Course Profile Science, Grade 10, Applied, Catholic

Unit 1: Earth and Space Science : Weather Systems

Time: 22 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Unit Developers

Maureen Callan, Halton CDSB

Jeffrey Martin, Niagara CDSB

Development Date: February 2000

Unit Description

In this unit students gain an understanding of the factors affecting the fundamental processes of weather systems. Students investigate and analyse trends in local and global weather conditions in order to forecast weather. In addition, students investigate new technologies in meteorology and explain the impact of weather on their daily lives. Throughout this unit students develop an appreciation for the complexity of the weather.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE 2a,b,c,d,e; 3c; 4a,f,; 5a,e; 7b.

Strand(s): Earth and Space Science

Overall Expectations: ESV.01P, ESV.02P, ESV.03P.

Specific Expectations: ES1.01P to ES1.07P, ES2.01P to ES2.06P, ES3.02P to ES3.04P.

Activity Titles (Time + Sequence)

Activity 1	Weather Watch	340 minutes
Activity 2	Discover the Factors that affect the weather	205 minutes
Activity 3	The Hydrosphere is All Wet	120 minutes
Activity 4	The Atmosphere is Wet Too	325 minutes
Activity 5	Storm Warning	340 minutes

Unit Planning Notes

· Expectation ES3.01P is assessed in the course culminating unit (Unit 5). Allow one hour early in Activity 5 to permit students to collect items for their portfolio in preparation for Unit 5. In the Earth and Space Science unit, students should collect the following items:

· definition of climate;

· description of an international climate of their choice;

· research items on the impact of climate change on economic, social, and environmental conditions within their chosen international climate.

The portfolio will be checked by the teacher for completeness.

· Activity 1 requires locations outside of the school buildings and care should be taken to not take measurements too close to the buildings;

· Activity 2 is a jigsaw lab that needs prior time to gather and set up equipment. Students should be given instructions as to the procedures for a jigsaw.

· Activity 4 requires some small plants that could be grown from seeds beforehand.

· Activity 1 and Activity 5 require research materials or Internet access;

· Remind students of ethical use of the Internet and other information technology sources.

Prior Knowledge Required

Earth and Space Systems Grade 8 – Water Systems

Energy and Control Grade 7 – Heat

Teaching/Learning Strategies

· Teacher demonstration

· Student experimentation

· Guided class discussion

· Collaborative/co-operative groups

· Library/Resource Centre/Internet research

· Student presentations

· Student reflection journal

Assessment and Evaluation

Activity	Weather Expectations	Category	Task		Tool		Type of assessment
							D	F	S
1	2.03, 2.04, 2.05, 2.06, 3.02, 3.03	K, C, I, MC	3-day weather report A summary report of a Canadian contribution to meteorology A summary report of new weather technology		rating scale marking scheme marking scheme			X	X
2	1.04, 2.06	K, C, I	Expert group lab report Individual presentation to home group		rubric checklist
3	1.01, 1.02, 1.06	C, I	Student observation chart		checklist			X
4	1.01, 1.02, 1.03, 1.05, 1.06	K, C, I, MC	Student observations Reflective article on weather and environmental challenges Quiz on hydrosphere and atmosphere		checklist rubric marking scheme			X	X X
5	1.07, 2.01, 2.02, 2.03, 2.04, 2.05, 2.06, 3.04	K, I, C, MC	Poster of severe weather system Poster of weather factor question and procedure		rubric rubric				X X
K = Knowledge/Understanding				C = Communication		D = Diagnostic
I = Inquiry				MC = Making Connections		F = Formative
						S = Summative

Resources

Cloud in a Bottle Apparatus (Science Supply Companies like Boreal, etc.)

Bohren, C. Clouds in a Glass of Beer. Toronto: John Wiley and Sons, 1987. ISBN 0-471-62482-9

Smythe, J., C. Brown, E. Fors, and R. Lord. Physical Geography. Toronto: Gage Educational Publishing Company, 1980. ISBN 0-7715-8336-2

Weather Station CD-ROM (Tangent)

Environment Canada weather web site
www.weatheroffice.com

Environment Canada
www.ec.gc.ca

Canadian Meteorological and Oceanographic Society
www.cmos.ca

The Weather Network (Canadian)
www.theweathernetwork.com

www.geocities.com/Athens/Parthenon/7933/wea-his2.html

www.stormfax.com/almanac.htm

“Hurricanes & Tornadoes” video from Weather Fundamentals Series #845-845-299 JWM Productions, Inc. for Schlessinger Media.

“Weather’s Fury” video from Weather Fundamentals Series #845-845-338 JWM Productions, Inc. for Schlessinger Media.

Activity 1: Weather Watch

Time: 340 minutes

Description

In this activity students are introduced to weather monitoring. Students establish a link, if possible, with weather stations in their community of schools, region of schools, or group of schools throughout the province. Through this link, students track and ultimately predict the weather for their local community.

Strand(s): and Expectations

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

An effective communicator who:

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently in one or both of Canada’s official languages;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life.

A collaborative contributor who:

CGE5a - works effectively as an interdependent team member;

CGE5e - respects the rights, responsibilities, and contributions of self and others.

A responsible citizen who:

CGE7b - accepts accountability for one’s own actions.

Strand(s): Earth and Space Science

Overall Expectations

ESV.02P - investigate and analyse trends in local and global weather conditions to forecast local weather patterns;

ESV.03P - describe new technologies in meteorology and explain the impact of weather on our daily lives.

Specific Expectations

vES2.03P - through investigations and applications of basic concepts demonstrate the skills required to plan and conduct a weather-related inquiry, and collect data using appropriate instruments and techniques safely and accurately (e.g., record temperatures and atmospheric pressure; interpret weather maps and satellite photographs);

vES2.04P - through investigations and applications of basic concepts select and integrate information from various sources, including electronic, print, and community resources, to answer the questions chosen (e.g., historical trend data, local weather records, rates of evaporation of water);

vES2.05P - through investigations and applications of basic concepts analyse the data and information gathered to clarify aspects of the questions chosen.

vES2.06P - through investigations and applications of basic concepts communicate the results of the investigation, using a variety of oral, written, and graphic formats (e.g., diagrams, group presentations to the class, flow charts, simulations, graphs);

vES3.02P - describe examples of Canadian contributions to the field of meteorology (e.g., in satellite observation and imaging; in cold climate meteorology);

vES3.03P - describe the impact of new technologies on our ability to predict local daily weather (e.g., Doppler radar, satellite imaging).

Planning Notes

· This activity is divided into two parts, Part 1 on the first day of this unit and Part 2 on the last three days of the unit before a summative assessment.

· Book library/computer time to allow students to research the Canadian contribution to meteorology and the technology that aids them in their project. If the school Library/Resource Centre is not available, collect resources for classroom use.

· Try to set up a link with other schools in your District or in other Districts so that weather data can be transmitted and compared on a daily basis. This provides students with a larger data base from which to make their predictions. If this link is not possible students need to access data from Environment Canada.

· There are many approaches to monitoring and recording weather data. If the school has a computerized weather station, there must be some attention given to going outside and collecting data at various locations around the school grounds. Otherwise, prior to starting the unit the teacher needs to gather the following equipment:

· regular outdoor thermometer;

· maximum/minimum thermometer (for measuring high and low temperatures);

· sling psychrometers (for measuring humidity levels);

· barometer (for measuring air pressure);

· calibrated anemometer (for measuring wind speed and direction).

· Temperatures should be measured at different heights above the ground as follows:

· at ground level;

· approximately 1 m above ground level;

· approximately 2 m above ground level.

· Obtain Canadian weather data from Environment Canada to be used on the first day of the unit.

· Local newspapers are required on the first day so that students can examine what quantities need to be measured on a daily basis. Otherwise, access data from Environment Canada.

· Have examples of weather system maps available.

· Have copies of maps showing your regional area available.

· Have copies of maps of Ontario, Canada, and North America (with major cities already labelled) available.

Prior Knowledge Required

· map reading skills

Teaching/Learning Strategies

The teacher:

· introduces the unit by creating a cloud in a bottle. (This activity is found in most Science Demonstration books.);

· introduces the quantities that are to be measured on a daily basis (i.e., high temperature, low temperature, humidity, air pressure, wind speed, and wind direction). These quantities are measured every weekday during this unit. All measurements are taken at the beginning of the class period. The recording of weekend data is left to the individual teacher’s discretion.

· introduces the concept that local weather patterns are affected by continental and global weather patterns;

· takes the entire class outside and demonstrates the proper use of the equipment that is used on a daily basis and identifies the location at which measurements will be taken;

· determines the groups of students who take and record the daily measurements as well as an equitable rotation of the groups;

· discusses older methods of weather predictions from a farmers almanac;

· introduces new technologies in weather prediction and Canadian contributions in the field of meteorology;

· initiates an entire class discussion on how to make a three-day prediction using their collected data. This requires a review of all the daily weather records taken during the unit;

· assesses the three-day prediction, the summary of the Canadian contribution to meteorology, and the summary of the meteorological technology.

Students:

· use equipment and collect data outside every weekday during the unit;

· record data, in a table or chart, to be analysed at a later date by all students;

· plot the data on a regional map and, if possible, transmit data to other schools for comparison;

· obtain data from other locations through the linking of schools for later comparison. If the link cannot be obtained, local newspapers, newscasts or weather related Internet sites could be used;

· obtain a daily map of North American weather systems to be posted with the local data;

· choose an example of a Canadian contribution to the field of meteorology to research and write a one-page summary of this Canadian contribution;

· choose a meteorological technology to research and write a one-page summary outlining its history and impact on society;

· prepare a three-day weather forecast for your school community based on the daily observations taken throughout the unit.

Assessment/Evaluation Techniques

· The prediction paper (three-day forecast outlining temperature, humidity, trends in air pressure, possibility of precipitation, and general conditions) is assessed for inquiry, communication, and making connections using a modified Project/Display Rubric (Appendix A4). (ES2.03P, ES2.04P, ES2.05P, ES2.06P).

· The summary report of a Canadian contribution to the field of meteorology and an explanation of how it aided them in their project are assessed for knowledge and communication using a marking scheme. (ES2.03P, ES2.04P, ES2.05P, ES2.06P, ES3.02P)

· The summary of the impact of new technologies on our ability to predict local daily weather is assessed for knowledge and communication using a marking scheme. (ES2.03P, ES2.04P, ES2.05P, ES2.06P, ES3.03P)

Accommodations

· The teacher ensures that groups are heterogeneous.

· Where a student has an IEP, this activity should accommodate the modifications as outlined in the plan.

· ESL/D students should have opportunities to demonstrate their learning by alternative means (spoken English, direct demonstration, pictorial representation). At the same time, instruction in written, scientific-specific language continues.

· For students with physical or learning impairments, roles and duties should be modified to permit participation regardless of the impairment. Where possible, peers encourage to assist the student to permit participation in group and individual activities.

· For the purpose of providing extensions and enrichment, students should have opportunities to investigate the topics presented here in greater detail at the discretion of the teacher. This would be undertaken in collaboration with the teacher to ensure that the activity yields useful or interesting information and is feasible given the time and resources available.

· Assist students by “chunking” assignment components and require each chunk to be submitted at assigned times.

Resources

Cloud in a bottle Apparatus (Science Supply Companies such as Boreal, etc.)

Bohren, C. Clouds in a Glass of Beer. Toronto: John Wiley and Sons, 1987. ISBN 0-471-62482-9

Weather WorkStation. CD-ROM. Tangent.

Environment Canada weather web site
www.weatheroffice.com

Environment Canada www.ec.gc.ca

Canadian Meteorological and Oceanographic Society
www.cmos.ca

The Weather Network (Canadian)
www.theweathernetwork.com

Activity 2: Discover the Factors that Affect the Weather

Time: 205 minutes

Description

In this activity students use a jigsaw method to study the factors that affect weather. Five separate activities will be performed by five student groups. Each expert group then prepares a report that is presented to the home groups.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

An effective communicator who:

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others.

A self-directed, responsible, life long learner who:

CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others.

A collaborative contributor who

CGE5a - works effectively as an interdependent team member;

CGE5e - respects the rights, responsibilities, and contributions of self and others.

A responsible citizen who:

CGE7b - accepts accountability for one’s own actions.

Strand(s): Earth and Space Science

Overall Expectations

ESV.01P - demonstrate an understanding of the factors affecting the fundamental processes of weather systems.

Specific Expectations

vES1.04P - observe, through experiment and simulation, and describe (a) the effects of atmospheric pressure, (b) the pattern of air movement in convection, (c) the phenomenon of inversion, (d) the greenhouse effect, and (e) heat transfer through radiation (e.g., (a) the reduction of the boiling point of water with reduced pressure or altitude; (c) the formation of dew or frost early in the morning following a clear calm night; (e) the use of dark solar panels for effective heat transfer);

ES2.05P - through investigations and applications of basic concepts analyse the data and information gathered to clarify aspects of the questions chosen;

vES2.06P - through investigations and applications of basic concepts communicate the results of the investigation, using a variety of oral, written, and graphic formats (e.g., diagrams, group presentations to the class, flow charts, simulations, graphs).

Planning Notes

· Collect and prepare the required lab materials (i.e., two shallow trays, four gas containment jars, convection apparatus, 2L pop bottles with rubber stopper/thermometer combinations that fit the mouth of the bottles);

· Students need to know the proper procedures for a Jigsaw lab. (Appendix A6)

· Consideration should be given to the grouping of students for this lab.

· On the first day of the activity, student groups perform their labs.

· On the second day, the lab group/expert group prepares their presentation. (Appendix 1.1)

· On the third day, all students return to their home groups to present their results during a short oral presentation.

Prior Knowledge Required

· Energy and Control (Grade 7 Heat)

Teaching/Learning Strategies

Activity 2.1: The Effects Of Atmospheric Pressure

The teacher:

· ensures that all group members are familiar with their lab procedure;

· discusses the safety precautions with the lab group;

· assesses individual lab reports from this group.

Students:

· practise the “can inverting” technique prior to heating;

· place a small amount of water into an empty pop can;

· pour very cold water into a shallow tray;

· place pop can onto a hot plate;

· select a setting that gently brings the water to a boil. Do not let the water completely boil away;

· after the water has boiled for a few minutes take the tongs and remove the pop can from the heater;

· quickly invert the pop can into the tray of cold water;

· record observations;

· prepare an individual lab report and presentation for their home group ensuring that the sequence of events is outlined and discussed through the use of diagrams.

Activity 2.2: The Pattern Of Air Movement In Convection

The teacher:

· ensures that all group members are familiar with their lab procedure;

· discusses the safety precautions with the lab group;

· assesses the individual lab reports for this group.

Students:

· assemble the convection apparatus;

· carefully light the candle and close the glass front;

· allow the apparatus to heat up (about five minutes);

· carefully light the incense;

· place the burning incense over chimney A;

· record observations;

· place the burning incense over chimney B;

· record observations;

· prepare an individual lab report and presentation for their home group ensuring that the sequence of events is outlined and discussed

Activity 2.3: The Phenomenon of Inversion

The teacher:

· ensures that all group members are familiar with their lab procedure;

· discusses the safety precautions with the lab group;

· assesses the individual lab reports for this group.

Students:

· practise the technique of placing wax paper over the mouth of a gas containment bottle full of water and inverting onto another gas containment bottle filled with water;

· completely fill two gas containment bottles with water and set them on the heater;

· select a setting that gently brings the water to a boil;

· as the water starts to boil add a dark food colouring to both gas containment bottles of water;

· fill the remaining two gas containment bottles with cold tap water and place them on the counter;

· using oven mitts carefully remove one gas containment bottle from the heater and place it in a tray;

· place a piece of waxed paper over the mouth of one of the gas containment bottles of cold water and carefully invert the gas containment bottle of cold water while keeping the waxed paper on its mouth;

· place the inverted gas containment bottle of cold water onto the gas containment bottle of hot water such that their rims line up;

· pull the piece of waxed paper from between the gas containment bottles;

· record all observations;

· place the second gas containment bottle of cold water into a tray;

· using oven mitts carefully remove the second gas containment bottle from the heater and place a piece of waxed paper over its mouth;

· carefully invert the gas containment bottle of hot water while keeping the waxed paper over its mouth;

· place the inverted gas containment bottle of hot water onto the gas containment bottle of cold water such that their rims line up;

· pull the piece of waxed paper from between the gas containment bottles;

· record all observations;

· prepare an individual lab report and presentation for their home group ensuring that the sequence of events are outlined and discussed.

Activity 2.4: The Greenhouse Effect

The teacher:

· ensures that all group members are familiar with their lab procedure;

· discusses the safety precautions for the activity;

· assesses the individual lab reports for this group.

Students:

· take two identical, clear 2L plastic pop bottles (with the labels removed) and place 100 g of baking soda into one of the bottles;

· add 200 mL of vinegar to the bottle with the baking soda;

· after the fizzing has stopped, stopper the bottle with the rubber stopper/thermometer combination;

· stopper the second 2 L bottle as is (only air inside) with the second rubber stopper/thermometer combination;

· lay both bottles on the counter and place a heat lamp (250 watt infrared) directly over each (approximately 50 cm away);

· record the temperature every five minutes;

· prepare an individual lab report and presentation for their home group ensuring that the sequence of events is outlined and discussed.

Activity 2.5: The Process Of Heat Transfer Through Radiation

The teacher:

· ensures that all group members are familiar with their lab procedure;

· discusses the safety precautions for the activity;

· assesses the individual lab reports for this group.

Students:

· attach two test tubes, containing thermometers and stirring rods, to a retort stand at the same height (one painted shiny white or wrapped in white paper and the other painted dull black or wrapped in black paper);

· place 20 mL of water in both test tubes;

· direct the heat lamp (250 watt infrared) at both test tubes equally at a distance of 30 cm;

· record temperatures every five minutes;

· prepare an individual lab report and presentation for their home group ensuring that the sequence of events is outlined and discussed.

Assessment/Evaluation Techniques

· Each individual from the expert groups has their lab report assessed for knowledge, inquiry, and communications using a Lab Report Rubric (Appendix A1). (ES1.04P, ES2.06P)

· The individual presentations to the home groups are assessed for completeness using a checklist.

Resources

Hirsch, A., J. Czerneda, D. Galbraith, J. Garden, and D. Plumb. Science Explorations 10. Toronto: John Wiley & Sons, 1986. ISBN 0-471-79705-7

Accommodations

· See Activity 1 for general accommodations.

· Group the students in heterogeneous groups.

Activity 3: The Hydrosphere is All Wet

Time: 120 minutes

Description

In this activity students observe the characteristics of the hydrosphere by visiting stations set up throughout the classroom. The observations at each station are recorded in the students’ notebooks and discussed by the entire class.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

An effective communicator who:

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others.

A self-directed, responsible, life long learner who

CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others.

A collaborative contributor who:

CGE5a - works effectively as an interdependent team member;

CGE5e - respects the rights, responsibilities, and contributions of self and others.

A responsible citizen who:

CGE7b - accepts accountability for one’s own actions.

Strand(s): Earth and Space Science

Overall Expectations

ESV.01P - demonstrate an understanding of the factors affecting the fundamental processes of weather systems.

Specific Expectations

vES1.01P - identify and describe the principal characteristics of the hydrosphere and the four regions of the atmosphere;

vES1.02P - describe and explain heat transfer within the water cycle and how the hydrosphere and atmosphere act as heat sinks;

vES1.06P - describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents.

Planning Notes

· Three stations need to be set up to demonstrate the characteristics of the hydrosphere. Each station consists of a large, deep, clear baking dish (or large beaker), a heat source (heater, Bunsen burner, or heat lamp), thermometers, and a freezer pack (or ice chunk).

· The thermometers must be set at different depths within the water in the dish (or beaker). One thermometer is set at the bottom, one in the middle and one near the top. This is easier with the beaker but care must be taken to apply the heat only at the edge of one side of the beaker.

· Station 1 demonstrates heat transfer within the hydrosphere.

· Station 2 demonstrates how the hydrosphere acts as a heat sink. For this station it would be best to use a heat lamp (250 W infrared) as it simulates the sun.

· Station 3 demonstrates the effect heat transfer has on water currents.

· An activity sheet should be provided to the students to record their observations at all stations.

Prior Knowledge Required

· Earth and Space Systems Grade 8 – Water Systems

Teaching/Learning Strategies

The teacher:

· reviews the concepts of heat transfer through conduction, convection, and radiation. Direct reference to the results in Activity 2 are essential;

· introduces the concept of the hydrosphere;

· introduces the characteristics of the hydrosphere that are to be observed:

· heat transfer in the hydrosphere;

· hydrosphere acts as a heat sink;

· heat transfer and water currents in the hydrosphere;

· determines the heterogeneous groups for the rotation of students and provides background work for those groups not actively rotating;

· sets up space to record observations, on the board, for each station;

· initiates entire class discussion, using the observations to explain the characteristics of the hydrosphere:

· relates the results of Station 1 to heat transfer in the hydrosphere;

· relates the results of Station 2 to the hydrosphere as a heat sink;

· relates the results of Station 3 to heat transfer and water currents in the hydrosphere.

· assesses the observation chart in the student’s notebook.

Students:

· record temperatures (at different depths) and the time of day at Station 1 in the appropriate places on their activity sheet;

· record temperatures (at different depths) and the time of day at Station 2 in the appropriate places on their activity sheet;

· drop a crystal of potassium permanganate into the water (near the warm end) at Station 3 and record observations in the appropriate place on their activity sheet. CAUTION: POTASSIUM PERMANGANATE IS POISONOUS AND A STRONG OXIDIZING AGENT;

· write groups results on the board in the appropriate spaces;

· copy all results from all groups in the appropriate spaces and the appropriate time order on their activity sheets;

· writes the explanation for each characteristic in their notebooks in the form of a chart.

Assessment/Evaluation Techniques

· Observation chart in notebook is assessed for communications and inquiry using a checklist. (ES1.01P, ES1.02P, ES1.06P)

Accommodations

· See Activity 1 for general accommodations.

· For extension and enrichment students could hypothesis and extrapolate on the link between these stations and the Earth’s hydrosphere.

Resources

Smythe, J., C. Brown, E. Fors, and R. Lord. Physical Geography. Toronto: Gage Educational Publishing Company, 1980. ISBN 0-7715-8336-2

Activity 4: The Atmosphere is Wet Too

Time: 325 minutes

Description

In this activity students create landscapes (in empty aquariums) that are used to observe the characteristics of the atmosphere.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

An effective communicator who:

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently in one or both of Canada’s official languages;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A reflective and creative thinker who:

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.

A self-directed, responsible, life long learner who:

CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others.

A collaborative contributor who:

CGE5a - works effectively as an interdependent team member;

CGE5e - respects the rights, responsibilities, and contributions of self and others.

A responsible citizen who:

CGE7b - accepts accountability for one’s own actions.

Strand(s): Earth and Space Science

Overall Expectations

ESV.01P - demonstrate an understanding of the factors affecting the fundamental processes of weather systems.

Specific Expectations

vES1.01P - identify and describe the principal characteristics of the hydrosphere and the four regions of the atmosphere;

vES1.02P - describe and explain heat transfer within the water cycle and how the hydrosphere and atmosphere act as heat sinks;

vES1.03P - describe and illustrate the factors affecting heat transfer within the water cycle in the atmosphere (e.g., temperature, pressure, humidity, winds);

vES1.05P - describe the factors relating to the rotation of the Earth that cause the movement of air masses and variations in the Earth’s temperature;

vES1.06P describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents.

Planning Notes

· A small, empty aquarium is needed for each group in this activity or one aquarium could be set up as a class demonstration.

· A heat lamp (250 W infrared) is required for each aquarium.

· Each aquarium requires a glass or clear fibreglass cover that fits diagonally through the aquarium as shown in the diagram.

· Small plants could be used for decoration or to set up an actual terrarium that can be used in conjunction with the Biology unit.

Prior Knowledge Required

None

Teaching/Learning Strategies

The teacher:

· reviews the concepts of evaporation and condensation;

· reviews the characteristics of the hydrosphere (as demonstrated in Activity 3);

· introduces the four regions of the atmosphere (Troposphere, Stratosphere, Mesosphere, and Thermosphere);

· initiates an entire class discussion on the possible similarities between the hydrosphere and the atmosphere (use daily recorded weather statistics to further discussion);

· introduces the concepts of the landscape in the empty aquarium as a way to test the possible similarities;

· determines the heterogeneous grouping of students for each aquarium;

· assesses the observation chart in the student’s notebook;

· uses temperature data gathered by students to illustrate and explain how the atmosphere acts like a heat sink;

· uses the formation of water droplets on the cover (through condensation) to illustrate how the water cycle acts in the atmosphere. If there are indentations in the soil, the water can collect there as a further illustration of the water cycle;

· uses the observations of the smoke in the aquarium to illustrate how the heat transfer affects air currents;

· introduces how the rotation of the Earth also affects the movement of air masses;

· introduces the concepts of the development, severity, and movement of weather systems (use local historical weather events if possible);

· proposes the following extension systems that are monitored by the class over a couple of days:

· further investigate the phenomenon of inversion within the aquarium by placing ice packs (or ice chunks) into the water and monitor the thermometers or add another incense stick (to simulate fog or smog);

· further investigate the greenhouse effect by producing a large amount of carbon dioxide gas (as per Activity 2), releasing it into the aquariums and monitoring the thermometers;

· further investigate the effect of pollutants by introducing a large number of burning incense sticks into the aquarium;

· investigate an undisturbed system by leaving one aquarium untouched as a control.

The information obtained from these systems aids the students in a reflective writing on the sacramentality of the Earth and their roles as stewards of the Earth;

· prepares a quiz on the characteristics of the hydrosphere and the atmosphere;

· assesses the quiz;

· assesses the student’s reflective article.

Students:

· set up the landscape within the aquarium by first placing soil in one end such that it slopes towards the other end of the aquarium. Make sure that there are small indentations in the soil;

· lift soil end of aquarium to a height of 10 cm and place objects under this end of the aquarium to maintain this height;

· pour approximately 2 litres of water (depending on the size of the aquarium) into the other end of the aquarium in order to make a pond;

· plant small plants in the soil end (if available). Mist the plants lightly after planting, but not enough to make the soil muddy;

· attach thermometers inside the aquarium at various heights (one should be at ground level, one should be in the water and one or two more at different heights above the ground);

· place the cover diagonally through the aquarium so that one edge of the cover rests on the soil and the other edge rests on the upper edge of the aquarium (as shown in the diagram);

· indicate the initial water level using a grease pencil or piece of tape;

· record initial water level in an observation chart in their notebooks;

· turn on the heat lamp or place aquarium by a window;

· monitor the system by recording the temperatures at the various locations, check water level, and watch for condensation on the cover;

· record these observations in their observation chart in their notebooks;

· carefully lift the cover (after the lamp has been on for a time) and place a lighted incense stick in the soil (close to ground level) then carefully replace the cover;

· record observations of the behaviour of the smoke in the aquarium in their observation chart;

· monitor the extension systems and record the observations (in their observation chart) over a period of a couple of days;

· summarize, in a reflective paragraph, the similarities and differences in the characteristics of the hydrosphere and the atmosphere;

· write a quiz on the characteristics of the hydrosphere and the atmosphere;

· write a reflective article in their journal about their personal concerns on how human interference, coupled with the characteristics of the atmosphere, have led to environmental challenges (e.g., smog, greenhouse effect, etc).

Assessment/Evaluation Techniques

· Student observations are assessed for completeness using a checklist.

· The reflective article is assessed for knowledge, communications, inquiry and making connections using a modified Project/Display Rubric (Appendix A4). (ES1.01P, ES1.02P, ES1.03P, ES1.05P, ES1.06P)

· Quiz on the characteristics of the hydrosphere and the atmosphere is assessed using a marking scheme. (ES1.01P, ES1.02P, ES1.03P, ES1.05P, ES1.06P)

Accommodations

· See Activity 1 for general accommodations.

· For extension and enrichment students could investigate the effects of seasons by changing the angle of propagation of the rays from the heat lamp to the aquarium and/or the time period in which the lamp is on.

Resources

Smythe, J., C. Brown, E. Fors, and R. Lord. Physical Geography. Toronto: Gage Educational Publishing Company, 1980. ISBN 0-7715-8336-2

Activity 5: Storm Warning

Time: 340 minutes

Description

In this activity student’s research local weather systems and the factors that affect their movement and severity. Students formulate questions concerning these factors and design a procedure which could be used to gather data to answer their questions. The impact of weather on Canadian economic activities is also investigated.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

An effective communicator who:

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently in one or both of Canada’s official languages.

A reflective and creative thinker who:

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.

A self-directed, responsible, life long learner who:

CGE4f - applies effective communication, decision-making, problem solving, time and resource management skills.

A collaborative contributor who:

CGE5a - works effectively as an interdependent team member;

CGE5e - respects the rights, responsibilities, and contributions of self and others.

Strand(s): Earth and Space Science

Overall Expectations

ESV.01P - demonstrate an understanding of the factors affecting the fundamental processes of weather systems;

ESV.02P - investigate and analyse trends in local and global weather conditions in order to forecast local weather patterns;

ESV.03P describe new technologies in meteorology and explain the impact of weather on our daily lives.

Specific Expectations

vES1.07P - describe and explain the effects of heat transfer within the hydrosphere and atmosphere on the development, severity, and movement of weather systems (e.g., effects such as pressure gradients, cloud formation, winds);

vES2.01P - through investigations and applications of the basic concepts identify factors that affect the development, severity, and movement of local weather systems (e.g., microclimates in rural and urban areas, El Nino, bodies of water, frontal systems, smog);

vES2.02P - through investigations and applications of basic concepts formulate scientific questions about these factors and outline experimental procedures for finding answers;

vES2.03P - through investigations and applications of basic concepts demonstrate the skills required to plan and conduct a weather-related inquiry, and collect data using appropriate instruments and techniques safely and accurately (e.g., record temperatures and atmospheric pressure; interpret weather maps and satellite photographs);

vES2.04P - through investigations and applications of basic concepts select and integrate information from various sources, including electronic, print, and community resources, to answer the questions chosen (e.g., historical trend data, local weather records, rates of evaporation of water);

vES2.05P - through investigations and applications of basic concepts analyse the data and information gathered to clarify aspects of the questions chosen;

vES2.06P - through investigations and applications of basic concepts communicate the results of the investigation, using a variety of oral, written, and graphic formats (e.g., diagrams, group presentations to the class, flow charts, simulations, graphs);

vES3.04P - assess the impact of weather on a variety of economic activities in Canada (e.g., agriculture, forestry, tourism, home construction, fruit growing).

Planning Notes

· This is a research project so book library/computer time early in the unit.

· During the research time it is recommended that students collect the following items for their portfolio in preparation for Unit 5:

· definition of climate;

· description of an international climate of their choice;

· research items on the impact of climate change on economic, social, and environmental conditions within their chosen international climate. The teacher checks the portfolio for completeness.

· Have articles and magazines of events that have occurred in the area available.

· Have a variety of sources available for student use. These should include various commercially available CD-ROMs, magazine articles, and newspaper articles;

· Pre-assign students to heterogeneous groups to allow all students to participate equally and contribute completely to the process. Students with IEP considerations should have roles appropriate to modifications and individual accommodation needs.

· Have students work in a team format with each individual having a specific role and task to accomplish.

· Remind students of the ethical use of the Internet and other information technology sources.

Prior Knowledge Required

· the collection of written, numerical, and map data for use in a report

· skills in the use of the Internet and other multimedia systems

· research techniques through conventional print

Teaching/Learning Strategies

The teacher:

· collects information for student use;

· introduces the topic by using Weather Workstation CD-ROM (Chapter 23), if available, or have articles from newspapers or magazines that explain a recent weather- related event;

· discusses the idea of community in the Catholic faith tradition and how communities come together during and after severe weather conditions;

· initiates an entire class discussion on local geography and its impact on local weather systems;

· outlines the type of questions to be answered such as:

· Does change in atmospheric pressure indicate the presence of severe weather?

· Does the amount of change in atmospheric pressure indicate the severity of the weather system?

· conferences with individual groups to ensure that all members have an equal role;

· checks the student’s portfolio for completeness;

· assesses the two posters from each group.

Students:

· as a group, choose a weather event in history that affected a large area or population from the list provided. Possible topics include: storm of the century, March 1993; summer of 1995 in Canada; Hurricane Hazel 1953; forest fires in Northern Canada; floods in the west; Hurricane Felix, 1995; Saskatchewan hail storms/ tornadoes, June 1995; winter 1995/1996; ice storm, 1997/1998;

· as a group, research the weather system causing this event, keeping the following criteria in mind: development of the system, severity of the system, movement of the system, effects of the storm such as economic, social, and environmental (e.g., effect on farmers and their livelihood);

· as a group, formulates two questions related to local weather systems;

· as a group, design a scientific procedure through which data could be collected to answer these questions;

· divide the group into two equal parts and decide which pair is to prepare a poster that details the weather system and its impact making sure to include the relief efforts undertaken during and after the weather system, and which pair prepares a poster to detail their formulated questions and scientific procedure.

Assessment/Evaluation Techniques

· Poster of severe weather system is assessed for knowledge, inquiry, and communications using a modified Project/Display Rubric (Appendix A4). (ES1.07P, ES2.01P, ES2.03P, ES2.04P, ES2.05P, ES2.06P, ES3.04P);

· Poster of questions and experimental procedure is assessed for knowledge, inquiry, communication and making connections using a modified Project/Display Rubric (Appendix A4). (ES1.07P, ES2.01P, ES2.02P, ES2.03P, ES2.04P, ES2.05P, ES2.06P)

Accommodations

· See Activity 1 for general accommodations.

Resources

Weather Workstation CD- ROM available from Tangent.

www.geocities.com/Athens/Parthenon/7933/wea-his2.html

www.stormfax.com/almanac.htm

“Hurricanes & Tornadoes” video from Weather Fundamentals Series #845-845-299 JWM Productions, Inc. for Schlessinger Media

“Weather’s Fury” video from Weather Fundamentals Series #845-845-338 JWM Productions, Inc. for Schlessinger Media

Appendix 1.1

Lab Template For Activity 2

Activity 2.1	The Effects of Atmospheric Pressure
Sequence of Events	· · ·
Diagram(s)

Activity 2.2	The Patterns of Air Movement in Convection
Sequence of Events
Diagram(s)

Activity 2.3	The Phenomenon of Inversion
Sequence of Events
Diagram(s)

Activity 2.4	The Greenhouse Effect
Sequence of Events
Diagram(s)

Activity 2.5	The Process of Heat Transfer Through Radiation
Sequence of Events
Diagram(s)

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