Science
SCI.V.3.2
Grade: 7
Strand V:
Using Scientific Knowledge in Earth Science
Standard 3:
Atmosphere and Weather - All students will explain what causes
different kinds of weather
Benchmark 2:
Describe the composition and characteristics of the atmosphere.
Constructing and Reflecting:
SCI.I.1.1 - Generate scientific questions about the world based on observation.
SCI.I.1.2 - Design and conduct scientific investigations.
SCI.I.1.3 - Use tools and equipment appropriate to scientific investigations.
SCI.I.1.4 - Use metric measurement devices to provide consistency in an investigation.
SCI.I.1.5 - Use sources of information in support of scientific investigations.
SCI.I.1.6 - Write and follow procedures in the form of step-by-step instructions, formulas, flow diagrams, and
sketches.
SCI.II.1.1 - Evaluate the strengths and weaknesses of claims, arguments, or data.
SCI.II.1.3 - Show how common themes of science, mathematics, and technology apply in real-world contexts.
SCI.II.1.5 - Develop an awareness of and sensitivity to the natural world.
Vocabulary / Key Concepts
Context
Composition:
• air
• molecules
• gas
• water vapor
• dust particle
Examples of characteristics of the atmosphere:
• steam
• pressurized cabins in airplanes
• demonstrations of air pressure
• water boils at different temperatures at
different elevations
Characteristics:
• air pressure
• temperature changes with altitude
• humidity
Examples of air-borne particulates:
• smoke
• dust
• pollen
• bacteria
Effects of humidity:
• such as condensation
• dew on surfaces
• comfort level of humans.
Knowledge and Skills
Human and natural activities affect the
atmosphere. Scientists have collected data about
the atmosphere from weather balloons, weather
airplanes, satellites, and computer modeling.
Students will:
•
Explain the chemical composition of the
atmosphere using molecular components like
nitrogen, oxygen, water vapor and other gases
•
Describe the atmosphere using characteristics
such as air pressure, temperature changes,
and humidity
Resources
Coloma Resources:
Create a barometer – pages 28-29 from
Weather and Climate
Create a psychrometer
What is the relative humidity in the
classroom?
(attached)
Other Resources:
http://www.weather.com/
•
Michigan Teacher Network Resources
•
GLOBE - a cooperative effort of NASA, NSF, the
U.S. State Department, colleges, universities,
state and local school systems, non-government
organizations, and over 100 other countries.
http://www.globe.gov
•
USA Today – Weather
•
Diagrams of fronts, p. 157 MEAP Coach
•
CNN – weather and more
•
The weather channel – tons of info!
•
Bill Nye: Atmosphere, Pollution Solution
•
ReachOut Michigan – Earth Science lessons –
lots of great lessons in useful format! Excellent
resource!
•
ENC – Weather – over 50 outstanding sites that
include lessons and activities! Highly
recommended!
•
Discovery School – Curriculum Center –
Weather Lessons – Fabulous! Idea starters,
lesson plans, activities, assessments – nice!
•
BCISD – classroom resources – earth science –
Atmosphere and Weather. Fantastic list of web
sites and lessons!
•
Science Explosion: Weather
•
Air Masses: Michigan State Booklet
Resources Continued
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine Lim
471-7725x101 or email jlim@remc11.k12.mi.us
V.3.MS.2 Describe the composition and
characteristics of the atmosphere
Atmospheric Adventures from COSI Toledo
Weather from Liberty Science Center
Magic of Air from National Science Center
7th Grade Science Curriculum
Technology Resources
V.3.MS.2
Vernier Probes available: Relative Humidity
Sensor, Barometer
REMC Materials: Thematic Units using
Technology Unit 2: Natural Disasters, Order
#090527
Instruction
Focus Question: What is air pressure and how
does it affect weather?
Students will demonstrate that air exerts pressure by
experimenting with tubs of water and different sized
beakers/jars. Students will experience the force of air
pressure between the trapped gas in the beakers/jars
and the water (place beakers/jars top down into
water). Students will write predictions about how the
size of the jar affects the amount of air pressure.
Working in small groups, they will design and conduct
experiments to test their hypothesis. They will collect,
record, and interpret data. Students will relate their
data to weather changes caused by the differences in
air pressure.
A variety of activities can be completed to show water
vapor in the air. One activity is to use two tablespoons
of cobalt chloride to one pint of water solution. Coffee
filters can be dipped into the solution and hung to dry.
When dry, students can form a flower using a pipe
cleaner and a student lunch milk carton for the base.
Students can place the flower in their bathrooms at
home and observe the color of the flower before they
shower and again after they shower and record their
observations.
Assessment
Assessment I
Glass jar
candle
Pan filled with
water
Fill a pan with water. Place candle in the middle of
the pan and light the candle. Finally, cover the
candle with a glass jar.
(The above diagram illustrates the end result.)
After completing the above demonstration students
will explain
• Why did the candle flame go out?
• Why did the water enter the jar?
• How has the composition of the air inside the jar
been changed?
Assessment II
Students will build models to show variations in air
pressure or humidity. They will work with the model
to explore and collect data on the properties of air.
They will write their observations and conclusions
from the investigation. They will relate their work to
another application such as hot air balloons,
temperature variation at the top and bottom of a
mountain, and pressurized cabins on an airplane.
(Give students rubric before activity.)
Scoring Rubric
Criteria: Accuracy of observations:
Apprentice - Writes no observations.
Basic - Writes a few accurate observations.
Meets - Writes two accurate observations.
Exceeds - Writes three or more accurate
observations. Criteria: Completeness of
conclusions
Apprentice - Writes no conclusions.
Basic - Writes one complete conclusion.
Meets - Writes two complete conclusions.
Exceeds - Writes three or more complete
conclusions.
Teacher Notes:
The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The
atmosphere has different properties at different elevations. (NSES)
Focus Questions
•
•
•
What gases compose the atmosphere and why are they important?
What are their characteristics?
What are several sources of air pollution and how does it affect human health?
SCIENCE ACTIVITY
PROBLEM: WHAT IS THE RELATIVE HUMIDITY IN ROOM 7121
MATERIALS: FOAM BOARD
2 THERMOMETERS
TAPE
NOTE CARD
TEXTBOOK
COTTON BALL
WATER
PROCEDURE:
1. PLACE THE PIECE OF FOAM BOARD IN FRONT OF YOU. PLACE 2
THERMOMETERS SIDE BY SIDE ON THE FOAM BOARD.
MAKE SURE THAT THE BULBS OF THE THERMOMETERS EXTEND
OVER THE EDGE OF THE BOARD. TAPE THEM IN PLACE.
2. PLACE A COTTON BALL OVER THE BULB OF 1 THERMOMETER WET
THE COTTON BALL THIS IS CALLED THE WET BULB. THE OTHER
THERMOMETER IS THE DRY BULB.
3. PLACE THE BOARD WITH THE THERMOMETERS ON THE TEXT BOOK
SO THAT THE THERMOMETERS.HANG OVER THE EDGE OF THE
BOOK.
4. WHILE CAREFULLY WATCHING THE THERMOMETERS FAN THE 2
BULBS WITH A NOTECARD. WHEN THE TEMP. READING ON THE WET
BULB HAS STAYED THE SAME FOR 1 MINUTE READ THE TEMPS. ON
BOTH OF THE THERMOMETERS.
5. RECORD THE WET BULB READING.
RECORD THE DRY BULB READING.
6. CALULATE THE DIFFERENCE BETWEEN THE TWOREADINGS
7. USING THE TABLE ON PAGE 62 IN YOUR BOOK FIND THE RELATIVE
HUMIDITY IN YOUR CLASSROOM.
8. REPEAT STEPS 3-7 THREE TIMES. RECORD YOUR READINGS.