CAMEL
Module #1 - Earth’s Atmosphere
Module Title
Summary
Short Description
Earth’s Atmosphere: Let the Great World Spin
In this lesson, students learn how atmospheric composition and
circulation impact the generation of storms. Students examine the
primary and variable gases that compose in the atmosphere. A fine
balance exists between the gases in the earth’s atmosphere; the past
two centuries of human industrial activity have gradually altered the
composition of variable gases (especially carbon dioxide).
Additionally, students investigate the forces that lead to the
circulation of the atmosphere. Particular attention will be paid to the
Coriolis force and its effect on storms. Lastly, students explore
storms; what leads to favorable atmospheric conditions for the
hurricane formation.
Explore your atmosphere by learning how its composition (makeup)
and circulation (patterns) influence the creation of storms.
Image
Source: http://www.williamsclass.com/EighthScienceWork/Atmosphere/AtmosphereEarth.jpg
Learning Goals
Context for Use
Students will learn the following:
 To think critically about the role(s) gases play in our climate
 To analyze the forces at work in the circulation of the earth’s
atmosphere
 To determine the conditions necessary for storm formation
 To synthesize data related to the earth’s atmosphere and apply it
to theories regarding human influence on weather (storm)
patterns
The class size should not exceed twenty-five. A flexible course
structure requiring minimal equipment (laboratory setting not
required) allows for the course to be taught at a university, college,
museum, or adult learning center. However, multimedia capability
(smart board or access to AV) is necessary for the Coriolis force and
hurricane simulation exercises. A classroom without movable desks
would be best to facilitate the Socratic nature of the lesson. Once
students develop a baseline of composition and circulation
knowledge, the instructor becomes more of a facilitator, permitting
students to work in groups of four or five; the instructor will rotate
students as discussion leaders - each group taking turns directing the
class dialogue by researching and composing questions. The module
requires three one hour or two one and a half our class sessions or a
single three-hour class. Students aren’t required to have a
background in climatology or to have mastered any particular
environmental science concepts prior to the lesson.
Description and Teaching Materials:
Description and
Teaching Materials The structure of the module (in terms of its three components:
composition, circulation, and storms) and much of the source
material derives from Columbia University’s EESC Earth’s
Environmental Systems: Climate Course (Fall 2007). The facilitator
can utilize a PowerPoint presentation to convey the lesson
(supported by student composed questions). The initial slides lay the
basic groundwork for future discussion by outlining the composition
of the earth’s atmosphere (four to five slides). The presentation then
segues into a description of the forces that drive atmospheric
circulation (paying special attention to the roles convection, pressure
gradients, and Coriolis force play). The lab component involves
students taking part in a Coriolis force activity. The activity will
involve a brief Quicktime movie (the Coriolis effect on the merry
go-round) and an online simulation (courtesy of the University of
Illinois). The circulation and forces portion will require seven to ten
slides. The facilitator led and student driven discussion then
connects circulation to storm generation. Slides describe storms,
focusing on favorable conditions for storms. Students engage in a
hurricane simulation activity courtesy of the National Geographic to
test their knowledge. The final slides ask students to think critically
about the role human influence has had on climate (storm
formation). Students discuss whether or not climate change has led
to an increase in severe storms (looking at recent storms such as
Katrina as possible case studies).
Below are the links for source material and resources:
 Columbia University’s EESC Earth’s Environmental Systems:
Climate
(http://eesc.columbia.edu/courses/ees/climate/syllabus.html):
Atmosphere convection, atmospheric forces, general circulation
and climate zones, and climatological structure of the
atmosphere information
 Indiana University’s Geography 109 Course
(http://www.indiana.edu/~geog109/index.html) and
Encyclopedia of Earth
(http://www.eoearth.org/article/atmospheric_composition):
secondary sources for information related to atmospheric
composition
 University of Illinois’s Forces and Winds course online

meteorological guide
(http://ww2010.atmos.uiuc.edu/%28Gh%29/guides/mtr/fw/crls.r
xml) and Severe Storm and Hazardous weather
(http://severewx.atmos.uiuc.edu/06/online.6.1.html): secondary
source for atmospheric forces and the Coriolis simulator
National Geographic
(http://environment.nationalgeographic.com/environment/natural
-disasters/forces-of-nature/): hurricane simulator
Handouts and Directions:
There are no handouts currently. Students may or may not need
handouts for the Coriolis effect and hurricane simulations (facilitator
preference - the web links provide clear instructions). It would be
ideal if several monitors were available or laptops, but these
activities are flexible enough to be done with a full class using a
Smart Board or projection.
Background Information for instructors/TAs:
The lab requires some preparatory work, but not at an advanced
level. Instructors/facilitators should familiarize themselves with the
connections being drawn between each of the lesson’s three
components. The component on circulation/force will require the
most preparation. For example: conceptually, pressure gradients
make a lot of sense, but their practical application (i.e. how they
operate in the natural world) will require a greater level of
explanation for students with limited environmental systems
backgrounds.
Equipment/Supplies:
 Smart Board or projection (Internet access); monitors for groups
four or five monitors for class groups (not necessary)
 PowerPoint
 Handouts - Coriolis effect and hurricanes
 Chart paper (for group activites) and dry erase markers
Teaching Tips and
Notes
Assessment
References and
Resources
See background information for instructors/TAs.
Develop a class work and participation rubric to measure whether or
not students achieved the learning goals; additionally, a one to two
page response paper on how humans have influenced (or not) the
generation of severe storms by applying what they learned about the
atmosphere’s composition and forces could be used as an assessment
tool.
All resources cited in the description of the course.