8.3.2.2 Atmospheric Movement
Describe how the composition and structure of the Earth's atmosphere affects energy absorption, climate, and the distribution of particulates and gases.
For example: Certain gases contribute to the greenhouse effect.
Analyze changes in wind direction, temperature, humidity and air pressure and relate them to fronts and pressure systems.
Relate global weather patterns to patterns in regional and local weather.
Overview
MN Standard in Lay Terms
The earth is surrounded by layers of gasses, each with unique properties. These layers of gasses are known as the atmosphere and they are responsible for maintaining relatively moderate temperature ranges on earth. Due to differential heating of the earth's surface, areas of the atmosphere have different properties similar to the surface over which the air has moved. These differences in weather factors such air temperature, air pressure, and humidity result in weather events at fronts. Since the earth's tilt and revolution around the sun is fairly constant, patterns in global weather patterns can be observed, as well as the development of different climates.
Big Idea
Big Idea 3. Earth is a complex system of interacting rock, water, air, and life.
3.3 Earth exchanges mass and energy with the rest of the Solar System. Earth gains and loses energy through incoming solar radiation, heat loss to space, and gravitational forces from the sun, moon, and planets. Earth gains mass from the impacts of meteoroids and comets and loses mass by the escape of gases into space.
3.6 Earth's systems are dynamic; they continually react to changing influences. Components of Earth's systems may appear stable, change slowly over long periods of time, or change abruptly with significant consequences for living organisms.
3.7 Changes in part of one system can cause new changes to that system or to other systems, often in surprising and complex ways. These new changes may take the form of "feedbacks" that can increase or decrease the original changes and can be unpredictable and/or irreversible. A deep knowledge of how most feedbacks work within and between Earth's systems is still lacking.
3.8 Earth's climate is an example of how complex interactions among systems can result in relatively sudden and significant changes. The geologic record shows that interactions among tectonic events, solar inputs, planetary orbits, ocean circulation, volcanic activity, glaciers, vegetation, and human activities can cause appreciable, and in some cases rapid, changes to global and regional patterns of temperature and precipitation.
Big Idea 5. Earth is the water planet.
5.1 Water is found everywhere on Earth, from the heights of the atmosphere to the depths of the mantle. Early in Earth's history, surface water accumulated through both outgassing from its interior and the capture of some extraterrestrial ice. Water vapor in the atmosphere condensed and rained out as the planet cooled.
5.3 Water's unique combination of physical and chemical properties are essential to the dynamics of all of Earth's systems. These properties include the manner in which water absorbs and releases heat, reflects sunlight, expands upon freezing, and dissolves other materials.
5.5 Earth's water cycles among the reservoirs of the atmosphere, streams, lakes, ocean, glaciers, groundwater, and deep interior of the planet. The total amount of water at Earth's surface has remained fairly constant over geologic time, although its distribution among reservoirs has varied.
Earth Science Literacy: The Big Ideas and Supporting Concepts of Earth Science.
MN Standard Benchmarks
8.3.2.2.1 Describe how the composition and structure of the earth's atmosphere affects energy absorption, climate, and the distribution of particulates and gases.
8.3.2.2.2 Analyze changes in wind direction, temperature, humidity and air pressure and relate them to fronts and pressure systems.
8.3.2.2.3 Relate global weather patterns to patterns in regional and local weather.
The Essentials
See this page.
- NSES Standards:
NSES Content Standard D Earth and Space Science Benchmark Cluster
Correlations
Global patterns of atmospheric movement influence local weather. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat.
Structure of the earth system
The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has different properties at different elevations.
NSES Content Standard B Physical Science Standards
Structure and properties of matter
Solids, liquids, and gases differ in the distances and angles between molecules or atoms and therefore the energy that binds them together. In solids the structure is nearly rigid; in liquids molecules or atoms move around each other but do not move apart; and in gases molecules or atoms move almost independently of each other and are mostly far apart.
Transfer of energy
Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred in many ways.
Conservation of energy and the increase of disorder
Heat consists of random motion and the vibrations of atoms, molecules, and ions. The higher the temperature, the greater the atomic or molecular motion.
- AAAS Atlas:
The Physical Setting: Weather and Climate
The Physical Setting: States of Matter
The Physical Setting: Energy Transformations
Benchmarks of Science Literacy
B. The Earth: By the end of the 8th grade, students should know that:
The earth is mostly rock. Three-fourths of the earth's surface is covered by a relatively thin layer of water (some of it frozen), and the entire planet is surrounded by a relatively thin layer of air. 4B/M2ab*
Everything on or anywhere near the earth is pulled toward the earth's center by gravitational force. 4B/M3
Water evaporates from the surface of the earth, rises and cools, condenses into rain or snow, and falls again to the surface. The water falling on land collects in rivers and lakes, soil, and porous layers of rock, and much of it flows back into the oceans. The cycling of water in and out of the atmosphere is a significant aspect of the weather patterns on Earth. 4B/M7*
Thermal energy carried by ocean currents has a strong influence on climates around the world. Areas near oceans tend to have more moderate temperatures than they would if they were farther inland but at the same latitude because water in the oceans can hold a large amount of thermal energy. 4B/M9*
The temperature of a place on the earth's surface tends to rise and fall in a somewhat predictable pattern every day and over the course of a year. The pattern of temperature changes observed in a place tends to vary depending on how far north or south of the equator the place is, how near to oceans it is, and how high above sea level it is. 4B/M12**
The earth has a variety of climates, defined by average temperature, precipitation, humidity, air pressure, and wind, over time in a particular place. 4B/M14**
The atmosphere is a mixture of nitrogen, oxygen, and trace amounts of water vapor, carbon dioxide, and other gases. 4B/M15** (NSES)
Misconceptions
- Rain occurs because we need it.
- Rain occurs when clouds are shaken.
- Clouds move because we move.
- Clouds come from somewhere above the sky.
- Empty clouds are filled by the sea.
- Clouds are formed by vapor from kettles.
- The sun boils the sea to create water vapor.
- Clouds are made of smoke.
- Frontal rain is caused by "cooling by contact" between fronts.
- Gas makes things lighter.
Children's misconceptions about weather: A review of the literature.
Vignette
The first step in preparing students to forecast the weather is reviewing the fundamentals of the water cycle. Mrs. W will begin class discussions on condensation nuclei and dew point temperature. To enhance these discussions, the students will perform two laboratory investigations which will incorporate all three elements of cloud formation.
The first laboratory investigation illustrates dew point temperature. Students work in cooperative groups to determine the dew point of the air in the classroom. In the second laboratory investigation, the students engage in an inquiry based activity on cloud formation. A group of four students collaborate on the necessary ingredients required for cloud to form. Water vapor, condensation nuclei and dew point temperature are the key elements discussed. Students are given an empty jar, matches, ice, hot plates, plastic wrap, aluminum foil, and water. Mrs. W does not instruct the class on how to use the supplies to make a cloud, but informs the class that is it possible to create a cloud successfully. The students are given about a half hour to experiment with the materials in their attempt to make a cloud form in the jar. If the students do not succeed in the allotted time, Mrs. W demonstrates how to create a successful cloud.
Following the laboratory investigations on cloud formation, Mrs. Weller conducts a PowerPoint presentation on types of clouds. Students learn about cloud classification and the weather conditions associated with each type of cloud. In another laboratory investigation, students learn the principles of air pressure. A simple barometer is constructed that demonstrate a changes in air pressure. Students explain how temperature changes cause changes in atmospheric air pressure and contrast the effects of temperature on atmospheric air verses confined air.
Next, students engage in two class activities regarding the formation of weather fronts. First, the students are given a map of the United States and asked to identify the major air masses that determine the weather patterns across the country. Second, Mrs. W has the class draw a diagram of cold and warm fronts. Students learn the different characteristics that distinguish the weather patterns caused by each type of front. A PowerPoint presentation, with animations, follows these activities illustrating stationary and occluded fronts as well.
By now, the students have learned all of the necessary fundamentals to prepare them for weather forecasting and are ready to apply this knowledge to local station models. Mrs. W uses a diagram in the textbook to review the symbols associated with making local weather maps. The students are given six practice station models to learn how to read them. Throughout the entire unit, daily internet weather observations are conducted by the students.
The culmination of the unit is a video presentation in which students describe and evaluate the specific weather conditions they are assigned. The presentation includes a descriptive weather map that illustrates the fronts, pressure patterns & jet stream. Further, a station model and a three day forecast are created for the specific weather condition.
Resources
Suggested Labs and Activities
Website from the National Center for Atmospheric Research created to increase teacher understanding and provides several lesson activities with modification ideas for alternative learners. (8.3.2.2.1, 8.3.2.2.2, 8.3.2.2.3)
Very basic ideas for demonstrating a variety of weather related principals from the NOAA.
"It's All Connected: Global Circulation" an activity and background knowledge from SERC focusing on circulation patterns of both winds and ocean currents. (8.3.2.2.3)
"By using hands-on activities and real-time data investigations, the students will develop a basic understanding of how weather can be described in measurable quantities, such as temperature, wind and precipitation. The real-time data lessons also address topics such as climate, cloud classification, and severe storms. The lesson plans which make up this module have been designed to allow teachers to select the ones which fit into their curriculum to allow for flexibility in implementation." (8.3.2.2.2, 8.3.2.2.3.)
Creating a weather station and collecting data about the weather everyday helps students to reinforce the weather factors that are being studied and can be linked with weather events associated with fronts. (8.3.2.2.2, 8.3.2.2.3.)
Instructional suggestions/options
From Benchmarks Online
Now models and their use can be dealt with much more explicitly than before because students have a greater general knowledge of mathematics, literature, art, and the objects and processes around them. Also, student use of computers should have progressed beyond word processing to graphing and simulations that compute and display the results of changing factors in the model. All of these things can give students a grasp of what models are and how they can be compared by considering their consequences. Students should have many opportunities to learn how conceptual models can be used to suggest interesting questions, such as "What would the atmosphere be like if its molecules were to act like tiny, high-speed marshmallows instead of tiny, high-speed steel balls?"
The use of physical models also can increase in sophistication. Students should discover that physical models on a reduced scale may be inadequate because of scaling effects: With change in scale, some factors change more than others so things no longer work the same way. The drag effects of water flow past a model boat, for example, are very different from the effects on a full-sized boat.
Additional resources
Website from the National Center for Atmospheric Research, "Cycles of the Earth and Atmosphere: A Website for Teachers" has a lot of good background information written specifically for middle school teachers to increase content knowledge. (8.3.2.2.1, 8.3.2.2.2, 8.3.2.2.3.)
General Introduction and Overview
Introduction to the Atmosphere
Animations of front systems and the associated weather. Includes informational text describing the conditions at the fronts in further detail. (8.3.2.2.2)
Background information "Climate Literacy: The Essential Principles of Climate Sciences" is a publication of the US Climate Change Science Program and provides information that can be used by educators when addressing climate change in the classroom. (8.3.2.2.1.)
Background information on climate written for elementary and middle school teachers (8.3.2.2.1.)
Digital Library of Earth Systems Education DLESE's educational resources include lesson plans, scientific data, visualizations, interactive computer models, and virtual field trips-in short, any web-accessible teaching or learning material.
Vocabulary/Glossary
- air pressure - force of molecules of air caused by the weight of all the air molecules from the surface up to space
- cloud type - the formation of a cloud, based on the conditions under which it forms; basic types are stratus, cumulus, and cirrus
- fronts - the boundary between two air masses with different properties
- global wind patterns - the general circulation of air on the surface caused by the earth's rotation and temperature differences of the surface
- humidity - the amount of water vapor in the air
- land breeze - a breeze that blows from land toward the sea or large body of water due to differences in surface temperature
- pressure systems - the force per unit of area caused by the weight of all the air molecules from the earth's surface to space
- sea breeze a breeze that blows toward the land from the sea or large body of water due to differences in surface temperature
- temperature - a measurement of the average kinetic energy of the molecules in an object or system and can be measured with a thermometer
- Weather - the state of the atmosphere in a certain time and place, including factors such as wind direction and speed, air temperature, humidity, air pressure and cloud cover
- weather symbols - the symbols used on weather maps to indicate weather systems and weather factors
- wind - the movement of air caused by differences in air pressure
The Earth Science World Image Bank is a searchable and extensive collection of photographs, including satellite images useful for showing global patterns of weather. (8.3.2.2.3)
A variety of animations covering a wide range of weather and climate related topics. Each has the animation with additional explanations. (8.3.2.2.1, 8.3.2.2.2, 8.3.2.2.3.)
An interactive animation of the layers of the atmosphere which can be manipulated to show different combinations of information. (8.3.2.2.1)
From SERC, several visualizations about global wind patterns and winds associated with temperature differences. (8.3.2.2.2, 8.3.2.2.3)
Math: Students make be collecting and graphing various weather data.
Social Studies: Climates influence where people live and how they make their living in those locations.
Assessment
Assessment of Students
Bibliographic Citation: Keeley, P, Eberle, F, & Dorsey, C. (2008). Uncovering student ideas in science: another 25 formative assessment probes. Arlington, VA: National Science Teachers Association.
"Where Did the Water Come From?" In this probe, students understanding of water vapor and condensation are assessed. Understanding water vapor in the air is necessary for understanding the atmosphere and weather patterns.
"Rainfall" The weather that occurs at fronts often involves rainfall, but misconceptions may exist about what actually causes the rain to fall in these areas.
Additional assessment items available with a free registration from AAAS
Assessment of Teachers
The layers of the atmosphere are based on temperature differences. What causes the layers to either increase or decrease in temperature with increased altitude?
For each of the major types of fronts, what weather would a person on the ground experience as each passes through?
How is the local weather we experience in Minnesota caused by the movement of air on a global scale?
Differentiation
According to Lee & Buxton (2010), a couple of approaches are useful for assisting English Language Learners (ELLs): teach content while fostering language development and draw on the so-called "funds of knowledge," which are students' personal experiences from home or community. For additional details on this see the original NSTA News posting and the official NSTA position statement.
Lee, O., & Buxton, C.A. (2010, April). NSTA Report: Teaching science to English language learners.
English Language Learners. Official NSTA Position Statement.
There are several areas that students could investigate further. Local meteorologists may be available to assist students in further research or project development. Students might be interested in learning more about the various layers of the atmosphere and what activity occurs in each of them. They might be interested in learning more about the role of the ozone layer, the environmental problems that led to the depletion of the ozone layer and how it has recovered as a result of legislation.
The website has many for specific classroom suggestions for SpEd, ELL
Students with disabilities. Official NSTA Position Statement.
For all students, it is very important to make sure that they have mastered the basic physical science ideas that are the basis for the explanations of the earth science ideas in these benchmarks. Students should experience these concepts in a variety of ways and learn the vocabulary that is being used. Flip-books including an official definition, a student drawing, and a student explanation of each term may be helpful.
Parents/Admin
Administrators
This standard covers several major topics. It is likely that there will be displays about the composition and temperature of the various layers of the atmosphere. Students should be able to explain why the layers are different and how those differences result in different air temperatures. At some point in this unit, students may be going outside regularly to take measurements of weather factors and to perform other observations or activities outside. Students should be able to explain the basics of the pressure systems surrounding them based on the weather they are experiencing. Weather maps that the students have created may be on display showing local, regional, and worldwide movements of air masses and weather events.
Weather is all around us all the time, so students can be encouraged to share explanations and predictions with their families based on what they have learned. Additionally, understanding the heating of the atmosphere and its composition can help students have informed discussions about global warming and climate change.