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STUDENT SHEET 1.1KWL: CLIMATE CHANGE

What Do I Know? What Do I Want to Know? What Did I Learn?

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STUDENT SHEET 2.1SCIENTIFIC CAREERS IN WEATHER

Meteorologist

A scientist who studies _____________________

_________________________________________

___ Identify the metric units used to measure wind speed

___ Calculate the mean and median wind speed for a 5-day period

___ Graph and analyze wind speed for a 12-month period

___ Describe cold and warm fronts and the weather associated with each

___ Conduct a survey to determine the most common type(s) of severe weather in your area over the past 30 years

___ Design an instrument to measure wind direction or speed

___ Predict the weather based on current weather maps

___ Calculate the change in air temperature for a growing city over a period of time

Hydrologist

A scientist who studies _____________________

_________________________________________

___ Identify the metric units used to measure precipitation

___ Calculate the mean and median precipita-tion for a 5-day period

___ Graph and analyze precipitation data for a 12-month period

___ Describe the amount of Earth's surface covered by water

___ Investigate how well different solids dissolve in water

___ Investigate how well water flows through different earth materials

___ Describe at least three different ways in which water changes from one state to another

___ Evaluate the impact of the population of a city on the city’s water supply

Climatologist

A scientist who studies _____________________

_________________________________________

___ Identify the metric units used to measure temperature

___ Calculate the mean and median tempera-tures for a 5-day period

___ Graph and analyze temperature data for a 12-month period

___ Describe six different climate types

___ Construct and interpret a climate graph

___ Investigate how energy from the sun heats earth surfaces

___ Describe how latitude and ocean currents affect climate

___ Identify local factors that affect climate

Atmospheric Scientist

A scientist who studies _____________________

_________________________________________

___ Identify the metric units used to measure air pressure

___ Calculate the mean and median air pres-sure for a 5-day period

___ Graph and analyze temperature data for a 12-month period

___ Explain how Earth’s atmosphere changes with altitude

___ Design a tool to measure wind direction or speed

___ Investigate how Earth’s atmosphere has changed over billions of years

___ Describe several air pollutants in the atmosphere and their source

___ Evaluate the change in air pollution for a city over a period of time

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STUDENT SHEET 2.2RECORDING DAILY WEATHER

Daily Weather Data for _____________________________________________________ (Insert dates and location)

Unit of Measurement

Day 1 Day 2 Day 3 Day 4 Day 5

Temperature

Precipitation

Air Pressure

Wind DirectionDirection wind iscoming from

Wind Speed

Analysis of My Five Days of Weather Data

Mean Median Mode

Temperature

Precipitation

Air Pressure

Wind Speed

Wind Direction

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STUDENT SHEET 2.3SEASONAL WEATHER DATA

Monthly Weather Averages

Maximum temperature

(°C)

Minimum temperature

(°C)

Precipitation (cm)

Winddirection

Wind speed (km/h)

January

February

March

April

May

June

July

August

September

October

November

December

Seasonal Weather Data for __________________________________________________ (location)

MeasurementWinter

(Dec-Feb)Spring

(Mar-May)Summer

(Jun-Aug)Fall

(Sep-Nov)

Mean High Temperature (°C)

Total Precipitation (cm)

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STUDENT SHEET 3.1SAMPLE SURVEY

1. Survey of weather disaster history of __________________________________________________ (your town and state)

2. Today’s date ______________________________________________________________________

3. Name and age of person surveyed ____________________________________________________

4. Has lived here for _______________________ years.

5. What is the worst weather event (including snowstorms, thunderstorms, floods, hurricanes, tornadoes, droughts, heat waves) that you have ever experienced living in this area?

__________________________________________________________________________________

6. When did each of these events happen?

__________________________________________________________________________________

7. Where were you when each event happened?

__________________________________________________________________________________

8. Please describe your experience of one of these events in more detail.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

9. Describe what you remember about any of the following weather events:

_______________ _______________ _______________ _______________

Temperature

Precipitation (rainfall/snowfall)

Air Pressure

Wind Direction

Wind speed

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STUDENT SHEET 4.1DIRECTED READING TABLE: CLIMATE TYPES AND DISTRIBUTION PATTERNS

ClimateType

SummerTemperatures

Winter Temperatures

PrecipitationOther

Information

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STUDENT SHEET 5.1WORLD MAP

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STUDENT SHEET 6.1ANTICIPATION GUIDE: HEATING EARTH'S SURFACES

Before starting the activity, mark whether you agree (+) or disagree (—) with each statement below.

After completing the activity, mark whether you agree (+) or disagree (—) with each statement below. Under each statement, explain how the activity gave evidence to support or change your ideas.

BEFORE AFTER

1. The sun’s energy can heat the earth’s surfaces, even though it is millions of kilometers away.

2. The sun’s energy heats both land and water to the same temperatures.

3. After being heated, land cools faster than water.

4. Differences in land and water affect weather and climate.

______ ______

______ ______

______ ______

______ ______

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STUDENT SHEET 6.2WRITING FRAME: HEATING EARTH’S SURFACES

1. The purpose of my investigation is to:

__________________________________________________________________________________

2. I will use the materials to investigate this purpose by (describe your planned procedure):

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

3. My hypothesis is that:

__________________________________________________________________________________

__________________________________________________________________________________

4. I will record my data in a data table. I will create my data table on the other side of this student sheet.

5. I will be able to use my data to reach a conclusion. Based on my results, I should be able to conclude:

__________________________________________________________________________________

__________________________________________________________________________________

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STUDENT SHEET 6.3SAMPLE PROCEDURE

1. Measure and pour 50 mL of sand into one of the white plastic trays. Gently tap the tray on a table to flatten the surface of the sand.

2. Measure and pour 50 mL of water into the second white plastic tray.

3. Place a thermometer in each tray. Insert the thermometer bulb into the substance, and rest the other end of the thermometer on the edge of the tray.

4. Protect the thermometer bulb from direct light and insulate the substances by placing a clear plastic film on top of each tray. The widest part of the darkened edge should cover the thermometer bulb.

5. Create a data table for recording the temperature in each tray. You will read the temperature every 2 minutes for 20 minutes.

6. Record the initial temperature in each tray in your data table.

7. Place the trays the same distance from the light source. If you are outside, place the two trays side by side on a flat surface.

8. Begin timing.

9. Record the temperature of the substance in each tray once every 2 minutes for 10 minutes.

10. At exactly 10 minutes, record the temperature in each tray. Then remove the trays from direct light, either by placing the trays in the shade or turning off the light source.

11. Continue recording the temperature of both substances for 10 more minutes.

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STUDENT SHEET 7.1aMAPPING MEAN OCEAN SURFACE TEMPERATURES

0˚

15˚N

30˚N

45˚N

60˚N

75˚N150˚W

120˚E150˚E

180˚90˚E

60˚E

2562 LabAids SEPUP Issues Earth Sci TGFigure: EaTG 56.02a SSLegacySansMedium 10/11.5

161623

2423

1817

2423

23

2929

28

28

2727

2925

25 24

263030

3233

15

10

1212

17

7

77

7 77

8

53 0 0

00 -1

-2-2

-2-2

-1-228

28

28

25

2626

10

16

-2

0

28

00

4

27

14

Red 30°C and up

Orange

25–29°CYellow

20–24°C

Green

15–19°C

Blue 10–14°C

Purple 5–9°C

Brown

0–4°CW

hite Below

0°C

TEMPERATU

RE CO

LOR KEY

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STUDENT SHEET 7.1bMAPPING MEAN OCEAN SURFACE TEMPERATURES

0˚15˚N

30˚N

45˚N

60˚N

75˚N

0˚30

˚W60

˚W90

˚W12

0˚W

150˚

W30

˚E

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710 151514

26

2626

1721

2122

2525

25

2525

2521

28

2727

2726

25

21 2525

21 25 261616

16

20 28

22

18 23

2926

22

22

23 3

3

613

7

7

22

12

1212

5

55

5

2320

23

00

00

0

2

-2-1

0

12

2

27

2 8

Red

30°C

and

up

Ora

nge

25–2

9°C

Yello

w

20–2

4°C

Gre

en

15–1

9°C

Blue

10

–14°

CPu

rple

5–

9°C

Brow

n 0–

4°C

Whi

te

Belo

w 0

°C

TEM

PERA

TURE

CO

LOR

KEY

22

117

4

6

11

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STUDENT SHEET 7.1cMAPPING MEAN OCEAN SURFACE TEMPERATURES

0˚ 15˚S

30˚S

45˚S

60˚S

75˚S

0˚30

˚W60

˚W90

˚W12

0˚W

150˚

W30

˚E

2562 LabAids SEPUP Issues Earth Sci TGFigure: EaTG 56.02dSSLegacySansMedium 10/11.5

00

00

00

00

00

00 0

0000

00

0 011

33

13

0-1

-1-2 -2

-2-2

-2-2

0

-2-2

-1-1

2

33

44

-2

4

77

88

9

1010

1010

1011

1212

101617

1515

1516

16

1617

2021

2221

2021

21

25

26

2725

42

32

32

55

57

9

9

99

710

1010

1010

1515

1515

1515

1217

171719

2121

21

2121

2023

23

2325

25

25

25

2727

2725

-1

Red

30°C

and

up

Ora

nge

25–2

9°C

Yello

w

20–2

4°C

Gre

en

15–1

9°C

Blue

10

–14°

CPu

rple

5–

9°C

Brow

n 0–

4°C

Whi

te

Belo

w 0

°C

TEM

PER

AT

UR

E C

OLO

R K

EY

19

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STUDENT SHEET 7.1dMAPPING MEAN OCEAN SURFACE TEMPERATURES

0˚

15˚S

30˚S

45˚S

60˚S

75˚S150˚W

120˚E150˚E

180˚90˚E

60˚E

2562 LabAids SEPUP Issues Earth Sci TGFigure: EaTG 56.02cSSLegacySansMedium 10/11.5

02

710

22

22

00

0

0 00

0

2828

2727

27

25

2525

2525

2525

1515

1515

1515

1515

1515

15 2121

21

2525

2525 25

2529

29

20

87

77

77

76

77

66

00

00

0

00-1

-1

-1-1

1

-2-2-2

5 1110

1010

1010

10

2020

2020

20

-1-1

54

6

26

1823

2223

2323

Red 30°C and up

Orange

25–29°CYellow

20–24°C

Green

15–19°C

Blue 10–14°C

Purple 5–9°C

Brown

0–4°CW

hite Below

0°C

TEMPERATU

RE CO

LOR KEY

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STUDENT SHEET 9.1INTRAACT DISCUSSION: OCEANS AND CLIMATE

Stat

emen

tBe

njam

in F

rank

lin(1

8th

cent

ury

scie

ntis

t, in

vent

or, a

nd s

tate

sman

)

Dr.

Tans

y M

akya

(c

limat

olog

ist)

Bo N

ye (s

tude

nt m

oder

ator

of

“Tim

e Tr

avel

New

s”)

Dr.

Leen

a

(hyd

rolo

gist

)

1. N

ew te

chno

logy

is

mor

e he

lpfu

l tod

ay

than

it w

as in

the

1700

s.

agre

e/di

sagr

eeag

ree/

disa

gree

agre

e/di

sagr

eeag

ree/

disa

gree

2. T

he g

reat

est e

ffect

on

clim

ate

is fr

om o

cean

cu

rren

ts.

agre

e/di

sagr

eeag

ree/

disa

gree

agre

e/di

sagr

eeag

ree/

disa

gree

3. S

cien

tists

hav

e ev

iden

ce th

at th

e G

ulf S

trea

m is

slo

win

g do

wn.

agre

e/di

sagr

eeag

ree/

disa

gree

agre

e/di

sagr

eeag

ree/

disa

gree

4. A

ll sc

ient

ific

idea

s ar

e di

scov

ered

by

expe

rimen

tatio

n.

agre

e/di

sagr

eeag

ree/

disa

gree

agre

e/di

sagr

eeag

ree/

disa

gree

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STUDENT SHEET 11.1MY WIND DATA

Days with no wind: _____________

Prevailing wind direction: ______________

N

W

S

ELocation

___________

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STUDENT SHEET 11.2WIND CURRENTS ON EARTH

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90°N

90°S

0°

60°S

30°S

30°N

60°N

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STUDENT SHEET 12.1THE DESIGN PROCESS

A. Instrument (circle one): wind vane anemometer

B. Instrument measures (circle one): wind direction wind speed

C. Your design (Sketch your design and label the parts.)

D. Feedback (Identify at least one strength of the design and one thing that could be improved.)

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

E. Test and evaluate

Did the design meet its criteria?

Which parts of your design should be improved?

Which parts of your design should be unchanged?

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STUDENT SHEET 12.1THE DESIGN PROCESS

F. Final design (Sketch your design, label its important features, and describe the process you used in going from prototype to final design.)

G. Measuring wind – Data table

Location Time Location Description wind speed wind direction

Location 1

Location 2

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STUDENT SHEET 13.1SUMMARIZING WEATHER REPORTS

Listen to the weather reports presented by the different groups. As you listen,

decide if each of the following statements is true (T) or false (F). Circle your

response. Use the space below each statement to explain your response.

1. There was precipitation in some part of the United States every day from August 24 to 31.

2. The hurricane that developed on August 29 reached the state of Texas.

3. Weather moves from west to east across the United States.

4. Areas of low pressure can only be found along the coasts.

5. On August 27, tornadoes developed on the West Coast of the United States.

T F

T F

T F

T F

T F

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STUDENT SHEET 13.2MAP OF IOWA

Linc

oln

Ceda

r Rap

ids

Dav

enpo

rt

Coun

cil B

luff

s

Dub

uque

Siou

x Ci

ty

Mas

on C

ity

Des

Moi

nes

ILLI

NO

IS

MIN

NES

OTA

MIS

SOU

RIN

EBRA

SKA

SOU

THD

AKO

TA

WIS

CON

SIN

IOW

A

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STUDENT SHEET 16.1CAUSES OF GLOBAL WARMING

1. Which human activity produces the most carbon dioxide?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

2. Without human activities, would there be carbon dioxide in the atmosphere?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

3. Without human activities, would carbon dioxide concentrations have increased, decreased, or stayed the same between 1900 and 2000?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

4. If human activity doesn’t change, is the amount of carbon dioxide in the atmosphere likely to continue to rise, stay the same, or go down?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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STUDENT SHEET 17.1ATMOSPHERIC SCIENTIST’S REPORT

Air

Pol

luta

ntM

ajor

Sou

rce(

s)Im

port

ant F

acts

Perc

ent

Chan

ge*

Perc

ent c

hang

ein

pop

ulat

ion,

2005

–201

5

* To

calc

ulat

e pe

rcen

t cha

nge:

(201

5 re

leas

e –

2005

rele

ase)

!

100

200

5 re

leas

e

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STUDENT SHEET 17.2CLIMATOLOGIST’S REPORT

1. Create a climate graph of the data in the table "Mean Monthly Temperature and Precipitation for Sunbeam City (1986–2015).”

2. Use the information from the introduction and the climate types described in the activity "Climate Types and Distribution Patterns" to identify the climate type of Sunbeam City.

_______ polar _______ mild

_______ severe _______ dry

_______ highland _______ tropical

3. Identify which climate factors most directly affect the climate of Sunbeam City.

_______ energy from the sun

_______ ocean currents

_______ presence of large bodies of water

_______ large landforms, such as mountains

_______ altitude (height of land above sea level)

_______ prevailing winds

_______ cloud cover

4. Explain how each factor that you identified in item 2 above influences the climate of Sunbeam City. Be as specific as you can.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Prec

ipit

atio

n (c

m)

8

432

01

Tem

pera

ture

(°C)

36

24

12

-12

10

Jan DecNovOctSepAugJulJunMayAprMarFeb

TemperaturePrecipitation

Month

2832

1620

1418

- 8- 4

765

109

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STUDENT SHEET 17.3HYDROLOGIST’S REPORT

1. Identify Sunbeam City’s water resources by filling the percentage of water that it gets from each of the following sources:

____________ groundwater

____________ oceans

____________ rivers or lakes

2. Identify which of the following statements are true (T) and which are false (F).

_______ Sunbeam City businesses use most of the city’s water supply.

_______ Sunbeam City gets most of its water supply from the Cross Country River.

_______ The amount of groundwater that is being replenished by natural processes is the same as the amount of groundwater being used.

3. Create a line graph of the data in the table "Groundwater Use Since 1945.” Be sure to determine the scale of each axis and include the units of measurement.

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Year

Gro

undw

ater

use

d (b

illio

ns o

f lit

ers

per y

ear)

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STUDENT SHEET 17.4METEOROLOGIST’S REPORT

1. Complete the following two tables by calculating the change in temperature over time.

Table A: Change in Temperature for Sunbeam City from 1961–1975 to 2001–2015

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Change inTemperature (°C)

Table B: Change in Temperature for Rural Areas Outside of Sunbeam City from 1961–1975 to 2001–2015

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Change inTemperature (°C)

2. Determine if the change in temperature in Sunbeam City is more, less, or the same as the rural areas outside of the city by calculating the difference in temperature between the two areas. Hint: Subtract your Table B data from your Table A data.

Difference in Temperature Change

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Difference inTemperatureChange (°C)

3. Based on your analysis, is Sunbeam City an urban heat island? Explain your conclusions, and support your findings with specific evidence.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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STUDENT SHEET 17.5INTRA-ACT DISCUSSION: PEOPLE, WEATHER, AND CLIMATE

Stat

emen

tM

e

1. S

unbe

am C

ity w

ill

soon

run

out o

f fr

eshw

ater

s.

agre

e/di

sagr

eeag

ree/

disa

gree

agre

e/di

sagr

eeag

ree/

disa

gree

2. T

he a

tmos

pher

e of

Sun

beam

City

is

diffe

rent

from

the

atm

osph

ere

at o

ther

pl

aces

ove

r Ear

th’s

surf

ace.

agre

e/di

sagr

eeag

ree/

disa

gree

agre

e/di

sagr

eeag

ree/

disa

gree

3. T

he b

est c

limat

e is

on

e w

here

ther

e is

lots

of

sun

shin

e an

d ve

ry

little

rain

.

agre

e/di

sagr

eeag

ree/

disa

gree

agre

e/di

sagr

eeag

ree/

disa

gree

4. P

eopl

e ca

n ch

ange

th

e w

eath

er a

nd

atm

osph

ere

of a

pla

ce.

agre

e/di

sagr

eeag

ree/

disa

gree

agre

e/di

sagr

eeag

ree/

disa

gree