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

1. p. 457-465 Water:Noel Our need for water commands our attention in both direct and indirect ways. Water is vital to life. __Water Properties:__ Water is an excellent solvent. __Clean Adequate Water__: A big question is if there will be enough water for enough people in enough places in the foreseeable future. 2. p. 465-475 Air and Its Properties: Aimee Welton Most air is concentrated below 3.5 miles high. The weight of the atmosphere is 4.5 quadrillion metric tons. Or 14.7 pounds per square inch at sea level. Which means that there are tons of air pressure against us at all times. These gasses are well mixed by the wind. Air can’t be seen The atmosphere started with the out-gassing from rocks. Water vapor from cooling created bodies of water, which reduced carbon dioxide. Oxygen was produced through photosynthetic action in the oceans. 3. p.476-487 Weather: Ashley Webb and Ashley Gaylor
 * Content || **List the content for the section you select**
 * Molecules and Water
 * Molecules of a liquid are fare apart; their weaker and cohesion causes them to slide about and assume the shape of their container. In a gas the molecules are even farther apart; therefore their cohesion is even more weaker.
 * Molecules of a solid are closer together; their stronger and cohesion allows them to keep their shape.
 * Evaporation happens when heat energy overcomes the cohesive force of water molecules.
 * Pressure
 * The weight of water gives it pressure.
 * Pressure is involved when something floats. (When something is light for its size the water pushes up against it.
 * An object floats higher in the ocean due to the saltwater. The salt makes it heavier which gives it a greater force to push on an object with.
 * Water Flow
 * Gravity is the force that moves water in nature.
 * Water cannot flow higher than its source unless some other force is more powerful.
 * Sources
 * 71% of earth's crust is covered with water.
 * Oceans - Salt water
 * Freshwater Ocean water is or main source and is recycled through the water cycle
 * Lakes
 * Rivers
 * Reservoirs
 * Groundwater
 * Comes from Rainwater that is absorbed into the soil and porous rock.
 * The water table - The upper limit of the saturated section of water below earth's surface.
 * Water wells are built to access the groundwater.
 * Pollution and increased uses for water make finding usable freshwater difficult in many places.
 * Pollution
 * Raw sewage is dumped into nearby rivers or lakes, from which drinking water is often drawn. This is causing water purification to become more difficult and expensive.
 * Chemical fertilizers and pesticides wash off the land into streams and bays. This can cause large populations of algae to grow, which eventually kills everything in the body of water and leaves a silted, near-dead, putrescent swamp.
 * A reversal can occur, however it could take up to centuries or longer.
 * Hazardous waste dumps may leak poisonous chemicals from storage containers or percolate down through the ground, contaminating groundwater, nearby streams, and lakes.
 * Drinking this, swimming in it, or eating the fish has been linked to health problems, include brain damage, cancer, and birth defects.
 * Acid Rain
 * The burning of fossil fuels in factories, power plants, and automobiles releases sulfur and nitrogen oxides into the atmosphere. When water vapor is also present, these gases are converted into sulfuric acid and nitric acid. The rain that falls form a polluted region can be as acidic as vinegar.
 * Acid rain, sleet, hail, and snow, contaminates water supplies, killing trees and fish stocks, and corroding water systems.
 * The northern United States and adjacent Canadian areas have been most affected.
 * Some progress has been made in reducing pollutants through chemical filters and pollution control devices. However, they are expensive and the question is who pays?
 * Conservation
 * We are needing to change our water-use habits
 * Conservation is the wise us of water resources and is becoming more common as people become more aware of the consequences.
 * Stricter laws to protect waste supplies are continually enacted.
 * Bare slopes are being planted to protect watersheds.
 * Fertilizers and pesticides are being used under more controlled conditions in agriculture.
 * People are learning how to use water without wasting it.
 * An important by-product of water conservation is energy conservation since a significant amount of energy is used to pump and heat water.
 * Future Water Supply
 * It is possible that increased conservation measure will fail to save enough water to meet our future water needs.
 * Where will the water come from? Scientists are looking for ways to tap the sun's energy and convert ocean water to freshwater.
 * If more economical means can be found, the direct conversion of ocean water to freshwater could bring major changes in many dry regions of the world and in the worlds food supply.
 * If more economical means can be found, the direct conversion of ocean water to freshwater could bring major changes in many dry regions of the world and in the worlds food supply.
 * Layers of the atmosphere**
 * **Troposphere** – Majority of air is in this layer. This is where most weather takes place. Extends up 5 miles at the poles and 10 miles at the equator (due to rotation of the earth and temperature)
 * **Stratosphere** – Reaches to 50 miles high. This is airliner cruising altitude. The air is cold and thin and mostly turbulence free. This is also where the jet streams run. Jet streams are currents of rapidly moving air that jets use to increase speed while conserving fuel. This is also where the ozone layer is. This layer protects the earth from the suns radiation by absorbing it before it reaches us. The Ozone layer is being destroyed by chlorofluorocarbons.
 * **Ionosphere** – Above 50 miles high. This is where you might see auroras. This area of the atmosphere is important to radio communication because it is highly ionized from the suns radiation. Solar storms are frequent here.
 * **Exosphere** – Above 600 miles high Extends to outer space. Very few air molecules found here.
 * Why are we not crushed?
 * Presses with equal force in all directions.
 * Every force has counteractive force so it is neutralized
 * Air is tiny enough to dissolve in the bloodstream
 * Our ears pop because it takes longer for the internal air pressure to change than the external air pressure. When we go high in the atmosphere the air pressure is lower and our bodies want to equalize the pressure so our ears pop.
 * The bends when scuba diving comes from a similar situation. Air is forced into a wet suit to counteract pressure of the water. After 20-30 minutes the circulatory system has abnormal amounts of air. Must be released slowly or air bubbles can form in the blood.
 * Aches and pains before rain – which usually comes with air pressure changes can be attributed to this too
 * Air is made up of several gasses
 * Oxygen – 21% - combines with sugars in our body and releases heart and essential to burning
 * Nitrogen – 78% - Essential to plant growth and dilutes oxygen.
 * Carbon Dioxide – 3/100ths of 1%
 * Other gasses – argon, krypton, helium, neon, radon and xenon

Weather is the condition of the lower atmosphere at a given time and place.
__Causes of Wind__: -The unequal heating and cooling of the earth's surface causes winds. - The world's prevailing winds are caused by the same unequal heating of the earth's surface on a grand scale. - The earth's rotation adds a factor. - If the earth did not rotate, heavy, cold air at the poles would simply flow due south and north, and push up warmed, expanding equatorial air. - Wind direction aloft may differ from surface wind direction. - Meteorologists use measuring instruments to observe small, helium-filled balloons as they rise to various altitudes to calculate winds aloft. __Air Temperature__: - One reason why air is colder at higher altitudes is the varying distance of air molecules from the earth's surface. Air molecules closest to the earth are warmed more easily by conduction and heat waves radiated from the earth's surface than those farther away. - The second reason is that as we get closer to sea level more and more molecules are piled up. - The third reason is as warm air is pushed up, it expands and cools when it meets lower air pressure with the increased altitude. - The atmosphere is a gigantic greenhouse that slows the loss of heat received from solar radiation. - Most scientists think the lower atmosphere is gradually becoming slightly warmer because of increased levels of carbon dioxide from the burning fuels such as coal and oil. - The greater number of suspended pollutants in the air may be causing more and more sunlight to be reflected away from the earth before it reaches the earth's surface. __Evaporation and Humidity__: - Heat and atmospheric pressure affect an evaporating liquid. - Increasing a liquid's surface area increases the rate of evaporation. - The wind also speeds up evaporation. When air just above the surface of an evaporating fluid becomes saturated, the wind blows it away and replaces it with drier air. - Humidity is the amount of moisture already present in the air. - Moving air from a fan cools us because it speeds up evaporation of perspiration from the skin. - Relative humidity is the percentage of moisture in air at a certain temperature compared with all it could hold at that temperature. - The cool air of winter holds comparatively little moisture. As heaters warm it, the air expands and becomes even drier. __Condensation__: - The temperature at which condensation takes place is called the dew point. - We may see fog when the surface temperature is low enough to cool air that is a short distance above the ground to its dew point. -Fog can be considered a low cloud. - Clouds at higher altitudes are formed in several ways, but all involve a parcel of air that is colled to its saturation, or dew, point. - There are three methods to forming clouds (1) Wind may blow moist air up a mountain slope. (2) Air may be pushed aloft when two huge air masses merge. The cooler, heavier air mass will push under the warmer, lighter mass. (3) Heat from the ground may develop convection currents. The affected air near the ground is heated and is pushed up by heavier, cooler surrounding air. - More than 200 cloud classifications, but 3 basic ones for children are cirrus clouds which are high, wispy formations of ice crystals, cumulus clouds which are white, fluffy, and usually associated with clear visibility and fair weather, and stratus clouds which are lower, darker formations that appear as a dense layer. - Powered by the sun, water over the earth constantly evaporates, condenses, and falls without apparent end. __Air Masses and Cyclones__: - An air mass is a huge volume of air that picks up distinctive temperature and humidity conditions from the surface underneath. - The four kinds of air masses are cold and dry, cold and moist, warm and dry, and warm and moist. - A cyclone is a large area of relative lower pressure with the point of lowest pressure in the center; it is also called a low. - An anticyclone is a large area of relatively high pressure with the highest pressure in the center; it is also called a high. - Lows often bring bad weather, and highs usually bring more pleasant weather. - Highs and lows are detected by noting changes in cloud, temperature, and wind patterns. || Standards || Each person include most relevant standards that apply to your section - **Grade 4 Standard 7 The Earth:** **Grade Level Expectations:** GLE 0407.7.2 Evaluate how some earth materials can be used to solve human problems and enhance the quality of life. ␣0407.7.4 Use data from a variety of informational texts to analyze and evaluate man’s impact on non-renewable resources. **State Performance Indicators:** SPI 0407.7.2 Analyze how different earth materials are utilized to solve human problems or improve the quality of life GLE 0507.8.1 Analyze and predict how major landforms and bodies of water affect atmospheric conditions. **Check for Understanding:** ␣0507.8.1 Compare the climates of coastal and inland areas at similar latitudes to demonstrate the ocean’s impact on weather and climate. ␣**0507.8.3** Use weather maps of the United States to graph temperature and precipitation for inland and coastal regions. ␣**0507.8.4** Use local environmental State Performance Indicators: **SPI 0507.8.1** Describe the effects of the oceans on weather and climate. Air and its Properties p. 465-475 - Aimee Welton; Conceptual Strand 8 The earth is surrounded by an active atmosphere and an energy system that controls the distribution life, local weather, climate, and global temperature. GLE 0307.8.1 Recognize that that there are a variety of atmospheric conditions that can be measured. GLE0307.8.2Use tools such as the barometer, thermometer, anemometer, and rain gauge to measure atmospheric conditions. GLE 0307.8.3 Identify cloud types associated with particular atmospheric conditions. GLE 0307.8.4 Predict the weather based on cloud observations. ␣0307.8.1 Select appropriate tools used for collecting weather data that correspond to the atmospheric condition being measured. 0307.8.2 Identify major cloud types and associate them with particular weather conditions. SPI 0307.8.1 Choose the correct tool for measuring a particular atmospheric condition. SPI 0307.8.2 Match major cloud types with specificatmosphericconditions. __Weather p. 476-487__ Ashley Webb and Ashley Gaylor - 4th Grade //Earth and Space Science // GLE 0407.8.1 Recognize the major components of the water cycle.
 * Temperature Differences
 * Prevailing Winds
 * Winds Aloft
 * Temperature and Altitude
 * Temperature and Pollution
 * Evaporation
 * Humidity
 * Relative Humidity
 * TN State
 * Checks for Understanding: **
 * Grade 5 Standard 8- The Atmosphere **
 * Grade Level Expectations: **
 * Grade 3 : Standard 8 - The Atmosphere**
 * Guiding Question 8** How do the physical characteristics and the chemical makeup of the atmosphere influence surface processes and life on Earth?
 * Grade Level Expectations**
 * Checks for Understanding**
 * State Performance Indicators**

//Embedded Inquiry //
GLE 0407.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data. SPI 0407.Inq.1 Select an investigation that could be used to answer a specific question. 6th Grade Strand 8 GLE 0607.8.4 Analyze meteorological Data to predict weather conditions. SPI 0607.8.4 Interpret meteorological data to make predictions about the weather. ||  ||

1. Noel Stooksbury-Water Water EPA is a great website for children to learn about water. It has all kinds of links for children and teachers to explore the different aspects of water. There are also interactive things and games for students to play with. This site is full of information about water. This is a helpful tool to help kids learn about water. [] 1. Aimee Welton - Air The National Weather Service has a great website for that explains all aspects of air pressure and the atmosphere. There are also lessons available. http://www.srh.noaa.gov/srh/jetstream/atmos/pressure.htm 3. Ashley Webb - Weather Weather Wiz Kids This is a great website created by meteorologist Crystal Wicker. The website is all about weather and provides definitions and examples of different types of weather from wind and temperature to clouds, rain, and floods. There are even weather experiments available and weather photos. It also provides weather games for children. The site is a great way to help kids learn about weather. [] 4. Ashley Gaylor - Weather Dew Point Map This website is from the "Water Vapor" Activity on pg 479 in the text book. It allows student to visually see all 50 states dew points and how they differ. It also has options to discover windchill, humidity, and heat index ect... [] || 1. Noel Stooksbury - Water Water Uses Around the World. In the lesson students are made aware of the importance of water and how much we need and use it. It also allows them to compare our water use here in the U.S. to that of other parts of the world. It makes them aware of how much water we use, how much water is available in other countries, and how it could be more difficult to use water in other areas of the world. Hopefully it will give students a desire to conserve water and other resources we use. [] 2. Aimee Welton - Air Egg in a bottle experiment. This lesson is an extension of the lesson we will do in class with the candle and the jar. It illustrates air pressure really well because students can see how strong the air pressure is and what that pressure can do. http://weirdsciencekids.com/egginbottle.html 3. Ashley Webb - Weather Weather Maps- This is a great lesson plan. It helps the students learn about weather and the different types of weather maps there are. It allows the teacher to activate prior knowledge as well as build on that knowledge. Students are also able to work in groups on a project or map and present the map to the class as if they were telling about the weather that day. [] 4.Ashley Gaylor - Weather Water 1: Water and Ice This lesson plan helps students explore what happens to water as it goes from solid to liquid and back again; to use observation, measurement, and communication skills to describe change. [] || Aimee Welton || Purpose: To elicit students' ideas about an everyday object in the sky: clouds. Related Concepts: Clouds, Condensation, Water Cycle, and Water Vapor Source: //Uncovering Student Ideas In Science: Another 25 Formative Assessment Probes;// Volume 3 pg 155-161 With this formative assessment probe I will use one of my two formative assessments. I will use Partner Speaks #40 on pg. 147. || || One person select a book - embed the book cover in the left column and include a brief synopsis of the book here and describe how you could use the book as you teach. Will have 3-5 minutes to share in class: Noel Stooksbury - //Common Ground: The Water, earth, and air we share.// by Molly Ban This is a story about our planet's natural resources. Through the example of a shared village green and the growing needs of the townspeople who share it. It represents the challenge of handling our planet's natural resources. Since this book discusses the planet's natural resources, it would be good to read this book to the class to introduce these resources to the students. It is important for students to know how we use these resources and why they are important. If the students appreciate these different resources then maybe they will be excited about learning about them. || Formative Assessment Probe - What Are Clouds Made Of? Est. Time 7 mins 1. p. 457-465 Water: Noel Stooksbury Pg. 457. "How water and Other Liquids Stick Together" (Engagement, Exploration, Explantaion, Elaboration, Evaluation) Est. time:10-15 mins. I will use formative assessment - Annotated student drawings. 10-15 min. 2. p. 465-475 Air and Its Properties: Aimee Welton Pg. 470 "Air needed for burning" (Engagement, exploration, explanation and elaboration) I will use the formative assessment - Human Scatter Plot as a pre-learning strategy. 15 min 3. p.476-487 Weather: Ashley Gaylor Pg. 479 "Water Vapor" (Engagement, Exploration, Explanation, Elaboration) est. time: 10 mins. #37 No-Hands Questioning ||
 * Website || Each person select and describe one website for your section:
 * Lesson Plans || Each person select and describe one Lesson plan for your section:
 * Videos || media type="custom" key="10976988" width="150" height="150"
 * Formative Assessment Probe || **What Are Clouds Made Of?** - Ashley Webb
 * Children's Book
 * Activities from text || List one activity for the section you select that you will lead for the class. Will need to modify or shorten each activity. Include page #s and describe anything you did to modify the activity.