Science Grade: 9th SCI.V.3.1 Strand V: Using Scientific Knowledge in Earth Science Standard 3: Atmosphere and Weather – Students will investigate and describe what makes up weather and how it changes from day to day, from season to season and over long periods of time Benchmark 1: Explain how interactions of the atmosphere, hydrosphere, and geosphere create climates and how climates change over time. Constructing and Reflecting: SCI.I.1 - Ask questions that can be investigated empirically. SCI.I.1.4 - Gather and synthesize information from books and other sources of information. SCI.I.1.5 - Discuss topics in groups by making clear presentations, restating or summarizing what others have said, asking for clarification or elaboration, taking alternative perspectives, and defending a position. SCI.II.1.1 - Justify plans or explanations on a theoretical or empirical basis. SCI.II.1.3 - Show how common themes of science, mathematics and technology apply in real world contexts. Vocabulary Context • Global Warming • • Green house gas Evidence of short-term climate changes ¾ Catastrophic volcanic eruptions ¾ Impact sun spot activity • Greenhouse Effect • • Average yearly temperature • Ice Ages • Volcanic dust in the atmosphere • Evidence of long-term climate changes ¾ Ice ages ¾ Ice borings ¾ Global warming ¾ Fossil evidence ¾ Craters from asteroids ¾ Written records of climates Global winds • Jet Streams Knowledge and Skills Students will: • Explain how each of the following contributes to the creation of distinct regional climates: the angle of the Sun’s rays (which varies with latitude) o the uneven heating of the geosphere, hydrosphere, and atmosphere o differences in global circulation of air and ocean currents o altitude and position of landforms average yearly temperatures Resources Coloma Resources: Glencoe CH 14 Climate Glencoe Lab 14.2 Classifying Climates 14.1 Heat Absorption Over Land & Water o • Other Resources: • Michigan Teacher Network Resources • Sunrise/Sunset Calculation Program-calculate the sunrise/sunset for anywhere in the world. http://aa.usno.navy.mil/AA/data/ • Milankovich Cycles: cycles in the Earth's orbit that influence the amount of solar radiation striking different parts of the Earth at different times of year. http://deschutes.gso.uri.edu/~rutherfo/milankovitch.html • explain that climate is the average condition of the atmosphere usually taken over ten or more years. • Explain that many factors influence climate (temperature, precipitation) and cause it to change over time. • Athropolis: tabular display for hours of daylight/twilight for Arctic locations. http://www.athropolis.com/sun-fr.htm • Explain how ice ages impact climate • • Explain how volcanic dust in atmosphere impacts climate For Kids Only — Earth Science Enterprise. MESTA, 00.1. http://kids.earth.nasa.gov/ • Hunter’s Guide. Michigan DNR, 2000. • Explain how the greenhouse effect impacts climate • NASA’s Earth Observatory. MESTA 1999.5, 1999.4. http://earthobservatory.nasa.gov/ • Explain how global air circulation impacts climate • National Climate Data. National Climatic Data Center. Federal Building, Asheville, NC 28801. • Explain the effects of latitude on climate • NOAA Paleo-Global Warming Page. MESTA, 00.1. • Explain the effects of mountain barriers on climate • • Explain the effects of large bodies of land or water on climate Photographers Almanac. http://www.ngdc.noaa.gov/paleo/globalwarming/sitemap gw.html • • Explain how ocean currents impact climate Regional climates http://faldo.atmos.uiuc.edu/w_unit/LESSONS/regional.cli mates.html • Weather Channel • Films - “Ice Age” or “Day After Tomorrow” Other Resources: (continued from column at right) REMC Materials: V.3.HS.1 Explain how interactions of the atmosphere, hydrosphere, and geosphere create climates and how climates change over time. Vernier probes available: Relative Humidity Sensor, Barometer, Temperature Probe 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.HS.1 Investigating Global Warming: Clues to a Changing Climate from the Smithsonian Environmental Research Center Assessment Instruction Benchmark Question: What changes in the atmosphere, hydrosphere, and geosphere cause climates to change? Focus Question: How does the angle of the sun’s rays and the length of the day affect regional climates (especially temperature)? 1. The teacher will review with students how to estimate the following information: • the angle of the Sun using one of the several methods (protractor / weight, transparent plastic dome, etc.) • the length of the day Twelve groups of students (arranged by month) will determine the length of the day and the Sun’s altitude for four different locations (local, equatorial, Tropic of Capricorn, Tropic of Cancer) on the twentyfirst day of each month. Students will plot the angle of the sun and length of day calculations for the entire year on a classroom graph for each location. Each student will compare the graphs and predict how the angle of the Sun and the length of the day each affect the climate. Extension: an area near the Arctic or Antarctic Circle could be used. 2. Lab on “Direct or Indirect Sunlight” See appendix. 3. Use models of the sun and Earth to demonstrate tilt of the Earth and rotation of the Earth around the sun. 4. Activity: Sun’s Radiation Worksheet. See appendix. 5. Students create climatographs using data from precipitation, temperature, etc from various locations on the Earth. The teacher will present the following scenario to the class: Assume that the Earth’s rotational axis is tilted so that the North Pole always directly faces the Sun. Each student will write a list of predictions that describe the angle of the Sun, the length of the day, seasonal changes, and temperature conditions that would result on such an Earth. (Give students rubric before activity.) Criteria Apprent Basic Meets Exceeds Predictions of changes Predicts one component: altitude of the Sun, length of the day, seasonal changes, and temperature conditions Predicts two components but leaves two incomeplete: altitude of the Sun, length of the day, seasonal changes, and temperature conditions. Predicts three components but leaves one incomeplete: altitude of the Sun, length of the day, seasonal changes, and temperature conditions. Predicts all four components: altitude of the Sun, length of the day, seasonal changes, and temperature conditions. Teacher Notes: Investigate and describe what makes up weather. Beginning in the elementary years, observation of the weather is a common school event. In many classrooms, daily calendar activities include a description of the weather. Infrequently, air temperature, cloud cover, or severe weather is mentioned. For students to understand the importance of air to atmosphere and the weather, they must understand that air is a substance, it is matter, and it has mass and volume. This is a very difficult concept for young children because they cannot see air. Interestingly, middle grade students seem to have the most difficulty with this concept. Patterns of the weather require that scientifically literate students understand air masses, front systems, and have general map reading skills. In the elementary grades, students should start to see the patterns of weather in different seasons. In this case, however, it is important to point out the colloquial use of different season terms. For instance, when the first snow flies, we typically say that winter has come whether it is December 21st or not. Paying attention to the differences between the weather and what we call each season is important. In general, we can predict that, in Michigan, it will snow in winter, less frequently in the spring and fall, and almost never in the summer. In the middle grades students can use weather maps and satellite weather images to see the patterns of weather.