Unit 3 Meteorology€¦ · Atmosphere Weather Atmospheric Changes Pollution Acid Rain Components...

Unit 3

Meteorology

Suggested Time: 5 Weeks

Overview Students will investigate and understand the evolution, structure, and composition of the atmosphere.

They should be able to label the layers and give characteristics of each. For some students, this will

be a quick review of material previously learned in middle school science classes; for others, this may

be new information.

Energy in the atmosphere (including heat transfer), temperature, pressure and density relationships,

and atmospheric moisture will be studied. Cloud formation, precipitation, wind and wind patterns,

and air masses and fronts are studied as well. Weather patterns, climate, and atmospheric changes are

additional key components of this unit. Students should be involved in collecting weather data (both

live and from news sources), reading and constructing weather maps, and predicting weather patterns.

There are many laboratory activities in this unit, and each teacher will need to choose carefully the

ones that meet students’ needs. If students have studied meteorology extensively in middle school,

choose the activities that deepen their knowledge and skills. If many students are novices with this

content, choose from the more introductory activities. There are ample choices for differentiation

offered here.

Meteorology

Atmosphere Weather Atmospheric Changes

Pollution

Acid Rain

Components

Daily

Evolution

Structure & Composition

Properties

Layers

Chemical Make-Up

Energy & Heat Transfer/

Angle of Insolation

Temperature – Pressure - Density

Humidity / Water Cycle

Clouds/Precipitation

Winds

Air Masses/Fronts

Collection of Data

Record of Data

Analysis of Data

Forecast

Severe Weather

Causes

Classification

Global Changes

Climate

Short-term (El Nino vs. La Nina)

Long-term (global warming vs. cooling)

STAGE 1 – Identifying Desired Results Established Goals:

Understand that Earth’s atmosphere has changed through time and has become able to support life.

Understand that weather results from energy transfers between Earth’s surface and atmosphere.

Understand that climate results from changes in weather over time.

Understand how human activity influences global climate.

SOL 11 The student will investigate and understand the origin and evolution of the atmosphere and the inter-relationship of

geologic processes, biologic processes, and human activities on its composition and dynamics. Key concepts include

a) scientific evidence for atmospheric composition changes over geologic time;

KNOW Essential Understandings

DO Essential Knowledge and Skills

VBO

The composition of Earth’s

atmosphere has changed over

geologic time. Earth’s

atmosphere is unique in the

solar system in that it contains

substantial oxygen.

analyze the evidence for

atmospheric compositional

change over geologic time

including oxygen and carbon

sinks and the role of

photosynthetic organisms

analyze the evidence for atmospheric compositional

change over geologic time including oxygen and carbon

sinks and the role of photosynthetic organisms. (3.1.1)

Label a diagram of the Earth’s atmosphere that includes

the major and minor layers, changes in air pressure vs.

altitude, changes in temperature vs. altitude. (3.1.2)



b) Current theories related to the effects of early life on the chemical makeup of the atmosphere;


DO Essential Knowledge and

Skills

VBO

The composition of Earth’s atmosphere has changed over

geologic time. Earth’s atmosphere is unique in the solar system in

that it contains substantial oxygen.

The most primitive atmosphere was comprised of mainly helium

and hydrogen. After the moon was formed, the early atmosphere

contained mostly CO2, CO, and water vapor. This atmosphere was

Describe the

evidence for

atmospheric

compositional

change over

geologic time

Describe the evidence for

atmospheric compositional

change over geologic time

including oxygen and carbon

sinks and the role of

photosynthetic organisms. (3.1.3)

then modified by early photosynthetic life.

Early photosynthetic life such as cyanobacteria (blue-green algae)

consumed carbon dioxide and generated oxygen. It was only after

early photosynthetic life generated oxygen that animal life became

possible.

including oxygen

and carbon sinks

and the role of

photosynthetic

organisms.



c) Atmospheric regulations mechanisms including the effects of density differences and energy transfer;



VBO

The ability of Earth’s atmosphere to absorb

and retain heat is affected by the presence of

gases like water vapor and carbon dioxide.

Algae in the oceans are an important source of

atmospheric oxygen.

analyze the array of

climate feedback

mechanisms that control

the Earth’s temperature

over time, and compare

and contrast these

feedback mechanisms to

those operating on inner

planets and the gas

giants.

Analyze the array of climate feedback

mechanisms that control the Earth’s

temperature over time (3.1.4)

Compare and contrast these feedback

mechanisms to those operating on inner

planets and the gas giants. (3.1.5)

Compare Venus’ greenhouse effect to Earth’s

and explain why they are different. (3.1.6)

Identify greenhouse gases, define their natural

and anthropogenic sources, describe why

these levels fluctuate. (3.1.7)



d) Potential changes to the atmosphere and climate due to human biologic and geologic activity.



VBO

Earth’s atmosphere is 21 percent

oxygen, 78 percent nitrogen, and 1

percent trace gases. The

composition of the atmosphere can

change due to human, biologic, and

geologic activity. Human activities

explain how volcanic

activity or meteor

impacts could affect the

atmosphere and life on

Earth.

explain how biologic

Recall the Earth’s atmosphere is 21 percent oxygen, 78

percent nitrogen, and 1 percent trace gases. The

composition of the atmosphere can change due to human,

biologic, and geologic activity. (3.1.8)

Explain how volcanic activity or meteor impacts could

affect the atmosphere and life on Earth. (3.1.9)

have increased the carbon dioxide

content of the atmosphere. Man-

made chemicals have decreased the

ozone concentration in the upper

atmosphere. Volcanic activity and

meteorite impacts can inject large

quantities of dust and gases into the

atmosphere.

activity, including

human activities, may

influence global

temperature and

climate.

Define Outgassing and the materials ejected from

volcanoes. (3.1.10)

Explain how biologic activity, including human activities,

may influence global temperature and climate. (3.1.11)

Diagram the process of photosynthesis by cyanobacteria to

convert CO2 into an oxygen rich atmosphere. (3.1.12)

Analyze historical data about global temperatures, carbon

emissions, and loss of sea ice and relate to human activities.

(3.1.13)

SOL 12 The student will investigate and understand that energy transfer between the sun and Earth and its atmosphere drives

weather and climate on Earth. Key concepts include

a) observation and collection of weather data;

KNOW Essential

Understandings


VBO

Energy transfer

between Earth’s

surface and the

atmosphere

creates the

weather.

identify and describe the

direction of local winds

(land, sea breezes and jet

stream).

read and interpret data

from a thermometer, a

barometer, and a

psychrometer.

read and interpret a

weather map containing

fronts, isobars, and

isotherms.

read and interpret weather

station models.

identify types and origins

of air masses, fronts, and

the accompanying weather

conditions.

Distinguish between the 3 types of heat transfer (conduction, radiation and

convection) and give examples within the atmosphere. (3.2.1)

Identify and describe the direction of local and global winds (land, sea

breezes and jet stream). (3.2.2)

Relate unequal heating of substances to the formation of land and sea

breezes and identify convection currents and air pressure areas within each

local breeze. (3.2.3)

Read and interpret data from a thermometer, a barometer, and a

psychrometer. (3.4.1)

Read and interpret a weather map containing fronts, isobars, and

isotherms. (3.4.2)

Read and interpret weather station models. (3.4.3)

Explain how warm, cold, occluded and stationary fronts form, symbol and

weather associated with each. (3.4.4)

Identify types and origins of air masses, fronts, and the accompanying

weather conditions. (3.3.1)

Explain the formation of clouds and identify the four families. (3.3.2)

Relate the cloud name to the family it belongs to. (Cirrus = high family,

Alto = middle, Stratus = low and Cumulus = Vertical Development).

(3.3.3)

Understanding of clouds can be an indicator of upcoming weather.

Distinguish between fair weather and foul weather clouds. (3.3.4)



b) prediction of weather patterns;



VBO

Weather and climate are different. Both weather

and climate are measurable and, to a certain

extent, predictable. Weather describes day-to-day

changes in atmospheric conditions. Climate

describes the typical weather patterns for a given

location over a period of many years.

Instrumentation is used to collect weather and

climate data.

The four major factors affecting climate are

latitude, elevation, proximity to bodies of water,

and position relative to mountains. Earth’s major

climatic zones are the polar, temperate, and

tropical zones. Areas near the equator receive

more of the sun’s energy per unit area than areas

nearer the poles.

The conditions necessary for cloud formation are

air at or below dew point and presence of

condensation nuclei. Cloud droplets can join

together to form precipitation.

predict weather based on

cloud type, temperature, and

barometric pressure.

Predict weather based on cloud type,

temperature, and barometric

pressure. (3.4.5)



c) severe weather occurrences, such as tornadoes, hurricanes, and major storms; and



Skills

VBO

Convection in the atmosphere

is a major cause of weather.

Convection is the major

mechanism of energy transfer

in the oceans, atmosphere, and

Earth’s interior.

A tornado is a narrow, violent

funnel-shaped column of spiral

winds that extends downward

from the cloud base toward

Earth. A hurricane is a tropical

cyclone (counterclockwise

movement of air) characterized

by sustained winds of 120

kilometers per hour (75 miles

per hour) or greater.

analyze the impact

of satellite

technology on

weather prediction

and the tracking of

severe storms,

including hurricanes,

and evaluate the cost

and benefits of this

technology in terms

of lives and property

saved. Predict the

impact on storm

preparedness if there

were no weather

satellites.

Relate severe weather to cumulonimbus clouds. (3.3.5)

Explain the formation of thunderstorms, tornadoes, and

hurricanes. (3.3.6)

Relate tornadoes to meeting of cP and mT air masses. (3.3.7)

Track the path of an Atlantic Hurricane and, based on track,

predict movement and if watches or warnings need to be issued.

(3.3.8)

Compare the Galveston 1900 hurricane to Katrina or Sandy for

lives lost and property damage. (3.3.9)

Distinguish between the time for a hurricane watch and hurricane

warning. (3.3.10)

Analyze the impact of satellite technology on weather prediction

and the tracking of severe storms, including hurricanes, and

evaluate the cost and benefits of this technology in terms of lives

and property saved. Predict the impact on storm preparedness if

there were no weather satellites. (3.3.11)



d) weather phenomena and the factors that affect climate including radiation, conduction, and convection.



Skills

VBO

Earth’s surface is much more efficiently heated by the sun

than is the atmosphere. The amount of energy reaching any

given point on Earth’s surface is controlled by the angle of

sunlight striking the surface and varies with the seasons.

Winds are created by uneven heat distribution at Earth’s

read and interpret

climate graphs.

label a diagram of global

climate zones and the

surface movement of

Identify climate variables of

temperature, precipitation,

elevation and nearness to water.

(3.5.1)

Identify the different weather on

surface and modified by the rotation of Earth. The Coriolis

effect causes deflections of the atmosphere due to the

rotation of Earth. Global wind patterns result from the

uneven heating of Earth by the sun and are influenced by the

Coriolis effect.

Convection in the atmosphere is a major cause of weather.

Convection is the major mechanism of energy transfer in the

oceans, atmosphere, and Earth’s interior.

ocean currents.

label a diagram that

demonstrates the

interaction of Earth’s

atmosphere and energy

transfer (conduction,

convection, and

radiation).

a windward and leeward side of a

mountain/island. (3.5.2)

Identify climate zones to lines of

latitude (tropical, polar,

temperate). (3.5.3)

Essential Understandings: Essential Questions:

What understandings are desired? What essential questions will be considered?

The composition of the Earth’s atmosphere

has changed over geologic time.

Heating of the Earth’s surface and

atmosphere by the Sun drives convection

within the atmosphere and oceans

producing winds and ocean currents.

The water cycle plays an essential role in

establishing and maintaining earth’s

climate.

Global climate is influenced by dynamic

processes such as cloud cover and Earth’s

rotation and static conditions such as

topography and proximity to water.

Scientists rely on technology to enhance the

gathering and manipulation of

meteorological data.

Both weather and climate are measurable

and, to a certain extent, predictable.

How has the atmosphere evolved?

How does an increase in altitude affect the

atmosphere?

What is the role of the water cycle and what

would happen if it did not exist?

What causes weather?

How and why is weather predicted?

What causes climate?

How have human, biological and geological

activities affected Earth’s climate?

What key knowledge and skills will students acquire as a result of this unit?

Students will know… Students will be able to…

The early atmosphere contained little

oxygen and more carbon dioxide than the

modern atmosphere.

Early photosynthetic life such as

cyanobacteria (blue-green algae) consumed

carbon dioxide and generated oxygen.

It was only after early photosynthetic life

generated oxygen that animal life became

possible.

Ozone was necessary for the development

of life on Earth’s surface.

Earth’s atmosphere is 21 percent oxygen, 78

percent nitrogen, and 1 percent trace gases.

The four main layers of the atmosphere are

classified according to changes in

temperature. These layers are the

troposphere, stratosphere, mesosphere, and

the thermosphere.

Rain, snow, storms, and most clouds occur

in the troposphere.

The stratosphere has two important layers:

the ozone and the jet stream.

Describe the geologic and biologic activities

that were responsible for Earth’s early

atmosphere.

Describe the changes in composition of the

Earth’s atmosphere through time.

List the layers of the atmosphere and identify

characteristics for each to include temperature,

pressure, gradient, weather, jet stream, ozone,

ionosphere, and exosphere.

Explain the importance of ozone and the causes

and effects of its depletion (including

chlorofluorocarbons – CFCs). Read and

interpret a weather map.

Read and interpret data from a thermometer, a

barometer, and a psychrometer.

Identify cirrus, cumulus, and stratus clouds.


temperature, and barometric pressure.

Label a diagram of global wind patterns. Read

and interpret a weather map.

Read and interpret data from a thermometer, a

barometer, and a psychrometer.

Most meteoroids burn up in the mesosphere,

producing meteor trails.

The thermosphere includes the ionosphere

(aurora borealis occurs here) and the

exosphere (communication satellites orbit

Earth here).

The composition of the atmosphere can

change due to human, biologic, and

geologic activity. Earth’s surface is much

more efficiently heated by the sun than is

the atmosphere.

The amount of energy reaching any given

point on Earth’s surface is controlled by the

angle of sunlight striking the surface and

varies with the seasons.

Areas near the equator receive more of the

sun’s energy per unit area than areas near

the poles.

Convection is a current that is set up when

hot, less dense material rises, cools,

becomes denser, and sinks.

Temperature differences produce

differences in density which produces

convection.

Convection is the major mechanism of

energy transfer in the oceans, atmosphere,

and Earth’s interior.

Convection in the atmosphere is a major

cause of weather.

The ocean is the single largest reservoir of

heat at Earth’s surface.

The stored heat in the ocean drives much of

Earth’s weather.

Water occurs on Earth as a solid (ice), a

liquid, or as a gas (water vapor).

Weather describes day-to-day changes in

atmospheric conditions.

Energy transfer between Earth’s surface and

the atmosphere creates the weather.

The conditions necessary for cloud

formation are: air is at or below the dew

point and condensation nuclei are present.

Cloud droplets can join together to form

precipitation.

Winds are created by uneven heat

distribution at the Earth’s surface and

modified by the rotation of the Earth.

Identify cirrus, cumulus, and stratus clouds.


temperature, and barometric pressure.

Label a diagram of global wind patterns.

Explain how distance from large bodies of

water affects climate.

Explain how biologic activity, including human

activities, may influence global temperature and

climate.

The Coriolis Effect causes deflections of the

atmosphere due to the rotation of the Earth.

The Coriolis Effect helps to create the

global wind pattern.

Weather is measurable, and to a certain

extent, predictable.

A tornado is a narrow, violent funnel-

shaped column of spiral winds that extends

downward from the cloud base to Earth.

A hurricane is a tropical cyclone

(counterclockwise movement of air)

characterized by sustained winds of 120

kilometers per hour (75 miles per hour) or

greater.

Identify types of pollution and their

interaction with the atmosphere. Climate

describes the typical weather patterns for a

given location over a period of many years.

Climate is measurable, and to a certain

extent, predictable.

The stored heat in the ocean causes climate

near the ocean to be milder than climate in

the interior of continents.

Human activities have increased the carbon

dioxide content of the atmosphere.

The ability of Earth’s atmosphere to absorb

and retain heat is affected by the presence of

gases like water vapor and carbon dioxide.

Man-made chemicals have decreased the

ozone concentration in the upper

atmosphere.

Volcanic activity and meteorite impacts can

inject large quantities of dust and gases into

the atmosphere.

The four major factors affecting climate are

latitude, elevation, proximity to bodies of

water, and position relative to mountains.

Earth’s major climatic zones are the polar,

temperate, and tropical zones.

Climate is the average, year-after-year

conditions of temperature, precipitation,

winds, and cloud cover in an area.

Stage 2: Assessment Evidence

Performance Tasks: Meteorology Performance Task

Goal:

Your goal is to develop a video segment or

other visual presentation of a weather forecast

for a city of your choice.

Role:

You are a junior meteorologist fresh out of

college looking for a job as a meteorologist with

the Weather Channel.

Audience: The audience is a group of senior

meteorologists and producers of the network.

Situation: You have been granted an interview with the

CEOs of the Weather Channel in Atlanta, Ga.

You can’t afford a plane ticket, so you have to

send a video of you presenting a weather

forecast for the city in which you live.

Product Performance and Purpose:

You will create a video of a three-day forecast

for your area in order to show the CEOs of the

Weather Channel your knowledge of weather

forecasting concepts.

Standards and Criteria for Success:

Your presentation needs:

a. A three-day forecast for your city.

b. A U.S. weather map for each of the

three days including fronts, pressure

systems, isobars, and station models and

additional information if needed.

c. To be between 2 and 3 minutes in

length.

d. Accurate and complete current weather

data for your city.

Key Criteria:

Evolution, Structure, Composition of the Atmosphere Suggested Assessment Evidence Pre-Assessment

Begin a K-W-L for this unit and have students write about their knowledge of the atmosphere.

On-going Assessment

Use frequent questioning strategies ranging from basic to upper level thinking skills.

Suggestions include:

What is the evidence that the Earth’s atmosphere has not always been like it is now?

What was the composition of the Earth’s atmosphere as it first developed?

How did life on Earth change the primordial atmosphere?

What were some of the earliest life forms that initiated these changes?

What factors influence the composition and dynamics of the Earth’s atmosphere?

Summative Assessment

Use an Exit Ticket to have students write responses to the guiding questions at the beginning of

this unit.

Suggested Learning Activities Have students construct a foldable on the layers of the atmosphere.

Assign students the following writing prompt: You are a scientist who has a chance to join a

research team on a mission to explore the atmosphere. Write a persuasive letter to your boss to

try to win a place on the team telling which layer of the atmosphere you want to research and

why.

Alternative Assessment, p. 553 Modeling student work in small groups to design a model of

Earth’s atmosphere demonstrating the layers of the atmosphere and how temperature, pressure,

and chemical composition vary in each layer.

Have students read and discuss the Connection to Physics article The Ozone “Hole” on p. 556.

Environmental Connection TE, p. 549 Students research and prepare a brochure that explains how

ground level ozone form; how it affects humans, animals, and plants; and what actions can be

taken to reduce it.

Instructional Resources

Text: Holt Earth Science, pp. 545C (Teacher’s Edition), pp. 546-549, 556, 552-553.

Atmospheric Properties, Weather Components, and Daily Weather

Suggested Assessment Evidence

Pre-Assessment

Continue the K-W-L on the atmosphere that was started at the beginning of the meteorology unit.

Ask students to fill in the K and W columns for atmospheric properties and weather.

Use a teacher-made multiple choice or true-false pretest to assess students’ current knowledge.

On-going Assessment

CRF Section Quizzes, pp. 33, 34, 35

SE Reading Checks

SE Section Reviews, pp. 554, 560, 564

TE Alternative Assessment, pp. 553, 559, 563

TE Quizzes, pp. 553, 559, 563

TE Re-teaching, pp. 553, 559, 563

Ask students questions throughout the lesson such as:

How does energy transfer affect weather?

Where does water vapor come from?

In what three ways is heat transferred to the atmosphere?

How do land and water compare in their abilities to absorb and transfer heat?

What are the major types of heat transfer in the atmosphere?

What is evaporation and condensation?

How are clouds formed?

What are the different types of clouds?

What instruments are used in the prediction or forecast of weather?

What does a barometer measure and how does it work?

What does a psychrometer measure and how does it work?

What does a thermometer measure and how does it work?

What does an anemometer measure and how does it work?

What is wind?

How do land and sea breezes occur?

What is the Coriolis Effect and what effect does it have on objects on Earth?

What are the major wind and pressure belts of the Earth?

What are monsoons and how and where do they develop?

What is an air mass?

What is a front?

How can meteorologists analyze weather data for patterns that allow them to construct projected

weather conditions on weather maps?

What weather characteristics are shown on weather stations or station models?

What is an isobar and how are isobars constructed on a weather map?

What is an isotherm and how are isotherms constructed on a weather map?

What are the characteristics of thunderstorms, hurricanes, and tornadoes and how do they cause

damage?

What is lightening and how does it form?

What is a severe thunderstorm?

How is hail produced?

What creates the strong wind in a thunderstorm?

What is a tropical storm?

What is a tropical depression?

Where and why do tropical storms develop?

How do meteorologists trace the path and strength of a hurricane?

What atmospheric conditions favor the development of a tornado?

Where in the USA do most tornadoes commonly occur and when?

Use the VA SOL Released Test Items on meteorology from the Meteorology, Oceanography,

and Groundwater test as warm-up exercises. Choose two to three questions daily. Spend time

with students discussing good test-taking strategies, why distracters are incorrect answer

choices, and how to determine the correct answer choice.


Use teacher-made quizzes, tests, and/or performance assessments on students’ understanding of

weather.

Suggested Learning Activities

Note: This section of the unit has many lab activities (short labs and full-block labs). Look

them over carefully and choose ones that best fit your students’ needs.

TE Demonstration Air Force, p. 547

TE Activity Dust Collectors, p. 549,

TE Activity Create a Vacuum, p. 550

TE Activity Weather Maps, p. 551

SE Quick Lab Barometric Pressure, p. 551

TE Activity Magic With Beads, p. 555

TE Group Activity Comparing Albedos, p. 557

SE Quick Lab Light and Latitude, p. 559

SE Inquiry Lab Energy Absorption and Reflection, pp. 570-571

SE Maps in Action Absorbed Solar Radiation, p. 572

TE Discussion The Tropics, p. 572

CRF Inquiry Lab Ultraviolet Protection, Chapter 22, pp. 75-79

TE Demonstration Modeling the Coriolis Effect, p. 561

TE Group Activity It’s a Breeze, p. 562

CRF Making Models Lab Global Air Movement, Chapter 22, pp. 80-84

Long-Term Project Correlating Weather Variables, pp. 853-857

Long-Term Project Correlating Weather Variables, pp. 858-861

TE Demonstration Coriolis Effect, p. 601

TE Demonstration Comparing Air Masses, p. 602

TE Activity Air on the Move, p. 601

TE Activity Bulletin Board Project, p. 603

TE Demonstration Make a Cold Front, p. 605

TE Group Activity Weather Front Pop-Ups, p. 606

TE Demonstration Spiraling Winds, p. 607

TE Demonstration Updrafts, p. 608

Math Connection Coming or Going, p. 608

SE Maps in Action Weather-Related Disasters, 1980-2003, p. 628

TE Activity Hurricane Hunters, p. 629


Text: Holt Earth Science

Atmospheric Properties, pp. 546-549, pp. 552-560.

Weather Components, pp. 561-564, pp. 575-590.

Daily Weather, pp. 601-620.

Websites: http://eol.jsc.nasa.gov/sseop/EFS/ astronauts’ views from space (weather)

http://www.theweathernetwork.com/ weather network

http://www.weatheronline.com/ weather online

http://itg1.meteor.wisc.edu/wxwise/tornado/t.html tornado simulation

http://www.nationalgeographic.com/forcesofnature/ hurricanes and tornadoes

http://itg1.meteor.wisc.edu/wxwise/ applets

http://severewx.atmos.uiuc.edu/ severe and hazardous weather

http://sciencespot.net/Pages/kdzweather.html weather information

Vernier Lab Manual (VLM): Earth Science with Computers, Lab 24: The Greenhouse Effect, Lab 25:

Land and Sea Breezes, Lab 26: Relative Humidity, Lab 27: Dew Point, Lab 28: Wind Chill, Lab 29:

Seasons and Angle of Insolation

Climate

Suggested Assessment Evidence Pre-Assessment Continue the K-W-L on the atmosphere that was started at the beginning of the meteorology unit.

Ask students to fill in the K and W columns for climate.

Use a teacher-made, 10-question true-false pretest to assess students’ current knowledge of climate

and what causes changes to global climate.

http://eol.jsc.nasa.gov/sseop/EFS/

http://www.theweathernetwork.com/

http://www.weatheronline.com/

http://itg1.meteor.wisc.edu/wxwise/tornado/t.html

http://www.nationalgeographic.com/forcesofnature/

http://itg1.meteor.wisc.edu/wxwise/

http://severewx.atmos.uiuc.edu/

http://sciencespot.net/Pages/kdzweather.html

On-going Assessment Use frequent questioning strategies ranging from basic to upper level thinking skills.

Suggestions include:

What defines climate?

What climate factors affect the rainfall in each of the three world climate zones?

How can human activities change climate?

What is global cooling and what are factors that could cause it?

What is global warming and what are factors that could cause it?

What happens when the Earth’s energy budget changes?


Quiz or short test on climate and atmospheric changes

Teacher-made unit test on meteorology

Suggested Learning Activities

TE Long Term Project Comparing Climate Features, pp. 862-865

TE Demonstration Latitude and Temperature, p. 632

CRF and SE Quick Lab Evaporation, p. 634, Datasheet for Quick Lab

TE Physics Connection Latent Heat, p.634

TE Activity El Nino, p. 635

SE Inquiry Lab Factors That Affect Climate, pp. 652-653, Data Sheet CRF

SE Maps in Action Climates of the World, p. 654

TE Discussion Climate Classification, p.654

SE Mapping Expeditions Where the Hippos Roam, pp. 840-841

Transparency 124 Average Sea-Level Temperatures During Winter in the Northern

Hemisphere

Transparency 129 Climates of the World

TE Gaia Hypothesis, CRF, p. 655

Other Storms and El Nino Interactive Tutor CD

Greenhouse Effect Interactive Tutor CD

TE Discussion Name That Climate, p. 637

Activity Adaptations, p. 638

CRF Skills Practice Lab Microclimates

Transparency 125 Tropical Climates

Transparency 126 Middle-Latitude Climates

Transparency 126 Polar Climates

Interactive Tutor Climate Zones

Activity Tree Rings, p. 641


Text: Holt Earth Science

Climate and Atmospheric Changes, pp.630-646

Evolution, Structure, Composition of the Atmosphere

– Atmosphere –

Part 1: Atmospheric Composition

Air is composed of:

% Gas

_____ ____________

_____ ____________

_____ Trace Gases___

Important Components of the Atmosphere:

1. Carbon Dioxide

2. Water Vapor

3. Ozone

by Laura Eldredge – Ocean Lakes High School

Part 2:Structure of the Atmosphere:

Draw the layers of the atmosphere and include what would be found there

Fill in the chart below on the layers

LAYER TEMPERATURE UPPER LIMIT CHARACTERISTICS

Meteors are here

Troposphere

Cold Hot


Part 3: Energy Transfers

RADIATION

Where does the sunlight go?

CONDUCTION

What Where Why


CONVECTION: (color arrows red: warm, blue: cold)

What

How

Where


Atmospheric Properties

THE ATMOSPHERE

Purpose: To design a visual presentation that reflects and represents the characteristic properties of

the earth's atmosphere.

Materials:

large sheet of paper

colored pencils/markers

textbook

3 team members

Procedure: Divide your paper into 4 sections

Section 1

Identify the 3 main features of the earth.

Include visual pictures, notes, descriptions,

examples of the three main features, like

what would be found in each feature

Section 2

Describe the composition of the early

atmosphere.

Describe how chemical reactions in the

atmosphere produce, N2, H2 & CO2 gases

Describe & identify the formation of

Ozone shield

Section 3

Illustrate main atmospheric layers

Identify importance of each, draw them,

give details of each layer, explain what is

located in each layer

Section 4

Identify/Explain the magnetic field on

Earth.

Explain Auroras – Borealis/Australis

Describe Van Allen Radiation Belts

Be VERY neat

Be colorful

Be creative/complete

Everyone in group MUST be able to explain all parts of this poster

While you work, check off each requirement to help you

This will be a group grade, so do not let your group down

Created by Tim Eldredge – Salem Middle School

Layers of the Atmosphere

Drawing of Layer NAME OF LAYER

Details: about each Layer,

temperature, height,

What is there

Layers of the Atmosphere

DRAWING OF

LAYER Name of Layer

Details: about each Layer,

temperature, height, What

is there

20000C

Auroras

1000C

00

C

-550 C

3200 km

Thermosphere

80 km

Mesosphere

48 km

Stratosphere

16 km

Troposphere

Exosphere – very thin,

hot

Ions, Radio waves

Ionosphere

protects earth from

meteoroids/temperature

increases

Jet stream, ozone

temperature increases

clouds, weather

temperature decreases

Created by: Laura Eldredge and Meyon Burns

Weather Components

Cloud Fluff-Able Purpose: You are going to construct a foldable for the different cloud types.

Materials: blue card stock, colored pencils, scissors, glue, cotton balls, text book

Procedure:

1. Take a piece of blue card stock, fold it hot dog style.

2. Fold it in thirds and cut along the folds of the top piece of paper.

3. Label the three folds, "Low Clouds", "Middle Clouds", "High Clouds".

4. Using the picture from page 288 take the glue and cotton balls and build and

label all cloud types in the correct window.

5. Then next to each cloud term, explain what the word means by using this

glossary:

Nimbo, Nimbus - rain Cirro, cirrus - high

Cum, Cumulo - puffy Strat - flat

Alto - middle

Questions:

1. Explain the steps for a formation of a cloud:

2. Name all of the clouds in the “Middle Cloud” window:

3. What is the name of the cloud that forms FOG? _________________

4. Explain the difference in composition of low clouds to high clouds?

****Turn in this sheet with your Fluff-Able**** Created by Laura Eldredge and Meyon Burns

Daily Weather

Hot Air Extraordinaire

(adapted from the web site listed below)

http://sunshine.chpc.utah.edu/labs/atmosphere/atm_measure2.html

Instructions

You will take pressure measurements first. You do this by making sure on the control panel that the

measurement device in the lower right hand corner is set on "pressure". The altitude is displayed in

yellow letters in the control panel. For the computer to generate a good graph, you will want to take

six measurements for every 15 km of altitude (height off the ground). Remember this:

0-15 km Six measurements






Go as high off the ground as you can when collecting data. Remember, this is for science!

(HINT: You might want to take a measurement at the ground before you take off, just so you can

have a "baseline" measurement to compare your other readings with!)

When you are done collecting your measurements, you can view your data by clicking on the view

data box, and this will bring up your data. If you would like to see a plot of your data visually on a

graph, you can then have the computer plot your data.

Once you are done gathering data for atmospheric pressure, collect data for temperature and ozone as

well. You get to the next section by clicking on the ">" button in the low right corner of the control

panel. This will bring up a message telling you to collect data for temperature.

Once you have the measurements, you have three objectives (which you can complete on the

ground!):

http://sunshine.chpc.utah.edu/labs/atmosphere/atm_measure2.html

Objectives

Determine the relationship between atmospheric pressure and altitude.

Determine the relationship between temperature and altitude.

Determine the location of ozone in the Earth’s atmosphere.

Pressure Questions

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Temperature Questions

1.

2.

3.

5.

6.

7.

Ozone Questions

1.

2.

WEATHER SYMBOLS

Look at the station models pictured below. Fill in the information about the weather for each station.

Present

Weather

Temp. 0C

Dew

Point

Wind

Direction

/Knots

Air

PRESSURE

Cloud

Cover

Pressure

Tendency

Station

Model

WEATHER SYMBOLS

Present

WEATHER

Temp. 0C

Dew

Point

Wind

Direction

/Knots

Air

Pressure

Cloud

Cover

Pressure

Tendency

STATION

MODEL

Rain 16 15 SW/5 998 8/10

Steady

Snow 3 2 NE/20 1001 10/10 Falling

Clear 27

20 W/3 1024 0/10 Rising

Fog 8 10 NW/43 1016 7/10 Falling

Thunderstorm 12 0 NE/57 992 10/10 Rising

Haze 35 21 N/2 1020 0/10 Steady

Sleet 18 5 E/41 1010 2/10 Falling

Drizzle 22 10 W/23 1000 4/10 Steady

Unit 3 Meteorology€¦ · Atmosphere Weather Atmospheric Changes Pollution Acid Rain Components...

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