The Atmosphere, Weather, Climate and Climate Change 1

The Atmosphere, Weather, Climate and Climate Change

The Atmosphere, Weather, Climate and Climate Change 2

Ten tips for learning success In this module you will… 1)

Look at examples of atmosphere, weather, climate and climate change and identify the differences and relationships between them.

2)

Distinguish between weather and climate.

3)

See an introduction to the concept of climate change.

4)

Practice a technique on how to improve your memory and have a competition to test your memory against that of a partner.

5)

Take a stance on the belief in climate change theory.

6)

Debate the topic of “Is climate change real?”.

7)

Clarify your understanding of the differences between climate and weather and suppose the dangers of climate change and its denial.

8)

Look at climate change and/or the influence of carbon emissions on it.

9)

Plan, design and implement a survey on climate change in a group.

10) Assess and evaluate your progress, participation, recalling, and understanding of the concepts of the weather, climate and climate change.

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READING

The atmosphere The atmosphere is the layer of gases that surrounds the Earth and makes life possible on the planet. It extends for thousands of kilometres. Its composition is mainly nitrogen and oxygen, but also argon, carbon dioxide and other gases (hydrogen, ozone, methane and water vapour). The atmosphere is divided into layers. These layers include the troposphere, stratosphere, mesosphere, thermosphere and exosphere. The temperature, thickness and composition of each layer are different.

Weather and climate Weather is a result of atmospheric conditions at a certain place and time. Climate is the result of average atmospheric conditions in a certain region over a long period of time. For example, if we say it is hot or raining on a particular day, we are talking about the weather; but if we say a particular place always has hot summers or rainy winters, we are talking about its climate. Climatology is the science of climate, the study of the climatic elements and the factors that affect it. Meteorology is the study of atmospheric phenomena.

The elements of climate We define climates according to their elements: temperature, precipitation, atmospheric pressure and wind. These elements are influenced by factors such as latitude, altitude, etc.

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Activities: Questions A. Recalling “Atmosphere, Weather and Climate” DIRECTIONS: Click on the link below. Watch the YouTube video explaining the difference between “weather” and “climate”. http://www.youtube.com/watch?v=bjwmrg__ZVw&list=PLEDBEF577E57EE176

Matching DIRECTIONS: Choose the letter of the answer that best labels the images below. Is the image most related with:

“A” – atmosphere or “W” – weather or “C” – climate

1)______

4)______

2)_______

5)______

3)_______

6)______

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Multiple Choice

DIRECTIONS: Choose the letter of the correct answer. 1) Which person is talking about the weather, which person is talking about climate and which person is talking about the atmosphere? Choose “W” for weather, “C” for climate or “A” for atmosphere answer:

W/C/A

– “It rains a lot in spring in my village.”

W/C/A

– “It’s very hot and sunny today. Let’s go to the beach.”

W/C/A

– “There are many people who don’t believe there is a hole in the ozone layer.”

2) _________ is the science of climate. a – Weather b – Climate c – Climatology d – Meteorology 3) _________ is a result of average atmospheric conditions in a certain region over a long period of time. a – Weather b – Climate c – Climatology d – Meteorology 4)_________ is the study of atmospheric phenomena. a – Weather b – Climate c – Climatology d – Meteorology

Play “the weather game”. Click on the link: http://www.cotf.edu/ete/modules/k4/online/Wonline1.html Did you “earn your first bowtie”? What was your score? Compare your score with your classmates’ scores.

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B. Understanding Understanding the relationship and differences between weather and climate and the role of the atmosphere is very important. Why? Why not? Talk with a partner or in a group. Think of 5 ways the weather affects your daily life. Write them below: Example from a girl in Kansas: “When it snows more than a meter in a day I can’t play golf.” 1-_______________________________________________________________________ 2-_______________________________________________________________________ 3-_______________________________________________________________________ 4-_______________________________________________________________________ 5-_______________________________________________________________________

Think of 5 ways the climate affects your way of life. Write them below: Example from a boy in Utah: “It rains so much in spring that I have to cut the grass in the back yard twice a week!” 1-_______________________________________________________________________ 2-_______________________________________________________________________ 3-_______________________________________________________________________ 4-_______________________________________________________________________ 5-_______________________________________________________________________

Powerpoint presentation – “Weather and climate” Click on the link below to view a PowerPoint presentation called “Weather and climate” by a boy named Nico. Take notes and remember the new information Nico presents on… ·Factors that influence climate ·Different types of climates ·Climate change When you finish, compare your notes with a partner or in a group. Also, talk about any changes you would make to Nico’s presentation. Are there any problems? Would you eliminate anything? Would you add anything? http://www.slideshare.net/docaro/weather-and-climate-nico#

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A NASA slideshow

Check out the images in the following slide show from a NASA website. What relationships between weather events and climate change can you see? Take NO NOTES. Try to remember the images and the information about the images.

To help your memory, try one of the following techniques: Take an interest in the material and think of it in a personal way. By relating it to you and your life it will be easier to recall. Repeat information mentally. Repetition works in the short term, but to truly remember it for a long time you need to process the information, apply it and then talk to someone about it. Try using an internal dialogue with yourself! Make an association. When you see images and information that remind you of other things from your own life, try to identify a connection between those things. That is how the mind works! (When Jimmy goes to the supermarket to buy eggs he doesn’t think about the eggs to remember to buy them. He thinks about the omelette he’s going eat later!) Invent a story. This is similar to “make an association”, but you can invent fun things and more details to make the ideas come alive. Be creative and use your imagination! Chunk! “Chunking” is breaking the information into small and big pieces and trying to remember the pieces. This way you don’t need to remember so many little individual things! Click on the link: http://climatekids.nasa.gov/weather-and-climate-gallery/

MEMORY COMPETITION! When you finish, speak with a partner. Have a competition…who can remember the most images? Who can remember the most information? Keep a tally for each point you and your partner make in order to keep track of who remembers the most. example:

Images remembered Paco 

Information remembered 

Susana 



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C. Applying and reflecting INSTRUCTIONS: Choose a stance/opinion, or your teacher will assign one to you: A – You believe climate change is real. Or B – You do not believe in the climate change theory. Go to the section that you have chosen (A or B) and follow the instructions there.

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A – You believe climate change is real. Read the following information supporting your position.

From http://climatekids.nasa.gov/climate-change-meaning/

What is your evidence that climate change is real? Be specific by using examples from your real life, from the previous tasks and/or from the following video: Video: “Climate Change Basics” http://www.epa.gov/climatechange/kids/

Create a list of 10 to 15 specific examples of climate change evidence.

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Photo quest INSTRUCTIONS: -

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Using a digital camera, mobile phone camera and/or a video camera, take photos of 10 to 15 things in and around your school, neighborhood or home that are potentially adding to climate change due to their emissions. If using video, make oral commentary while recording explaining what it is you are filming and why you believe it is contributing to climate change. If you only take photos, you may make a separate audio recording explaining and describing the object or person you are photographing. If you do not have the means to make any audio recording of the objects or people you photograph, then take notes describing what it is you are looking at and why you believe it is a contributing factor to climate change. For emphasis and to help you present the material you can use an online image editor like http://pixlr.com/ Prepare a PowerPoint presentation of your findings and present it to another group or the class.

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B – You do not believe in the climate change theory. Help support your position with information. Use specific examples from your real life, from the Internet (try googling, “Climate change does not exist”), use information from the following real tweets and/or from the links from climate change “deniers” below:

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NOTE: You do not need to read everything in the links below. If you scan one or two of the pages quickly, that will be enough to support your position. If you want to use a dictionary, no problem, but limit your dictionary work to 5 or 6 words maximum. Remember to focus on the ideas that are being expressed, not just the words. Great English dictionaries:

dictionary.reference.com http://oald8.oxfordlearnersdictionaries.com/

http://www.climatedepot.com/2013/09/14/earth-gains-a-record-amount-of-sea-ice-in-2013-earth-has-gained19000-manhattans-of-sea-ice-since-this-date-last-year-the-largest-increase-on-record/ http://www.climatedepot.com/2009/10/27/Prominent-Russian-Scientist-We-should-fear-a-deep-temperaturedrop--not-catastrophic-global-warming/ http://www.carbonbelch.com/Post_srk/Ten_Myths_of_Global_Warming_bek/ http://www.carbonbelch.com/Global_Warming_Lies_srk/ http://www.foxnews.com/opinion/2012/02/17/global-warming-great-delusion/ http://www.americanthinker.com/blog/2013/05/growing_evidence_we_may_be_in_for_a_miniice_age.html#.UaXJv3PPD6Y.twitter http://notrickszone.com/2013/12/03/german-scientists-show-climate-driven-by-natural-cycles-globaltemperature-to-drop-to-1870-levels-by-2100/

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“Sell” your idea by creating an electronic flyer INSTRUCTIONS:

-Collect your information carefully. Be sure and cite where your

information is from, who the source is, where it was said or published, and where you found the information online. -Order, organize and categorize the information. -Prepare an electronic “flyer” to express yourself and your ideas at: https://www.smore.com/ -Get images to use in your flyer at http://www.flickr.com/ -Be sure and use your creativity as much as possible when choosing images and preparing your information. You are trying to “sell” your ideas in order to help people because you have the “right” ideas and they do not. -Who would you like to send your flyer to? Make a list of possible (or real) recipients. State why you chose them for this flyer on the list next to their name and email address.

DISCUSS and DEBATE DIRECTIONS: In groups of FOUR (two “A’s” and two “B’s” from the above activities) you will discuss and debate from your respective points of view. The topic: “Is climate change real?” Your teacher will control time for team discussion/preparation, debate intervals and who speaks when. The debate “winners” will be determined by group consensus. Be sure and keep notes during the debate of points you want to make and the points you and your fellow debaters made, both good and bad.

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REVISION DIRECTIONS: Answer the following questions: 1) Name 5 concepts related with weather: 1-_______________________________________________________________________ 2-_______________________________________________________________________ 3-_______________________________________________________________________ 4-_______________________________________________________________________ 5-_______________________________________________________________________

2)

What would the typical weather patterns be in the following Climate Regions? Match the weather pattern with the correct Climate Region:

Weather pattern 1) heavy rain and hot 2) hot, dry and sunny and potentially very cold at night 3) Very, very cold 4) Moderate temperatures most of the year 3)

Climate Region a - Subarctic b - Mediterranean c - Tropical d - Desert (arid)

Supposing that climate change is real, which of the following are potential dangers of climate change for your generation’s future? Choose the best answer: a) Hotter temperatures will mean longer summers, less school and more time to go to the beach. b) Changing weather patterns and climate could cause animal and plant life to change which will cause some species to become extinct. c) Rising sea levels could erode the coast, damage property and destroy delicate land areas. d) a, b and c e) b and c

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EXTENSION Choose one of the following activities 1 - “The Climate Time Machine” DIRECTIONS:

Work in groups of 2, 3, or 4 and explore the changes over the years in sea ice, sea level, carbon emissions and average global temperature. When exploring the sea level changes, be sure and look at all four regions:

Southeast United States Amazon Delta Northern Europe Southeast Asia

NOTE: the sea level rise is expressed in feet (ft) … 3 feet = 0.9144 meters

Click on the link: http://climatekids.nasa.gov/time-machine/ Talk about your answers to the questions at the bottom of the webpage and take notes during the discussion with your partner(s). On your teachers mark, you will represent your group in a conversation with students from other groups. You may use your notes in *(“noodle” is slang for “brain”, “mind” or “head”) the conversation.

2 - QUIZ YOUR *NOODLE! Click on the link below and take the quiz to test how much you know about global climate change. Remember your score: http://kids.nationalgeographic.com/kids/games/puzzlesquizzes/quizyournoodle-earthin-the-hot-seat/

3 - Calculate how to reduce your personal impact on the planet! Click on the link. Follow the instructions. http://www.epa.gov/climatechange/kids/calc/index.html#calc=instructions

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COLLABORATIVE TASK: Create a survey and chart the results “Exploring public opinion on climate change” PROCEDURE: Here are the four steps you will use to create a successful survey:    

Step one: create the questions Step two: ask the questions Step three: tally the results Step four: show the results

Survey question tips can be found here: http://www.mathsisfun.com/data/survey-questionnaire.html

Step One: Decide the focus, length and style of questions of your survey with your partners. (Remember: form your questions in a way that will make them easy to tally in the end. Use “yes”/“no” questions and multiple choice questions.)

Write the questions as a group or delegate responsibilities, question categories and/or types of questions to each member. Step Two:

Decide who you will ask the questions, where, when, and how. Will you need transport? Will you ask together as a group or separately? What materials will you need to conduct the survey? Pencil and paper? A laptop, ipad or tablet?

NOTE: Surveys tend to have bias in the questions depending on the point of view of the author. A person who believes in climate change might write a survey question in a certain way. For example: Does climate change worry you? Whereas, a person who does not believe in climate change might write the question like this: Why is global warming a problem all of a sudden?

Will you conduct the survey online? Online survey software/apps: https://www.murvey.com/

https://www.surveymonkey.com/ http://www.kwiksurveys.com/ Some simple sample surveys can be found here: http://bogglesworldesl.com/surveys.htm

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Step Three:

Tally the results. Decide where you will do this (i.e. on a word document, excel, etc.) Online survey software/apps: http://www.onlinecharttool.com/

http://www.chartgo.com/ http://infogr.am/ Step Four:

Show your results to the other groups or class in a presentation, exhibit, PowerPoint presentation, or by email, tuenti, Facebook, or twitter.

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Assessment Rubric The Atmosphere, Weather, Climate and Climate Change 4  3 Recalling You can easily You can remember information remember and discuss and discuss most the information in the of the text and the concepts information from of weather and climate the text and the concepts of weather and climate Understanding You can understand very You can fairly well information well the difference understand the between weather and difference between climate weather and climate

2 You can remember and talk about some of the information from the text and the concepts of weather and climate You can understand somewhat the difference between weather and climate

1  You can remember and talk very little about the text and the concepts of weather and climate

You find it difficult to understand the difference between weather and climate

Applying information

You can easily use and apply the information to talk about climate and climate change

You can use most of the information to talk about climate and climate change

You can use some of the information to talk about climate and climate change

You can use little of the information to talk about climate and climate change

Group work

You participated in all the aspects of the unit with your group(s). You have worked extremely well and solved issues with group members

You participated in most of the aspects of the unit with your group(s). You have worked very well and solved most of the issues with group members

You participated in some of the aspects of the unit with your group(s). You have worked well and solved some issues with group members

You barely participated in the unit with your group(s). You have worked little and solved none of the issues with group members

Survey Project

You participated in all the aspects of the creation of the survey

You participated in most of the aspects of the creation of the survey

You participated in some of the aspects of the creation of the survey

You barely participated in the aspects of the creation of the survey

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Assessment Rubric: Student self-evaluation My project: Survey “Exploring public opinion on climate change” 4  3 2 I provided Planning and I provided I provided designing of the extensive input in quite a bit of some input in the planning and input in the survey the planning designing of the planning and and designing survey designing of of the survey the survey

1  I provided little input in the planning and designing of the survey

Group cooperation

I participated, discussed and agreed in all the creative process of the survey project together with my group

I participated, discussed and agreed in most of the creative process of the survey project together with my group

I participated, discussed and agreed in some parts of the creative process of the survey project together with my group

I didn’t participate, discuss and agree much in the creative process of the survey project together with my group

Creativity

I find my survey extremely creative and original

I find my survey very creative and original

I find my survey quite creative and original

I find my survey similar to other projects

Outcome

The final survey project was a real success

The final survey project was quite successful

There were some problems with the final survey project

The final survey project didn’t work

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Checklist ___ I looked at examples of atmosphere, weather, climate and climate change and identified the differences and relationships between them. ___ I can now distinguish between weather and climate. ___ I was introduced to the concept of climate change. ___ I practiced a technique on how to improve my memory and had a competition to test my memory against that of a partner. ___ I took a stance on the belief in climate change theory. ___ I debated the topic of “Is climate change real?” ___ I clarified my understanding of the differences between climate and weather and supposed the dangers of climate change and its denial. ___ I looked at climate change and/or the influence of carbon emissions on it. ___ I planned designed and implemented a survey on climate change in a group. ___ I assessed and evaluated my progress, participation, recalling, and understanding of the concepts of the weather, climate and climate change.

Congratulations on completing the module!