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7th grade/Unit 3
I.
Grade Level/Unit Number:
II:
Unit Title: Weather & Atmosphere
III.
Unit Length: 34 days
IV.
Essential concepts (major goals & learning outcomes)

What do you think air is made of?

What is the composition of air?

Is ozone good or bad for you, or both?

What essential gases make up the atmosphere?

What are the characteristics of each layer of the atmosphere?

What are point sources air pollution?

What are and non-point sources of pollution?

How does weather affect our daily lives?

How is weather predictable?

What are the various ways we study weather?

How is air quality monitored and measured?

How is air quality communicated to the public?

How do humans impact air quality?

What are some ways to reduce air pollution?

What are the financial and economic trade-offs affecting air quality?

How does technology help us better predict weather conditions?

How do humans impact the atmosphere and natural resources?

Why is it necessary to study, collect data, and communicate information
about the atmosphere?

What evidence do we have that supports the concept of global warming?

How do people effect the climate?

How does the ozone quality affect our daily lives?

What is the difference between weather and climate?
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V. Objectives Included:
Objective Goals
1.01
Identify and create questions and hypotheses that can
be answered through scientific investigations.
1.02
Develop appropriate experimental procedures for
student and teacher generated questions.
1.03
Apply safety procedures in the laboratory and in the
field studies:
 Recognize potential hazards.
 Safely manipulate materials and equipment.
 Conduct appropriate procedures.
1.04
Analyze variables in scientific investigations:
 Identify dependent and independent.
 Use of control.
 Manipulate.
 Describe relationships between.
 Define operationally.
1.05
Analyze evidence to:
 Explain observations.
 Make inferences and predictions.
 Develop the relationship between evidence and
explanation.
1.06
Use mathematics to gather, organize, and present
quantitative data resulting from scientific investigations:
 Measurement.
 Analysis of data.
 Graphing.
 Prediction models.
1.08
Use oral and written language to:
 Communicate findings.
 Defend conclusions of scientific investigations.
1.09
Use technologies and information systems to
 Research.
 Gather and analyze data.
 Visualize data.
 Disseminate finding to others.
Analyze and evaluate information from a scientifically
1.10
literate viewpoint by reading, hearing and/or viewing:
 Scientific text
 Articles
 Events in the popular press
3.02
Describe properties that can be observed and
measured to predict air quality
 Particulate matter.
7th grade
RBT tag
A3
A3
A3
A3, A4
A3, A4
A2, A3
A6
A3
A4, A5
B3
2
3.03
3.04
3.05
3.06
 Ozone.
Conclude that the good health of environments and
organisms requires:
 The monitoring of air quality.
 Taking steps to maintain healthy air quality.
 Stewardship.
Evaluate how humans impact air quality including:
 Air quality standards.
 Point and non-point sources of air pollution in
North Carolina.
 Financial and economic trade-offs.
 Local air quality issues.
Examine evidence that atmospheric properties can be
studied to predict atmospheric conditions and weather
hazards.
 Wind speed and direction
 Temperature
Humidity
 Air pressure
Precipitation
 Tornados
Hurricanes
 Floods
Storms
Assess the use of technology in studying atmospheric
phenomena and weather hazards:
 Satellites.
 Weather maps.
 Predicting.
 Recording.
 Communicating information about conditions.
B2, B3
B3, B4,
B5
C2, C3
A2, A3,
A4
VI. English Language Development (ELD)/ Exceptional Children (EC)
Modifications appear in gray boxes throughout the unit. Additional handouts
and diagrams will appear after each unit. ELD modifications are mainly for
novice low- intermediate low Limited English Proficient (LEP) students.
If not present then it will be forthcoming!
VII. Materials and Equipment List
Handouts
Earth’s resources- teacher demonstrations:
1 apple per class, a cutting utensil, water, black paper, a gallon clear jar,
colored warm water, matches, a gallon size bag of ice
1 triple beam balance or electronic scale per group
1 balloon per group
2 thermometers per group
1 cotton ball per set of thermometers
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One rubber band per set of thermometers
Basketball- teacher demonstration (only need one class set)
portable hair dryer, bicycle pump with a needle, meter stick, refrigerator or
cooler with ice
Internet/ multiple computer usage
One week (or so) of weather maps cut from the newspaper
Daily weather data
(wind speed and direction, precipitation, current temperature, and dew
point) for your school and 3 - 4 cities from neighboring states
Optional- Beads (pony beads for particle arrangement)
2 standard size (3x5) index cards per student/group
Small grid (less than standard 4x4 graph paper) graph paper
Glue
Clear packing tape
Staples
String
Magnifying glasses or dissecting microscope
Poster board or butcher paper
Downloaded copy of Air Jeopardy or play online version
Ultraviolet beads- http://www.gelstuff.com/beads-pony.html
Materials to test the UV beads (sunscreen, fabric, sunglasses, water…)
White paper
Coloring utensils
Metric ruler
A protractor, compass, jar lid, or circle template
Demonstration materials:
Baby food jar with two large diameter straws
1000 ml beaker filled with ice water
Warm water
Food coloring (blue and green work best)
Access to the internet
VIII. Big idea- Atmosphere
The atmosphere is a mixture of gases, such as nitrogen, oxygen, argon,
carbon dioxide, trace gases and water vapor. The amount of each gas in the
mixture is usually very constant from the surface of the planet up to the top of the
troposphere. These gases are constantly being used and renewed by the
processes of respiration, photosynthesis, evaporation and condensation, the
weathering of rock, and the decay of organic matter.
The atmosphere has different properties at different elevations and
different locations around the earth. The air pressure is less on the top of
mountains (higher elevation) than in valleys. At the equator the atmosphere is
warmer; at the poles it is cooler. The uneven heating of land and water causes a
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rising and sinking of warm and cool air masses, creating convection currents and
causing winds.
Five layers make up the atmosphere: the troposphere, stratosphere,
mesosphere, thermosphere, and exosphere. Each of these layers has unique
properties. Weather occurs in the troposphere and is the physical condition of the
atmosphere at a specific place at a specific time. Fronts, global wind systems,
atmospheric pressure changes and many other factors influence the weather.
Major atmospheric activities such as thunderstorms, tornadoes and hurricanes
affect humans and can result in huge natural disasters.
Technology has greatly influenced the ease and accuracy of predicting
weather. Weather data at thousands of locations can be gathered
instantaneously and applied to weather prediction models to produce weather
maps. Weather maps show air masses, fronts, and pressure centers, helping to
predict approaching weather. Weather forecasting has been improved by the
additional data gained from Doppler radar units and satellites.
Air quality affects the quality of life for all organisms on Earth. Natural and
human activities greatly influence the quality of the air. Technology has allowed
us to measure the characteristics of the air and to monitor how air quality
changes. This information helps us make informed decisions to protect air quality
and the risks to organisms and human health.
The cumulative ecological effects of global ozone depletion, air pollution,
increased particulate matter, acid rain, and global warming concern the entire
global community. Studies have shown that human activity influenced and
impacted the global ecosystem.
IX. Notes to the teacher/storyline
The first lesson begins with an introduction to the atmosphere, its
composition and properties of each layer. Students will begin the lesson by
investigating ultraviolet rays using UV beads. Throughout the lesson, they will
learn about the three ways energy can be transferred and apply each to how it
impacts weather. Finally, students will look at the layers of the atmosphere and
create a scale model illustrating each layer.
The second lesson focuses on atmospheric conditions and weather
hazards. It begins with an overview of clouds and several teacher
demonstrations, which will lead into a discussion on stewardship and the effects
of pollution. Students will complete several labs on predicting if air has mass and
its behavior under certain conditions. The lesson will be concluded with a
discussion of weather conditions and hazards. Students will collect daily readings
of relative humidity and create a graph illustrating the data. As a culminating
activity, several project choices and foldable options are included.
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The third lesson focuses on using technology to study weather hazards.
Students will be introduced to reading weather maps and review the types of
symbols used on a map. Several resources are provided as a way for students to
reinforce and apply what they learned. They will then create their own weather
maps. A culminating internet scavenger hunt will conclude the lesson.
The fourth and final lesson focuses on air pollution. It begins with an
overview of ultraviolet radiation and the affect it can have on a population.
Students will discuss air quality and the affects humans can have on it. Using
what they learned, students will create an airborne junk detector and collect data.
They will then create a foldable to summarize their findings.
Additional resources, video topics, websites, extensions and a summative
assessment are located at the end of the unit.
IX. Global Content- 21st Century Skills
Lesson-Location-Activity
Title
Atmos Cond-explore- lab
Atmosphere- engage
Atmos Cond-evaluatetic/tac/toe project
Air pollution- explain
Atmos Cond-evaluatetic/tac/toe project
Air pollution- explain
Atmos Cond-evaluatetic/tac/toe project
Atmos Cond-ext-excel graph
Using Tech- NC Desk lesson
Atmos Cond-evaluatetic/tac/toe project
Atmosphere-extension-excel
Using Tech- NC Desk lesson
Atmos Cond-evaluatetic/tac/toe project
Using Tech- NC Desk lesson
Atmos Cond-ext-excel graph
Air pollution- explain
Atmos Cond-ext-excel graph
Atmos Cond-evaluatetic/tac/toe project
7th grade
NCSCOS
Grade 7
21st century skills
Communication Skills
1.01, 1.02, Conveying thought or opinions
1.08
effectively
1.05, 1.10 When presenting information,
distinguishing between relevant
and irrelevant information
1.04, 4.02, Explaining a concept to others
4.03, 4.06,
4.07, 4.08,
Interviewing others or being
interviewed
Computer Knowledge
1.09
Using word-processing and
database programs
1.07
Developing visual aides for
presentations
1.08
Using a computer for
communication
2.04
Learning new software programs
1.02
1.03
Employability Skills
Assuming responsibility for own
learning
Persisting until job is completed
Working independently
6
Tech-elaborate-meteorologist
Atmosphere- engage
Developing career interest/goals
1.08
Tech-extension-satellite imag.
Using Tech- NC Desk lesson
Atmosphere- engage
1.09
1.08
1.09, 2.02
Atmos Cond-evaluatetic/tac/toe project
Using Tech- NC Desk lesson
1.03, 1.05
Lesson-Location-Activity
Title
Atmos Cond-ext-foldable
Air pollution- explain
Atmos Cond-evaluatetic/tac/toe project
Atmos Cond-evaluatetic/tac/toe project
NCSCOS
Grade 7
1.10
Atmos Cond-explore-lab
Atmos Cond-engage-map
Atmos Cond-explore-tic proj
Air pollution- explain
All projects, & powerpoints
1.07, 1.08
1.10
1.07, 1.08,
1.10
1.10
2.04
Atmosphere- engage
1.10
2.03
1.05
Atmosphere- engage
1.09
Air pollution- explain
Air pollution- explain
Air pollution- evaluate
1.01, 1.05
Atmosphere- engage
1.02
Atmos Cond-evaluatetic/tac/toe project
1.05, 1.07,
1.10, 2.03,
7th grade
Responding to criticism or
questions
Information-retrieval Skills
Searching for information via the
computer
Searching for print information
Searching for information using
community members
Language Skills - Reading
Following written directions
21st century skills
Summarizing main points after
reading
Locating and choosing appropriate
reference materials
Reading for personal learning
Language Skill - Writing
Using language accurately
Organizing and relating ideas
when writing
Proofing and Editing
Synthesizing information from
several sources
Documenting sources
Developing an outline
Writing to persuade or justify a
position
Creating memos, letters, other
forms of correspondence
Teamwork
Taking initiative
Working on a team
Thinking/Problem-Solving Skills
Identifying key problems or
questions
Evaluating results
7
Atmos Cond-explore-lab
Atmosphere- engage
Atmosphere- engage
4.04
1.06, 4.01,
4.05,
1.09
I.
Grade Level/Unit Number: 7th grade
II:
Unit Title: Structure of the Atmosphere
III.
Unit Length: 7 days
IV.
Objectives Included:
Developing strategies to address
problems
Developing an action plan or
timeline
Unit 3
1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 1.08, 1.09, 1.10, 3.01, 3.02
V.
Materials Needed:
Handouts
Ultraviolet beads (enough for each student to have several)
String for the beads
Different types of materials to test the beads for a class project
(sunglasses, sunscreen with various SPF’s, water, construction
paper, various materials, tissues, mirror, light bulbs, Ziploc, jar…)
White paper
Coloring utensils
Metric ruler
A protractor, compass, jar lid, or circle template
One set of agree and disagree signs
Demonstration materials:
Baby food jar with two large diameter straws
1000 ml beaker filled with ice water
Warm water
Food coloring (blue and green work best)
VI.
Notes to Teacher:
The following website can be used to order ultra violet beads. You may
want to give students several on a string or just 1 or 2 to use for the
investigation. They can do the lab at home or you can investigate as a
class. Students can informally discuss their findings and/or write a lab
report.
Magic Ultraviolet beads- http://www.gelstuff.com/beads-pony.html
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Days 1- 2
Engage:
Give students a few of the ultraviolet beads or a bracelet they can wear or add to
their book bag. Take students outside and allow them to investigate what the
beads are and what they do. Do not tell them ahead of time that the beads are
triggered by ultraviolet light. Once you expose the beads to sunlight/ UV light
they will turn bright colors. Allow students time to see the change. After
investigation they should determine that the beads did not change color inside,
but the beads changed color when exposed to sunlight. Explain the purpose of
the assignment.
Students can complete the list of tasks as a class or give several beads to each
student and assign tasks to be completed for homework.
TASK: Develop or design several experiments to test what will cause the beads
to change color and what will cause them to stay the same. Each student must
carry out 5 inquiry investigations. You may assign them any from the list below or
allow them to create their own. Students can complete the task at home or as a
class. You can also divide the choices and explore several during one class
period.
a. Do the beads change when in the sun, but under sunglasses?
b. Do the beads change when submersed in sunscreen?
c. Test the various SPF’s of sunscreen and the affect on the beads.
d. Do the beads change when the sky is overcast or cloudy?
e. Do the beads change when it is raining? (sprinkling vs. heavy rain)
f. Do the beads change when in the sun, but submersed under water?
g. Do the beads change inside a car? Do tinted windows affect the
results?
h. Do the beads change differently when on different colored surfaces,
such as bright, dark or black construction paper?
i. Do the beads change differently when on different materials, such as
cotton, fleece, metallic, black, vinyl, felt….?
j. Do the beads change under soil, or in a bush, or under a shaded tree?
k. Do the beads change when placed under a tissue? If so, measure how
many tissues it takes before no change occurs.
l. Do the beads change when kept inside but held up to a window?
m. Do the beads change when held under a shelter but a mirror is used to
bounce sunlight onto the bead?
n. Does the shade of the beads change based on the intensity of the
light? (does more sun= brighter beads?)
o. Do the beads change when held under fluorescent light, halogen light,
a black light or a heat lamp?
p. Do the beads change when exposed to tanning bed lights?
(This one may be difficult to do- but is still interesting to find out!)
q. Do the beads change when sheltered under different umbrellas such
as dark, light, clear….?
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r. Do the beads change under plastic wrap, clear trash bags, or zipper
bags?
s. Will the beads change if closed in a clear jar or Ziploc container?
t. Do the beads still change in the winter, or when it is snowing?
u. Will the beads change in a microwave oven?
Purpose of lab: To have students investigate ultraviolet light. Even though it may
not be sunny outside, people are still exposed to ultraviolet radiation. Necessary
precautions must be taken in order to protect yourself from exposure. (both long
term and short term) Allow students to write up their findings on the included lab
report (attachment 1).
Ultraviolet Radiation background information:
Sunlight is the greatest source of UV radiation. Man-made ultraviolet
sources include several types of UV lamps. UV radiation is commonly used in
industrial processes and in medical and dental practices for a variety of
purposes, such as killing bacteria, creating fluorescent effects, welding,
phototherapy and sun tanning.
The sun radiates energy in a wide range of wavelengths, most of which
are invisible to human eyes. The shorter the wavelength, the more energetic the
radiation, and the greater the potential for harm. Living things and the cells they
are made of are protected from large amounts of UV radiation by a chemical
called ozone. A layer of ozone in the upper atmosphere absorbs UV radiation
and prevents most of it from reaching the Earth. Without the layer of ozone in the
stratosphere to protect us from excessive amounts of UV-B radiation, life as we
know it would not be the same. Ozone can be good or bad, depending on where
it is found.
Good ozone (stratospheric ozone)- shields us from the suns UV rays. It is found
10-30 miles above Earth’s surface in the stratosphere.
Bad ozone (tropospheric ozone)- found in the lower atmosphere, near the
ground, is formed by cars, power plants, chemical plants and other sources that
react in the presence of sunlight. It is a greater concern in areas with higher
temperatures and higher pollution.
Who is at the highest risk for damage from the ozone?
1. Children who spend a lot of time playing outdoors in the summer.
2. Anyone who has asthma or other respiratory disorders.
3. Adults of all ages who work vigorously outside.
Ozone is like sunburn for the lungs. The only difference is that the lungs
have no nerves, so you can’t feel the pain.
If you want to discuss ozone, can visit the following website and request a
class set of the booklet titled Ozone Alert. It is also in a PDF file so you can print
it out or project it on an overhead. It shows the direct effect that ozone (good and
bad) has on the environment and the human body.
http://www.niehs.nih.gov/health/scied/teachers/lesson.cfm#Booklets
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Discuss with the students that radiation is good because it keeps Earth
warm. Some UV exposure is essential for good health because it stimulates
vitamin D production in the body. In medical practice, UV lamps are used for
treating psoriasis and for treating jaundice in newborn babies.
However, ultraviolet radiation can also be harmful because too much
exposure can lead to cancer. Possible eye damage can result from high doses of
UV light, particularly to the cornea, which is a good absorber of UV light. Even
careful tanning kills skin cells, damages DNA and causes permanent changes in
skin connective tissue, leading to wrinkle formation in later life. (There is no such
thing as a safe tan.)
Day 3
Explore:
Ask students- What is air?
Accept all possible answers. Show the 2-minute explanation of what makes up
air (link below). The video summarizes the properties of air and says, “it is similar
to us living on the bottom of an ocean of air because it is constantly pushing
down on us. It creates pressure, and even though you cannot see air, you can
see the affects of it”. It will present the characteristics of air that students may not
have known.
What is air made up of?-The clip is from: http://www.videojug.com
Direct link: http://www.videojug.com/expertanswer/fun-science-space/whatis-air-made-up-of
Ask students: What gases are in the air?
They probably will quickly answer “oxygen,” because we need it to breathe, and
carbon dioxide, because plants convert it into oxygen. Introduce them to the word
atmosphere - a blanket of air that surrounds the earth. Air is made up of 78%
nitrogen, 21% oxygen and 1% trace gases (the 1% is a combination of several
gases). We breathe air that is 21% oxygen, and we require oxygen to breathe.
(You might think that breathing 100% oxygen would be good for us, but actually it
can be very harmful. It can cause nausea, dizziness and chest pains.)
The atmosphere is divided into distinct layers. Introduce students to the main 4
layers: troposphere, stratosphere, mesosphere and thermosphere.
Allow students to complete the 4 layers of the atmosphere brace map. The 4
layers are listed to the left and on the lines to the right they should list two
properties or characteristics of that layer. At the bottom there is a square to draw
a picture so they remember something about each layer (attachment 2). They
can use their text or research materials to fill in the blanks. Go over the answers
as a class and allow students to keep them as notes or complete as a graded
assignment.
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The upper layer of the atmosphere, the exosphere, is not included in the brace
map; it is the layer beyond the thermosphere that includes space.
Sample student answers for the brace map:
troposphere- layer nearest Earth, where weather occurs and airplanes fly,
temperature drops as altitude increases, where people live, known as lower layer
of atmosphere
stratosphere- where most jets fly, where the ozone layer is found, atmosphere is
drier, ozone here absorbs and scatters UV radiation
mesosphere- called the middle atmosphere, it is the coldest layer of the
atmosphere, radio waves are reflected to Earth and meteors burn up in this layer,
temperature continues to decrease with altitude
thermosphere- temperatures can be very hot in this layer, known as upper
atmosphere, temperature increases with altitude- it is the hottest layer, aurora
lights occur here, may also be called the ionosphere
The website -AccuWeather.com Videos- has a variety of weather related clips.
Once you have accessed the site, choose a weather video from the segments at
the bottom of the screen.
Below is the direct link to the AccuWeather.com video :
http://www.accuweather.com/mediaplayer.asp?partner=accuweather&myadc=0&traveler=0&vidcode=undefine
d&issub=undefined&subindex=undefined&adfirst=undefined
Day 4
To check for understanding thus far, ask students the following agree or disagree
questions. You can make it more challenging by having them correct the
statements they disagree with. Post the word AGREE on one side of the room
and the word DISAGREE on the other. Everyone starts in the middle of the room.
After you ask the question, instruct students to move to the side of the room that
supports their opinion. No one may stay in the middle. Students can use their
brace map for help if needed.
1. We live in the troposphere. (AGREE)
2. Radio waves travel in the mesosphere. (AGREE)
3. There are 7 main layers of the atmosphere
(DISAGREE- there are 4 main layers in the atmosphere)
4. The exosphere (layer 5) is commonly called space. (AGREE)
5. All weather occurs in the stratosphere.
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(DISAGREE- weather occurs in the troposphere)
6. The hottest layer of the atmosphere is the troposphere.
(DISAGREE- warmest layer is the thermosphere)
7. The mesosphere is the coldest layer of the atmosphere. (AGREE)
8. The ozone is found in the thermosphere.
(DISAGREE- ozone is found in the stratosphere)
9. Temperature gets colder as you move higher away from the Earth. (AGREE)
10. The main component of air is oxygen. (DISAGREE- it is nitrogen)
Explain:
Reinforce the concept of the layers of the atmosphere. Students can complete
the Modeling Earth’s Atmospheric Layers scale activity. (attachment 3) Students
can complete it in individually in class, in small groups or as a homework
assignment. A grading rubric is included as attachment 4. You can easily assess
what they learned on the previous day’s lesson. Students or groups will need
butcher paper (bulletin board), about 3 square feet and coloring utensils.
Day 5
When discussing the layers of the atmosphere, you might have mentioned the
following two statements –
As altitude increases, air pressure decreases.
As altitude increases, temperature decreases.
This means, as you go higher there is less pressure. As you go higher it also
gets colder.
To show the effect this directly has on the body go to unitedstreaming.com and
search: Science Investigations: Life Science: Investigating Human Biology
Show the clip- Respiration at high elevations (8 min)
This video shows the effect that high elevations can have on the density of the air
we breathe.
For a direct link to the clip, visit:
http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAsse
tID=1b8e8b22-cea0-476f-b858-7771a5a4e2c0&tabDisplay=myContent
After the video, discuss:
Why is the air thinner at higher elevations? Because there is less air pressure
and the molecules are spread farther from each other. When at higher elevations
you can take the same amount of air in with one breath, but you have fewer
oxygen molecules in that breath. This can lead to altitude sickness.
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As altitude increases, air pressure decreases.
As altitude increases, temperature decreases.
Revisit the statement presented at the beginning of class. Allow students to
discuss what each statement means. Clarify any misconceptions they may have.
It may be necessary to first go over a few vocabulary words.
Ask students: what does altitude or elevation mean? It is the height above sea
level. As you move up from sea level your altitude is increasing.
Air pressure refers to the weight of air that pushes on all things. Air pressure is
greatest at sea level because it has the weight of the whole atmosphere on it. As
you move up from sea level the amount of air pushing down decreases.
Draw the mountain picture on the board or overhead when discussing the
questions.
1. Where is altitude or elevation greatest? B
2. Where is air pressure greatest? A
3. Where does air have less mass? B
4. Where are oxygen molecules farther apart? B
5. Where is the temperature the coldest? B
6. Where would air seem the heaviest? A
7. Where might a hiker have the most
difficulty breathing? B
8. If air pressure is constantly pushing
down why doesn’t it crush things
such as a tin can or hollow objects?
Because the air is pushing in all directions and is balancing out.
9. As you move toward sea level, from B to A, what will happen to the air
pressure and the air temperature? The air pressure and temperature will both
increase and become greater.
For additional practice with the concepts of altitude and temperature, have
students solve the following math problems.
As altitude increases, temperature decreases. At higher altitudes the air is
thinner and colder than at lower altitudes. The air drops 3º for every 1,000 feet of
altitude above sea level. (This rule is not accurate for altitudes above 40,000 ft)
Calculate the temperature at each altitude given.
Go over the chart to check that students calculated the correct answer.
(answers are rounded)
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Temperature
32º
47º
66º
76º
21º
Altitude
1,000 feet
3,300 feet
2,600 feet
39,999 feet
16,900 feet
Temperature @ altitude
29º
37º
58º
-44º
-29º
For a follow-up, ask students to write a summary comparing the effect that
altitude has on air pressure. Make sure to explain what each word means so that
others can fully understand the explanation. Each written word is worth 10 cents.
While explaining their answer they are to spend between $2.60-$3.00.
Attachment 5 contains a piggy bank for them to write their summary inside.
Day 6
Elaborate:
Energy is transferred between the earth's surface and the atmosphere by
conduction, convection, and radiation. Students may not be familiar with the
terms but may be able to understand with a few real-world connections.
The following is a good lead-in to convection and currents, either air or water.
To help students tie in to real world situations, discuss where the coldest water in
the swimming pool is always found (at the bottom).
Ask students why?
Because the density of cold water is greater than the density of warm water.
Ask: If you put a cold pot of water on the stove, what happens as the pot is
heated?
The bottom of the pot (the part touching the burner) will become hot. This heats
the water in the bottom of the pot and since hot air/hot water rises it would then
move to the top of pot of water. The bottom layer of water (now heated) will then
be pushed to the water in the top. This circulation continues until the entire pot
boils. This is an example of convection currents. This principal can also be
applied to air.
The following is a teacher demonstration that will reinforce the movement of air
and or water based on its temperature difference.
Materials:
Baby food jar with two large diameter straws inserted through the top and sealed
as shown below
1000 ml beaker filled with ice water
Warm water
Food coloring (blue and green work best)
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Place two drops of food coloring into the bottom of the baby food jar. Fill the jar
with warm/hot water and cover with the altered cap. Place the baby food jar
apparatus into the beaker of ice water. Have the students record what occurs
and why.
Demonstration diagram:
Jar lid
straws
Baby Food Jar
The following terms can be for teacher review and to reinforce vocabulary for
students. Later in the unit, students will create a foldable about these terms.
Conduction is the process by which heat energy is transmitted through
contact with close-by molecules. Some solids, such as metals, are good
conductors of heat while others, such as wood, are poor conductors. Air and
water are poor conductors.
Since air is a poor conductor, most energy transfer by conduction occurs right
at the earth's surface. At night, the ground cools and the cold ground
conducts heat away from the adjacent air. During the day radiation from the
sun heats the ground, which heats the air next to it by conduction.
Convection transmits heat by transporting groups of molecules from place to
place within a substance. Convection occurs in fluids such as water and air,
which move freely.
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In the atmosphere, convection includes rising and sinking air masses. This
distributes heat and moisture throughout the atmosphere and contributes to
the development of clouds and storms.
Radiation is the direct transfer of heat energy. Energy travels from the sun to
the earth by electromagnetic waves.
The following is an example that students can relate to, incorporating all three
types of energy transfer.
There are three ways to cook popcorn.
1. Put oil in the bottom of a pan. Cover the bottom of the pan with
popcorn kernels. Place the pan on the stove and turn on the burner
to medium heat. Cover the pan with a lid. Periodically shake the pan
so the kernels move around in the oil. (Heat from the stove burner is
transferred through the pan heating the popcorn.) This is an
example of conduction.
2. Obtain an electric popcorn popper. Place the popcorn kernels in the
popper. Plug in/turn on the popper. (Hot air will transfer heat to the
kernels, making them expand and pop.) This is an example of
convection.
3. Microwave a bag of microwave popcorn. (The microwave directly
produces heat which is transferred to the bag. Heat is trapped in the
bag and pops the popcorn.)This is an example of radiation.
The activity is from:
http://outreach.physics.utah.edu/labs/atmosphere/popcorn.html
Discuss the following scenarios and ask students to determine if each is an
example of conduction, convection, or radiation.
Have signs prepared ahead of time (3 for each student) or ask students to take 3
scrap pieces of paper and label each one with a type of energy transfer. As you
read the scenarios to them, give them a few seconds to answer. When you say
show, students hold up the paper with their choice.
Attachment 6 includes 2 diagrams to share with your class. It shows a visual of
each energy transfer. Attachment 7 is a page to copy to give students so they
may complete the scenario activity (cut on dotted lines).
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Scenarios:
1. A pot sitting on a hot burner. (conduction)
2. How the inside of a greenhouse works. (convection)
3. Touching a metal spoon that is sitting in a pot of boiling water. (conduction)
4. Using a heating blanket to get warm. (conduction)
5. A person placing their cold hands over a warm fire. (radiation)
6. A person placing their hand over a hot burner. (radiation)
7. Lying out in the sun to get a tan. Or… Lying in a tanning bed. (radiation)
8. Putting your wet shoes on a floor vent to dry them faster. (convection)
9. A pot of water being heated on a hot burner. The focus is on the water.
(convection)
10. Picking up a hot cup of coffee. (conduction)
11. Macaroni rising and falling in a pot of boiling water. (convection)
The following is a simulation of conduction, convection and radiation, which you
might like to show your students.
http://www.wisc-online.com/objects/index_tj.asp?objID=SCE304
For homework, allow students to make a 3-tab foldable illustrating what they
have learned about energy transfer. On the outside of the tab, write each energy
transfer. Under each tab include a 3-sentence description and a diagram
reinforcing the concept. Make the tab by cutting on the dotted lines. The word
energy transfer hangs down to show the title. The name should go on the back.
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Evaluate:
Pass out the homework assignment sheet. It gives 8 options to check students’
understanding of the content. Allow students to pick one option, 2 or 3 times per
week (or per unit) to summarize what they have learned that day. You may even
decide to give them a certain topic or several to choose from each day. Students
can keep the same homework handout to choose from each day, so additional
handouts will not be necessary (attachment 8).
Suggested topics for the homework writing topics:
 ultraviolet radiation
 ozone
 layers of the atmosphere
 sun safety
 energy transfer
 conduction
 convection
 radiation
 altitude
 air pressure
Day 7
Extension:
Students can create a circle graph illustrating the percent composition of exhaled
air. It shows a direct link to the air that makes up the atmosphere even though
the percentages are slightly different. This exercise integrates knowledge from
the respiratory system in the human body unit. This will give math integration and
practice with using a protractor. A grading rubric is included on the handout
(attachment 9)
The components of exhaled air are:
 74.5% nitrogen
 6.2% water vapor
 3.6% carbon dioxide
 15.7% oxygen
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Lab Report
Date Lab
Performed:
Unit - Atmosphere
Lab: Testing Ultraviolet Light with Beads
Student Name:
The Lab Question: What substances will/won’t cause UV beads to change?
Student Hypothesis: I think..
Materials Used:
Procedures/ Steps
Observations/Drawings
Conclusion/ Results: (how does your data support or reject your hypothesis)
Explain 2 possible sources of error (factors that could have changed your results)
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1. Start with a large piece of paper.
You can use legal paper or ~ 3 sq. ft of butcher/chart paper.
2. Draw the Earth. Use coloring utensils to trace a Earth in the center of the
paper. Be sure to leave space to draw around it. Color the Earth blue and
green to represent the continents and oceans.
3. Draw the troposphere, which is the first layer of the atmosphere. The
troposphere extends 16 km above Earth.
a. Use the following scale - 1mm=1km. Put a series of dots around Earth, 16
mm from the Earth’s surface.
b. Connect the dots and label it the troposphere. Color it yellow. Draw pictures
to help indicate what happens in this layer. You can add airplanes, people,
weather occurrences, bad ozone.
4. Draw the stratosphere, which is the second layer of the atmosphere. It
extends 16km-50km above the Earth’s surface.
a. Measure and draw a circle 50 mm from Earth’s surface. Be careful- do not
draw it starting from the troposphere, remember to start measuring from
Earth’s surface.
b. Connect the dots and label it stratosphere. Color it orange.
c. Draw pictures to help indicate what happens here. Jet streams occur here,
which are fast moving currents of air between the 2 layers. This is also
where the ozone layer is found, which absorbs ultraviolet radiation.
5. Draw the mesosphere, which extends 50km-90km from the Earth’s surface.
a. Measure and draw a circle 90 mm from the Earth’s surface.
b. Label this layer mesosphere. Color it red.
c. Draw pictures to help show characteristics. It is the coldest layer of the
atmosphere. Radio waves are reflected to Earth and meteors burn up in
this layer.
6. Label the ozone. The ozone is not a main layer of the atmosphere, but plays
an important role in how it works.
a. The ozone is between the stratosphere and the mesosphere. Its symbol is
O3 because it is made of three oxygen atoms.
b. Color a thin, blue line to represent the ozone. Make a small section of the
line dotted (----) to represent the “hole” in the ozone layer.
7. Draw the thermosphere. This is the fourth layer of the atmosphere. It extends
90km-300km from the Earth’s surface.
a. Label it the thermosphere and color it green.
b. Draw pictures to help show characteristics. The thermosphere is very hot
and contains light “shows” called auroras.
8. Beyond the thermosphere is the exosphere. It extends 300km-> 600 km.
a. Color this gray and label it exosphere.
b. When meteoroids enter Earth’s atmosphere, they enter through the
thermosphere, which is extremely hot. Because of the heat, most
meteoroids burn up. Draw and label a meteor entering Earth’s
atmosphere.
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Grading Rubric
Category
Well Done
(20 points)
Measurement All layers are
accurately
measured.
Meets
Expectations
(15 points)
Three or more
layers have
accurate
measurement.
Needs
Work
(10 points)
Two of the
layers have
accurate
measurement.
Area of
Concern
(5 points)
One or less of
the layers are
accurately
measured.
Color Coding
All layers are
color coded
correctly.
Three or more
layers are
color coded
correctly.
Two of the
layers are
color coded
correctly.
One or less of
the layers are
color coded
correctly.
Labels
All layers are
correctly
labeled.
Five layers
are correctly
labeled.
Three layers
are correctly
labeled.
Two or less
layers are
correctly
labeled.
Symbols
All symbols or
drawings are
accurate
placed.
Five symbols
or drawings
are accurately
placed.
Three
symbols or
drawings are
accurately
placed.
Two or less
symbols or
drawings are
accurately
placed.
Neatness
The drawing
is neat. There
are no eraser
marks or
redrawn lines
visible. The
student name
is on the back.
The drawing
is neat. There
are a few
eraser marks
or redrawn
lines.
Student’s
name is on
the back.
There is
visible
evidence of
several
mistakes.
The paper is
wrinkled and
or ripped.
Student’s
name is not
on back or is
missing.
The drawing
looks like it
has been in
your backpack
for a month.
There is
visible
evidence of
many
mistakes.
Student’s
name is
missing or not
on back.
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What is altitude and air pressure?
What effect do they have on each other?
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Diagram 1 taken from:
http://www.beodom.com/assets/images/blog/heat-transmittance-means.jpg
Diagram 2 taken from:
http://images.google.com/images?sourceid=navclient&ie=UTF8&rlz=1T4ADBR_enUS204US205&q=conduction,+convection,+radiation&u
m=1&sa=N&tab=wi
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Attachment 7 (copy and cut out, every student needs one of each word)
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Name _________________________________
-HomeworkChoose any option-You cannot choose the same option twice in one week
(attachment 8 )
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Name __________________________
74.5 % Nitrogen __________
6.2 % Water Vapor _________
3.6 % Carbon Dioxide ________
15.7 % Oxygen
__________
Date _____
Symbol
Symbol
Symbol
Symbol
_____
_____
_____
_____
Key- 20 _____
Accuracy- 28 (7each) ______
Color Coded- 22 ________
% included-20 (5each) _______
Neat- 10 ______
(Attachment 9)
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I.
Grade Level/Unit Number: 7th grade
II:
Unit Title: Atmospheric conditions and weather hazards
III.
Unit Length: 10 days
IV.
Objectives Included:
1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 1.08, 1.09, 1.10, 3.03, 3.05, 3.06
V.
Materials Needed:
Handouts
For the teacher demonstrations:
1 apple per class, a cutting utensil, water, black paper, a gallon
clear jar, colored warm water, matches, a gallon size bag of ice
Does air have mass lab1 triple beam balance or electric scale per group, 1 balloon per group
Building a psychrometer- 2 thermometers, 1 cotton ball, one rubber band
Basketball demonstration: basketball, portable hair dryer, bicycle pump
with a needle, meter stick, refrigerator or cooler with ice
VI.
Notes to Teacher:
If possible you can build several psychrometers and allow students to
travel to locations within your school and collect the readings or assign 2
students a day to do the collecting and rotate the responsibility.
Day 1
Engage:
To assess prior knowledge ask students to brainstorm what they think
weather includes. Allow them to use the concept map to record their answers.
(attachment 1) (Suggest that students might list words like temperature, and
types of storms.)
You can introduce that weather also includes the humidity, wind speed, air
pressure, and precipitation. These properties have to be studied in order to
predict conditions and weather hazards. Humans can have a positive or negative
impact on weather such as the theory of global warming. The following are
teacher demonstrations that can be used to introduce a few weather concepts:
You can introduce that there are 3 main types of clouds: cumulus, stratus
and cirrus. Clouds are formed from condensed water that sits on top of dust
particles. Fog is an example of a stratus, or low lying cloud. Clouds that indicate
a storm usually have the prefix or suffix nimbo added. Use the following as a
teacher demonstration on how to make a cloud or fog in a jar:
You will need a piece of black paper, a clear jar, colored warm water, matches,
and a gallon size bag of ice.
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Cloud demonstration: #1
1. Tape black paper on the side of the jar so you can’t see through the
jar.
2. Fill one third of the jar with colored warm water.
3. Light the match and hold it over the jar opening.
4. After a few seconds, drop the match into the jar and cover the top of
the jar with the bag of ice.
5. Record your observations.
6. If it does not work the first time, try it again.
The following link provides a visual and a step of processes illustrating how
clouds are formed.
http://www.vivoscuola.it/us/rsigpp3202/umidita/lezioni/form.htm
The following link provides a cloud gallery. This can follow up the teacher
demonstration and flow into a discussion about the different types of clouds.
http://www.wildwildweather.com/clouds.htm
To introduce the second demonstration you can remind students that all the
earth’s resources may not be available indefinitely. We have to protect and
conserve the resources we have so they may continue to be available. Introduce
students to the word stewardship. Environmental stewardship is the
responsibility to take care of natural resources to ensure that they are managed
for current and future generations. Stewardship of the environment can include
recycling, conservation, and restoration.
Ask students: What are some ways that you can show stewardship?
(by not wasting water, recycle plastics and cans, don’t pollute by littering trash,
carpool when able, volunteer for highway clean up, compost food waste,
replanting trees or ground cover, using biodegradable products, using car
washes because they recycle water, not destroying forests or ground cover)
You can encourage students to go further by getting involved in “Make a
Difference Day.” They can get involved in service learning projects and make a
difference in their own community. They can create recycling programs in the
school, help with cleaning up litter, volunteering or start beautification efforts in
their school or community. Students can create an action plan to chart their
progress. They can work individually or on teams. Their information can be
shared with classmates, the school and community through a show and tell or
volunteer guest speakers.
Learn more by visiting:
http://www.usaweekend.com/diffday/aboutmadd.html
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Day 2
Students may not know the difference between renewable and nonrenewable
resources. Renewable resources can be easily replenished such as sunlight,
oxygen, and freshwater. Nonrenewable resources may take time to be
replenished so they are not guaranteed to always be available such as coal and
fossil fuels.
To illustrate Earth and its resources you can demonstrate the following to your
classes: (This will reinforce the responsibility that we all have to be good
stewards of our land and resources).
Materials needed per class: 1 apple, 1 knife
1. Slice an apple into quarters. Set 3 of the sections aside to represent the
world’s oceans.
2. Cut the remaining quarter (which represents land) in half. Set on section aside.
(This is the land that is uninhabitable to humans such as polar areas, high
mountains, deserts and swamps.)
3. The portion left (1/8 of the apple) represents land where people can live. Slice
it into four sections. Set 3 sections aside (3/32 of the apple). These areas are
too rocky, wet, cold, steep, or populated to grow food.
4. Carefully peel the skin off the remaining section (1/32 of the apple). This small
peel represents the portion of the earth’s land that is cultivated.
5. Take the ¾ of the apple that represents water (from #1). Cut a thin slice off to
represent the 3% of water that is fresh.
6. Cut off 1/3 of the thin slice to represent the amount of fresh water that is not
locked up in glaciers or polar ice caps.
7. Half of that slice actually represents the amount of fresh water that is
accessible (less than 1% of all water on earth).
Let students know that we can change salt water into freshwater but it is a very
expensive process. Water is a natural resource that is continually recycled every
day. We do not have factories that create fresh water.
To illustrate the amount of water located on earth, you can demonstrate the
following to your classes:
Materials needed per class: water, measuring containers
1. 5 gallon bucket = total water on earth
2. Take out 2 ¼ cups = fresh water, the remainder left is salty water
3. From the 2 ¼ cups remove 1 ½ cups = polar ice caps and glaciers
4. From the remaining ¾ cup, remove ¼ cup water = water tied up in atmosphere
or soil
5. ½ cup remaining = ground water and surface water
6. From the ½ cup, remove 5 drops = fresh water available to humans
7. The rest is either unreachable or unfeasible to use
(adapted from CESI Newsletter – Winter 87-88)
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Explore:
Ask: What happens when we pollute?
Pollution can damage buildings, or structures. It can create smog that lingers in a
town or even travels to nearby towns. It can contribute to acid rain which can
damage buildings or contaminate water supplies. Collect rain water or water from
a nearby lake or stream and introduce students to pH paper. Allow them to check
the pH of your local water to determine if it is acid or basic. Rain water is
naturally, slightly acidic. Brainstorm ways that humans can decrease pollution
and reduce acid rain. You can also review the Clean Air Act which is legislation
that reduces smog and air pollution and works toward maintaining clean air
standards.
Ask: How does the water cycle play a role in smog or pollution?
(Since rain is recycled, acid rain can be transported to new towns or regions and
can effect others)
Visit the following website for an interactive pH activity:
http://www.miamisci.org/ph/
The website below shows a pH scale with several examples:
http://library.thinkquest.org/3659/acidbase/ph.html
Visit the following website for an interactive on the water cycle:
http://www.epa.gov/safewater/kids/flash/flash_watercycle.html
Day 3
Before you start teaching or discussing all the things that weather includes, begin
with the lab “Does Air Have Mass?”
Distribute attachment 2 lab sheet. Ask students to predict their answers to the
question. Break students into groups and pass out the materials being used.
Each group will need 1 balloon and 1 triple beam balance or electronic scale.
Discuss with students what you think a good procedure will be in order to find the
answer to the question “Does Air Have Mass?”
Make a list of procedures on the board and allow them to add and delete steps
until they perfect it. Once your class agrees on a set procedure ask them to
begin.
An example of a set of procedures are:
1. Calibrate the balances
2. Find the mass of the deflated balloon and record it
3. Blow up the balloon and tie it
4. Find the mass of the inflated balloon
5. Subtract the first mass from the second
6. Formulate a conclusion, fill out the lab sheet
Allow groups to work independently to complete the lab and each student to
complete his own lab sheet (attachment 2).
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Explain:
Follow up the lab with a discussion and ask the following questions:
If you had made your balloon bigger or smaller how, if any, would your data have
changed?
If you were to take your balloon and put it in a freezer overnight what would have
happened?
Why? (it would shrink- because air particles come closer when cooled)
If you have a balloon and take it outside into 100 degree weather what might
happen?
Why? (it would expand- because air particles spread out when heated)
As a further classroom lesson on air and its particles you can show a
demonstration on the following activity or create a student lab.
Ask: How do air particles affect a basketball and its bounce height?
Ask: Have you ever seen a hot air balloon floating in the sky?
What keeps them up?
Why do they have to be so big?
Why don’t they usually fly in the middle of the day?
Day 4
The following is an additional lab to demonstrate air’s properties and how it
moves. Introduce the lab to the class and ask the included questions, or, if
materials allow, students can complete the lab in groups.
Materials: basketball, portable hair dryer, bicycle pump with a needle, meter
stick, refrigerator or cooler with ice
Procedure:
1. Fill up the basketball to standard pressure.
2. Have a student hold the meter stick so that it’s sticking straight up from the
floor.
3. Drop (don’t throw) the ball onto the floor from about waist height next to
the meter stick, and measure how high up it bounces. Be sure to measure
from the bottom of the ball.
4. Repeat the initial bounce measurements 2-3 times and record the average
bounce height.
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Ask students to predict:
What would happen to the “Bounce of the ball” if we….
1. Put it in the refrigerator or cooler of ice for about 15 minutes?
Would the bounce be higher, lower or the same? Allow students to give their
prediction and then demonstrate what happens.
Once the ball has returned to room temperature pose the second question.
2. After letting the basketball warm to room temperature, Ask: what would
happen if we used a hair dryer to heat the ball for 2-3 minutes?
Would the bounce be higher, lower or the same?
Allow students to give their prediction and then demonstrate what happens.
How did the actual temperature of the air affect the “bounce” height of the
basketball?
End results:
1. As you cool the air in the ball the bounce height decreases because it
“seems” to have less air, the air particles have come closer together.
2. As you heat the air the bounce height increases, because the air is more
spread out in the ball.
Students need to understand that air has properties that can be measured,
studied and collected. This could lead into a discussion about how the particles
of a solid, liquid and gas are arranged. Allow students to draw a picture of the
particle arrangement of each or use small beads to show their interpretation of
the arrangement. It is OK if they draw the wrong thing; many students may not
have ever thought of how solids, liquids and gases are arranged.
Once you look at their drawings or the bead arrangements, discuss how solids
have particles arranged close together, and they vibrate off each other. They
have a definite size and shape. Liquids are arranged close together. Particles are
free to move but flow together if poured. They have a definite volume but no
definite shape. Gases are free to move and fill available space. Particles have no
definite size or shape. Gases can expand and contract based on the
temperature.
Examples of how the actual particle arrangements pictures could look:
Solids
7th grade
Liquids
Gases
34
Day 5
In order for meteorologists to study weather data must be collected for several
properties. Briefly discuss what each property is and how it affects weather.
(See the following list.)
Introduce key vocabulary related to weather, conditions and hazards.
A brief description is included for each term along with an informative website in
case you need additional information.
Humidity - Measures the amount of moisture in the air. It can be measured with
a hygrometer or a sling psychrometer. The scale goes from 0%=100%.
http://daphne.palomar.edu/jthorngren/measures.htm
Temperature - Measures the hot or coldness of the air. There are 3 scales:
Kelvin, Celsius, and Fahrenheit. The units are degrees.
http://www.weatherwizkids.com/temperature.htm
Wind speed and direction - Measured with an anemometer and a weather
vane. It tells the direction the wind is blowing and the speed. The units are miles
per hour. The following is a wind speed conversion chart:
http://www.srh.noaa.gov/elp/wxcalc/windconvert.shtml
Air pressure - Force exerted on you by the weight of the air. It is measured with
a barometer. Barometers are used to measure the current air pressure at a
particular location in "inches of mercury" or in "millibars" (mb). The following
website has additional information on how air pressure affects you.
http://kids.earth.nasa.gov/archive/air_pressure/index.html
Precipitation - Five main forms of precipitation: rain, sleet, snow, freezing rain
and hail. The following website outlines the atmospheric conditions that allow
each type of precipitation to form. Precipitation can be measured with a rain
gauge. http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/prcp/home.rxml
Tornados - Funnels of high speed, spinning air. A tornado watch means that one
is possible; a tornado warning means that one has been spotted nearby.
Tornadoes can be classified with the Fujita scale.
http://green.nationalgeographic.com/environment/naturaldisasters/tornado-profile.html?source=G2306
Hurricanes - Severe tropical storm that forms over water. Hurricanes rotate in a
counterclockwise direction around an "eye." A hurricane is classified when winds
reach 74 mph. The Saffir-Simpson scale can be used to classify hurricanes.
http://hurricanes.noaa.gov/
http://www.aoml.noaa.gov/general/lib/laescae.html
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Drought - Deficiency of precipitation over an extended period of time, usually
one season or more. A drought is a prolonged, abnormally dry period when there
is not enough water for users' normal needs.
U.S. drought monitor- http://www.drought.unl.edu/dm/monitor.html
Floods - Caused by stationary or slow-moving thunderstorms that produce
heavy rain over a small area. Flash floods can strike any time and any place with
little or no warning. Natural processes, such as hurricanes, weather systems, and
snowmelt, can cause floods. Failure of levees or dams and inadequate drainage
can also result in flooding. http://www.fema.gov/areyouready/flood.shtm
Tsunami - Series of waves generated by an undersea disturbance such as an
earthquake. From the area of the disturbance, the waves will travel outward in all
directions, almost like the ripples caused by throwing a rock into a pond. The
tsunami is proportional to the intensity of the earthquake.
http://science.howstuffworks.com/tsunami.htm
http://serc.carleton.edu/NAGTWorkshops/visualization/collections/tsunami.
html
Based on the information just discussed ask students to complete the window
pane graphic organizer for each property discussed. Instruct them to only use
pictures to explain what each word means or how it affects weather
(attachment 3).
Day 6
Demonstrate to students how to collect relative humidity by building a
psychrometer. You will need two thermometers, one will be called the dry bulb
and one will be called the wet bulb. The dry bulb will be a plain thermometer. In
order to make the wet bulb you will need a second thermometer, a cotton ball
and a rubber band. Wrap the cotton ball around the end of the second
thermometer and attach it with a rubber band. Dip the cotton ball thermometer in
room temperature water, therefore making a wet bulb. Carefully move the 2
thermometers back and forth in your hands (for about one minute) to allow them
contact with the air. At the end of the one minute take the reading for both
thermometers, the wet and dry bulb.
Record the temperature of the dry bulb (regular thermometer), then record the
temperature for the wet bulb. Find the difference between the 2 readings and
record it. Create the chart below and ask students to fill in the answers. They
may need additional reinforcement with interpreting the relative humidity chart.
The chart included is in Celsius, you may find one in Fahrenheit at:
http://www.bigelow.org/virtual/handson/humidity.html#glossary
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Dry bulb reading
Wet bulb reading
Difference between wet and dry bulbs
Relative humidity ________%
In order to calculate relative humidity you:
1. Take the number that is the difference between the wet and dry bulb
(found at the top of the chart).
2. Take the dry bulb or air temperature reading (found on the left vertical
axis).
3. Use the chart to calculate the relative humidity. Find the location where
the two numbers meet and this will be your relative humidity reading. A
number closer to 100% would indicate humid weather such as rain.
The following website has an electronic relative humidity calculator
http://www.bom.gov.au/lam/humiditycalc.shtml.
Below is an additional relative humidity chart with directions if you need extra
assistance http://155.44.225.28/science/hmxs/es/pdf/5rs_3_2-3.pdf.
A Celsius relative humidity chart is included (attachment 4).
You can make and laminate a class set of the relative humidity charts for
students to use. Review how to read the chart and what factors you need in order
to find the correct reading. Example problems are included to allow for practice,
the answers are bolded.
A Celsius relative humidity chart is included (attachment 4)
Remind students that the answers will be in percent.
The higher the percent, the higher the humidity.
1. If the difference between the wet and dry bulb is 9 ° C and the dry bulb
reading is 17° C, what is the relative humidity? 25%
2. If the difference between the wet and dry bulb is 4 ° C and the dry bulb
reading is 26° C, what is the relative humidity? 70%
3. If the difference between the wet and dry bulb is 14 ° C and the dry bulb
reading is 29° C, what is the relative humidity? 19%
4. If the difference between the wet and dry bulb is 2 ° C and the dry bulb
reading is 10° C, what is the relative humidity? 76%
5. If the difference between the wet and dry bulb is 6 ° C and the dry bulb
reading is 22° C, what is the relative humidity? 53%
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Students will collect the wet and dry bulb readings for your classroom everyday
for one or two weeks and calculate the relative humidity. Post the readings on
chart paper in your room so students can keep a log. After a period of collection
time (1 or 2 weeks) students will use these readings to create a line graph.
Extend the project over several weeks and actually add several locations like the
gymnasium, cafeteria or outside. Students can use the collected date to create a
multiple line graph. As an extension students can use Excel to insert their data
and create a computer generated line graph. (Excel directions are included as
attachment 5. It compares the relative humidity readings for 2 locations- the
classroom and outside) Students can work individually or with a partner when
creating the Excel graph.
If time allows a sample set of Excel directions is included for students to create a
computer generated line graph of their relative humidity readings (attachment 5).
Day 7
Elaborate:
Weather conditions are dependent on the constant movement of water and air in
the atmosphere. Students are probably familiar with the water cycle and the
constant movement of water in the atmosphere. You may want to review the
basic steps - condensation, evaporation, precipitation, transpiration, runoff,
infiltration. A diagram is included for reinforcement. Copy it as a student
handout or create an overhead. Review the diagram as a class or students can
review it individually (attachment 6).
Students should know that the water in the environment is continuously cycled.
No new water is ever created. This could lead into a good discussion on how to
conserve water and methods that each person can incorporate in their own
home. The website listed below explains why we cannot easily manufacture new
water.
Why can’t we manufacture water? (how stuff works)
http://science.howstuffworks.com/manufacture-water.htm
How stuff works- video on water: (2 minutes)
http://videos.howstuffworks.com/water-video.htm
After your discussion ask students to assemble and complete a Triarama. This
will help students summarize the water cycle, types of precipitation and cloud
types. (attachment 7) (Myth examples taken from Creative Teaching Press)
If students need help writing a short myth you can share the following with them:
1. In the past, people from many cultures interpreted the weather as signs from
the gods. Angry gods might send lightning to strike a person or place.
7th grade
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2. Some Native Americans believe that giant birds called thunderbirds beat their
wings to produce thunder. The flashing of their eyes creates lightning.
3. An ancient Chinese myth tells how a thunderstorm is created by different gods.
The thunder god is helped by Mother Lightning. She produces lightning using
mirrors in her hands. The Master of the Rain sprinkles water from his pot with a
sword. The Little Boy of the Clouds, piles up the clouds, while the Prince of Wind
releases winds from a bag.
4. According to Kenyan legend, God creates two rainbows, one male and one
female, which must work together to stop the rain.
The following site has mini videos on weather folklore:
http://www.accuweather.com/mediaplayer.asp?partner=accuweather&myadc=0&traveler=0&vidcode=undefine
d&issub=undefined&subindex=undefined&adfirst=undefined
Day 8
Evaluate:
Distribute the tic-tac-toe project and allow students to pick any 3 projects to
complete (attachment 8).
The center choice is for students to create their own project if they have an
original idea. All 3 projects may be turned in at one time or stagger the due dates
over several weeks.
Students can present their information to the class or display their projects on
their desks and have a class walk through. Each student can give feedback to
each other’s project(s).
Day 9 (optional)
Extension:
Option 1 - Once students have turned in their hand drawn relative humidity line
graph, use Excel to create an additional graph. This can be done individually at
home as a separate project, it can be done as an interdisciplinary project with a
math or computer teacher in your school, or it can be done during a science
class period (attachment 5).
Day 10
Option 2- Distribute the foldable project. Students must choose 5 words from the
list and create a foldable illustrating what they have learned. A few of the terms
may be new to their vocabulary and could require student research (attachment
9).
7th grade
39
Name _________________________________
Date ___________
Weather concept map
List any facts you know about weather
(attachment 1)
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40
Lab Report
Date Lab Performed
Unit – Weather- Atmospheric Properties
Lab: Does Air Have Mass?
Student Name:
The Lab Question: Does air have mass?
Student Hypothesis:
Materials used:
Procedures/ Steps
Observations/Drawings
Conclusion/ Results: (how does your data support or reject your hypothesis)
(attachment 2)
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Name __________________________________
Date ________
Use pictures to define or explain each weather related term below
(attachment 3)
7th grade
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Dry bulb
thermometer
in Celsius
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7th grade
The difference between the wet and dry bulb thermometer
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Start, Programs, Microsoft Excel
In column A list the dates
In column B list the classroom percentages
In column C list the outside percentages
Left click on A1 and highlight all 3 columns of information
Go up to the top and choose Insert then click on Chart
Under Chart choose Line and then choose any of the graphs shown
Click on NEXT, The tabs DATA range and SERIES will come up
Under DATA tab- make sure series in: columns is checked off
Go to the SERIES tab
Click SERIES 1- and look to the right beside the word name.
Type: CLASSROOM
Click SERIES 2- and look to the right beside the word name. Type: OUTSIDE
Click on NEXT
6 tabs will pop up
Go to the TITLES tab
Choose CHART TITLE and type in RELATIVE HUMIDITY READINGS AT SCHOOL
Category (X) axis- type in Dates
Category (Y) axis- type in Percentages
Under Gridlines
Click major gridlines for both (the X and Y axis)
Go to the LEGEND TAB
Pick your preference for the location of the KEY
Click on NEXT
Place chart
as a new sheet
FINISH- Left click on the chart (in the gray area) once
Go down to the paint bucket (where you can change color)- & choose NO FILL
Click on the VIEW tab located at the top
Choose Header/Footer
Custom Header- Under the left section- type your name, date and period.
Click OK, OK
Click File, then print preview, -- view your graph (make sure all
components are labeled)
Close, File Print
7th grade
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Diagram copied from: http://www.marietta.edu/~biol/biomes/ecosystems.htm
7th grade
45
Name __________________________________
Due Date __________
Side 1- Write the 3 main cloud types.
Include a hand drawn picture of each & at least one descriptive word.
Side 2- Make up an original myth with an explanation of why one of the following
occurs:
lightning
tornado
rain
rainbows
thunder
hail
snow
floods
sleet
droughts
Side 3- Make a drawing of the water cycle illustrating & labeling at least 4 of the
following steps:
infiltration or groundwater
transpiration
runoff
condensation
precipitation
evaporation
1. Cut paper to create a perfect square. (This can be found by bringing the
corner of the paper to the opposite side- then cut off the flap left over)
2. Fold the top right corner of the square down to the lower left corner,
making a half X.
3. Repeat step 2, making the folded marks of a completed X.
4. Cut one side of a triangle to the center.
5. Add your information to the inside or outside and then staple the unused
flap to form a pyramid.
6. Add tissue paper or a ribbon to one corner to create a kite effect.
(attachment 7)
7th grade
Foldable diagram adapted from Creative Teaching Press
46
Name _______________________________
Due Date __________
Weather Tic- Tac –Toe Project
If a tornado or hurricane
were spotted in your area,
what would you do?
Research warning signs
and safety precautions for
each storm and present
the information in a 6
sided brochure.
Stage a talk show with
you as the host and the 4
guests as hurricane,
tsunami, tornado and
flood. Include a list of 4
questions you will ask
each guest and their
predicted responses.
Create a shoebox diorama
illustrating at least 3
weather concepts we
have discussed. Include a
preplanning drawing of
your idea and a paragraph
explaining details about
your final product.
Research the ozone layer
and create an
informational poster on
the following:
1. What does it do?
2. What type of things can
destroy it?
3. How can we protect it
from being destroyed?
4. What are some
consequences of the
ozone being depleted?
Your
Choice
How do you measure the
intensity of a tornado?
Research the Fujita scale.
Create an illustrated
diagram explaining each
level from F0-F5. Each of
the six diagrams must be
accompanied with a
complete description.
Create a PowerPoint
slideshow on the five
occurrences below.
Tsunami
Hurricane
Tornado
Flood
Drought
Define each and include
specific details.
(This must be approved
by your teacher)
Write and illustrate a
children’s book on four of
the weather instruments
listed below.
Psychrometer
Thermometer
Barometer
Anemometer
Rain gauge
Hygrometer
Include what they
measure and the units
used.
Construct a 3Dimensional model of a
hurricane. Label the eye,
eyewall and the direction
it rotates. Write a
paragraph explaining
each part and include
specific characteristics.
Choose any 3 of the activities listed in the tic tac toe. If you have an idea of
your own, list it in the space below and get it approved by your teacher.
I choose activities # _____________, _______________, ______________
I would like to choose activity 5. My idea is ______________________________
________________________________________________________________
Student signature____________________Teacher Signature _______________
7th grade
47
1. Fold a sheet of paper in half
2. Fold the paper so that one-third is
left out and the other two-thirds are
covered
3. Fold the two-thirds section in half
4. Lastly, fold the one-third section
back to create a fold line
Key Words:
Ultraviolet radiation, chlorofluorocarbons, ozone,
conduction, pollutants, land breeze,
sea breeze, humidity, dew point, tornado, hurricane,
acid rain, meteorologist, renewable resources, fog,
drought, flood, Beaufort scale,
pH scale, convection, radiation, Fujita scale,
greenhouse effect, cloud types, hail, condensation,
evaporation, sublimation, microclimate, cyclone,
altitude, Doppler Radar, Butterfly effect
Choose 5 words and use the folded diagram
above to create an information display
Each word must be creatively written on the outside fold. When you flip up the
fold you should have a 2- 3 sentence definition of the word on the bottom
half and a hand drawn picture on the top half. The definition must be accurate
and written in complete sentences. The diagram must be relevant to the word
you are describing. A title and your name should be on the bottom overhang.
Rubric:
5 hand drawn Illustrations _________
Title
Overall product: Time and effort ________
Handwriting legible ________
Grammar/ complete sentences ________
Creativity _________
Accurate definitions __________
Guidelines followed __________
7th grade
_______
48
I.
Grade Level/Unit Number: 7th grade
II:
Unit Title: Using technology to study weather hazards
III.
Unit Length: 8 days
IV.
Objectives Included:
1.05, 1.06, 1.09, 1.10, 3.05, 3.06
V.
Materials Needed:
Handouts
Internet/ multiple computer usage
One week (or so) of weather maps cut from the newspaper
Daily weather data (wind speed and direction, precipitation, current
temperature, and dew point) for your school and 3 - 4 cities from
neighboring states
VI.
Notes to Teacher:
This activity is good to start after there has been some unsettling weather,
because it will help students to link the visual changes that are shown on a
series of weather maps with their experience. If you have had a series of
fair weather days, it may be helpful to use one of the Internet weather
sites to identify weather changes in other parts of the country with maps
from the newspaper.
Helpful Websites
Reading the Map Resources
http://ww2010.atmos.uiuc.edu/(Gh)/home.rxml
http://okfirst.ocs.ou.edu/train/meteorology/Fronts.html
http://www.aos.wisc.edu/~hopkins/aos100/sfc-anl.htm
http://www.usatoday.com/weather/wmapread.htm
http://www.mohonasen.org/staffdev/weather5/weathermaps.htm
http://weather.unisys.com/surface/details.html
http://www.wildwildweather.com/index.html
http://www.ametsoc.org/amsedu/dstreme/extras/wxsym2.html
http://dstreme.comet.ucar.edu/extras/wxsym2.html
www.epa.gov/airnow//state_local/pm_for_meteorologists9-19.ppt
(air pollution)
Day 1
Engage:
Begin the unit by having students write down (on paper or the board) as many
specific features as possible of the weather conditions in your city that have
occurred in the last week or so. Encourage them to (if necessary) to mention
temperature changes, cloud types, any precipitation, wind direction, and wind
7th grade
49
strength. Assess prior knowledge of weather maps by passing out a “teacher,
newspaper or Internet generated” map with some randomly drawn fronts, isobars
and isotherms. At this point, some type of brainstorming session / peer work
would be good. Have the student pairs/groups attempt to identify different
features such as fronts, precipitation, approaching major storms, isobars and
isotherms and weather conditions found on those maps.
Day 2
Explore:
Have the students work on the map activity located at
http://www.srh.noaa.gov/jetstream/synoptic/wxmaps.htm. The link will take
them to a page entitled “How to Read Weather Maps.” The information in this
section will be referenced in the Elaborate section of this unit. Go to the bottom
of the page and click on “Learning Lesson: Drawing Conclusions.” Have student
complete these activities. If you do not have Internet access, the maps,
directions and solutions are located at the back of this unit (Attachments 1-6).
The first attachment is a student handout or can be made into an overhead; the
second copy contains the actual directions.
Day 3
Explain:
Weather fronts are air masses of different types that collide with each other. The
boundary where the air masses collide may be relatively narrow (10s of km) or
rather wide (100s of km). Based on which air mass is moving / not moving
determines the specific type of front. Each frontal type has particular
characteristics that can be experienced on the ground and represented on a
weather map. A couple of definitions will also help with the explanation of the
weather map:
Isotherm – contour lines on a map that connect areas of equal temperature.
Isobars – contour lines on a map that connect areas of equal atmospheric
pressure.
Isobars and isotherms are somewhat “fluid” measures, so their lines on a map
tend to be curved and irregular. These measures often are on a particular scale
(every 10o C, or every 20 mb) representing a gradual change across a
geographic region.
High Pressure – region of the greatest atmospheric pressure. Winds around a
high-pressure system circulate in a clockwise rotation termed “anti-cyclonic.”
Low Pressure – region of the lowest atmospheric pressure. Winds around a
low- pressure system circulate in a counter-clockwise motion termed “cyclonic.”
To help students remember “cyclonic,” remind them that low pressure systems
can be associated with large/violent storms and the term “cyclone” is used for
7th grade
50
both tornadoes and hurricanes (Pacific), both of which rotate in the counterclockwise direction.
One frontal type is a cold front. A cold front is a mass of “colder” air that moves
under a mass of warmer air at a particular location. Cold air masses tend to
move quickly and are characteristic of rather abrupt changes in local weather.
As a cold front moves into an area, it pushes the warmer air mass upward at a
fairly steep angle. The movement of warm (typically moister air) upward can
cause violent storms to occur along the front. The appearance of cirrus clouds in
the upper atmosphere can often be used an indicator of an approaching cold
front. Storms may occur ahead of the front as well as along the frontal barrier,
but skies tend to clear rather quickly after the passage of a cold front. Strong
lines of thunderstorms are characteristic of the passage of a cold front. On the
weather maps cold fronts are represented as a line of triangles. The triangles
are often colored blue or green (cooler colors), with the point of the triangle
signifying the direction of movement.
Warm fronts move slower and tend to be less dramatic than cold fronts. Warm
air, which is naturally less dense, rises slowly above an area of cooler air. The
passage of a warm front also causes precipitation, but more typically these areas
experience light to moderate continuous rain. The lighter rain is in contrast to the
severe thunderstorms associated with the passage of a cold front. Cloud
formations with the passage of a warm front tend to have a greater concentration
of mid-level stratus and cumulus clouds. The formation of fog is also associated
with the passage of a warm front. The formation of fair weather occurs more
gradually with the passage of a warm front. Warm fronts appear on the weather
map as a line of semi-circles (often red in color), with movement signaled by the
leading edge of the circle.
A third type of front is a stationary front. In a stationary front, the moving air
mass (warm or cold) does not contain sufficient energy to move the existing air
mass. Consequently, what happens is that the front tends to move rather slowly
out of a region. Cold fronts often “stall” along the coast of North Carolina as they
lose energy. A stationary front will often cause precipitation in an area for
extended periods of time. Eventually, a new air mass will move in and replace
the stationary front. Stationary fronts appear on the map as a line of alternating
triangles and semi-circles that face in opposite directions. Wind patterns are
often parallel on both sides of the front.
The fourth frontal type is an occluded front. In an occluded front, the faster
moving cold front catches and overtakes an existing warm front. The denser cold
front forces itself under the existing warm front causing heavier amounts of
precipitation to fall (inches of rain or snow). Due to the hybrid nature of the
occluded front, weather patterns at the beginning of its formation are similar to
those of a warm front. Occluded fronts appear as a line of alternating triangles
and semicircles facing the same direction.
7th grade
51
Weather patterns in the Unites States most often move from west to east.
Therefore the weather to one’s west (northwest or southwest) is the precursor of
what one should expect. Severe weather events like tropical storms vary from
this pattern and move from east to west.
Additional Internet resources covering this topic include:
http://ww2010.atmos.uiuc.edu/(Gh)/wx/surface.rxml
http://www.mohonasen.org/staffdev/weather5/weathermaps.htm
Pass out the vocabulary chart (attachment 7). Either assign or ask students to
select 2 or more of the vocabulary words just explained and complete the chart
for additional vocabulary reinforcement.
Day 4
Elaborate:
Remind students of the various weather conditions that you have previously
discussed - humidity, storms, drought, flood, tornado, tsunami, hurricanes . . .
and provide discussion time to recall characteristics of each.
Ask: Why do we study weather conditions?
(to monitor changes, predict occurrences & evaluate air quality )
How do we study weather conditions?
(gather data- temperature/humidity/air quality/air pressure)
What instruments do scientists use to study weather or climate?
(thermometer, barometer, satellite imagery, anemometers, radar)
How do meteorologists communicate their weather research to the public?
(by weather maps, news reports, diagrams, weather alerts…..)
How are storms such as hurricanes named? (accept all answers)
How are storms such as hurricanes and tornados measured? (by intensity)
A meteorologist is an individual with specialized education who uses scientific
principles to explain, understand, observe or forecast the earth's atmospheric
phenomena and/or how the atmosphere affects the earth and life on the planet.
Meteorologists and other people with a need for more detailed information about
the weather (pilots) utilize a more complex system of map details to forecast the
weather. The type of data used by meteorologists includes barometric pressure,
wind speed and direction, precipitation, cloud cover, dew point and current
temperature.
Have the students complete the activity located at
http://radar.meas.ncsu.edu/education/saer/aer_summer_00.html.
Similar symbols and explanations are located on attachments 8-11. If this web
link is unavailable, use attachments 8-11 in cooperation with the weather data
from several cities to build their own map.
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Sample symbol chart:
(chart adapted from Carolina Academic Press)
Day 5
Meteorologists use symbols to easily convey the data they collect. It gives a
visual that can easily be looked at and interpreted by others. They also keep
track of storms by naming them. Students probably do not realize that there is a
method to categorizing and naming storms. To reinforce storms, how they form
and how they are named, students will use a computer and the internet to
answer the questions to the Internet Scavenger Hunt (attachment 12).
This should take one class period. The websites are listed above the questions.
A copy of the answers is included as attachment 12- answers.
(To make the websites easier to access, go to ikeepbookmarks.com and create
an account for yourself. This will allow you to create a folder with all the links, so
students can easily access and maneuver between sites.)
7th grade
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Day 6
Evaluate:
Return the students to their original groups/pairs (as in the engage section of the
lesson) and give them a new set of “teacher/Internet generated” weather maps.
Students should write down as many new features they can recognize, and
should be able to infer what the precipitation should be, like around the different
fronts. Using the weather data from your school and other cities over the past
five or more days, draw the appropriate weather symbol for each day’s readings
(samples attachment 13).
As a review of terminology, students can play the tic-tac-toe game included
(attachment 14).
Tic-Tac-Toe-Directions: Two people play on one person’s paper. One person is
the X and the other person is the O. If you want to put an X or an O, you must
know the answer to the question in the square and record it on the line. If your
partner agrees that it is the correct answer then you get to put your X or O in the
empty square. If your answer is wrong, then you must go to another square. The
object is
a. to know the answer to the question
b. to try to get tic-tac-toe yourself
c. also block the other person from getting tic-tac-toe first.
Day 7
Extension:
As part of any weather forecast, meteorologists utilize satellite imagery to
analyze and explain the upcoming weather. Students can also learn to conduct a
basic interpretation of weather from satellite imagery. Infrared images (IR) are
some of the more common images available through most weather websites.
The IR sensors aboard most satellites measure the temperature of the land, sea
surface, and the tops of clouds. Low clouds, which are relatively warm compared
to high clouds, appear dark gray (gray scale calibration), while high cloud under
the same parameters appear white due to the colder temperatures. An additional
way to explain the cloud patterns is with color-enhanced IR. In the case of colorenhanced IR, higher clouds appear in green, yellow, orange or red based on their
height. Colder objects are brighter and warmer objects are darker.
In the same way, water vapor (WV) images also help meteorologists predict the
upcoming weather. Bright and colored areas indicate high water vapor (moisture)
content (colored and white areas indicate the presence of both high moisture
content and/or ice crystals). Black and brown areas indicate little or no moisture
present. WV imagery is useful for both determining locations of moisture and
atmospheric circulations.
Because IR measures heat differences of different objects, it can be used to help
explain energy transfer throughout the atmosphere. Conductive circulation
7th grade
54
allows for warm air to rise up into the atmosphere (often carrying moisture). As
the moist air rises, condensation occurs and clouds form. In intense convection
situations, large cumulonimbus clouds can tower several miles into the air.
These large clouds are the harbingers of extreme weather. With extreme
weather, there is a movement of energy back to the Earth in terms of rainfall and
wind intensity. Cloud height correlates to the amount of potential energy, and
translates into rainfall amounts and wind velocities.
To demonstrate the link between satellite imagery and weather intensity, have
students complete the Satellite Imagery Project (attachment 15). This
assignment focuses on hurricanes and helps students relate weather strength
with energy transfer as can be seen in satellite imagery. It would helpful to
review a few satellite images with students before they begin the project.
Day 8 (optional)
2nd Extension- Focuses on the computer skills test
Visit the following website:
http://ncdesk.ncsu.edu/ncdesk/
It is designed to help students become more proficient on the NC computer skills
test, which is given in the 8th grade. The following activity can be used with NC
desk as a way to incorporate practice and computer literacy. After you visit the
website you will need to go to download the current version.
Title Activity- Worst Weather in US History
Review vocabulary words and definitions prior to the lesson such as:
 sort
 database
 record
 field
 text
 ascending order
 descending order
Pass out a copy of the Worst Weather in US History Handout (attachment 16)
Students will need access to computers and NC Desk will need to be loaded on
all of them. Students can work individually, in pairs or you can present it to the
class and work on it together. The answers are included as attachment 17.
Students should NOT SAVE the database after
answering the questions.
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Surface Pressure Map
United states
(Attachment 1- handout)
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Surface Pressure Map
This map shows the sea level pressures for various locations over the
contiguous U.S. The values are in whole millibars.
Objective: Using a black colored pencil, lightly draw lines connecting
identical values of sea level pressure. Remember, these lines, called
isobars, do not cross each other. Isobars are usually drawn for every four
millibars, using 1000 millibars as the starting point. Therefore, these lines
will have values of 1000, 1004, 1008, 1012, 1016, 1020, 1024, etc., or
996, 992, 988, 984, 980, etc.
Procedure: Begin drawing from the 1024 millibars station pressure over
Salt Lake City, Utah (highlighted in blue). Draw a line to the next 1024
value located to the northeast (upper right). Without lifting your pencil draw
a line to the next 1024 value located to the south, then to the one located
southwest, finally returning to the Salt Lake City value. Remember,
isobars are smooth lines with few, if any, kinks.
The result is an elongated circle, centered approximately over Eastern
Utah. The line that was drawn represents the 1024 millibars line and you
can expect the pressure to be 1024 millibars everywhere along that line.
Repeat the procedure with the next isobar value. Remember, the values
between isobars is 4. Since there are no 1028 millibars values on the
map, then your next line will follow the 1020 millibars reports. Then
continue with the remaining values until you have all the reports
connected with an isobar.
(Attachment 2- directions)
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Analysis: Isobars can be used to identify "Highs" and "Lows." The
pressure in a high is greater than the surrounding air. The pressure in a
low is lower than the surrounding air. Label the center of the high pressure
with a blue H.
High pressure regions are usually associated with dry weather
because as the air sinks it warms and the moisture evaporates.
Low pressure regions usually bring precipitation because when the
air rises it cools and the water vapor condenses.


Shade, in green, the state(s) would you expect to see rain or
snow.
Shade, in yellow, the state(s) would you expect to see clear
skies.
In the northern hemisphere the wind blows clockwise around
centers of high pressure. The wind blows counterclockwise around
lows.


Draw arrows around the "H" on your map to indicate the
wind direction.
Draw arrows around the "L" on your map to indicate the wind
direction.
(Attachment 2- directions continued)
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Surface Pressure Map
Solution
(Attachment 3- answers)
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Surface Temperature
Map
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(Attachment 4- handout)
Surface Temperature
Map
Objective: Using a blue colored pencil, lightly draw lines connecting equal
values of temperatures every 10°F. Remember, like isobars, these lines (called
isotherms) are smooth and do not cross each other.
Procedure: You will draw lines connecting the temperatures, much like you did
with the sea-level pressure map. However, you will also need to interpolate
between values. Interpolation involves estimating values between stations which
will enable you to properly analyze a map.
We will begin drawing from the 40°F temperature in Seattle, Washington (top left
value). Since we want to connect all the 40°F temperatures together, the nearest
40°F value is located in Reno, Nevada, (southeast of Seattle). However, in order
to get there you must draw a line between a 50°F temperature along the Oregon
coast and a 30°F temperature in Idaho. Since 40°F is halfway between the two
locations, your line from Seattle should pass halfway between the 50°F and 30°F
temperatures.
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(Attachment 5- directions)
Place a light dot halfway between the 50°F and 30°F temperatures. This is your
interpolated 40°F location.
Next connect the Seattle 40°F temperature with the Reno 40°F temperature
ensuring your line moves through your interpolated 40°F temperature. Continue
connecting the 40°F temperatures until you get to Texas.
Now your line will pass between two values, 60°F and 30°F. Like the last time,
you should make a mark between the 60°F and 30°F but this time a 50°F is also
to be interpolated in addition to the 40°F. Between the 60°F and 30°F
temperatures, place a small dot about 1/3 the distance from the 30°F and
another small dot about 2/3 the distance from the 30°F. These dots become your
interpolated 40°F and 50°F temperatures. Finish drawing your 40°F isotherm
passing through your interpolated 40°F value. Repeat the above procedures with
the other isotherms drawn at 10°F intervals. Label your isotherms.
Analysis: Isotherms are used to identify warm and cold air masses.


Shade, in blue, the region with the lowest temperatures.
Shade, in red, the region with the warmest air.
Note: Temperatures themselves are neither "cold" nor "hot." The air temperature
is the measure of energy in the atmosphere. Often, television meteorologists will
erroneously say "cold temperatures are moving in" or "we have hot temperatures
in such and such place." What they should say is "cold air is moving in" or "the
weather is hot" in describing the air mass as indicated by the temperatures.
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(Attachment 5- directions continued)
Surface Temperature
Map Solution
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(Attachment 6- answers)
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Diagram adapted from Carolina Academic Press
(Attachment 8)
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Diagram taken from: http://www.aos.wisc.edu/~hopkins/aos100/sfc-anl.htm
(Attachment 9)
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Selected DataStreme Atmosphere
Weather Map Symbols
Surface Station Model
Temp (F)
Weather
Dewpoint
(F)
Data at Surface Station
Temp 45 °F, dewpoint 29 °F,
overcast, wind from SE at 15
knots,
weather light rain, pressure 1004.5
mb
Pressure
(mb)
Sky Cover
Wind (kts)
Upper Air Station Model
Temp (C)
Height (m)
Dewpoint (C)
Wind (kts)
Data at Pressure Level - 500 mb
Temp -5 °C, dewpoint -12 °C,
wind from S at 75 knots,
height of level 5640 m
Forecast Station Model
Temp (F)
Weather
Dewpoint
(F)
PoP (%)
Sky
Cover
Wind
(kts)
Forecast at Valid Time
Temp 78 °F, dewpoint 64 °F,
scattered clouds, wind from E at 10
knots,
probability of precipitation 70%
with rain showers
Diagram taken from: http://www.aos.wisc.edu/~hopkins/aos100/sfc-anl.htm
(Attachment 10)
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Map Symbols
Sky
Cover
clear
Wind
Calm
1-2 knots (1-2 mph)
1/8
Selected
Weather Symbols
Fronts
warm
front
cold front
stationary front
occlu
ded
front
Rain
Rain Shower
trough
3-7 knots (3-8 mph)
scattered
3/8
8-12 knots (9-14
Drizzle
13-17 knots (15-20
mph)
5/8
mph)
7/8
radar intensities
mph)
4/8
broken
Thunderstorm
tornado (T) #300
or
18-22 knots (21-25
23-27 knots (26-31
mph)
48-52 knots (55-60
mph)
severe thunderstorm (S) #287
Snow
Snow Shower
Freezing Rain
Freezing
Drizzle
73-77 knots (84-89
overcast
mph)
Fog
obscured
103-107 knots (119123 mph)
Haze
missing
Shaft in direction wind is
coming from
Smoke
Dust or Sand
Blowing Snow
(Attachment 11)
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Name _______________________________________
Date ___________
Storm Internet Scavenger Hunt
Use the listed website and the tabs found on it to answer the questions below.
Naming Hurricanes –
http://www.enchantedlearning.com/subjects/weather/hurricane/naming.shtml
1. In what year did the National Weather Service start naming storms after women?
_____________________
2. What was the first United States named hurricane?_____________________
3. Why are some storm names retired? ______________________________________
4. If the alphabetical list of names gets used, what will they use to name storms?
________________________________________________________________
Hurricaneshttp://www.enchantedlearning.com/subjects/weather/hurricane/naming.shtml
1. What symbol is used to indicate a hurricane on a weather map? _______________
2. Which alphabet letters are not used when naming storms? _____________________
3. Storms are named as soon as winds are _________ mph or more.
4. How do they decide when to use a male or female name? _____________________
5. How large can the eye of a hurricane actually be? _________________________
6. What do you call the wall of thunderclouds that surrounds the eye? ______________
7. What is the weather map symbol used for a tropical storm? _______________
8. A hurricane watch means that a hurricane is possible within ____ hours, in that area.
Naming Hurricaneshttp://www.fema.gov/kids/hunames.htm
1. Who decides the names that are used for storms each year?
_______________________________________________________
(attachment 12)
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(Answers)
Storm Internet Scavenger Hunt
Use the listed website and tabs found on it to answer the questions below.
Naming Hurricanes –
http://www.enchantedlearning.com/subjects/weather/hurricane/naming.shtml
1. In what year did the National Weather Service start naming storms after women?
1953
2. What was the first United States named hurricane? George
3. Why are some storm names retired? The storm was too devastating
4. If the alphabetical list of names gets used, what will they use to name storms?
The Greek Alphabet
Hurricaneshttp://www.enchantedlearning.com/subjects/weather/hurricane/naming.shtml
1. What symbol is used to indicate a hurricane on a weather map?
2. Which alphabet letters are not used when naming storms? Q,U,X,Y,Z
3. Storms are named as soon as winds are 39 mph or more.
4. How do they decide when to use a male or female name? they are alternated
5. How large can the eye of a hurricane actually be? 20-30 miles
6. What do you call the wall of thunderclouds that surrounds the eye? eyewall
7. What is the weather map symbol used for a tropical storm?
8. A hurricane watch means that a hurricane is possible within 36 hours, in that area.
Naming Hurricaneshttp://www.fema.gov/kids/hunames.htm
1. Who decides the names that are used for storms each year?
World Meteorological Organization
(attachment 12- answers)
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Sample Weather Map
(Attachment 13)
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Satellite Imagery
Project
Choose a hurricane that has made landfall in the U.S. in the last 30 years. For your
chosen hurricane, provide the following information:
 Computer-generated map of the path of the hurricane from Category 1 status to
its ultimate disintegration.
 Infrared color picture of the hurricane with an explanation of the meaning of the
different colors that appear for rainfall intensity, energy and wind speed.
 A one-page typed explanation of the hurricane’s history – path , pressure,
landfall, category , wind speed, storm surge, overall size, death toll (if applicable)
and monetary cost.
It would be beneficial to consult some of the following websites for information:
The National Hurricane Center –
http://www.nhc.noaa.gov/
Weather Underground – tropical weather –
http://www.wunderground.com/tropical/
NOAA Home Page –
http://hurricanes.noaa.gov/
Atlantic Hurricane Information Network –
http://www.hurricanes.net/
Unisys Weather – Hurricanes –
http://weather.unisys.com/hurricane/
Hurricane.com - http://www.hurricane.com/
The Weather Channel http://www.weather.com/newscenter/hurricanecentral/?cm_ven=PPCgoogle&cm_cat=H
urricane&cm_pla=2007%2520Hurricanes&cm_ite=hurricane%2520information
(Attachment 15)
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Name __________________________________
Worst Weather in US History
Directions: Use the database entitled “Worst Weather in US History” to answer the
following questions. DO NOT SAVE the database after answering the questions.
Sort Questions
1. How many fields are in each record? ____________________________
2. How many of them are text fields? ______________________________
3. How many of the fields are number fields? ________________________
4. How many of the fields are date fields? __________________________
5. How many records are in the database? _________________________
Sort the database by NAME in ascending order
6. How many deaths occurred as a result of the event in the first record? ____________
7. In what year did the last record occur? ______________________
8. What was the cost of the 10th record? _______________________
Sort the database by YEAR in descending order
9. What is the most recent event to occur in the United States? _________________
10. What is the name of the event in the last record? __________________________
11. What type of storm was the 5th record? __________________________________
Sort the database by DEATHS in ascending order
12. What is the name of the event which caused the most deaths? _______________
13. Which event caused 100 deaths? ____________________________
14. Which type of storm caused 30 deaths? _______________________
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Name __________________________________
Worst Weather in US History- Answers
Directions: Use the database entitled “Worst Weather in US History” to answer the
following questions.
Sort Questions
1. How many fields are in each record? _______6__
2. How many of them are text fields? _________4___
3. How many of the fields are number fields? _____1__
4. How many of the fields are date fields? _______1__
5. How many records are in the database? ______26__
Sort the database by NAME in ascending order
6. How many deaths occurred as a result of the event in the first record? _____65__
7. In what year did the last record occur? _______1925___
8. What was the cost of the 10th record? _________$600_million_
Sort the database by YEAR in descending order
9. What is the most recent event to occur in the United States? __Evansville disaster
10. What is the name of the event in the last record? __The Great White Hurricane
11. What type of storm was the 5th record? ______Tornado____
Sort the database by DEATHS in ascending order
12. What is the name of the event which caused the most deaths? Galveston Storm
13. Which event caused 100 deaths? _________Hurricane Hugo_____
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14. Which type of storm caused 30 deaths? _______Blizzard____
I. Grade Level/Unit Number: 7th Grade
II. Unit Title: Air Pollution – It’s More Expensive than You Think
III. Unit Length: 9 days
IV. Objectives Included:
1.01, 1.04, 1.05, 1.06, 1.08, 3.02, 3.03, 3.04
V. Materials Needed:
2 standard size (3x5) index cards per student/group
Small grid (less than standard 4x4 graph paper) graph paper
Glue
Clear packing tape
Staples
String
Magnifying glasses or dissecting microscope
Poster board or butcher paper
Downloaded copy of Air Jeopardy or play online version
Day 1
Engage:
Search unitedstreaming.com for the following video(http://streaming.discoveryeducation.com/index.cfm)
Title: Enviro-Tacklebox: Module 1:
Science in Personal and Social Perspective: You & Me & UV (20 min)
It gives an overview of ultra-violet rays, the ozone and how to protect yourself from sun
damage. Show the entire video or choose segments appropriate for your discussion.
Students can answer the following questions while they view the segments.
The answers to the questions are included for post-video discussion.
1. What does SPF stand for? Sun protection factor
2. Do you absorb ultra violet rays in winter? Yes
3. You can find ultra violet light just below which color on a spectrum? Purple or
violet
4. What does light travel in? Waves or frequencies
5. Gamma rays can be used to kill _cancer _ cells.
6. The ultraviolet spot on a butterfly wing tells if it is ….. male or female
7. What does ozone filter out? UVC
8. In which layer of the atmosphere do you find the protective layer of ozone?
Stratosphere
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9. UV _A__ penetrates the top layer of the skin.
UV _B__ damages skin cells and may be linked to skin cancer.
10. What vitamin does our skin get from the sun? vitamin D
11. What is sunburn caused by? Ultraviolet light
12. What human body system does sun damage harm? Immune
13. Are tanning booths a safe way to get a tan? NO
14. What are the peak hours for sun exposure? 9am-3pm standard time
15. You should use a lotion with a SPF of at least…. 15
Day 2
Begin the unit by asking this question –
“Is the air that we breathe here in insert your city name healthy?” Be sure to have
students provide an example/justification for their opinion. Place all the answers on the
board and group them in whatever categories seem appropriate. You may also want to
ask a question comparing the air quality now versus 50 or 100 years ago. It will be
interesting to see how students respond. Next, ask the question – “What is the Air
Quality Index? What is it used for? What are the implications for our city/school?”
Briefly explain the Air Quality Index (Attachment #1). If possible, check the local
newspaper or television weather report to investigate current air quality levels.
Go to the EPA website on air quality http://www.epa.gov/airtrends/factbook.html and
choose a city to show trends in air quality. Have the students graph this data and make
comparison between regions, city size or some other factor. Point out that one of the
measures of air quality is ozone, O3.
Ask the questions: What do you know about ozone? Is ozone good or bad? Enter into
a discussion of stratospheric ozone versus tropospheric or ground level ozone.
Stratospheric ozone is the substance that makes up the ozone layer and protects the
Earth from harmful UV (ultraviolet) radiation. Tropospheric ozone is produced by the
burning of fossil fuels and is one of the main components of urban smog. That is why
ozone, something that many people only link to UV protection, is one of the criteria used
to gauge air quality.
Go to the Web and find pictures of good and bad air quality to show the students. Try to
pick both urban and rural settings. Be sure to explain that although ozone does react
with other chemicals to form smog, it is a colorless gas and is not easily seen. A picture
of the “haze” over the North Carolina mountains can be used as an example of poor air
quality, but the area is very rural.
Some examples of images are the following:
http://img1.photographersdirect.com/img/12956/pd318428_s.jpg
http://img1.photographersdirect.com/img/19941/pd1167231_s.jpg
http://img1.photographersdirect.com/img/9009/pd1320921_s.jpg
http://img1.photographersdirect.com/img/15356/pd1445503_s.jpg
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Day 3
ExploreAsk the students to brainstorm on ways to determine air quality at a particular location.
Most students will start big in their discussions. Continue to question until you work
your way to checking the air quality in/around your school.
Introduce and use the “airborne junk detector” or other commercial air quality detectors
to investigate the air quality in/around your school (Attachment #2).
Have the students consider the following questions when determining the location for
their detectors:
1. Where is student traffic heaviest?
2. Where do students spend the largest portion of their day?
3. Which areas of the school are less traveled, but also may not get as much
attention from the custodial staff?
After collecting data from their air junk collector have students complete a Triarama or
other foldable about the relative amount of particulate matter (or other measurable
pollutants if you used a commercial kit) that are located at your school. (Attachment #3)
Day 4
ExplainAir pollution is not a new phenomenon. It occurs in natural and man-made forms.
Natural air pollution includes particulate matter from volcanoes, and nitrogen and sulfur
oxides (also from volcanic activity) that form with water vapor to form acidic rain. Man
made forms of air pollution may be very ancient (burning wood) to those originating in
the 20th century (Chlorofluorocarbons – CFCs, halons). A complete table of pollutants is
located on attachment 4.
After a brief discussion of the pollutants, divide the class into groups of three. Provide
each student with information on three of the pollutants, their sources, and effects.
Each student becomes the “expert” for their particular information. Once students have
mastered their material, they need to “teach” their fellow teammates the information.
After the information is disseminated to the members of the group, each group will place
their information on poster board or butcher paper and present to the class. Information
presentation types may vary, but encourage your groups to utilize concept maps,
graphic organizers or formats other than simple lists. In this way, students take more
ownership of the information. After completion of the project, students should hang their
creations on the wall (names on the back) for later evaluation by the class. All students
will critique the projects according to the following questions:
Is the information clearly stated and legible?
Is the presentation of the information creative and aesthetically pleasing?
How could their project be improved? In other words, what are they missing?
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Day 5 and 6
Elaborate:
Due to the variety of pollutants that contribute to the Air Quality Index, it is difficult to
isolate single contributors to health problems. Therefore, discussions of reduced health
risks, economic costs, and possible solutions will encompass overall air quality
problems.
From information in attachment 4, one can see that the major cause of air pollution in
North Carolina (as well as other states) is caused by the burning of fossil fuels.
Emissions from fossil fuel combustion come primarily from automobiles and industry. It
is possible to measure and regulate direct amounts of air pollution from industrial smoke
stacks and during emission testing of cars during an annual inspection (point source
pollution). It is more difficult, however, to measure a quantity of a pollutant in the air and
trace it directly back to only one source (non-point source pollution). This is especially
true since air readily travels across county, state and country lines. If the pollution
comes from many sources, it is also called non-point source pollution.
Poor air quality can also have economic effects on a city or region. Most people think of
air quality issues as primarily outdoor air pollution. In 2004, the American Lung
Association estimated the total cost of asthma-related illness (one of the major human
health effects of poor air quality) was $16.1 billion. Direct costs from this disease are
related to medical expenses. Of this cost, approximately $4.6 billion (24%) was a result
of indirect cost such as lost wages, missed school days, and loss of productivity due to
death.
Indoor air pollution is also another major problem, especially in schools. The North
Carolina Department of Health and Human Services has estimated that poor indoor air
quality, especially in schools, costs approximately $100 million annually. Taking the
costs of both outdoor and indoor air pollution into consideration, one can see that poor
air quality is bad for our health, and also costly economically.
To gain a better understanding of the effects of poor air quality, have students complete
an air quality Power Point Presentation (Attachment #5). If students do not have
computers at home, have them complete research at school and write their information
in the form of an essay or an illustrated children’s book.
Day 7
Evaluate:
After completion of this unit, test your students’ understanding using the Air Jeopardy
produced by the North Carolina Division of Air Quality. This game is located at
http://daq.state.nc.us/airaware/edu/. You can either download the questions and
produce a hardcopy Jeopardy board or play the game online.
A second activity to evaluate understanding is for students to produce a brochure to
present to businesses promoting healthy indoor and outdoor air quality. In the
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brochure, students should address not only the health reasons for improving air quality,
but also touch on costs, savings and worker productivity (number of days lost to air
quality related illnesses).
Day 8 (optional)
Extension 1:
Contact other 7th grade science teachers in your area about conducting similar air
quality tests in their school. Have students develop a plan to present to the
administration about improving AQ in the schools. The plan should be based on
physical evidence collected by students (see “Junk Detector “data, Attachment #2).
Besides the collection of particulate matter, evidence can also be gathered investigating
the type of cleaning products used, age of the HVAC units, frequency of cleaning air
filters, etc.
Day 9 (optional)
Extension 2:
An additional activity is to have a group of students participate in the “Awful Eight
Lesson Plan.” This activity takes the form of a play and allows students to build skills in
public speaking, drama, and presenting in front of a crowd. The play can be
downloaded at:
http://www.uncw.edu/smec/gk_fellows/Documents/TheAwfulEightLessonPlan.pdf
Students not directly participating in the play should write an evaluative essay
explaining the purpose of the play and the effectiveness of the presentation.
An air pollution crossword puzzle is also included (Attachment 6).
Additional Resources:
http://www.uncw.edu/smec/gk_fellows/Documents/TheAwfulEightLessonPlan.pdf
http://daq.state.nc.us/airaware/edu/
http://www.epa.gov/airtrends/factbook.html
http://www.epi.state.nc.us/epi/air/schools.html
http://www.asthma.ncdhhs.gov/ncapBurdenReport.html
http://www.DiscoverySchool.com
http://www.factmonster.com/ipka/A0004695.html
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Air Quality
Good
AQI: 0-50
Weather Conditions




(Green)

Moderate
AQI: 51-100
(Yellow)
Unhealthy
for Sensitive
Groups
AQI: 101150







Cool summer temperatures
Windy conditions
Significant cloud cover
Heavy or steady
precipitation
Temperatures in the upper
70's to lower 80's
Light to moderate winds
Partly cloudy or mostly
sunny skies
Chance of rain or afternoon
thunderstorms
Temperatures in the 80's
and 90's
Light winds
Mostly sunny skies
Slight chance of afternoon
thunderstorms
(Orange)
Unhealthy
AQI: 151200




Hot, hazy, and humid
Stagnant air
Sunny skies
Little chance of
precipitation
(Red)
Recommended Actions














Very
Unhealthy
AQI: 201300
(Purple)




Hot and very hazy
Extremely stagnant air
Sunny skies
No precipitation

Health Effects
No health effects are expected.
Keep cars and boats tuned
up
Use environmentally safe
paints and cleaning
products
Conserve electricity-set
A/C to highest comfortable
level
Unusually sensitive people
should consider limiting
prolonged outdoor exertion.
Limit daytime driving
Limit vehicle idling
Refuel vehicles after dusk
Don't "top off" your gas
tank
Avoid congested periods
Use water-based paints
Use transit or car pool
Bike or walk for short trips
Use newest/best
maintained car
Combine trips and share
rides
Postpone using gasoline
mowers
Barbecue without starter
fluid
Active children and adults, and
people with respiratory disease,
such as asthma, should limit
prolonged outdoor exertion.
Active children and adults, and
people with respiratory disease
such as asthma, should avoid
prolonged outdoor exertion;
everyone else, especially
children, should limit prolonged
outdoor exertion.
Active children and adults, and
people with respiratory disease
such as asthma, should avoid
all outdoor exertion; everyone
else, especially children, should
avoid prolonged outdoor
exertion.
AQI refers to the Air Quality Index.
An AQI of 100 is equivalent to the National Ambient Air Quality Standard (NAAQS).
An AQI greater than 100 is considered to be above the national standard or NAAQS.
An AQI Calculation Table is available online to convert raw ozone concentrations to the Air Quality Index
*The weather conditions listed above are common weather types associated with the respective air quality levels.A
combination of part or of all these weather conditions could lead to a certain level of observed air quality.
(Attachment 1) http://daq.state.nc.us/Ozone/codecalc.shtml- Division of Air Quality
7th grade
82
Airborne Junk Detector Lab
Purpose: The purpose of this lab is to demonstrate how different areas within/around a
building are prone to accumulate small particulate matter. Airborne particulate matter is
used as one of the indicator of air quality.
Materials Needed:
2 standard size (3x5) index cards per student/group
Small grid (less than standard 4x4 graph paper) graph paper
Glue
Clear packing tape
Staples
String
Magnifying glasses or dissecting microscope
Procedure:
Each student should obtain a piece of graph paper smaller than the index cards that will
be used in the experiment. Glue the graph paper to one index card, and set aside to
dry. On the second card, cut out the center leaving a rectangular border of 1.5 – 2 cm in
width. Place pieces of the packing tape over the hole in the second index card. The
card will now have one side that is sticky from the tape, and one side that is not
adhesive. With the sticky side of the second index card facing upward, place card two
over the first card with the graph paper. BE SURE THE STICKY SIDE OF THE TAPE
IS FACING AWAY FROM THE GRAPH PAPER. Connect the two cards together by
stapling around the border. Attach a piece of string to the top of the “junk detector” for
hanging purposes. Be sure to put your name somewhere on the detector.
Graph
Paper
Card 1
Finished Product
7th grade
Card 2
Graph
Paper
83
Place the “junk detectors” in different locations in/around the school for 2-4 days. Be
sure that any outside detectors are protected from rain.
After collecting the detectors, use the magnifying glass to attempt to count the number
of particles in a predetermined number of grid spaces.
Choose 3 random locations around your graph paper and average the number of
particles for the 3 measurements.
Compare the number of airborne particles from each location and develop a chart/graph
to show the results. These data, although rather qualitative during to the particle
counting method, should show differences in the relative amounts of airborne particles
in/around a school.
Be sure to point out to the students that many of the smaller particles collected may be
small enough to inhale and affect the respiratory and/or immune systems.
(Attachment 2- continued)
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84
Name____________________________________
Due Date ___________
Include information about the particulate matter you collected during the lab.
An example Triarama to guide your thinking:
Side 1- Draw the graph of the relative amounts of particulate matter from
different locations within your school.
Side 2- Describe the four top air pollutants located near your school.
Side 3- Suggest ways to reduce the air pollution in or around your school.
1. Cut paper to create a perfect square by folding the corner of the paper to the
opposite side, and then cut off the excess.
2. Fold the top right corner of the square down to the lower left corner, making a half
X.
3. Repeat step 2, making the folded marks of a completed X.
4. Cut one side of a triangle to the center.
5. Add your information to the inside or outside and then staple the unused flap to
form a pyramid.
(Attachment 3)
7th grade
Foldable diagram adapted from Creative Teaching Press
85
Major Air Pollutants
Pollutant
Sources
Effects
Ozone. A gas that can be found
in two places. Near the ground
(the troposphere), it is a major
part of smog. The harmful ozone
in the lower atmosphere should
not be confused with the
protective layer of ozone in the
upper atmosphere (stratosphere),
which screens out harmful
ultraviolet rays.
Ozone is not created directly,
but is formed when nitrogen
oxides and volatile organic
compounds mix in sunlight.
That is why ozone is mostly
found in the summer.
Nitrogen oxides come from
burning gasoline, coal, or
other fossil fuels. There are
many types of volatile organic
compounds, and they come
from sources ranging from
factories to trees.
Ozone near the ground can
cause a number of health
problems. Ozone can lead to
more frequent asthma attacks
in people who have asthma
and can cause sore throats,
coughs, and breathing
difficulty. It may even lead to
premature death. Ozone can
also hurt plants and crops.
Carbon monoxide. A gas that
comes from the burning of fossil
fuels, mostly in cars. It cannot be
seen or smelled.
Carbon monoxide is released
when engines burn fossil
fuels. Emissions are higher
when engines are not tuned
properly and when fuel is not
completely burned. Cars emit
a lot of the carbon monoxide
found outdoors. Furnaces and
heaters in the home can emit
high concentrations of carbon
monoxide, too, if they are not
properly maintained.
Carbon monoxide makes it
hard for body parts to get the
oxygen they need to run
correctly. Exposure to carbon
monoxide makes people feel
dizzy and tired and gives them
headaches. In high
concentrations it is fatal.
Elderly people with heart
disease are hospitalized more
often when they are exposed
to higher amounts of carbon
monoxide.
Nitrogen dioxide. A reddishbrown gas that comes from the
burning of fossil fuels. It has a
strong smell at high levels.
Nitrogen dioxide mostly
comes from power plants and
cars. Nitrogen dioxide is
formed in two ways—when
nitrogen in the fuel is burned,
or when nitrogen in the air
reacts with oxygen at very
high temperatures. Nitrogen
dioxide can also react in the
atmosphere to form ozone,
acid rain, and particles.
High levels of nitrogen
dioxide exposure can give
people coughs and can make
them feel short of breath.
People who are exposed to
nitrogen dioxide for a long
time have a higher chance of
getting respiratory infections.
Nitrogen dioxide reacts in the
atmosphere to form acid rain,
which can harm plants and
animals.
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Pollutant
Sources
Effects
Sulfur dioxide. A corrosive gas
that cannot be seen or smelled at
low levels but can have a “rotten
egg” smell at high levels.
Sulfur dioxide mostly comes
from the burning of coal or oil
in power plants. It also comes
from factories that make
chemicals, paper, or fuel. Like
nitrogen dioxide, sulfur
dioxide reacts in the
atmosphere to form acid rain
and particles.
Sulfur dioxide exposure can
affect people who have
asthma or emphysema by
making it more difficult for
them to breathe. It can also
irritate people's eyes, noses,
and throats. Sulfur dioxide
can harm trees and crops,
damage buildings, and make it
harder for people to see long
distances.
Lead. A blue-gray metal that is
very toxic and is found in a
number of forms and locations.
Outside, lead comes from cars
in areas where leaded gasoline
is used. Lead can also come
from power plants and other
industrial sources. Inside, lead
paint is an important source of
lead, especially in houses
where paint is peeling. Lead
in old pipes can also be a
source of lead in drinking
water.
High amounts of lead can be
dangerous for small children
and can lead to lower IQs and
kidney problems. For adults,
exposure to lead can increase
the chance of having heart
attacks or strokes.
Toxic air pollutants. A large
number of chemicals that are
known or suspected to cause
cancer. Some important
pollutants in this category include
arsenic, asbestos, benzene, and
dioxin.
Each toxic air pollutant comes
from a slightly different
source, but many are created
in chemical plants or are
emitted when fossil fuels are
burned. Some toxic air
pollutants, like asbestos and
formaldehyde, can be found in
building materials and can
lead to indoor air problems.
Many toxic air pollutants can
also enter the food and water
supplies.
Toxic air pollutants can cause
cancer. Some toxic air
pollutants can also cause birth
defects. Other effects depend
on the pollutant, but can
include skin and eye irritation
and breathing problems.
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87
Stratospheric ozone depleters.
Chemicals that can destroy the
ozone in the stratosphere. These
chemicals include
chlorofluorocarbons (CFCs),
halons, and other compounds that
include chlorine or bromine.
CFCs are used in air
conditioners and refrigerators,
since they work well as
coolants. They can also be
found in aerosol cans and fire
extinguishers. Other
stratospheric ozone depleters
are used as solvents in
industry.
If the ozone in the
stratosphere is destroyed,
people are exposed to more
radiation from the sun
(ultraviolet radiation). This
can lead to skin cancer and
eye problems. Higher
ultraviolet radiation can also
harm plants and animals.
Greenhouse gases. Gases that
stay in the air for a long time and
warm up the planet by trapping
sunlight. This is called the
“greenhouse effect” because the
gases act like the glass in a
greenhouse. Some of the
important greenhouse gases are
carbon dioxide, methane, and
nitrous oxide.
Carbon dioxide is the most
important greenhouse gas. It
comes from the burning of
fossil fuels in cars, power
plants, houses, and industry.
Methane is released during the
processing of fossil fuels, and
also comes from natural
sources like cows and rice
paddies. Nitrous oxide comes
from industrial sources and
decaying plants.
The greenhouse effect can
lead to changes in the climate
of the planet. Some of these
changes might include more
temperature extremes, higher
sea levels, changes in forest
composition, and damage to
land near the coast. Human
health might be affected by
diseases that are related to
temperature or by damage to
land and water.
(Attachment 4- all 3 pages)
7th grade
http://www.factmonster.com/ipka/A0004695.html
88
Air Quality Power Point
As part of the study of Air Quality, each student will complete a Power Point
presentation that will cover the following topics.
1. Pollutants directly related to human health issues – respiratory problems.
2. Pollutants that influence plants and animals other than humans.
3. Pollutants linked to the destruction of the ozone layer.
Presentations are to contain at least 2 slides per topic. Information on each slide must
be at least 5 sentences/bullets in length. The presentation must include a title slide, at
least one (1) chart or table, graphics on each slide and a list of citations. In addition,
students need to provide reasonable suggestions for reducing and/or eliminating these
pollutants. A grading rubric is included below.
Assessment Rubric for a Technology Presentation
Points
Possible
Points
Earned
_____
_____
Student demonstrates thoughtful mastery
of the content.
_______
______
All required information is included.
______
______
Student uses graphics to highlight ideas
or supplement information.
______
______
Student uses appropriate backgrounds
to create interest and appropriate visual
differentiation.
______
______
The presentation is organized with a
beginning, body and conclusion.
______
______
Correct spelling, grammar and
punctuation is evident.
______
______
Concepts and information are
appropriate and accurate.
(Attachment 5)
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Air Pollution
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CARBON DIOXIDE
CANCER
FOSSIL
FUEL
LUNG
NITROGEN
OZONE
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SMOG
(Attachment 6)
7th grade
Created by Puzzlemaker at DiscoverySchool.com
90
Weather Resource List
Interactive Sites:
Discovery channel- Anatomy of a Disaster
http://dsc.discovery.com/convergence/perfectdisaster/tours/tours.html
Climate change games/quizzes
http://epa.gov/climatechange/kids/games/index.html
Climate, weather, greenhouse effect
http://epa.gov/climatechange/kids/index.html
Global Warming simulation
http://epa.gov/climatechange/kids/version2.html
Storm Quiz- 2 player jeopardy
http://www.quia.com/cb/4786.html
Storm simulation
http://www.wcmsolutions.com/products/thestorm/index.html
Water Cycle video
http://www.epa.gov/safewater/kids/flash/flash_watercycle.html
Weather and cloud games
http://eo.ucar.edu/webweather/games.html
Weather playtime
http://www.weather.gov/om/reachout/kidspage.shtml
Climate Games
http://radar.meas.ncsu.edu/education/games.htm
Web Weather for Kids
http://eo.ucar.edu/webweather/
Cloud pictures
http://vortex.plymouth.edu/clouds.html/
Kid’s Hazards- Various Quizzes
http://www.ngdc.noaa.gov/seg/hazard/kqStart.shtml
Kidstorm
http://skydiary.com/kids/
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Lightning Experimentshttp://weathereye.kgan.com/cadet/lightning/experiment.html
Lightning Safety Quiz- http://www.mos.org/sln/toe/safety.html
Make your own weather tools- http://www.fi.edu/weather/todo/todo.html
NASA weather photos & clips- http://rsd.gsfc.nasa.gov/rsd/movies/preview.html
How to read a weather maphttp://www.srh.noaa.gov/jetstream/synoptic/wxmaps.htm
Reading weather maps- http://www.can-do.com/uci/ssi2001/weathermaps.html
Reading and creating a weather map
http://www.bigelow.org/virtual/handson/create_weather_map.html#temp
The National Hurricane Center – http://www.nhc.noaa.gov/
Weather Underground – tropical weather – http://www.wunderground.com/tropical/
NOAA Home Page – http://hurricanes.noaa.gov/
Atlantic Hurricane Information Network – http://www.hurricanes.net/
Unisys Weather – Hurricanes – http://weather.unisys.com/hurricane/
Hurricane.com - http://www.hurricane.com/
The Weather Channel http://www.weather.com/newscenter/hurricanecentral/?cm_ven=PPCgoogle&cm_
cat=Hurricane&cm_pla=2007%2520Hurricanes&cm_ite=hurricane%2520informati
on
Fujita Scale- http://science.howstuffworks.com/tornado3.htm
NC Weather database by county:
http://www.weatherbase.com/weather/city.php3?c=US&s=NC&refer=
Interactive weather maker simulationhttp://www.iknowthat.com/com/L3?Area=Science%20Lab
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Resource Sites:
Clouds and Precipitation
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/home.rxml
Fujita Tornado Damage Scale
http://www.spc.noaa.gov/faq/tornado/f-scale.html
Global Warming Photos
http://www.climatehotmap.org/photos/photoallevents.html
New Enhanced Fujita Scale
http://www.spc.noaa.gov/efscale/
Several Weather Links
http://www.illiniweather.com/pages/kids_weather_links.htm
Storms
http://www.thompson.ctschool.net/Teachers/SpecialEL/Weather/index_page0003.
html
Tornadoes
http://skydiary.com/kids/tornadoes.html
Weather- various links
http://www.kidskonnect.com/Weather/WeatherHome.html
National Weather Service- Weather term glossary
http://www.weather.gov/glossary/
World View of Global Warming pictures
http://www.worldviewofglobalwarming.org/pages/arctic.html
DPI- 7th grade support documents
http://www.ncpublicschools.org/curriculum/science/middlegrades/
Advanced & Satellite Imagery
http://radar.meas.ncsu.edu/education/saer/aer_summer_00.html
http://www.weather.gov/sat_tab.php?image=ir
http://wwwghcc.msfc.nasa.gov/GOES/satlinks.html
How satellites work- http://science.howstuffworks.com/satellite7.htm
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United Streaming Videos
These may have to be purchased!
Visit unitedstreaming.com and search for the following topics:
Weather Smart: Thunderstorms- (15)
Weather Smart: Hurricanes- (15)
Weather Smart: Ozone and Pollution- (15)
Weather Smart: Forecasting and Weather Instruments (15)
Exploring Weather: The Job of a Meteorologist (20)
Water Smart: Water as a Natural Resource (15)
Magic School Bus Kicks Up A Storm- (30)
Magic School Bus Goes On Air- (30)
Magic School Bus- Wet All Over- (30)
Lightning Strikes- (17)
Science Investigations: Earth Science: Investigating Weather & Climate
Earth Atmosphere segment (8)
Air Currents segment (11)
Hurricane Tracking (9)
Earth’s Changing Climates (9)
Exploring Weather: The Atmosphere in Motion (21)
Greatest Discoveries with Bill Nye: Earth Science (47)
Animations:
How stuff works: Wonders of Weather Lightning video (5)
http://videos.howstuffworks.com/lightning_phenomena-video.htm
How stuff works: How Katrina Formed (3)
http://videos.howstuffworks.com/HowKatrina_Formed-video.htm
Online Guide to Meteorology:
7th grade
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http://www.howstuffworks.com/framed.htm?parent=tornado.htm&url=http://ww20
10.atmos.uiuc.edu/(Gh)/guides/mtr/home.rxml
Weather Assessment Questions
3.01 Explain the composition, properties and structure of the atmosphere.
RBT tag- A2, B2
1. Which layer of the atmosphere is coldest and why?
a. Troposphere, because it is closest to the ground.
b. Stratosphere, because it contains ozone.
c. Mesosphere, because the molecules are spaced far apart.
d. Thermosphere, because it is closest to outer space.
2. A student is given a balloon filled with air and tied. Which answer best
explains what would happen if the balloon were placed in a freezer.
a. The air molecules in the balloon would spread out and the balloon size would
increase.
b. The air molecules in the balloon would condense and the balloon size
would shrink.
c. The air molecules will freeze and the balloon will pop.
d. There will be no change in the balloon.
3.02 Describe properties that can be observed and measured to predict air quality.
RBT tag – B3
1. Meteorologists observe and measure various factors as a way to track changes
in weather. Which statement best supports why meteorologists need to predict
air quality?
a. Radiation from the sun naturally produces smog.
b. Excessive rain is linked to poor air quality.
c. Exposure to ozone can lead to respiratory difficulties.
d. Large particulate matter can be inhaled and can lead to digestive
problems.
2. There is a construction site near your house. It has not rained in many weeks.
Predict what effect if any this would have on current air quality near your house.
a. Ground level ozone would be lower under these conditions.
b. There would be a greater level of particulate matter which would improve
air quality.
c. There would be a higher level of particulate matter which would
lower air quality.
d. It would not have any affect on the air quality.
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3.03 Conclude that the good health of environments and organisms requires ….
RBT tag – B2, B3
1. Which of the following explains what is meant by stewardship?
a. Stewardship is using a resource without wasting it.
b. Stewardship is the process of removing a resource.
c. Stewardship leads to fewer resources.
d. Stewardship is never successful.
2. Predict what would happen to the air quality index if EPA restrictions on
emissions were to decrease.
a. Air quality would get worse.
b. Air quality would improve.
c. Air quality would not change.
d. There are no emission restrictions, so they could not decrease.
3.04 Evaluate how humans impact air quality. RBT tag – B3, B4, B5
1. What conclusion can be drawn from the following statement? – “It is far too costly
not to reduce emissions from automobiles and improve air quality.”
a. It is very costly to reduce emissions from automobiles.
b. Costs associated with bad air quality are more expensive than the
cost to reduce car emissions.
c. Reducing air quality is expensive, so we should worry more about
industrial air pollution than pollution from automobiles.
d. We should improve air quality, because its inexpensive.
2. The governor of North Carolina announced that reducing air pollution is
extremely difficult. What conclusion can be drawn from this statement?
a. There isn’t enough money to reduce air pollution in North Carolina.
b. Industry produces the greatest amount of pollution, but they can’t be stopped.
c. Since most cars in North Carolina come from another state, it would be
difficult to reduce air pollution from them.
d. Most of the air pollution in North Carolina is from non-point sources.
3.05 Examine evidence that atmospheric properties can be studied to predict
atmospheric conditions and weather hazards. RBT tag – C2, C3
1. Predict what would happen if a cold front passed through a warmer air mass.
a. The front would stop, and the temperature would drop.
b. The warm air would move overtop of the cold air producing light rain
showers.
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96
Dry bulb
thermometer
in Celsius
c. The cold front would force the warm air mass upward producing
thunderstorms.
d. The cold air would push the warm air further to the south.
2. Which of the following would tell what would happen to an air particle that was
drawn into a hurricane?
a. The air particle would spin clockwise and outward from the center of the
storm.
b. The air particle would spin clockwise and inward from the center of the
storm.
c. The air particle would spin counterclockwise and outward from the center
of the storm.
d. The air particle would spin counterclockwise and inward from the
center of the storm.
3.06 Assess the use of technology in studying atmospheric phenomena and weather
hazards. RBT tag – A2, A3, A4
1. What would the result be from a switch from using satellite imagery to only radar
for the forecasting of the weather?
a. Forecasts could be more accurate, because satellites are often limited on
when they can view weather phenomena.
b. Forecasts will be limited to shorter time periods.
c. Weather forecasts will be less accurate at closer distances to the
meteorologist.
d. Radar is actually more accurate than satellites, so overall there would be
no gain or loss with the process of forecasting the weather.
2. Which of the following information about using satellite imaging to monitor
weather is true?
a. Satellite images of Earth are taken with cameras during the night using
light from the moon.
b. Satellites monitor the Earth’s coastal waters and track storms so
predictions can be made.
c. Satellite images appear in their true colors, which helps with predicting
weather changes.
d. Satellite images are constantly changing which affects the weather.
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