Sea Breeze Exploration
Grade Level/Subject
Earth-Space Science
Unit
Atmospheric & Oceanic Events
Enduring Understanding
Atmospheric and oceanic events occur as a result
of the Earth’s motion and position with respect to
the sun.
SOL Objectives
ES.11-A: The student will investigate and
understand the origin and evolution of the
atmosphere and the interrelationship of
geologic processes, biologic processes, and
human activities on its composition and
dynamics. Key concepts include
c) atmospheric regulation mechanisms
including the effects of density
differences and energy transfer
Title
When do Sea Breezes occur?
Lesson Objectives

Students will observe that water changes
temperature more slowly than land does,
resulting in a sea breeze during the day
and a land breeze during the night.
Inquiry Level
Level 2
Materials Required
Materials: two 12-ounce cups, two thermometers,
dark-colored soil or sand, water (at room
temperature), two identical heat lamps or one that
heats both cups equally, tape and/or string
LEVEL
QUESTION
METHODS
SOLUTION
2
When does a
sea breeze
occur?
Students will observe
that water changes
temperature more
Applying prior knowledge,
and observations during the
lab, students will decide
slowly than land.
when a sea breeze occurs.
Upon completion of the lab, students should be able to understand the
following: Water changes temperature slower than land does. During the
day, land heats up quickly under the Sun, causing air to rise over the land,
lowering the temperature over the land, and allowing colder air from the
sea to move into its place. This is a sea breeze. A land breeze occurs at
night because when the Sun drops below the horizon the air over the land
cools faster than the air over the ocean—causing a reverse of the air
motion.
The amount of background knowledge students should begin with
depends on the level of the class. The following is the suggested
background knowledge before beginning the lab:
Background Knowledge:
Hot air rises, lowering the air pressure. Cold air sinks, causing air pressure to
rise. Air moves from areas of high pressure to areas of low pressure.
Land Breeze: air that moves from the land toward the sea
Sea Breeze: air that moves from the sea to the land
Time Frame: 2 block periods or 1 block and homework
Question: When do sea breezes occur?
Procedure:
1. Fill one cup with dark soil or sand and the second cup with water at
room temperature
2. Place a thermometer into each cup approximately 2 centimeters
from the surface. Tape and/or string may be required to properly
secure the thermometer in water
3. Turn on the heat lamp and begin recording the temperature of
each substance every 3 minutes for an hour.
4. Graph the data.
Report: After gathering data, students should apply the prior knowledge
discussed earlier to the data gathered during the experiment and
conclude the time of day that sea breezes occur. The written report will
include the data they gathered and the graph they chose to visually
represent the data. Students will be required to include a sketch to best
illustrate the movement of air from sea to land and will be properly
labeled and directional arrows. The reasoning that students use to draw
their conclusion is also a significant piece of their grade, and must make
the connection from “land heating faster than water” to “sea breezes
occur during the day.” Rubric is included below.
Additional Resources:
http://www.classzone.com/books/earth_science/terc/content/visualizatio
ns/es1903/es1903page01.cfm
http://www.nc-climate.ncsu.edu/edu/k12/.breezes
http://www2.vernier.com/sample_labs/ESV-25-COMPland_and_sea_breezes.pdf
Sources:
Kardos, T. (1997). Easy science demos & labs: Earth science. (2nd ed.).
Portland, Main: Walch Publishing.
Data
(25%)
Sketches
(25%)
Reasoning
(25%)
Excellent
Adequate
Present
Incomplete
Missing
Data table is clear and
includes all appropriate
units. The chosen graph
best represents the data
collected and is clearly
titled and labeled.
Data table is clear and
includes all
appropriate units. The
chosen graph best
represents the data
collected but has a
bad title or is unclearly
labeled.
Either the data
table is missing
units or the
graph is poorly
label or the
wrong graph for
this data.
Data Table is present but
graph is missing.
MISSING
Sketch clearly and correctly
illustrates the movement of
air with directional arrows
and labels.
Sketch clearly and
correctly illustrates the
movement of air with
directional arrows and
labels but is difficult to
understand.
Sketch clearly
but incorrectly
illustrates the
movement of
air with
directional
arrows and
labels.
Sketch is incorrect and/or is
missing labels and/or
directional arrows.
MISSING
In 3-5 paragraphs, student
will clearly explain the
reasoning behind their
conclusion. Reasoning
should connect prior
knowledge to conclusion
by specifically referencing
data collected.
In 3-5 paragraphs,
student attempted to
explain reasoning
behind their
conclusion but was
unclear at times.
Reasoning attempted
to connect prior
knowledge to
conclusion by
specifically referencing
data collected.
Student
attempted to
explain
reasoning and
connected to
prior knowledge
and data, but
was poorly
written and
unspecific.
Student attempted to explain
reasoning and connected to
prior knowledge and data, but
was less than 3 paragraphs.
MISSING
Conclusion is correct.
Conclusion is correct.
Conclusion is
clearly defined.
Conclusion is given but
incorrect and unclear.
MISSING
Conclusion
(25%)