Unpacking the Content Standards:
The following standards appear throughout the 10 lessons within the “wind formation and
atmospheric circulation” unit.
State Standards:
E2.2 Energy in Earth Systems
E2.2C Describe natural processes in which heat transfer in the Earth occurs by conduction,
convection, and radiation.
E2.2e Explain how energy changes form through Earth systems. (modes)
E4.p2I Identify major global wind belts (trade winds, prevailing westerlies, and polar easterlies)
and that their vertical components control the global distribution of rainforests and deserts.
E4.2 Energy from the sun and the rotation of the Earth control global atmospheric circulation
1.) E2.2 Energy in Earth Systems
Explanation of Subtopics: Energy is incorporated into the Earth system via sunlight. Heat from
the sun is transferred through radiation. This heat warms the surface of the Earth as well as the
atmosphere. Energy in the atmosphere produces circulation cells which convect heat from the
equator to the poles. Energy is unequally distributed upon the Earth’s surface due to unequal
heating as the sun’s rays are direct (over equator) and indirect (over poles). This unequal heating
produces air parcels of different pressures, which leads to wind formation.
Student Preconceptions: Possible misconceptions include: Sunlight is heat but not energy;
Earth’s energy is obtained from inside the Earth; sunlight heats the Earth’s surface but not the
atmosphere; the sun heats the Earth equally at all latitudes; the atmosphere does not convect;
winds form as the Earth rotates.
Prerequisite Knowledge: In order to understand the topics related to this standard, students must
have experience and/or prior knowledge of the following: acknowledge the sun as the source of
heat for the Earth; recognize temperature differences on the Earth at different latitudes; know
terminology such as pressure, density, and temperature and relationships between such.
2.) E2.2C Describe natural processes in which heat transfer in the Earth occurs by conduction,
convection, and radiation.
Explanation of Subtopics: Define conduction, convection, and radiation (the characteristics of
each). Define heat transfer and identify how each mode is represented on Earth. Include natural
processes which use heat transfer such as; sunlight heating Earth (radiation), circulation of
warm/cold atmosphere (convection), warming of plants via Earth’s surface (conduction).
Student Preconceptions: Possible misconceptions include: misunderstandings of definitional
differences between conduction, convection, and radiation; radiation is harmful rays which hurt
the Earth and humans; sunlight transfers heat through conduction of air; the Earth only uses one
form of heat transfer.
Prerequisite Knowledge: In order to understand the topics related to this standard, students must
have experience and/or prior knowledge of the following: existence of air molecules in the
atmosphere; understand that heat is a form of energy; basic understanding of some natural Earth
processes in order to understand example of heat transfer (i.e. sun heats Earth).
3.) E2.2e Explain how energy changes form through Earth systems. (modes)
Explanation of Subtopics: Energy is supplied in the form of heat as it is transferred from the sun
via radiation. As heat energy reaches the atmosphere and surface it is distributed via convection.
Sunlight reaching the Earth’s surface warms objects via conduction. The energy on the Earth’s
surface can be transferred to plants or other living organisms. These organisms convert the heat
energy into energy which can be consumed by living matter (i.e. humans and animals).
Student Preconceptions: Possible misconceptions include: energy cannot change form; energy
cannot be transferred via multiple modes of heat transfer; heat is not energy; the Earth’s surface
does not provide energy.
Prerequisite Knowledge: In order to understand the topics related to this standard, students must
have experience and/or prior knowledge of the following: multiple modes of heat transfer;
recognize heat as an available source of energy for the Earth; ability of energy to convert; Earth
processes which display/use energy (i.e. humans eating food).
4.) E4.p2I Identify major global wind belts (trade winds, prevailing westerlies, and polar
easterlies) and that their vertical components control the global distribution of rainforests and
deserts.
Explanation of Subtopics: Three major global wind belts occur on the Earth at different latitudes.
Trade winds occur from 0-30 degrees latitudes (north and south), travel from east to west, and
are deflected due to the Coriolis effect. Westerlies occur from 30-60 degrees latitude (north and
south), travel from west to east, and are deflected by the Coriolis effect. Polar easterlies occur
from 60-90 degrees latitude (north and south) travel from east to west, and are deflected by the
Coriolis effect. Low pressure occurs at 30 and 90 degrees latitude and air falls here. High
pressure occurs at 0 and 60 degrees and air rises at these locations. Falling air forces air parcels
to rush to the Earth’s surface. If the air lacks moisture, then the dry sinking air produces a dry
climate (desert) such at 30 degrees latitude). If air rises and holds a lot of moisture then clouds
will develop, producing rainfall. High pressure areas are characteristically suitable for the
location of rainforests.
Student Preconceptions: Possible misconceptions include: Deserts occur all over the Earth;
rainforests only occur at the equator; deserts form from hot climates which don’t have trees; all
global winds travel in the same direction; the wind belts travel straight from east to west or vice
versa; high pressure causes air to condense and sink; low pressure causes air to rise and expand.
Prerequisite Knowledge: In order to understand the topics related to this standard, students must
have experience and/or prior knowledge of the following: relationships between pressure,
density, and temperature; general understanding of latitude; the Earth experience global winds;
air can rise and fall.
5.) E4.2 Energy from the sun and the rotation of the Earth control global atmospheric circulation.
Explanation of Subtopics: The sun provides Earth with heat energy via radiation. This energy
heats the atmosphere, although heat is distributed unequally from the equator to the poles. The
Earth’s rotation produces the Coriolis effect which causes winds to deflect. Rotation of the Earth
creates 3 atmospheric circulation cells per hemisphere. Within each cell, temperature and
pressure differences cause air to convect. Circulation cells convect in different directions. The
temperature differences (created by the sun’s radiation) create pressure differences, which lead to
the formation of winds.
Student Preconceptions: Possible misconceptions include: atmosphere does not circulate; Earth’s
rotation only produces winds; only 1 circulation cell per hemisphere (convection from equator to
pole); Earth is heated equally at all latitudes; there is no relationship between energy from the
sun and the Earth’s rotation.
Prerequisite Knowledge: In order to understand the topics related to this standard, students must
have experience and/or prior knowledge of the following: relationships between pressure,
density, and temperature; acknowledge that the sun provides Earth with energy; air has the
ability to circulate; the Earth rotates.