Download About earth`s atmosphere - Greater Wellington Regional Council

10
We have seen the importance of the
air, the good clean air we breathe into
our lungs. When Rangi and Papa were
separated the wind and air came in
to fill the space. The universe and the
heavens were created and the land
below. Tăwhiri-mătea is the guardian
of the winds and the air. His gift to
the people was the wind and the good
fresh air, that give life to all Tane’s
creatures; the birds, and people, and to
all of us living on the Head of the Fish
of Măui. Our task is to care for the life
force of the air, so it is clean forever, for
the generations coming after us.
Summary
Introduction Air
Kia kaha tătou ki te manaaki i te mauri
o te hau, kia mă tonu ai, kia mă tonu ai,
mă ngă Whakatupuranga.
Papa, ka uru mai ko te hau. Ka tohaina
ngă rangi me te whenua i raro. Ko
Tăwhiri-mătea te kaiwhakahaere mĿ
waenganui. Tăna koha mai ki te iwi
ko te hau, ko te hă ora, e ora ai te tini a
Tăne, me te tangata, tae atu ki rau Ŀ iwi
e noho nei i te Upoko o Te Ika i ďnei ră.
Nă reira e hoa mă, kua kite tătou i te
nui o tďnei mea te hau, te hau mă ka
momoia mai ki te poho o te tangata. I
wehea a Rangi răua ko
In the following pages students will gain an understanding of air as a gas, how
it is made up, how it behaves and how all animals need it – including humans.
Students learn how green plants use photosynthesis to clean the air, how the
carbon cycle works, and the role of the atmosphere. This will prepare them for the
concepts of air pollution and air quality which are discussed in the next section.
About earth’s atmosphere
Activities in this section also provide children with the opportunity to get out into
their local environment and explore air quality issues. This can take the form of
field trips, day trips in the local community, and short walks around your school
grounds.
This section features experiments and activities to enable children to gain an
understanding of air, earth’s atmosphere, and air pollution. It is divided into three
parts: 'about earth’s atmosphere', 'about air pollution in the Wellington region',
and 'about global pollution'. The activities should be followed sequentially so that
students can build on what they have learned.
Investigate and explore
About earth's atmosphere
12
What I know
about AIR and AIR
POLLUTION
Pre-unit questions
What I want to find
out about AIR and
AIR POLLUTION
What I have learned
about AIR and AIR
POLLUTION
How I learned
about AIR and AIR
POLLUTION
Post-unit questions
Establish what students already know about the concepts of air and air pollution.
This CoRT thinking activity assists the teacher to find out what the class already
knows about the topic and what their areas of interest are within the topic.
Complete the pre-unit questions at the start of the unit. The post-unit sections
are left open for reflection at the end of the unit (What I have learned and How I
learned).
KWL(H) chart
Learning intention
Teacher notes
13
The teacher asks the students for their questions. These are written on a class
question sheet. This activity identifies the areas of student interest in the unit and
may provide areas of research for students. When answers to the questions are
discovered they are written on the sheet.
As the unit progresses some information may be crossed out if it is inaccurate, and
more detail may be added to correct information.
The teacher gets feedback from the class and creates a class brainstorm about
what the students know (or think they know) about the topic. This activity helps
the teacher get a clear idea of the class’s collective knowledge. All information is
added to the brainstorm, whether it is incorrect or not.
Students discuss what they have written in pairs or small groups. They do not
add new information to their grid.
The teacher explains the KWL(H) to the students. The students then
independently complete the first two sections of the grid.
Captivate student interest in this topic by sharing some of the stories in the
introduction to this book or showing the DVD included in your kit box.
Method
Activity - KWL(H) chart
First two sections of the grid completed.
Success criteria
Record students’ learning interests.
What do we know already?
What do we know already?
Investigate About earth's atmosphere
A gas
takes on
the shape
of the
container
that holds
it.
NO
A gas takes
on the
volume
of the
container
that holds it.
Gas
14
NO
YES
Liquid
A liquid
takes on
the shape
of the
container
that holds
it.
NO
YES
YES
Solid
Does it
have a
definite
shape?
Does it
have a
definite
volume?
State
Particles
can move
quickly in all
directions.
Particles are
held loosely
and can slide
past each
other. This
allows liquids
to flow.
Particles are
held together
closely and
strongly.
How do the
particles
move?
There are three physical states of matter – gas, liquid and solid.
• Ice, water in a
container, jug
of water to boil
There are three physical states of matter. Water is the only
substance that occurs naturally in all three states. All matter
is made up of tiny particles. The chart below summarises the
main features of the various states of matter.
Ice
Water
vapour
Water
• Sing CD 'I’m
a drop of water'
–available from
Scholastic
• Water cycle
poster
• States of matter
poster
Learning intentions
Resources
Teacher notes
15
On a map of New Zealand, label where you would find water in its three different
states, i.e. water as a liquid in lakes, rivers, aquifers etc, water as a solid in
glaciers, snow, ice etc, water as water vapour in clouds, steam etc. Use an atlas to
check your answers.
Groups report back to the class. Discuss the water cycle poster with the students.
Is there a connection between their small group brainstorm and the poster?
It will become clear to students that ice can not become vapour without turning
into water first and vice versa. NB: dry ice is not actually water – it is compressed
carbon dioxide.
• vapour to water – cooling (precipitation: rain).
• ice to water – heating (above 0°)
• water to vapour – evaporation (heating)
• water to ice – freezing (below 0°)
The students then use arrows to show how these states of matter can change from
one to another, for example:
• gas (water vapour) – vapour, steam.
• solid (ice) – glaciers, hail
• liquid (water) – rain, sea, streams, lakes
In small groups the students brainstorm how water occurs on earth and in the
atmosphere in all three states, for example:
Explain that there are three states of matter – liquid, solid and gas. Water is special
because it can naturally occur in all three states. Refer to the States of matter poster.
What can you see when water boils and ice melts?
Display the container of water, a block of ice and boil an electric jug to show
steam. Ask students – What is happening?
Method
Activity/experiment
Students can draw a triangle diagram to illustrate understanding.
Students can label where to find the three states of matter on a map of NZ.
Success criteria
Temperature changes water from liquid to solid to vapour. The atmosphere
contains water in all three states, as rain (liquid), snow and ice (solid) and water
vapour (gas).
All matter is made up of tiny particles.
Three states of matter
Three states of matter
Investigate About earth's atmosphere
16
A gas takes on
the shape of the
container that
holds it.
A gas takes on
the volume of
the container
that holds it.
The warmer they
get, the faster
they move.
Particles can move
quickly in all
directions.
NO
NO
Gas
How do the
particles
move?
Does it have
a definite
shape?
Does it have
a definite
volume?
• Hot water
• Ice
• Bowl
• Air filled plastic
bottle
• Balloons
• Building Science
Concepts 30 The Air Around
Us Ministry of
Education 2003
As already discussed there are three physical states of matter. Air is made up of a
mixture of gases. The properties of a gas are summarised below.
State
Learning intentions
Resources
Teacher notes
17
Cooling the air inside the bottle causes the particles to slow down and move
together. The space they occupy becomes less and the balloon shrinks and is
pulled into the bottle. Putting a football into a freezer also demonstrates this - it
will shrivel up as the air is chilled.
Temperature has an effect on the gas particles inside the bottle and balloon.
When the air is heated, the energy of the particles increases. This makes them
race around and push on the sides of the container, causing the balloon to
inflate and expand.
Explanation
The balloon shrinks and is sucked inside the bottle.
Put the bottle in cold water.
Stretch a balloon over the bottle opening.
Pour the water away.
Warm a glass bottle by filling it with hot water.
Method
The amazing sucking bottle
Students then let the air out of the balloon. Where is the gas from the balloon
now?
Answer: a mixture of gases including water vapour from your breath.
Students each blow up a balloon. What is in the balloon?
Method
Balloons beautiful balloons!
Experiments
Students can explain what happened and why it happened (write up
experiment).
Success criteria
Cooled air sinks and contracts.
Heated air expands and rises.
Air is a mixture of gases.
Air – it’s a gas
Air – it’s a gas
Investigate About earth's atmosphere
18
For another fun air pressure experiment check out 'Bottles into Rockets' by Rex
Eagle, School Journal Part 3 Number 2 2003
Above the troposphere there are different atmospheric
layers. The exosphere is the outermost layer of the earth’s
atmosphere extending about 800km above the earth’s
surface.
We live in the troposphere which contains 90% of the air in
our atmosphere. The troposphere reaches to approximately
18km above the earth’s surface. Our weather occurs in the
troposphere.
Although we are usually unaware of this pressure, it actually
presses down very hard – roughly equivalent to the force of
an elephant standing on a desk!
The average surface temperature
on Venus is a hellishly hot 450c.
Mars is a frighteningly freezing
-53 C. Their insulating ‘blankets’
– atmospheres - are very thick
(Venus) and very thin (Mars).
Our moderate temperatures are
partly the result of having just
the right kind of atmosphere.
Interesting fact
• Atmospheric
layers poster
The atmosphere, made up of a mixture of gases, is a blanket
of air surrounding the earth. The atmosphere reaches out
into space. It protects the earth from the harmful effects of
the sun during the day and keeps the heat from escaping at
night. As we know, the air in the atmosphere is made up of
a number of gases. These gases press down on the earth’s
surface, exerting a force that we call atmospheric pressure or
air pressure.
• Air pressure
experiments
• Atmosphere
demonstration
Learning intention
Resources
Teacher notes
19
The skin of the apple shows how thick the troposphere is in relation to the earth.
The whole atmosphere protects the earth from the harmful effects of the sun
during the day and keeps the heat from escaping at night.
The skin of the apple is like the earth’s troposphere, covering the apple like a
snug blanket.
Cut the apple in half.
Show students an apple and ask them to imagine it is the earth.
Method
An apple and knife
Equipment
Our atmosphere - demonstration
What happens where in our atmosphere?
Discuss the different layers in our atmosphere with reference to the poster.
Take the students outside to look at the sky. How far up does the air go?
Atmospheric layers poster
Activities
Students select one ‘air pressure’ experiment and can explain what happened
and why it happened.
Success criteria
Air has weight and the pressure is greater close to the earth.
Understand the layers of the atmosphere.
Understand how air pressure works.
The earth’s atmosphere
The earth’s atmosphere
Investigate About earth's atmosphere
20
The strength of the air pressure pushing up on the card is stronger than the force
of the water pushing down on it. So, the strong air pressure outside the glass
holds the card in place. This stops the water from falling out of the glass.
Explanation
Does the water temperature change the result?
What is holding the card in place?
Does water have weight? Is water heavier than the card?
What can you see? What’s happening? What do you know about it?
Questions to ask
Try this experiment with larger glasses or cups and larger card, and see if there is
any difference between the sizes used.
The water mysteriously stays in the glass (Figure 4).
Then, hold the glass with one hand and let go of the card.
(Figure 3).
Now, still holding the card in place, quickly turn the glass upside down
Slide a piece of stiff card over the top of the glass and hold it in place (Figure 2).
Fill a glass to the brim with water (Figure 1).
Method
• Stiff card just a little larger than the cup
• Sink or large container to catch any water spill
• Water
• Glass or plastic cup
Equipment
Figure 1
Figure 4
Figure 3
Figure 2
Figure 1
Figure 2
21
The air pressure pushing down on the paper is stronger than the force of the hand
tapping sharply on the ruler.
Explanation
Compare results of the experiment when you alter the length of the ruler covered
by paper.
How much of the ruler is covered by paper? How long is the ruler? How big is the
paper?
What is happening? What do you know about it?
What can you see?
Questions to ask
Lie a ruler with its end just over the edge of a table. Put a sheet of paper over the
ruler (Figure 1) and sharply tap the end of the ruler (Figure 2). Feel how difficult it
is to lift the paper. You can feel air pressure pressing down on the paper.
Method
• Desk
• Paper - A3 or larger
• Rulers - 30cms and 1 metre
Equipment
Strong air pressure
The glass is full of air so water can’t get in. Air is lighter than water so it can’t
push the water out of the way and get out of the glass - so the tissue stays dry.
Explanation
In what way is this experiment similar to the previous one?
Take the glass out of the water and pull out the tissue - it is quite dry!
What is trapped in the glass? How much?
What is happening? What do you know about it?
What can you see?
Questions to ask
Crumple a tissue and wedge it into the bottom of a glass. Upturn the glass and
plunge it into a bowl of water.
Method
• Tissue paper
• Glass or cup
• Bowl of water
Equipment
Air pressure
You can turn a glass of water upside down without spilling a drop with the help
of air pressure. Do this over the sink the first time!
The amazing dry tissue
Experiments
Investigate About earth's atmosphere
22
For more information about special features of the wind in Wellington, refer to
pages 5-10 of this book.
As air rises, low pressure areas are created below. Air in high pressure areas then
rushes to fill in the gap. If there’s a big difference between the pressures, the flow
of air between the two points will be stronger.
• the sun's heat: the air around earth changes temperature, depending on the
time of day. As the air warms up, it rises. In polar regions, where the sunlight
spreads over a greater area, the result is less warm air. This means the air over
the poles is denser than the air over the equator.
• the earth moves: as the earth moves, it drags the atmosphere around with it,
which causes the air to mix with the higher level atmosphere. This creates
turbulence and pressure systems.
• Weather vane
and compass
• Bubbles and
blower
• A4 size maps
of the school
grounds
Understand how the wind (air moving) blows in your school.
• The Winds of
Tăwhiri-mătea
retold by
Nuki Takao
Connected
Series 1 2004
23
Ask the students how these observations relate to wind in New Zealand. Write a
class brainstorm. Explain to the students that these ideas will be explored when
viewing the video Wicked Weather: The Wind.
Explain that wind is named according to the direction it comes from not the
direction it is going. Draw a compass to illustrate that wind blowing to the north
is called a southerly because it comes from the south. In New Zealand, the
southerly contains cold air. A wind blowing to the south is called a northerly
because it comes from the north.
Try this activity on other days and compare the results.
In class get the students to report on their findings. Did they observe any
patterns? By taking readings from all around the school they will notice that the
wind does not always travel in the same direction. What has caused this?
In small groups the students go to different parts of the school and locate
themselves on the map. Students blow bubbles and observe the direction
they travel. Students draw arrows on the map to show the direction. Make
observations from different points of a building and different distances from the
building.
Explain to the students that they are going to investigate how air moves around
the school by wind mapping using bubbles. Do this on a day with some wind.
Method
Activity –a wind map of your school
Students can identify and map where wind blows in their school, explaining
why there are ‘windy’ areas and ‘calm’ areas.
Success criteria
Physical barriers can change the direction of wind.
Learning intentions
Resources
Without wind, we wouldn’t have any change in the weather. That means no
snowmen, no tans and no singing in the rain. Wind is air moving horizontally. It’s
the result of air movement over the earth. Air moves because of pressure systems
- it travels from areas of high pressure to areas of low pressure. Two reasons for
these pressure changes around the earth are:
Wind in your school
Teacher notes
Wind in your school
Investigate About earth's atmosphere
Wind is the movement of air in the troposphere.
The wind is the main driving force of New Zealand’s weather. New Zealand
is made up of long skinny islands surrounded by ocean. The tropics lie to the
north and Antarctica to the south.
24
Alexandra is the least windy place in New Zealand. It is inland, protected from
the westerlies by the Southern Alps and has an average wind speed of only
6km/hr.
Wellington’s average wind speed is 56km/hr. It has on average 64 days
per year with gusts over 96km/hr. It has 22 days/year of gale force winds
compared to only two days in Auckland and three days in Christchurch.
The westerlies find a gap between the North and South Island in Cook Strait.
As the wind hits the Kaikoura ranges it is directed northward. As it hits the
Tararua ranges it is directed southwards towards Wellington. That is why
Wellington is such a windy place.
When the winds hit New Zealand they find a formidable barrier in the
Southern Alps. The warm air, full of moisture, starts to rise up to go over the
Alps. As it rises it becomes cooler. Cold air holds less water vapour than warm
air, so it condenses and loses most of its moisture as rain. This is why the West
Coast has rainforest. As the air races down the eastern side it is warmed by the
land, creating a dry north westerly wind. This is known as the Fohn effect.
The tropics receive more direct sunshine causing the air to warm up and mass
above the equator. The warm air moves away from the equator. It is deflected
by the spinning of the earth (Coriolis effect) which causes the predominant
westerly winds. In both hemispheres the areas within 40° to 50° latitude are
windy. In the southern hemisphere there are few landmasses to slow the wind
down. That is why the wind travels at such great speeds through the Roaring
Forties.
Learning intentions
Teacher notes
• Collect wind language and use as a basis for poetry.
• Track weather maps in the newspaper
• As a class create a glossary of terms from the Wicked Weather video
Additional language activities
Viewing the rest of the video will give a greater understanding of how the wind
affects other parts of the country, but it is not essential.
On completion the teacher discusses the viewing sheet with the class to check
understanding. Display a large class viewing sheet. If there are areas needing
clarification, replay and discuss relevant sections of the video.
Students view the first two sections of the video Wicked Weather: The Wind and
complete the viewing sheet.
Method:
Activity
Students can successfully complete the video viewing sheet.
Success criteria
Mountain ranges change the direction of the westerlies which then impact on the
Wellington region.
Wind is created by changes in temperature caused by the heating and cooling of
the earth’s surface, on land and sea.
Wicked weather: the wind
Wicked weather: the wind
Investigate About earth's atmosphere
25
3. Show what happens when the weather hits the West Coast of New
Zealand and moves across to the east coast.
2. Show how wind is created on a global level. Remember to locate the
Roaring Forties in both hemispheres
1. Draw a diagram to show how wind is caused by different air
temperatures.
Wicked Weather: The wind
Video viewing sheet
_____ days a year.
4. The least windy place in New Zealand is Alexandra with an average wind
speed of ____ km per hour.
Christchurch has gale force winds _____ days a year.
Auckland has gale force winds
3. Wellington has gale force winds _____ days a year.
2. Wellington has wind gusts over 96km per hour on ___ days a year.
1. Wellington’s average wind speed is ___ km per hour.
Wicked weather facts
4. Show how Wellington’s windy weather is caused using wind direction
arrows. Key features to include are the Southern Alps, Tararuas,
Kaikouras, Cook Strait and Wellington.
How do they
get oxygen
from their
environment?
Land
Where
do most
species
live?
Mammals
Invertebrates
Animals
without a
backbone
Mayflies
Gills: allow aquatic animals such as fish to take oxygen
from the water and get rid of carbon dioxide, as they
breathe out.
Lungs found in invertebrates: Some invertebrates have
lungs but these are not like our lungs. They are much more
basic. Spiders breathe through lungs called book lungs.
These have layers of soft plates stacked on top of each
other, rather like pages in a book. Other animals like snails
have an opening in their body which takes air to a single
basic lung inside their shell.
28
Breathing through the skin: Worms breathe through their
skin, which is why they must stay moist. They do this by
a process called gas exchange. Oxygen is dissolved in the
moisture on the skin and passed into the body. Carbon
dioxide is passed from inside the body back out into the
air. Amphibians also breathe through their skin using the
same process, to supplement their lungs.
Lungs found in vertebrates: Mammals, birds, reptiles
and amphibians all have two lungs of varying complexity.
Amphibians are also able to ‘breathe through their skin’
(see below).
Land
Birds
In soil
Land
Katipo
spider
Worms
Land
Weta
Adults
- land
Nymphs
- water
Land
Water/
land
Amphibians
Reptiles
Water
Fish
Spiracles: Some invertebrates don’t have lungs- they use
spiracles to breathe. These are tiny holes which connect
to tiny tubes (trachea). The tubes go from the outside of
the exoskeleton and connect to the organs inside, carrying
oxygen in and carbon dioxide out.
Once the living things have used the oxygen, leftover
carbon dioxide and some other gases are then released
back into the atmosphere.
Air is found everywhere including in soil and water. All
living things have developed ways of taking oxygen (gills,
lungs) out of their environment. Larger organisms need
more complex breathing systems to efficiently transport
oxygen to cells and remove waste (CO2). Most living
organisms use oxygen to burn sugars to release energy.
Animals with
a backbone
Breathe
through their
skin
Lungs
Spiracles
Adults spiracles
Nymphs - gills
How do they
get oxygen
from their
environment?
Lungs
Lungs
Lungs
Adults have
lungs and
also breathe
through their
skin
Tadpoles have
gills
Gills
In water
Both on land
and in water
In soil
Gills
Skin
Simple
lungs
Spiracles
29
Make three statements about what your charts tell you. What do the categories
tell you?
Complex
lungs
How do these creatures breathe? See the teacher notes. Use the following
headings to categorise the creatures. Discuss your answers.
On land
Where do these creatures live? Use the following headings on a large piece of
paper to place the pictures of animals on the following page. Discuss answers.
How do other animals get oxygen? Get the students to work in groups to
complete the following table.
Ask the students to take a big breath in and then let it out. Ask the students
what they think happens whenever they breathe in. Explain why your chest
gets bigger as your lungs fill with air. The oxygen in the air travels through your
body to keep you alive.
Method
Activity/experiment
Students can identify and categorise how different animals get oxygen from the
environment and why different animals breathe in different ways.
Success criteria
Animals have evolved different ways to get oxygen from the environment.
Air is essential for life.
• How do
animals
breathe? BLM
Air is made up of a mixture of gases. The main
components of air are nitrogen (N2) 78% and oxygen (O2)
21%. carbon dioxide (CO2) is an invisible and odourless
gas that makes up less than 1% of our air.
Where
do most
species
live?
Learning intentions
Resources
Teacher notes
Vertebrates
All animals need air to survive
All animals need air to survive
Investigate About earth's atmosphere
Frog (+ simple lungs)
Elephant
30
Koura (crayfish)
Tadpole
Mayfly larvae
Shark
Native freshwater fish
Gills
Dolphin
Whale
Bat
Kiwi
Turtle
Lizard
Ant
Millipede
Ladybird
Butterfly
House fly
Weta
Spiracles
Frog (+ through skin)
Spider
Giant land snail
Slug
Simple lungs
Worm
Human
Sheep
Through the skin
2 lungs
Answer sheet for classification activity – How do
animals breathe?
Children cut out the drawings and sort them into the groups as discussed on the
previous page.
How do animals breathe?
House fly
Kiwi
Frog
Dolphin
Millepede
Ant
Elephant
Koura (crayfish)
Butterfly
Bat
How do animals breathe?
Mayfly larvae
Sheep
Spider
Turtle
Whale
Ladybird
Shark
Giant land snail
Tuatara
Worm
Human
Weta
Tadpole
Slug
Native fresh water
fish
34
Plants take in carbon dioxide and let out oxygen. It is a
balanced cycle and it all happens through a process called
photosynthesis.
People and animals breathe in oxygen and breathe out
carbon dioxide. So why hasn’t all this breathing out filled
the world with carbon dioxide? Where do fresh supplies of
oxygen come from? From plants and trees!
Teacher notes
Without sunlight the leaf is unable to carry out the process of photosynthesis
and will die.
35
Monitor the leaf daily to observe changes to its state (colour, texture, size etc).
Take tin foil and cover up half of a leaf on a living plant blocking sunlight to the
leaf.
Method
Photosynthesis experiment
Use the poster to discuss photosynthesis in more detail and develop a good
understanding of the clean air cycle.
Ask the students if there are plants in the sea. What effect do these plants have
on the atmosphere of the planet? There are tiny, free floating, plants called
phytoplankton that also photosynthesise. Phytoplankton is at the bottom of the
food chain. Marine life is dependent on this plant.
Why are plants important for humans and other animals? Without them we
wouldn’t have any food or oxygen hence there would be no animal life on earth.
How do plants affect our atmosphere? They give us oxygen and take in carbon
dioxide.
What do plants need to make their food/survive? Sunlight, water, carbon
dioxide, chlorophyll (this is the photosynthesis process).
Why are plants green? Because they contain chlorophyll (see vocabulary, page
103).
Are plants living things? Yes.
In one minute you breathe in five
litres of air.
Photosynthesis walk
Students can explain the changes to the leaf in the photosynthesis experiment.
Students can identify the lungs of the local community and explain their
importance.
Success criteria
Forests and ocean plants are the earth’s lungs.
Take the students for a walk in the playground or local bush area to look at
trees. If you’re near the coast check out the ocean. Ask the students the following
questions:
• Tinfoil and
paper clip
Oxygen is a product of the photosynthesis process.
Through the process of photosynthesis plants make their own food using
sunlight and carbon dioxide.
• Photosynthesis
poster
• Healthy plant
Learning intentions
Resources
Photosynthesis – the clean air cycle
Right now you are breathing in
air that dinosaurs breathed out.
Interesting fact
Photosynthesis – the clean air cycle
Investigate About earth's atmosphere
36
Use the GIS mapping tool on the Greater Wellington website to print out a map of your local area.
Go to our website http:/www.gw.govt.nz using your internet browser and click on the link online
maps of the region on the homepage. There are three main map types – hazards, environment and
freshwater fish. Once you have chosen a map type you can then navigate and zoom to any location in
the Wellington region, create enquiries on the map data and print off your own maps. Help pages give
working examples of how to use the system.
Use a stopwatch to measure how far students get when they have walked for five minutes, for 10
minutes or 20 minutes. This information will be useful if the school wants to adopt a School Travel Plan
in future, or if the students want to use walking to school as an opportunity to 'push play' every day.
Expand this concept to look at the town or city, the region, all of New Zealand, or the world.
On a map of the area within a 1-5 kilometre radius of the school, students map the lungs (bush and
forest areas) of the local community, identifying where the sources of oxygen are for all the living
things that live within the defined area. Look out for lichen as some will only grow in clean healthy air
environments – they can’t tolerate motor vehicle exhausts. Students also map where the cycle ways and
walkways are, and where the public transport routes are.
By taking an exploratory walk through their local community, students map the clean air filters of their
neighbourhood. They identify parks and bush areas where the trees are giving out oxygen for students
and their families to breathe. They may notice places where there are few trees but there is space for
them to be planted.
Explore
• If you choose to go further afield, bus bookings, and venue bookings within regional parks with park
rangers may be necessary.
• Class journalists/photo journalists for the Explore day. What needs to be recorded? Shared with
others?
• Map – where are we going to walk? Explore?
• Organise parent helpers to meet 1:8 ratio
• Newsletter home with information
• Emergency contact sheet
• Health and Safety – Complete a Safety Action Planner and/or RAMS form
Teachers can either model the process to the class as a whole or students can organise the field trip
using the planner in small groups. Small group responsibilities for field trip planning could include the
following:
Practise the process of planning your outing by using the action planner contract opposite. By using the
planner to prepare and organise the field day you are giving students the opportunity to see the process
in action before they use it again at the Take Action stage of the programme.
Planning
Teacher notes
Explore the lungs of your community
Investigate About earth's atmosphere
?
- trees for each student in our class
- Concentrate on school boundary along walkway
planting native trees in school
Who do you need to ask permission
from? Who else can help?
digital camera
ill your pro
sponsored?
Mulch- local supplier (yellow pages)
People- helpers
Prepare site (spray) - caretaker to follow up for us
3.
Plant the trees!
11.
Name
Everyone!
Suzanne and John
Aroha and Kate
John, Suzanne and teacher
Hayden and Wiki
whole group
Kate and John to email
Wiki to phone with the order
Kate to email
Aroha and Suzanne (top 5 examples)
Aroha to write letter to principal
Action planner contract
Write a report advertising planting day for school
newsletter
Write a calendar for monitoring plants
after planting
9.
Decide on planting date and wet weather back up
8.
10.
Collect worm wee from Hayden’s group
Meet with caretaker to check out planting site
6.
7.
Contact GW to ask to borrow equipment
5.
Order other plants from nursery
Research which plants to use
Contact local council to ask for plants and mulch
2.
4.
Get permission
1.
Job/ responsibility
Who in your group will do what?
Mr Weedaway’s company
Buckets and wheelbarrow- caretaker
Task order
free
free
Digital camera- book from Mrs snapshotalot
free
borrow
Gloves- borrow from Take Action crew
Hose- caretaker
free
free- lots of thank yous
Fertiliser- worm wee from Hayden’s group
Completed? (tick)
Friday 26 July
Monday 25 June
Friday 22 June
Friday 22 June
Friday 22 June
Thursday 21 June
Tuesday 19 June
Wednesday 20 June
Tuesday 19 June
this Friday
this Friday
free in return for rubbish collection
$100
Others from native nursery (yellow pages, internet)
Stakes- caretaker
borrowed
free
Plants- left over plants from local council planting
school assembly
- iMovie of project presented at whole
to water, weed and talk to our plants
- A maintenance calendar will tell us when
and mulched
- Trees firmly, properly planted and staked
What will your project look like when it is completed?
What?
Friday
26 July
Day __________
Month_________
When will your project be completed?
Thursday
14 June
Day __________
Month__________
Deadline date for action planner contract
to be completed and signed by teacher:
ject benefit the environment?
layer, peaceful, nice place to eat lunch
trees to grow (seeds), provide shade from hole in ozone
More oxygen, encourage native birds, encourage more
When?
How w
Why?
Use your mind mapping brainstorm to help
you complete your project contract
Spades- Greater Wellington Regional Council, Take Action crew
people to help
fertiliser (worm wee?)
How?
Where will you find
the resources you
need? How much $
will the resources
that you need to
buy cost?
Where?
Mulch
Gloves
Stakes
prepare site (spray?)
Hose for watering
Buckets
plants
Spades
What equipment is needed for you
to complete your project?
Resources
Caretaker (might want to help us)
Mrs Hall- keen gardener
Junior classes- to help us
B.O.T- so they know what’s going on
Principal- permission to plant in school
Teacher- to okay contract
Who?
ur project. What are your goals/ intentions?
Name yo
er
ladd
rity
Prio
Aroha, Kate, Suzanne, John and Wiki
Members of group:
W h at
Wha
t
Seco needs
to
nd?
Thir happe
d?
n fir
st?
Remember to take digital photos of your progress so that you
can show others how you achieved success with your project
Review date __________________
Mrs Groovyfunky
Teacher sign__________________
14 June
Date __________________
?
Why?
ur project. What are your goals/ intentions?
How w
Who?
Who do you need to ask permission
from? Who else can help?
ill your pro
ject benefit the environment?
When?
Deadline date for action planner contract
to be completed and signed by teacher:
Day __________ Month__________
When will your project be completed?
Resources
What equipment is needed for you
to complete your project?
Day __________ Month_________
What?
Review date __________________
What will your project look like when it is completed?
Where?
Where will you find
the resources you
need? How much $
will the resources
that you need to
buy cost?
How?
Who in your group will do what?
Job/ responsibility
Name
Wha
t
Seco needs
to
nd?
Thir happe
d?
n fir
st?
Prio
rity
ladd
er
Task order
Members of group:
Remember to take digital photos of your progress so that you
can show others how you achieved success with your project
Name yo
Action planner contract
Completed? (tick)
Teacher sign__________________
Date __________________
W hat
Use your mind mapping brainstorm to help
you complete your project contract
• The carbon
cycle posters
The carbon cycle is a natural cycle like the water cycle or the
cycle of photosynthesis. This natural cycle keeps the living
world in balance. Most of the carbon in the world is locked
up in fossil fuels, growing plants and the deep ocean where
it is dissolved in the sea water. There is only a tiny amount
moving freely in our atmosphere. Air contains approx
0.036% carbon dioxide.
40
Carbon is released back in to the atmosphere as carbon
dioxide when plants are burnt or die and rot away. It’s one
way that our planet reuses and recycles.
Carbon is the sixth most abundant element in the universe.
It is a non metal element found in all living things and is
one of the building blocks of all life. Carbon occurs in our
atmosphere as carbon dioxide.
Learning intentions
Resources
Teacher notes
41
What helped when your learning journey became difficult? (a friend, the poster,
your own thinking, the teacher?).
What do you need more help with to understand the carbon cycle?
What new information have you learnt about the carbon cycle as a natural
process?
What did you find difficult while you were learning about the carbon cycle?
What made you really think?
Self assessment question examples
What happens when trees catch fire? Carbon is released into the atmosphere.
How do trees get rid of their carbon ? They store most of it and some is released
through transpiration.
How do humans and animals get rid of our carbon? We exhale (breathe out)
carbon dioxide.
Where is carbon stored? (carbon ‘sinks’) Plants, sea water, soil etc.
How is the carbon being released? Through rotting, breathing and burning.
If we humans weren’t here would it still go on? Yes – this cycle would go on
even if we weren’t here. Fires can be started by lightning, trees grow, then release
carbon when they die etc.
What is a cycle? A system or process that doesn’t have a beginning or end.
Show The carbon cycle poster and ask the following:
Method
Activity
Students can evaluate their own learning through honestly answering self
evaluation questions (examples are provided at the bottom of the page).
Students can answer questions about the carbon cycle relating to the poster.
Success criteria
Carbon is stored in plants during the process of photosynthesis.
Only a small amount of carbon is in the atmosphere.
The carbon cycle is a natural process.
The carbon cycle
The carbon cycle
Investigate About earth's atmosphere
42
th in
ar (w
e e nd
h
t ou
de ar
ro g
I e ovin
m
by
I am where the
evaporated water goes
d)
Air
I protect
animals from
dangerous UV
I wa
hel rm the
p it
to e water
vap
a
ora nd
te
Sun
I war
e lan
d
ere
sph
mo
at
m th
he
mt
ar
Iw
Nothing on earth affects the sun, but some things may change the sun’s influence
on other things on earth. For example plants provide shade from the sun for
animals that live in dark places, and keep streams cool so that the living things
in them can survive. The atmosphere protects the earth from the sun’s harmful
radiation.
The earth’s atmosphere protects the earth from the extreme heat of the sun during
the day and from cooling down too much at night. Without the atmosphere there
would be no life and no weather.
Plants use the sun’s energy to make their own food. Plants are food for animals
which in turn become food for other animals. Plants are called ‘producers’ as
they are the only living things that can make food directly from the sun. Primary
consumers are animals that eat plants to survive. Secondary consumers eat the
primary consumers to survive. This is called predation.
The energy in the earth’s ecosystem begins with the sun. The sun heats up the
land which warms the air above. This air rises and cool air comes in as wind to
take its place. The sun heats up the water which is evaporated, then cools and
condenses to return to the earth as rain. Rain fills the streams and rivers, which
flow to the sea, and so the water cycle continues.
Teacher notes
The web of life
Investigate About earth's atmosphere
s
Ip
fo rov
r
an ide
im vit
als am
in
y
an n
e su
av he
h
t
’t n
on t o
I d fec
ef
an
ants
n pl
ne o grow
i
h
s
I
them
help
d
on s
rb nt
ca pla
e
r
d
vi fo
ro de
I p oxi
i
d
Animals
Plants
Earth (land)
Water
All things in an ecosystem are interconnected.
• Role cards:
Sun (light)
Atmosphere
(air)
43
Make models or mobiles to show how parts of the system are interconnected.
This could be done focusing on a particular habitat, e.g. forest, sand dunes,
estuary, stream.
Draw their own web using arrows to show how one part of the system affects
another. There will be arrows going both ways in most cases. Eg: Plants release
oxygen into the atmosphere. The atmosphere provides carbon dioxide for the
plants to breathe in.
As a follow up activity the students could do the following:
Discuss other issues that arise.
What would be the consequences?
Ask the students what would happen if there were no trees.
What would be affected? What links would be broken?
Ask the students what would happen if there was no atmosphere around earth.
Students then return to their original group to discuss how they link together.
Plants – I release oxygen into the atmosphere.
Atmosphere – I protect the earth from the sun’s heat.
Sun - I heat up the water causing it to evaporate.
In their new groups students discuss / brainstorm how they affect the other
component groups e.g.:
Groups disband into new component groups (e.g. all suns together).
Each student gets a role card: Sun (light), Atmosphere (air), Water, Earth (land),
Plants, Animals.
Students sit in a circle in groups of six.
Method
Jigsaw activity
Students can complete the visual web of life chart.
Students can actively participate in the jigsaw activity.
Success criteria
If one thing is altered it affects other things in the system.
Learning intention
Resources
The web of life
My heat absorbed from the sun heats
up the lower troposphere.
I collect water in lakes, rivers and
ocean.
I warm the water and help it to
evaporate.
I warm the land.
Animals
I protect the animals from dangerous
UV and I hold oxygen.
44
I provide water for animals so they
don’t dehydrate (otherwise they die).
I provide water which is necessary for
plants to grow.
I moisturise the earth and sometimes
exfoliate (erosion).
I evaporate into the atmosphere
causing it to sometimes rain, snow,
cloud.
I have no effect on the sun.
I eat plants – sometimes causing
extinction.
I fertilise the land with my waste.
I pollute the water.
I exhale carbon dioxide into the
atmosphere.
I have no effect on the sun.
I provide food for animals.
Water
I hold earth in place with my roots.
I provide carbon dioxide for plants.
I provide shade to stop water
evaporating.
I provide the atmosphere with oxygen.
I have no effect on the sun.
Plants
I provide a home for many animals.
I erode the earth by moving around
(wind).
I am where the evaporated water goes
– I hold water vapour in the form of
clouds.
I don’t have any effect on the sun.
Atmosphere (air)
I provide vitamins for animals.
I give plants a place to call home.
I have no effect on the sun.
I warm the atmosphere.
I shine on plants and help them grow.
Earth (land)
Sun (light)
Examples of possible answers for
component groups
Investigate About earth's atmosphere
45
Learning intention
46
Students to complete the tasks outlined in the Thinker’s Keys grid opposite.
Method
Students can successfully adapt their new knowledge to complete Thinker’s Keys
activity.
Success criteria
• For further
information on
Thinker’s Keys
please refer to
Michael Pohl’s
book 'Learning
to Think /
Thinking to
Learn'
• BLM Thinker’s
Keys Grid
Teacher Notes
Reflect on knowledge gained thus far to complete the Thinker’s Keys activity.
Resources
Thinker’s keys
Investigate About earth's atmosphere
³
³
³
³
Consider
alternatives to
travelling by car to
school.
The Brick Wall
What are five
possible questions?
Photosynthesis
The answer is…
The Question
What would happen
if we continue to
chop down the
earth’s forests?
The Prediction
List words associated
with the water cycle.
A-Z
The Alphabet
List ten things you
would never see in
the troposphere.
³
The Reverse
³
³
³
³
Construct a model of
the water cycle.
The Construction
Brainstorm ways to
reduce carbon dioxide
in the atmosphere.
³
The Brainstorming
List many uses for a
weather vane.
The Different Use
Use BAR to improve
on the design of the
Silver Fern plant.
The BAR
What if planet earth
did not have plants?
The What If?
³
³
³
³
How might an air
quality scientist use a
book, empty yoghurt
container and an
orange to monitor air
quality?
The Forced
Relationship
Invent a way of
reducing wind in
Wellington.
The Inventions
All humans should live
underwater.
Justify this
statement…
The Ridiculous
List the many different
leisure activities where
you need weather.
³
The Variations
What are the
disadvantages of
global warming?
The Disadvantage
³
³
³
³
³
47
List ways of increasing
oxygen without
planting trees.
The Alternative
Headlines – Capital
City relocates to
Christchurch due to
weather crisis.
Give some possible
reasons for:
The Interpretation
What do wind and a
laptop computer have
in common?
The Commonality
What does this picture
have to do with the
earth’s atmosphere?
The Picture
List the attributes of
wind. Use these ideas
to improve the design
of the inter-island
ferry.
The Combination
48
Mind mapping was developed as a learning and thinking tool by Tony Buzan and is a registered
trademark of the Buzan Organization.
• Have fun!
• Be creative. Creativity aids memory
• Break boundaries. If you run out of space, don’t start a new sheet; paste more paper onto the map
• Put ideas down as they occur, wherever they fit. Don’t judge or hold back
• Don’t get stuck in one area. If your ideas dry up in one area go to another branch
• Use arrows, icons or other visual aids to show links between different components. By personalising
the map with your own symbols and designs you will be constructing visual and meaningful
relationships between ideas, which will assist in your recall, and understanding.
• The lines must be connected, starting from the central image. The central lines are thicker, organic
and flowing, becoming thinner as they radiate out from the centre.
• Put key words on lines. This reinforces the structure of notes. Each word or image must be alone and
sitting on its own line.
• Anything that stands out on the page will stand out in your mind
• Use colour to depict themes, associations and to make things stand out. There are no boundaries
- Think 'out-of the-box'. Everything is possible. Use wild colours, fat coloured markers, crayons, or
skinny felt tipped pens. You haven’t lived until you’ve mind mapped an idea with hot pink and dayglo orange crayons.
• Some students find that using capital letters encourages them to get down only the key points.
Capitals are also easier to read in a diagram. You may, however, wish to write down some
explanatory notes in lower case.
• Print rather than write in script. It makes maps more readable and memorable.
• Use key words and wherever possible images (not sentences). Come up with an explosion of ideas.
Translate them into words, images (small pictures), codes or symbols.
• Start from the centre of the page and work out (just like a brainstorm). Make the centre a clear and
strong visual image that depicts the general theme of the map
• Most students find it useful to turn their page on the side and do a mind map in 'landscape' style.
With the main idea or topic in the middle of the page this gives the maximum space for other ideas
to radiate out from the centre.
For more detailed information refer to How to Mind Map by Tony Buzan
How to mind map
Using mind mapping as a reflection or evaluation tool, you enable students to quickly retrieve their
ideas and learning from memory to record them in an efficient organised manner. Mind maps are easy
to review and with regular review, memory is reinforced.
D
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0
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PA
The organization of a mind map reflects the way your own brain organises ideas and information – not
in nice neat lines with double line spacing between paragraphs. Memory is naturally associative, not
linear. Mind mapping allows associations and links to be recorded and reinforced.
EE
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WA
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49
Using the tools of mind mapping, students will illustrate their current knowledge and understanding
of the earth’s atmosphere.
OF
T
S (T
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Y LU
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UNIT
COMM
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PL
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Teacher notes
Learning intention and success criteria
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HE
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Investigate About earth's atmosphere
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The behaviour of air pollutants is strongly influenced by geography and the
weather. Air quality problems are made worse in geographically confined basins
and when the air is very still. The ‘inversion layer’ concept is explained and the
contribution to air pollution made by transport and domestic fires is explored.
-Knowing the basic concepts, students are introduced in the following pages
to how air is polluted and the state of the air in the Wellington region. They
undertake some simple air monitoring and explore two aspects of our air:
particulate matter (tiny particles like dust) and carbon monoxide.
Investigate / Explore
About air pollution in the Wellington region