3. Student Learning Map

  • Topic:04- Atmosphere, Weather and Climate
  • Subject(s):Science
  • Days:25
  • Grade(s):6
Key Learning:

Energy transfer is always occurring in the atmosphere. The cycling of water in and out of the atmosphere is a significant aspect of the weather patterns on Earth.
Unit Essential Question(s):
 
 

How does the sun influence the relationship between the hydrosphere and atmosphere?
   
Concept:

Earth's Spheres

SC.6.N.3.4   SC.6.E.7.4  

LEQ: Number 1

Use maps or models to identify and describe each of the Earth's interacting spheres: geosphere, hydrosphere, cryosphere, atmosphere and biosphere.

  • The geosphere consists of the Earth's crust, mantle and core.
  • The hydrosphere consists of Earth's combined water found on and under the surface of the Earth.
  • The cryosphere consists of the portions of the Earth where water is in solid form, including snow cover, floating ice, glaciers, ice caps, ice sheets, seasonally frozen ground and perennially frozen ground (permafrost). The cryosphere exists in the zone of interaction of the atmosphere, hydrosphere and geosphere.
  • The atmosphere is the enveloping layer of protective gas around the surface of the Earth.
  • The biosphere is the region that supports and nurtures life. The biosphere includes portions of the geosphere, hydrosphere and atmosphere.
    •
    Concept:

    The Atmosphere

    SC.6.N.3.4   SC.6.E.7.9  

    LEQ: Number 1

  • Discuss how the earth's atmosphere is composed primarily of nitrogen (78%), oxygen (21%) and various other gases (1%). Students should recognize that the atmosphere is a envelope of gas that surrounds a planet.
  • Use diagrams to explain that the atmosphere is divided into five different layers.
  • Discuss how the lowest layer is the troposphere and this layer contains 75% of all the gases in the atmosphere. This is also the layer that contains life and the weather. The troposphere extends up to 10 km above the surface of the earth.
  • Explain that the stratosphere is the next layer and it exists between 10 km and 50 km above the surface of the earth. The stratosphere also contains the ozone layer which shields Earth from harmful ultraviolet light and allows life to develop.
  • The mesosphere is located above the stratosphere is found between 50 km and 85 km above the surface of the earth. When debris from space hits this layer, the debris begins to burn up and create a shooting star.
  • The thermosphere is between 85 km and 500 km and is the thickest layer of the atmosphere. The thermosphere contains the ionosphere which is used to bounce radiowaves around the world and it also helps to produce the auroras visible at the north and south poles.
  • The exosphere is the upper level of the atmosphere and it extends out to about 10,000 km from the surface of the earth and is considered the transition zone between the earth's atmosphere and interplanetary space. The exosphere is where the space shuttle orbits and most satellites are located.
  • Use a diagram to show the relationship between elevation and atmospheric pressure (increase elevation, decrease atmospheric pressure).
  • Discuss the temperature variations between the layers of the atmosphere. For example, the troposphere and mesosphere get cooler with higher elevations however the temperature in the stratosphere, thermosphere and exosphere increase with elevation.
    • Concept:

    Heat Energy

    SC.6.N.3.4   SC.6.E.7.4   SC.6.E.7.9   SC.6.E.7.5   SC.6.E.7.1  

    LEQ: Number 1

  • Discuss how energy from the sun is transferred throughout the Earth's systems. Explain that land heats up quickly but it also loses heat quickly once the sun stops striking it. Water takes longer to warm up but it will retain the heat for a longer period of time. The temperature of the air is influenced by the temperature of the surface that it is over.
  • Use a diagram to show how as the energy from the sun travels through the atmosphere and heats the surface of the earth (radiation).
  • As land heats up, it transfers that heat to the air that is immediately touching the land causing the air to warm (conduction).
  • As the air warms, it becomes less dense and begins to rise. This allows cool air to fill in the space left by the warm rising air. The cool air then warms and rises and the process continues as long as the land is warm (convection).
  • Emphasize how the composition and structure of the atmosphere control how much solar radiation actually strikes the surface of the Earth. The atmosphere usually reflects about 31% and the Earth's surface reflects 4% of the solar radiation back into space. Another 15% is absorbed by the atmospheric gases which results in only about 50% of the sun's total solar radiation actually being absorbed by the Earth's surface.

    • LEQ: Number 2

  • Recognize the greenhouse effect as a naturally occurring process in which the sun provides heat and energy to Earth.
  • Explain how solar energy warms the surface of the Earth and is radiated back to the atmosphere. Minor atmospheric gases absorb the energy, preventing it from escaping which produces heat.
  • Emphasize that the greenhouse effect occurred long before man began to utilize fossil fuels. Discuss how carbon dioxide, water vapor and methane gas comprise the majority of the greenhouse gases. The greenhouse gases act like a thermal blanket that traps heat and reflects it back towards the surface to help keep the surface temperature constant. Without this process, life could not survive on the earth.
  • Explain that human activities can impact the greenhouse effect by causing an accelerated build up of greenhouse gases. The build up of greenhouse gases causes less heat to escape into space. This causes the surface of the earth to warm up higher than normal which could lead to climatic changes on the earth (global warming).

    • LEQ: Number 3

  • HOTS: Deductive reasoning or constructing support could be used to demonstrate the ET LEQ.
    • Lesson Essential Question(s):

    What is the relationship between the interacting spheres of the Earth?

     (A)
    Lesson Essential Question(s):

    What similarities and differences exist between the layers of the atmosphere?

     (A)
    Lesson Essential Question(s):

    How does convection, conduction and radiation work together to heat the Earth?

     (A)

    How does the greenhouse effect impact the Earth's surface temperature?

     (A)

    How does the atmosphere impact the heating of the planet? (deductive reasoning or constructing support)

     (ET)
    Vocabulary:

    Vocabulary:

    *atmosphere, ozone layer, troposphere, ultraviolet radiation

    Vocabulary:

    *conduction, *convection, *radiation

    Concept:

    The Water Cycle

    SC.6.N.3.4   SC.6.E.7.4   SC.6.E.7.2  

    The water cycle is studied in elementary school. Students should have some background knowledge of the water cycle.

    LEQ: Number 1

  • Use a model or visual representation to review the stages of the water cycle.
  • Explain how water which covers the majority of the Earth's surface circulates through the crust, oceans, and atmosphere in what is known as "the water cycle". Water evaporates from the Earth's surface, rises and cools as it moves to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil, and in rocks underground. Water is a solvent. As it passes through the water cycle, it dissolves minerals and gases and carries them to the oceans.
  • Emphasize that energy from the sun causes evaporation to occur and precipitation plays an integral role in continuing the water cycle.
  • Discuss how the weather is driven by the sun's energy and fueled by the water cycle. We can see this process during the summer in Florida. Large storms develop part way through the day creating large rain storms that eventually disappear at night.
  • Discuss the processes of sublimation and deposition in the water cycle. Sublimation is the conversion between the solid and the gaseous phases of matter, with no intermediate liquid stage. Sublimation is most often used to describe the process of snow and ice changing into water vapor in the air without first melting into water. The opposite of sublimation is "deposition", where water vapor changes directly into ice-such a snowflakes and frost.
  • Sublimation occurs more readily when certain weather conditions are present, such as low relative humidity and dry winds. Sublimation also occurs more at higher altitudes, where the air pressure is less than at lower altitudes. Energy, such as strong sunlight, is also needed (for example- Mount Everest).

    • LEQ: Number 2

  • HOTS: Constructing support or error analysis could be used to demonstrate the ET LEQ.
    •
    Concept:

    Air Movement

    SC.6.N.3.4   SC.6.E.7.5   SC.6.E.7.3  

    LEQ: Number 1

  • Discuss how the Earth is round and because of its shape, uneven heating occurs which causes warm air (less dense) to rise and cold air (more dense) to sink. This relationship causes convection currents to form. These convection currents work with the Coriolis effect to form global wind belts. These belts create a global wind pattern and along the boundary between each belt a jet stream is found.
  • Use a globe, light source and thermometers to demonstrate the uneven heating on the Earth's surface.
  • Discuss how the movement of air in the jet stream can create low pressure areas where storms can develop and then the jet stream can steer these storms across an area. As the jet stream moves throughout the year, it can either cause an increase or decrease in storms depending upon where it is located at.

    • Concept:

    Weather

    SC.6.N.3.4   SC.6.E.7.8   SC.6.E.7.7   SC.6.E.7.5   SC.6.E.7.3   SC.6.E.7.2  

    LEQ: Number 1

  • Recognize that global patterns of atmospheric movement influence local weather.
  • Emphasize that weather is the atmospheric conditions at a given place and time. Discuss temperature, dew point, air pressure, wind direction and speed, humidity and precipitation.
  • Discuss high pressure and low pressure systems in relation to the northern hemisphere. Emphasize that in high pressure systems, winds blow clockwise and outward. As air leaves, remaining air sinks downward. Clouds and precipitation are scarce because clouds depend on rising air for condensation of water vapor. In low pressure systems, winds blow counterclockwise and inward. Converging surface winds cause air to rise, producing clouds.
  • Re-emphasize that energy from the sun does not heat everything evenly and this uneven heating is the cause of atmospheric circulation and storm development.

    • LEQ: Number 2

  • Discuss the impact that severe weather such as tornados and hurricanes have on life in Florida. Emphasize that because of the threat of severe weather the building code for structures in Florida is different from other parts of the country. The types of insurance that Floridians must have on their homes is different from the rest of country. Explain that because of the climate and weather patterns in Florida excessive amounts of rain may accumulate at one time causing local flooding. These floods can have a negative impact on a local area's ecosystem and economy. These floods can also force people who live in flood prone areas to purchase flood insurance.
  • In order to protect property from damage by severe weather, some homes have special hurricane blinds placed over glass windows while other people use large sheets of plywood to protect their windows.
  • New buildings that are built in the state must be able to withstand hurricane force winds and storm shelters are established for people to go to during hurricanes.
  • Explain that families should have an emergency supply kit in their homes in case severe weather strikes. Families should create an emergency preparedness plan which includes a meeting point, ways to communicate with each other and an evacuation plan in the event of an emergency.
  • Emphasize the necessity for Floridians to monitor the weather and to be aware of changes to weather so that they can be properly prepared for severe weather.
  • Discuss that a storm watch means that storm conditions can possibly occur within a given location and a storm warning means that those conditions are occurring or will occur very shortly.

    • LEQ: Number 3

  • HOTS: Deductive reasoning or constructing support could be used to demonstrate the ET LEQ.
    •
    Lesson Essential Question(s):

    How does the water cycle impact the weather?

     (A)

    How does the water cycle illustrate the cycling of water between the atmosphere and hydrosphere? (constructing support or error analysis)

     (ET)
    Lesson Essential Question(s):

    How does the shape of the Earth and energy from the sun work together to form global wind patterns?

     (A)
    Lesson Essential Question(s):

    How do global patterns affect the local weather?

     (A)

    How does the threat of severe weather impact life in Florida?

     (A)

    What is the relationship between the Sun and the formation of weather? (deductive reasoning or constructing support)

     (ET)
    Vocabulary:

    *condensation, *evaporation, groundwater, precipitation, runoff, sublimation, deposition

    Vocabulary:

    Coriolis Effect, jet stream, land breeze, sea breeze

    Vocabulary:

    humidity, weather

    Concept:

    Climate

    SC.6.E.7.4   SC.6.N.3.4   SC.6.E.7.6   SC.6.E.7.2  

    LEQ: Number 1

  • Use a map or other visual representation to discuss how climates are affected by physical features such as mountains, lakes, oceans and altitude. For example, oceans have a major effect on climate, because water in the ocean holds a large amount of heat.
  • Explain that climate is defined as the average temperature, preciptiation, humidity, air pressure and number of days of sunlight over time in a particular place. In other words, climate is the long term weather for an area.
  • Explain that the amount of direct sunlight that an area receives decreases the farther away from the equator and this affects the growing season and average temperature for those areas. This is a result of the Earth's tilt.

    • LEQ: Number 2

  • HOTS: Comparing/contrasting could be used to demonstrate the ET LEQ.
    •
    Concept:
    Concept:
    Lesson Essential Question(s):

    How do weather and the Earth's tilt work together to influence climate?

     (A)

    What are the similarities and differences between weather and climate? (comparing/contrasting)

     (ET)
    Lesson Essential Question(s):
    Lesson Essential Question(s):
    Vocabulary:

    climate

    Vocabulary:

    Vocabulary:

    Additional Information:

    The asterisk (*) next to the vocabulary terms above indicates essential FCAT vocabulary.

    Suggested Resources-

    Glencoe Earth Science program, classroom models, labs: textbook, teacher created and student conducted, laboratory write-up template, basic lab apparatus, the Internet and Unitedstreaming.

    View As PDF
    Student Learning Map
    Vocabulary Report

    Acquisition Lesson:

    Extending Thinking Lesson:

    Unit Timeline

    Vocabulary Report

    • *atmosphere -

      Earth's air, which is made up of a thin layer of gases, solids, and liquids; forms a protective layer around the planet and is divided into five distinct layers.

    • Coriolis Effect -

      Shifting of winds and surface currents caused by Earth's rotation that turns currents north of the equator clockwise and south of the equator counterclockwise.

    • *condensation -

      Process in which water vapor changes to a liquid.

    • *conduction -

      The transmission of heat through a medium without the motion of the medium.

    • climate -

      Average weather pattern in an area over a long period of time; can be classified by temperature, humidity, precipitation, and vegetation.

    • *convection -

      Heat transfer in a gas or liquid by the circulation of currents from one region to another.

    • jet stream -

      Narrow belt of strong winds that blows near the top of the troposphere.

    • ozone layer -

      Layer of the stratosphere with a high concentration of ozone; absorbs most of the Sun's harmful ultraviolet radiation.

    • *evaporation -

      The process by which a liquid is converted to its vapor phase by heating the liquid.

    • humidity -

      The amount of water vapor present in the air.

    • weather -

      State of the atmosphere at a specific time and place, determined by factors including air pressure, amount of moisture in the air, temperature, wind, and precipitation.

    • groundwater -

      Water that soaks into the ground and collects in pores and empty spaces and is an important source of drinking water.

    • troposphere -

      Layer of Earth's atmosphere that is closest to the ground, contains 99 percent of the water vapor and 75 percent of the atmospheric gases; where clouds and weather occur.

    • *radiation -

      Emission of energy in the form of rays or waves.

    • land breeze -

      Movement of air from land to sea at night, created when cooler, denser air from the land forces warmer air up over the sea.

    • sea breeze -

      Movement of air from sea to land during the day when cooler air from above the water moves over the land, forcing the heated, less dense air above the land to rise.

    • precipitation -

      Water falling from clouds-including rain, snow, sleet, and hail-whose form is deter-mined by air temperature.

    • ultraviolet radiation -

      A type of energy that comes to Earth from the Sun, can damage skin and cause cancer, and is mostly absorbed by the ozone layer.

    • runoff -

      Any rainwater that does not soak into the ground or evaporate but flows over Earth's surface; generally flows into streams and has the ability to erode and carry sediments.

    • sublimation -

      Process of ice converting directly from solid to vapor.

    • deposition -

      Process of vapor converting directly to solid.