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6.3.3-6.3.4

Earth’s Atmosphere and Climate

Teacher instruction and hints are included within the speaker notes section

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6.3.3 / 6.3.4 Earth’s Atmosphere and Climate Matrix

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Teacher Overview: Episode 1

Phenomenon: Earth is the only planet, in our solar system, that sustains life.

Student Learning Expectation:�Students will make sense of why Earth is the only planet in our solar system that sustains life by analyzing patterns in planetary systems.

CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Patterns: Students will identify consistent patterns in planetary data (e.g., temperature, atmosphere, radiation) to explain habitability.
Systems and System Models: Students will consider each planet as a system, analyzing how parts (atmosphere, radiation, gases) interact to support or limit life.
Energy and Matter: Students will explore how the flow of energy (from the Sun) and cycling of matter (like gases) impact conditions for life.

SEPs:� SEPs are actions that students complete to interact with the phenomena.

Ask questions about the conditions that make life possible on Earth but not on other planets.
Analyze and interpret data about atmospheric composition, radiation, pressure, and temperature across planets.
Construct an explanation for what allows life to be sustained on Earth’s system and apply that understanding to identify other potentially habitable planets.

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Episode 1

Today’s Objective: I can construct an explanation for what allows life to be sustained on Earth’s systems.

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Phenomenon Observation

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Gather

What Does Earth Have That Other Planets Don’t	Questions

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Reason

	Mercury	Venus	Earth	Mars
Average Surface Temperature (Farenheit)	325.4	870	60	-80
Average distance from the Sun (relative to Earth)	.39	.72	1	2.25
Average solar radiation at the top of the atmosphere	0	2600	1360	590
Percentage sunlight reflected	7%	77%	30%	25%
Average solar radiation absorbed (W.m^-2)	n/a	598	952	442.5
Atmospheric Composition (Near surface)
Surface Pressure (Relative to earth)	10^-14or .00000000000001	90	1	0.006%
Oxygen (Percentage of atmosphere)	0%	0%	21%	.13%
Nitrogen (Percentage of atmosphere)	0%	3.5%	78%	2.7%
Carbon Dioxide (Percentage of atmosphere)	0%	96.5%	0.04%	95.3%

Reason

2. Students will analyze data to identify patterns for why Earth is the only planet to sustain life.

Teacher Suggestions: Lead students to discuss the information in the table to gain an understanding as to why Earth can sustain life.

What combination of atmospheric gases on Earth might help support life that we don’t see on other planets?
How does the amount of solar radiation Earth absorbs compare to other planets, and what effect does this have on temperature?
Earth’s surface temperature is much lower than Venus’s, even though Venus absorbs more solar radiation—what could explain this?
How does atmospheric pressure affect a planet’s ability to hold onto gases that support life?
Why might Mars, even with some oxygen and nitrogen, not support life like Earth does?
How does the amount of carbon dioxide in Venus and Mars compare to Earth, and how might this affect temperature and climate?
In what ways do Earth's reflectivity and atmosphere work together to maintain a stable, life-supporting temperature?
How might Earth's balance of gases like oxygen, nitrogen, and carbon dioxide help regulate energy and support living organisms?

See Student Science Journal Page 3

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Reason

3. Students will argue from evidence for which fictitious planet has a livable system similar to Earth.

Teacher suggestion: Refer students to the Crash Landing! Student Activity Sheet in the student journal. Talk through the setup as a class and then allow them to work in pairs or small groups to select the planet they think they should land on. The idea is that the students select a planet with similar properties to Earth to have the best chance of survival. Students will then construct an argument based on evidence from the previous data for which planet they will choose to land on. Allow pairs/groups to share with the class or have a group discussion.

What features of Earth's system do you think will influence your decision the most, and why?
As you compare the data, which pieces of evidence helped you decide which planet is most similar to Earth?
Where do you see differences between the planets that might make survival more difficult, and how do you know?
How does your group’s claim connect to the science we've already learned about what makes Earth’s systems support life?

See Student Science Journal Page 4

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Communicate

Construct an explanation for what allows Earth to sustain life. Be sure to include evidence.

Communicate

4. Students will construct an explanation for what allows life to be sustained on Earth’s systems.

See Student Science Journal Page 5

Formative Assessment

Students’ responses should reflect that Earth is different from other planets in its ability to sustain life. Possible reasonings might include distance, temperature, water, pressure and atmospheric gasses. Students should be able to determine why those properties do or do not sustain life. Here’s a sample response: Life can exist on Earth because it has the right temperature, air, and water. Earth is just the right distance from the Sun, so it’s not too hot or too cold. That helps keep the temperature at a level where water can be a liquid. Earth’s atmosphere has oxygen and nitrogen, which animals and humans need to breathe, and it protects us from harmful radiation. Earth also doesn’t reflect too much sunlight, so it can absorb enough energy to keep things warm. All these things work together in Earth’s systems to support life.

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Teacher Overview: Episode 2

Phenomenon: Temperature changes on Earth are less dramatic than on other planets in our solar system.

Student Learning Expectation:� Students will make sense of how Earth’s natural greenhouse effect helps maintain an energy balance that allows temperatures to remain stable and life to thrive.

CCCs:

Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Cause and Effect: The presence of greenhouse gases in Earth's atmosphere causes the regulation of heat, resulting in a stable climate suitable for life.
Systems and System Models: Earth is a system made up of interacting parts—land, water, and atmosphere—that work together to maintain energy balance.
Energy and Matter: Energy from the Sun is absorbed, stored, reflected, and re-radiated through Earth's systems, creating a balanced energy flow that supports life.

SEPs:

SEPs are actions that students complete to interact with the phenomena.

Analyze and interpret temperature data from Earth and other planets to identify patterns and raise questions about Earth’s climate stability.
Obtain and evaluate information from text sources to explain the role of Earth’s atmosphere and greenhouse effect in temperature regulation.
Develop and refine models to show how energy flows through Earth’s systems and how greenhouse gases help maintain the planet’s energy balance.
Construct evidence-based explanations about how the natural greenhouse effect helps Earth avoid extreme temperature swings like other planets.�

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Episode 2

Today’s Objective: I can construct an explanation for the role of the natural greenhouse effect in Earth’s energy balance.

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Phenomenon Observation

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Gather

Study this image and Read the article in your science journal, “ Earth’s Blanket: How the Natural Greenhouse Effect Supports Life”

Continue filling out the table in your journal.

What might allow Earth to sustain life over other planets?

What role does this play in the energy balance?

Gather

Students will analyze and interpret data for the temperature of Earth’s systems compared to that of other planets.

Teacher suggestions: Have students look at the data for the mean temperatures of the planets as well as the minimum and maximum temperatures of the inner planets. Facilitate a discussion about what they notice and wonder. Students should come to question what allows Earth to have less dramatic temperature changes compared to the other planets.

What do you notice about the average temperatures of the planets in our solar system?
What questions do you have about why Earth’s temperatures are less extreme than those of other planets?
How do the maximum and minimum temperatures on Earth compared to those on other inner planets?
What might be causing such large temperature swings on some planets but not on Earth?
What clues in the data suggest Earth has something that helps regulate its temperature?
What Earth features might help it stay within a range that can support life?

2. Students will obtain information about the atmosphere that sustains life on Earth’s systems.

Teacher suggestions: Have students read an article in their science journal to gather information about what Earth might have that other planets do not, allowing it to sustain life. Temperature will be the focus for students and how the atmosphere (greenhouse effect) helps Earth to have less dramatic temperature changes. Another important part of the article for student understanding is the role the greenhouse effect plays in Earth’s energy balance. Help students to understand that energy not only comes in but is also released with the proper amount to maintain the necessary energy balance to sustain life.

What does the article say about how Earth’s atmosphere affects its temperature?
How does the greenhouse effect help Earth maintain a balance of energy?
Why might life not survive on a planet that doesn’t have a greenhouse effect like Earth’s?
What features of Earth’s atmosphere are different from other planets and help support life?
How does the idea of Earth having an “energy balance” help explain why its temperature doesn’t change too much?
What might happen if Earth absorbed more energy than it released—or released more than it absorbed?

Student Science Journal page 5-6

Solar System Mean Surface Temperature Teacher note: If you want students to be able to study this image up close, you will need to give them the link since this image is not in the student journal.

Surface temperatures of the inner rocky planets

Optional simulation activity:

Make a Liveable Planet by Adding Water, Atmosphere and Clouds

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Reason

Develop a model to explain the role the greenhouse effect has on Earth’s ability to have energy balance and sustain life.

It might be helpful to think about the question, why doesn’t Earth overheat?

While models are being shared, ask questions and make adjustments to your own model if necessary.

Reason

3. Students will develop a model of the role the greenhouse effect has on Earth’s energy balance.

Teacher Suggestions: Using the information from the article and the data, have students create a model explaining why Earth doesn’t overheat. Students can work alone, in pairs, or groups. A page has been provided in the journal but students can also create a poster, video, image, etc to help them reason through the information. Students' models should communicate the idea that:

radiation from the Sun is the primary source of energy for Earth as well as the idea that this energy is reflected, absorbed, stored, and redistributed between the atmosphere, land, and water.
Greenhouse gases, including carbon dioxide and water vapor, in the atmosphere absorb and re-radiate energy from the Sun.
Absorption and re-radiation of energy is necessary to maintain temperatures that can sustain life.
Energy is re-radiated from Earth to space.

Teacher Suggestions: Have students share their models and back their explanation with evidence. Allow other students to ask questions to gain understanding and make changes to models as necessary throughout the discussion. Students' models should communicate that in order for Earth not to overheat, Earth can’t just receive energy; it must also release heat from the earth’s surface. This flow of incoming and outgoing energy is like a budget. For Earth’s temperature to be stable over long periods of time, incoming energy and outgoing energy have to be equal. In other words, the energy budget at the top of the atmosphere must balance and reach an equilibrium.

What does your model show about how energy from the Sun enters and moves through Earth’s system?
Where in your model is energy being reflected, absorbed, or stored—and how can you tell?
How are greenhouse gases shown in your model, and what role do they play in keeping Earth’s temperature stable?
If Earth only absorbed energy but didn’t release any, what do you think would happen over time? How does your model explain this?
What evidence from the article or data helped you decide how to represent re-radiation of energy in your model?
How does your model explain why Earth doesn’t overheat like other planets, such as Venus?
How could you revise your model to better show the energy balance Earth needs to support life?

Optional Simulation: Greenhouse Effect Simulation

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Communicate

Using evidence, construct an explanation for the role of the natural greenhouse effect in Earth’s energy balance that allows for less dramatic temperature changes on Earth.

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Teacher Overview: Episode 3

Phenomenon: The average temperature of cities around the world is different, with a pattern that changes depending on location.

Student Learning Expectation:� Students will make sense of how the tilt of Earth and the angle of sunlight result in unequal heating across the globe.

CCCs:

Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Patterns: There is a clear pattern in how temperatures change with distance from the equator.
Cause and Effect: The tilt of Earth and the angle at which sunlight hits different regions cause some areas to be warmer than others.
Systems and System Models: Earth is a system with interacting components like the Sun, atmosphere, and surface that work together to influence global temperature.

SEPs:

SEPs are actions that students complete to interact with the phenomena.

Analyze and interpret data from global temperature maps and city temperatures to identify patterns of unequal heating.
Develop and use models of Earth's tilt and sunlight angles to explain differences in temperature across the globe.
Construct explanations supported by data and models to communicate why some areas of Earth are consistently warmer or cooler than others.

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Episode 3

Today’s Objective: I can construct an explanation using my model and the data to describe why the Earth’s systems are unequally heated.

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Phenomenon Observation

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Gather

Students will analyze data to observe patterns and ask questions about the unequal heating of Earth.

Teacher suggestions: Begin by having students state what they see. This might look like, “I see colors”, “I see countries”, “I see numbers”, etc. This practice is helpful as it gets all of the basics of what they are looking at out of the way as well as draws awareness to elements of the data. Then have students begin to talk about what type of data is being communicated. Students should notice that the colors on the map correlate to an average temperature, that the pattern is the same as it moves north or south of the equator. Ultimately, students should look for and record in their journal patterns in Earth’s air temperature. Students will usually point out places that don’t fit the pattern. Acknowledge this but don’t discuss it here as this idea will come into play in episode 6. Here’s an additional resource for looking at the unequal heating of Earth’s air temperature. Click on air temperature at the bottom.

NASA’s Eyes on Earth

What patterns do you notice in the colors and temperatures as you move away from the equator?
What questions do you have about why some areas are warmer or cooler than others?
How do the colors on the map help us understand how Earth’s air temperature changes across the globe?
Where do you notice places that don’t seem to follow the same pattern, and what might you wonder about those areas?

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Reason

In your student journal, look at data of average annual temperatures around the world.

Record patterns that you see in this data.

Make connections between the unequal heating model and the cities table.

Reason

2. Students will analyze data of average annual temperatures around the world to continue to find patterns about the unequal heating of the Earth’s systems.

Teacher suggestions: Have students look at the average annual temperature data of major cities around the world and compare their temperature to their location on the map. Facilitate a discussion about whether or not this data continues to support the pattern they noticed earlier. Have students record connections about the model of unequal heating and the data about city temperatures from around.

How does the temperature in each city compare to its location? What patterns are you noticing?
Are there any cities that don’t fit the pattern you expected? What might be some reasons for those differences?
Does the data from these cities support or challenge the pattern we observed earlier on the global map? Why do you think that is?
What new questions do you have about temperature patterns after looking at this data?

Student journal page 10

3. Students will use their models of seasons and indirect and direct light (Look back in 6.1.1 Episodes 7-10) to describe what is causing the pattern of unequal heating.

Teacher suggestions: Students may or may not have their models of seasons and indirect and direct sunlight. If they don’t they should still be able to reason using their knowledge. Students should consider direct and indirect sunlight as well as the tilt for the cause of the pattern.

How could your model of Earth’s tilt and the way sunlight hits Earth help explain why some places are warmer than others?
What role does the angle of sunlight play in the temperatures we see around the world?
How might the Earth's tilt cause the pattern of heating to repeat in a predictable way each year?
Can you use your model to explain why the equator is warmer than the poles most of the time?
Why are there certain places on earth that you know that you can go to and are likely to experience certain weather?
Would the place you would go if you wanted somewhere warm always be warm?
Would the place you would go if you wanted somewhere cold always be cold?

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Communicate

Using evidence from your model and the data, construct an explanation explaining why Earth’s systems are unequally heated.

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Teacher Overview: Episode 4

Phenomenon: Africa has both one of the wettest places on Earth and one of the dryest.

Student Learning Expectation: Students will make sense of how unequal heating of Earth’s surface and the water cycle create patterns of air circulation that cause different climates like rainforests and deserts.

CCCs:

Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Patterns: Similar climate zones appear in bands across Earth, forming repeating patterns north and south of the equator.
Cause and Effect: The Sun’s uneven heating of Earth causes air and water to move, creating weather and climate zones.
Systems and System Models: The Earth system includes interacting subsystems like the atmosphere and hydrosphere that can be modeled (e.g., Hadley cells).
Energy and Matter: Energy from the Sun drives the movement of air and water (matter), leading to climate patterns.

SEPs:

SEPs are actions that students complete to interact with the phenomena.

Analyzing and Interpreting Data: Students will use climate maps of Africa and the world to identify patterns and anomalies in climate zones.
Developing and Using Models: Students will create a Hadley cell model to represent the flow of air, pressure differences, and moisture patterns around the globe.
Constructing Explanations: Students will explain how unequal heating and the water cycle combine to form the climates observed in Africa.
Engaging in Argument from Evidence: Students will use evidence from maps, models, and readings to support claims about why deserts and rainforests form where they do.

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Episode 4

Today’s Objective: I can use my model to construct an explanation for how the unequal heating of Earth’s system causes patterns of air movement and climate.

Nearpod lesson link: https://np1.nearpod.com/sharePresentation.php?code=5718f9df9ac8395bda1b060d1f42b83e-1&oc=user-created&utm_source=link

Time: 60 - 90 min (this is a long episode)

Phenomenon: Africa has a rainforest and the driest desert.

Performance Expectation(s): Today we will use our model to construct an explanation for how the unequal heating of Earth’s system causes patterns of air movement and climate.

Materials and Set up:

Teacher background info only, not for students: To better understand circulation of air visit ck12.org.

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Phenomenon Observation

The Congo Rainforest

The Sahara Desert

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Gather

Students will use a model to identify patterns of climate in Africa.

Teacher suggestions: In Africa there is the Congo rainforest and the Sahara Desert. Have students look at the climate map of Africa to look for patterns and record them in their journal. Have them determine where they think the Rainforest and Sahara desert are located. Students should notice that the rainforest will be in the blue area where it is tropical and a rainforest. They should notice that the climate moves horizontally (allow students to come up with the language they will use for this) across the continent. Students should notice that the Sahara desert will be in the red area where it is a hot, arid desert. Students could think it is either north or south of the blue but notice that there are two of that climate. This can happen whole class or in small groups.

What do you notice about the colors on the climate map of Africa?
Where do you think the Congo Rainforest might be located based on the map? Why?
What pattern do you see when you look across the continent?
How are the climates in the northern and southern parts of Africa similar or different?

Teacher suggestions: The image in the student journal is not in color and so it is important to project the image from the slides to that students can see the colors and the key.

See Student Science Journal page 12

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Gather

2. Students will use a model to identify patterns of climate around the world.

Teacher suggestions: Now have students look at the climate map of Earth. It’s important for students to know that the color scheme is different but the information is the same. Ask students to record in their journal the patterns they notice and ask questions about what doesn’t fit the pattern. Students will use the same page in their journal for making notes for Africa as they use for the entire world. They should begin to reason about how the climate at the equator is humid and the climates that are north and south of that climate are dry. There are plenty of climates that don’t fit the overall pattern and students should record those areas in their journal as well.

Teacher questions:

What do you notice about the climate zones on the map?
What do you see happening around the equator?
How do the climate zones change as you move toward the poles?
What patterns do you see between the colors and locations?
Are there any places that don’t fit the pattern?
What questions do you have about the locations that don’t match the pattern?
Where do you think the rainforests are located on this map?
Where do you think the deserts are located on this map?
What do you think causes climate to be where it is?
What do you notice about the climates north and south of the equator?
Do you see any symmetry in the climate patterns?
How are the climates in Africa similar to or different from other continents?

Teacher suggestions: The image of climate for the entire world is hard to print onto paper and so you will need to either project it, provide a link to it, or provide it in Canvas. It is preferable to provide it to students in a way that they can zoom in on it so they can see the details better.

Climate Map with key

See Student Science Journal page 12

3. Students will gather information from an article to further understand the pattern of climate in Africa.

Teacher suggestions: Have students read the article, “Two Very Different Climates: The Congo and the Sahara Desert” in their student journal. You may want to have students highlight important information while they are reading.

See Student Science Journal page 13-14

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Reason

What does the unequal heating of Earth have to do with climate?

What does the water cycle have to do with climate?

Reason

4. Students will construct an explanation for the role the water cycle and unequal heating play in patterns of climate in Africa.

5. Students will construct a model to make sense of the patterns of the water cycle and the unequal heating of the earth and how they contribute to climate.

Teacher suggestions: Now that students have read the article, have them work in partners or get in groups and answer the questions in their student journal to come up with some way they could model what is causing climate. This discussion and model should help students pull all of the information together including water cycle, unequal heating and climate. This discussion should lend itself to introducing the Hadley cells.

See Student Journal page 15

Teacher suggestions: In the reasoning section, we want students to use their understanding of the water cycle and unequal heating of Earth's systems to make sense of climate around the world. Begin by having students talk about how the unequal heating of Earth’s systems connects to the climates around the world. Students should connect to the fact that the temperatures at the equator are higher, contributing to the Equatorial climate (higher temperature and humidity) as compared to other climates around the world. As the unequal heating of Earth’s systems explains the pattern of temperature, the water cycle will begin the conversation around the role of humidity and precipitation. Begin by asking students to describe where on the climate map are patterns of dry and humid. Discuss how the places that are humid would have to get the moisture from somewhere. This should bring up the water cycle.

Teacher Questions to facilitate discussion:

What patterns of humid and dry climates do you notice on the Africa climate map?
How could the water cycle help explain why some places are more humid than others?
Where might the water in a rainforest climate be coming from?
How does the Sun’s energy drive the water cycle in different parts of Africa?
Why do you think areas near the equator are more humid and warm?
How does unequal heating of Earth’s surface affect where rain falls?
What role do clouds and precipitation play in shaping different climate zones?
Why do you think deserts are found north and south of the equator, instead of right on it?
How could the water cycle and temperature patterns be connected?
What part of the water cycle do you think happens most often in dry climates?
What part of the water cycle is most active in rainforests?
How could rising warm air at the equator affect rainfall in that area?
How might air movement from the equator to the north and south affect other climate zones?
How do temperature and moisture interact to create different climates?
Based on everything we’ve learned, what is causing the climate differences we see in Africa?

Teacher Suggestions: Now that students have realized that unequal heating of Earth’s systems combined with the water cycle play a role in climate, students are ready to learn about Hadley cells which are the pattern of air circulation that causes climate and oceanic circulation.

Students should understand that with energy from the sun water warms-up, evaporates, water and air becomes less dense because the molecules spread out, and then the water and air rise. As the warm, moist air rises, it cools and condenses. This air reaches the atmosphere, forcing the air to spread out. This air is then holding so much moisture that gravity pulls the moisture back down to Earth as the air moves north and south of the equator. Support students by modeling this on the board or using a globe.

The critical understanding here is that warm moist air goes up at the equator causing low pressure. As the air moves north and south of the equator, it loses its moisture and continues to cool, causing it to become more dense and sink approximately at the latitudinal 30⁰ line creating high pressure. Because there is high pressure where the air falls, and wind moves from high pressure to low pressure areas, the wind goes back to where it came from. (equatorial zone) This repeated movement of air creates convection cells that create bands of climate. The process of air rising and sinking, accompanied by the spinning of the earth, and different zones of pressure create movement of air, or wind. It is important for you (and eventually students) to understand that the movement of air at the surface (orange arrows on Hadley cell diagram) is what causes trade winds.

Then move to the other extreme at the poles to support student understanding of the air at the poles cooling, becoming more dense and sinking. This air will not have moisture, therefore creating cold desert regions. When the air sinks, it again hits land, forcing it to spread out toward 60⁰ because air moves from high pressure to low pressure zones At 60 degrees the air again will warm and rise creating moisture - that is one reason why southern Alaska has such thick dense forests. Model this for students on the board or by using a globe.

Once students have seen this pattern of air circulation from the equator and the poles, they should be able to reason about the rest of the hadley cell model.

An important aspect of Hadley cells is pressure. Pressure is important for students to think through as so much of weather is due to high and low pressure systems. For helping students understand pressure, in this case, have them recognize the density of molecules at various places on a Hadley cell. When there are a lot cells packed together (high pressure) the cells will naturally want to move to where there is more room (low pressure). This pattern of high and low pressure is what helps drive air circulation.

What happens to air at the equator when it is heated by the Sun?
Why does the warm air rise instead of staying near the ground?
As the air rises, what do you think happens to the water in it?
What causes rainforests to form along the equator?
What do you notice about the location of deserts on the globe?
Why do you think air sinks around 30° latitude?
What happens to the air's moisture as it moves away from the equator?
How does the movement of rising and sinking air create a pattern?
What is the difference in pressure at the equator versus at 30° latitude?
How does the density of air molecules relate to pressure in different parts of the Hadley cell?
How do Hadley cells help explain why some regions are wet and others are dry?
Why is the air at the poles different from the air at the equator?
What causes the air at the poles to sink instead of rise?
How does the movement of air from high pressure to low pressure create wind?
How do Hadley cells connect to what you’ve already learned about the water cycle and unequal heating?

Climate Map with key

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Reason

6. Students will continue to gather information from an article to further understand the pattern of air circulation and pressure.

Teacher suggestions: Students will read the rest of the article about air circulation and pressure and how they cause Hadley cells in their student journals. This article talks about trade winds that move from east to west and vice versa. Do not focus on this concept as it will be talked about in the next episode.

� 7. Students will develop a model to show how energy and matter of air circulation between different pressures causes climate.

Teacher suggestions: Help students create a model of the Hadley Cells to solidify their understanding of air circulation. Students should model high and low pressures, temperature of air masses, direction of air flow and location of important latitudes. Consider having them model the molecular level at various parts to support their understanding of pressure.

See Student Science Journal Pages 16-17

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Communicate

Use your evidence and model to explain how the unequal heating of Earth causes patterns of air circulation and climate. Use the words from the word bank to fill in the blanks

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Teacher Overview: Episode 5

Phenomenon: Sailors use wind and ocean currents to get to their destination faster.

Student Learning Expectation: Students will make sense of how wind drives ocean currents and how those currents move energy around the planet to influence climate.

CCCs:

Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Patterns: Ocean currents form predictable patterns that move warm and cold water around Earth.
Cause and Effect: Wind causes the movement of surface ocean currents, which in turn affects temperature and humidity in nearby climates.
Energy and Matter: Energy from the Sun is transferred to the ocean and atmosphere, moving water (matter) and heat around the planet to maintain climate balance.

SEPs:

SEPs are actions that students complete to interact with the phenomena.

Planning and Carrying Out Investigations: Students will investigate how blowing across water moves particles to reveal patterns of circulation.
Analyzing and Interpreting Data: Students will analyze maps of ocean currents, temperature, and humidity to identify connections between wind, water movement, and climate.
Constructing Explanations: Students will explain how winds drive surface ocean currents and how oceanic circulation helps regulate Earth’s climate.

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Episode 5

Today’s Objective: I can communicate how wind drives currents in the oceans system, affecting global climate.

Nearpod lesson link: https://np1.nearpod.com/sharePresentation.php?code=ba5886b3bdfba1c5ee85529e87e56fe4-1&oc=user-created&utm_source=link

Time: 60 min

Phenomenon: Sailors use wind and ocean currents to get them to their destination faster.

Performance Expectation: Today we will communicate how wind drives currents in the ocean system, determining global climate.

Materials and Set up:

Pans, water, cork dust/sawdust/glitter, drinking straws
How does the ocean affect climate and weather on land? (student journal pg 21)

Optional

Real Time Wind Patterns

Teacher Support Resources

NASA | GEOS-5 Aerosols

https://www.youtube.com/watch?v=oRsY_UviBPE

https://www.youtube-nocookie.com/embed/oRsY_UviBPE

https://safeshare.tv/x/oRsY_UviBPE

2017 Hurricanes and Aerosols Simulation

https://www.youtube.com/watch?v=h1eRp0EGOmE&t=11s

https://youtu.be/h1eRp0EGOmE

https://safeshare.tv/x/ss5e90d0b06a04f

http://climatekids.nasa.gov/ocean/

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Phenomenon Observation

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Gather

1

2

Gather

Students will use a model to identify cause and effect of the earth’s rotation and how it creates trade winds.

Teacher suggestions: Have students look at the model of trade winds and write down patterns and questions. Using students previous model of the Hadley cells (episode 6.3.4 e4) talk about how the rotation of the earth creates wind that moves east to west and west to east.

Teacher Questions:

What do you notice about the way the air is moving?
Which direction are the winds blowing?
Is the wind moving the same way everywhere?
Why do you think the wind moves in this direction?
What might be causing the air to move?
Why is the air near the equator different from the air near the poles?
Why doesn't the wind just blow straight north or south?
What would happen if Earth stopped spinning?
Why would sailors hundreds of years ago care about trade winds?

Students will engage in argument about the cause and effect of why sailors and pilots travel at specific latitudinal locations.

Teacher suggestions: Students should discuss in groups why sailors and pilots fly at specific latitudinal locations. Students should use their models of Hadley cells from episode 4 and the trade winds model. Students can present their ideas orally, in their student journals, or as a group poster project.

Student journal page 19

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Gather

Draw the pattern you observe	Describe the pattern you observe

Gather

3. Students will investigate wind patterns as they create surface ocean currents using a pan of water, sprinkled cork dust/sawdust/glitter, and a straw (model). Students will use the straw to create wind above the water and find patterns in the water

currents.

Teacher suggestions: If you do not have the materials to have students do the experiment themselves, you can just have them watch the video. If you are doing the experiment, you do not have to show the video.

Experiment set-up: Put the students into groups. Give each group a pan with about ½ inch of water covering the bottom of the pan, straws, pencil shavings/sawdust/or glitter, and 1 or 2 objects that students can use as barriers in the water (brick, rock, heavy piece of wood, etc.) Sprinkle pencil shavings or glitter on the water. Have students put the barrier into the water. Have students blow through the straw across the water towards the barrier to create a current. Students should record what the experiment set-up and results look like in their student journals. As students are conducting their experiments walk around and encourage discussion. As students investigate, they will notice patterns of circulation moving in opposite directions, currents forming and moving water, and edges of the pan blocking and redirecting currents.

Teacher Questions:

What did you notice happened to the water before it reached the object?

What happened when the moving water hit the object?

Did all of the water stop moving? Why or why not?

Which direction did the water move after it hit the object?

Why do you think the water changed direction?

How is the object in our pan similar to a continent?

What would have happened if the object had not been there?

Why can't the water flow straight through the object?

Ocean Currents Caused by Winds, Demonstration 1a

https://www.youtube.com/watch?v=lDxyXhkjV9M

https://www.youtube-nocookie.com/embed/lDxyXhkjV9M

https://safesha.re/2ygk

Critical understanding: Winds blowing across the ocean move the surface water and create ocean currents. Continents create barriers that change the behavior of the ocean currents and this affects climate.

See Journal page 13

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Reason

Patterns observed	Questions

What patterns do you observe as you look at the wind, ocean and climate maps? What questions do you have about the cause of circulation, climate and/or areas that don’t fit your pattern?

Reason

4. Students will utilize the patterns they see in the experiment and compare them to maps of trade winds, ocean circulation, and climate. Students will read an article about how ocean currents affect climate on land. Students will communicate and

construct an explanation of how wind patterns affect Earth’s systems to create climate.

Teacher suggestions: Have students record patterns and questions in their student journal as you show them the comparisons of the models. After comparing the maps, have students read the article in their student journal about how the ocean affects climate.

Critical understandings:

Wind is the driving force in surface ocean currents, however ocean currents are blocked and redirected by land.

Ocean temperatures along the equator are warmer than at the poles and because of the direction of trade winds, the winds blow the warm water currents up the east coast and then colder waters circulate back on the west coast.

The warmer water on the east coast causes east coast to have a more humid climate. The colder waters on the west coast cause dryer climates. This is why there tends to be more green on east coasts on climate map.

Use slides 36, 37, and 38

Article: How does the ocean affect climate and weather on land? (student journal pg 21)

See Journal page 20

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1

2

Surface Winds and Ocean Circulation

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1

2

Surface Winds and Climate

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Ocean Circulation and Climate

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Communicate

Use evidence to create an explanation of how wind drives currents in the ocean, and ocean currents affect global climates.

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Teacher Overview: Episode 6

Phenomenon: Not all climate locations fit the global climate pattern.

Student Learning Expectation: Students will make sense of how local factors—like elevation, ocean currents, and proximity to water—can cause a location’s climate to differ from the expected global pattern.

CCCs:

Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Patterns: Most climate zones follow predictable bands, but there are exceptions that form recognizable local patterns.
Cause and Effect: Local features like mountains, coastlines, and ocean currents cause variations in climate beyond the global air and ocean circulation patterns.
Systems and System Models: Earth’s climate system is influenced by interactions among the atmosphere, hydrosphere, and geosphere, which can be modeled to explain local variations.

SEPs:

SEPs are actions that students complete to interact with the phenomena.

Analyzing and Interpreting Data: Students will examine climate and topographic maps to identify locations where climate does not match the expected pattern.
Obtaining, Evaluating, and Communicating Information: Students will read and discuss articles to gather evidence about local climate factors such as elevation, ocean currents, and coastal effects.
Constructing Explanations: Students will explain, using evidence and models, why certain locations have climates that do not match the global pattern.�

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Episode 6

Today’s Objective: I can communicate what factors would cause climate locations to not fit the pattern.

Nearpod lesson link: https://np1.nearpod.com/sharePresentation.php?code=bf87ab951cff73aed80389cbc0acb503-1&oc=user-created&utm_source=link

Time: 60 min (depending on which option you choose)

Phenomenon: Not all climate locations fit the pattern that Hadley cells create.

Performance Expectation(s): Today we will communicate what factors would cause climate locations to not fit the pattern.

Materials and Set up:

Option 1:
Student Journal pages 20-26

6.3.3-6.3.4 Episode 6 Reading

Option 2: Removed from this storyboard and matrix but can be found at the following links

6.3.4-6.3.3 Episode 6 Option 2 Storyboard Slides

6.3.4-6.3.3 Episode 6 Option 2 Student Journal

6336a Climate Data Table

6336b Climate Data Worksheet - Or you can use Excel or Desmos.com

Teacher background: The major factors for climate are:

Elevation - the higher the elevation the less dense the air is and the less energy it can hold, the lower the elevation the more dense the air the more energy it can hold
Coastal - coastal regions, especially east coasts have warm currents that cause the air to be more humid and warm, west coasts tend to follow the climate bands caused by global convection cells (hadley cells)
Distance from the equator (continental) - follow the climate bands caused by global convection cells (hadley cells). Unless other factors like elevation affect it

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Phenomenon Observation

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Gather

OPTION 1:

Gather

Students will use models to gather information for places where climate does not follow the pattern.

Teacher suggestions: Have students use the climate map to identify places on the map that don’t follow the expected pattern (students may have already recorded this in their student journal from episode 4). Discuss these locations as a class. Some examples of places include:

blue above India - this is Mt. Everest and its elevation
Blue along west coast of South America - Andes mountains and elevation
Green along East coasts - warm ocean currents
Green at the top of europe - warm ocean currents
Red up west coast of Mexico - Coastal region
Australia - green east coast

Students should then question what is happening at that location to make sense of what factors have an effect on climate other than air and oceanic circulation.
Where are these places located? (latitude and longitude)
Are they coastal or inland?
What is the elevation of these locations?
Are they close to large bodies of water?

Possible teacher questions to help promote reasoning.

What places on the climate map do not match the pattern we’ve seen so far?
How do these locations look different from the areas around them?
What questions do you have about why the climate in these locations is different?
What patterns do you notice about where these “unexpected” climates occur?
Which locations seem warmer or cooler than expected for their latitude?
How might nearby oceans or ocean currents affect the climate of these places?
Which of these locations makes you most curious to investigate further, and why?

See Student Science Journal Page 20

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Reason

Pick a location on the map and using evidence predict its climate based on information from the reading, air and oceanic circulation, and the pattern of climate.

Reason

3. Students will obtain information from an article about why places might have a climate that does not follow the pattern.

Teacher suggestions: Have students read the articles in their student journals to gather information about what factors affect climate aside from air and oceanic circulation. Facilitate a discussion about the understandings from the article.

6.3.3-6.3.4 Episode 6 Reading

According to the article, what factors can affect a location’s climate besides air and ocean circulation?
How does elevation change the temperature and climate of a place?
Why might a mountain region have a cooler climate than areas around it at the same latitude?
How do ocean currents influence the climate of nearby land?
What is the difference between the climate on the west coast and east coast of a continent, and why?
Why do some places in Europe have a warmer climate than expected for their latitude?
How do coastal locations differ in climate compared to inland areas at the same latitude?
Which examples from the article best explain the unusual climates you found on the map?
How does this new information help explain the patterns and exceptions we noticed earlier?
What new questions do you have about how local features affect climate?

4. Students will use models to predict the climate at various points on the map that don’t fit the pattern.

Teacher suggestions: Together as a class practice having students look at the topographical map and predict the climate at various locations. Students should be thinking about the patterns from the climate map as well as the information from the reading to make educated predictions. This is just practice for the final communication piece in this episode, do not have students record information in their journals at this point.

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Communicate

Pick 2 locations on the map and predict their climate. Then compare the 2 locations and explain how and why their climates would be different.

Communicate

5. Students will communicate what factors would cause climate locations to not fit the pattern.

Teacher suggestions: Have students pick and mark two locations on the map in their student journals that will have different climates. Have students write an explanation about what the climate of each location will be. Encourage students to use the notes they have taken in their student journals. You can have students share their locations and predictions with the class orally or you can have students do this project on poster papers that you hang up for a gallery walk. Students should back their prediction with evidence from the reading, air and oceanic circulation, and the pattern of climate.

Formative Assessment

Correct explanations should include the trends that cause climates, such as elevation, continental vs. coastal, and air and oceanic circulation patterns.

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