Science
Grade: 9th
SCI.V.3.4
Strand V:
Using Scientific Knowledge in Earth Science
- Atmosphere and Weather
Standard 3:
All students will explain what causes different kinds of weather
Benchmark 4:
Explain the impact of human activities on the atmosphere and
explain ways that individuals and society can reduce pollution.
Constructing and Reflecting:
SCI.I.1.1 – 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.1.4 – Discuss the historical development of key scientific concepts and principles.
SCI.II.1.5 – Explain the social and economic advantages and risks of new technology.
SCI.II.1.6 - Develop an awareness of and sensitivity to the natural world.
Vocabulary
Context
Air pollution
• Car exhaust
• Industrial emissions
• Smog
• Catalytic converters
Examples of human activities that affect the
atmosphere
• use of aerosol spray cans
• discharge from smoke stacks
• car exhaust
Related effects
• Breathing problems
• Acid rain
• Enhanced global warming
• Deforestation
• Ozone depletion
•
burning leaves and wood
Examples of human activities that can help the
atmosphere:
• Turning off lights
• Turning down heat
• Tuning up cars
• Filling tires
• Driving at consistent speeds
• Mandating higher fuel efficiency
• Energy saving from recycling
• Carpooling
• Hybrid cars
• Public transportation
• Alternative fuels
Knowledge and Skills
Students will:
•
Identify those industries that are major
contributors to air pollution
•
Analyze the general impact that corrective
measures would have on the polluting
industry and the cost of their products
•
Give examples of how their daily activities
can both positively and negatively affect
air quality
Resources
Coloma Resources:
Glencoe CH 27 Human Impact on Earth Resources
Other Resources:
•
Michigan Teacher Network Resources
http://mtn.merit.edu/mcf/SCI.V.3.HS.4.html
•
Indoor Air Quality in Schools: describes the
problem and outlines strategies for improving air
quality.
http://www.epa.gov/iaq/schools/
•
Identify how their decisions impact air
quality
•
Explain that air pollution comes from a
variety of sources and that industrial
emissions are a major factor.
•
Deposition of Air Pollutants to the great lakes: in
accordance with the Clean Air Act
http://www.epa.gov/oar/oaqps/gr8water/3rdrpt/
Note: While outdoor air pollution is important
and should be studied, there really needs to
be more focus on the origin, characteristics,
and health effects of indoor air pollution given
that we spend 90% of our time indoors. See
website under resources.
•
Causes and effects of climatic and environmental
change through the use of satellite data.
MESTA,00.1.
http://earthobservatory.nasa.gov/
•
Does Weather Happen Randomly?
http://www.coollessons.org/Weathr20.htm
•
Great Lakes Information Network.
http://www.great-lakes.net/
•
Model of the air pollution study.
http://edweb.sdsu.edu/webquest/
•
Jill Cooley, Berrien County Resource Recovery
Specialist.
Instruction
Assessment
Benchmark Question: What human activities The teacher will present the following scenario:
A company that offers many jobs and other economic
produce pollution and how can we control air
benefits makes a presentation to a community to get
quality?
support to build a factory within that community. The
Focus Question: What industries in my area factory will produce airborne pollutants (e.g.,
affect air quality? What are their effects on the particulates, nitrogen oxides, sulfur oxides, ozone,
etc.).
environment?
Working in small groups, students will develop a list of
After a discussion of various kinds of air
pros and cons as to whether this industry is a viable
pollution, each student will do the following:
addition to their community. Each pro and con listed
must be described. Possible health effects of the
• Use the internet or other resources to help pollutants must be described. Each group will provide
identify local sources of air pollution.
a recommendation as to whether the factory should
be allowed in their community and the reasons for the
• Determine the identity of the pollutants
recommendation..
present and their effect on the
Note: Teachers may select one or more specific
environment.
industries that may be located in the students’
community. Already developed realistic scenarios are
• Propose possible remedies to the
available on the web.
problem.
•
Share their information with members of
the class.
Corresponds to standard I.1.1, I.1.4, I.1.5,
II.1.5, & II.1.6
Criteria
Apprent.
Basic
Meets
Exceeds
Correctness
of pollutant
identification
Identifies
pollutants
and/or
health
effects
poorly.
Identifies
most
pollutants
and/or
health
effects
correctly.
Identifies
all
pollutants
and/or
health
effects
correctly.
Identifies all
pollutants
and/or
explains
resulting
health effects
correctly.
Correctness
of positive
aspects
Identifies
some
pros.
Identifies Identifies
most pros. all pros.
Identifies and
explains all
pros.
Correctness
of negative
aspects
Identifies
some
cons.
Identifies
most
cons.
Identifies
all cons.
Identifies and
explains all
cons.
Completene
ss of
recommend
ation
Recomme
nds a
course of
action
without
support.
Recomme
nds a
course of
action with
some
support.
Recomme
nds a
course of
action with
good
support.
Recommends a wellsupported
course of
action.
Teacher Notes:
Explain what causes different kinds of weather.
The causes of different weather are not a priority in the elementary grades. The foundation for the
causes of different kinds of weather is laid as young learners are able to identify the states of water
(see the Hydrosphere). Students may believe that when water evaporates it disappears all together
rather than just changing form. They may also think that it just changes location and is still a liquid.
Late elementary students may understand that evaporated water is still in the air. Ideas such as air
pressure and temperature changes with altitude become important in explaining the causes of different
kinds of weather. Different forms of precipitation, relative humidity, dew point, and fog require this type
of knowledge. Some students may think that water vapor and steam are held or soaked up by the air.
They may not understand that steam, like air, is a gas and mixes with the other gases in the air and
that water vapor is a liquid held in the air. As temperature increases more water vapor enters the gas
phase. Students also envision that humid air is "heavier" than dry air. In fact, humid air is actually less
dense than dry air of the same temperature.
At the high school level, students will describe patterns of air movement in the atmosphere and how
these patterns affect weather conditions. Pressure systems are particularly difficult to understand
because air moves from high to low pressure.