TEKS 8.10 B
Red at Night, Sailor’s Delight
TAKS Objective 5 – The student will demonstrate an
understanding of Earth and Space systems.
Learned Science Concepts:




Complex interactions occur between matter and energy.
Cycles exist in Earth systems.
Characteristics of the universe.
Natural events and human activity can alter Earth systems.
TEKS Science Concepts 8.10
The student knows that complex interaction occur between matter
and energy. The student is expected to:
(B)
Describe interactions among solar, weather and ocean
systems.
Overview
Systems can work together with major consequences. The weather system
is affected by the ocean system and the solar system. In return the ocean
system is affected by the weather system. Students will learn how energy
is transformed between systems and the results that occur. They will
understand how specific heat capacity differences between land and water
cause pressure differences causing winds, weather and storms. Students
will also understand how weather is different on Earth than on other
planets in the solar system due to our atmosphere and oceans.
TEKS 8.10 B
TAKS Objective 5
page 1
Instructional Strategies
Students will do hands-on activities to develop the concepts of
differentiated heating and air currents. The will see examples of extreme
weather in video. They will discuss and research weather on other planets.
Objectives
1.
The student can explain how wind cycles between the ocean and the
land.
2. The student describes how air currents flow due the differences in
temperature and pressure.
3. The student can describe how radiant energy from the Sun affects
weather and climate on Earth.
TEKS 8.10 B
TAKS Objective 5
page 2
For Teacher’s Eyes Only
Of all the planets in the solar system, Earth has a unique position and
composition. Earth has an atmosphere that helps protect it from some of
the Sun’s radiation and yet allow enough radiation to reach the Earth to be
absorbed and transformed into heat. The atmosphere also helps increase
the amount of heat on Earth by changing radiation to heat and then into
new radiant energy directed back at Earth.
The upper atmosphere, the ozone, traps high energy radiation before it
reaches the Earth and causing extreme sunburn and other unwanted
effects. During periods of solar flares and high numbers of sunspots, the
high energy is increased and more reaches the Earth causing problems
with communication, power companies, weather and perhaps even some
animal species. The high level of sunspots occurs at a fairly predictable
time pattern of every eleven years.
Mercury and the Moon have practically no atmosphere. Radiant energy
from the Sun is absorbed and changed into heat. Without an atmosphere
the heat does not distribute over the surface. Where the Sun’s rays do not
strike or during nighttime, the surface cools by radiating energy back into
space. An astronaut floating in space, for example, will be very hot on the
side facing the Sun and very cold on the side away from the Sun. Only the
spacesuit provides protection.
Venus has a very, very dense atmosphere that would crush a person who
could make it to the surface of the planet. The atmosphere traps a lot of
heat energy and thus the surface of Venus is very hot. Water cannot exist
at such high temperatures and Venus has no oceans.
The gaseous giant planets have no surface as we know it and are all
atmospheres. They are also very far from the Sun and are cold. When a
storm begins like the giant red spot on Jupiter, there is no land to create
friction and transform energy slowing and stopping the storm. Unlike
hurricanes on Earth that die down after reaching land, the giant red spot
has been swirling for over 300 years with no sign of stopping.
TEKS 8.10 B
TAKS Objective 5
page 3
Student Misconceptions
 Misconception
The seasons are caused by the distance the Earth is from the Sun.
 Science Concept
Summer is due to the tilt of the Earth that causes a more direct
sunlight for longer of periods of time. In the winter the opposite
situation exists where the Sun does not get as high in the sky and is
not visible as long. The equator region experiences other kinds of
weather change.
Rebuild Concept
Use the introduction of discrepant ideas to dispel the myth.
Examples include: If the summer is when the Earth is closest to the
Sun, why does the southern hemisphere have winter and cold
weather during the northern hemisphere summer; The Earth’s
distance from the Sun is almost always the same; The Earth is
slightly closer to the Sun during summer in the northern
hemisphere.
 Misconception
Water spirals down a pipe one direction in the northern hemisphere
and the opposite direction in the southern hemisphere because of
the Coriolis Effect.
 Science Concept
The direction water runs down a drain is due to the plumbing and
not the spin of the Earth.
TEKS 8.10 B
TAKS Objective 5
page 4
Rebuild Concept
Testing the direction water drains down a pipe could be a takehome project. Students check sinks, tubs and toilet bowls then
compile results in class. The direction of the spin can be changed
by using a circular motion of the hand in the water. Encourage
students to test ideas and gain first hand knowledge.
 Misconception
The Earth is warmed by heat from the Sun.
 Science Concept
Heat is energy of moving particles. Between the Sun and the Earth
there is nothing to carry heat energy. Warming occurs when
radiation or light from the Sun is absorbed by the Earth and its
atmosphere and is then changed into heat energy.
Rebuild Concept
Compare heat energy to radiant energy. A vacuum thermos is used
to keep heat energy in or out. An umbrella blocks the Sun’s rays
(radiation) and keeps a person cooler. Space objects with little or
no atmosphere such as Mercury or the Moon are very cold on the
side opposite the Sun and hot on the side facing the Sun. Reinforce
the concept of heat discussed in the TAKS Objective 3.
Student Prior Knowledge
Students should understand the concept of a system. (TEKS 6.5 and 7.5)
Students should understand that energy can be transformed from one type
to another. (TEKS 6.9 and 7.8) Students should know the components of
the Solar system. (TEKS 6.13 and 7.13) They should be able to identify
the components in the Earth-system that are responsible for weather
changes. (TEKS 8.14)
TEKS 8.10 B
TAKS Objective 5
page 5
Wind and Waves
5 E’s
Engage
Show the land and sea breeze animation.
http://www.classzone.com/books/earth_science/terc/content/visualizations
/es1903/es1903page01.cfm?chapter_no=visualization
Explore
Experiment: Wind and Water
Class Time: 1 class period
Objective 1: The student can explain how wind cycles between the ocean
and the land.
Process Skills:
TEKS 8.2 The student is expected to (A) plan and implement
investigative procedures including asking questions, formulating
testable hypothesis, and selecting and using equipment and
technology, (B) collect data by observing and measuring, (C)
organize, analyze, evaluate, make inferences and predict trends
from direct and indirect evidence, and construct graphs, tables,
maps and charts using tools including computers to organize,
examine and evaluate data.
Materials:
Container of dirt and an equal size container of water
Two bright, hot incandescent lamp
Two thermometers
Timer
TEKS 8.10 B
TAKS Objective 5
page 6
Graph paper
Procedure: Arrange the dirt, water, and lamps so that the lamp is directly
over each container. Place thermometers in the dirt and in the water.
Record the temperature of each container every 30 seconds. After five
minutes, turn off the light and continue recording the temperature of the
dirt and water. Graph the results.
Explain
Explain how the earth is differentially warmed by sunlight because of the
tilt of the earth. This differential amount of sunlight which is concentrated
at the equator creates wind. Review how the specific heat of water causes
water temperature to change slowly while land will change temperature
quickly. Because land and water heat capacities (See TAKS Objective 3)
are different, the air masses blanketing each are different. This results in
higher and lower air pressure masses and the movement of air producing
weather.
Provide information about ocean current circulation and the role this plays
in the temperature of various cities and countries. For example, the Gulf
Coast waters are warm and actually help to warm the temperature for
people living in Great Britain. The circulating ocean water Alaska is the
reason San Francisco, CA enjoys cool temperatures. Show the
GeoDiscoveries film clip.
Elaborate
Elaboration 1
Give each group a different kind of dirt or sand such as black soil, clay
soil, light sand and dark sand. Allow the groups to compare results and
apply conclusions to the heating of the Earth’s surface.
TEKS 8.10 B
TAKS Objective 5
page 7
Elaboration2
Use Geoblox® to create models of day sea breezes, night see breezes, and
ocean waves. Using Geoblox® models will provide reinforcement of
concepts for the concrete learner.
EVALUATE
Students create a 2-line labeled drawing of the land and sea breeze. The
student must include an explanation about how differential heating of the
land and water creates air flow and the role of heat and pressure in
creating the movement of the wind.
TEKS 8.10 B
TAKS Objective 5
page 8
Blowing Smoke
5 E’s
Engage
Show the wind animation
http://www.school-portal.co.uk/GroupDownloadFile.asp?File=39949
Explore
Activity: Blowing Smoke
Class Time: 45 minutes
Objective 1: The student describes how air currents flow due the
differences in temperature.
Objective 2: The student can describe how radiant energy from the Sun
affects weather on Earth and the other planets.
Process Skills: TEKS 8.3 (C) – The student is expected to represent the
natural world using models and identify their limitations.
Materials:
Two 2-liter plastic soda bottles with labels removed and no caps
Ziploc Sandwich bag full of ice
Sand
Hotplate
Incense stick
Preparation: Cut the top off one bottle and the bottom off the other. The
two remaining pieces should slip together to form a very tall bottle. Heat
the sand in a container over the hotplate until it is very warm but not hot
enough to melt the plastic bottle. Put the sand in the bottom portion of the
TEKS 8.10 B
TAKS Objective 5
page 9
bottle. Tape the bag of ice on the inside of the bottle top close to the bottle
neck. Slip the two pieces of bottle together.
Procedure:
Light the incense and stick it into the bottle. It might be more useful to put
a little hole in the bottle toward the bottom (above the sand line so it does
not spill out) and toward the top.
Insert the incense stick into the bottom hole and record observations.
Insert the incense stick into the top hole and record observations.
What would happen if there was no air in the bottle? (The warm sand
would radiate some energy which would strike the ice. The ice would then
change some of the radiation into heat.)
Explain
Warmer air tends to rise and cooler air moves in beneath it. Using the
smoke produced in the Explore demonstration, the movement or current of
the air can be seen. Cooler air masses have higher air pressure than warm
air masses. As air move towards the poles it becomes cooler. Eventually,
polar air is recycled to the equator.
http://www.school-portal.co.uk/GroupDownloadFile.asp?File=39949
http://www3.interscience.wiley.com:8100/legacy/college/strahler/0471238
007/animations/ch07_animations/animation3.html
Elaborate
Create a model showing how air circulates on the earth.
Materials:
4” Styrofoam balls evenly divided in half
TEKS 8.10 B
TAKS Objective 5
page 10
6 Pipe cleaners (2 blue, 2 red, 2 green)
Black Marker
Hot glue gun
Procedure:
1. Place one half of the Styrofoam ball on a small piece of poster
board (approximately 12” square). Use the marker to draw the
equator.
2. Wind the red pipe cleaners around a pencil to create a spiral shape.
Use a hot glue gun to attach the two red pipe cleaners to the
Styrofoam ball parallel to the equator, one in the northern
hemisphere and one in the southern hemisphere. Fold excess pipe
cleaner under the Styrofoam ball. Create a key indicating the red
pipe cleaners represent Hadley cells.
3. Wind the green pipe cleaner around a pencil to create a spiral
shape. Use a hot latitude mark in the northern and in the southern
hemisphere. Fold the excess pipe cleaner under the Styrofoam ball.
Add the Ferrell cell which is represented by the green pipe cleaner
to the key.
4. Wind the blue pipe cleaner around a pencil to create a spiral shape.
Use a hot glue gun to attach the two blue pipe cleaners between the
60˚ and the 90˚ latitude mark in the northern and in the southern
hemisphere. Fold the excess pipe cleaner under the Styrofoam ball.
Add the Polar cell which is represented by the blue pipe cleaner to
the key.
5. Label each of the following: equator, 30˚, 60˚, 90˚, jet stream
TEKS 8.10 B
TAKS Objective 5
page 11
EVALUATE
Label the Hadley cell, ferrel cell, and polar cell on the diagram. Label the
approximate location of jet streams on the diagram. Indicate areas of high
and low pressure between the cells.
TEKS 8.10 B
TAKS Objective 5
page 12
TEKS 8.10 B
TAKS Objective 5
page 13
TEKS 8.10 B
TAKS Objective 5
page 14
Wind and Water
Objective 1: Explain how the ocean affects weather.
Objective 2: Describe how radiant energy from the Sun affects weather on Earth and the
other planets.
Materials:
A container of dirt and an equal size container of water
Bright, hot incandescent lamp
Two thermometers
Timer
Graph paper
Procedure:
1. Arrange the dirt, water, and lamps.
2. Place thermometers in the dirt and water.
3. Record the temperature of each container every 30 seconds.
4. After five minutes take the light away and continue recording temperature.
5. Graph the results.
TEKS 8.10 B
TAKS Objective 5
page 15
Complete the Table:
Time
Soil Temperature
Water Temperature
30 seconds
1 minute
1 minute 30 seconds
2 minutes
2 minutes 30 seconds
3 minutes
3 minutes 30 seconds
4 minutes
4 minutes 30 seconds
5 minutes
5 minutes 30 seconds
6 minutes
6 minutes 30 seconds
7 minutes
7 minutes 30 seconds
8 minutes
8 minutes 30 seconds
9 minutes
9 minutes 30 seconds
10 minutes
TEKS 8.10 B
TAKS Objective 5
page 16
Questions:
1. Which heats faster, soil or water? Why?
2. Which cools faster, soil or water? Why?
3. Who would the different temperatures of land and water affect wind circulation?
Alternate: Each group should obtain a different kind of dirt or sand such as black soil,
clay soil, light sand and dark sand. Compare results and apply conclusions to the heating
of the Earth’s surface.
TEKS 8.10 B
TAKS Objective 5
page 17
Blowing Smoke
Objective 1: The student describes how air currents flow due the differences in
temperature.
Materials:
Two 2-liter plastic soda bottles with labels removed and no caps
Ziploc Sandwich bag full of ice
Sand
Hotplate
Incense stick
Preparation: Cut the top off one bottle and the bottom off the other. The two remaining
pieces should slip together to form a very tall bottle. Heat the sand in a container over the
hotplate until it is very warm but not hot enough to melt the plastic bottle. Put the sand in
the bottom portion of the bottle. Tape the bag of ice on the inside of the bottle top close to
the bottle neck. Slip the two pieces of bottle together.
Procedure:
Light the incense and stick it into the bottle. It might be more useful to put a little hole in
the bottle toward the bottom (above the sand line so it does not spill out) and toward the
top.
Insert the incense stick into the bottom hole and record observations.
Insert the incense stick into the top hole and record observations.
Questions:
1. How does the relative position of the incense to the bag of ice affect the smoke?
2. What would happen if there was no air in the bottle?
TEKS 8.10 B
TAKS Objective 5
page 18
Where the Wind Blows
Objective: Create a model to show how wind circulates on the earth.
Materials:
4” Styrofoam balls evenly divided in half
6 Pipe cleaners (2 blue, 2 red, 2 green)
Black Marker
Hot glue gun
Procedure:
1.
Place one half of the Styrofoam ball on a small piece of poster board
(approximately 12” square). Use the marker to draw the equator.
2.
Wind the red pipe cleaners around a pencil to create a spiral shape. Use a hot glue
gun to attach the two red pipe cleaners to the Styrofoam ball parallel to the
equator, one in the northern hemisphere and one in the southern hemisphere. Fold
excess pipe cleaner under the Styrofoam ball. Create a key indicating the red pipe
cleaners represent Hadley cells.
3. Wind the green pipe cleaner around a pencil to create a spiral shape. Use a hot
latitude mark in the northern and in the southern hemisphere. Fold the excess pipe
cleaner under the Styrofoam ball. Add the Ferrell cell which is represented by the
green pipe cleaner to the key.
4. Wind the blue pipe cleaner around a pencil to create a spiral shape. Use a hot glue
gun to attach the two blue pipe cleaners between the 60˚ and the 90˚ latitude mark
in the northern and in the southern hemisphere. Fold the excess pipe cleaner under
the Styrofoam ball. Add the Polar cell which is represented by the blue pipe
cleaner to the key.
5. Label each of the following: equator, 30˚, 60˚, 90˚, and jet stream.
Questions:
1. How many distinct wind cells are identified in the model?
2. Describe their relative sizes. Which is largest? Smallest?
3. Where does wind begin?
4. How are the sun and the ocean involved in wind making?
TEKS 8.10 B
TAKS Objective 5
page 19
Ocean and Land Temperature Graph Worksheet
Use the information in the table below and graph the relationship between land
temperature and ocean temperature.
1.
2.
3.
4.
5.
What is the independent variable?
What is the dependent variable
What is the name of the X axis?
What is the name of the Y Axis?
What is the relationship between the time of day and the land temperature? Why
is this so?
6. What is the relationship between the time of day and the ocean temperature? Why
is this so?
The Relationship between Time of Day and Temperature for the Land and Ocean
Time
Land Temperature
Ocean Temperature
12 p.m.
85
65
1 p.m.
85
65
2 p.m.
85
65
3 p.m.
82
65
4 p.m.
77
65
5 p.m.
71
65
6 p.m.
65
65
7 p.m.
62
65
8 p.m.
60
65
9 p.m.
58
65
10 p.m.
55
65
11 p.m.
54
65
12 a.m.
53
65
1 a.m.
52
65
2 a.m.
51
65
TEKS 8.10 B
TAKS Objective 5
page 20
3 a.m.
50
65
4 a.m.
50
65
5 a.m
51
65
6 a.m.
54
65
7 a.m.
58
65
8 a.m.
65
65
9 a.m.
72
65
10 a.m.
79
65
11 a.m.
82
65
TEKS 8.10 B
TAKS Objective 5
page 21