Download Grade 3 Meteorology

Unit 3
Meteorology
Suggested Time: 5 Weeks
Overview
Students will investigate and understand the evolution, structure, and composition of the atmosphere.
They should be able to label the layers and give characteristics of each. For some students, this will
be a quick review of material previously learned in middle school science classes; for others, this may
be new information.
Energy in the atmosphere (including heat transfer), temperature, pressure and density relationships,
and atmospheric moisture will be studied. Cloud formation, precipitation, wind and wind patterns,
and air masses and fronts are studied as well. Weather patterns, climate, and atmospheric changes are
additional key components of this unit. Students should be involved in collecting weather data (both
live and from news sources), reading and constructing weather maps, and predicting weather patterns.
There are many laboratory activities in this unit, and each teacher will need to choose carefully the
ones that meet students’ needs. If students have studied meteorology extensively in middle school,
choose the activities that deepen their knowledge and skills. If many students are novices with this
content, choose from the more introductory activities. There are ample choices for differentiation
offered here.
Meteorology
Atmosphere
Evolution
Structure &
Composition
Weather
Atmospheric
Changes
Components
Pollution
Clouds/Precipitation
Acid Rain
Winds
Layers
Chemical Make-Up
Properties
Energy & Heat
Transfer/
Angle of Insolation
Temperature –
Pressure
- Density
Humidity / Water
Cycle
Air Masses/Fronts
Daily
Collection of Data
Record of Data
Climate
Analysis of
Data
Causes
Forecast
Classification
Severe Weather
Global Changes
Long-term (global
warming vs. cooling)
Short-term
(El Nino vs. La Nina)
STAGE 1 – Identifying Desired Results
Established Goals:
 Understand that Earth’s atmosphere has changed through time and has become able to support life.
 Understand that weather results from energy transfers between Earth’s surface and atmosphere.
 Understand that climate results from changes in weather over time.
 Understand how human activity influences global climate.
SOL 11
The student will investigate and understand the origin and evolution of the atmosphere and the inter-relationship of
geologic processes, biologic processes, and human activities on its composition and dynamics. Key concepts include
a) scientific evidence for atmospheric composition changes over geologic time;
DO
KNOW
VBO
Essential Knowledge and Skills
Essential Understandings
 The composition of Earth’s

analyze the evidence for
 analyze the evidence for atmospheric compositional
atmosphere has changed over
atmospheric compositional
change over geologic time including oxygen and carbon
geologic time. Earth’s
change over geologic time
sinks and the role of photosynthetic organisms. (3.1.1)
atmosphere is unique in the
including oxygen and carbon
 Label a diagram of the Earth’s atmosphere that includes
solar system in that it contains
sinks and the role of
the major and minor layers, changes in air pressure vs.
substantial oxygen.
photosynthetic organisms
altitude, changes in temperature vs. altitude. (3.1.2)
SOL 11
The student will investigate and understand the origin and evolution of the atmosphere and the inter-relationship of
geologic processes, biologic processes, and human activities on its composition and dynamics. Key concepts include
b) Current theories related to the effects of early life on the chemical makeup of the atmosphere;
KNOW
DO
VBO
Essential Understandings
Essential Knowledge and
Skills
 The composition of Earth’s atmosphere has changed over

Describe the
 Describe the evidence for
geologic time. Earth’s atmosphere is unique in the solar system in
evidence for
atmospheric compositional
that it contains substantial oxygen.
atmospheric
change over geologic time
 The most primitive atmosphere was comprised of mainly helium
compositional
including oxygen and carbon
and hydrogen. After the moon was formed, the early atmosphere
change over
sinks and the role of
contained mostly CO2, CO, and water vapor. This atmosphere was
geologic time
photosynthetic organisms. (3.1.3)
then modified by early photosynthetic life.
 Early photosynthetic life such as cyanobacteria (blue-green algae)
consumed carbon dioxide and generated oxygen. It was only after
early photosynthetic life generated oxygen that animal life became
possible.
including oxygen
and carbon sinks
and the role of
photosynthetic
organisms.
SOL 11
The student will investigate and understand the origin and evolution of the atmosphere and the inter-relationship of
geologic processes, biologic processes, and human activities on its composition and dynamics. Key concepts include
c) Atmospheric regulations mechanisms including the effects of density differences and energy transfer;
KNOW
DO
VBO
Essential Understandings
Essential Knowledge and Skills
 The ability of Earth’s atmosphere to absorb
 analyze the array of
 Analyze the array of climate feedback
and retain heat is affected by the presence of
climate feedback
mechanisms that control the Earth’s
gases like water vapor and carbon dioxide.
mechanisms that control
temperature over time (3.1.4)
Algae in the oceans are an important source of
the Earth’s temperature
 Compare and contrast these feedback
atmospheric oxygen.
over time, and compare
mechanisms to those operating on inner
and contrast these
planets and the gas giants. (3.1.5)
feedback mechanisms to
 Compare Venus’ greenhouse effect to Earth’s
those operating on inner
and explain why they are different. (3.1.6)
planets and the gas
 Identify greenhouse gases, define their natural
giants.
and anthropogenic sources, describe why
these levels fluctuate. (3.1.7)
SOL 11
The student will investigate and understand the origin and evolution of the atmosphere and the inter-relationship of
geologic processes, biologic processes, and human activities on its composition and dynamics. Key concepts include
d) Potential changes to the atmosphere and climate due to human biologic and geologic activity.
KNOW
DO
VBO
Essential Understandings
Essential Knowledge and Skills
 Earth’s atmosphere is 21 percent

explain how volcanic
 Recall the Earth’s atmosphere is 21 percent oxygen, 78
oxygen, 78 percent nitrogen, and 1
activity or meteor
percent nitrogen, and 1 percent trace gases. The
percent trace gases. The
impacts could affect the
composition of the atmosphere can change due to human,
composition of the atmosphere can
atmosphere and life on
biologic, and geologic activity. (3.1.8)
change due to human, biologic, and
Earth.
 Explain how volcanic activity or meteor impacts could
geologic activity. Human activities

explain how biologic
affect the atmosphere and life on Earth. (3.1.9)
have increased the carbon dioxide
content of the atmosphere. Manmade chemicals have decreased the
ozone concentration in the upper
atmosphere. Volcanic activity and
meteorite impacts can inject large
quantities of dust and gases into the
atmosphere.
activity, including
human activities, may
influence global
temperature and
climate.




Define Outgassing and the materials ejected from
volcanoes. (3.1.10)
Explain how biologic activity, including human activities,
may influence global temperature and climate. (3.1.11)
Diagram the process of photosynthesis by cyanobacteria to
convert CO2 into an oxygen rich atmosphere. (3.1.12)
Analyze historical data about global temperatures, carbon
emissions, and loss of sea ice and relate to human activities.
(3.1.13)
SOL 12 The student will investigate and understand that energy transfer between the sun and Earth and its atmosphere drives
weather and climate on Earth. Key concepts include
a) observation and collection of weather data;
KNOW
DO
VBO
Essential
Essential Knowledge and Skills
Understandings
 Energy transfer

identify and describe the
 Distinguish between the 3 types of heat transfer (conduction, radiation and
between Earth’s
direction of local winds
convection) and give examples within the atmosphere. (3.2.1)
surface and the
(land, sea breezes and jet
 Identify and describe the direction of local and global winds (land, sea
atmosphere
stream).
breezes and jet stream). (3.2.2)
creates the

read and interpret data
 Relate unequal heating of substances to the formation of land and sea
weather.
from a thermometer, a
breezes and identify convection currents and air pressure areas within each
barometer, and a
local breeze. (3.2.3)
psychrometer.
 Read and interpret data from a thermometer, a barometer, and a

read and interpret a
psychrometer. (3.4.1)
weather map containing
 Read and interpret a weather map containing fronts, isobars, and
fronts, isobars, and
isotherms. (3.4.2)
isotherms.
 Read and interpret weather station models. (3.4.3)

read and interpret weather
 Explain how warm, cold, occluded and stationary fronts form, symbol and
station models.
weather associated with each. (3.4.4)

identify types and origins
 Identify types and origins of air masses, fronts, and the accompanying
of air masses, fronts, and
weather conditions. (3.3.1)
the accompanying weather
 Explain the formation of clouds and identify the four families. (3.3.2)
conditions.
 Relate the cloud name to the family it belongs to. (Cirrus = high family,

Alto = middle, Stratus = low and Cumulus = Vertical Development).
(3.3.3)
Understanding of clouds can be an indicator of upcoming weather.
Distinguish between fair weather and foul weather clouds. (3.3.4)
SOL 12 The student will investigate and understand that energy transfer between the sun and Earth and its atmosphere drives
weather and climate on Earth. Key concepts include
b) prediction of weather patterns;
KNOW
DO
VBO
Essential Understandings
Essential Knowledge and Skills
 Weather and climate are different. Both weather
 predict weather based on
 Predict weather based on cloud type,
and climate are measurable and, to a certain
cloud type, temperature, and
temperature, and barometric
extent, predictable. Weather describes day-to-day
barometric pressure.
pressure. (3.4.5)
changes in atmospheric conditions. Climate
describes the typical weather patterns for a given
location over a period of many years.
Instrumentation is used to collect weather and
climate data.
 The four major factors affecting climate are
latitude, elevation, proximity to bodies of water,
and position relative to mountains. Earth’s major
climatic zones are the polar, temperate, and
tropical zones. Areas near the equator receive
more of the sun’s energy per unit area than areas
nearer the poles.
 The conditions necessary for cloud formation are
air at or below dew point and presence of
condensation nuclei. Cloud droplets can join
together to form precipitation.
SOL 12 The student will investigate and understand that energy transfer between the sun and Earth and its atmosphere drives
weather and climate on Earth. Key concepts include
c) severe weather occurrences, such as tornadoes, hurricanes, and major storms; and
KNOW
DO
VBO
Essential Understandings
Essential Knowledge and
Skills

Convection in the atmosphere
 analyze the impact
 Relate severe weather to cumulonimbus clouds. (3.3.5)
is a major cause of weather.
of satellite
 Explain the formation of thunderstorms, tornadoes, and
Convection is the major
technology on
hurricanes. (3.3.6)
mechanism of energy transfer
weather prediction
 Relate tornadoes to meeting of cP and mT air masses. (3.3.7)
in the oceans, atmosphere, and
and the tracking of
 Track the path of an Atlantic Hurricane and, based on track,
Earth’s interior.
severe storms,
predict movement and if watches or warnings need to be issued.

A tornado is a narrow, violent
including hurricanes,
(3.3.8)
funnel-shaped column of spiral
and evaluate the cost
 Compare the Galveston 1900 hurricane to Katrina or Sandy for
winds that extends downward
and benefits of this
lives lost and property damage. (3.3.9)
from the cloud base toward
technology in terms
 Distinguish between the time for a hurricane watch and hurricane
Earth. A hurricane is a tropical
of lives and property
warning. (3.3.10)
cyclone (counterclockwise
saved. Predict the
 Analyze the impact of satellite technology on weather prediction
movement of air) characterized
impact on storm
and the tracking of severe storms, including hurricanes, and
by sustained winds of 120
preparedness if there
evaluate the cost and benefits of this technology in terms of lives
kilometers per hour (75 miles
were no weather
and property saved. Predict the impact on storm preparedness if
per hour) or greater.
satellites.
there were no weather satellites. (3.3.11)
SOL 12 The student will investigate and understand that energy transfer between the sun and Earth and its atmosphere drives
weather and climate on Earth. Key concepts include
d) weather phenomena and the factors that affect climate including radiation, conduction, and convection.
KNOW
DO
VBO
Essential Understandings
Essential Knowledge and
Skills

Earth’s surface is much more efficiently heated by the sun
 read and interpret
 Identify climate variables of
than is the atmosphere. The amount of energy reaching any
climate graphs.
temperature, precipitation,
given point on Earth’s surface is controlled by the angle of
 label a diagram of global
elevation and nearness to water.
sunlight striking the surface and varies with the seasons.
climate zones and the
(3.5.1)

Winds are created by uneven heat distribution at Earth’s
surface movement of
 Identify the different weather on

surface and modified by the rotation of Earth. The Coriolis
effect causes deflections of the atmosphere due to the
rotation of Earth. Global wind patterns result from the
uneven heating of Earth by the sun and are influenced by the
Coriolis effect.
Convection in the atmosphere is a major cause of weather.
Convection is the major mechanism of energy transfer in the
oceans, atmosphere, and Earth’s interior.
ocean currents.
 label a diagram that
demonstrates the
interaction of Earth’s
atmosphere and energy
transfer (conduction,
convection, and
radiation).

a windward and leeward side of a
mountain/island. (3.5.2)
Identify climate zones to lines of
latitude (tropical, polar,
temperate). (3.5.3)
Essential Understandings:
What understandings are desired?
 The composition of the Earth’s atmosphere
has changed over geologic time.
 Heating of the Earth’s surface and
atmosphere by the Sun drives convection
within the atmosphere and oceans
producing winds and ocean currents.
 The water cycle plays an essential role in
establishing and maintaining earth’s
climate.
 Global climate is influenced by dynamic
processes such as cloud cover and Earth’s
rotation and static conditions such as
topography and proximity to water.
 Scientists rely on technology to enhance the
gathering and manipulation of
meteorological data.
 Both weather and climate are measurable
and, to a certain extent, predictable.
Essential Questions:
What essential questions will be
considered?
 How has the atmosphere evolved?
 How does an increase in altitude affect the
atmosphere?
 What is the role of the water cycle and what
would happen if it did not exist?
 What causes weather?
 How and why is weather predicted?
 What causes climate?
 How have human, biological and geological
activities affected Earth’s climate?
What key knowledge and skills will students acquire as a result of this unit?
Students will know…
Students will be able to…
 The early atmosphere contained little
 Describe the geologic and biologic activities
oxygen and more carbon dioxide than the
that were responsible for Earth’s early
modern atmosphere.
atmosphere.
 Early photosynthetic life such as
 Describe the changes in composition of the
cyanobacteria (blue-green algae) consumed
Earth’s atmosphere through time.
carbon dioxide and generated oxygen.
 List the layers of the atmosphere and identify
characteristics for each to include temperature,
 It was only after early photosynthetic life
generated oxygen that animal life became
pressure, gradient, weather, jet stream, ozone,
possible.
ionosphere, and exosphere.
 Ozone was necessary for the development
 Explain the importance of ozone and the causes
of life on Earth’s surface.
and effects of its depletion (including
chlorofluorocarbons – CFCs). Read and
 Earth’s atmosphere is 21 percent oxygen, 78
interpret a weather map.
percent nitrogen, and 1 percent trace gases.
 Read and interpret data from a thermometer, a
 The four main layers of the atmosphere are
barometer, and a psychrometer.
classified according to changes in
temperature. These layers are the
 Identify cirrus, cumulus, and stratus clouds.
troposphere, stratosphere, mesosphere, and
 Predict weather based on cloud type,
the thermosphere.
temperature, and barometric pressure.
 Rain, snow, storms, and most clouds occur
 Label a diagram of global wind patterns. Read
in the troposphere.
and interpret a weather map.
 The stratosphere has two important layers:
 Read and interpret data from a thermometer, a
the ozone and the jet stream.
barometer, and a psychrometer.
 Most meteoroids burn up in the mesosphere,
producing meteor trails.
 The thermosphere includes the ionosphere
(aurora borealis occurs here) and the
exosphere (communication satellites orbit
Earth here).
 The composition of the atmosphere can
change due to human, biologic, and
geologic activity. Earth’s surface is much
more efficiently heated by the sun than is
the atmosphere.
 The amount of energy reaching any given
point on Earth’s surface is controlled by the
angle of sunlight striking the surface and
varies with the seasons.
 Areas near the equator receive more of the
sun’s energy per unit area than areas near
the poles.
 Convection is a current that is set up when
hot, less dense material rises, cools,
becomes denser, and sinks.
 Temperature differences produce
differences in density which produces
convection.
 Convection is the major mechanism of
energy transfer in the oceans, atmosphere,
and Earth’s interior.
 Convection in the atmosphere is a major
cause of weather.
 The ocean is the single largest reservoir of
heat at Earth’s surface.
 The stored heat in the ocean drives much of
Earth’s weather.
 Water occurs on Earth as a solid (ice), a
liquid, or as a gas (water vapor).
 Weather describes day-to-day changes in
atmospheric conditions.
 Energy transfer between Earth’s surface and
the atmosphere creates the weather.
 The conditions necessary for cloud
formation are: air is at or below the dew
point and condensation nuclei are present.
 Cloud droplets can join together to form
precipitation.
 Winds are created by uneven heat
distribution at the Earth’s surface and
modified by the rotation of the Earth.
 Identify cirrus, cumulus, and stratus clouds.
 Predict weather based on cloud type,
temperature, and barometric pressure.
 Label a diagram of global wind patterns.
Explain how distance from large bodies of
water affects climate.
 Explain how biologic activity, including human
activities, may influence global temperature and
climate.
 The Coriolis Effect causes deflections of the
atmosphere due to the rotation of the Earth.
 The Coriolis Effect helps to create the
global wind pattern.
 Weather is measurable, and to a certain
extent, predictable.
 A tornado is a narrow, violent funnelshaped column of spiral winds that extends
downward from the cloud base to Earth.
 A hurricane is a tropical cyclone
(counterclockwise movement of air)
characterized by sustained winds of 120
kilometers per hour (75 miles per hour) or
greater.
 Identify types of pollution and their
interaction with the atmosphere. Climate
describes the typical weather patterns for a
given location over a period of many years.
 Climate is measurable, and to a certain
extent, predictable.
 The stored heat in the ocean causes climate
near the ocean to be milder than climate in
the interior of continents.
 Human activities have increased the carbon
dioxide content of the atmosphere.
 The ability of Earth’s atmosphere to absorb
and retain heat is affected by the presence of
gases like water vapor and carbon dioxide.
 Man-made chemicals have decreased the
ozone concentration in the upper
atmosphere.
 Volcanic activity and meteorite impacts can
inject large quantities of dust and gases into
the atmosphere.
 The four major factors affecting climate are
latitude, elevation, proximity to bodies of
water, and position relative to mountains.
 Earth’s major climatic zones are the polar,
temperate, and tropical zones.
 Climate is the average, year-after-year
conditions of temperature, precipitation,
winds, and cloud cover in an area.
Stage 2: Assessment Evidence
Performance Tasks:
Meteorology Performance Task
Goal:
Your goal is to develop a video segment or
other visual presentation of a weather forecast
for a city of your choice.
Role:
You are a junior meteorologist fresh out of
college looking for a job as a meteorologist with
the Weather Channel.
Audience:
The audience is a group of senior
meteorologists and producers of the network.
Situation:
You have been granted an interview with the
CEOs of the Weather Channel in Atlanta, Ga.
You can’t afford a plane ticket, so you have to
send a video of you presenting a weather
forecast for the city in which you live.
Product Performance and Purpose:
You will create a video of a three-day forecast
for your area in order to show the CEOs of the
Weather Channel your knowledge of weather
forecasting concepts.
Standards and Criteria for Success:
Your presentation needs:
a. A three-day forecast for your city.
b. A U.S. weather map for each of the
three days including fronts, pressure
systems, isobars, and station models and
additional information if needed.
c. To be between 2 and 3 minutes in
length.
d. Accurate and complete current weather
data for your city.
Key Criteria:
Evolution, Structure, Composition of the Atmosphere
Suggested Assessment Evidence
Pre-Assessment
 Begin a K-W-L for this unit and have students write about their knowledge of the atmosphere.
On-going Assessment
 Use frequent questioning strategies ranging from basic to upper level thinking skills.
Suggestions include:
 What is the evidence that the Earth’s atmosphere has not always been like it is now?
 What was the composition of the Earth’s atmosphere as it first developed?
 How did life on Earth change the primordial atmosphere?
 What were some of the earliest life forms that initiated these changes?
 What factors influence the composition and dynamics of the Earth’s atmosphere?
Summative Assessment
 Use an Exit Ticket to have students write responses to the guiding questions at the beginning of
this unit.
Suggested Learning Activities
 Have students construct a foldable on the layers of the atmosphere.
 Assign students the following writing prompt: You are a scientist who has a chance to join a
research team on a mission to explore the atmosphere. Write a persuasive letter to your boss to
try to win a place on the team telling which layer of the atmosphere you want to research and
why.
 Alternative Assessment, p. 553 Modeling student work in small groups to design a model of
Earth’s atmosphere demonstrating the layers of the atmosphere and how temperature, pressure,
and chemical composition vary in each layer.
 Have students read and discuss the Connection to Physics article The Ozone “Hole” on p. 556.
 Environmental Connection TE, p. 549 Students research and prepare a brochure that explains how
ground level ozone form; how it affects humans, animals, and plants; and what actions can be
taken to reduce it.
Instructional Resources
Text: Holt Earth Science, pp. 545C (Teacher’s Edition), pp. 546-549, 556, 552-553.
Atmospheric Properties, Weather Components, and Daily Weather
Suggested Assessment Evidence
Pre-Assessment
Continue the K-W-L on the atmosphere that was started at the beginning of the meteorology unit.
Ask students to fill in the K and W columns for atmospheric properties and weather.
Use a teacher-made multiple choice or true-false pretest to assess students’ current knowledge.
On-going Assessment






CRF Section Quizzes, pp. 33, 34, 35
SE Reading Checks
SE Section Reviews, pp. 554, 560, 564
TE Alternative Assessment, pp. 553, 559, 563
TE Quizzes, pp. 553, 559, 563
TE Re-teaching, pp. 553, 559, 563
Ask students questions throughout the lesson such as:
 How does energy transfer affect weather?
 Where does water vapor come from?
 In what three ways is heat transferred to the atmosphere?
 How do land and water compare in their abilities to absorb and transfer heat?
 What are the major types of heat transfer in the atmosphere?
 What is evaporation and condensation?
 How are clouds formed?
 What are the different types of clouds?
 What instruments are used in the prediction or forecast of weather?
 What does a barometer measure and how does it work?
 What does a psychrometer measure and how does it work?
 What does a thermometer measure and how does it work?
 What does an anemometer measure and how does it work?
 What is wind?
 How do land and sea breezes occur?
 What is the Coriolis Effect and what effect does it have on objects on Earth?
 What are the major wind and pressure belts of the Earth?
 What are monsoons and how and where do they develop?
 What is an air mass?
 What is a front?
 How can meteorologists analyze weather data for patterns that allow them to construct projected
weather conditions on weather maps?
 What weather characteristics are shown on weather stations or station models?
 What is an isobar and how are isobars constructed on a weather map?
 What is an isotherm and how are isotherms constructed on a weather map?
 What are the characteristics of thunderstorms, hurricanes, and tornadoes and how do they cause
damage?
 What is lightening and how does it form?
 What is a severe thunderstorm?
 How is hail produced?
 What creates the strong wind in a thunderstorm?
 What is a tropical storm?
 What is a tropical depression?
 Where and why do tropical storms develop?
 How do meteorologists trace the path and strength of a hurricane?
 What atmospheric conditions favor the development of a tornado?
 Where in the USA do most tornadoes commonly occur and when?
 Use the VA SOL Released Test Items on meteorology from the Meteorology, Oceanography,
and Groundwater test as warm-up exercises. Choose two to three questions daily. Spend time
with students discussing good test-taking strategies, why distracters are incorrect answer
choices, and how to determine the correct answer choice.
Summative Assessment
Use teacher-made quizzes, tests, and/or performance assessments on students’ understanding of
weather.
Suggested Learning Activities
Note: This section of the unit has many lab activities (short labs and full-block labs). Look
them over carefully and choose ones that best fit your students’ needs.
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
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TE Demonstration Air Force, p. 547
TE Activity Dust Collectors, p. 549,
TE Activity Create a Vacuum, p. 550
TE Activity Weather Maps, p. 551
SE Quick Lab Barometric Pressure, p. 551
TE Activity Magic With Beads, p. 555
TE Group Activity Comparing Albedos, p. 557
SE Quick Lab Light and Latitude, p. 559
SE Inquiry Lab Energy Absorption and Reflection, pp. 570-571
SE Maps in Action Absorbed Solar Radiation, p. 572
TE Discussion The Tropics, p. 572
CRF Inquiry Lab Ultraviolet Protection, Chapter 22, pp. 75-79
TE Demonstration Modeling the Coriolis Effect, p. 561
TE Group Activity It’s a Breeze, p. 562
CRF Making Models Lab Global Air Movement, Chapter 22, pp. 80-84
Long-Term Project Correlating Weather Variables, pp. 853-857
Long-Term Project Correlating Weather Variables, pp. 858-861
TE Demonstration Coriolis Effect, p. 601
TE Demonstration Comparing Air Masses, p. 602









TE Activity Air on the Move, p. 601
TE Activity Bulletin Board Project, p. 603
TE Demonstration Make a Cold Front, p. 605
TE Group Activity Weather Front Pop-Ups, p. 606
TE Demonstration Spiraling Winds, p. 607
TE Demonstration Updrafts, p. 608
Math Connection Coming or Going, p. 608
SE Maps in Action Weather-Related Disasters, 1980-2003, p. 628
TE Activity Hurricane Hunters, p. 629
Instructional Resources
Text: Holt Earth Science
Atmospheric Properties, pp. 546-549, pp. 552-560.
Weather Components, pp. 561-564, pp. 575-590.
Daily Weather, pp. 601-620.
Websites:
http://eol.jsc.nasa.gov/sseop/EFS/ astronauts’ views from space (weather)
http://www.theweathernetwork.com/ weather network
http://www.weatheronline.com/ weather online
http://itg1.meteor.wisc.edu/wxwise/tornado/t.html tornado simulation
http://www.nationalgeographic.com/forcesofnature/ hurricanes and tornadoes
http://itg1.meteor.wisc.edu/wxwise/ applets
http://severewx.atmos.uiuc.edu/ severe and hazardous weather
http://sciencespot.net/Pages/kdzweather.html weather information
Vernier Lab Manual (VLM): Earth Science with Computers, Lab 24: The Greenhouse Effect, Lab 25:
Land and Sea Breezes, Lab 26: Relative Humidity, Lab 27: Dew Point, Lab 28: Wind Chill, Lab 29:
Seasons and Angle of Insolation
Climate
Suggested Assessment Evidence
Pre-Assessment
Continue the K-W-L on the atmosphere that was started at the beginning of the meteorology unit.
Ask students to fill in the K and W columns for climate.
Use a teacher-made, 10-question true-false pretest to assess students’ current knowledge of climate
and what causes changes to global climate.
On-going Assessment
Use frequent questioning strategies ranging from basic to upper level thinking skills.
Suggestions include:
 What defines climate?
 What climate factors affect the rainfall in each of the three world climate zones?
 How can human activities change climate?
 What is global cooling and what are factors that could cause it?
 What is global warming and what are factors that could cause it?
 What happens when the Earth’s energy budget changes?
Summative Assessment
Quiz or short test on climate and atmospheric changes
Teacher-made unit test on meteorology
Suggested Learning Activities
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TE Long Term Project Comparing Climate Features, pp. 862-865
TE Demonstration Latitude and Temperature, p. 632
CRF and SE Quick Lab Evaporation, p. 634, Datasheet for Quick Lab
TE Physics Connection Latent Heat, p.634
TE Activity El Nino, p. 635
SE Inquiry Lab Factors That Affect Climate, pp. 652-653, Data Sheet CRF
SE Maps in Action Climates of the World, p. 654
TE Discussion Climate Classification, p.654
SE Mapping Expeditions Where the Hippos Roam, pp. 840-841
Transparency 124 Average Sea-Level Temperatures During Winter in the Northern
Hemisphere
Transparency 129 Climates of the World
TE Gaia Hypothesis, CRF, p. 655
Other Storms and El Nino Interactive Tutor CD
Greenhouse Effect Interactive Tutor CD
TE Discussion Name That Climate, p. 637
Activity Adaptations, p. 638
CRF Skills Practice Lab Microclimates
Transparency 125 Tropical Climates
Transparency 126 Middle-Latitude Climates
Transparency 126 Polar Climates
Interactive Tutor Climate Zones
Activity Tree Rings, p. 641
Instructional Resources
Text: Holt Earth Science
Climate and Atmospheric Changes, pp.630-646
Evolution, Structure, Composition of the Atmosphere
– Atmosphere –
Part 1: Atmospheric Composition
Air is composed of:
%
_____
_____
_____
Gas
____________
____________
Trace Gases___
Important Components of the Atmosphere:
1. Carbon Dioxide


2. Water Vapor

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
3. Ozone

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by Laura Eldredge – Ocean Lakes High School
Part 2:Structure of the Atmosphere:
Draw the layers of the atmosphere and include what would be found there
Fill in the chart below on the layers
LAYER
TEMPERATURE
UPPER LIMIT
CHARACTERISTICS
Meteors are here
Troposphere
Cold
by Laura Eldredge – Ocean Lakes High School
Hot
Part 3: Energy Transfers
RADIATION



Where does the sunlight go?
CONDUCTION
What
Where
by Laura Eldredge – Ocean Lakes High School
Why
CONVECTION: (color arrows red: warm, blue: cold)

What

How

Where
by Laura Eldredge – Ocean Lakes High School
Atmospheric Properties
THE ATMOSPHERE
Purpose: To design a visual presentation that reflects and represents the characteristic properties of
the earth's atmosphere.
Materials:
 large sheet of paper
 colored pencils/markers
 textbook
 3 team members
Procedure: Divide your paper into 4 sections
Section 1
Section 2
Identify the 3 main features of the earth.
Describe the composition of the early
Include visual pictures, notes, descriptions,
atmosphere.
examples of the three main features, like
Describe how chemical reactions in the
what would be found in each feature
atmosphere produce, N2, H2 & CO2 gases
Describe & identify the formation of
Ozone shield
Section 3
Section 4
Illustrate main atmospheric layers
Identify/Explain the magnetic field on
Identify importance of each, draw them,
Earth.
give details of each layer, explain what is
Explain Auroras – Borealis/Australis
located in each layer
Describe Van Allen Radiation Belts
 Be VERY neat
 Be colorful
 Be creative/complete
 Everyone in group MUST be able to explain all parts of this poster
 While you work, check off each requirement to help you
 This will be a group grade, so do not let your group down
Created by Tim Eldredge – Salem Middle School
Layers of the Atmosphere
Drawing of Layer
NAME OF LAYER
Details: about each Layer,
temperature, height,
What is there
Layers of the Atmosphere
DRAWING OF
LAYER
20000C
Name of Layer
Details: about each Layer,
temperature, height, What
is there
3200 km
Exosphere – very thin,
hot
Auroras
Thermosphere
Ions, Radio waves
1000C
Ionosphere
00 C
0
-55 C
80 km
Mesosphere
protects earth from
meteoroids/temperature
increases
48 km
Stratosphere
Jet stream, ozone
temperature increases
16 km
Troposphere
Created by: Laura Eldredge and Meyon Burns
clouds, weather
temperature decreases
Weather Components
Cloud Fluff-Able
Purpose: You are going to construct a foldable for the different cloud types.
Materials: blue card stock, colored pencils, scissors, glue, cotton balls, text book
Procedure:
1. Take a piece of blue card stock, fold it hot dog style.
2. Fold it in thirds and cut along the folds of the top piece of paper.
3. Label the three folds, "Low Clouds", "Middle Clouds", "High Clouds".
4. Using the picture from page 288 take the glue and cotton balls and build and
label all cloud types in the correct window.
5. Then next to each cloud term, explain what the word means by using this
glossary:
Nimbo, Nimbus - rain
Cum, Cumulo - puffy
Alto - middle
Cirro, cirrus - high
Strat - flat
Questions:
1. Explain the steps for a formation of a cloud:
2. Name all of the clouds in the “Middle Cloud” window:
3. What is the name of the cloud that forms FOG? _________________
4. Explain the difference in composition of low clouds to high clouds?
****Turn in this sheet with your Fluff-Able****
Created by Laura Eldredge and Meyon Burns
Daily Weather
Hot Air Extraordinaire
(adapted from the web site listed below)
http://sunshine.chpc.utah.edu/labs/atmosphere/atm_measure2.html
Instructions
You will take pressure measurements first. You do this by making sure on the control panel that the
measurement device in the lower right hand corner is set on "pressure". The altitude is displayed in
yellow letters in the control panel. For the computer to generate a good graph, you will want to take
six measurements for every 15 km of altitude (height off the ground). Remember this:
0-15 km Six measurements
15-30 km Six measurements
30-45 km Six measurements
45-60 km Six measurements
60-75 km Six measurements
75-90 km Six measurements
Go as high off the ground as you can when collecting data. Remember, this is for science!
(HINT: You might want to take a measurement at the ground before you take off, just so you can
have a "baseline" measurement to compare your other readings with!)
When you are done collecting your measurements, you can view your data by clicking on the view
data box, and this will bring up your data. If you would like to see a plot of your data visually on a
graph, you can then have the computer plot your data.
Once you are done gathering data for atmospheric pressure, collect data for temperature and ozone as
well. You get to the next section by clicking on the ">" button in the low right corner of the control
panel. This will bring up a message telling you to collect data for temperature.
Once you have the measurements, you have three objectives (which you can complete on the
ground!):
Objectives
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Determine the relationship between atmospheric pressure and altitude.
Determine the relationship between temperature and altitude.
Determine the location of ozone in the Earth’s atmosphere.
Pressure Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Temperature Questions
1.
2.
3.
5.
6.
7.
Ozone Questions
1.
2.
WEATHER SYMBOLS
Look at the station models pictured below. Fill in the information about the weather for each station.
Present
Weather
Temp.
0C
Dew
Point
Wind
Direction
/Knots
Air
PRESSURE
Cloud
Cover
Pressure
Tendency
Station
Model
WEATHER SYMBOLS
Present
WEATHER
Temp.
0C
Dew
Point
Wind
Air
Direction
Pressure
/Knots
Cloud
Cover
Pressure
Tendency
Steady
Rain
16
15
SW/5
998
8/10
Snow
3
2
NE/20
1001
10/10
Falling
20
W/3
1024
0/10
Rising
Clear
27
Fog
8
10
NW/43
1016
7/10
Falling
Thunderstorm
12
0
NE/57
992
10/10
Rising
Haze
35
21
N/2
1020
0/10
Steady
Sleet
18
5
E/41
1010
2/10
Falling
Drizzle
22
10
W/23
1000
4/10
Steady
STATION
MODEL