonstrates practical understanding across all checklist areas, applies information to the chosen activity, and gives safety decisions that are logical, clearly communicated and supported by weather evidence.

Teacher verification: Evidence sighted:

Yes

Teacher comment:

Teacher name and signature: __________________________________ Date: ____/____/________