Earth+&+Space+Science-Water,+Air,+and+Weather+(pg.456-487)

Earth & Space Science-Water, Air, and Weather (pg.456-487) 10/26 -Water transports chemicals to body cells, removes waste materials, and performs other vital bodily functions. -Agriculture consumes enormous volumes of water for irrigating plants in rain-poor regions. -The manufacture of paper, steel, rubber, chemicals, and other products continually require more water. -More substances dissolve in water than in any other common liquid. -Cohesion of water molecules is central to the process of evaporation. -Heat energy must overcome water's cohesive forces, as well as the force of air pressing down. -The weight of water gives it pressure. So, as water depth increases so does pressure. -Pressure is also involved when something floats. For an object to float, opposing balanced forces work against each other. Gravity pulls down and water pushes up on an object. -An object floats higher in ocean water than in freshwater because ocean water has more minerals dissolved in it, especially salt. -A cup of ocean water weighs more than a cup of freshwater. -About 71% of the earth's crust is covered with water. -We need freshwater for land plants and animals to drink, such as lakes, rivers, reservoirs, and beneath the land surface as groundwater. -Groundwater comes from rain water that is absorbed into the soil and porous rock. It continues to sink until it reaches a layer of solid, non-porous rock. -As more rainwater soaks into the ground, more of the below-surface section becomes saturated. The upper limit of saturation is called the //water table.// -Ocean water is the main source of evaporating water on earth. So, the oceans are the basic source for freshwater. -When ocean water evaporates, the salt is left behind. Air currents carry the water vapor far inland. There it condenses and falls as rain, hail, or snow. -Purification of water is getting more difficult and expensive because of pollution. -Pollution causes a build up of algae, which causes less sunlight to reach aquatic life. So the plants, as well as the animals that feed on them, die. -Drinking or swimming in polluted water, and eating fish whose organs have accumulated the poisons, have been linked to severe health problems, including brain damage, cancer, and birth defects. -The rain that falls from a polluted region can be as acidic as vinegar. - Without air humans could only survive for a matter of minutes. -The atmosphere is three miles high into the sky. -The atmosphere has four seperate layers: Troposphere, stratosphere, Ionosphere, and exosphere. -The Troposphere extends to a height ranging of 5 miles. It is the region where practically all weather takes place. -The Stratosphere reaches a height of about 50 miles. The air is cold and thin and remarkably clear and turbulence free because of vertical movements of warmed air and atmospheric dust particles are largely confined to the layer below. This layer is used by the airlines on routes for long-ranging cruising. -The Ionosphere is beyond a height of 50 miles. This layer contains Ions, or electrically charged particles formed when high-energy solar and cosmic rays hit air molecules. This sphere is an invaluable aid to radio communication on earth. - The exosphere begins at about 600 miles up and extends to an undetermined distance. Only a few air molecules have been detected beyond where the ionosphere adjoins the exosphere. This region is considered the beginning of interplanetary space. -Air pressure: Air is about 1 kilogram per square centimeter. There is tons of air pressing on us right now but because air at a given level presses with equal forces in all directions the pressure is neutralized inside and outside our bodies. -Makeup of Air: The air that we breathe is a mixture of gases: Oxygen, Nitrogen, Carbon Dioxide, Argon, Krypton, Helium, Neon, Radon, and Xenon. The most important being Oxygen, Nitrogen, and Carbon Dioxide. Oxygen is about 21% of the air, Nitrogen is about 78%, and Carbon Dioxide is 3/100 of 1%. Other substances in the air are pollen, dust, smoke, salt particles, water vapor, chemicals, spores, bacteria, and viruses. -Because pure air has no taste, color, or odor it is very difficult for students to understand and for teachers to teach. -Origins of Our Atmoshpere: 4.4 billion years ago Earth's primeval atmosphere could hold a thin layer of gas. As the Earth cooled, the water vapor condensed into clouds. The accumulation of water caused a reduction of carbon dioxide in the atmosphere. Two billion years ago oxygen began to significantly accumulate in the atmosphere reaching its current level. p.476-487 **Weather: Mindy**
 * Content || **p.457-465 Water-Jaime**
 * -**Water is vital to life
 * p.465-475 Air and Its Properties- Kelsey ( 472-474) & Jessica (474-475)**
 * Air and Its Properties Concepts.**
 * Weather is the condition of lower atmosphere at a given time and place.
 * Weather changes happen because of changes in temperature, moisture, pressure, and other variables.
 * The unequal heating and cooling of the earth's surface causes winds. If the earth did not rotate, then the wind would move south and north. The rotation causes wind deflection named the Coriolis effect.
 * Air is colder at higher altitudes because the air molecules closest to the earth are easily warmed by conduction, the molecules are compressed into a low, dense layer, and when the air is pushed up it expands and cools when it meets the lower air pressure in the higher altitude.
 * The combined effects cools the air about 2 degrees celcius for every 300 meters.
 * Heat and atmospheric pressure affect evaporation. Heat increases the speed of the molecules, and allows the molecules to break up.
 * The wind also speeds up the rate of evaporation.
 * Humidity is another factor that affects evaporation. Humidity is the amount of moisture already present in the air.
 * The capacity of air to hold moisture depends on its temperature, so warm air hold more moisture than cooler air.
 * Relative humidity is the percentag eof moisture in air at a certain temperature, comapred with all it could hold at that temperature.
 * Relative humidity is measure with a wet-and-dry bulb thermometer called a hygrometer.
 * Dew Point is the temperatureat which condensation takes place.
 * Fog is formed when the surface temperature is low enough to cool air that is a short distance above the ground to its dew point.
 * Fog is sometimes formed from the unequal cooling of land and water.
 * Clouds are formed three different ways
 * Wind blows moist air up on a mountain slope and expands because of decreasing air pressure, cools, and condenses on airborne dust particles.
 * Air is pushed aloft when two huge air masses merge. The cooler, heavier air mass will push under the warmer lighter mass.
 * Heat from the ground develops convection currents. The air near the ground is heated an dpushed up by heavier, cooler surrounding air.
 * When there is enough moisture in the cloud the moving droplets collide and combine to form larger drops which may fall as rain, and in freezing temperatures may fall as snow.
 * Cirrus clouds are high, wispy formations of ice crystals.
 * Cumulus clouds are white, fluffy, and associated with clear visibility and fair weather.
 * Stratus clouds are lower, darker formations that appear as a dense layer.
 * Air Mass is a huge volume of air that picks up distinctive temperature and humidity conditions from the surface underneath.
 * The air mass changes in the different regions, so four kinds of air masses are possible: cold and dry, cold and moist, warm and dry, and warm and moist.
 * Cyclone- a large area of relative lower pressure with the point of lowest pressure in the center, also called a low.
 * Anticyclone- a large area of relatively high pressure with the highest pressure in the center, also called a high.
 * Air movements in the Northern Hemisphere spiral counterclockwise toward the center of a low, and clockwise away from the center of the highest pressure. The movements are reversed in the Southern Hemisphere.
 * Highs and lows are detected by noting changes in cloud, temperature, and wind patterns. The instrument used to measure air pressure is the barometer. ||
 * TN State Standards || ======**Water-Jaime**======
 * GLE 0307.7.4** Design a simple investigation to demonstrate how earth materials can be conserved or recycled.
 * GLE 0307.8.1** Recognize that that there are a variety of atmospheric conditions that can be measured.
 * GLE 0307.8.3** Identify cloud types associated with particular atmospheric conditions.
 * SPI 0307.8.1** Choose the correct tool for measuring a particular atmospheric condition.

**Air and Its Properties: Jessica and Kelsey**
__Grade 3__

**SPI 0307.8.1** Choose the correct tool for measuring a particular atmospheric condition.
__Grade 6__ **GLE 0607.8.4** Analyze meteorological data to predict weather conditions. **SPI 0607.8.4** Interpret meteorological data to make predictions about the weather. ||  ||   ||   ||   ||   ||   ||   || **Weather-Mindy**GLE 0307.8.2Use tools such as the barometer, thermometer, anemometer, and rain gauge to measure atmospheric conditions. * **0307.8.1**Select appropriate tools used for collecting weather data that correspond to the atmospheric condition being measured. >> **SPI 0407.8.1** Identify the basic features of the water cycle and describe their importance to life on earth. >>
 * SPI 0307.8.2** Match major cloud types with specific atmospheric conditions.
 * GLE 0607.8.2** Describe how the sun’s energy produces the wind.
 * GLE 0607.8.3** Investigate the relationship between currents and oceanic temperature differences.
 * SPI 0607.8.1** Analyze data to identify events associated with heat convection in the atmosphere.
 * SPI 0607.8.2** Recognize the connection between the sun’s energy and the wind.
 * SPI 0607.8.3** Describe how temperature differences in the ocean account for currents.
 * SPI 0307.8.1 Choose the correct tool for measuring a particular atmospheric conditions
 * ====== __Grade 4 __ ======

This website is all about water. It covers the water cycle, earth's water supply, what an acre foot is, how much water it takes to do certain things, and water pollution. Science for Kids Building Science and Technology Together http://www.sciencekids.co.nz/lessonplans/flight.html This website allows kids to explore different topics in Science, but also talks about air and its properties. The Website includes games, fun facts, projects, and multiple lesson plans for students and teachers to explore. @http://www.altitude.org/air_pressure.php This website allows kids to enter an altitude and it will tell you what the air pressure is at that height and how much oxygen is in the air. It also talks about the risks of being at a very high altitude and what amount of oxygen is best. This website is about meteorology and weather. It allows the kids to learn about many different topics of weather allowing them to forcast the weather, and learn about clouds, hurricanes, temperature, wildfires, earthquakes, climate, etc... || In this lesson students create their own mini water cycle. They observe how the actual water cycle works. It takes at least a few days. http://www.sciencenetlinks.com/lessons.php?DocID=156 The purpose of this lesson plan is to demonstrate that air takes up space, and puts pressure, or pushes, on everything around it. @http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/tnrcc/airpressurelesson.html The purpose of this lesson is to show students the affects of air pressure. [] This lesson is designed to introduce basic weather information, and design weather maps to show different weather patterns across the U.S. || Kelsey Shreve ||
 * Websites || **Water-Jaime**
 * [|http://www.watereducation.org/doc.asp?id=1022#WaterCycle]**
 * [|http://www.watereducation.org/doc.asp?id=1022#WaterCycle]**
 * Air and Its Properties- Kelsey**
 * Air and Its Properties- Jessica**
 * Weather-Mindy**
 * []**
 * Lesson Plans || **Water-Jaime**
 * []**
 * Air and Its Properties- Kelsey**
 * Air and Its Properties- Jessica**
 * Weather-Mindy**
 * Videos || media type="custom" key="10963558"

Assessment Probe || **Global Warming-Jaime Eversole, Mindy Bailey** Time: 5 minutes Volume 4, pages 143-147 This probe will test the classes knowledge on global warming. This can tie into weather, water, and air. This probe also helps to find out what students think contribute to global warming. We'll use this at the beginning of our lesson. || || This book follows a rain drop as it makes its journey around the world- whether as steam or snow, inside a plant or animal, or underground. You can use this book to discuss not only the water cycle, but also to discuss the qualities of water. Even use it to teach Geography. Jessica Harper || Activity on pages 459-460 ( 15 min) : Things That Float In Water Placing different materials in the water to see if it floats. Then make boats out of clay and foil. Formative Assessment-Interest Scale ( 5 minutes) Formative Asssessment:Justification True and False question( 5 minutes) Activity on page 466: ( 10-15 minutes) The class will be placing different materials into the bowls of water to see if air bubbles appear. If they appear that means the material contains air. This activity shows what objects have air in them. Activity on page 469- Air and Space. This activity shows that air takes up space. We will place a cup upside down in the water and another cup sideways into the water and we will try to "pour" the air from one cup to the other. (7 minutes) Formative Assessment #18- Focused Listening (Modification: I will be asking students to list all ideas and experiences about my experiment instead of a prior instructional unit.) (3 minutes) I will also read part of the children's book to the class and discuss the different phases of water in the book. (5 minutes) Total time: 15 minutes Activity on page 476 (8 Minutes)-Evaporation. This activity talks about what would speed up evaporation, and how quickly evaporation takes place. We will have wet paper towels and change the variable to see which paper towel will dry the quickest.
 * Formative
 * **Children's Book**
 * Activities from text || **Jaime:**
 * Kelsey:**
 * Jessica:**
 * Mindy:**

Formative Assessment-Human Scatterplots (4 minutes) I will ask one question about one of the variables and have them choose the answer and how confident they are in their answer. ||