Download Real World Science: Weather and Climate

Real World Science: Weather and Climate
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
INTRODUCING REAL WORLD SCIENCE: WEATHER AND CLIMATE
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
PREPARATION FOR VIEWING
Introduction to the Program
Introduction to Vocabulary .
Discussion Ideas . . . . . . . .
Focus . . . . . . . . . . . . . . .
Jump Right In . . . . . . . . .
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AFTER VIEWING THE PROGRAM
Suggested Activities . . . .
Vocabulary . . . . . . . . . .
Checking Comprehension
Test . . . . . . . . . . . . . . . .
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SECTION 1
SECTION 2
SECTION 3
SECTION 4
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .22
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
1
© Copyright 2000 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS
Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce
consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries for
nearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of
the instructional and pedagogical resources available to develop and distribute educational programs
in film, videocassette, laserdisc, CD-ROM and CD-i formats.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia
1-800-FOR-AIMS
1-800-367-2467
2
© Copyright 2000 AIMS Multimedia
Congratulations!
You have chosen a learning program
that will actively motivate your students
AND provide you with easily accessible
and easily manageable instructional
guidelines designed to make your
teaching role efficient and rewarding.
The AIMS Teaching Module provides
you with a video program keyed to your
classroom curriculum, instructions and
guidelines for use, plus a comprehensive teaching program containing a
wide range of activities and ideas for
interaction between all content areas.
Our authors, educators, and consultants
have written and reviewed the AIMS
Teaching Modules to align with the
Educate America Act: Goals 2000.
This ATM, with its clear definition of
manageability, both in the classroom
and beyond, allows you to tailor specific activities to meet all of your classroom needs.
3
© Copyright 2000 AIMS Multimedia
RATIONALE
In today’s classrooms, educational pedagogy is often founded on Benjamin S.
Bloom’s “Six Levels of Cognitive
Complexity.” The practical application
of Bloom’s Taxonomy is to evaluate students’ thinking skills on these levels,
from the simple to the complex:
Knowledge (rote memory skills),
Comprehension (the ability to relate or
retell), Application (the ability to apply
knowledge outside its origin), Analysis
(relating and differentiating parts of a
whole), Synthesis (relating parts to a
whole), and Evaluation (making a judgment or formulating an opinion).
The AIMS Teaching Module is designed
to facilitate these intellectual capabilities, AND to integrate classroom experiences and assimilation of learning
with the students’ life experiences, realities, and expectations. AIMS’ learner
verification studies prove that our AIMS
Teaching Modules help students to
absorb, retain, and to demonstrate ability to use new knowledge in their world.
Our educational materials are written
and designed for today’s classroom,
which incorporates a wide range of
intellectual, cultural, physical, and emotional diversities.
4
© Copyright 2000 AIMS Multimedia
ORGANIZATION AND
MANAGEMENT
To facilitate ease in classroom manageability, the AIMS Teaching Module is
organized in four sections. You are
reading Section 1, Introduction to the
Aims Teaching Module (ATM).
SECTION 2,
INTRODUCING THIS ATM
will give you the specific information
you need to integrate the program into
your classroom curriculum.
SECTION 3,
PREPARATION FOR VIEWING
provides suggestions and strategies for
motivation, language preparedness,
readiness, and focus prior to viewing
the program with your students.
SECTION 4,
AFTER VIEWING THE PROGRAM
provides suggestions for additional
activities plus an assortment of consumable assessment and extended activities,
designed to broaden comprehension of
the topic and to make connections to
other curriculum content areas.
5
© Copyright 2000 AIMS Multimedia
FEATURES
INTRODUCING EACH ATM
SECTION 2
Your AIMS Teaching Module is
designed to accompany a video program written and produced by some of
the world’s most credible and creative
writers and producers of educational
programming. To facilitate diversity and
flexibility in your classroom, your AIMS
Teaching Module features these components:
Themes
The Major Theme tells how this AIMS
Teaching Module is keyed into the curriculum. Related Themes offer suggestions for interaction with other
curriculum content areas, enabling
teachers to use the teaching module to
incorporate the topic into a variety of
learning areas.
Overview
The Overview provides a synopsis of
content covered in the video program.
Its purpose is to give you a summary of
the subject matter and to enhance your
introductory preparation.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
learners can be expected to gain from
each program. After completion of the
AIMS Teaching Module, your students
will be able to demonstrate dynamic
and applied comprehension of the
topic.
6
© Copyright 2000 AIMS Multimedia
PREPARATION FOR VIEWING
Discussion Ideas
SECTION 3
In preparation for viewing the video
program, the AIMS Teaching Module
offers activity and/or discussion
ideas that you may use in any order
or combination.
Introduction To The Program
Introduction to the Program is
designed to enable students to recall
or relate prior knowledge about the
topic and to prepare them for what
they are about to learn.
AFTER VIEWING THE PROGRAM
SECTION 4
Discussion Ideas are designed to help
you assess students’ prior knowledge
about the topic and to give students a
preview of what they will learn.
Active discussion stimulates interest in
a subject and can motivate even the
most reluctant learner. Listening, as
well as speaking, is active participation. Encourage your students to participate at the rate they feel
comfortable. Model sharing personal
experiences when applicable, and
model listening to students’ ideas and
opinions.
After your students have viewed the
program, you may introduce any or
all of these activities to interact with
other curriculum content areas, provide reinforcement, assess comprehension skills, or provide hands-on
and in-depth extended study of the
topic.
Introduction To Vocabulary
Focus
Introduction to Vocabulary is a
review of language used in the program: words, phrases, usage. This
vocabulary introduction is designed to
ensure that all learners, including limited English proficiency learners, will
have full understanding of the language usage in the content of the program.
Help learners set a purpose for
watching the program with Focus,
designed to give students a focal
point for comprehension continuity.
Jump Right In
Jump Right In provides abbreviated
instructions for quick management of
the program.
7
© Copyright 2000 AIMS Multimedia
SUGGESTED
ACTIVITIES
The Suggested Activities offer ideas
for activities you can direct in the
classroom or have your students complete independently, in pairs, or in
small work groups after they have
viewed the program. To accommodate your range of classroom needs,
the activities are organized into skills
categories. Their labels will tell you
how to identify each activity and help
you correlate it into your classroom
curriculum. To help you schedule your
classroom lesson time, the AIMS
hourglass gives you an estimate of the
time each activity should require.
Some of the activities fall into these
categories:
Meeting Individual
Needs
These activities are designed to aid in
classroom continuity. Reluctant learners and learners acquiring English
will benefit from these activities
geared to enhance comprehension of
language in order to fully grasp content meaning.
M A TH
Curriculum
Connections
Critical Thinking
Critical Thinking activities are
designed to stimulate learners’ own
opinions and ideas. These activities
require students to use the thinking
process to discern fact from opinion,
consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or
combine what they already know
with what they have learned to make
inferences.
Cultural Diversity
Each AIMS Teaching Module has an
activity called Cultural Awareness,
Cultural Diversity, or Cultural
Exchange that encourages students to
share their backgrounds, cultures,
heritage, or knowledge of other countries, customs, and language.
Hands On
These are experimental or tactile
activities that relate directly to the
material taught in the program.Your
students will have opportunities to
make discoveries and formulate ideas
on their own, based on what they
learn in this unit.
Writing
Many of the suggested activities are
intended to integrate the content of
the ATM program into other content
areas of the classroom curriculum.
These cross-connections turn the
classroom teaching experience into a
whole learning experience.
Every AIMS Teaching Module will
contain an activity designed for students to use the writing process to
express their ideas about what they
have learned. The writing activity
may also help them to make the connection between what they are learning in this unit and how it applies to
other content areas.
8
© Copyright 2000 AIMS Multimedia
In The Newsroom
Each AIMS Teaching Module contains
a newsroom activity designed to help
students make the relationship
between what they learn in the classroom and how it applies in their
world. The purpose of In The
Newsroom is to actively involve each
class member in a whole learning
experience. Each student will have an
opportunity to perform all of the tasks
involved in production: writing,
researching, producing, directing,
and interviewing as they create their
own classroom news program.
Extended Activities
These activities provide opportunities
for students to work separately or
together to conduct further research,
explore answers to their own questions, or apply what they have
learned to other media or content
areas.
Link to the World
These activities offer ideas for connecting learners’ classroom activities
to their community and the rest of the
world.
Culminating Activity
To wrap up the unit, AIMS Teaching
Modules offer suggestions for ways to
reinforce what students have learned
and how they can use their new
knowledge to enhance their world
view.
VOCABULARY
Every ATM contains an activity that
reinforces the meaning and usage of
the vocabulary words introduced in
the program content. Students will
either read or find the definition of
each vocabulary word, then use the
word in a written sentence.
CHECKING
COMPREHENSION
Checking Comprehension is designed
to help you evaluate how well your
students understand, retain, and
recall the information presented in the
AIMS Teaching Module. Depending
on your students’ needs, you may
direct this activity to the whole group
yourself, or you may want to have
students work on the activity page
independently, in pairs, or in small
groups. Students can verify their written answers through discussion or by
viewing the video a second time. If
you choose, you can reproduce the
answers from your Answer Key or
write the answer choices in a Word
Bank for students to use. Students can
use this completed activity as a study
guide to prepare for the test.
CONSUMABLE
ACTIVITIES
The AIMS Teaching Module provides
a selection of consumable activities,
designed to specifically reinforce the
content of this learning unit.
Whenever applicable, they are
arranged in order from low to high
difficulty level, to allow a seamless
facilitation of the learning process.
You may choose to have students take
these activities home or to work on
them in the classroom independently,
in pairs or in small groups.
TEST
The AIMS Teaching Module Test permits you to assess students’ understanding of what they have learned.
The test is formatted in one of several
standard test formats to give your
students a range of experiences in
test-taking techniques. Be sure to
read, or remind students to read, the
directions carefully and to read each
answer choice before making a
selection. Use the Answer Key to
check their answers.
CHECKING
VOCABULARY
The Checking Vocabulary activity
provides the opportunity for students
to assess their knowledge of new
vocabulary with this word game or
puzzle. The format of this vocabulary
activity allows students to use the
related words and phrases in a different context.
9
© Copyright 2000 AIMS Multimedia
ADDITIONAL
AIMS MULTIMEDIA
PROGRAMS
After you have completed this AIMS
Teaching Module you may be interested
in more of the programs that AIMS
offers. This list includes several related
AIMS programs.
ADDITIONAL READING
SUGGESTIONS
AIMS offers a carefully researched list of
other resources that you and your students may find rewarding.
ANSWER KEY
Reproduces tests and work pages with
answers marked.
10
© Copyright 2000 AIMS Multimedia
Real World Science: Weather and Climate
THEMES
The theme of natural phenomena is
a focus of this program. The power of
the forces of wind and water are
illustrated and explored. A second
theme, humankind's interaction with
the environment is also presented as
illustrated with its dependence on
patterns of weather and climate.
OVERVIEW
Weather affects our lives in many
ways. We often take for granted how
much we rely on knowing and understanding the weather.
The five layers of atmosphere, air currents, high and low pressure systems
and the weather associated with
them, the water cycle _ evaporation
through condensation, how clouds
such as cirrus, cumulus and stratus
are formed, how thunderstorms, tornadoes and hurricanes develop and
the three climate zones, polar, temperate and tropical are presented
and illustrated in this program.
OBJECTIVES
A
To name the layers of the atmosphere
A
To show how the advent of the
railroad rapidly expanded this
westward movement.
A
To explain the cause and effect of
air currents and air pressure
A
To explain the steps in the water
cycleTo illustrate events leading to
the Missouri Compromise and the
continuing friction between antislavery and pro-slavery factions
which led to the Civil War.
A
To identify different types of
clouds and precipitation
A
To increase awareness and
understanding the impact weather
has on the plant and animal life
on Earth
11
© Copyright 2000 AIMS Multimedia Real World Science: Weather and Climate
Use this page for your individual notes about planning and/or effective ways to manage this
AIMS Teaching Module in your classroom.
Our AIMS Multimedia Educational Department welcomes your observations and comments.
Please feel free to address your correspondence to:
AIMS Multimedia
Editorial Department
9710 DeSoto Avenue
Chatsworth, California 91311-4409
12
© Copyright 2000 AIMS Multimedia Real World Science: Weather and Climate
INTRODUCTION TO
THE PROGRAM
Ask students the following questions
to help you assess what they know
about weather and climate and to
give also them a preview of what they
will learn. Why is it important to
understand
something
about
weather? Why is weather different in
different in parts of the United States?
The world? What is an ideal weather
day for you? Explain why.
INTRODUCTION TO
VOCABULARY
Write the following vocabulary words
on the chalkboard and pronounce
each word aloud. air pressure,
atmosphere, barometer, cirrus clouds,
climate, condensation, cumulus
clouds, evaporation, meteorologist,
polar zone, precipitation, stratus
clouds, temperate zone, thermosphere, tropical zone, vapor. Explain
that these words will be used in the
program that they will be viewing
and that students will use them in several activities. Encourage students to
note each word and its definition as it
is presented in the program.
FOCUS
Before students view the program,
have them begin a KWL (What I
Know, What I Want to Learn, What I
Learned) chart. Ask them to write
down at least five things that they
know about weather and climate,
and five things that they would like to
learn about them. At the end of the
program, have students complete the
chart and note at least five things that
they learned. Allow time to discuss
the students' KWL charts.
DISCUSSION IDEAS
Before viewing the program, ask students to identify the forces in nature
that create and effect weather,
describe and give examples of how a
change in weather or climate can
effect plants, animals and humans.
13
© Copyright 2000 AIMS Multimedia Real World Science: Weather and Climate
JUMP RIGHT IN
HOW TO USE THE
REAL WORLD SCIENCE: WEATHER AND CLIMATE AIMS TEACHING MODULE
Preparation
A
A
Read Real World Science:
Weather and Climate Themes,
Overview, and Objectives to
become familiar with program
content and expectations.
Viewing REAL WORLD SCIENCE:
WEATHER AND CLIMATE
After Viewing REAL WORLD
SCIENCE: WEATHER AND CLIMATE
A
Set up viewing monitor so that all
students have a clear view.
A
A
Depending on your classroom
size and learning range, you may
choose to have students view Real
World Science: Weather and
Climate together or in small
groups.
Use Preparation for Viewing
suggestions to introduce the topic
to students.
A
Some students may benefit from
viewing the video more than one
time.
Select Suggested Activities that
integrate into your classroom curriculum. If applicable, gather
materials or resources.
A Choose the best way for students
to work on each activity. Some
activities work best for the whole
group. Other activities are
designed for students to work
independently, in pairs, or in
small groups. Whenever possible,
encourage students to share their
work with the rest of the group.
A Duplicate the appropriate number
of
Vocabulary,
Checking
Comprehension, and consumable
activity pages for your students.
A
You may choose to have students
take consumable activities home,
or complete them in the classroom, independently, or in
groups.
A
Administer the Test to assess students’ comprehension of what
they have learned, and to provide
them with practice in test-taking
procedures.
A Use the Culminating Activity
as a forum for students to display,
summarize, extend, or share
what they have learned with each
other, the rest of the school, or a
local community organization.
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© Copyright 2000 AIMS Multimedia Real World Science: Weather and Climate
SUGGESTED ACTIVITIES
Critical Thinking
Ask students to bring in copies of a national weather map from your local or a national newspaper. Have students identify the kind of information that is included on the weather map.
Discuss why this information may be important for readers to have. How would students use
this information? Ask them to offer suggestions as to what other kinds of information might be
helpful to include or how this information could be presented in a visually more appealing
way.
20 Minutes
Meeting Individual Needs
Some students may need assistance and practice with the concepts and vocabulary in this program. They may benefit from creating the weather picture dictionary, and/or reviewing and
recreating some of the graphics presented in the program.
35 Minutes
Link to the World
There has been much discussion and controversy about the condition of the Earth's protective
shield, the ozone layer- how it is being eroded, and what can and should be done to protect
it from further damage. Have students present a symposium on the ozone layer. Assign students into groups, each with a responsibility for a related topic such as: causes of its erosion,
what can be done, what is being done, the long and short term effects on climate, human and
plant life. Encourage students to use on-line and library resources in their research and to
include illustrations, charts and graphs in their presentations. You may wish to have students
present this symposium to another class.
30 Minutes
Cultural Awareness
CULTURE
The winds of the Earth have been given different names by various cultures all around the
world. Some are fairly well known such as the sirocco, a hot, dry wind in the Mediterranean;
others are quite unusual, such as a brick fielder, a dry, dusty wind near Sidney, Australia.
Assign students into small groups, each with a continent to research for names of winds in
each. You may wish to have students write their wind name and its country of origin on sticky
a note and place the note a world map or globe.
45 Minutes
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© Copyright 2000 AIMS Multimedia Real World Science: Weather and Climate
In the Newsroom
Working in teams, have students plan and present a weather forecast. Allow students to select
the location and topic of their forecast. Students should include a local or national map showing how and where the weather is developing (air pressure systems, winds and so on), and
explain the basis for their forecast. Remind them to include high and low temperature, humidity, wind direction and velocity. You may wish to prepare students for their forecast by videotaping one or more local or national weather reports and help students to analyze it and
identify what data, props and so on they will need to present their own forecast.
60 Minutes
Hands On
Have students create a picture weather dictionary. Select 5-10 vocabulary words from the
video that can be easily illustrated. Have students define these words and then draw illustrations of them. For example, cumulus clouds, thermosphere and so on.
35 Minutes
Connection to Science
SC IE NC E
Using library resources or by reviewing the program segment on the water cycle, have students
create their own graphic representation of the water cycle.
30 Minutes
Connection to Science
SC IE NC E
Many weather and climate books written for students at this age and grade level offer a wide
variety of simple weather experiments for students to conduct. A few examples follow; creating a cloud in a bottle, making a windsock, demonstrating air pressure, condensation and
evaporation. You may wish to conduct these experiments as a class, in pairs or in small
groups.
45 Minutes
Connection to Health
HE AL TH
Bioclimatology is a developing scientific study of the effects of the atmosphere on humans,
plants and animals. The following are examples weather and health related topics that students can explore; frostbite, lightning hit, SAD (Seasonal Affective Disorder), heat exhaustion,
heat stroke, sunburn, hypothermia, and hypoxia (mountain sickness).
45 Minutes
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© Copyright 2000 AIMS Multimedia Real World Science: Weather and Climate
Connection to Social Studies
SO CI AL
SC IE NC E
The National Weather Service was established in 1870. Have students conduct library or online research and find out what kinds of services and information the NWS provides to government agencies, business and the general public.
45 Minutes
Writing
The weather can effect a person's mood and in some cases, even their health. Ask students if
they are familiar with the phrase, "I'm a little under the weather." Discuss its meaning. Have
students write a poem or a short essay on weather topic, or weather event and their reaction
to it such as being caught in a storm, or a sunny, summer day. You may wish to display samples of students' work or have them read their writing aloud to the class.
35 Minutes
Culminating Activity
Many weather instruments can be made from common household items. Assign students into
groups each with the responsibility to create one of the following weather instruments: barometer, anemometer, rain gauge, and wind vane. Allow time for students to present and explain
how the instruments were made and how they are to be used. You may wish to create a classroom weather station that includes a thermometer and these instruments to monitor and predict the weather in your community.
20 Minutes
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© Copyright 2000 AIMS Multimedia Real World Science: Weather and Climate
Name
CHECKING VOCABULARY
Read the sentences below. Use the vocabulary words in the word bank to choose the best word to
complete each sentence. Write the correct word in the space provided. You may use a dictionary to
help you.
evaporation
troposphere
polar zone
water vapor
atmosphere
cirrus clouds
condensation
meteorologist
climate
WORD BANK
barometer
temperate zone
air pressure
stratus clouds
cumulus clouds precipitation
1. The coldest regions in the world are in the _________________________.
2. A_________________________ is a scientist who studies the atmosphere and weather.
3. When a gas changes into a liquid, the process is called _________________________.
4. Weather patterns over a long period of time is called _________________________ .
5. _________________________ is the weight of the atmosphere pressing down on the surface of the earth.
6. _________________________ is formed by the evaporation of liquid water.
7. _________________________ look like they are piled up in heaps.
8. The _________________________ is layers of air around the Earth.
9. Rain, snow and hail are different forms of _________________________ .
10. A _________________________ measures air pressure.
11. _________________________ are thin and feathery cloud looking.
12. The _________________________ usually has warm summers and cold winters.
13. _________________________ look like thin sheets in the sky.
14. The air we breathe is located in the _________________________.
15. When a liquid changes to a gas, the process is called _________________________.
18
© Copyright 2000 AIMS Multimedia Real World Science: Weather and Climate
Name
CHECKING COMPREHENSION
Answer the following questions about weather and climate. You may write your answer on this page,
or on a separate sheet of paper.
1. What is the biggest factor to influence the climate of a place on Earth?
____________________________________________________________________________________________________
2. How do clouds form?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
3. What three things are needed to make weather?
___________________________________________________________________________________________________
____________________________________________________________________________________________________
4. Name the three climate zones and describe the characteristics of each.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
5. What is air pressure?
___________________________________________________________________________________________________
6. Describe the characteristics of high pressure.
___________________________________________________________________________________________________
7. Describe the characteristics of low pressure.
___________________________________________________________________________________________________
8. Explain the water cycle. Use the following words in your description:
condensation, evaporation, sun, heat, vapor, liquid, gas, droplets.
___________________________________________________________________________________________________
____________________________________________________________________________________________________
9. In which of the five layers of the atmosphere does weather take place?
___________________________________________________________________________________________________
10. What are the scientists called who study the weather and climate?
___________________________________________________________________________________________________
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© Copyright 2000 AIMS Multimedia Real World Science: Weather and Climate
Name
WORLD RECORD WEATHER
Work with a partner and try to find the facts for as many of these record-setting events as you can.
You will need to use on-line or library resources in your research.
Highest temperature: ___________________________________________________________________________
__________________________________________________________________________________________________
Lowest temperature: ____________________________________________________________________________
_________________________________________________________________________________________________
Strongest wind: _________________________________________________________________________________
__________________________________________________________________________________________________
Driest region: ___________________________________________________________________________________
__________________________________________________________________________________________________
Heaviest rainfall: ________________________________________________________________________________
__________________________________________________________________________________________________
Heaviest snowfall: ________________________________________________________________________________
__________________________________________________________________________________________________
Largest hailstone: ________________________________________________________________________________
__________________________________________________________________________________________________
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© Copyright 2000 AIMS Multimedia Real World Science: Weather and Climate
Name
TEST
Read the following questions. Circle the letter of the word or phrase that correctly completes
the statement.
1.Which of the following is NOT needed to create weather?
a. heat
b. water c. clouds
d. air
e. c and d
2. Scientists who study the weather are called
a. meteorologists
b. climatologists c. weather persons
e. none of the above
d. bioclimatologists
3. ___________ is the comparison of how heavy something is to the space it occupies.
a. air pressure
b. weight
c. density d. humidity e. none of the above
4. Warm air rises and cold air sinks
a. all of the time b. some of the time c. only in the summer d. only in the winter
e. none of the above
5. The process of liquid water changing into a gas or water vapor is called
a. condensation b. evaporation c. rain d. snow e. none of the above
6. Clouds that are thin, look like feathers and are made of ice are called
a. cumulus clouds
b. stratus clouds c. cirrus clouds d. nimbus clouds e. none of the above
7. _____________ is when water condenses into droplets and then falls from the clouds
a. rain
b. snow c. hailstones d. precipitation e. none of the above
8. When hot, moist air rises fast and cools quickly a ____________forms.
a. tornado
b. hurricane c. thunderstorm d. snow storm e. none of the above
9. The atmosphere surrounding the earth is made up of how many levels?
a. five
b. four c. six d. three e. none of the above
10. In the__________climate zones, the tilt of the earth does not effect the weather too much.
a. temperate
b. north polar
c. south polar d. tropical e. none of the above
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© Copyright 2000 AIMS Multimedia Real World Science: Weather and Climate
ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
2289-EN-VID-JE3:
9777-EN-VID-JE3:
9811-EN-VID-JE3:
9812-EN-VID-JE3:
“Real World Science: Simple Machines”
“Newton’s Laws of Motion: Demonstrations of Mass, Force, and Momentum”
“Heat: Molecules in Motion”
“Mass and Density: Incvestigating Matter”
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© Copyright 2000 AIMS Multimedia Real World Science: Weather and Climate
ANSWER KEY for page 18
CHECKING VOCABULARY
Read the sentences below. Use the vocabulary words in the word bank to choose the best word to
complete each sentence. Write the correct word in the space provided. You may use a dictionary to
help you. ANSWERS APPEAR IN BOLD.
evaporation
troposphere
polar zone
water vapor
atmosphere
cirrus clouds
condensation
meteorologist
climate
WORD BANK
barometer
temperate zone
air pressure
stratus clouds
cumulus clouds precipitation
1. The coldest regions in the world are in the polar zone.
2. A meteorologist is a scientist who studies the atmosphere and weather.
3. When a gas changes into a liquid, the process is called condensation.
4. Weather patterns over a long period of time is called climate.
5. Air pressure is the weight of the atmosphere pressing down on the surface of the earth.
6. Water vapor is formed by the evaporation of liquid water.
7. Cumulus clouds look like they are piled up in heaps.
8. The atmosphere is layers of air around the Earth.
9. Rain, snow and hail are different forms of precipitation .
10. A barometer measures air pressure.
11. Cirrus clouds are thin and feathery cloud looking.
12. The temperate zone usually has warm summers and cold winters.
13. Stratus clouds look like thin sheets in the sky.
14. The air we breathe is located in the troposphere.
15. When a liquid changes to a gas, the process is called evaporation.
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© Copyright 2000 AIMS Multimedia Real World Science: Weather and Climate
ANSWER KEY for page 19
CHECKING COMPREHENSION
Answer the following questions about weather and climate. You may write your answer on this page,
or on a separate sheet of paper. ANSWERS APPEAR IN BOLD.
1. What is the biggest factor to influence the climate of a place on Earth?
How close it is to the equator
2. How do clouds form?
Clouds are made when water vapors condense on particles of dust and form water droplets.
3. What three things are needed to make weather?
heat, water and air
4. Name the three climate zones and describe the characteristics of each.
1. tropical zone: It is warm all year. The sun's rays hit the Earth directly. 2. temperate zone: It has four seasons,
summer, fall, winter and spring. It is between the polar and tropical zones. 3. polar zone: It is at the north and south
poles. It cannot warm up because the sun's rays spread out. It is always cold. There are summer and winter seasons. The sun never sets in the summer and never rises in the winter.
5. What is air pressure?
It is the amount of weight the air is pressing down on the Earth. It determines how fast or how slow the air moves.
6. Describe the characteristics of high pressure.
It is cool air and the molecules in it are close together. It usually brings nice weather.
7. Describe the characteristics of low pressure.
It is warm air that rises. The molecules in warm air are far apart. It usually brings clouds and precipitation.
8. Explain the water cycle. Use the following words in your description:
condensation, evaporation, sun, heat, vapor, liquid, gas, droplets.
Heat from the sun causes water on Earth to evaporate and turn into a gas called water vapor. The vapor settles on
particles of dust and condenses, making clouds. When the droplets get too heavy, they fall back to Earth as precipitation.
9. In which of the five layers of the atmosphere does weather take place?
Weather takes place in the layer closest to the Earth, the troposphere.
10. What are the scientists called who study the weather and climate?
meteorologists
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© Copyright 2000 AIMS Multimedia Real World Science: Weather and Climate
ANSWER KEY for page 20
WORLD RECORD WEATHER
Work with a partner and try to find the facts for as many of these record-setting events as you can.
You will need to use on-line or library resources in your research. ANSWERS APPEAR IN BOLD.
Highest temperature:
In Al Aziziyah, Libya: 136 ˚F (58˚C) and in North America, Death Valley, CA.: 134˚F (57˚C)
Lowest temperature:
In Vostok, Antarctica -129˚F (-89.4˚C), and in the United States, -80˚F
(-62˚C), Prospect Creek, Alaska
Strongest wind:
Atop Mt. Washington, NH, 188 miles per hour (303km) for 5 minutes and a wind gust of 231 mph (372 km)
Driest region:
During a 14-year period, no rain fell in Arica, Chile.
Heaviest rainfall:
In Cherrapunji, India, 1,041.78 inches (2, 646 cm) of rain fell in one year.
Heaviest snowfall:
At Rainer Paradise Ranger Station in Washington state, 1,122 inches (2,850 cm) of snow fell in one winter season.
Largest hailstone:
In Coffeyville, Kansas, a hailstone that was 17 1/2 inches (44.5 cm) around in surface and weighting 1 2/3 pounds
fell.
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© Copyright 2000 AIMS Multimedia Real World Science: Weather and Climate
ANSWER KEY for page 21
TEST
Read the following questions. Circle the letter of the word or phrase that correctly completes the
statement. ANSWERS APPEAR IN BOLD.
1.Which of the following is NOT needed to create weather?
a. heat
b. water c. clouds
d. air
e. c and d
2. Scientists who study the weather are called ________ .
a. meteorologists
b. climatologists c. weather persons
e. none of the above
d. bioclimatologists
3. ___________ is the comparison of how heavy something is to the space it occupies.
a. air pressure
b. weight
c. density d. humidity e. none of the above
4. Warm air rises and cold air sinks ________ .
a. all of the time b. some of the time c. only in the summer d. only in the winter
e. none of the above
5. The process of liquid water changing into a gas or water vapor is called ________ .
a. condensation b. evaporation c. rain d. snow e. none of the above
6. Clouds that are thin, look like feathers and are made of ice are called ________ .
a. cumulus clouds
b. stratus clouds c. cirrus clouds d. nimbus clouds e. none of the above
7. _____________ is when water condenses into droplets and then falls from the clouds
a. rain
b. snow c. hailstones d. precipitation e. none of the above
8. When hot, moist air rises fast and cools quickly a ____________forms.
a. tornado
b. hurricane c. thunderstorm d. snow storm e. none of the above
9. The atmosphere surrounding the earth is made up of how many levels?
a. five
b. four c. six d. three e. none of the above
10. In the__________climate zones, the tilt of the earth does not effect the weather too much.
a. temperate
b. north polar
c. south polar d. tropical e. none of the above
26
© Copyright 2000 AIMS Multimedia Real World Science: Weather and Climate
27
© Copyright 2000 AIMS Multimedia Real World Science: Weather and Climate
ANSWER KEY for page 22