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Middle School Guide
SCIENCE
IN THIS UNIT
Lesson 1 - Carbon Cycle
Lesson 2 - Air Pollution
Lesson 3 - Temperature Change
C/CAG
City/County Association of Governments
of San Mateo County
SRTS MIDDLE SCHOOL GUIDE
Whats the Big Idea? SCIENCE
Overview
Environment/Health
Through hands-on activities, students develop a deep
understanding of climate change on a molecular level.
Students are also given an opportunity to explore and
consider the impact of carbon as it pertains to global
climate change.
Climate change has emerged as one of the most
challenging issues of our time. Scientists estimate that
the earth’s climate has increased by 1.9 degrees since
1890 and that we are already experiencing the effects
of this phenomenon through longer droughts, more
severe storms and melting ice caps. The consequences
of drastic global temperature increases are long-lasting
and disastrous, which is why many scientists agree that
reducing greenhouse gas emissions by 80% by 2050 or
sooner is crucial for our sustainability on earth.
The lessons in this section include: The Carbon Cycle and
its Role in Climate Change, Temperature Change, and Air
Pollu on: How Humans Affect the Carbon Cycle. In The
Carbon Cycle and its Role in Climate Change, students
develop a basic understanding of the carbon cycle on a
molecular level, thereby giving them an understanding
of why healthy plants are essential to a healthy habitat.
In Temperature Change, students learn what causes
weather and graph changes in local weather patterns
over time to investigate how weather conditions define
climate. Finally, in Air Pollu on: How Humans Affect
the Carbon Cycle, students investigate the recent
trends in CO2, to interpret the condition of Earth’s
atmosphere. Students then use their understanding of
how the atmosphere works, in light of these trends, to
determine whether or not humans should be concerned
about climate change.
Transportation plays a key role in ensuring that this
goal is met and is something that all of us, including our
students, can participate in. For every mile driven, one
pound of carbon dioxide is emitted. Cars are the number
one polluter in San Mateo County with transportation
responsible for 53% of San Mateo County’s greenhouse
gas emissions. There are also high rates of asthma and
obesity in many of the county’s cities. 14% of San Mateo
County children aged 0 to 14 have been diagnosed
with asthma. 34% of San Mateo County children are
overweight or obese and some cities in the county have
childhood obesity rates as high as 47%. Walking, rolling,
carpooling, and taking public transit instead of driving
all play key roles in reversing the serious environmental
and health related problems connected to climate
change.
53 WHAT’S THE BIG IDEA?
Lesson 1 - Carbon Cycle
SRTS MIDDLE SCHOOL GUIDE
The Carbon Cycle and its Role in
Climate Change
Overview
Preparation Activities:
Most students have heard about global
warming, but do not yet have the robust
understanding of chemistry to understand
what is happening on a molecular level.
This activity is designed to give students a
basic understanding of the carbon cycle on
a molecular level, thereby giving them an
understanding of why healthy plants are
essential to a healthy habitat.
• Use construction paper to create paper “atom” signs
to be pinned to each student. You will need:
Objectives
• Understand that all things are made of atoms and
that atoms can be re-arranged in whole number
ratios to make different materials.
• Understand that photosynthesis and respiration are
reverse processes.
• Understand how climate change affects the carbon cycle.
Supplies
 Several different colors of construction
paper
 Several different colors of chalk or ribbon
 Green chalk or green ribbon
 Brown chalk or brown ribbon
 The Carbon Cycle worksheets (one per
student)
 OPTIONAL: Periodic Table of the Elements
chart or visual
CARBON CYCLE 54
- 6 black carbon atoms
- 12 white hydrogen atoms
- 18 red oxygen atoms
- 1 big yellow energy sign
- Several black C6H12O6 (sugar) signs. On the reverse side
of these signs write: oil, gas, or coal
• Write the name and symbol of the appropriate
atom on each sign. These will be used to act out the
processes of photosynthesis and respiration. Post the
equations of these processes where the students can
see them. The equations are as follows:
• Photosynthesis:
6 CO2+ 6 H2O + energy -> C6H12O6+6 O2
(Carbon dioxide plus water plus energy yields
sugar and oxygen)
• Respiration:
C6H12O6+6 O2-> 6 CO2+ 6 H2O + energy
(Sugar plus oxygen yields carbon dioxide plus
water plus energy)
• Make a large circle on the floor with green chalk or
a green piece of ribbon. The circle needs to be large
enough for the student groups to step into. This will
represent a plant. Make a second large circle on
the floor with brown chalk or with a brown piece of
ribbon. The circle needs to be large enough for the
student groups to step into. This will represent an
animal.
• Make copies of the The Carbon Cycle worksheets
(one per student).
SRTS MIDDLE SCHOOL GUIDE
Suggested Time
Photosynthesis
What is an Atom?
• Tell students that they are each going to play the role
of an atom while they act out the carbon cycle. Give
each student one sign to wear. Since there are 36
different atoms and the energy sign, some students
may have an extra atom that gets passed along
during the activity to make the equations work.
Alternatively, two classes may be combined and this
lesson may be co-taught. Explain that students are
going to act out the process of photosynthesis. Direct
the class to the equation on the board:
6 CO2+ 6 H2O + energy -> C6H12O6+6 O2
(Carbon dioxide plus water plus energy yields sugar
and oxygen).
Time: 60 MINUTES
Time: 10 MINUTES
• Begin by telling students the Democritus’ definition
of an atom: Democritus stated that if you take a
piece of cheese and cut it in half, you still have
cheese. If you take that half and cut it again, the
smaller piece is still cheese. If you take that tiny
piece and cut it again the tinier piece is still cheese.
If you could continue cutting the cheese into tinier
and tinier pieces you would eventually come down
to the most basic of all particles that still have all
the qualities of cheese. Democritus called that
fundamental particle the atom. We know that
cheese is not a fundamental particle, but we still use
his word for the fundamental particle, the atom.
• Tell students that there are 108 different atoms. They
are the fundamental particles or building blocks from
which all matter is made. In this lesson we are going
to look at only a few of them. The atom that is found
in all living things on earth is carbon.
• OPTIONAL: Share a Periodic Table of the Elements visual
Time: 10 MINUTES
• Gather the class by the green circle. Have students
group themselves into six carbon dioxide molecules
and six water molecules by holding hands or linking
arms to form the chemical bonds. Show them how
the carbon and oxygen have to be in the center of
the group.
• Have the water molecules pretend that they are
being drawn into the plant through the roots. Have
the carbon dioxide molecules pretend that they are
being drawn into the plant through the leaves.
• Once they are all in the plant, have the yellow energy
person come in to break the bonds by pulling their
hands apart. Make the point that it takes energy to
break the bonds.
• Energy stays in the plant circle while the atoms
regroup themselves into sugar and oxygen
molecules, holding hands or linking arms to show
that new bonds have formed.
• Have the oxygen molecules drift off into the air, as
the plant does not need it.
• Refer back to the equation written on the board:
6 CO2+ 6 H2O + energy -> C6H12O6+6 O2.
Explain that carbon dioxide plus water plus energy
yields sugar and oxygen.
• Explain that photosynthesis is a process used by
plants to convert energy from the sun into sugar and
oxygen.
55 CARBON CYCLE
SRTS MIDDLE SCHOOL GUIDE
Respiration
The Carbon Cycle
• Now explain that an animal, such as a human, is
going to eat the plant. Have the students pretend
they are eaten by stepping as a molecule (with hands
still held), along with the energy, into the brown
ribbon that represents an animal.
• Briefly review the carbon cycle. Tell students that
carbon is found in every living thing. When a carbon
atom gets together with two oxygen atoms, they
form carbon dioxide. Through photosynthesis, plants
use carbon dioxide and energy from the sun to grow.
The plants release oxygen into the air, which animals
breathe. Through respiration, animals eat plants and
release carbon dioxide back into the atmosphere.
This starts the cycle again.
Time: 10 MINUTES
• Have the students who are the oxygen molecules
pretend they are being breathed into the animal.
• Now have everyone regroup into carbon dioxide and
water. The energy will be released as “heat” when
the CO2 and H2O bonds form and those students
who represent energy will leave the animal by
stepping outside the circle.
• Tell the students that the animal uses the energy to
live and that is why the animal ate the plant. They
can feel their own body heat as evidence.
• Ask students to share what happens when they are
active, such as when they are playing a sport. They
will probably respond that they feel energized and
warm/hot.
• Have them pretend that the water is released as
sweat or urine, the water student molecules step
out of the brown circle, and the carbon dioxide is
breathed out, the carbon dioxide student molecules
step out of the circle.
• Repeat the cycle about two more times until the
students can do it without help. For advanced
students you can lead to the understanding that
plants both photosynthesize and respire.
• Refer back to the equation
6 H12O6+6 O2-> 6 CO2+ 6 H2O + energy.
Explain that sugar plus oxygen yields carbon dioxide
plus water plus energy.
Time: 25 MINUTES
• Hand out The Carbon Cycle worksheets to each
student. Have students fill out their answers to the
questions. Call the class back together to share
their answers and review the information on the
worksheet.
The Carbon Cycle & Climate
Change
Time: 5 MINUTES
• Ask students what they know about climate change.
Ask students to think about the connection between
carbon cycle and climate change.
• Explain carbon dioxide is a heat-trapping greenhouse
gas. It is natural and necessary for some carbon
dioxide to be in the air. But by burning fossil fuels
people have been putting a larger amount of carbon
dioxide into the atmosphere. This has disrupted the
natural cycle and has contributed to global climate
change.
Extensions and
Connections
• Show the following video on climate change and carbon
dioxide: http://epa.gov/climatestudents/basics/today/
carbon-dioxide.html
• Have students read articles found at http://www.
education.noaa.gov/Climate/Carbon_Cycle.html
CARBON CYCLE 56
Name:
The Carbon Cycle
CO
2
Answer the questions below to demonstrate what
you learned about the carbon cycle through today’s
activities.
1. What is an atom?
2. Use the reactants in photosynthesis as an
example to explain how atoms combine to
make molecules. What are the elements in the
molecules? How many of each atom are in each molecule?
3. Use the products of photosynthesis to explain how atoms recombine to make
other molecules. What happened to the reactant molecules? Where did the
atoms go? How many of each atom are in the new product molecules?
4. Is it atoms or molecules that break into pieces to form new things?
5. Where did the plants get the carbon from?
6. Explain how a plant (a solid) can be made from the gas (carbon dioxide).
7. What happened to the energy trapped by the plants?
ANSWERS ON
BACK SIDE
CARBON CYCLE 57
The Carbon Cycle (Answer Key)
1. What is an atom?
An atom is the smallest particle that can exist and still have the properties of the
parent material. A material made of all of one kind of atom is called an element.
2. Use the reactants in photosynthesis as an example to explain how atoms combine to
make molecules. What are the elements in the molecules? How many of each atom are in
each molecule?
The reactants in photosynthesis are carbon dioxide, CO2and water, H2O. The carbon dioxide
is made of one carbon atom between two oxygen atoms. The water is made of one oxygen
atom between two hydrogen atoms.
3. Use the products of photosynthesis to explain how atoms recombine to make
other molecules. What happened to the reactant molecules? Where did the
atoms go? How many of each atom are in the new product molecules?
The reactants molecules came apart into their component atoms. Those atoms
recombined to form sugar. No atoms were lost or gained in the process.
4. Is it atoms or molecules that break into pieces to form new things?
It is molecules that break apart into individual atoms.
5. From where did the plants get the carbon?
The plants get the carbon from the carbon dioxide in the air.
6. Explain how a plant (a solid) can be made from the gas (carbon dioxide).
When the atoms recombine into a different molecule the new material has different
physical and chemical properties than the original molecule. So an atom of carbon in carbon
dioxide has the molecular properties of a gas, but the same atom in a sugar molecule has
the molecular properties of a solid.
7. What happened to the energy trapped by the plants?
The energy was stored in the plant until the plant decomposed or was eaten.
Then as the respiration process began, the energy was released. This is why compost piles
become warm and animals have body heat.
58 CARBON CYCLE
Lesson 2 - Air Pollution
SRTS MIDDLE SCHOOL GUIDE
Air Pollution:
How Humans Affect the Carbon Cycle
Overview
Preparation Activities:
This activity will give students a basic scientific
understanding of how Earth’s atmosphere
affects climate. Students will analyze real
scientific measurements of carbon dioxide
(CO2), one of the most important greenhouse
gases (GHGs) that influences climate. By
investigating the recent trends in CO2, students
will be playing the role of a scientist trying to
interpret the condition of Earth’s atmosphere.
Students will then use their understanding of
how the atmosphere works, in light of these
trends, to determine whether or not humans
should be concerned over the climate.
• Before students can interpret scientific data on
the atmosphere, they must first understand some
fundamental concepts of how the Earth and the
atmosphere interact. Before teaching this lesson,
read the Basics of the Carbon Cycle and the
Greenhouse Effect at http://www.esrl.noaa.gov/
gmd/education/carbon_toolkit/basics.html. During
the introduction portion of the lesson, provide
an introduction/overview to students. It will be
important for student understanding to highlight
both the basics of the greenhouse gas effect and the
natural carbon cycle.
Objectives
• Analyze short and long-term trends of CO2 in the
atmosphere
• Learn how the atmosphere and climate are changing
• Determine the causes that are responsible for these
changes.
Supplies
 Computers with internet access
 Task Packet comprised of the Task Pages at
the end of this lesson
AIR POLLUTION 60
• If there are any unfamiliar terms throughout this
activity, refer to the Glossary of Terms at http://
www.esrl.noaa.gov/gmd/education/carbon_
toolkit/glossary.html. If you require additional
assistance, see the Frequently Asked Questions at
http://www.esrl.noaa.gov/gmd/education/carbon_
toolkit/faq.html
• Print the Basics of the Carbon Cycle and the
Greenhouse Effect from http://www.esrl.noaa.
gov/gmd/education/carbon_toolkit/basics.html
and make copies for each student.
• Print out the Task Pages included at the end of this
lesson. Staple the pages together to make a Task
Packet for each student.
SRTS MIDDLE SCHOOL GUIDE
Suggested Time
Time: THREE 60 MINUTES CLASS PERIODS
Introduction
Time: 20 MINUTES
• Begin by telling students that there is currently
worldwide concern over climate change. Explain
that many of them have probably heard about
the changing climate from multiple sources such
as scientists and politicians in the news, family
members, teachers, and friends.
• Ask, “Why are many people so concerned about
climate change, and what scientific evidence
suggests that it is occurring?” and, “What are causes
for this change?”
Interactive Atmospheric
Data Visualization
Time: 2-3 DAYS
• Tell students that they will be working on the
Interactive Atmospheric Data Visualization (IADV)
website. The IADV website is a data exploration
tool for the trace gases measured by the National
Oceanic and Atmospheric Administration (NOAA).
Tell students that they will participate in a series of
tasks to guide them through the process of utilizing
this tool.
• Hand out a Task Packet to each student. Tell them
to answer the questions in the packets as they make
their way through the tasks. The answers can be
written directly in the task packets. These tasks will
probably take 2-3 class periods to complete.
• Review the information you read in the Basics of the
Carbon Cycle and the Greenhouse Effect. Provide an
introduction/overview to students. Hand out copies
of the Basics of the Carbon Cycle and the Greenhouse
Effect and read aloud the first paragraph. Model
how to do a close reading, highlighting important
information and rephrasing as necessary.
• Provide students 10 minutes to partner read the
Basics of the Carbon Cycle and the Greenhouse Effect.
Partners should alternate between reading aloud
and listening for/noting details. At the end of each
paragraph, partners should summarize key facts and
the main point. After summarizing, partners should
switch roles. Partners should continue alternating
roles until the passage has been read in its entirety.
• At the end of the read, partners should write a 1 to 2
sentence summary of the reading.
• Once all partners have written their 1 to 2 sentence
summary, have partners popcorn share their
summaries to the whole class.
OVER
61 AIR POLLUTION
SRTS MIDDLE SCHOOL GUIDE
Reflection
Time: 30 MINUTES
• When all students have completed the Task Packet,
call the class back together.
• Tell students that there is a long-term increase in
atmospheric CO2 concentrations overlying consistent
seasonal variation. This CO2 increase coincides with
increases in most of the other GHG concentrations
as well (which can also be visualized with the IADV).
The data that they have observed is a powerful
scientific indicator that the atmosphere is changing
over time, and it is some of the primary evidence
that concerns those studying the climate. Scientists
are most concerned with the long-term increase
in CO2 levels which can be attributed to human
causes, but they also use the short-term seasonal
fluctuations to understand how CO2 is exchanged
naturally on an annual scale.
• Ask students to select 1-2 of the following questions
and engage in a 15 minute reflection writing piece,
drawing on evidence gathered through the work on
IADV website as they write.
1. What implications do the observed long-term
trends of CO2 have for the Earth and its climate
system? Make specific reference to the Greenhouse
Effect.
2. Given the increasing levels of CO2 within Earth’s
atmosphere and the role that it has in warming the
atmosphere, do you think that humans have reason
for concern? Justify your answer with the concepts
and data that you have studied throughout this
activity.
3. Many scientists are now referring to CO2
emissions as “pollution” due to the implications on
Earth’s atmosphere. How can this be justified as a
pollutant when it is a gas that is naturally part of our
atmosphere (in fact, even humans breathe it out
during respiration)?
4. Identify, being as specific as possible, some of
the sources and sinks of CO2 in your region. At what
times of the year are each of these sources and sinks
most influential on the atmosphere?
AIR POLLUTION 62
5. Which of your own daily activities contribute
most to increasing atmospheric CO2 levels and
changing the climate? What are some steps that you
could take to decrease this effect?
• After writing, bring the class back together and
invite students to share their thoughts. Facilitate a
discussion using the questions above as a starting
point.
Extensions and
Connections
• Have students work on the following research
project: Identify the potential implications of the
observed data on natural ecosystems and human
society on a global, regional, and individual scale.
When considering human society, you might include
impacts on human needs, economy, energy, industry,
agriculture, policy, etc. Be sure to identify some of
the current and predicted impacts of a changing
climate on your region. What steps can be taken to
remediate this environmental issue? You will need
to refer to outside sources in order to answer this
question.
Name:
TASK #1
Go to the Interactive Atmospheric Data Visualization (IADV) page
on the NOAA website, located at:
http://www.esrl.noaa.gov/gmd/dv/iadv/
The IADV is comprised of actual scientific data from all of the measurement sites within
the Cooperative Air Sampling Network at NOAA. Begin this activity by familiarizing yourself
with the different measurement sites and IADV maps. Notice that the default measurement
site is Mauna Loa, Hawaii. Atmospheric trace gas measurements were first introduced at
this site, so it has the longest ongoing record of CO2. You can click on the thumbnail images
below the world map in order to view enlarged maps of various world regions. Hold the
pointer over each site to view its name, location, and sampling details; click on a site to
select it for data visualization.
Within the map there are four different symbols with four corresponding measurement
program types. Study the map key to determine the four different types of measurement
programs.
Which site in the network is closest to your current locaƟon, and which type of
measurement program is located there?
63 AIR POLLUTION
Name:
TASK #2 - #4
Using the locations noted in the chart below, explore several options offered by the IADV
and answer the questions in the chart space provided. You may attach pages as needed.
Task #
Station Location
2
Mauna Loa, Hawaii,
United States [MLO]
3
Barrow, Alaska,
United States [BRW]
4
South Pole Antarctica,
United States [SPO]
What are the longitude and
latitude of the station?
Describe the geographic
location of the station.*
Describe the Short Term
(annual) CO2Trends within the
Graph**
Describe the Long Term
(Entire Measurement Period)
CO2 Trends within the Graph**
What do you think might be causing
the long term trends in CO2 at the
site? How do these trends compare to
the trends of other stations?
*To obtain the longitude and latitude, locate the
station on the map. Hover above the station with
your mouse and the information will pop up.
**To answer the short term and long term trends
in atmospheric CO2 at the station, you will need to:
• Parameter
Carbon Dioxide (CO2)
• Select the station at the top of the map.
• Data Type
In Data
• On the left menu, select “Carbon Cycle Gases” and “Time Series.”
• Data Frequency Time Series
• On the next page, set the parameters as demonstrated in the
graphic to the right and press “Submit.”
• After the graph appears, select “Save Dataset” under the
“Submit” button for a Task #5 activity.
Current selection:
Carbon Cycle Gases
Mauna Loa, Hawaii, United States
Time Series
Options
• Time Span
All - a graph of all available data
Current - this year’s data
Last year - previous full year of data
Some - a subset of the available data
• Following saving the dataset, select, “PDF Version” to access a
file you can download and save to your computer.
• To go back to the main page with the map, select “Site
Selection” near the top of the page on the right.
Start Year:
End Year:
1900
2013
Press “Submit” to get this plot
Note: The Station Featured is Mauna Loa, Hawaii, United States [MLO].
You will need to change the station selection for each of the locations.
AIR POLLUTION 64
Submit
Name:
TASK #5
PART 1:
Using the locations noted in the chart below, explore the seasonal variations of the stations
noted below. These seasonal variations are responsible for the short-term trends you
observed in the previous tasks. Answer the questions in the chart space provided. You may
attach pages as needed.
Station Location
Looking at the graph with the black
line, which month has the local
maximum value of CO2 (on average)?*
Looking at the graph with the black
line, which month has the local
minimum value of CO2 (on average)?*
What is the difference in CO2
concentrations between the average
seasonal maximum and minimum?*
Mauna Loa, Hawaii,
United States [MLO]
Barrow, Alaska,
United States [BRW]
South Pole Antarctica,
United States [SPO]
*To answer the maximum and minimum
atmospheric CO2 concentration questions, you
will need to:
•
Select the station at the top of the map.
•
On the left menu, select “Carbon Cycle Gases” and
“Seasonal Patterns.”
•
On the next page, set the parameters as
demonstrated in the graphic to the right.
Current selection:
Carbon Cycle Gases
Mauna Loa, Hawaii, United States
Seasonal Cycles
• Parameter
Carbon Dioxide (CO2)
• Data Type
Seasonal Patterns
Submit
Press “Submit” to get this plot
Note: The Station Featured is Mauna Loa, Hawaii, United States [MLO].
You will need to change the station selection for each of the locations.
On the next page, set the parameters as demonstrated in the graphic to the right.
65 AIR POLLUTION
Name:
PART 2:
Generate a graph comparing the MLO, BRW, and SPO station data and answer the following
questions.
To generate this graph:
•
On the main page with the map, select “Custom Plots” at the top, right side of the page.
•
Under Option 2, “Select datasets, Y axis scalling and title for each plot frame” select the three saved
data sets.
•
Press “Submit” at the bottom of the page.
QuesƟons:
1. What does each oscillation represent?
2. How do the differences between the maximum and minimum atmospheric CO2
concentrations compare? Which location includes the greatest annual variability? Which
location exhibits the least annual variability?
3. At all of the sites, how does the atmospheric CO2 concentrations compare from 1980 to
2010? Why do you think concentrations have changed? What can be done to address the
changes?
AIR POLLUTION 66
Name:
TASK #6
GLOBALVIEW
GLOBALVIEW is a tool used for climate modeling which can aid in the visualization of the
distribution of atmospheric gases across space and time. This activity will help you to
visualize some of the short and long-term trends in CO2 measurements.
Go to the GLOBALVIEW-CO2 page at http://www.esrl.noaa.gov/gmd/ccgg/globalview/co2/
co2_intro.html in order to answer the following questions:
This moving graph summarizes the large
number of CO2 measurements into a
single picture.
A. Can you idenƟfy a long-term trend in
Latitude Distribution
Date
the data provided by GLOBALVIEW?
How does this agree with your findings in
Tasks 2-4?
Which reservoir and sources of carbon
do scienƟsts idenƟfy as the cause of this
long-term trend?
________________________________________________________________________
B. NoƟce the laƟtude distribuƟon from leŌ to right on the graph--ranging from southern
laƟtudes to northern laƟtudes. Which hemisphere, northern or southern, exhibits a
greater degree of seasonal variability?
How does this agree with your findings in Task 5?
What reservoir(s) and sources of carbon do scienƟsts idenƟfy as the cause of this shortterm variability?
__________________________________________________________________________
C. It takes about one year for the atmosphere to mix between the northern and southern
hemispheres. Can you pinpoint the hemisphere where most of the CO2 originates?
Does one hemisphere appear to “lag” behind the other in terms of increasing CO2
concentraƟons?
67 AIR POLLUTION
Lesson 3 - Temperature Change
SRTS MIDDLE SCHOOL GUIDE
Temperature Change
Overview
Objectives
The increase of greenhouse gases in the
atmosphere is causing heat to build up in
the atmosphere and oceans, which is leading
to global climate change. In this lesson,
students learn what causes weather and graph
changes in a local weather pattern over time
to investigate how weather conditions define
climate.
• Understand what causes weather
• Learn how weather conditions define climate
• Understand the relationship between weather,
climate, and global warming
Preparation Activities:
Day One:
Supplies
Day One:
 Exploring Weather handout
(one per student)
 Copies of weather report (one per student)
 Copy of spiral handout
• Cut along spiral line on the spiral handout
• Cut one-foot-long piece of thread or string
• Prepare a heat source such as table lamp or candle
• Place several marbles on a plate
• Make copies of a weather report with local and
national data from a newspaper or weather.com
• Make copies of the Exploring Weather worksheet
 Thread or string
 Heat source: table lamp or candle
 Marbles
 Plate
Day Two:
 Exploring Climate handout (one per
student)
 Computer(s) with internet connection
TEMPERATURE CHANGE 69
CONTINUE ON
NEXT PAGE
SRTS MIDDLE SCHOOL GUIDE
Day Two:
• Make copies of the Exploring Climate worksheet.
• Given your access to and your students’ familiarity
with the Internet, choose an option for accessing this
web-based data:
• Option 1: Each group sits with own internetequipped computer and accesses one of the
websites.
• Option 2: Use an internet-equipped computer in
classroom to access a website and project it onto
a wall with an LCD projector or interactive white
board.
• Option 3: Access a website prior to class and
make photocopies or make overheads of the
required information to share with the class.
There are several different websites with temperature
and other climate data. The Bay Area Air Quality
Management District records and tracks weather
data around the Bay Area, and displays weather data
recorded for the past ten years. The website may freeze
if too many groups attempt to access data at the same
time, it may be more appropriate to have the groups
space out their work. Use the bar on the left side of
the web page to select different years for temperature
data. At the top center of the page are three tabs:
Daily, Monthly, and Annual. Collect yearly average
temperature values from the Annual tab. On the right
hand side of the chart are two columns for Yearly Max
(maximum temperature recorded for that year) and AVG
(average temperature recorded for that year).
You may print out the Temperature page for the past ten years.
http://gate1.baaqmd.gov/aqmet/MetYearly.aspx.
The Western Regional Climate Center has data for the
west in general at:
http://www.wrcc.dri.edu/summary/Climsmnca.html
and for the Bay Area in particular, at
http://www.wrcc.dri.edu/summary/ccaF.html
(go to Monthly Temperature Listings and Average).
Two Day Activity:
Suggested Time
DAY 1 - 40 MINUTES
DAY 2 - 30 MINUTES
Day One:
Time: 40 MINUTES
Exploring Weather
Time: 20 MINUTES
• Have students sit in groups of 2 to 4.
• Tell students that weather, global warming, and
climate change are all related. Today the class will
look at why they are related.
• Ask the class, “What is the weather for today?”
(Student answers could include “It is cloudy, foggy,
rainy, cold, humid, windy). On the board, record the
words students are using to describe the weather.
• Provide copies of a weather report with local and
national weather data from a local paper or from
any weather website such as weather.com. Have
students look for weather in other cities in the state
or around the country. Ask students “What data is
being measured and reported?” “How is it different
from our weather right now?” Add new words to the
list on the board (temperature, precipitation, wind
speed, humidity, air pressure.)
• Provide each student with a copy of the Exploring
Weather handout. Ask students to partner read the
paragraph under Section 1, Describing Weather.
Clarify any vocabulary or concepts as necessary
before providing the groups some time to answer
and discuss the questions.
• Ask the class “How would you define weather?”
(Weather is how hot or cold, wet or dry, stormy
or calm it is in an area over a short period of time.
Weather is defined as the short-term condition of
the atmosphere at a place for a given time. When
you get dressed in the morning, you think about the
weather. For example, students may think, “It’s cold,
I’ll wear a sweatshirt,” or “It’s hot, I’ll wear shorts.”)
70 TEMPERATURE CHANGE
SRTS MIDDLE SCHOOL GUIDE
Weather and Heat
From the Sun
Time: 20 MINUTES
• As a class demonstration, cut out the spiral in
handout 1 and make a pin hole through the center of
the spiral. Next, tie the thread to the pin hole so that
the spiral can hang down with the widest part at the
bottom.
• Tell students that the lighted candle or lamp will
represent the heated Earth. Let students hold the
spiral by the thread over a lighted candle or bulb to
see the hot air rising and causing the spiral to spin.
• Heat from the sun also drives the water cycle. Ask
the following questions to guide students through a
review of this process: “What does liquid water do
when you heat it?” (It evaporates.) “Does anyone
know what happens as the air rises and the water
vapor in the air starts to cool down rapidly?” (Clouds
and rain, condensation and precipitation.) So, heat
from the sun is powering the currents in the air that
move heat around and the entire water cycle that
moves water around the globe. Write “heat from
the sun” on the top of the list under “Causes of
Weather.”
• Ask, “What did you observe?” and “What do you
think causes that to happen?” (The hot air rises,
causing the spiral to spin. Similar to why a pinwheel
spins when we blow it.)
• In addition to heat from the sun there are other
factors that make winds and currents move as they
do. While columns of air are moving up and down
they are also being twirled. The rotation of the earth
twirls these shifting currents in air and water around
the globe. Write “rotation of the Earth” on the list.
• Tell students that weather and climate are influenced
by many factors. Write, “Causes of Weather” on the
board. One of the most important factors is heat
from the sun. Today we’ll look at what happens
when air is heated and explore how that affects
weather.
• Ask, “What else influences weather? Where does
it rain?” (Where clouds cool off over mountains,
or cooler vegetated areas, or near big, cool water
masses like lakes or oceans that take a long time to
heat up.) Write “land features and water bodies” on
the list.
• Heat from the sun drives air pressure. Remind
students that temperature is a measure of the heat
energy of matter. Increased heat energy means
increased vibration of molecules in the matter.
Show students some marbles on a plate. When heat
energy is added, the molecules start to vibrate more
and they push each other apart. (Shake the plate.)
This happens on a large scale when atmospheric
gases are heated over a warm surface like a large
desert. The molecules move further apart from one
another, making the air mass lighter and making it
rise. Colder air, with molecules closer together, is
heavier and will flow in under the rising warm air.
The way molecules act when heated creates the
currents in the air (winds) and the currents in the
oceans.
• Ask student(s) to partner read the second paragraph
under Causes of Weather on the Exploring Weather
handout. Again, clarify any vocabulary or concepts
before providing the groups time to answer the
corresponding question, ”What is the main factor
that makes weather happen?” Students should
understand at this point that the buildup and
distribution of heat, primarily from the sun, is the
force driving weather. Once groups have written
their responses, ask groups to share with the rest
of the class. Note any commonalities in groups’
responses.
TEMPERATURE CHANGE 71
SRTS MIDDLE SCHOOL GUIDE
Day Two:
Time: 30 MINUTES
Introduction
Time: 5 MINUTES
• Tell students that climates can generally be described
using different weather words. For instance, a
tropical climate could be described as rainy and
hot; a desert climate is dry with extreme day and
nighttime temperatures; and a polar climate is
extremely cold with dark winter days and light
summer days. Tell the class that today they’re going
to explore our own climate by looking at the average
annual temperature over a ten-year period in
comparison with data from Mt. Shasta (a station on a
tall, snowy mountain in California) and Death Valley
(a station in a desert in California).
Exploring Climate
Time: 25 MINUTES
• Have students sit in pairs.
• Distribute the Exploring Climate handout to each
student. Ask students to partner read the text in the
first section, “Describing Climate.” Ask the class to
write a description of the climate in your area on
their handouts.
• Explain that students will work in pairs to look at
the average annual temperature over ten years for
different places in California and record their data on
a graph. The graph already has data for Mt. Shasta
and Death Valley. Students will compare their results
to see differences in the climate for the weather
stations they choose.
• Once groups have completed the Exploring Climate
handout, discuss the following questions:
a. What average annual temperatures did you find
in Bay Area sites? (Answers may vary, depending on
station used.)
b. How does climate vary in different parts of the
Bay Area? Are some places always cooler or warmer
than others? (Climate around the Bay Area can be
influenced by proximity to the ocean or to the hills.)
c. What similarities did you notice between the
data for Mt. Shasta, Death Valley, and your site?
(They both have relatively constant temperatures.)
d. What differences did you notice between the
data for Mt. Shasta, Death Valley, and your site?”
(The average annual temperatures for the Bay Area
sites should be between the more extreme climates.)
• Tell students that we don’t see any real change in
average annual temperature in these graphs because
the time span is too short. Scientists see measurable
changes a few degrees by looking at the record
over the last 100 years. Ask students, “How do
you think the increased temperatures might affect
weather patterns?” (Student answers may include:
Weather would change in various ways; less snow
on mountains; glaciers would melt, causing sea level
rise; cities will be hotter because heat is trapped
and cannot escape; because winds and precipitation
are strongly affected by heat there may be changes
in average temperatures, extreme temperatures,
rainfall, snowfall, and storm severity.)
• Tell students where they can get the data for the
average annual temperature (see “Preparation
Activities” section above). Give students appropriate
instructions for finding the average annual
temperature depending on the option and websites
you choose. Tell the class to write down the name of
the specific weather station they are using for their
data on average annual temperature. Students will
work in pairs to plot the data on the graph shown in
the Exploring Climate handout and answer
the question below the graph.
72 TEMPERATURE CHANGE
SRTS MIDDLE SCHOOL GUIDE
Extensions and
Connections
• Pollution Solution Posters: Have students work in
small groups to make posters of air pollution sources
and solutions. Provide each group with scissors, glue
sticks, coloring pencils and a piece of construction
paper. At the top of the construction paper, have
groups write “Air Pollution Sources.” At the bottom
of the paper, have groups write, “Air Pollution
Solutions.” Then have groups draw a line across the
paper in the middle. For the top half of the poster,
groups will cut out or draw pictures of air pollution
sources like automobiles, smoke stacks, fires. On
the bottom half of the poster, groups will cut out or
draw pictures of air pollution solutions like people
walking and bicycling and taking public transit. Ask
students to present their completed posters and
share their knowledge and understanding of air
pollution sources and solutions illustrated in the
poster using persuasive presentations to support
change. Display posters in the classroom or around
the school for others to see. This could also be used
as an assessment.
• Guide students in measuring annual precipitation
in the past ten years using the website used in the
activity. Select precipitation in the measurement field
in the bar on the left side of the web page. Students
can track the data and describe the precipitation
patterns at the selected weather station.
• Use an online image search engine to find graphs of
surface temperature trends across the globe over
much longer periods of time. Students can view
graphs for California, the nation, polar and subpolar regions, or the entire globe. Search keywords
can include: Pew Center on Global Climate Change,
IPCC Report, Earth surface temperature trend, polar
temperature rise. Have students investigate the
following questions:
e. Are temperatures rising, falling or staying the
same over a long period?
f. From the global temperature graphs, in what
part of human history did temperatures begin to rise
sharply?
g. With what might this sharp rise coincide?
TEMPERATURE CHANGE 73
• Research Climate Change in the News: This project
connects students with current events reported in
the news about climate change. Students develop
research skills as they access web and print news
sources. Direct students to collect news articles
related to climate change (or perhaps we could
include a few) and associated weather, environment,
and health issues from print or web sources.
Different themes could be:
h. Examples from around the world (what is
happening in China, Africa, etc.)
i. Environmental issues in California (snowpack,
wildfires)
j. Scope of impact on a global scale (ice caps
melting), regional scale (sea level rise along the US
coastlines), and local scale (drought in the Bay Area)
• Develop the students’ climate research into a regular
activity with class discussions where students speak
about what they have learned in the news.
• Have students calculate their carbon footprint using
an online calculator such as The Environmental
Protection Agency’s carbon footprint calculator,
available at http://epa.gov/climatestudents/calc/.
Once students determine their carbon footprint,
have them consider how they are impacting global
climate change and what they can do to decrease
their carbon footprint. Their reflection can be written
out as an opinion piece or students could create
posters to be displayed and shared.
Name:
Weather and Heat from the Sun
Cut out the spiral in handout 1 and make a pin hole through the center of the spiral.
Next, tie the thread to the pin hole so that the spiral can hang down with the widest part at
the bottom.
TEMPERATURE CHANGE 75
Name:
Exploring Weather
Read the paragraphs below about the weather and answer the questions.
1. Describing Weather
Weather describes the daily precipitation, temperature, air pressure, humidity, and wind
conditions at a given location at a given time. Weather happens from minute to minute and
can change a lot within a very short time. For example, the day may start out clear, then
become cloudy, and be followed by rain in the afternoon. We make plans about what to
wear, where to go, and how to travel depending on what we know about the weather.
Check a local paper or weather website such as weather.com to record your current
weather conditions.
What is the weather like today?
Forcast example:
TODAY
62˚
calm
HIGH t 68˚
LOW t 54˚
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TEMPERATURE CHANGE 77
2. Causes of Weather
The sun is a fiery ball of burning
gases. Rays of sunlight (solar
radiation) shine down on Earth
every day. Some of these rays
bounce off our atmosphere and
return to space and about half pass
through our atmosphere. When
sunlight hits the Earth’s surface
most of it turns into heat (thermal
energy). This drives weather
patterns all over the planet. As
the land and oceans warm, they
heat the air above them, causing
that air to rise. As the heated air
rises, cooler surrounding air flows
in, setting in motion an endless movement of air in great swirling, churning currents that
distribute heat energy from the sun across the planet. The oceans also distribute heat
around the globe. As heated air and water move around the Earth and mix with colder air
and water, we get weather: clouds form, rain falls, and wind blows. Because the Earth is
spherical and not flat, the sun shines more directly around the Equator, heating it more
intensely so that it is warm all year long. However, the Polar regions are at such an angle to
the sun that they get little or no sunlight during the winter, causing them to be cold and icebound.
What is the main factor that makes weather happen on the Earth?
78 TEMPERATURE CHANGE
Name:
Exploring Climate
Describing Climate
Weather may change on a daily basis, but climate only changes over a long period of
time. Climate describes the pattern formed by weather occurring over a period of at least
30 years in a given place. This includes average weather conditions, seasonal weather
variations, and special weather events such as tornadoes and floods. Climate tells us what
the weather is usually like in the places where we live. San Diego is known as having a mild
climate, New Orleans a humid climate, Buffalo a snowy climate, and Seattle a rainy climate.
How would you describe the climate where you live?
Temperature (degrees F)
Average Temperature in California
Average temperature is one measure of climate. Label the years and graph the yearly
average temperatures for the Bay Area over the past ten years on the blank chart (next
page). Label your line with the name of the station used. Consider how your average
climate compares with Death Valley and Mt. Shasta.
82ǡ
80ǡ
78ǡ
76ǡ
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70ǡ
68ǡ
66ǡ
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62ǡ
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54ǡ
52ǡ
50ǡ
48ǡ
46ǡ
Death Valley
Mt. Shasta
44ǡ
1996 1997 1998 1999 2000 2001 2003 2004 2005
Year
TEMPERATURE CHANGE 79
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LocaƟon Selected:
Record the average temperatures for the past ten years for your selected location below.
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Time (Year)
Describe how your climate compares to Mt. Shasta and Death Valley.
80 TEMPERATURE CHANGE