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Unit Planning Pack with Resources
Subject Area/Grade: Earth Science, grade 5
Title: Earth Systems, Structures and Processes
Weather Patterns & Phenomena
1 Unit Theme: Tracks Investigating Weather Systems
2 Conceptual Lens:
(to be completed by the unit organizer)
3 Identify the Big Ideas:
Patterns
Stability and Change
Systems and system models
Energy and Matter
4 Enduring Understanding
(Generalizations)
Earth systems are dynamic. Weather and climate patterns are dynamic.
Heat energy (solar radiation) is a major determinant of the various weather and climate conditions on Earth.
Water on Earth, cycling and stored in a variety of reservoirs (oceans, ice packs, aquifers and streams) is another major
determinant of weather and climate conditions on Earth. The oceans, in particular, have a powerful influence on weather and
climate.
The interplay of heat energy from the sun, with water, atmosphere and land creates complex weather and climate patterns on
Earth.
Weather and climate on Earth can be predicted on small and large scales and have changed (sometimes dramatically) in longand short-term cycles.
5 Essential Questions
(Guiding Questions)
What causes daily and seasonal weather?
How are daily and seasonal changes in weather interconnected?
How do we create weather models that allow us to make weather predictions?
How do global factors influence local weather conditions?
In what ways do weather conditions in one area or region influence the weather conditions in another area or region?
What factors influence weather and climate on a global scale?
How are weather and climate interconnected?
NC Science Essential Standards
5.E.1 Understand weather patterns and phenomena, making connections to the weather in a particular place and
time.
5.E.1.1 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and
temperature) and patterns.
5.E.1.2 Predict upcoming weather events from weather data collected through observation and measurements.
5.E.1.3 Explain how global patterns such as the jet stream and water currents influence local weather in measurable terms
such as temperature, wind direction and speed, and precipitation.
Essential Terminology
precipitation
evaporation
La Nina / El Nino
temperature
hemisphere
thermometer
condensation
air pressure
Jet stream
humidity
Gulf stream
latitude / longitude
barometer
anemometer
wind vane
GRAPHIC ORGANIZERS:
Qwiki Weather http://www.qwiki.com/q/#/Weather
Qwiki Climate http://www.qwiki.com/q/#/Climate
Qwiki Global warming http://www.qwiki.com/q/#/Global_warming
Qwiki Southern Oscillation http://www.qwiki.com/q/#/El_Niño-Southern_Oscillation
Qwiki Jet stream http://www.qwiki.com/q/#/Jet_stream
Patterns in the Atmosphere http://www.eduplace.com/science/hmsc/content/organizer/3/org_3d_8.pdf
What is the water cycle? http://www.eduplace.com/science/hmsc/content/organizer/3/org_3d_8_1.pdf
rain gauge
What is climate? http://www.eduplace.com/science/hmsc/content/organizer/3/org_3d_8_3.pdf
How does the Water cycle affect weather? http://www.eduplace.com/science/hmsc/content/organizer/4/org_4d_10_2.pdf
What causes weather? http://www.eduplace.com/science/hmsc/content/organizer/4/org_4d_10_3.pdf
How does climate change? http://www.eduplace.com/science/hmsc/content/organizer/4/org_4d_10_4.pdf
Climate and Weather http://www.eduplace.com/science/hmsc/content/organizer/5/org_5d_9.pdf
What factors affect climate? http://www.eduplace.com/science/hmsc/content/organizer/5/org_5d_9_1.pdf
Enchanted Learning graphic organizers blanks http://www.enchantedlearning.com/graphicorganizers/
Science For All Americans
(minimum ADULT content knowledge)
THE EARTH
We live on the Earth. The earth's shape is approximately spherical, the result of mutual gravitational attraction pulling its
material toward a common center. Unlike the much larger outer planets, which are mostly gas, the earth is mostly rock, with
three-fourths of its surface covered by a relatively thin layer of water and the entire planet enveloped by a thin blanket of air.
Bulges in the water layer are raised on both sides of the planet by the gravitational tugs of the moon and sun, producing high
tides about twice a day along ocean shores. Similar bulges are produced in the blanket of air as well.
Of all the diverse planets and moons in our solar system, only the earth appears to be capable of supporting life as we know
it. The gravitational pull of the planet's mass is sufficient to hold onto an atmosphere. This thin envelope of gases evolved as a
result of changing physical conditions on the earth's surface and the evolution of plant life, and it is an integral part of the
global ecosystem. Altering the concentration of its natural component gases of the atmosphere, or adding new ones, can have
serious consequences for the earth's life systems.
The distance of the earth from the sun ensures that energy reaches the planet at a rate sufficient to sustain life, and yet not
so fast that water would boil away or that molecules necessary to life would not form. Water exists on the earth in liquid, solid,
and gaseous forms—a rarity among the planets (the others are either closer to the sun and too hot or farther from the sun and
too cold).
The motion of the earth and its position with regard to the sun and the moon have noticeable effects. The earth's one-year
revolution around the sun, because of the tilt of the earth's axis, changes how directly sunlight falls on one part or another of
the earth. This difference in heating different parts of the earth's surface produces seasonal variations in climate. The rotation
of the planet on its axis every 24 hours produces the planet's night-and-day cycle—and (to observers on earth) makes it seem
as though the sun, planets, stars, and moon are orbiting the earth. The combination of the earth's motion and the moon's own
orbit around the earth, once in about 28 days, results in the phases of the moon (on the basis of the changing angle at which we
see the sunlit side of the moon).
The earth has a variety of climatic patterns, which consist of different conditions of temperature, precipitation, humidity,
wind, air pressure, and other atmospheric phenomena. These patterns result from an interplay of many factors. The basic
energy source is the heating of land, ocean, and air by solar radiation. Transfer of heat energy at the interfaces of the
atmosphere with the land and oceans produces layers at different temperatures in both the air and the oceans. These layers
rise or sink or mix, giving rise to winds and ocean currents that carry heat energy between warm and cool regions. The earth's
rotation curves the flow of winds and ocean currents, which are further deflected by the shape of the land.
The cycling of water in and out of the atmosphere plays an important part in determining climatic patterns—evaporating
from the surface, rising and cooling, condensing into clouds and then into snow or rain, and falling again to the surface, where
it collects in rivers, lakes, and porous layers of rock. There are also large areas on the earth's surface covered by thick ice (such
as Antarctica), which interacts with the atmosphere and oceans in affecting worldwide variations in climate.
The earth's climates have changed radically and they are expected to continue changing, owing mostly to the effects of
geological shifts such as the advance or retreat of glaciers over centuries of time or a series of huge volcanic eruptions in a
short time. But even some relatively minor changes of atmospheric content or of ocean temperature, if sustained long enough,
can have widespread effects on climate.
The earth has many resources of great importance to human life. Some are readily renewable, some are renewable only at
great cost, and some are not renewable at all. The earth comprises a great variety of minerals, whose properties depend on the
history of how they were formed as well as on the elements of which they are composed. Their abundance ranges from rare to
almost unlimited. But the difficulty of extracting them from the environment is as important an issue as their abundance. A
wide variety of minerals are sources for essential industrial materials, such as iron, aluminum, magnesium, and copper. Many
of the best sources are being depleted, making it more and more difficult and expensive to obtain those minerals.
Fresh water is an essential resource for daily life and industrial processes. We obtain our water from rivers and lakes and
from water that moves below the earth's surface. This groundwater, which is a major source for many people, takes a long
time to accumulate in the quantities now being used. In some places it is being depleted at a very rapid rate. Moreover, many
sources of fresh water cannot be used because they have been polluted.
Wind, tides, and solar radiation are continually available and can be harnessed to provide sources of energy. In principle,
the oceans, atmosphere, topsoil, sea creatures, and trees are renewable resources. However, it can be enormously expensive to
clean up polluted air and water, restore destroyed forests and fishing grounds, or restore or preserve eroded soils of poorly
managed agricultural areas. Although the oceans and atmosphere are very large and have a great capacity to absorb and
recycle materials naturally, they do have their limits. They have only a finite capacity to withstand change without generating
major ecological alterations that may also have adverse effects on human activities.
Next Generation Science Standards Framework
Core Idea ESS2 Earth’s Systems
How and why is Earth constantly changing?
Earth’s surface is a complex and dynamic set of interconnected systems—principally the geosphere, hydrosphere,
atmosphere, and biosphere—that interact over a wide range of temporal and spatial scales. All of Earth’s processes are the
result of energy flowing and matter cycling within and among these systems. For example, the motion of tectonic plates is part
of the cycles of convection in Earth’s mantle, driven by out flowing heat and the downward pull of gravity, which result in the
formation and changes of many features of Earth’s land and undersea surface. Weather and climate are shaped by complex
interactions involving sunlight, the ocean, the atmosphere, clouds, ice, land, and life forms. Earth’s biosphere has changed the
makeup of the geosphere, hydrosphere, and atmosphere over geological time; conversely, geological events and conditions
have influenced the evolution of life on the planet. Water is essential to the dynamics of most earth systems, and it plays a
significant role in shaping Earth’s landscape.
ESS2.C: THE ROLES OF WATER IN EARTH’S SURFACE PROCESSES
How do the properties and movements of water shape Earth’s surface and affect its systems?
Earth is often called the water planet because of the abundance of liquid water on its surface and because water’s unique
combination of physical and chemical properties is central to Earth’s dynamics. These properties include water’s exceptional
capacity to absorb, store, and release large amounts of energy as it changes state; to transmit sunlight; to expand upon
freezing; to dissolve and transport many materials; and to lower the viscosities and freezing points of the material when mixed
with fluid rocks in the mantle. Each of these properties plays a role in how water affects other Earth systems (e.g., ice
expansion contributes to rock erosion, ocean thermal capacity contributes to moderating temperature variations).
Water is found almost everywhere on Earth, from high in the atmosphere (as water vapor and ice crystals) to low in the
atmosphere (precipitation, droplets in clouds) to mountain snowcaps and glaciers (solid) to running liquid water on the land,
ocean, and underground. Energy from the sun and the force of gravity drive the continual cycling of water among these
reservoirs. Sunlight causes evaporation and propels oceanic and atmospheric circulation, which transports water around the
globe. Gravity causes precipitation to fall from clouds and water to flow downward on the land through watersheds. About 97
percent of Earth’s water is in the ocean, and most fresh water is contained in glaciers or underground aquifers; only a tiny
fraction of Earth’s water is found in streams, lakes, and rivers. The relative availability of water is a major factor in
distinguishing habitats for different living organisms. Water participates both in the dissolution and formation of Earth’s
materials. The downward flow of water, both in liquid and solid form, shapes landscapes through the erosion, transport, and
deposition of sediment. Shoreline waves in the ocean and lakes are powerful agents of erosion. Over millions of years,
coastlines have moved back and forth over continents by hundreds of kilometers, largely due to the rise and fall of sea level as
the climate changed (e.g., ice ages).
Grade Band Endpoints for ESS2.C
By the end of grade 2. Water is found in the ocean, rivers, lakes, and ponds.
Water exists as solid ice and in liquid form. It carries soil and rocks from one place to another and determines the variety of
life forms that can live in a particular location.
By the end of grade 5. Water is found almost everywhere on Earth: as vapor; as fog or clouds in the atmosphere; as rain or
snow falling from clouds; as ice, snow, and running water on land and in the ocean; and as groundwater beneath the surface.
The downhill movement of water as it flows to the ocean shapes the appearance of the land. Nearly all of Earth’s available
water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the
atmosphere.
ESS2.D: WEATHER AND CLIMATE
What regulates weather and climate?
Weather, which varies from day to day and seasonally throughout the year, is the condition of the atmosphere at a given place
and time. Climate is longer term and location sensitive; it is the range of a region’s weather over 1 year or many years, and,
because it depends on latitude and geography, it varies from place to place. Weather and climate are shaped by complex
interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions can drive
changes that occur over multiple time scales—from days, weeks, and months for weather to years, decades, centuries, and
beyond—for climate. The ocean exerts a major influence on weather and climate. It absorbs and stores large amounts of
energy from the sun and releases it very slowly; in that way, the ocean moderates and stabilizes global climates. Energy is
redistributed globally through ocean currents (e.g., the Gulf Stream) and also through atmospheric circulation (winds).
Sunlight heats Earth’s surface, which in turn heats the atmosphere. The resulting temperature patterns, together with Earth’s
rotation and the configuration of continents and oceans, control the large-scale patterns of atmospheric circulation. Winds
gain energy and water vapor content as they cross hot ocean regions, which can lead to tropical storms. The “greenhouse
effect” keeps Earth’s surface warmer than it would be otherwise. To maintain any average temperature over time, energy
inputs from the sun and from radioactive decay in Earth’s interior must be balanced by energy loss due to radiation from the
upper atmosphere. However, what determines the temperature at which this balance occurs is a complex set of absorption,
reflection, transmission, and redistribution processes in the atmosphere and oceans that determine how long energy stays
trapped in these systems before being radiated away. Certain gases in the atmosphere (water vapor, carbon dioxide, methane,
and nitrous oxides), which absorb and retain energy that radiates from Earth’s surface, essentially insulate the planet. Without
this phenomenon,
Earth’s surface would be too cold to be habitable. However, changes in the atmosphere, such as increases in carbon dioxide,
can make regions of Earth too hot to be habitable by many species. Climate changes, which are defined as significant and
persistent changes in an area’s average or extreme weather conditions, can occur if any of Earth’s systems change (e.g.,
composition of the atmosphere, reflectivity of Earth’s surface). Positive feedback loops can amplify the impacts of these effects
and trigger relatively abrupt changes in the climate system; negative feedback loops tend to maintain stable climate
conditions. Some climate changes in Earth’s history were rapid shifts (caused by events, such as volcanic eruptions and
meteoric impacts, that suddenly put a large amount of particulate matter into the atmosphere or by abrupt changes in ocean
currents); other climate changes were gradual and longer term—due, for example, to solar output variations, shifts in the tilt
of Earth’s axis, or atmospheric change due to the rise of plants and other life forms that modified the atmosphere via
photosynthesis. Scientists can infer these changes from geological evidence. Natural factors that cause climate changes over
human time scales (tens or hundreds of years) include variations in the sun’s energy output, ocean circulation patterns,
atmospheric composition, and volcanic activity. (See ESS3.D for a detailed discussion of human activities and global climate
change.) When ocean currents change their flow patterns, such as during El Niño Southern Oscillation conditions, some global
regions become warmer or wetter and others become colder or drier. Cumulative increases in the atmospheric concentration
of carbon dioxide and other greenhouse gases, whether arising from natural sources or human industrial activity (see ESS3.D),
increase the capacity of Earth to retain energy. Changes in surface or atmospheric reflectivity change the amount of energy
from the sun that enters the planetary system. Icy surfaces, clouds, aerosols, and larger particles in the atmosphere, such as
from volcanic ash, reflect sunlight and thereby decrease the amount of solar energy that can enter the weather/ climate
system. Conversely, dark surfaces (e.g., roads, most buildings) absorb sunlight and thus increase the energy entering the
system.
Grade Band Endpoints for ESS2.D
By the end of grade 2. Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a
particular time. People measure these conditions to describe and record the weather and to notice patterns over time.
By the end of grade 5. Weather is the minute-by-minute to day-by-day variation of the atmosphere’s condition on a local
scale. Scientists record the patterns of the weather across different times and areas so that they can make predictions about
what kind of weather might happen next. Climate describes the ranges of an area’s typical weather conditions and the extent
to which those conditions vary over years to centuries.
Core Idea ESS3 Earth and Human Activity
How do Earth’s surface processes and human activities affect each other?
Earth’s surface processes affect and are affected by human activities. Humans depend on all of the planet’s systems for a
variety of resources, some of which are renewable or replaceable and some of which are not. Natural hazards and other
geological events can significantly alter human populations and activities. Human activities, in turn, can contribute to the
frequency and intensity of some natural hazards. Indeed, humans have become one of the most significant agents of change in
Earth’s surface systems. In particular, it has been shown that climate change—which could have large consequences for all of
Earth’s surface systems, including the biosphere—is driven not only by natural effects but also by human activities. Sustaining
the biosphere will require detailed knowledge and modeling of the factors that affect climate, coupled with the responsible
management of natural resources.
ESS3.D: GLOBAL CLIMATE CHANGE
How do people model and predict the effects of human activities on Earth’s climate?
Global climate change, shown to be driven by both natural phenomena and by human activities, could have large consequences
for all of Earth’s surface systems, including the biosphere (see ESS3.C for a general discussion of climate). Humans are now so
numerous and resource dependent that their activities affect every part of the environment, from outer space and the
stratosphere to the deepest ocean. Global changes usually happen too slowly for individuals to recognize, but accumulated
human knowledge, together with further scientific research, can help people learn more about these challenges and guide
their responses. For example, there are historical records of weather conditions and of the times when plants bloom, animals
give birth or migrate, and lakes and rivers freeze and thaw. And scientists can deduce long-past climate conditions from such
sources as fossils, pollen grains found in sediments, and isotope ratios in samples of ancient materials. Scientists build
mathematical climate models that simulate the underlying physics and chemistry of the many Earth systems and their
complex interactions with each other. These computational models summarize the existing evidence, are tested for their
ability to match past patterns, and are then used (together with other kinds of computer models) to forecast how the future
may be affected by human activities. The impacts of climate change are uneven and may affect some regions, species, or human
populations more severely than others. Climate models are important tools for predicting, for example, when and where new
water supplies will be needed, when and which natural resources will become scarce, how weather patterns may change and
with what consequences, whether proposed technological concepts for controlling greenhouse gases will work, and how soon
people will have to leave low-lying coastal areas if sea levels continue to rise. Meanwhile, important discoveries are being
made—for example, about how the biosphere is responding to the climate changes that have already occurred, how the
atmosphere is responding to changes in anthropogenic greenhouse gas emissions, and how greenhouse gases move between
the ocean and the atmosphere over long periods. Such information, from models and other scientific and engineering efforts,
will continue to be essential to planning for humanity’s— and the global climate’s—future. It is important to note that
although forecasting the consequences of environmental change is crucial to society, it involves so many complex phenomena
and uncertainties that predictions, particularly long-term predictions, always have uncertainties. These arise not only from
uncertainties in the underlying science but also from uncertainties about behavioral, economic, and political factors that affect
human activity and changes in activity in response to recognition of the problem. However, it is clear not only that human
activities play a major role in climate change but also that impacts of climate change—for example, increased frequency of
severe storms due to ocean warming—have begun to influence human activities. The prospect of future impacts of climate
change due to further increases in atmospheric carbon is prompting consideration of how to avoid or restrict such increases.
Grade Band Endpoints for ESS3.D
By the end of grade 2. [Intentionally left blank.]
By the end of grade 5. If Earth’s global mean temperature continues to rise, the lives of humans and other organisms will be
affected in many different ways.
Benchmarks for Science Literacy
(recommended grade band benchmarks)
During this period, students can begin to learn some of the surface features of the earth and also the earth's relation to the sun,
moon, and other planets. Films, computer simulations, a planetarium, and telescopic observations will help, but it is essential
that all students, sometimes working together in small groups, make physical models and explain what the models show. At
the same time, students can begin learning about scale (counting, comparative distances, volumes, times, etc.) in interesting,
readily understood activities and readings. However, scale factors larger than thousands, and even the idea of ratios, may be
difficult before early adolescence.
An important point to be made along the way is that one cannot determine how the solar system is put together just by looking
at it. Diagrams show what the system would look like if people could see it from far away, a feat that cannot be accomplished.
Telescopes and other instruments do provide information, but a model is really needed to make sense out of the information.
(The realization that people are not able to see, from the outside, how the solar system is constructed will help students
understand the basis for the Copernican Revolution when the topic arises later.)
In making diagrams to show, say, the relative sizes of the planets and the distances of the planets from the sun, students may
try to combine them using a single scale—and quickly become frustrated. Perhaps this can lead to a discussion of the general
limits of graphic methods (including photographs) for showing reality. In any case, at this stage a rough picture of the
organization of the solar system is enough.
Water offers another important set of experiences for students at this level. Students can conduct investigations that go
beyond the observations made in the earlier grades to learn the connection between liquid and solid forms, but recognizing
that water can also be a gas, while much more difficult, is still probably accessible. Perhaps the main thrust there is to try to
figure out where water in an open container goes. This is neither self-evident nor easy to detect. But the water cycle is of such
profound importance to life on earth that students should certainly have experiences that will in time contribute to their
understanding of evaporation, condensation, and the conservation of matter.
By the end of the 5th grade, students should know that
 Things on or near the earth are pulled toward it by the earth's gravity. 4B/E1
 The earth is approximately spherical in shape. Like the earth, the sun and planets are spheres. 4B/E2a*
 The rotation of the earth on its axis every 24 hours produces the night-and-day cycle. To people on earth, this turning of
the planet makes it seem as though the sun, moon, planets, and stars are orbiting the earth once a day. 4B/E2bc
 When liquid water disappears, it turns into a gas (vapor) in the air and can reappear as a liquid when cooled, or as a
solid if cooled below the freezing point of water. Clouds and fog are made of tiny droplets or frozen crystals of water.
4B/E3*
 Air is a material that surrounds us and takes up space and whose movement we feel as wind. 4B/E4*
 The weather is always changing and can be described by measurable quantities such as temperature, wind direction
and speed, and precipitation. Large masses of air with certain properties move across the surface of the earth. The
movement and interaction of these air masses is used to forecast the weather. 4B/E5** (NSES)
Unpacked Content (for students)
5.E.1.1
Students know that weather can change from day to day, and that many factors are measured to describe and predict weather
conditions. (EG: wind speed and direction, precipitation, temperature and air pressure). Students know that in different
latitudes and hemispheres there are different (and sometimes opposite) seasonal weather patterns.
5.E.1.2
Students know that one can collect and compare weather data in order to predict the likelihood of a particular weather
condition occurring. Students know how to read basic weather instruments: thermometer, barometer, anemometer, wind
vane, and rain gauge. Students also can identify atmospheric conditions (presence and type of clouds [stratus, cirrus,
cumulous], fronts) that are associated with predictable weather patterns. Students can make basic weather predictions using
these skills.
5.E.1.3
Students know that local weather conditions are influenced by global factors such as air and water currents. The jet stream is
an air current in the upper atmosphere, located over North America that has a powerful influence on the weather conditions
there. The jet stream flows from the west to the east and changes location depending on global conditions. The Gulf stream is a
warm water surface current in the Atlantic ocean that moves from south of Florida up the eastern seaboard and then across
the Atlantic. The Gulf stream moderates weather along the eastern seaboard, warming the air and land there during the cooler
months. In the Pacific, there is an oscillation of water temperatures known as El Nino/La Nina. This oscillation impacts the
climate of North and South America for long periods of time. Hurricanes are major storms that form over warm ocean water
and are caused by global weather patterns.
Identify Student Misconceptions
*Construct formative assessment probes – see ‘how to’ on pages 85, 102, and 183 in Science Formative Assessment by Page
Keeley.
Use formative probes: Uncovering Student ideas in Science, Volumes 1-4, by Page Keeley
(I)Volume 3 What Are Clouds made of? p. 155
(IV) Volume 4 Global Warming p. 143
(II) Volume 3 Rainfall p. 171 (III) Volume 4 Camping Trip p. 137
Formative Assessment Probes (articles, how-to, free-online) by Page Keeley, et al
http://pal.lternet.edu/docs/outreach/educators/education_pedagogy_research/assessment_probes_uncovering_student_ideas.pdf
http://www.ode.state.or.us/teachlearn/subjects/science/resources/msef2010-formative_assessment_probes.pdf
North Carolina Connections: (local and state resources)
Catawba Science Center
CSC also provides a variety of educational and fun programming for school groups, children, families, adults, and other
community groups. 243 3rd Avenue NE (street address), P.O. Box 2431, Hickory, NC 28603, (828) 322-8169
Imagination Station Science Museum
Interactive programs are designed to promote student investigation into various science concepts. 224 East Nash Street,
Wilson, NC 27894 Phone (252) 291-5113.
North Carolina Museum of Natural Sciences
11 West Jones St. Raleigh, NC 27601 919-733-7450
North Carolina Museum of Life and Science
Experience how inquiry-based teaching energizes your students and encourages science discovery. 433 West Murray Avenue
(street address), P.O. Box 15190, Durham, NC 27704, (919) 220-5429
SciWorks, the Science Center and Environmental Park of Forsyth County
Enjoy interactive, hands-on special exhibits and programs in spacious exhibit halls. 400 West Hanes Mill Rd., Winston-Salem,
(336) 767-6730
North Carolina NASA Educator Resource Center
J. Murrey Atkins Library UNC Charlotte 9201 University City Blvd., Charlotte, NC 28223 704-687-2559
Annotated TEACHING Resources
Ocean Temperature and Climate Patterns
http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.oceancur/
This animation from The New Media Studio explains precipitation patterns by illustrating how differences in ocean surface
temperatures create wind, and how wind patterns can in turn affect ocean surface temperatures.
It's A Breeze: How Air Pressure Affects You
http://kids.earth.nasa.gov/archive/air_pressure/index.html
An explanation of air pressure and how it relates to weather is highlighted on this National Aeronautics and Space
Administration (NASA) kids page. The site offers experiments, discussion questions, a word search game, and interactive
computer animations that explain the relationship between weather and air pressure.
Air Pressure
http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_ ...
Air pressure is pushing on us all the time although we do not usually notice it. In this activity, students learn about the units of
pressure and get a sense of just how much air pressure is pushing on them.
Turning the Air Upside Down
http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.org ...
Learners cover a bottle with a balloon. When they immerse the bottle in warm water, the balloon inflates. When they immerse
the bottle in a bowl of ice, the balloon deflates. Learners understand that warm air is less dense than cool air (it has the same
mass, but more volume). This is one of three demonstrations investigating convection currents and their effects on weather
and air pollution.
Exploring Weather
http://www.exploringweather.com/
Exploring Weather is a comprehensive website that explores all of the different types of weather from hurricanes to winter
storms.
Weather Wiz Kids
http://www.weatherwizkids.com/
A website especially for kids to allow them to learn more about the fascinating world of weather.
Air Pressure
http://www.4-h.org/WorkArea/DownloadAsset.aspx?id=4226&libID=4221
In this experiment, learners use a blow dryer and water bottle to observe and record changes in air pressure caused by
changes in temperature. Educators can use this activity to explain how changes in temperature cause changes in air pressure
which cause wind.
How can Clouds Help Keep the Air Warmer?
http://littleshop.physics.colostate.edu/activities/atmos1/CloudsKeepAirWarmer.pdf
In this activity, learners explore how air warms when it condenses water vapor or makes clouds. To see this in action, learners
use their hands and breath to examine how evaporation cools things and condensation warms them
Properties of Air
http://www.sciencenetlinks.com/lessons.php?BenchmarkID=4&DocID=156
Demonstrations and investigations of the properties of air will help students develop and refine their ideas about air by
demonstrating that air takes up space, and puts pressure, or pushes, on everything around it.
Online meteorology Guide
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/home.rxml
The Online Meteorology Guide is a collection of web-based instructional modules that use multimedia technology and the
dynamic capabilities of the web. These resources incorporate text, colorful diagrams, animations, computer simulations, audio
and video to introduce fundamental concepts in the atmospheric sciences.
Weather and Atmosphere
http://www.teachengineering.org/view_curricularunit.php?url=collection/cub_/curricula ...
In this unit, students learn the basics about weather and the atmosphere.
Differences Between Ground and Air Temperatures
http://mynasadata.larc.nasa.gov/preview_lesson.php?&passid=80
In developing models for climate change and weather prediction, the measurements of surface and near-surface temperature
are an important factor in the modeling process.
LEARN (teacher professional development)
http://www.ucar.edu/learn/index.htm
LEARN was created to increase teacher knowledge of and interest in the atmospheric sciences.
The Earth's Atmosphere
http://www.windows2universe.org/earth/Atmosphere/overview.html
This section of the Windows to the Universe web site provides information and images about Earth's atmosphere including
detailed information about the layers of Earth's atmosphere, the greenhouse effect, and weather. Windows to the Universe is a
user-friendly learning system pertaining to the Earth and Space sciences.
Weather and Climate
http://www.mrsciguy.com/weather.html
This unit introduces younger students to the concepts of weather and climate. Topics include the structure of the atmosphere,
the definitions of weather and climate, and temperature and how it is measured. There are also discussions of heat transfers
(radiation, conduction, convection), air pressure, wind, and the Coriolis effect.
Weather Scope: An Investigative Study of Weather and Climate
http://www.ciese.org/curriculum/weatherproj2/en/index.shtml
During the course of this project, students will learn how to build instruments to measure weather, access online weather
observations, collect weather data for an extended period, analyze weather data to reveal trends, and make predictions.
World Weather Watch
http://www.cyberbee.com/weatherwatch/index.htm
This website hosts an interactive global school project about weather. Classes must be registered to participate, and the
project runs twice a year during the school year. Students from around the world track their local weather and share the data
with others on the website. This allows them to exchange weather information across climate zones; and predict, track, and
research global weather.
Climate Discovery Teacher's Guide: The Little Ice Age Case Study
http://eo.ucar.edu/educators/ClimateDiscovery/LIA.htm
In this unit, students explore how scientists study climates of the past by modeling their methods through inquiry activities
and investigating real data. The lessons address the difference between weather and climate, direct and indirect evidence of
climate change, and natural indicators of climate such as tree rings. They will also examine what conditions were like in the
'Little Ice Age'.
The EPA Climate Change Kids Site
http://epa.gov/climatechange/kids/index.html
This interactive site features games, animations, and teachers' materials intended to introduce younger students to climate
change. There is information about what climate change is, the difference between weather and climate, and the greenhouse
effect.
Interactive Weather Maker
http://www.scholastic.com/kids/weather/
Using our Interactive Weather Maker, you'll be able to turn a sunny day into a windy day. Or create a rainy day.
Wonderful World of Weather .
http://www.k12science.org/curriculum/weatherproj/index_NEW.html
This standards-based module uses hands-on activities and real-time data investigations to allow students in the elementary
grades to investigate weather phenomena both locally as well as in other places around the world.
Kid's Crossing
http://www.ncar.ucar.edu/eo/kids/
This site offers links to educational weather and science resources. There are games and activities on clouds and lightning, the
water cycle, hazardous weather, and our changing global climate. A Fun Fact of the Month provides weather-related trivia.
NOAA Education - Primarily for Teachers
http://www.education.noaa.gov/teachers.html
Teachers can access a variety of materials for use in the classroom, or as background reference material. The materials are
grouped according to topic: Weather, Climate change, Oceans, Satellites and space, and Training.
The S'COOL Project
http://science-edu.larc.nasa.gov/SCOOL/index.php
The S'COOL Project involves students (ages 5-20+) in real science, making and reporting ground truth observations of clouds
to assist in the validation of NASA's CERES satellite instruments.
Smart Exchange http://exchange.smarttech.com/search.html
A directory of Smart Board lessons that teachers can download and use.
Teachers Domain http://www.teachersdomain.org/
Free digital media for educational use.
Quick-Write Prompts
1) People have favorite weather days. Some people like sunny days, while others enjoy rainy days. Think about your
favorite weather day. Write an essay explaining why you like this kind of weather.
2) Often, people plan for particular activities based on what the weather will be like. Write about how your activities change
with different types of weather.
3) Write a story telling about something fantastic that happens to you when you are stuck indoors on a snowy winter day.
4) Use the interactive weather prompt generator to get a story starter:
http://writingfix.com/right_brain/Who_What_When_Where_Wild_Weather1.htm
5) Have you ever noticed that the weather can affect your appetite? On cold days, soup sounds tasty and comforting, while on hot days,
nothing hits the spot like an ice cream cone or icy slush. Write about a time when you really enjoyed eating something as a result of
the weather.
READING Resources
Earth’s Atmosphere : Composition and structure
http://www.visionlearning.com/library/module_viewer.php?mid=107
This module explores the composition of the earth’s atmosphere, how temperature and pressure vary in the atmosphere, and
the scientific developments that led to an understanding of these basic concepts. It includes tables and graphs of data related
to these factors.
Earth Science for Middle School (online text e-book)
http://www.ck12.org/flexbook/book/732/
The Weather Channel Kids Weather Encyclopedia
http://theweatherchannelkids.com/weather-ed/weather-encyclopedia/
Tree House Weather Kids
http://urbanext.illinois.edu/treehouse/index.cfm
VIDEO Resources
Weather or Not – Climate http://www.teachersdomain.org/resource/odc08.scitech.weathernot.climate/
This video series uses weather forecasting and the science of meteorology as a context for learning. This "Climate" episode
zooms into space to investigate the relationship between the sun and the earth. You will also learn about the earth's axis tilt,
spin and rotation to discover how these affect climate and the seasons.
The Effect of Jet Streams on Climate http://www.teachersdomain.org/resource/ttv10.sci.ess.jet/
High above Earth, fast moving rivers of air called jet streams play a major role in our weather systems and regional climates. In
this video produced by ThinkTV, examine the jet streams in the Northern and Southern Hemispheres, and discover the ways in
which a change in the established spatial patterns of the jet streams could lead to more severe weather events.
Earth System: El Nino http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.eselnino/
This video segment adapted from NASA's Goddard Space Flight Center details some of El Niño's far-reaching effects on both
marine life and humans.
Earth System: El Nino’s Influence on Hurricane Formation
http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.eshurricane/
Learn how El Niño events alter the course of atmospheric circulation and lessen hurricane formation in the Atlantic Ocean.
Earth as a System http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.hologlobe/
This visualization adapted from NASA helps explain why understanding Earth as an integrated system of components and
processes is essential.