I. Grade Level/Unit Number: 9 – 12/Unit 6 II: Unit Title: Meteorology: Air and Water Connections III. Unit Length: 2-2.5 weeks (on a 90 min per day block schedule) 3-4 weeks (on a traditional schedule) IV. Major Learning Outcomes : The student will gain an understanding of: Air masses as regions of the atmosphere that have similar properties throughout and move over the face of the planet in predictable ways. Mapping weather variables (especially air pressure) in order to make predictions about present weather conditions. Surface variables that affect weather patterns Storms and precipitation and their association with low pressure regions in the atmosphere. Interactions between the hydrosphere and atmosphere as it relates to global, regional, and local weather patterns. o Surface ocean currents o Surface winds o Importance of latitude o Areas of convergence and divergence air and water flow How climate data is established The consequences of human activities on the atmosphere and air quality The role of regulations on air quality V. NC E/E (2004) Content Objectives Included (with RBT Tags): Number Competency or Objective RBT Tag 1.03 Evaluate the use of satellite images and imaging techniques in the Earth/Environmental Sciences (use as a primary data source) A4, B4 1.05 Analyze reports of scientific investigations and environmental issues D4, D5 Earth and Environmental Science- Unit 6 DRAFT 1
Transcript
I. Grade Level/Unit Number: 9 – 12/Unit 6
II: Unit Title: Meteorology: Air and Water Connections
III. Unit Length: 2-2.5 weeks (on a 90 min per day block schedule) 3-4 weeks (on a traditional schedule)
IV. Major Learning Outcomes:
The student will gain an understanding of: Air masses as regions of the atmosphere that have similar properties
throughout and move over the face of the planet in predictable ways. Mapping weather variables (especially air pressure) in order to make
predictions about present weather conditions. Surface variables that affect weather patterns Storms and precipitation and their association with low pressure regions in the
atmosphere. Interactions between the hydrosphere and atmosphere as it relates to global,
regional, and local weather patterns.o Surface ocean currentso Surface windso Importance of latitude o Areas of convergence and divergence air and water flow
How climate data is established The consequences of human activities on the atmosphere and air quality The role of regulations on air quality
V. NC E/E (2004) Content Objectives Included (with RBT Tags):
Number Competency or Objective RBT Tag1.03 Evaluate the use of satellite images and imaging
techniques in the Earth/Environmental Sciences (use as a primary data source)
A4, B4
1.05 Analyze reports of scientific investigations and environmental issues from an informed, scientifically literate viewpoint.
D4, D5
1.06 Solutions to EES issues at local, national, and global level
B5
2.05 Create and interpret topographic, soil, and geologic maps using scales and legends (flooding, deposition in delta, wetland buffers)
C3, C4
Earth and Environmental Science- Unit 6 DRAFT 1
4.03 Analyze the mechanisms that produce the various types of shorelines and the resultant landforms. (Human impact, topography, hurricanes)
B2, B3
4.04 Evaluate the relationship between water resources and air pollution
A4, B4, C4
5.01 Analyze air masses and the life cycle of weather systems
B4
5.02 Evaluate meteorological observing, analysis, and prediction
A5, B5, C5
5.03 Analyze global atmospheric changes including changes in carbon dioxide, methane, and stratospheric ozone. (global warming—storm incidence and severity connection, sea level rise)
B2
2.07 Evaluate the relationship between water resources and soil quality
A4, B4, C4
Earth and Environmental Science- Unit 6 DRAFT 2
VI. English Language Development Objectives (ELD) Included:NC English Language Proficiency (ELP) Standard 4 (2008) for Limited English Proficiency Students (LEP)- English Language learners communicate information, ideas, and concepts necessary for academic success in the content area of science.
Suggestions for modified instruction and scaffolding for LEP students and/or students who need additional support are embedded in the unit plan and/or are added at the end of the corresponding section of the lessons. The amount of scaffolding needed will depend on the level of English proficiency of each LEP student. Therefore, novice level students will need more support with the language needed to understand and demonstrate the acquisition of concepts than intermediate or advanced students.
Earth and Environmental Science- Unit 6 DRAFT 3
LEP Accommodation Considerations
The following are general suggestions for accommodating English second language:
1. Assess the prior knowledge of your LEP student and make sure that he or she has adequate background information in order to execute this activity.
2. Provide graphic organizers or roadmaps illustrating the specific procedures and expectations of each activity.
3. Provide highlighted text which target key vocabulary and concepts. Review this text prior to activity.
4. Elicit verbal response of understanding from student. For, example, “Explain to (or show me) me what you need to do next.”
5. Include marginal notes in activity outline to re-emphasize terms and concepts.6. Provide visual demonstration in conjunction with verbal instructions7. Provide immediate feedback and or assessment in order to reinforce objectives.8. Provide for alternate forms of assessment such as concept maps, graphic
organizers, verbal explanations, written explanations, or actual performance rather than strictly pen and paper tests.
9. Provide LEP students the opportunity to peer tutor, pairing those who are on different proficiency levels.
10.Provide opportunities to demonstrate effective test- taking strategies, regularly exposing students to sample questions.
VII. Materials/Equipment Needed :
Activity Materials
EngageFlooding of Midwest Summer 2008
Article or video clip of flooding in June of 2008 MidwestLCD and Computerwww.cnn.com has many archived articles and photos
Flood of 1993 http://www.teachersdomain.org/resources/ess05/sci/ess/earthsys/flood/index.htmlThis video segment shows the weather patterns that continued over a period of time resulting in the flooding.
ExploreStructure of the Atmosphere
Part 1 Atmospheric Structure Ionosphere assignment-This requires students to have access to an am/fm radio. Most cars have this feature. This could be done in class if necessary
ExploreAir Movement in the atmosphere
How’s The Air Up There? Author: Charles Burrows found at www.dlese.org1 computer with internet access per 2 studentsExcel on computerPrint out of instructions from link above. Each computer will need the ability to download data and used in Excel
Crunch Time (2) 2 liter bottles with capsSource of hot waterIce for faster cooling but not necessary
ExplainWeather Basics
Worksheets for weather station model, isobars, isotherms, gradient problems, and Earth and Environmental Science Reference Tables
Computer if you use the Jetstream link
ExploreGlobal warming Computers
Paper for note-taking
EvaluateClimate Change Tic Tac Toe
ComputersArt SuppliesReference material
Evaluate 2 Cities- Worlds Apart
Data collection sheetsComputer accessColored pencils
ElaborateWeather Case study
ComputerReference materialsExcellent final project- the case study is well structured and is a good
guide for students who have not ever done a long term research project.
VIII. Detailed Content Description :
Please see the detailed content description for each objective in the Earth/Environmental Science support document. The link to this downloadable document is in the Earth/Environmental Standard Course of Study at: http://www.ncpublicschools.org/curriculum/science/scos/2004/25earth
This unit is divided into the following partsPart 1: Structure and composition of the AtmospherePart 2: Variables of Weather and Weather PredictionPart 3: Climate Change
Each part has some kind of assessment-either pen and paper or project. In an effort to meet the 21st Century objectives, the unit includes several project ideas that include writing and graphically analysis.
IX. Unit Notes
Overview of Unit SixAtmospheric structure, weather and climate are threads that can be taught throughout the course. “Weather” events happen every day and so data collecting, predicting, and patterning are easily modeled over time. Over the course of a students’ tenure in the North Carolina education system, weather and weather patterns are addressed several times. At the high school level, this unit serves to unpack the variables associated with the patterns, the methods of data collection, the global significance of these patterns and how humans are having an effect on the patterns and structure of our atmosphere.
It is suggested that the classroom have a “weather center” where current data can be displayed and discussed on a regular basis. Additionally, there is a long term project with this unit that requires students to collect and compare weather data for a minimum of 30 days. You may wish to assign the project 2 weeks before beginning the unit or you may wish to have the due date occur 2 weeks after completing the unit. Either scenario is useful.
In each unit, Goal 1 objectives which relate to the process of scientific investigation are included. In each of the units, students will be practicing the processes of science: observing, hypothesizing, collecting data, analyzing, and concluding.
The Unit Guide gives an overview of the activities that are suggested to meet the North Carolina Standard Course of Study Goals for Unit Six. Detailed activity pages follow the guide. The guide includes teacher notes on how to weave the activities into the content and supplementary notes related to other issues such as preparation time and time to complete the activity. If a teacher follows this unit (s)he will have addressed the goals and objectives of the NCSCoS. However, teachers may want to substitute other activities that teach the same concept.
Teachers should also refer to the support document for Earth/Environmental Science at http://www.ncpublicschools.org/curriculum/science/scos/2004/25earth for the detailed content description for each objective to be sure they are emphasizing the specified concepts for each objective.
Essential Questions for Meteorology:The essential questions for this unit are those questions that will help students cultivate enduring understanding. These questions help students construct a base knowledge that will last a lifetime. Teachers are encouraged to display these questions and to refer to them often throughout the unit of instructions.
How is Earth’s atmosphere structured? What variables are measured as scientists study Earth’s atmosphere and weather? What is the role of technology in monitoring, predicting, and projecting climate issues? How does the atmosphere interact with the hydrosphere and lithosphere? What are some relationships between the atmosphere and the economy, human
impact on the environment and the natural environment?
Key Knowledge and Skills: Students will know:
The structure and composition of the atmosphere The major air masses affecting the USA and North Carolina How weather fronts move across the USA and in the open ocean. The role of surface ocean currents and global wind patterns in the
formation of weather systems The specific interactions between human activity and the “health” of the
atmosphere
Students will be able to: Identify and explain effects the ionosphere on communications Understand the use of and importance of technology in the study of the
atmosphere Explain how a variety of weather systems are monitored, measured, and
reported Predict and generate solutions for problems associated with climate
change Give examples that show how Earth’s atmosphere interacts with the
hydrosphere, the biosphere, and the lithosphere Evaluate and propose solutions regarding human impacts on Earth’s
atmosphere
Evidence of Understanding: Unit Exam – 30 multiple choice questions and 5 extended answer
questions. Concept map that demonstrates understanding of the variables that
are responsible for weather events, climate and atmospheric structure
The learner will make observations and build an understanding of weather concepts .
COMPETENCY GOAL 2:
The learner will conduct investigations and use appropriate tools to build an understanding of the changes in weather.
COMPETENCY GOAL 3:
The learner will conduct investigations and use appropriate technology to build an understanding of weather and climate.
COMPETENCY GOAL 3:
The learner will conduct investigations and utilize appropriate technologies and information systems to build an understanding of the atmosphere.
COMPETENCY GOAL 3:
The learner will conduct investigations and utilize appropriate technologies and information systems to build an understanding of the hydrosphere.
Modified Activities for LEP Students:Those activities marked with as LEP have a modified version or notes designed to assist teachers in supporting students who are English language learners. Teachers should also consult the Department of Public Instruction website for English as a Second Language at: http://www.ncpublicschools.org/curriculum/esl/ to find additional resources.
Vocabulary:
WeatherClimateOzoneTroposphereStratosphereMesosphereIonosphereThermospherePressureAltitudeTemperature InversionPrimary PollutantsSecondary PollutantsClean Air ActRadiationConvectionConductionSolar BudgetAlbedoGreenhouse Effect
Carbon DioxideGreenhouse gasesCoriolis EffectConvection cellsGlobal Wind BeltsLand BreezeSea BreezeHumidityAdiabatic processesAir MassWeather Front IsobarsIsothermsPressure gradientClimate ChangeEl NinoCycloneAnticycloneDoppler RadarLa NinaProxy data
Background Information For Teachers
1. Teachers Domain: www.teachersdomain.org (general site home page) You will need to register to use the site but it is FREE!!! This site is an excellent resource not only for this unit but for others as well.
2. GLOBE: Introduction to the Atmosphere This site has information available in multiple languages and is free. It is recommended that if you can participate in a GLOBE workshop-do so - very valuable! This link provides you with excellent background information about Earth’s atmosphere. It is very user friendly and easily accessible.
3. NOAA’s National Weather Service http://www.weather.gov
WEB RESOURCES4. Lyndon State College – Current Weather Data and Models
7. Discovery Channel – Global Warminghttp://dsc.discovery.com/convergence/globalwarming/globalwarming.html
8. Teacher Resources – Global Climate Change / Inconvenient Truthhttp://oneplanetfundraising.com/teacherresources.aspx
9. Inconvenient Truth – Global Warming Lessonshttp://www.ohea.org/GD/Templates/Pages/OEA/OEADetail.aspx?page=3&TopicRelationID=4&Content=929
10. http://www.auf.asn.au/meteorology/index.htmlThis Guide is a reasonably comprehensive examination – directed towards Australian conditions – of the atmospheric structure, the physical laws and the forces which together produce the atmospheric phenomena referred to as weather – a good understanding of which is essential to safe aerial navigation.
11. UCAR – Layers of the atmospherehttp://www.windows.ucar.edu/tour/link=/earth/Atmosphere/layers.html&edu=high
12. Jetstream – Online School for Weather http://www.srh.noaa.gov/jetstream/
13. Animated diagram for the atmospherehttp://earthguide.ucsd.edu/earthguide/diagrams/atmosphere/index.html
14. The Layers of the Earth’s Atmospherehttp://curriculum.calstatela.edu/courses/builders/lessons/less/les3/layers.html
16. Cloud in a Bottle with investigation questionshttp://209.85.165.104/search?q=cache:5u7gEdbuCgcJ:k12s.phast.umass.edu/stem/sess/snyder/Adiabatic_Change_and_Cloud.doc+cloud+formation+demonstration&hl=en&ct=clnk&cd=6&gl=us
17. Lapse Rates and Adiabatic Processes Practice Problemshttp://daphne.palomar.edu/jthorngren/adiabi.htm
18. Cloud types in several languageshttp://asd-www.larc.nasa.gov/SCOOL/Cloud_ID.html
X. Global Content: Aligned with 21 st Skills: One of the goals of the unit plans is to provide strategies that will enable educators to develop the 21st Century skills for their students. As much as students need to master the NCSOS goals and objectives, they need to master the skills that develop problem solving strategies, as well as the creativity and innovative thinking skills that have become critical in today’s increasingly interconnected workforce and society. The Partnership for 21st Century Skills website is provided below for more information about the skills and resources related to the 21st Century classroom.
1.01, 1.05 Searching for information via the computer
2 Cities
1.01, 1.05, 1.06
Searching for print information
1.05 Searching for information using community members
Language Skills - Reading
1.04 Following written directions Most of the activities can be presented as opportunities for students to follow written directions. The teacher will have to work with most students to develop this skill over time.
2.01, 2.06 Identifying cause and effect relationships
2 Cities
1.05, 1.06 Summarizing main points after reading
1.01, 1.02, 1.05, 1.06
Locating and choosing appropriate reference materials
1.01, 1.05 Reading for personal learningLanguage Skill - Writing
1.02 Using language accurately All activities1.02 Organizing and relating ideas
when writingAll activities
1.02 Proofing and Editing 2 Cities
1.01, 1.05, 1.06
Synthesizing information from several sources
1.02, 1.05, 1.06
Documenting sources 2 Cities
1.02 Developing an outline1.02 Writing to persuade or justify a
position1.02 Creating memos, letters, other
forms of correspondenceTeamwork
1.01, 1.02, 1.04, 1.05, 1.06
Taking initiative
Goal 1 Working on a team Most of the activities are designed to be done and discussed in teams.
Bring in an article or video clip of the recent flooding in the Midwest. Ask students to think about all the ways the rain and flood waters have had an impact on the people, land, and water quality all along the Missouri and Mississippi River. Is there something “special” about the Midwest that makes it more vulnerable to flooding? Brainstorm the variables that could have a role to play in the weather patterns of the Midwest. Record all logical answers.
Look the picture-use an LCD- What pattern emerges? Can flooding events be indirect evidence for weather patterns? Explain your ideas.
Language (ELP) Objectives for LEP students:1. List ways that rain and flood waters impact people, land, and water quality.2. Discuss variables that could affect weather patterns of the Midwest.
Flood of 1993http://www.teachersdomain.org/resources/ess05/sci/ess/earthsys/flood/index.htmlThis video segment shows the weather patterns that continued over a period of time resulting in the flooding. The flooding in the summer of 2008 may be worse than the 1993 flooding. Ask students to think about flood management, the reasons people continue to live in areas vulnerable to flooding. How might climate change have an impact on the weather patterns of the Midwest?
Part 1: Structure and Composition of the Atmosphere and Moving Air
Most textbooks have a standard presentation of the atmospheric structure and composition. It is important to help students understand the composition of air and how that composition is changing. Students should also work to understand the relationship between temperature, pressure and altitude. The following site offers excellent background information for both the teacher and student.http://www.shodor.org/metweb/session1/composition.html
Activities:Atmospheric Structure This can be done as a didactic presentation. Have students make a concept map or drawing that organizes atmospheric structure and composition.
Ionosphere assignment-This requires students to have access to an am/fm radio. Most cars have this feature. This could be done in class if necessary
Classzone: What can we learn from a weather balloon? http://www.classzone.com/books/earth_science/terc/content/investigations/es1702/es17C02page01.cfm Each Classzone web-lesson has questions that students can answer on a sheet of notebook paper. If you don’t have access to computers for each student, these lessons are easily done as a whole class using an LCD projector.
Crunch Time This activity explores the relationship between temperature and pressure.
Earth and Environmental Science- Unit 6 DRAFT 13
Modifications for LEP students:1. Ask students if they’ve ever seen or experienced the effects of flooding?
Have students record their observations. 2. Have students define words below before watching the 1993 Flood segments3. Provide a structure note taking page or graphic organizer to help students
Understanding Gradient http://www.shodor.org/metweb/session4/pgf.html This site is designed to be an online tutorial. It is certainly useful for teacher background as well as an Honors or AP level class.
Understanding gradient is important for calculating pressure gradients and temperature gradients in large storms. The more severe the pressure gradient, the more intense the winds and thus more destruction. For additional support and great diagrams, visit http://www.srh.noaa.gov/jetstream/synoptic/wind.htm
Gradient = Difference in Field Values Distance between Points
Time: 30-40 minutes to understand and practice
ActivitiesClasszone: Which way does the wind blow?http://www.classzone.com/books/earth_science/terc/content/investigations/es1806/es1806page01.cfm?chapter_no=investigationEach Classzone web-lesson has questions that students can answer on a sheet of notebook paper. If you don’t have access to computers for each student, these lessons are easily done as a whole class using an LCD projector.
Windows offers tutorials in both English and Spanish. The weather pages are nicely aligned with the NCSCOS.http://www.windows.ucar.edu/tour/link=/earth/Atmosphere/layers.html&edu=high
EXPLAIN
How does temperature affect the density of air?
* Most science materials for Earth and Environmental science have a standard lab included in materials for either oceans and/or atmosphere. Check the book materials adopted in your school before duplicating this lab. You may have access to something already suitable. Additionally, a density tank set up is ideal for doing this as a demonstration. If you don’t have a density tank, you can improvise by using a clear plastic shoe box or 10 gallon aquarium. The lab that is linked is designed to work with students in groups of 3. You can cut and paste the questions to have students answer for a demonstration.
Earth and Environmental Science- Unit 6 DRAFT 14
Language (ELP) Objectives for LEP students:
1. Read and follow procedure for setting up investigation.2. Write a paragraph explaining how temperature affects the density of fluids.3. Label cold water currents and warm water currents on a map.4. Participate in class discussion during demonstrations.
How does temperature affect the density of a fluid?
Background:Density is the measure of mass per unit of volume. The density of fluids such as ocean water and air are affected by temperature. In this investigation students will form general ideas about how temperature affects the density of water. In this setup the water will represent the ocean water or air in the atmosphere. It is important that students understand that this occurs in both places.
Materials per group (3 or 4 students) 2 graduated 100ml cylindersTest tubes or small vials (2 per group)Food coloring (2 colors per group)StirrerBeakers (100 ml) or small clear plastic cups (2 per group)IceCoffee urn for hot water or tap water with hot water optionColored pencilsGogglesApronsTongsGloves or rags for handling hot test tubes
Procedure:
Earth and Environmental Science- Unit 6 DRAFT 15
Modifications for LEP students:
1. Use tangible objects to explain the concept of density. Examples: the same size brick and sponge, golf ball and ping pong ball.
2. Explain that the term “fluid” refers to both liquids and gases.3. Check for students’ understanding of the term “air pressure”. Explain how air has mass
and pushes down on objects.
VocabularyDensity Fluid Temperature Pressure
1. Mix tap water and ice together until the ice is well distributed. Fill the graduated cylinder (100 ml) with the ice water.
2. In one of the test tubes, add 2 drops of food coloring and fill ½ way with hot water. Be careful to handle the test tube with tongs or gloves.
3. Carefully and slowly, pour the contents of the test tube into the graduated cylinder.
4. Record your observations.
5. In the clean beaker, add 2 or 3 drops of food coloring. Add some cold tap water and fill the rest of the beaker with ice. Stir the contents together and let sit a minute or two.
6. Fill a clean test tube ½ full with the mixture from step 5. Do not allow any ice into the test tube.
7. Fill the other graduated cylinder (100 ml) with hot water.
8. Slowly and carefully, pour the cold water mixture into the hot water mixture. Record your observations.
Think about it
1. Which water mass was most dense? What evidence did you use to make your decision?
2. What is the effect of temperature on the volume of a fluid?What information did you use to make your decision?
Earth and Environmental Science- Unit 6 DRAFT 16
3. Salinity can affect ocean water densities but not as much as temperature. On the map provided, shade (use any color) the area where you would expect the ocean water to be the least dense. Shade (any other color) the area where you would expect the ocean water to be most dense.
4. Explain, using words and pictures, how temperature affects the density of fluids.
Bring all together
5. Strong storms form when there are extreme temperature differences. How do your observations help you to explain this statement?
Additional Activities:NCSCOS 5.01
DEMOSTRATIONS1. TWO STRIPS OF PAPERProcedure: A very simple activity involving two similar strips of paper. Instruct students to hold the two strips in front of their mouths so they are an inch apart from each other. Before instructing students to blow between the papers, ask them to make a prediction. Many students will predict that the strips of papers will move apart further than they are. In this discrepant event, the strips actually move together.
Explanation: Blowing in between the strips of paper causes a temporary area of low pressure to develop, thus the papers come together. This is the same explanation for a shower curtain moving inward when hot water comes out of the shower.
2. GLASS AND CARDBOARDProcedure: Fill a glass to the brim with water. Place a note card that fits over the entire opening of the glass. While holding the card in place, invent the glass. Remove your hand from the note card. The water remains in the inverted glass.
3. CLOUD IN A BOTTLEPurpose: Demonstrate the effects of temperature and pressure on cloud formation. This information can be transferred to weather maps where students can make predictions about cloud formation and areas of clear skies or fair weather. The concept of condensation nuclei is introduced in this activity.
Materials: wide-mouth gallon pickle jar, heavy duty clear plastic bag, rubber bands or strong tape.
Procedure: 1) Place about 20 mL of water into the pickle jar. Close the lid, shake and re-open the jar.2) Place a lit match into the jar. Hold for a few seconds so some smoke is produced inside the jar. Drop the match.3) Quickly place the bag over the lid of the jar and create a firm seal.4) Push the bag in the jar and pull it back out. Do this several times. Students make
Earth and Environmental Science- Unit 6 DRAFT 17
observations.
Explanation: This demonstration illustrates how temperature, moisture and air pressure together influence cloud formation. The water produces high humidity inside the jar. The smoke from the match produces condensation nuclei upon which the water droplets can condense. The bag moving in and out changes the pressure and temperature conditions inside the jar. When the bag is pushed in, the pressure and temperature increases and the air inside the jar clears. When the bag is pulled out, pressure and temperature decrease and the water droplets condense on to the nuclei.
Follow-up questions: What is the purpose of adding smoke and water to the inside of the jar? What is the purpose of pushing and pulling on the bag? How would warming or cooling the jar affect cloud formation?
4. CRUSH THE SODA CANPurpose: To demonstrate how a pressure imbalance creates a forces on an object
Materials: clean, dry soda can, water, hot plate, shallow pan filled with ice water, heat resistant gloves, tongs with heat resistant handles, goggles.
Explain to the students what you are about to do and ask them to make predictions.
Procedure: - Position the hot plate close to the ice water pan- Put 15 mL of water into an aluminum can- Place the can on the hot plate and turn up the heat. - Once the water inside boils and steam comes out of the opening, wait a few more minutes.- Quickly grab the can with the tongs. Invert and submerge the top of the can in the pan of cold water. This step should be done quickly in one fluid motion. (practice before doing the demo!)- If this is done correctly, the can will instantly crush and water will fill the can.
Explanation:When the can is first placed on the hot plate, he air pressure inside and outside the can is balanced. Heating the water creates water vapor within the can, which forces out the dry air. The pressure exerted inside the can is greater than the pressure exerted on the outside. Once the can is quickly inverted into the cold water, the water vapor quickly turns back to water, thus occupying a smaller volume. Since the hole in the can is submerged, air is unable to rush back into the can. With very little air inside the can the air pressure inside the can is much less than the air pressure outside of it. The can is crushed by the net inward forces exerted by this pressure difference.
5. EGG IN THE BOTTLEPurpose:To demonstrate the affects of changes in air pressure
Earth and Environmental Science- Unit 6 DRAFT 18
Materials:Peeled hard boiled egg, glass bottle with a mouth smaller than the width of the egg, small amount of paper, match or lighter
Procedure:1. Place a small amount of burning paper inside a glass bottle2. Place the egg atop the mouth of the bottle with the pointed end down3. When the flame goes out, the egg is drawn into the bottle!
Explain the procedure to the students and ask for predictions.
Explanation:The fire heats the air inside the bottle, causing it to expand and rise. As air rushes past the egg sitting atop the bottle opening, it may bob up and down. Eventually, the fire will go out by itself and the air temperature inside the bottle will decrease. The contraction of the air lowers its pressure, thus the pressure on the outside of the bottle is now greater t
Part 2 EXPLORE
*Weather Basics* This section is the same as the Weather Basics in Katrina: Unpacking a Disaster. If you started the year with Katrina, you may simply want to review weather maps and move on to air mass development and air mass characteristics. The time allotted for this whole unit makes the assumption that the review is needed as is the time. The Katrina unit will certainly prepare students to move quickly through the review material.
At this stage, the teacher will want to explain weather basics so that students will be competent in mapping and interpreting data about weather. Much of this will be review for students depending on their prior preparation. Several activities are provided to build knowledge and skills.
Guiding Question: How do we use topographic maps, weather station maps, ocean surface temperature maps, and wind and ocean current maps to help inform our perspective of the threat of natural disasters?
Discuss with students the importance of understanding weather data. How is weather data collected and delivered to the public?
Earth and Environmental Science- Unit 6 DRAFT 19
Reading a weather station model
Purpose: This activity will help students refresh their memories about weather station information. This area of study is a part of the 7 th grade science curriculum and is review for most. There are two labs from the www.NewYorkScienceteacher.comsite to choose from. There is a quiz at the end of the standard level lab.
Earth and Environmental Science- Unit 6 DRAFT 20
Language (ELP) Objectives for LEP Students:
1. Write a paragraph describing a storm you have experienced. 2. Discuss orally the topography of the land where the storm took place.
Suggested LEP Engaging Activity: To build background with the students have them write a paragraph describing a
storm they have experienced. Discuss with students the importance of understanding weather data. Discuss how weather was data delivered before, during, and after Hurricane
Katrina?
LEP Modifications for all weather activities below: Prior knowledge of weather terms and weather instruments is necessary for these
activities. Review terms and symbols used in the activity based on prior knowledge of the
students. Allow LEP students to work in teams to interpret and record data.
Vocabulary to review Front Air Mass Hurricane Weather station Air pressure
Language (ELP) Objective for LEP Students:
Read information from charts and weather symbols and write weather forecast.
LEP Modifications: Station Model Lab (Standard Level) is recommended. Pair students with higher English proficiency level with novice and intermediate low
student to complete web based activities. Prior knowledge of weather terms and weather instruments is necessary for these
activities. Review terms and symbols used in the activity based on prior knowledge of the
students. Allow LEP students to work in teams to interpret and record data.
Station Model Lab (Standard Level) http://www.newyorkscienceteacher.com/sci/files/user-submitted/StationModelLab.pdf
Weather Station Model (Advanced)http://www.newyorkscienceteacher.com/sci/files/user-submitted/esrstationmodels.pdf
Time: 1 class period for independent work and processing
Reading Isobars and Isotherms
Before the activities: Students will need some background information about gradient, isolines, and how to read barometric pressures from weather station models. (This is a part of Station Model Lab above.)
Begin with this demonstration: What happens when air moves from one place to another?
Then use the following two labs from New York ScienceTeachers.com. Both labs have background information provided.
Reading Isobars
Earth and Environmental Science- Unit 6 DRAFT 21
Language (ELP) Objectives for LEP Students
1. Write a sentence describing the direction of the air flow around a Low pressure system.
2. Write a sentence describing how wind speed is related to pressure gradient?3. Write a paragraph explaining how air masses are related to temperature and
location.
LEP ModificationsReading Isobars Activity can be completed together with teacher assistance by
using an overhead or LCD projector of the map and individual student maps. Review and demonstrate with the students how to locate places on a map using latitude and longitude lines. Discuss what isobars represent and relate them to air pressure and wind speed. Reduce the length of the activity for students at the novice and intermediate low English proficiency levels.
Reading Isotherms Activity can be complete together as a class in the same way as the Reading Isobars activity. Discuss with the students what isotherms represent and relate the term to differing air masses. Review the types of weather associated with air masses over water and over land.
Synoptic Weather DataJet Stream-NOAA’s Weather School. This is a link to a ready-made lesson on reading weather maps. http://www.srh.noaa.gov/jetstream/synoptic/wxmaps.htm
* If you are feeling ambitious, you can use www.noaa.gov to make your own wind gradient maps.
Time: 1.5 class periods – may be longer depending on student skill level.You may wish to have students monitor the local weather and make daily predictions.
Part 3 Climate ChangeThe topic of Climate change is of particular importance because it requires students to use their background knowledge about weather to understand how the variables of temperature, moisture, changes in the composition of air, and human impacts can change the climate over time.
As with any of the materials found in the unit, use the items you feel will work best for you. There is a tremendous amount of material available on climate change. Encourage students to think about the sources of information. Make sure that sources are reliable and valid.
Engage:
Before: Cut paper and gather markersDuring the activity: Walk around and prompt with questions. Most students don’t realize how much they pick up in terms of “background” information.
Divide students into small groups of 3 or 4. Give each group a piece of butcher block paper and several markers. Have each group generate a list of things they know about climate change and the how they learned about it. 15 -20 minutes
LEP students can be paired with strong English speaking students to work
Earth and Environmental Science- Unit 6 DRAFT 22
Language (ELP) Objective for LEP Students:Participate in group discussion and list prior knowledge of climate change.
Modification for LEP students:Pair LEP students with students of different proficiency levels for this activity.
The Greenhouse Effect: The Physics Involvedhttp://www.teachersdomain.org/resources/phy03/sci/phys/matter/greenhouse2/index.htmlEarth's relatively stable and hospitable average temperature is the result of a phenomenon called the greenhouse effect. The presence in the atmosphere of naturally occurring compounds, known as greenhouse gases, maintains Earth's temperature. This video segment adapted from NOVA/FRONTLINE describes how human activities are increasing greenhouse gas concentrations and explains what effect this might have on global temperatures. Media Available for Purchase: Buy this full program on DVD
Join Teachers Domain for free access to materials. With each short video segment, there is a background essay suitable for handing out. The discussion questions are excellent guides for leading classroom discussions.
Alternative Activity:Global Warminghttp://eob.gsfc.nasa.gov/Laboratory/PlanetEarthScience/GlobalWarming/GW.html
This will require computers and head sets. The entire module has an audio delivery making it an excellent resource for a wide variety of learners.
Explain:
Goal: 5.03
Focus Question: How do ice cores from glaciers tell us about past climates?http://www.classzone.com/books/earth_science/terc/content/investigations/es2105/es2105page01.cfm
Log on to the link above. The questions are in the web quest. Have students copy and answer the questions as they move through the module. This module is interactive and
Earth and Environmental Science- Unit 6 DRAFT 24
Language (ELP Objective for LEP Students:Participate in a classroom discussion on how human activities are increasing green house gas concentrations.
Modifications for LEP students:Start and stop the video/DVD as necessary to discuss with LEP students the information presented.
Language (ELP) Objectives for LEP Students:1. Write answers to questions while completing a webquest.2. Write notes explaining how carbon cycles and how this cycling effects climate change
Modifications for LEP students:Type the notes that will be presented leaving blanks for the LEP students to fill in key
requires the use of online tools. Make sure that computers have latest Shockwave and Java plug ins.
Alternative presentation: Carbon Cycling and Climate Changehttp://www.globalchange.umich.edu/globalchange1/current/lectures/kling/carbon_cycle/carbon_cycle_new.html
Lecture notes and slides from Dr. Kling. This is an excellent and understandable presentation of the topic.
Air PollutionThe Big Six Criteria Pollutantshttp://www.epa.gov/oar/airtrends/sixpoll.html
EPA has set national air quality standards for six common air pollutants (also called the criteria pollutants):
Some of these pollutants (CO, SO2, and lead) are emitted directly from a variety of sources. Although some industrial sources release ozone directly into the environment, most ground-level ozone forms in the air from chemical reactions involving nitrogen oxides (NOx), volatile organic compounds (VOCs), and sunlight. NO2 is formed in the air through the oxidation of nitric oxide (NO). PM, also known as particle pollution, can be directly emitted, or it can be formed when emissions of NOx, sulfur oxides (SOx), ammonia, organic compounds, and other gases react in the atmosphere. Particle pollution is regulated as PM2.5, or “fine particles” with diameters less than or equal to 2.5 micrometers, and PM10, which includes all particles with diameters less than or equal to 10 micrometers.
Each year EPA looks at the levels of these pollutants in the air and the emissions from various sources to see how both have changed over time and to summarize the current status of air quality.
ExplainGoal: 5.03Focus Questions: How is Ozone formed in the atmosphere?
The Clean Air Acthttp://www.epa.gov/oar/airtrends/sixpoll.html
The Clean Air Act provides the principal framework for national, state, tribal, and local efforts to protect air quality. Improvements in air quality are the result of effective implementation of clean air laws and regulations, as well as efficient industrial technologies. Under the Clean Air Act, EPA has a number of responsibilities, including:
Conducting periodic reviews of the NAAQS for the six common pollutants that are considered harmful to public health and the environment.
Ensuring that these air quality standards are met (in cooperation with the state, tribal, and local governments) through national standards and strategies to control air pollutant emissions from vehicles, factories, and other sources.
Reducing emissions of SO2 and NOx that cause acid rain. Reducing air pollutants such as PM, SOx, and NOx, which can reduce visibility across
large regional areas, including many of the nation's most treasured parks and wilderness areas.
Ensuring that sources of toxic air pollutants that may cause cancer and other adverse human health and environmental effects are well controlled and that the risks to public health and the environment are substantially reduced.
Limiting the use of chemicals that damage the stratospheric ozone layer in order to prevent increased levels of harmful ultraviolet radiation.
Readings for class discussion:Can Climate Change Make Us Sicker?http://www.time.com/time/health/article/0,8599,1728139,00.html
The Case of the Missing Carbonhttp://ngm.nationalgeographic.com/ngm/0402/feature5/online_extra.htmlUse the QAR strategy to help students See QAR strategy in Katrina: Unpacking a disaster.
Climate Change Resources for Educatorshttp://www.education.noaa.gov/tweather.htmlThis site has links to lessons, data, and resources for teachers.
Earth and Environmental Science- Unit 6 DRAFT 26
Language (ELP) Objectives for LEP Students:1. Read information presented in a website and label a diagram showing tropospheric
ozone formation.2. Participate in a class discussion on the health effects of ozone formation.
Modifications for LEP students:1. Review the names and locations of the lower layers of the atmosphere.2. Explain to the students the difference in the “good ozone” and the “bad ozone”.
http://www.ncdc.noaa.gov/paleo/ctl/This link provides an interactive way of exploring the variables that impact climate change.
http://www.ipcc.ch/The Intergovernmental Panel on Climate ChangeThis site is the “official” global site on climate change. Excellent for teacher background and resources. All of the panels reports are available for download. You may use any of the materials to build your own power points or lessons.
5.03 Assessment Project: Global Climate Change Tic Tac Toe
Students will work with a partner to complete one of the following project ideas. If students come up with something different, as long as it meets with teacher approval, go for it! In some schools, videography is an option.
Student Information:
Earth and Environmental Science- Unit 6 DRAFT 27
Modifications for LEP students:1. Reduce the number of choices for project ideas and simplify the project requirements where needed. 2. Pair LEP students with different proficiency levels for the project.
Each project should address curriculum goals and objectives. Topics Project Ideas Project Ideas Project Ideas
Global Climate Change
Make a newspaper that organizes evidence both for and against Global Warming –remember to cite all resources and references.Include both natural sources of emissions and human made emissions, include Milankovitch cycles, timeline of evidence, a crossword puzzle for your readers and at least 3 pictures/charts/graphs that are related to the topic
Make a power point that organizes information around the topics of water, agriculture, human health, and energy How might Global Climate Change impact North Carolina?http://www.edf.org/documents/3053_NCClimateReport.pdf
Make a booklet that organizes your information about how climate change will affect different parts of the world. Include maps and model projections for how vegetation will change and how economies might be affected.
Search the climate section of www.noaa.gov You may use other websites but check the creditability of the site. It is best to stick to .gov sites and .edu sites.
Air PollutionAnd Climate Change
Power point presentation on the main pollutants: their sources and impacts. Be sure to include how this pollution is distributed across around the globe via weather patterns Be sure to include how these pollutants are regulated – if they are- by the government.Be sure to specifically address the relationship between industry and changes in the atmospheric chemistry.
Create a pamphlet that explains the possible consequences of global warming.Include economies, agriculture, health, biodiversity, water and soil quality, etc
Build a model will help to educate others on how greenhouse gases work to heat the atmosphere.
Managing Carbon Dioxide
Poster that explains how carbon sequestration works. What technologies are involved? How affordable is this process?
Investigate and prepare a business proposal for Carbon Trading. What is Carbon trading? How is it suppose to work? Who will regulate how shares are determined and at what cost they will be sold?
Ad Campaign Develop 5 print ads to run in the school newspaper or display on the school website. The ads will “sell” clean air. How can people change a behavior to help reduce greenhouse gases.
Unit Assessment Project:Weather Variables and Relationships
Teacher Background:The following activities and project serve to activate prior knowledge from earlier grades.Students will review:
a. How to read a weather map and a weather station modelb. How to construct and interpret weather data over a short period of time
Students will learn:a. How latitude and longitude contribute to climate conditionsb. How landforms and proximity to water bodies contributes to local weather conditionsc. How to use excel to manipulate a data set
Competency Goal 5: The learner will build an understanding of the dynamics and composition of the atmosphere and its local and global processes influencing climate and air quality.
Objectives
5.01 Analyze air masses and the life cycle of weather systems:
Planetary wind belts. Air masses. Frontal systems. Cyclonic systems.
5.02 Evaluate meteorological observing, analysis, and prediction:
Worldwide observing systems. Meteorological data depiction.
5.03 Analyze global atmospheric changes including changes in CO2, CH4, and stratospheric O3 and the consequences of these changes:
Climate change. Changes in weather patterns. Increasing ultraviolet radiation.
Sea level changes.
Name: __________________
Earth and Environmental Science- Unit 6 DRAFT 29
Language (ELP) Objectives for LEP Students:1. Read and record weather data in two cities.2. Write a paragraph explaining the weather patterns in two cities.3. Write a paragraph explaining how (if) climate changes will affect local weather patterns.
Modifications for LEP students:1. Review/reteach the information needed to complete the project.2. Some students may not be proficient and need help using Excel spreadsheets and creating
computer generated graphs.
Date: ________Class: _________________
Procedure: Select 2 cities, one in the northern hemisphere and one in the southern hemisphere, and collect 30 days worth of weather data. You are encouraged to choose two places that have some geographical similarities such as proximity to a body of water, whether or not the city is located on a west coast, east coast, or is land-locked, common altitude, etc. There are a number of similarities that you could use. Check with your teacher if you are not sure about your choices.
After 30 days, using Excel create a spreadsheet to organize your data. Once complete, generate the following graphs on the computer: (You must use both cities for graphs below)
1. a double line graph for each city showing daily high and low temperatures for 4 weeks.(2 graphs)2. a single line graph for one city showing average daily air pressure for 4 weeks.
(1 graph)3. a double line graph for each city showing average daily temperature and average pressure for each
day (2 graphs) * Please color-code your graph and provide a legend.
4. a pie graph for each city showing what % of the 30 days was a. Sunnyb. rainyc. cloudyd. any other conditions you recorded (2 graphs)
5. a double bar graph showing average relative humidity per week 6. a double line graph comparing NH city high temps to SH city high temps7. a double line graph comparing NH city low temps to SH city low temps
You must generate 2 additional computer graphs of your choice. Each graph must compare NH data to SH data. Please provide a paragraph rationale for your selection that explains what the graph is illustrating and possible explanations for what is observed.
Remember, each graph must have labels, units, title, intervals marked, and a data table.
Paragraph Rationales: Paragraphs will need to include appropriate vocabulary properly used in explanations.
In the first paragraph, you must explain the variables that govern the local weather such as geography the types of air masses that originate over the area; the generalized climate for the area the wind belts and ocean currents contributing to the weather Analysis of the 30 day weather-is the weather observed typical of the area and how do you know? Be sure that you refer to your graphs in your writings
In the 2nd paragraph, you must explain Using comparative language, describe how weather changes throughout the year in both cities. How is climate projected to change over the next 50 -100 years How will climate changes affect the local weather patterns if at all
Rubric1. 30 days of data for 2 cities 50 pts2. 12 graphs as listed above 50 pts3. Graphing technical points 50 pts
Earth and Environmental Science- Unit 6 DRAFT 30
4. 2 paragraph rationales 100 pts total 250 pts
Weather Data Log Northern HemisphereName: ______________________ Class Period:City, Country: ______________, ______________ Lat:______ Long:______
DDate
TTime Curren
t Temp
Current Conditions
High Temp
Low Temp
Relative Humidity
Barometric Pressure
Wind Speed & Direction
WindChill
Dew Point
Earth and Environmental Science- Unit 6 DRAFT 31
Weather Data Log Southern HemisphereName: ______________________ Class Period: ______City, Country: ____________________________ Lat:_____Long:____
DDate
TTime Curren
t Temp
Current Conditions
High Temp
Low Temp
Relative Humidity
Barometric Pressure
Wind Speed & Direction
WindChill
Dew Point
Earth and Environmental Science- Unit 6 DRAFT 32
EXTEND
Flood Case StudyStudents will explore the Super Storm of 1993. Students will need computers and data collecting materials. This is an excellent introduction to a long term project.
1. A weather map of North Carolina shows closely-spaced isobars indicative of a strong pressure gradient. Which weather condition is most likely occurring? (a)
a) Strong windsb) Cloudy conditionsc) High humidityd) Low humidity
RBT tag: B2SCOS: 5.02
2. On an August afternoon in North Carolina, the barometric pressure is 29.92 inches and falling. What weather condition is likely to happen? (c)
a) clearing skies and cooler temperaturesb) continued fair weatherc) an imminent stormd) conditions will slowly improve
RBT tag: B2SCOS: 5.02
3. Around a low pressure system in the Northern Hemisphere, in which direction does surface winds usually move? (d)
a) clockwise, toward the center of the low pressure systemb) counter-clockwise, away from the center of the low pressure systemc) clockwise, away from the center of the low pressure systemd) counter-clockwise, toward the center of the low pressure system
RBT tag: A1SCOS: 5.02
4. A cold front moves across a North Carolina. Which changes in temperature and barometric pressure will be observed as the front passes a Raleigh weather station? (b)
a) temperature and pressure both riseb) temperature falls and pressure risesc) temperature and pressure both falld) temperature rises and pressure falls
RBT tag: B2
Earth and Environmental Science- Unit 6 DRAFT 34
SCOS: 5.01
5. On the North Carolina coast at the warmest time of a July day, breezes blow from the ocean toward the beach, which of the statements below offers the best explanation? (a)
a) air pressure over the land is lower than air pressure over the oceanb) winds generally blow from water to landc) air pressure over the ocean is lower than air pressure over the landd) the ocean water is warmer than the land surface
RBT tag: B2SCOS: 5.02
6. When moist air rises, clouds often form because the air (c)a) expands and warmsb) contracts and coolsc) expands and coolsd) contracts and warms
RBT tag: B2SCOS: 7TH GRADE 3.01
7. The table below shows four successive days of air temperature and dew point data collected near the ground at a given location in North Carolina. All temperatures were recorded at 2pm.
Day Air temperature (° C)
Dewpoint temperature (°C)
1 21 142 19 173 17 164 21 11
Which statement is best supported by the data? (C)
a) The greatest chance of precipitation was on day 4.b) The relative humidity was highest on day 3.c) The air was driest on Day 2.d) The base level for cloud formation was highest on day 1.
RBT tag: 3BSCOS: 5.02
Earth and Environmental Science- Unit 6 DRAFT 35
8. Which weather feature most directly influences a change in dewpoint temperature? (d)
a) Change in atmospheric pressureb) Change in wind directionc) Change in solar insolationd) Change in water vapor content
RBT tag: B2SCOS: 5.02
9. A person will feel the effects of evaporation the most on this type of day: (b)
a) Calm and humidb) Windy and dryc) Calm and dryd) Windy and humid
RBT tag: B2SCOS: 5.02
10. The uneven heating of the Earth’s surface is the primary reason for: (a)
a) Surface windsb) High and low tidesc) Precipitationd) Ocean currents
