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Climate from the Weather Smart Series written and produced by... Alan Sealls, Meteorologist Produced and Distributed by... 1560 Sherman Avenue, Suite 100 Evanston, IL 60201 800-323-9084 24-Hour Fax 847-328-6706 http://www.unitedlearning.com This video is the exclusive property of the copyright holder. Copying, transmitting, or reproducing in any form, or by any means, without prior written permission from the copyright holder is prohibited (Title 17, U.S. Code Sections 501 and 506). ©MMI Alan Sealls Weather Smart: Climate Table of Contents Introduction . . . . . . . . . . . . . . . . . . . . . .1 Curriculum Standards . . . . . . . . . . . . . .1 Program Summary . . . . . . . . . . . . . . . . .3 Series Goals . . . . . . . . . . . . . . . . . . . . .3 Teacher Preparation . . . . . . . . . . . . . . . .4 Instructional Notes . . . . . . . . . . . . . . . . .4 Pre-Test . . . . . . . . . . . . . . . . . . . . . . . . .5 Student Preparation . . . . . . . . . . . . . . . .5 Student Objectives . . . . . . . . . . . . . . . . .5 Introducing the Program . . . . . . . . . . . . .6 Discussion Questions . . . . . . . . . . . . . . .6 Blackline Master Activities . . . . . . . . . . .7 Extended Learning Activities . . . . . . . . .7 Answer Key . . . . . . . . . . . . . . . . . . . . . .8 Reference Material . . . . . . . . . . . . . . . .14 Bibliography . . . . . . . . . . . . . . . . . . . . .14 Script of Narration . . . . . . . . . . . . . . . .15 CC This video is closed captioned. The purchase of this program entitles the user to the right to reproduce or duplicate, in whole or in part, this teacher’s guide and the blackline master handouts that accompany it for the purpose of teaching in conjunction with this program, WEATHER SMART: CLIMATE. This right is restricted only for use with this program. Any reproduction or duplication in whole or in part of this guide and the blackline master handouts for any purpose other than for use with this program is prohibited. CLASSROOM/LIBRARY CLEARANCE NOTICE This program is for instructional use. The cost of each program includes public performance rights as long as no admission charge is made. Public performance rights are defined as viewing of a video in the course of face-to-face teaching activities in a classroom, library, or similar setting devoted to instruction. Closed Circuit Rights are included as a part of the pubic performance rights as long as closed-circuit transmission is restricted to a single campus. For multiple locations, call your United Learning representative. Television/Cable/Satellite Rights are available. Call your United Learning representative for details. Duplication Rights are available if requested in large quantities. Call your United Learning representative for details. Quantity Discounts are available for large purchases. Call your United Learning representative for information and pricing. Discounts, and some special services, are not applicable outside the United States. Your suggestions and recommendations are welcome. Feel free at any time to call United Learning at 1-800-323-9084. CLIMATE from the Weather Smart Series INTRODUCTION Weather Smart is a series comprised of 10 weather programs for grades 3-8. It is written and produced by Alan Sealls, an award-winning meteorologist who has worked for WGN-TV, and CNN. Each program is supported by exercises, quizzes, Internet references, and hands-on experiments to make the weather come alive to students. The series is an entire "course" in the wonders of weather while each program stands alone in approaching the various facets of meteorology. These delightful and entertaining programs are geared toward kids' fascination with weather. Each program may be used as an introduction, supplement, or follow-up to weather studies. Weather Smart: Climate addresses some of the most common questions about our environment in recent years. What is climate and the Greenhouse Effect? Is Global Warming really happening? Is El Niño new? Students are taught how climate differs from weather as they gain perspective of changes in Earth's history and how humans may play a role. CURRICULUM STANDARDS Weather Smart: Climate correlates to the following science standards: National Science Education Standards, grades K-4 Science as Inquiry • Abilities necessary to do scientific inquiry • Understanding about scientific inquiry Physical Science CONTENT STANDARD B: • Properties of objects and materials • Light, heat, electricity, and magnetism 1 Life Science CONTENT STANDARD C: • The characteristics of organisms Earth and Space Science CONTENT STANDARD D: • Properties of earth materials • Objects in the sky • Changes in earth and sky Science and Technology CONTENT STANDARD E: • Abilities of technological design • Understanding about science and technology • Abilities to distinguish between natural objects and objects made by humans Science in Personal & Social Perspectives CONTENT STANDARD F: • Types of resources • Changes in environments • Science and technology in local challenges History and Nature of Science CONTENT STANDARD G: • Science as a human endeavor National Science Education Standards, grades 5-8 Science as Inquiry CONTENT STANDARD A: • Abilities necessary to do scientific inquiry • Understanding about scientific inquiry Physical Science CONTENT STANDARD B: • Properties and changes of properties in matter • Transfer of energy Life Science CONTENT STANDARD C: • Populations and ecosystems 2 Earth and Space Science CONTENT STANDARD D: • Structure of the earth system • Earth's history • Earth in the solar system Science and Technology CONTENT STANDARD E: • Abilities of technological design • Understanding about science and technology Science in Personal & Social Perspectives CONTENT STANDARD F: • Natural hazards • Risks and benefits • Science and technology in society History and Nature of Science CONTENT STANDARD G: • Science as a human endeavor • Nature of science PROGRAM SUMMARY We define climate and look at its controlling factors. Students see how climatologists determine what the climate was in centuries past, and how that is used to determine change. Climate change is shown to be a regular cycle of the Earth; however, the ways in which humans likely influence climate are also presented along with tips for things each of us can do to not contribute to climate change. A portion of Climate examines El Niño and La Niña, and presents both their positive and negative effects. Easy experiments that students can duplicate are shown. At the program conclusion, a true/false Video Quiz helps to assess student learning. SERIES GOALS The Weather Smart series will give students the entire scope of meteorology, fostering an appreciation for 3 weather as a universal, ever-present aspect of life on Earth. • Varying combinations of heat, air, and water generate weather. • The sun is the driving force behind weather. • Air and water have unique properties. • Neither Earth nor life would exist as we know them without weather. • Humans can affect weather or climate. • Weather forecasts make our lives easier and safer. • Tools and instruments help us to understand and predict weather. • Mathematics is needed to assess and forecast weather and climate. • Scientists do not fully know what makes weather and climate change. • Weather and climate are cyclical. • There is beauty in the sky. • Meteorology is a wide-reaching profession. TEACHER PREPARATION Duplicate a sufficient quantity of the Blackline Masters for your students. In order to undertake all of the exercises in this program, the following items are needed in appropriate amounts and quantities: computer with Internet connection light and dark construction paper small stones standard room thermometer round dial thermometer with plastic face zipper lock bag child sleeping in bed! INSTRUCTIONAL NOTES Before presenting Weather Smart: Climate to your students, we suggest you preview the program and review this guide and accompanying Blackline Master activities in order to familiarize yourself with their content. 4 As you review the materials presented in this guide, you may find it necessary to make changes, additions, or deletions to meet the specific needs of your class. We encourage you to do so, for only by tailoring this program to your students will they obtain the maximum instructional benefits afforded by the materials. We also suggest that the program viewing take place before the entire group under your supervision. The lesson activities grow out of the context of the program; therefore, the presentation should be a common experience for all students. PRE-TEST To gauge student level of understanding of climate, you may use any of several of the Blackline Masters as both pre-test and post-test. Those most appropriate would be Blackline Master 1, Video Quiz, Blackline Master 3, Discussion Questions, and Blackline Master 5, Finish the Sentence. STUDENT PREPARATION Have students query older relatives on what the weather was like when they were kids. Invite students who may be from other regions to describe typical weather where they used to live. Relate any personal story you have of weather in another area or time that is unlike the weather that the kids experience. STUDENT OBJECTIVES After viewing the program and participating in the followup activities, students should be able to: • Describe the differences between weather and climate. • List the factors that control climate. • Identify different types of climate. • List potential causes of climate change. • Demonstrate how the Earth retains heat. • Discuss the possible effects of climate change. • List sources of pollution that might affect climate. 5 • Discuss both the negative and positive consequences of climate change. • Identify El Niño and La Niña. INTRODUCING THE PROGRAM Any of the Blackline Master experiments (numbers 9 through 11) may be used to introduce the topic. Perform one experiment in front of the class to pique curiosity and bring about discussion of how it relates to climate. You may also choose to have any one of these experiments undertaken by the class, in small groups. Present the program. Weather Smart: Climate runs 15 minutes. A video quiz corresponding to Blackline Master 1 is at the conclusion of the program. You may choose to pause the program for a longer period between questions to allow more time for answers or for discussion. DISCUSSION QUESTIONS As printed on Blackline Master 3, the answers are found in the Answer Key on page 8. 1. What are the main things that control climate? 2. If the Earth does get warmer, what changes would you predict? 3. What are some of the things on Earth that change very slowly? 4. What things do people do that might cause climate to change? 5. If climate changes, can you think of ways that it might be good? 6. What do scientists think about the Earth getting warmer? 7. What things tell us about what the climate was like hundreds of years ago? 8. What things in nature can make climate change quickly? 9. Why do some cities have cold, snowy winters while other cities never get snow? 10. What would happen if all the ice in glaciers melted? 6 BLACKLINE MASTER ACTIVITIES 1. Video Quiz may be used as a pre-test and post-test. The actual quiz is at the conclusion of the program. 2. Climate Vocabulary Word Search is a fun way to familiarize students with the words associated with climate and climate change. Students may work in groups to find the hidden words. 3. Discussion Questions may be administered at any time or given as a take home assignment. 4. Circle All the Things will get kids thinking about everyday activities that cause pollution and that may influence climate. 5. Finish the Sentence can be used as a quiz or take home assignment. 6. Compare the Climate is used with the Blackline Master 7, Compare the Climate Questions. 7. Compare the Climate Questions makes kids think through reasons why different regions have different climates. 8. Carbon Dioxide Levels is a graphing exercise showing past climate. The levels come from data recorded in parts per million (ppm) at Mauna Loa, Hawaii. 9. Light or Dark? is an experiment to illustrate how objects of differing colors absorb heat differently. 10. Greenhouse in a Bag is an experiment to illustrate the principles behind a greenhouse. The analogy is to the Earth's atmosphere trapping heat. It gives hints as to how global warming may occur. 11. Sleeping Thermometer is an experiment to illustrate the principles behind global warming. 12. Climate Fun Facts can be used in a quiz show format with the students competing against each other. 13. Internet Sites will keep interested students in the know on the subjects of climate, El Niño, and La Niña. EXTENDED LEARNING ACTIVITIES Contact local businesses or professionals that your class may be allowed to visit to gain a local perspective on climate. You might also assign students to contact and arrange a visit or interview. 7 • Meteorologists who work at a nearby office of the National Weather Service or on TV or at a university can discuss climate. • Every state has at least one climatologist, typically located at a university. They may just be close enough to you for a visit. • Science or history museums may be able to show what the past climate was for your region. • Local insurance companies can explain how policies for weather hazards are based on climate averages. • City planners can illustrate how the environment may change by human influences, or by natural changes such as erosion. • Farmers can explain how the long-term balance of sun and rain affects what they grow, and what yields they expect. • Architects and construction companies can explain how buildings are constructed to take advantage of local climate, and to mitigate recurring hazards associated with your climate. • Landfills or recycling centers are good places for kids to see how much waste is generated, and how much we can do to prevent pollution and climate change. ANSWER KEY Video Quiz 1. true 2. true 3. true 4. false 5. true 6. true 7. false 8. true 9. true 10. true 8 Climate Vocabulary Word Search Discussion Questions 1. Climate is controlled by the amount of heat received from the sun, the proximity to water, and the prevailing wind pattern. This may also be phrased as the average angle of the sun, and average length of daylight, which is defined by latitude. 2. If the Earth gets warmer, some areas will actually get colder in order to maintain a global balance. Growing zones would shift. Sea level would rise. Some portion of glaciers would melt. Thunderstorms, tornadoes, and hurricanes would likely become more numerous and possibly more intense. Places that are now uninhabitable might become inhabitable but at a large expense to society. 3. Glaciers, ocean temperatures, the growth of trees, erosion of mountains and canyons, and climate are some of the things that are slow to change on Earth. 4. People put pollutants in the air, and clear the land of trees and vegetation, which upsets the balance of our ecosystem. 5. If climate changes, there may be more freshwater available if glaciers melt. Very dry regions might get rain to help farming. Extremely cold places may moderate some. Extremely hot regions might get more clouds to keep the temperature cooler. 9 6. Most scientists agree that the Earth has warmed in the last century, and that some amount of the warming is due to human activity. They believe this will continue in the foreseeable future. 7. We learn of past climate from air trapped in glaciers, caves, or in the bottom of swamps; the growth of very old trees; types of fossils found; and by books, letters, and diaries written centuries ago. 8. Climate can change quickly by a major volcanic eruption, or by a sudden change in the amount of heat that the sun sends. It may also change fast if a large meteor strikes the planet, and raises a lot of dust, or water vapor into the air. 9. Some cities don't get snow in the winter because the air does not get cold enough. This is common for cities closer to the Equator. Cities that are close to the North Pole or South Pole may not get much snow because the air is so dry that it holds little moisture, or because a mountain range blocks the moisture from being carried in by the wind. 10. If all the ice in glaciers melted, sea level would rise significantly. Even a modest rise of a few feet would require many people around the world to move out of flood-prone areas. Erosion would take thousands of square miles of coastal property. The lack of ice over the Arctic and Antarctic might then affect weather patterns, possibly reducing the speed and intensity of storms all over the globe. Circle All the Things gas lawnmowers burning leaves factories school buses barbecue grills trucks burning trash air conditioners fueling a gasoline tank 10 fireplaces motorcycles furnaces airplanes cars using spray paints motorboats watching TV Finish the Sentence 1. glacier 2. ecosystem 3. Niño 4. dioxide 5. energy 6. rainfall 7. fossil 8. ocean 9. prediction 10. recycle Compare the Climate Questions 1. Miami is too warm for snow. 2. In July, the ocean keeps Miami from getting too hot, while in Chicago, the air is drier and the days are relatively long, so it gets warm. 3. Even though both cities get about the same amount of sunlight, Seattle is warmer than Chicago in January because the air flowing from the Pacific Ocean is moderated by the water. The same ocean air keeps Seattle from getting very hot in the summer. 4. In addition to being adjacent to a warm ocean, Miami is warmest in July, and warm air holds more moisture than cooler air. The prevailing wind produces moist ocean breezes that carry rain to Miami. 5. Miami has the smallest change in temperature because the Gulf Stream ocean current that passes Miami moderates the temperature. 6. Chicago has the largest change in temperature because it is inland. Dry inland air can be very cold in winter and very hot in summer. 7. Seattle and Chicago are farther north. 8. Miami is farther south. 9. Best climate is a matter of opinion and preference! 10. Miami might get hit by a hurricane. 11 Carbon Dioxide Levels These are values from Mauna Loa, Hawaii. This location is regarded as a benchmark due to a long accurate record of carbon dioxide measurements. The value for the year 2000 is estimated based on a trend, as the latest data was not available as of this writing. Light or Dark? The dark paper should be hotter when in the sun since dark objects absorb more heat from the sun than light objects. This principle extends to the benefit of wearing dark clothes in cold climates, and light clothes in warm climates. When in the shade, there should be little difference in temperature between the two pieces of paper since neither is receiving direct sunlight. Greenhouse in a Bag The thermometer outside of the bag heats and cools faster. The thermometer inside the bag is insulated by air, which moderates the temperature changes. The principle of insulation is seen in winter clothing, and in picnic coolers. This experiment tells us that without air, our days would be blistering hot, and nights would be bitterly cold. 12 Sleeping Thermometer The thermometer under the blankets should have a much higher reading. Heat generated by a sleeping person is trapped by the blanket. This illustrates how our atmosphere keeps Earth from losing all of its heat. Internet Activities As listed on Blackline Master 13. Environmental Protection Agency kids climate site http://www.epa.gov/globalwarming/kids/ A fun page with lots of answers to your climate questions. EPA Recycle City http://www.epa.gov/kids/recyclecity.htm Visit Recycle City to get more ideas on how you can help the Earth's climate stay healthy. National Climatic Data Center Global Warming FAQ h t t p : / / w w w. n c d c . n o a a . g o v / o l / c l i m a t e / g l o b a l w a r ming.html This website answers many questions about Global Warming, the Greenhouse Effect, and climate change. U.S. Department of Energy Atmospheric Radiation Measurement Program http://www.arm.gov/docs/education/globwarm/globegin.html Kids can learn more about Global Warming by meeting "The Professor." U.S. Department of Energy Energy Efficiency and Renewable Energy Network http://www.eren.doe.gov/kids/ Learn ways to save energy from "Doctor E." As Internet addresses can change, you may have to use a search engine to find the title of the page or website that you are seeking. You may also have luck by going to the host website URL. For example, if you are looking for http://www.alan.edu/weather/cloud.html and you get a message that the page is no longer available, then try 13 http://www.alan.edu/ and look or search for weather and then cloud or something that sounds similar. REFERENCE MATERIAL Climate Prediction Center http://www.cpc.ncep.noaa.gov/products/outreach/ed ucation.html Educational materials and fact sheets for teachers include information on Global Warming and El Niño. International Panel on Climate Change http://www.ipcc.ch/ Gather information on current climate change research National Oceanic and Atmospheric Administration El Niño Page h t t p : / / w w w. p m e l . n o a a . g o v / t o g a - t a o / e l - n i n o / n i n o home.html Locate basic and advanced information on El Niño. TOPEX El Niño/La Niña Update http://topex-www.jpl.nasa.gov/elnino/elnino.html Pictures, movies, slide sets and posters covering El Niño/La Niña. National Geophysical Data Center http://www.ngdc.noaa.gov/cgibin/wt/hqp/hqTeachers +U Teachers can select questions and answers from the Natural Hazards Quiz Database, take a look at the Natural Hazards Quiz reference list, and view NGDC Hazards Photographs. Comments, suggestions, or questions regarding this Weather Smart program should be addressed to the producer, Alan Sealls ([email protected]). BIBLIOGRAPHY Sources for Climate Fun Facts include the National Climatic Data Center (http://www.ncdc.noaa.gov/). The source of carbon dioxide levels is Charles D. Keeling and 14 Timothy P. Whorf at Scripps Institution of Oceanography (http://sio.ucsd.edu). SCRIPT OF NARRATION In most places, weather changes everyday and sometimes it changes fast. But there are some things about it that usually stay the same. Near the North and South Poles, the temperature is always cold. At the equator, the temperature is always warm. Halfway in between, many people live with four seasons where summer is hot, spring is wet, fall is dry, and winter is cold. This is called climate. Climate is the way weather usually is. Scientists who study climate are called climatologists. Two things tell us what kind of climate a place has: How warm it is, and how wet it is. Deserts are dry places, glaciers stay cold and frozen, and rain forests are wet. It doesn't mean that everyday the weather is like that, climate means that most of the time the weather is like that. Wet climates are in parts of the world near oceans. Many islands have wet climates because they are surrounded by water. Cities on the seashore can have wet climates too if the wind blows from the sea to the land. The wind carries water vapor and clouds from the ocean. The clouds move with the wind and drop rain or snow to make the land wet. Climatologists put climates into four groups: warm and wet, warm and dry, cold and wet, cold and dry. The sun controls climate because it sends heat to Earth. Sunlight warms up the ground and the air. When air gets warm it rises and moves around as wind. You can see on a satellite movie how wind moves the clouds. Because heat from the sun can move things, and makes things work, it has energy. The sun gives the Earth energy. Energy from the sun makes warm climates near the equator. That's where the sun is high in the sky. 15 Away from the equator, when you go toward the North or South Pole, the climate is colder. That's because the sun stays lower in the sky, and those parts of Earth don't get as much energy from it. The light from the sun hits the ground on more of a slant, so it is not as strong. The Sun's energy does not change a lot, but it does change a little. Every once in a while, the sun might give us a little less energy, but then it returns to normal. This is called a sun cycle because it happens over and over. It might happen every eight years, or every ten years. When the sun gives off less energy it means all of the Earth might get a little bit cooler. The good thing for Earth is that the air and clouds help to keep our warm temperatures from cooling down too much. Without air, the Earth would be too cold for people, animals, and plants to live. The air acts the way a blanket does on you while you sleep. It helps to keep the Earth at a steady temperature. This is something you see if you visit a greenhouse. People who grow plants know that if you build a house and cover it with clear plastic, or glass, it helps to trap the heat inside so when the sun goes down, the greenhouse stays warm. Some climatologists are worried that if we keep adding pollution to the air, then the air would act more like a greenhouse, and make the Earth warmer. This is called the Greenhouse Effect, or global warming. The Greenhouse Effect and global warming tell us to be careful about how we treat the air or else climates around the world might change. If global warming happens, many climates would be warmer and maybe drier. A city that now has lakes and trees might dry up and become a desert. Since warm air helps storms to grow, we might get more thunderstorms, tornadoes, and hurricanes. The oceans might rise a little, so people along coastlines would have to move or move their homes. 16 Global warming wouldn't be bad for everyone. In cold climates the winters might be shorter and not as much snow would fall. Some deserts might actually become wet enough for farmers to grow food and for people to live there. Right now, climatologists are not totally sure that global warming is happening but they do think that it is starting. It is hard to be sure because we don't have very good weather information from hundreds of years ago. Also, the Earth is very old and nobody lives long enough to know how climate changes all by itself. Most of our planet is covered by ocean water, and climatologists do not know how much heat the oceans can hold. Water in the oceans does a great job of storing heat. The problem is we don't get enough weather reports and temperature readings from the oceans. Satellites give us some weather readings, and ocean buoys give us some others. The buoys carry thermometers to measure how warm the ocean is, and they carry other weather instruments to give us wind and humidity. One of the tricky things about global warming is that a big volcano can erupt, and change climate by sending ash and smoke into the air. Wind could carry it around the Earth to make a shield. This could block some sunlight, and make the Earth colder for a little while. The one thing climatologists do know is that the Earth is a little warmer than it was 100 years ago. Many scientists believe that Earth is warmer because of the pollution we put into the air. Many of the things we use everyday make pollution. Cars, trucks, buses, and factories all make pollution when they use fuel. Most of the fuels are oil, gas, or coal. These are called fossil fuels. Whenever we burn fossil fuels, they give off an invisible gas called carbon dioxide. A little carbon dioxide is not bad. It floats in the air but we can't see or smell it. It has always been on Earth and that's what plants use to grow. Too much carbon dioxide is a problem because it traps heat on Earth like a greenhouse. 17 Scientists do know that people put more carbon dioxide pollution in the air, and that's why they think that we are warming the Earth by mistake. Many climatologists make a prediction that if we don't slow down putting carbon dioxide and pollution into the air, that Global Warming will happen. Nobody knows for sure that it will happen but just to be safe, there are many things you can do to help slow down Global Warming. Don't waste electricity. Turn off lights when you are not using them. In many cities, electricity is made from power plants that use coal for fuel. If you use more electricity than you need, then the power plants burn more coal, and that pollutes the air. Recycle. Don't just throw things away. If we throw everything away, then we might run out of space at landfills, and people have to use more energy, and fuel to run factories to make more of the same thing. We can all recycle glass, cans, and paper. Instead of asking for a ride somewhere, you can walk, or ride your bike. It's good for the air, and it's good exercise for you. Cars make carbon dioxide pollution. Climate is tricky. It's even harder for climatologists to make predictions about how it will change. The Earth is so huge and we don't have a lot of good information about how our climates used to be. One of the ways that climatologists can learn about climates many years ago is to drill deep holes in glaciers. Because glaciers don't melt, if you go down deep enough you can find little bubbles of air that were trapped in the ice hundreds of years ago. Scientists can study the air to see what it was like. When large old trees are cut down, climatologists can look at the tree rings to see how much, and how fast, the tree grew when it was young. This tells them if some years were warm, and if some were wet. 18 Every year we learn something new. Just like the sun has cycles, there are cycles in parts of the Earth's climate. One that we know more about now is called El Niño. El Niño is when the water in the middle of the Pacific Ocean gets much warmer than usual. Because the water is so big, we learned that a small change in the ocean temperature can make a big difference in weather patterns around the world. When there is an El Niño, some countries get weather that is stormier. They might get a lot of rain every week that makes floods. Others countries get weather that is drier. The dry weather is bad for farmers and bad for ski resorts because they don't get a lot of snow, but dry weather is good for construction workers building a house, or for people who want to play sports outside. Even in a single country, parts of it might be wetter, while other parts would be warmer. Wet is not good if you want to go outside, but it is good for the trees to grow. Warmer is not good when there are fires, but warmer is good in the winter. La Niña is the opposite of El Niño. That's when the Pacific Ocean gets colder than usual. La Niña also changes weather around the world. El Niño and La Niña are part of climate. When they change the temperature of the Pacific Ocean, it's not always a bad thing for everyone. Whenever there's bad weather someplace, there's always good weather somewhere else. Remember that weather changes fast, almost every day, but climate changes very slowly. It can take hundreds of years for climate to change. Climate tells us how warm or cold a place usually is and if it is wet or dry. Climate will change by itself but scientists are still trying to figure out how much of it we might be changing by mistake. Without sunlight, air, and water, we would have a hard time living in Earth's climate. Because wind moves heat and water in the air to help us and other living things sur19 vive, we call all of it an ecosystem. Everything in the Earth's ecosystem is connected in one way or another. To keep our climate healthy we can all play a part, try not to make pollution, and stay weather smart Let's take a quiz. Answer these questions true or false. Number one- Even without pollution, climate can change by itself. Number two- El Niño is when the Pacific Ocean is very warm. Number three- Pollution can change climate. Number four- Scientists don't think that global warming is happening. Number five- Sunlight is important in determining climate. Number six- Recycling can help reduce pollution. Number seven- Climate can change every day. Number eight- El Niño is a good thing for some places on Earth. Number nine- Volcanoes can change climate with their smoke. Number ten- Water is important in determining climate. 20 1 Name ___________________ Weather Smart: Climate Video Quiz Directions: Answer either true or false. 1. ________ Even without pollution, climate can change by itself. 2. ________ El Niño is when the Pacific Ocean is much warmer than usual. 3. ________ Pollution can change climate. 4. ________ Scientists don't think that global warming is happening. 5. ________ Sunlight is important in making climate. 6. ________ Recycling helps to not change climate by mistake. 7. ________ Climates can change in a few weeks. 8. ________ El Niño is a good thing for some places on Earth. 9. ________ Volcanoes can change climate with their smoke. 10. ________ Water is important in making climate. © 2001 Alan Sealls Published and Distributed by United Learning All rights to print materials cleared for classroom duplication and distribution. 2 Name ___________________ Weather Smart: Climate Climate Vocabulary Word Search Directions: Draw a line through each word that you find. G C A R B O N D I O X I D E P N R O P A V R E T A W X N N R I E L E U F L I S S O F R O E M L R E S U O H N E E R G I D R L E U W E Q C S O O A E T I A A I A T W C U L N S L H U C W F C Y D A N O I I C N O L T L N A H G C R N S Y M C X L I A I L S Y R - E C Y E A Q O O B A G C R L E E P A S Z T P N O R L D E A R N N M O T P E A L E V E L A E S E P E K E G C G N O I T A I D A R W T J M L L A - N I N A F A R M I N G O D E S E R T F O R E S T R X V Words are forward, backward, or diagonal. carbon dioxide climate desert ecosystem El Niño energy farming © 2001 Alan Sealls forest fossil fuel gas glacier global warming greenhouse La Niña ocean pollution prediction radiation rainfall recycle sea level sun cycle temperature volcano water vapor Published and Distributed by United Learning All rights to print materials cleared for classroom duplication and distribution. 3 Name ___________________ Weather Smart: Climate Discussion Questions Directions: Answer the following questions as directed by your teacher. 1. What are the main things that control climate? 2. If the Earth does get warmer, what changes would you predict? 3. What are some of the things on Earth that change very slowly? 4. What things do people do that might cause climate to change? 5. If climate changes, can you think of ways that it might be good? 6. What do scientists think about the Earth getting warmer? 7. What things tell us what the climate was like hundreds of years ago? 8. What things in nature can make climate change quickly? 9. Why do some cities have cold, snowy winters while other cities never get snow? 10. What would happen if all the ice in glaciers melted? © 2001 Alan Sealls Published and Distributed by United Learning All rights to print materials cleared for classroom duplication and distribution. 4 Name ___________________ Weather Smart: Climate Circle All the Things Directions: Circle all the things that cause pollution and might change climate. gas lawnmowers fireplaces windmills burning leaves motorcycles bicycles sail boats factories walking furnaces school buses airplanes barbecue grills scissors cars trucks skiing skating writing a letter using spray paints burning trash motorboats air conditioners watching TV filling a gasoline tank drying clothes outside playing soccer © 2001 Alan Sealls Published and Distributed by United Learning All rights to print materials cleared for classroom duplication and distribution. 5 Name ___________________ Weather Smart: Climate Finish the Sentence Directions: Write in the correct word from your vocabulary list to finish the sentence. 1. When snow never melts in a cold place, we call it a ____________ . 2. Land, air, water, plants, and people are all connected in Earth's ____________ . 3. El _______ can change weather in different parts of the world. 4. Carbon ___________ is a gas that might make our planet warmer. 5. Places near the equator are warm because they get more ___________ from the sun. 6. Cities closer to the North Pole can get snowfall or ____________ . 7. We are speeding up global warming when we burn __________ fuels. 8. Cities with wet climates are usually near a large lake or ____________ . 9. When climatologists forecast the future, they make a _______________ . 10. One way to not cause climate change with pollution is to not throw everything away and instead _____________ . © 2001 Alan Sealls Published and Distributed by United Learning All rights to print materials cleared for classroom duplication and distribution. 6 Name ___________________ Weather Smart: Climate Compare the Climate Seattle Chicago Miami JANUARY Seattle Chicago Miami 45o 31o 76o Rain 5" 2" 2" Snow 4" 10" JULY Seattle Temperature Temperature Rain © 2001 Alan Sealls Chicago 0 Miami 76o 83o 89o 1" 4" 7" Published and Distributed by United Learning All rights to print materials cleared for classroom duplication and distribution. 7 Name ___________________ Weather Smart: Climate Compare the Climate Questions All three cities are near water, but they have different climates. Remember that climate is controlled by how much sunlight a city gets, which way the wind blows, and by how much water is nearby. Be a weather detective and answer these questions. 1. In January, why is there no snow in Miami? 2. Chicago is much colder than Miami in January. How could their temperatures be so close together in July? 3. Why is Seattle warmer than Chicago in January but cooler than Chicago in July? 4. Why is Miami the wettest city in July? 5. Which city has the smallest change in temperature between January and July? 6. Which city has the largest change in temperature between January and July? 7. Which cities are farther north, closer to the North Pole? 8. Which city or cities are farther south, closer to the equator? 9. Which city do you think has the best climate? 10. Which city might get hit by a hurricane? © 2001 Alan Sealls Published and Distributed by United Learning All rights to print materials cleared for classroom duplication and distribution. 8 Name ___________________ Weather Smart: Climate How Have Carbon Dioxide Levels Changed? Use these numbers to make a graph to show how levels of carbon dioxide have changed since 1960. For each year, make a dot on the line closest to the reading. Then connect all the dots with a line. How do you think carbon dioxide levels might change in the future? © 2001 Alan Sealls Published and Distributed by United Learning All rights to print materials cleared for classroom duplication and distribution. 9 Name ___________________ Weather Smart: Climate Light or Dark? You need: a sheet of light-colored construction paper a sheet of dark-colored construction paper a handful of small stones Place both sheets of paper outside in the sun. Put stones along the edges of the paper to keep them from blowing away. After a few minutes, use your hands to see which paper is warmer. Why would one paper be warmer than the other? Repeat the experiment in the shade. Do you notice any difference? © 2001 Alan Sealls Published and Distributed by United Learning All rights to print materials cleared for classroom duplication and distribution. 10 Name ___________________ Weather Smart: Climate Greenhouse in a Bag You need: two thermometers clear zipper lock bags Place one thermometer inside one or two bags and zip the bags. Put both thermometers in the sun for a few minutes and read the temperature. Take them in the shade and wait a few minutes to read the temperature again. Put them in a refrigerator for a few minutes and read the temperatures again. Which thermometer heats faster? Which one cools faster? Why is there any difference? © 2001 Alan Sealls Published and Distributed by United Learning All rights to print materials cleared for classroom duplication and distribution. 11 Name ___________________ Weather Smart: Climate Sleeping Thermometer You need: two round dial thermometers without glass a bed Read the temperature on both thermometers and write them down. Take one of the thermometers and put it under the covers in bed with you when you go to sleep but be careful to not put it so close that you roll on top of it. When you wake up, read the thermometer quickly after you take it out of the bed. Then read the other one, and write both temperatures down. Have the temperatures changed? How? Why? © 2001 Alan Sealls Published and Distributed by United Learning All rights to print materials cleared for classroom duplication and distribution. 12 Name ___________________ Weather Smart: Climate Climate Fun Facts For half the year the sun does not shine at the North Pole. The hottest temperature recorded on Earth was in El Azizia, Libya, in 1922. The temperature rose to 136oF, or 58 oC. The coldest temperature recorded was in Vostok, Antarctica, in 1983. The temperature was all the way down to -129oF, or -89 oC. Climatologists believe that at one time New York City was covered with glaciers. The South Pole is really a cold desert. Each year less than one inch of precipitation falls as snow. One of the driest places on Earth is Arica, Chile, in South America, where it takes more than 30 years to get a full inch, or 25 millimeters, of rainfall. South America also has one of the snowiest places in Lloro, Colombia. More than 500 inches, or 13 meters, of snow falls each year. Big cities are usually a little warmer than the towns around them because more people, cars, and buildings make heat. Old refrigerators and other old appliances use much more energy than newer ones, and this might speed up climate change. Most climate change is so slow that people don't notice it. © 2001 Alan Sealls Published and Distributed by United Learning All rights to print materials cleared for classroom duplication and distribution. 13 Name ___________________ Weather Smart: Climate Internet Sites for Climate and Climate Change Environmental Protection Agency kids climate site http://www.epa.gov/globalwarming/kids/ A fun page with lots of answers to your climate questions, from the EPA. Environmental Protection Agency Recycle City http://www.epa.gov/kids/recyclecity.htm Visit Recycle City to get more ideas on how you can help the Earth's climate stay healthy. National Climatic Data Center Global Warming FAQ http://www.ncdc.noaa.gov/ol/climate/globalwarming.html This website answers many questions about global warming, the Greenhouse Effect, and climate change. U.S. Department of Energy Atmospheric Radiation Measurement Program http://www.arm.gov/docs/education/globwarm/globegin.html Kids can learn more about global warming by meeting "The Professor." U.S. Department of Energy Energy Efficiency and Renewable Energy Network http://www.eren.doe.gov/kids/ Learn ways to save energy from "Doctor E." Sometimes the address for a website changes. When that happens you can usually find it again by doing an Internet search for the title of the page. © 2001 Alan Sealls Published and Distributed by United Learning All rights to print materials cleared for classroom duplication and distribution.