Teaching Point: “To make connections between climate, potential evapotranspiration, and annual precipitation.
Do now Group Discussion: When we say ‘climate change’, what about the Earth are scientists actually measuring a change in?
Climate is the average weather of an area as defined by average annual temperature and moisture
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
What is Climate?
Task- Question: How is geography connected to how the three climate zones are defined?
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
Climate Zones on Earth
Potential Evapotranspiration (PET) is the amount of liquid water that would evaporate/transpire from an area if water was present.
Higher PET = higher temperature
Lower PET = lower temperature
The Potential to Evaporate Water
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
Task- Question: How does this map of the world show the amount of evapotranspiration over a particular continent?
The Potential to Evaporate Water
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
Arid = high PET & low precipitation
Types of Climates
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
Humid = high PET & high precipitation
Types of Climates
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
Temperate = med. PET & med. precipitation
Types of Climates
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
Polar = low PET & low precipitation
Types of Climates
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
Task- Question: How does latitude affect the noontime angle of insolation?
Latitude Affects Temperature
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
Lower latitude = higher angle and intensity insolation
Latitude Affects Temperature
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
Equator (0 degrees) = rising air currents = wet climate
Planetary Wind Belts and Climate
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
30 degrees N and S = falling air currents = dry climate
Planetary Wind Belts and Climate
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
60 degrees N and S = rising air currents = wet climate
Planetary Wind Belts and Climate
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
90 degrees N and S = falling air currents = dry climate
Planetary Wind Belts and Climate
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
Climate on a Graph
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
A climate graph is a graphical representation of a cities climate. What two aspects of climate is it graphing?
Climate on a Graph
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
Task- Think/Pair/Share: How does this graph reveal the climate of Moose Factory, Ontario, and what would you classify this climate as?
Climate Graphs- Precipitation
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
Task- Think/Pair/Share: How is the climate in Iquitos, Peru explained by its latitude and planetary wind belts?
Climate Graphs- Temperature
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
Task- Question: How does the climate graph for Capetown, South Africa show it's the southern hemisphere?
End-Lesson Assessments
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
Regents Assessment Question
a. on the side of a mountain
b. on an island
c. in Southern Hemisphere
d. at the North Pole
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
Regents Assessment Question
a. in land in the Northern Hemisphere, in a middle latitude
b. in land in the Southern Hemisphere, a middle latitude precipitation
c. on a coast near the Equator
d. on a coast near the Antarctic
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
Regents Assessment Question
a. nearness to a large body of water
b. elevation
c. latitude
d. wind speed
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
Regents Assessment Question
a. rising and moist
b. rising and dry
c. sinking and moist
d. sinking and dry
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”
Let’s Review in Groups
In your group, go back into your notes and make a list of the three (3) most important concepts we learned today. Place those the three in order from the most important concept to least important.
TP: “To make connections between climate, potential evapotranspiration, and annual precipitation.”