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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˚ CONTINUE ON NEXT PAGE 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 74ǡ 72ǡ 70ǡ 68ǡ 66ǡ 64ǡ 62ǡ 60ǡ 58ǡ 56ǡ 54ǡ 52ǡ 50ǡ 48ǡ 46ǡ Death Valley Mt. Shasta 44ǡ 1996 1997 1998 1999 2000 2001 2003 2004 2005 Year TEMPERATURE CHANGE 79 CONTINUE ON NEXT PAGE LocaƟon Selected: Record the average temperatures for the past ten years for your selected location below. 82ǡ 80ǡ 78ǡ 76ǡ 74ǡ 72ǡ 70ǡ 68ǡ 66ǡ 64ǡ 62ǡ 60ǡ 58ǡ 56ǡ 54ǡ 52ǡ 50ǡ 48ǡ 46ǡ 44ǡ Time (Year) Describe how your climate compares to Mt. Shasta and Death Valley. 80 TEMPERATURE CHANGE