1 LESSON PLAN UNIT: THE EARTH S CLIMATES SESSIONS: 6 Ana Fructuoso Sánchez teacher. Bilingual group. 1º ESO IES El Palmar. Murcia. INTRODUCTION: In this unit we are going to analyze the layers of the atmosphere and some of its features. We will study the differences between climate and weather, as well as the main climate and landscapes on our planet. We will also discover the atmospheric phenomena which can be harmful to people and the environment and the measures we can take against them. OBJECTIVES: 1. Identify the structure and composition of the atmosphere. 2. Differentiate weather from climate. 3. Distinguish the elements of climate and the factors which determine them. 4. Describe the main characteristics of the Earth s different climates. 5. Explain the interaction between climate, relief, water, soil and living things. 6. Draw and /or interpret maps, images and climate charts. 7. Carry out simple research on different aspects related to the Unit contents. 8. Assess the influence of weather and climate on people s daily lives. 9. Identify the atmospheric phenomena which can cause natural disasters and learn about their environmental and human consequences. 10. Respect the natural environment and support measures to protect it. CONTENTS: Concepts The atmosphere. Weather and climate. Elements of climate. The Earth s climates. The natural environment. Atmospheric phenomena and natural hazards. Procedures Interpret and summarize geographical information from images, texts and maps. Plan and carry out simple research to expand on the aspects dealt with in the unit. Apply the Unit contents to the reality of one s own environment. 1
2 Attitudes Show a positive attitude towards scientific rigour, as the basis for developing knowledge of the Earth s climates. Show interest in learning about the interactions existing between the different elements of the natural environment. Participate in the search for solutions to environmental problems. ASSESSMENT CRITERIA 1. Distinguish the different layers of the atmosphere and recognize the characteristics of each one. 2. Explain the difference between weather and climate. 3. Differentiate the elements and factors which influence climate. 4. Distinguish the temperature and precipitation of the Earth s different climates. 5. Describe the influence of climate on relief, soil, water, vegetation and fauna. 6. Explain the causes of the main natural disasters and their consequences. 7. Summarize the basic contents of the unit by completing a chart. 8. Interpret correctly maps, diagrams and simple texts related to the unit contents. 9. Give examples of the impact of weather and climate on daily life, economic activities, etc. 10. Adopt a positive attitude to measures which help to protect natural areas and reject any action which could cause damage to them. KEY COMPETENCES COMPETENCES ASSESMENT CRITERIA ACTIVITIES 1.LINGUISTIC COMPETENCE 1,2,3,4,5,6,7,8,9,10. 1,2,3,4,6,7,11,12,13 2.MATHEMATIC COMPETENCE 5,8 4 3.COMPETENCE IN KNOWLEDGE AND INTERACTION WITH THE PHYSICAL WORD 4.TREATMENT OF INFORMATION AND DIGITAL COMPETENCE 1,2,3,4,5,6,7,8,9,10 2,4,5,7,8,12,13 1,2,3,4,5,6,7,8,9. 2,3,4,6,8 7.COMPETENCE LEARNING TO LEARN 1,2,3,4,5,6,7,8,9,10 7,12 8.AUTONOMY AND PERSONAL INITIATIVE 2,3,7,10 1,13 VOCABULARY NOUNS: Atmosphere, element, climate, layer, oxygen, nitrogen, factor, altitude, latitude, phenomena, pressure, wind, centigrade, current, hail, water vapour, droplet, humidity, isobar, torrent and hibernation, jaw, storm, organism, soil, damage, drought, environment, flooding, forest fire, hurricane. VERBS: drop, occur, rise, surround, affect, exert, vary, increase, adapt, combat, migrate, protect, provide, survive, destroy. 2
3 ADJECTIVES: harmful, atmospheric, average, climatic, calm, close, high, humid, low, mild, opposite, (un)stable, alpine, abundant, annual, continental, dry, equatorial, hot, maritime, moderate, polar, rare, scarce, temperate, torrential, wet, organic, physical, rich, poor, intense. LANGUAGE STRUCTURES: Present Simple, Present passive, Imperative. THE EARTH S CLIMATES SESSION 1 PREVIOUS KNOWLEDGE 1- Discuss the questions in pairs. Then compare your answers with the group. What s the weather like today? Is it typical of the climate in your region? What are the characteristic features of the climate where you live? Do any of your normal activities depend on the weather? Why? Which people are especially interested in the weather forecast? Why? 1-THE ATMOSPHERE The atmosphere is the layer of gases that surrounds the Earth. It is composed of nitrogen (78%), oxygen (21%) and other gases (1%). The atmosphere is divided into layers according to the temperature variations. - Troposphere is up to 10 km altitude. It is where rain, snow and other weather phenomena occur. - Stratosphere is at an altitude of km. It contains the ozone layer, which prevents harmful ultraviolet radiation from the Sun from reaching the Earth s surface. - Mesosphere is at an altitude of km. - Thermosphere is km altitude. In this layer, temperatures can rise C. - Exosphere is the outer limit of the atmosphere. 3
4 2-WEATHER AND CLIMATE Weather is the atmospheric conditions in a certain place at a specific moment. Climate is the average atmospheric conditions in a certain place over a long period of time. For example, if we say it is hot or raining on a particular place always has hot summers or rainy winters, we are talking about its climate. ACTIVITIES 2- Read and listen to the text. Then write the answers in your exercise book. Observing the weather Meteorological observatories measure temperature, humidity, etc. These measurements are combined with information and images obtained from artificial satellites such as the Meteosat, which provides information on cloud cover, wind speed, temperature, etc. This data is then processed in order to forecast the weather over the coming days. 3- All these sentences contain mistakes. Write the correct sentences in your exercise book. - The atmosphere is composed mainly of nitrogen and hydrogen. - Climate is the state of the atmosphere in a particular place at a specific time. - The troposphere starts at an altitude of 500 km. It is the outer limit of the atmosphere. - Climat consists of temperature, precipitation, atmospheric pressure and wind. SESSION 2 3-THE ELEMENTS OF CLIMATE. Temperature. Temperature is the amount of heat in the air. We measure it with a thermometer. Temperature varies across the planet depending on altitude, latitude, proximity to the sea and ocean currents. Altitude: for every m of altitude the temperature drops by 6 C. Latitude: temperatures decrease from the Equator towards the poles. Proximity to the sea: the sea heats up and cools down more slowly than the land. 4
5 Ocean currents: warm ocean currents produce higher temperatures in nearby coastal regions. Cool ocean currents have the opposite effect. Our planet is divided into different climate zones. Tropical zone situated between the two tropics. The insolation is maximum. Temperate zones, one in each hemisphere, located between the tropics and the polar circles. Cold zones, one in each hemisphere, located in the polar circles. Precipitation. Precipitation is water from the atmosphere that falls onto the Earth s surface in the form of rain, snow, sleet (a mixture of water and snow) or hail. The atmosphere contains water vapour. The amount of water vapour in the air is called humidity. When humid air rises, it cools and produces condensation, forming small droplets of water, which form clouds. When the droplets become bigger and heavier fall onto the Earth s surface. Pressure. Air has weight. Atmospheric pressure is the pressure that the atmosphere s weight exerts on the Earth s surface. We measure pressure with a barometer in millibars (mbar).we show pressure on maps using lines called isobars. Normal pressure at sea level (0 m altitude) is mbar. High pressure areas or anticyclones are areas where pressure is more than 1013mbar. Anticyclones produce stable weather conditions. The air is also dry, so there is no precipitation. 5
6 Low pressure areas or depressions are areas where pressure is below mbar. Depressions produce unstable weather conditions, with a lot of cloud and precipitation. Wind. Wind is air that moves from areas of high pressure to areas of low pressure to balance differences in atmospheric pressure across the planet. ACTIVITIES 4- Find the cities of Vigo and Guadalajara on a map of the Iberian Peninsula. Then answer the following questions in your exercise book. - Which city is located on the coast and which inland? - Explain why the mean temperature for the coldest month in winter (January) was 10.2ºC in Vigo, but only 4.6ºC in Guadalajara. 5- Complete the explanation of how precipitation is produced, with these words: droplets, surface, rises, heavier, clouds, vapour. Humid air, it cools and changes from to liquid, forming small..of water, which form..the droplets become bigger and., and fall onto the Earth s 6
7 SESSION 3 4- THE EARTH S CLIMATES. The Earth has different climates: tropical or hot, temperate and cold. Tropical or hot climates. Equatorial climate: high temperatures (over 23 ºC) and abundant precipitation. Humid tropical climate: high temperatures (over 20ºC) and abundant precipitation. There s a dry season in winter and a wet season in summer. Dry tropical climate: mild temperatures in winter and hot in summer (over 18ºC) Precipitation is scarce. Hot desert climate: high temperatures (over 20ºC). Precipitation is very rare. Temperate climates. Mediterranean climate: mild temperatures in winter and hot in summer. Precipitation varies. The summer is very dry. Humid sub-tropical climate: similar temperatures to the Mediterranean climate. Abundant precipitation, especially in summer. Maritime climate: mild temperatures in winter and cool in summer. Abundant precipitation throughout the year. Continental climate: temperatures are very cold in winter and hot in summer. It rains mainly in summer. 7
8 Temperatures Precipitation Unit 3: THE EARTH S CLIMATES. Málaga (Spain) J F M A MY JN JL AG S O N D Months of the year precipitation temperatures Cold climates. Polar climate: very low temperature (not over 0ºC). Precipitation is very rare. Alpine climate: temperatures fall with altitude. Winters are cold and summers cool. Precipitation increases with altitude. ACTIVITIES 6- Answer the question in your exercise book. 8
9 -In what way is the equatorial climate different to the humid tropical climate? 7- Are the following statements true or false? Correct the false ones in your exercise book. -An equatorial climate is always humid and hot. -The tropical climate is a type of temperate climate. -The polar and alpine climates have the lowest temperatures. -The Mediterranean climate has dry summers. -The maritime climate is hot in summer and cold in winter. SESSION 4 5-THE NATURAL ENVIRONMENT The natural environment is composed of elements of the physical environment (climate, water, soil and relief) and living organisms (plants and animals). Elements related to the climate modify relief. For example, torrential rain causes erosion, etc. Rich soils (deep with a lot of organic material) favour plant growth, which protects the soil from erosion. Animals and plants provide the soil with organic matter. Species adapt to the conditions of the region they inhabit in order to survive. o o o To combat the cold, some animals have a thick coat (ibex) or a layer of fat (penguin). Others have a period of hibernation (bears) or migrate for the winter to warmer climates (storks). Some animals can only live in areas where water is abundant (frogs); others have adapted to survive with very little water (camels). Other examples of adaptation include the elephant s trunk; the jaws of carnivores, which are adapted to eating meat; the snail s shell and de hedgehog s (erizo) spines, which are defence mechanisms. ACTIVITIES Where would the soil be richer in a polar or humid tropical climate? Explain why in your exercise book. 8- Using the climate map and an atlas, say in which climate zone the following countries are located: Norway, Angola, the Sudan, Australia, Cuba, Colombia, Argentina, Iceland, the Republic of South Africa. 9
10 9- Find out the answers to the following questions and write them in your exercise book. - Why does the ibex have to protect itself from the cold? - How does it do this? 10- Answer these questions about penguins with a partner. - Where do penguins live? - What is the climate like in this region? - How have penguins adapted to the climate? - Could a penguin live in the desert? Why/why not? SESSION 5 6- ATMOSPHERIC PHENOMENA AND NATURAL HAZARDS Some atmospheric phenomena cause serious damage to people and the natural environment. Wind can be very intense. Hurricanes are strong winds. Depending on the region where they occur, they are called cyclones, typhoons or hurricanes. Hail falls heavily as small, hard balls of ice, which can have a disastrous effect on crops. Torrential rain can cause flooding. It is associated with storms. 10
11 Drought is a long period without rain. High temperatures increase the risk of forest fires. ACTIVITIES 11- Match each natural hazard to the correct meaning. Then, with a partner, talk about the damage each one can do. 11
12 Hail Storm Drought Cyclone High temperatures Very strong wind Small, hard balls of ice Period of very hot weather Long period without rain Heavy rain, thunder and lightning 12- Write the actions below in the correct columns. What to do in a drought What to do in a flood What to do in a storm What to do in a forest fire a) Put bottles of water in the toilet cistern to reduce its capacity and save water. b) As a preventative measure, do no light fires. c) In the countryside, don t go near rivers, torrents or flooded areas. d) At home, shut doors and windows to stop air currents because these attract lightning. e) Turn off the tap when you brush your teeth. f) As a preventative measure, don t leave glass objects in forests. g) Don t park or camp near a river in case the water level rises. h) Only use the washing machine and dishwasher when they re full. REVISION ACTIVITIES 1- In your exercise book, draw the layers of the atmosphere and label each layer. 2- Name five cities in each climate zone, from the northern and southern hemispheres. 3- What is the connection between glass objects in a forest and the risk of fire? 12
13 4- Does your autonomous community suffer from drought, flooding, forest fires or any other natural hazard? SESSION 6 ASSESSMENT 1) Match the definitions to the following words: precipitation, climatology, atmosphere. The study of climate. The layer of gases around the Earth. Water falling from the atmosphere. 2) All these sentences contain mistakes. Write the correct sentences in your exercise book. a) The atmosphere is composed mainly of nitrogen and hydrogen. b) Climate is the state of the atmosphere in a particular place at a specific time. c) The troposphere starts at an altitude of 500 km. It is the outer limit of the atmosphere. d) Climate consists of temperature, precipitation, atmospheric pressure and wind. 3) Complete the explanation of how precipitation is produced, with these words: droplets, surface, rises, heavier, clouds, vapour. Humid air, it cools and changes from.. to liquid, forming small..of water, which form... The droplets become bigger and.., and fall Onto the Earth s.. 4) Are the following statements true of false? Correct the false ones. a) Meteorological phenomena occur in the atmosphere. b) Climate is the same all over the planet. 13
14 c) The equatorial climate has very little precipitation and strong contrasts in temperature between winter and summer. d) Cyclones can cause great disasters. 5) Imagine you present the weather forecast on the television. Write a short weather forecast for your country and act it out to a partner. 14
Contents: 1.- The atmosphere. 2.- Weather and climate. 3.- The elements of climate 3.1 Temperatures 3.2 Rainfalls 3.3 Atmospheric pressure 3.4 Wind 4.-The Natural Environment. Full name:.. Date:. Class:
WEATHER AND CLIMATE practice test Multiple Choice Identify the choice that best completes the statement or answers the question. 1. What role does runoff play in the water cycle? a. It is the process in
Chapter Overview CHAPTER 6 Air-Sea Interaction The atmosphere and the ocean are one independent system. Earth has seasons because of the tilt on its axis. There are three major wind belts in each hemisphere.
KEY CONCEPT Climate is a long-term weather pattern. BEFORE, you learned The Sun s energy heats Earth s surface unevenly The atmosphere s temperature changes with altitude Oceans affect wind flow NOW, you
SIXTH GRADE WEATHER 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF SIXTH GRADE WATER WEEK 1. PRE: Evaluating components of the water cycle. LAB: Experimenting with porosity and permeability.
The Earth's Atmosphere The atmosphere surrounds Earth and protects us by blocking out dangerous rays from the sun. The atmosphere is a mixture of gases that becomes thinner until it gradually reaches space.
Weather Unit Exam Pre-Test Questions 7613-1 - Page 1 Name: 1) Equal quantities of water are placed in four uncovered containers with different shapes and left on a table at room temperature. From which
YEAR 1: Seasons and Weather Contents Include: The four seasons Tools to record the weather Making graphs Clouds Weather forecasts Weather around the world Please Note: The activities included in this pack
Name Period 4 th Six Weeks Notes 2015 Weather Radiation Convection Currents Winds Jet Streams Energy from the Sun reaches Earth as electromagnetic waves This energy fuels all life on Earth including the
Communities, Biomes, and Ecosystems Section 1: Community Ecology Section 2: Terrestrial Biomes Section 3: Aquatic Ecosystems Click on a lesson name to select. 3.1 Community Ecology Communities A biological
1 Devine Educational Consultancy Services Stage 4 Geography Blackline Masters By Karen Devine Updated January 2010 2 This book is intended for the exclusive use in NSW Secondary Schools. It is meant to
Water & Climate Review 1. The cross section below shows the direction of air flowing over a mountain. Points A and B are at the same elevation on opposite sides of the mountain. 4. The graph below shows
Review 1 Multiple Choice Identify the choice that best completes the statement or answers the question. 1. When hydrogen nuclei fuse into helium nuclei a. the nuclei die. c. particles collide. b. energy
CHAPTER 3 Heat and energy in the atmosphere In Chapter 2 we examined the nature of energy and its interactions with Earth. Here we concentrate initially on the way in which energy interacts with the atmosphere
12 HUMIDITY AND PRECIPITATION In our previous lesson while discussing the composition of the atmosphere, we noted that water vapour, though a minor component, is a very important constituent of the atmosphere.
Weather or Not Description: This competition will test the student's knowledge of meteorological terms, techniques, and events. Number of Participants: 2 Approximate Time: 45 minutes The Competition: 1.
Type of Activity: Game: Interactive activity that is competitive, and allows students to learn at the same time. Activity Overview: WeatherBug Bingo is a fun and engaging game for you to play with students!
Let s Make a Cloud Related Subject: Climate and Weather Group Size: 10-15 Length of Activity: 45 minutes Objective Demonstrate the combination of three natural elements, to form a cloud: water vapor, smoke
FOURTH GRADE WEATHER 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF FOURTH GRADE WATER WEEK 1. PRE: Comparing different reservoirs of water. LAB: Experimenting with surface tension and capillary
Kathryn Sullivan, Ph.D, Acting Under Secretary of Commerce for Oceans and Atmosphere and NOAA Administrator Thomas R. Karl, L.H.D., Director,, and Chair of the Subcommittee on Global Change Research Jessica
The Water Cycle Now You See It, Now You Don t Unit: Salinity Patterns & the Water Cycle l Grade Level: Elementary l Time Required: Introduction - 30 min. - Activity as groups 45min Wrap Up 20 min l Content
Communities, Biomes, and Ecosystems Before You Read Before you read the chapter, respond to these statements. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement.
AS/A2-Level Geography Anticyclones, depressions, hot & drought, cold & snow Learning Objectives: To describe and explain the weather associated with high and low pressure systems and their links to extreme
GEOLOGY 10 Extended Notes #6 The Atmosphere (LT Chapter 11) Weather vs. climate? Composition of Air Major Gases Mostly N and O (Fig. 11.2 on p. 283). Additives Water vapor the source of clouds and precipitation
Rainforest Concern Module 2 Why do we need rainforests? Rainforest Concern Module 2: Why do we need Rainforest? Before we go any further, there are some words you may not understand, and these words and
FOR SUBSCRIBERS ONLY! - TRIAL PASSWORD USERS MAY NOT REPRODUCE AND DISTRIBUTE PRINTABLE MATERIALS OFF THE SOLPASS WEBSITE! 1 NAME DATE GRADE 5 SCIENCE SOL REVIEW WEATHER LABEL the 3 stages of the water
The IPCC Special Report on Managing the Risks of Extreme Events and Disasters to Advance Climate Change Adaptation A changing climate leads to changes in extreme weather and climate events 2 How do changes
This website would like to remind you: Your browser (Apple Safari 4) is out of date. Update your browser for more security, comfort and the best experience on this site. Encyclopedic Entry For the complete
Analyze Weather in Cold Regions and Mountainous Terrain Terminal Learning Objective Action: Analyze weather of cold regions and mountainous terrain Condition: Given a training mission that involves a specified
California Standards Grades 912 Boardworks 2009 Science Contents Standards Mapping Earth Sciences Earth s Place in the Universe 1. Astronomy and planetary exploration reveal the solar system s structure,
KEY CONCEPT Water falls to Earth s surface as precipitation. BEFORE, you learned Water moves between Earth's surface and the atmosphere Water vapor condenses into clouds NOW, you will learn How precipitation
T E AC H I T SA M PL E COMMON CORE Lessons & Activities DAY! O T Common Core Lessons & Activities: Weather By Carole Marsh Published by Gallopade International, Inc. Carole Marsh/Gallopade Printed in the
Greater Nanticoke Area School District Science/Technology Standards 5 th Grade Standard 3.1 Unifying Themes CS 3.1.7A Explain the parts of a simple system and their relationship to each other 1. Describe
Climate Change Mini-Simulation: Background Guide United Nations The United Nations (UN) is an international organization founded in 1945 after the Second World War by 51 countries committed to creating
KEY CONCEPT Most clouds form as air rises and cools. BEFORE, you learned Water vapor circulates from Earth to the atmosphere Warm air is less dense than cool air and tends to rise NOW, you will learn How
Lecture 3: Global Energy Cycle Solar Flux and Flux Density Planetary energy balance Greenhouse Effect Vertical energy balance Latitudinal energy balance Seasonal and diurnal cycles Solar Luminosity (L)
Name Date Hour Directions: You are to complete the table by using your environmental text book and the example given here. You want to locate all the abiotic (non-living) and biotic (living) factors in
Climate Change Topic: Climate change Aims: - To develop reading and speaking skills - To introduce language to talk about the environment Level: Intermediate and above Introduction This lesson is about
WEATHER AND CLIMATE Rising global average temperature is associated with widespread changes in weather patterns. Scientific studies indicate that extreme weather events such as heat waves and large storms
Name: Pd: Read and study the following information. After reading complete the review questions. Clouds What are clouds? A cloud is a large collection of very tiny droplets of water or ice crystals. The
CLOUDS Formation & Classification DR. K. K. CHANDRA Department of forestry, Wildlife & Environmental Sciences, GGV, Bilaspur What is Cloud It is mass of tiny water droplets or ice crystals or both of size
NASA Facts National Aeronautics and Space Administration www.nasa.gov The Balance of Power in the Earth-Sun System The Sun is the major source of energy for Earth s oceans, atmosphere, land, and biosphere.
DESCRIPTION This lesson plan gives students first-hand experience in analyzing the link between atmospheric temperatures and carbon dioxide ( ) s by looking at ice core data spanning hundreds of thousands
4THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST JUNE 6, 2011 Student Name School Name Print your name and the name of your school on the lines above. The test
Three Bears by Erin Ryan Did you know that there are eight different kinds of bears found around the world? Three very different ones are polar bears, grizzly bears and Giant Pandas. Polar bears live in
Chapter 6: Cloud Development and Forms (from The Blue Planet ) Why Clouds Form Static Stability Cloud Types Why Clouds Form? Clouds form when air rises and becomes saturated in response to adiabatic cooling.
The Oceans Role in Climate Martin H. Visbeck A Numerical Portrait of the Oceans The oceans of the world cover nearly seventy percent of its surface. The largest is the Pacific, which contains fifty percent
Test 2 f14 Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Carbon cycles through the Earth system. During photosynthesis, carbon is a. released from wood
Traveling on the Water Cycle 40- to 1-2 50-minute sessions ACTIVITY OVERVIEW 62 M OD E L I N G Students simulate traveling with water molecules through the water cycle, beginning in their own town. After
INDIAN INSTITUTE OF TECHNOLOGY, DELHI DEPARTMENT OF ATMOSPHERIC SCIENCE ASL720: Satellite Meteorology and Remote Sensing TERM PAPER TOPIC: CLOUD CLASSIFICATION Group Members: Anil Kumar (2010ME10649) Mayank
Climate Change on the Prairie: A Basic Guide to Climate Change in the High Plains Region - UPDATE Global Climate Change Why does the climate change? The Earth s climate has changed throughout history and
ESCI 107/109 The Atmosphere Lesson 2 Solar and Terrestrial Radiation Reading: Meteorology Today, Chapters 2 and 3 EARTH-SUN GEOMETRY The Earth has an elliptical orbit around the sun The average Earth-Sun
August 1999 NF-207 The Earth Science Enterprise Series These articles discuss Earth's many dynamic processes and their interactions Clouds and the Energy Cycle he study of clouds, where they occur, and
Lecture 1: A Brief Survey of the Atmosphere Origins of the atmosphere Vertical structures of the atmosphere Weather maps Thickness of the Atmosphere (from Meteorology Today) 70% The thickness of the atmosphere
ATM S 111, Global Warming: Understanding the Forecast DARGAN M. W. FRIERSON DEPARTMENT OF ATMOSPHERIC SCIENCES DAY 1: OCTOBER 1, 2015 Outline How exactly the Sun heats the Earth How strong? Important concept
The Universe is thought to consist of trillions of galaxies. Our galaxy, the Milky Way, has billions of stars. One of those stars is our Sun. Our solar system consists of the Sun at the center, and all
Seasonal and Daily Temperatures Fig. 3-CO, p. 54 Seasonal Temperature Variations What causes the seasons What governs the seasons is the amount of solar radiation reaching the ground What two primary factors
Lab Activity on Global Wind Patterns 2002 Ann Bykerk-Kauffman, Dept. of Geological and Environmental Sciences, California State University, Chico * Objectives When you have completed this lab you should
LEARNING FROM LEAVES: A LOOK AT LEAF SIZE Grades 3 6 I. Introduction Plants, like all other living organisms have basic needs: a source of nutrition (food), water, space in which to live, air, and optimal
DAMN WEATHER! Time Level Skills Knowledge goal Materials 45 60 minutes pre-intermediate reading, speaking to introduce the impact of climate change on developing countries through the example of Bangladesh
Oceanography 10, T. James Noyes, El Camino College 8A-1 The Atmosphere and Winds We need to learn about the atmosphere, because the ocean and atmosphere are tightly interconnected with one another: you
IX Geography CHEPTER-4 CLIMATE Introduction: Climate refers to the sum total of weather conditions and variations over a large area for a long period of time (more than thirty years). Weather refers to
(1) Global Cloud Resolving Model Simulations toward Numerical Weather Forecasting in the Tropics (FY2005-2010) (2) Scale Interaction and Large-Scale Variation of the Ocean Circulation (FY2006-2011) (3)
FORMS OF ENERGY LESSON PLAN 2.7 Heat Energy This lesson is designed for 3rd 5th grade students in a variety of school settings (public, private, STEM schools, and home schools) in the seven states served
How to analyze synoptic-scale weather patterns Table of Contents Before You Begin... 2 1. Identify H and L pressure systems... 3 2. Locate fronts and determine frontal activity... 5 3. Determine surface
Lesson Plan 9 Mini Water Cycle Brief description Students observe the water cycle in action inside a mini solar still. The still consists of a plastic tub filled with a layer of moist soil or sand, and
Education and Outreach Lesson Plan Visit our online activities collection http://education.arm.gov/ Grade levels K 2 Common Covering Clouds Common Covering Clouds Approximate Time 1 1/2 hours, or two 45-minute
Exploring Florida: Teaching Resources for Science 1 of 6 Tropical Cyclones This document describes tropical cyclones and the dangers they pose to coastal populations. It is intended to help teachers improve
Atmospheric Dynamics of Venus and Earth G. Schubert 1 and C. Covey 2 1 Department of Earth and Space Sciences Institute of Geophysics and Planetary Physics UCLA 2 Lawrence Livermore National Laboratory
Teaching Machine Based on the work of Judi Garratt 1. Ask students to name various machines they see in the room. 2. Establish that movement of machines is mechanical, repetitive, and often stationary.
Chapter 1 Multiple Choice Exam Questions 1. The primary source of energy for the earth's atmosphere is: a. energy from within the earth b. the sun c. erupting volcanoes d. lightning discharges associated
Printed Quiz Primary Schools KS2 Science For Class Use (2) This printed quiz is for use with primary school students and is intended for use in class or as homework. The PDF file prints firstly the questions
Armenian State Hydrometeorological and Monitoring Service Offenbach 1 Armenia: IN BRIEF Armenia is located in Southern Caucasus region, bordering with Iran, Azerbaijan, Georgia and Turkey. The total territory
activity 14 Transferring Solar Energy BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade 4 Quarter 2 Activity 14 SC.B.1.2.2 The student recognizes various forms of energy (e.g., heat, light, and electricity).
Natural Resources Key Concepts Why is it important to manage air and water resources wisely? How can individuals help manage air and water resources wisely? Air and Water Resources What do you think? Read
National Weather Service Aberdeen, South Dakota January 2014 Inside this issue: Has it Been Windy Lately or What? 2013 Year in Review 2013 Year in Review (cont.) 1 2 3 Has it Been Windy Lately or What?
ANNOTATED WRITING TASK INFORMATION REPORT Deserts 1 Deserts are easily identified by their 23 lack of rainfall. 2 Most deserts get less than 25 cm of rain each year. 26 Many people 3 think that deserts
SESSION TWO: MID-LATITUDE AND TROPICAL CYCLONES TOPIC 1: MID-LATITUDE CYLONES KEY CONCEPTS: In this session we will focus on summarising what you need to know about: Mid-Latitude Cyclones: - Introduction
Atmosphere, pressure and wind the story for teachers These notes are reproduced from materials accompanying the CPD workshop Science Through the Window, by permission of the Scottish Earth Science Education
How do Scientists Forecast Thunderstorms? Objective In the summer, over the Great Plains, weather predictions often call for afternoon thunderstorms. While most of us use weather forecasts to help pick
Your consent to our cookies if you continue to use this website.