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Topic(s):

Climate, Elementary (K-4), Lithosphere

 

Scenario:

Climate Poem

Climate and Land

The Sun shines on the Earth. It warms the land it lights.
It comes up, then goes down to make the days and nights.
The Earth, it spins as it goes around our Sun.
Do you know how long it is before one trip is done?

Winter, spring, summer and fall you know as the four seasons.
Seasons change during the year for very complicated reasons.
What each season is like where you live has to do with climate.
The land you see in the summertime, how would you describe it?

Maybe your land in summer is dry and turns a dusty brown.
Or maybe it's wet and muddy with puddles on the ground.
Now think about how that land changes in the fall.
Does it get cooler, dryer, wetter? Or does it change at all?

If you went out in winter and scooped up a bit of land.
Brought it indoors and looked closely at it in your hand.
Maybe it would be all hard and cold or maybe soft and wet.
What's land like where you live and how cold does winter get?

What happens to your land in spring could be most surprising.
Maybe it rains and wets your land and grass from it starts arising.
Maybe your land stays cold and dry, with some snow still showing.
Does planting seeds in your spring land get them to start growing?

Polar land can be dry and cold, one choice for a vacation spot.
Perhaps you prefer walking on desert land, very dry and hot.
Or maybe you like the soft, mushy land often found in the tropics.
What words best describe your land using climate topics?

Polar, tropical, and desert climate lands could be called extreme.
Temperate is a word that describes climate lands in between.
Finding words for all the climate lands can really be quite tough.
Would cold and dry, wet and warm, and hard or soft be enough?

The words you'd choose to describe the land outside your door.
Have to do with your climate, the time of year and more.
From day to day or hour to hour it changes with the weather.
To picture it this time next year, would climate help you better?

Climate and Land Essential Questions
As you work through this module see if you can find answers to these essential questions and other questions of your own about climate and land.
  • What climate words would you use to describe the land in your neighborhood?
  • How does the land in your neighborhood change with the seasons?
  • What does the elevation and location of the land where you live have to do with your climate?
  • How does your climate change the land in your neighborhood?
  • How is the land in your neighborhood the same or different from the land in places on Earth with a different climate?

 

Date: 11/18/2009

Scenario Images:

Climate and Land
Earth's land can be wet or dry. It can be warm or cold. It can be soft and moist or it can be hard and dry. It can change with the seasons. Dirt can be rocky or sandy. It can be full of clay or loamy and great for growing plants. How wet, dry, cold or warm the dirt is depends on the climate. How would you describe the dirt and the climate in your neighborhood? Images: clipart.com



Sun
Sunshine around the world. What do the colors mean? The Sun shines and warms our air, water, land and us, too. Not all of the places on Earth get the same amount of sunshine. Even the same place on Earth gets different amounts of sunshine at different times (seasons) of the year. Watch this and see how the amount of sunshine changes during the year and from year to year around the world. Image credit: NASA Earth Observatory



Land Temperatures
Land temperatures around the world. What do the colors mean? In some places the land is warm and in other places the land is cold. Watch this animation that shows how land temperatures change from year to year. Image credit: NASA Earth Observatory



Soil Moisture
Soil moisture around the world. What do the colors mean? Rain and snow falls on the land. Some of the water from the rain and snow soaks into the soil in the ground. The amount of water in the soil determines the kinds of plants that can grow there. Cactus grow in dry, sandy soil in warm places. Palm trees grow in damp, sandy soil in warm places like around an oasis in the desert. Watch this and see how the amount of water in the soil changes from month to month and year to year around the world. Image credit: University of Wyoming: Department of Geography



Dust
Dust and other particles in Earth's air. What do the colors mean? Dust and other particles can get blown up into the air by winds, sea sprays or volcanoes and other explosions. Watch this to see how the amount of dust and other particles in the air changes from year to year. Image credit: NASA Earth Observatory



Resources:

 

Climate: Land (Cycle A)
These sites for kids have age appropriate information about climate and land:


 

Earth Science Basics (Cycle A)
Need information about Earth's cycles, systems and processes? These resources are for you:


 

Learn About Climate and Land for Teachers (Cycle B)
Use these resources to build your understanding of climate and land:

  • Principles of Climate Literacy – Climate literacy framework and more.
  • What is Climate? This Exploring Earth investigation explores factors affecting climate.
  • World Climates Information about climate classification, biomes and more.
  • The World's Biomes from the University of California's Museum of Paleontology.
  • The World's Biomes from the University of California's Museum of Paleontology.
  • NSTA Science Objects NSTA Science Objects are on-line interactive inquiry-based modules that help teachers better understand the science content they teach. Many objects are free to non-members and can be saved in a personal library by creating an account. On the home page select Earth and Space Science from the Subjects menu. Scroll to find topics of interest and these free specific objects:
    • Ocean Effects on Climate and Weather: Global Climate Patterns
    • Ocean Effects on Climate and Weather: Global Circulation Patterns
    • Oceans Effects on Climate and Weather: Global Precipitation and Energy
    • Effect of Oceans on Weather and Climate: Changing Climate
  • Global Climate Change from NASA's Eyes on the Earth - a complete resource for exploring climate change.
  • Human Influence on Global Climate This Exploring Earth investigation explores how human activities influence the global climate system.
  • Earth's Climate and Global Change This collection from Windows on the Universe explores a variety of climate topics.
  • U.S. Climate Normals This NCDC site has links to free information and data. Select Climate of the States then your state for a brief description of your climate.

 

Design You Own Investigation for Teachers (Cycle C)
The following provide lesson plans and more relating to climate and weather:


 

Sample Investigations:

 

A Way to Start Understanding Climate: Land (Cycle A)
This investigation explores the difference between weather and climate and how climate affects land.

My Climate: Land - What would it be like to live in a place where the weather everyday was like the day you were born? Do this investigation to see what your personal climate would be like.

My Climate: Land for Teachers
Difficulty: beginner

 

Air Temperature, Melting Ice and Disappearing Land (Cycle A)
The ice is melting, the ice is melting! Climate scientists are worried about how fast huge ice sheets on land called glaciers are melting. Want to learn more about melting glaciers and disappearing land? Then this investigation is for you!

Air Temperature, Melting Ice and Disappearing Land for Teachers
Difficulty: beginner

 

The Dirt on Dirt and Climate (Cycle A)
Plants grow in all kinds of places. They grow in cold places. They grow in hot places. They grow in dry places. They grow in wet places. But no matter where they grow, most of the time they grow in dirt. The dirt where they grow might look the same as the dirt in your neighborhood or it could look very different. How hot or cold a place is and the amount of rain or other precipitation a place gets over a long period of time help determine its climate. A place's climate affects the kinds of plants that grow there and what the dirt they grow in looks like.

In this investigation you look at dirt, the dirt that plants grow in. What the dirt is like, how wet or dry, how warm or cold or how sandy or rocky it is, can help you figure out what the climate is like where the plants grow.


Dirt on Dirt and Climate for Teachers
Difficulty: beginner

 

Learn About Climate and Land (Cycle B)
Work with your team to find answers to questions of your own and these Essential Questions about Earth's climate and land:

  • What climate words would you use to describe the land in your neighborhood?
  • How does the land in your neighborhood change with the seasons?
  • What does the elevation and location of the land where you live have to do with your climate?
  • How does your climate change the land in your neighborhood?
  • How is the land in your neighborhood the same or different from the land in places on Earth with a different climate?

Difficulty: beginner

 

Design a Climate: Land Investigation (Cycle C)
Design an investigation of your own that will help students ask and seek answers to questions like these about Earth's climate and land:

  • What climate words would you use to describe the land in your neighborhood?
  • How does the land in your neighborhood change with the seasons?
  • What does the elevation and location of the land where you live have to do with your climate?
  • How does your climate change the land in your neighborhood?
  • How is the land in your neighborhood same or different from the land in places on Earth with a different climate?

Difficulty: beginner

 

 

Standards:

  • Science
    National Science Education Standards - Science Content Standards http://www.nap.edu/readingroom/books/nses/html/overview.html#content The science content standards outline what students should know, understand, and be able to do in the natural sciences over the course of K-12 education.
    • K-12 UNIFYING CONCEPTS AND PROCESSES
      The understandings and abilities associated with the following concepts and processes need to be developed throughout a student's educational experiences:
      • Systems, order, and organization
      • Evidence, models, and explanation
      • Constancy, change, and measurement
    • GRADES K-4 CONTENT STANDARDS
      • Science as Inquiry (Std A)
        • Abilities necessary to do scientific inquiry
        • Understanding about scientific inquiry
      • Physical Science (Std B)
        • Properties of objects and materials
        • Light, heat, electricity, and magnetism
      • Life Science (Std C)
        • Organisms and environments
      • Earth and Space Science (Std D)
        • Properties of earth materials
        • Changes in earth and sky
      • Science and Technology (Std E)
        • Abilities of technological design
        • Understanding about science and technology
      • Science in Personal and Social Perspectives (Std F)
        • Changes in environments
      • History and Nature of Science (Std G)
        • Science as a human endeavor
  • Mathematics
    Principles and Standards for School Mathematics, National Council of Teachers of Mathematics (NCTM), 2000 http://standards.nctm.org/document/prepost/cover.htm This set of Standards proposes the mathematics concepts that all students should have the opportunity to learn. Each of these ten Standards applies across all grades, prekindergarten through grade 12. Even though each of these ten Standards applies to all grades, emphases and expectations will vary both within and between the grade bands (K-2, 3-5, 6-8, 9-12). For instance, the emphasis on number is greatest in prekindergarten through grade 2, and by grades 9-12, number receives less instructional attention. Also the total time for mathematical instruction will be divided differently according to particular needs in each grade band - for example, in the middle grades, the majority of instructional time would address algebra and geometry.
    • STANDARD 1: NUMBER AND OPERATION
      Mathematics instructional programs should foster the development of number and operation sense so that all students—
      • understand numbers, ways of representing numbers, relationships among numbers, and number systems;
    • STANDARD 2: PATTERNS, FUNCTIONS, AND ALGEBRA
      Mathematics instructional programs should include attention to patterns, functions, symbols, and models so that all students—
      • understand various types of patterns and functional relationships;
      • use symbolic forms to represent and analyze mathematical situations and structures;
      • use mathematical models and analyze change in both real and abstract contexts.
    • STANDARD 3: GEOMETRY AND SPATIAL SENSE
      Mathematics instructional programs should include attention to geometry and spatial sense so that all students—
      • select and use different representational systems, including coordinate geometry and graph theory;
    • STANDARD 4: MEASUREMENT
      Mathematics instructional programs should include attention to measurement so that all students—
      • understand attributes, units, and systems of measurement;
    • STANDARD 5: DATA ANALYSIS, STATISTICS, AND PROBABILITY
      Mathematics instructional programs should include attention to data analysis, statistics, and probability so that all students—
      • pose questions and collect, organize, and represent data to answer those questions;
      • develop and evaluate inferences, predictions, and arguments that are based on data;
    • STANDARD 6: PROBLEM SOLVING
      Mathematics instructional programs should focus on solving problems as part of understanding mathematics so that all students—
      • develop a disposition to formulate, represent, abstract, and generalize in situations within and outside mathematics;
      • monitor and reflect on their mathematical thinking in solving problems.
    • STANDARD 8: COMMUNICATION
      Mathematics instructional programs should use communication to foster understanding of mathematics so that all students—
      • organize and consolidate their mathematical thinking to communicate with others;
      • express mathematical ideas coherently and clearly to peers, teachers, and others;
      • extend their mathematical knowledge by considering the thinking and strategies of others;
      • use the language of mathematics as a precise means of mathematical expression.
    • STANDARD 9: CONNECTIONS
      Mathematics instructional programs should emphasize connections to foster understanding of mathematics so that all students—
      • recognize, use, and learn about mathematics in contexts outside of mathematics.
    • STANDARD 10: REPRESENTATION
      Mathematics instructional programs should emphasize mathematical representations to foster understanding of mathematics so that all students—
      • use representations to model and interpret physical, social, and mathematical phenomena.
  • Geography
    Geography for Life: National Geography Standards, 1994
    • THE WORLD IN SPATIAL TERMS
      Geography studies the relationships between people, places, and environments by mapping information about them into a spatial context. The geographically informed person knows and understands:
      • How to use maps and other geographic representations, tools and technologies to acquire, process, and report information from a spatial perspective
      • How to use mental maps to organize information about people, places, and environments in a spatial context
      • How to analyze the spatial organization of people, places, and environments on Earth’s surface
    • PLACES AND REGIONS
      The identities and lives of individuals and people are rooted in particular places and in those human constructs called regions. The geographically informed person knows and understands:
      • The physical and human characteristics of places
      • How culture and experience influence people’s perceptions of places and regions
    • PHYSICAL SYSTEMS
      Physical processes shape Earth’s surface and interact with plant and animal life to create, sustain, and modify ecosystems. The geographically informed person knows and understands:
      • The physical processes that shape the patterns of Earth’s surface
      • The characteristics and spatial distribution of ecosystems on Earth’s surface
    • HUMAN SYSTEMS
      People are central to geography in that human activities help shape Earth’s surface, human settlements and structures are part of Earth’s surface, and humans compete for control of Earth’s surface. The geographically informed person knows and understands:
      • The characteristics, distribution, and migration of human populations on Earth’s surface
      • The characteristics, distribution, and complexity of Earth’s cultural mosaics
    • ENVIRONMENT AND SOCIETY
      The physical environment is modified by human activities, largely as a consequence of the ways in which human societies value and use Earth’s natural resources, and human activities are also influenced by Earth’s physical features and processes. The geographically informed person knows and understands:
      • How human actions modify the physical environment
      • How physical systems affect human systems
      • The changes that occur in the meaning, use, distribution, and importance of resources
    • THE USES OF GEOGRAPHY
      Knowledge of geography enables people to develop an understanding of the relationships between people, places, and environments over time — that is, of Earth as it was, is, and might be. The geographically informed person knows and understands:
      • How to apply geography to interpret the present and plan for the future
  • Technology
    The International Society for Technology Education From http://www.iste.org and http://www.edtech.sandi.net/index.php?option=com_docman&task=doc_download&gid=349&Itemid=229
    • BASIC OPERATIONS AND CONCEPTS
      • Students demonstrate a sound understanding of the nature and operation of technology systems.
      • Students are proficient in the use of technology.
    • SOCIAL, ETHICAL AND HUMAN ISSUES
      • Students practice responsible use of technology systems, information, and software.
      • Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
    • TECHNOLOGY PRODUCTIVITY TOOLS
      • Students use technology tools to enhance learning, increase productivity, and promote creativity.
      • Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
    • TECHNOLOGY COMMUNICATION TOOLS
      • Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
      • Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
    • TECHNOLOGY RESEARCH TOOLS
      • Students use technology to locate, evaluate, and collect information from a variety of sources.
      • Students use technology tools to process data and report results.
      • Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
    • TECHNOLOGY PROBLEM- SOLVING AND DECISION-MAKING TOOLS
      • Students employ technology in the development of strategies for solving problems in the real world.
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