- Seasons Interactive- from SEPUP, students can daylight hours, temperature, etc throughout the year and can manipulate tilt http://store.lab-aids.com/middle-school-curriculum/simulations/sepup_seasons5.html
- Seasons Interactive- students can manipulate the angle of the sun to see how it affects hours of daylight and the angle at which the sun hits.http://highered.mheducation.com/sites/007299181x/student_view0/chapter2/seasons_interactive.html
- What Causes the Seasons?- from NASA, explore misconceptions and has good graphics https://spaceplace.nasa.gov/seasons/en/
- DKFindOut- What is a Season? Information about what causes seasons and facts about each season http://www.dkfindout.com/uk/earth/seasons/
- Earth’s Axial Tilt- interesting article http://www.universetoday.com/47176/earths-axis/
Standards and Learning Targets
S6E1. Obtain, evaluate, and communicate information about current scientific views of the
universe and how those views evolved.
“I can obtain, evaluate, and communicate information about the current scientific views of the universe and how those views evolved.”
a. Ask questions to determine changes in models of Earth’s position in the solar system, and
origins of the universe as evidence that scientific theories change with the addition of new
“I can ask questions to determine changes in models of Earth’s position in the solar system.”
“I can ask questions to determine the origins of the universe.”
b. Develop a model to represent the position of the solar system in the Milky Way galaxy and in
the known universe.
“I can develop a model to represent the position of the solar system in the Milky Way.”
c. Analyze and interpret data to compare and contrast the planets in our solar system in terms
size relative to Earth,
surface and atmospheric features,
relative distance from the sun, and
ability to support life.
“I can analyze and interpret data to compare and contrast the planets.”
d. Develop and use a model to explain the interaction of gravity and inertia that governs the
motion of objects in the solar system.
“I can develop and use a model to explain the interaction of gravity and inertia that governs the motion of objects in the solar system.”
e. Ask questions to compare and contrast the characteristics, composition, and location of
comets, asteroids, and meteoroids.
“I can ask questions to compare and contrast the characteristics, composition and location of comets, asteroids and meteoroids.”
Astronauts/Life in Space
The scandalous life of Tycho Brahe (not all scientists lived boring lives)
The 3D Atlas of the Universe (Ted Talk)
Brainpop Weather Videos (Multiple Videos on weather topics)
Log in with lunch number/lunch number
Atmospheric Chemistry Game
Wild Weather Adventure Game:
Weather Reporting Game username: mrsv1, password eastcobb17
Interactive Weather Maker
Lightning & Thunder
Clouds and Storms
>>Weather simulation: (as time permits)
Use the indicated textbook code for each activity:
www.scilinks.org What is Climate?, code HSM1659
Climates of the World, code HSM0302
Changes in Climate, code HSM0252
Energy in the Atmosphere, code HSM0512
Greenhouse Effect: code# HSM0694
Atmospheric Pressure and Winds: code# HSM0115
Air Masses and Fronts, code HSM0032
Hello fellow Scientist!! I hope this post finds each of you exploring and doing WELL!! We’re having early release today due to the end of our grading period. Everyone be safe and enjoy!! 🙂
How To Get To One Drive:
Work Session: Go to my blog (here) and follow the directions:
- Go to www.cobbk12.org
- Hover over Parents and Select Office 365 Login
- Enter your [email protected]
- Your password will be your lunch number, if you are at home the password is required. It is not required here.
- Select ONE DRIVE
Sun, Earth, and Moon Unit
The Sun and Earth’s Climate
The word “climate” comes from the Greek word “klima”, meaning inclination. While weather describes the day-to-day changes in rainfall, temperature, etc., climate refers to the long-term conditions of weather in a region. A number of factors influence a region’s climate: latitude, altitude, topography, proximity to large bodies of water, and global wind patterns. In this unit, we are focused primarily on the effect of latitude and the distribution of sunlight on climate. Closer to the equator, the Earth receives more direct light, meaning it is concentrated in a smaller area, thus raising temperatures. At higher latitudes, that same amount of light energy has to spread out over more area due to Earth’s spherical shape (over Earth’s curve), so the resulting temperatures are cooler.
Phases of the Moon
From any location on the Earth, the Moon appears to be a circular disk that, at any specific time, is illuminated to some degree by direct sunlight. Like the Earth, the Moon is a sphere which is always half-illuminated by the Sun, but as the Moon orbits the Earth we get to see more or less of the illuminated half. During each lunar orbit (a lunar month), we see the Moon’s appearance change from not visibly illuminated, through partially illuminated, to fully illuminated, then back through partially illuminated to not illuminated again. Although this cycle is a continuous process, there are eight distinct, traditionally recognized stages, called phases. The phases designate both the degree to which the Moon is illuminated and the geometric appearance of the illuminated part.
When a planet passes between the Sun and another planet or a moon, it casts a shadow called an eclipse.
- When the Moon moves into the Earth’s shadow, a lunar eclipse This is the most common and observable type of eclipse. In a lunar eclipse, all or part of the Moon is dark.
- When the Moon passes between the Sun and the Earth, a solar eclipse occurs. The Moon’s shadow falls on the Earth, which causes a portion of the Earth to become dark. Solar Eclipses last for only around eight minutes, but are much more dramatic than lunar eclipses. Darkness falls in the middle of the day, but the day-time sounds of nature become unnaturally quiet as they would be at night. Because the Moon is much smaller than the Earth, the shadow of the Moon does not completely cover the surface of the Earth during a solar eclipse.
Each of you has been assigned a storm project. The checklist can be found here: storm_project_ventresca-2018
There are a few choices of platforms on which you can make your project (click on the links for tutorials)
- Weather Wiz Kids: Tornadoes
- NOAA: Severe Weather 101-Tornadoes
- Online Tornado FAQ
- Tornadoes 101 Video
- Where Else do Tornadoes Strike?
How to get ready/stay safe:
- Ready for Tornadoes
- CDC: Tornado Preparedness
- OSHA: Tornado preparedness
- Red Cross: Tornado Info and Checklist
- National Hurricane Center
- Weather Wiz Kids: Hurricanes
- Hurricanes: Engines of Destruction
- Brainpop: Hurricanes
- Hurricanes and Climate Change
- Science Kids
- Nat Geo: Hurricanes
- How are hurricanes named?
How to stay safe:
- Weather Wiz Kids: Thunderstorms
- Severe Weather 101: Thunderstorm Basics
- Brainpop: Thunderstorms
- National Storm Damage Center:Thunderstorms
- Weather for Kids: Thunderstorms
- Thunder Facts for Kids
- Easy Science: Thunderstorms
- Weather Channel
How to stay safe:
- Rescue Task Force: Blizzards
- How do blizzards form?
- NOAA: What is a Blizzard?
- Blizzard Facts and Info
- Scale used to measure Blizzards
- Weather Wiz Kids: Winter Storms
- Why are blizzards so dangerous?
- Blizzard Facts
- Blizzard Facts for Kids
How to stay safe:
Students will review the unequal heating of land and water and its effect on weather patterns.
The local pool water is really cold in May when the pool opens, despite the fact that the air temperature is warm. In October, the pool water is warm compared to the cooler air temperatures.
-How does unequal heating of land and water affect weather patterns?
-How do differences in air pressure cause land and sea breezes?
-How does the sun’s heating of water in the tropics affect the world’s climate?
-What is the Coriolis Effect?
-How does the Coriolis Effect influence wind and water movement?
Modeling the Coriolis Effect (1)-2eijwg0 Lesson Plan Doc
(note: we will use inflatable globes instead of balloons since we have them and they are more realistic…and I am unfortunately allergic to latex:)
The Jan. 21-23, 2017 tornado outbreak was one of the largest outbreaks on record not only for January, but for any winter month, according to data from the National Weather Service.
· Why is weather considered a system?
· How do we determine weather patterns?
· What are the major types of air masses that affect weather in North America?
· Why are tornadoes less common in the winter than during spring and summer?
S6E4. Obtain, evaluate, and communicate information about how the sun, land, and water
affect climate and weather.
a. Analyze and interpret data to compare and contrast the composition of Earth’s atmospheric
layers (including the ozone layer) and greenhouse gases.
(Clarification statement: Earth’s atmospheric layers include the troposphere, stratosphere,
mesosphere, and thermosphere.)
b. Plan and carry out an investigation to demonstrate how energy from the sun transfers heat to
air, land and water at different rates.
(Clarification statement: Heat transfer should include the processes of conduction,
convection, and radiation.)
c. Develop a model demonstrating the interaction between unequal heating and the rotation of
the Earth that causes local and global wind systems.
d. Construct an explanation of the relationship between air pressure, weather fronts, and air
masses and meteorological events such as tornados and thunderstorms.
e. Analyze and interpret weather data to explain the effects of moisture evaporating from the
ocean on weather patterns and weather events such as hurricanes.
- Earth’s Atmosphere- a visual guide to the layers of the atmosphere with descriptions https://www.nasa.gov/mission_pages/sunearth/science/atmosphere-layers2.html
- Earth’s Atmosphere: Facts about composition, climate, and weather: http://www.space.com/17683-earth-atmosphere.html
- Earth’s Atmosphere- information from National Geographic http://science.nationalgeographic.com/earth/earths-atmosphere/
- Layers of the Earth’s Atmosphere- information about each layer: https://scied.ucar.edu/atmosphere-layers
- Video: 25 Facts About Earth’s Atmosphere: https://www.youtube.com/watch?v=2JC3wmtlqks
- Video: Brainpop- Earth’s Atmosphere https://www.brainpop.com/science/earthsystem/earthsatmosphere/
- The Greenhouse Effect: A student’s guide to global climate change https://www3.epa.gov/climatechange//kids/basics/today/greenhouse-gases.html
- ClimateKids: NASA’s Eyes on the Earth http://climatekids.nasa.gov/greenhouse-effect/
- Greenhouse Effect pHeT: interactive simulation https://phet.colorado.edu/en/simulation/greenhouse
Sixth Grade Weather Unit
Unequal Heating of Materials on Earth
The Earth is covered by an unequal distribution of large masses of land and water which absorb heat at different rates. Oceans have a very large heat capacity as compared to land which means that the heat is lost at a much slower rate. So, during the daytime, air over land is warmer than the air over water. This can be seen at the beach. The warm, less dense air over the sand rises while the cooler, denser air over the water sinks which results in an on-shore breeze. At night, the effect is reversed as the land becomes cooler than the water.
Many differences in local geography affect the annual temperature pattern of a region. Differences in the land and water, distance from large bodies of water and/or mountains, and the ocean currents all have an effect. As an example, think about water mass formation in the high latitudes of the North Atlantic. There is a loss of heat to the atmosphere which lowers the temperature of the ocean’s surface and causes the more dense cooler water to sink. Warmer water then moves in from lower latitudes to replace this. This raises the ocean surface temperatures and this water is moved eastward towards Europe. This partially explains the milder European winters as compared to American cities at the same latitude. (ex. New York versus Madrid)
Water heats up much more slowly than land with the result that continents are warmer than the oceans. The warmer air above the continents leads to wind and weather. Wind is air in motion. If there are differences in air temperature, the warmer air expands, becomes lighter, and rises while the cold air sinks. This movement produces winds which are also affected by the rotation of the earth. The Coriolis effect causes moving masses of air to be deflected toward the east in the Northern Hemisphere and to the west in the Southern Hemisphere. These winds drive Earth’s weather systems. Temperatures along ocean coasts are moderated by these sea and land breezes, while the interior of larger landmasses get hotter.
Colder air has higher air pressure and will move into areas of lower air pressure which also produces wind. Around the Earth, there are several major atmospheric “bands” where high or low pressure predominates with a general pattern of high pressure air movement to lower pressure areas. The greater the difference in air pressure between any two places at the same altitude, the stronger the wind will be. The boundaries where these high and low pressure areas meet are called fronts, and these fronts are usually very active in producing precipitation. Weather forecasters track the movement of high and low pressure areas, because they affect the patterns of other weather variables such as temperature, cloudiness, and wind.
Thunderstorms form within cumulonimbus clouds when warm air is forced upward at a cold front or on hot, humid summer afternoons. The warm, humid air rises quickly, cools, and forms tall, dense clouds (“thunderheads”) that produce heavy rain and sometimes hail. The transition from a small cloud into a turbulent, electrified storm front can occur in as little as 30 minutes. The sharper, darker, and lower the
front edge of the cloud, the more severe the storm. The anvil-shaped top of the storm cloud points in the direction that the storm is moving. When warm ground air rises and meets colder air, it condenses and forms water droplets. Condensation releases energy, which charges the atmosphere. When the dissimilar charge between the negatively charged surface air and the positively charged highest parts of the cloud gets large enough, lightning occurs.
Tornadoes develop in the same type of cumulonimbus cloud. They occur under the same conditions as thunderstorms, in the spring and summer and usually late in the afternoon when the ground is warm. Tornadoes form when the warm, humid air mass meets a cold, dry air mass. The cold air moves under the warm air, which rises. Squall lines of thunderstorms form and can cause numerous tornadoes.