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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.
The Atmosphere, Weather, Climate and Climate Change 3
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.
The Atmosphere, Weather, Climate and Climate Change 4
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:
1)______ 4)______
2)_______ 5)______
3)_______ 6)______
“A” – atmosphere
or
“W” – weather
or
“C” – climate
The Atmosphere, Weather, Climate and Climate Change 5
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.
The Atmosphere, Weather, Climate and Climate Change 6
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#
The Atmosphere, Weather, Climate and Climate Change 7
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 Information remembered
Paco
Susana
The Atmosphere, Weather, Climate and Climate Change 8
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.
The Atmosphere, Weather, Climate and Climate Change 9
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.
The Atmosphere, Weather, Climate and Climate Change 10
Photo quest
INSTRUCTIONS:
- 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.
The Atmosphere, Weather, Climate and Climate Change 11
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:
The Atmosphere, Weather, Climate and Climate Change 12
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-gained-
19000-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-temperature-
drop--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_mini-
ice_age.html#.UaXJv3PPD6Y.twitter
http://notrickszone.com/2013/12/03/german-scientists-show-climate-driven-by-natural-cycles-global-
temperature-to-drop-to-1870-levels-by-2100/
The Atmosphere, Weather, Climate and Climate Change 13
“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.
The Atmosphere, Weather, Climate and Climate Change 14
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:
3) 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
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
Climate Region
a - Subarctic
b - Mediterranean
c - Tropical
d - Desert (arid)
The Atmosphere, Weather, Climate and Climate Change 15
NOTE: the sea level
rise is expressed in
feet (ft) … 3 feet =
0.9144 meters
*(“noodle” is slang for “brain”, “mind” or “head”)
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
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
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-earth-
in-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
The Atmosphere, Weather, Climate and Climate Change 16
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
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?
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
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?
Survey question tips can be found here:
http://www.mathsisfun.com/data/survey-questionnaire.html
The Atmosphere, Weather, Climate and Climate Change 17
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.
The Atmosphere, Weather, Climate and Climate Change 18
Assessment Rubric
The Atmosphere, Weather, Climate and Climate Change 4 3 2 1
Recalling information
You can easily remember and discuss the information in the text and the concepts of weather and climate
You can remember and discuss most of the information from the text and the concepts of weather and climate
You can remember and talk about some of the information from the text and the concepts of weather and climate
You can remember and talk very little about the text and the concepts of weather and climate
Understanding information
You can understand very well the difference between weather and climate
You can fairly well understand the difference between weather and climate
You can understand somewhat the difference between 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
The Atmosphere, Weather, Climate and Climate Change 19
Assessment Rubric: Student self-evaluation
My project: Survey “Exploring public opinion on climate change”
4 3 2 1
Planning and designing of the survey
I provided extensive input in the planning and designing of the survey
I provided quite a bit of input in the planning and designing of the survey
I provided some input in the planning and designing of the survey
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
The Atmosphere, Weather, Climate and Climate Change 20
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!