real world science: weather and climate · 2004. 9. 1. · suggested activities the suggested...

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Real World Science: Weather and ClimateINTRODUCTION TO THE AIMS TEACHING MODULE (ATM)

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

INTRODUCING REAL WORLD SCIENCE: WEATHER AND CLIMATE

Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

PREPARATION FOR VIEWING

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

AFTER VIEWING THE PROGRAM

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .22

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

SECTION 1

SECTION 2

SECTION 3

SECTION 4

© Copyright 2000 AIMS MultimediaAll Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS

Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduceconsumable ATM pages, identified in Section 4, for student or classroom use.

AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries fornearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of

the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats.

Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:

AIMS Multimedia

1-800-FOR-AIMS1-800-367-2467

© Copyright 2000 AIMS Multimedia2


Congratulations!You have chosen a learning programthat will actively motivate your studentsAND provide you with easily accessibleand easily manageable instructionalguidelines designed to make yourteaching role efficient and rewarding.

The AIMS Teaching Module providesyou with a video program keyed to yourclassroom curriculum, instructions andguidelines for use, plus a comprehen-sive teaching program containing awide range of activities and ideas forinteraction between all content areas.Our authors, educators, and consultantshave written and reviewed the AIMSTeaching Modules to align with theEducate America Act: Goals 2000.

This ATM, with its clear definition ofmanageability, both in the classroomand beyond, allows you to tailor spe-cific activities to meet all of your class-room needs.


RATIONALE

In today’s classrooms, educational ped-agogy is often founded on Benjamin S.Bloom’s “Six Levels of CognitiveComplexity.” The practical applicationof Bloom’s Taxonomy is to evaluate stu-dents’ thinking skills on these levels,from the simple to the complex:Knowledge (rote memory skills),Comprehension (the ability to relate orretell), Application (the ability to applyknowledge outside its origin), Analysis(relating and differentiating parts of awhole), Synthesis (relating parts to awhole), and Evaluation (making a judg-ment or formulating an opinion).

The AIMS Teaching Module is designedto facilitate these intellectual capabili-ties, AND to integrate classroom expe-riences and assimilation of learningwith the students’ life experiences, real-ities, and expectations. AIMS’ learnerverification studies prove that our AIMSTeaching Modules help students toabsorb, retain, and to demonstrate abil-ity to use new knowledge in their world.Our educational materials are writtenand designed for today’s classroom,which incorporates a wide range ofintellectual, cultural, physical, and emo-tional diversities.


ORGANIZATION ANDMANAGEMENT

To facilitate ease in classroom manage-ability, the AIMS Teaching Module isorganized in four sections. You arereading Section 1, Introduction to theAims Teaching Module (ATM).

SECTION 2, INTRODUCING THIS ATMwill give you the specific informationyou need to integrate the program intoyour classroom curriculum.

SECTION 3,PREPARATION FOR VIEWINGprovides suggestions and strategies formotivation, language preparedness,readiness, and focus prior to viewingthe program with your students.

SECTION 4, AFTER VIEWING THE PROGRAMprovides suggestions for additionalactivities plus an assortment of consum-able assessment and extended activities,designed to broaden comprehension ofthe topic and to make connections toother curriculum content areas.

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FEATURES

INTRODUCING EACH ATM

SECTION 2

Your AIMS Teaching Module isdesigned to accompany a video pro-gram written and produced by some ofthe world’s most credible and creativewriters and producers of educationalprogramming. To facilitate diversity andflexibility in your classroom, your AIMSTeaching Module features these compo-nents:

Themes

The Major Theme tells how this AIMSTeaching Module is keyed into the cur-riculum. Related Themes offer sugges-tions for interaction with othercurriculum content areas, enablingteachers to use the teaching module toincorporate the topic into a variety oflearning areas.

Overview

The Overview provides a synopsis ofcontent covered in the video program.Its purpose is to give you a summary ofthe subject matter and to enhance yourintroductory preparation.

Objectives

The ATM learning objectives provideguidelines for teachers to assess whatlearners can be expected to gain fromeach program. After completion of theAIMS Teaching Module, your studentswill be able to demonstrate dynamicand applied comprehension of thetopic.

© Copyright 2000 AIMS Multimedia


PREPARATION FOR VIEWING

SECTION 3In preparation for viewing the videoprogram, the AIMS Teaching Moduleoffers activity and/or discussionideas that you may use in any orderor combination.

Introduction To The Program

Introduction to the Program isdesigned to enable students to recallor relate prior knowledge about thetopic and to prepare them for whatthey are about to learn.

Introduction To Vocabulary

Introduction to Vocabulary is areview of language used in the pro-gram: words, phrases, usage. Thisvocabulary introduction is designed toensure that all learners, including lim-ited English proficiency learners, willhave full understanding of the lan-guage usage in the content of the pro-gram.

Discussion Ideas

Discussion Ideas are designed to helpyou assess students’ prior knowledgeabout the topic and to give students apreview of what they will learn.Active discussion stimulates interest ina subject and can motivate even themost reluctant learner. Listening, aswell as speaking, is active participa-tion. Encourage your students to par-ticipate at the rate they feelcomfortable. Model sharing personalexperiences when applicable, andmodel listening to students’ ideas andopinions.

Focus

Help learners set a purpose forwatching the program with Focus,designed to give students a focalpoint for comprehension continuity.

Jump Right In

Jump Right In provides abbreviatedinstructions for quick management ofthe program.

AFTER VIEWING THE PROGRAM

SECTION 4After your students have viewed theprogram, you may introduce any orall of these activities to interact withother curriculum content areas, pro-vide reinforcement, assess compre-hension skills, or provide hands-onand in-depth extended study of thetopic.

SUGGESTEDACTIVITIES

The Suggested Activities offer ideasfor activities you can direct in theclassroom or have your students com-plete independently, in pairs, or insmall work groups after they haveviewed the program. To accommo-date your range of classroom needs,the activities are organized into skillscategories. Their labels will tell youhow to identify each activity and helpyou correlate it into your classroomcurriculum. To help you schedule yourclassroom lesson time, the AIMShourglass gives you an estimate of thetime each activity should require.Some of the activities fall into thesecategories:

Meeting IndividualNeeds

These activities are designed to aid inclassroom continuity. Reluctant learn-ers and learners acquiring Englishwill benefit from these activitiesgeared to enhance comprehension oflanguage in order to fully grasp con-tent meaning.

CurriculumConnections

Many of the suggested activities areintended to integrate the content ofthe ATM program into other contentareas of the classroom curriculum.These cross-connections turn theclassroom teaching experience into awhole learning experience.

Critical Thinking

Critical Thinking activities aredesigned to stimulate learners’ ownopinions and ideas. These activitiesrequire students to use the thinkingprocess to discern fact from opinion,consider their own problems and for-mulate possible solutions, draw con-clusions, discuss cause and effect, orcombine what they already knowwith what they have learned to makeinferences.

Cultural Diversity

Each AIMS Teaching Module has anactivity called Cultural Awareness,Cultural Diversity, or CulturalExchange that encourages students toshare their backgrounds, cultures,heritage, or knowledge of other coun-tries, customs, and language.

Hands On

These are experimental or tactileactivities that relate directly to thematerial taught in the program.Yourstudents will have opportunities tomake discoveries and formulate ideason their own, based on what theylearn in this unit.

Writing

Every AIMS Teaching Module willcontain an activity designed for stu-dents to use the writing process toexpress their ideas about what theyhave learned. The writing activitymay also help them to make the con-nection between what they are learn-ing in this unit and how it applies toother content areas.

In The Newsroom

Each AIMS Teaching Module containsa newsroom activity designed to helpstudents make the relationshipbetween what they learn in the class-room and how it applies in theirworld. The purpose of In TheNewsroom is to actively involve eachclass member in a whole learningexperience. Each student will have anopportunity to perform all of the tasksinvolved in production: writing,researching, producing, directing,and interviewing as they create theirown classroom news program.

Extended Activities

These activities provide opportunitiesfor students to work separately ortogether to conduct further research,explore answers to their own ques-tions, or apply what they havelearned to other media or contentareas.

Link to the World

These activities offer ideas for con-necting learners’ classroom activitiesto their community and the rest of theworld.

Culminating Activity

To wrap up the unit, AIMS TeachingModules offer suggestions for ways toreinforce what students have learnedand how they can use their newknowledge to enhance their worldview.


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VOCABULARY

Every ATM contains an activity thatreinforces the meaning and usage ofthe vocabulary words introduced inthe program content. Students willeither read or find the definition ofeach vocabulary word, then use theword in a written sentence.

CHECKINGCOMPREHENSION

Checking Comprehension is designedto help you evaluate how well yourstudents understand, retain, andrecall the information presented in theAIMS Teaching Module. Dependingon your students’ needs, you maydirect this activity to the whole groupyourself, or you may want to havestudents work on the activity pageindependently, in pairs, or in smallgroups. Students can verify their writ-ten answers through discussion or byviewing the video a second time. Ifyou choose, you can reproduce theanswers from your Answer Key orwrite the answer choices in a WordBank for students to use. Students canuse this completed activity as a studyguide to prepare for the test.

CONSUMABLEACTIVITIES

The AIMS Teaching Module providesa selection of consumable activities,designed to specifically reinforce thecontent of this learning unit.Whenever applicable, they arearranged in order from low to highdifficulty level, to allow a seamlessfacilitation of the learning process.You may choose to have students takethese activities home or to work onthem in the classroom independently,in pairs or in small groups.

CHECKINGVOCABULARY

The Checking Vocabulary activityprovides the opportunity for studentsto assess their knowledge of newvocabulary with this word game orpuzzle. The format of this vocabularyactivity allows students to use therelated words and phrases in a dif-ferent context.

TEST

The AIMS Teaching Module Test per-mits you to assess students’ under-standing of what they have learned.The test is formatted in one of severalstandard test formats to give yourstudents a range of experiences intest-taking techniques. Be sure toread, or remind students to read, thedirections carefully and to read eachanswer choice before making aselection. Use the Answer Key tocheck their answers.


ADDITIONAL AIMS MULTIMEDIAPROGRAMS

After you have completed this AIMSTeaching Module you may be interestedin more of the programs that AIMSoffers. This list includes several relatedAIMS programs.

ADDITIONAL READINGSUGGESTIONS

AIMS offers a carefully researched list ofother resources that you and your stu-dents may find rewarding.

ANSWER KEY

Reproduces tests and work pages withanswers marked.

© Copyright 2000 AIMS Multimedia Real World Science: Weather and Climate11

OBJECTIVES

To name the layers of the atmos-phere

To show how the advent of therailroad rapidly expanded thiswestward movement.

To explain the cause and effect ofair currents and air pressure

To explain the steps in the watercycleTo illustrate events leading tothe Missouri Compromise and thecontinuing friction between anti-slavery and pro-slavery factionswhich led to the Civil War.

To identify different types ofclouds and precipitation

To increase awareness andunderstanding the impact weatherhas on the plant and animal lifeon Earth

Real World Science: Weather and Climate

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THEMES

The theme of natural phenomena isa focus of this program. The power ofthe forces of wind and water areillustrated and explored. A secondtheme, humankind's interaction withthe environment is also presented asillustrated with its dependence onpatterns of weather and climate.

OVERVIEW

Weather affects our lives in manyways. We often take for granted howmuch we rely on knowing and under-standing the weather.

The five layers of atmosphere, air cur-rents, high and low pressure systemsand the weather associated withthem, the water cycle _ evaporationthrough condensation, how cloudssuch as cirrus, cumulus and stratusare formed, how thunderstorms, tor-nadoes and hurricanes develop andthe three climate zones, polar, tem-perate and tropical are presentedand illustrated in this program.

12© Copyright 2000 AIMS Multimedia Real World Science: Weather and Climate

Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to:

AIMS MultimediaEditorial Department9710 DeSoto Avenue

Chatsworth, California 91311-4409

Use this page for your individual notes about planning and/or effective ways to manage thisAIMS Teaching Module in your classroom.


INTRODUCTION TOTHE PROGRAM

Ask students the following questionsto help you assess what they knowabout weather and climate and togive also them a preview of what theywill learn. Why is it important tounderstand something aboutweather? Why is weather different indifferent in parts of the United States?The world? What is an ideal weatherday for you? Explain why.

INTRODUCTION TOVOCABULARY

Write the following vocabulary wordson the chalkboard and pronounceeach word aloud. air pressure,atmosphere, barometer, cirrus clouds,climate, condensation, cumulusclouds, evaporation, meteorologist,polar zone, precipitation, stratusclouds, temperate zone, thermos-phere, tropical zone, vapor. Explainthat these words will be used in theprogram that they will be viewingand that students will use them in sev-eral activities. Encourage students tonote each word and its definition as itis presented in the program.

DISCUSSION IDEAS

Before viewing the program, ask stu-dents to identify the forces in naturethat create and effect weather,describe and give examples of how achange in weather or climate caneffect plants, animals and humans.

FOCUS

Before students view the program,have them begin a KWL (What IKnow, What I Want to Learn, What ILearned) chart. Ask them to writedown at least five things that theyknow about weather and climate,and five things that they would like tolearn about them. At the end of theprogram, have students complete thechart and note at least five things thatthey learned. Allow time to discussthe students' KWL charts.


JUMP RIGHT IN

Preparation

Read Real World Science:Weather and Climate Themes,Overview, and Objectives tobecome familiar with programcontent and expectations.

Use Preparation for Viewingsuggestions to introduce the topic to students.

Viewing REAL WORLD SCIENCE:WEATHER AND CLIMATE

Set up viewing monitor so that allstudents have a clear view.

Depending on your classroomsize and learning range, you maychoose to have students view RealWorld Science: Weather andClimate together or in smallgroups.

Some students may benefit fromviewing the video more than onetime.

After Viewing REAL WORLDSCIENCE: WEATHER AND CLIMATE

Select Suggested Activities thatintegrate into your classroom cur-riculum. If applicable, gathermaterials or resources.

Choose the best way for studentsto work on each activity. Someactivities work best for the wholegroup. Other activities aredesigned for students to workindependently, in pairs, or insmall groups. Whenever possible,encourage students to share theirwork with the rest of the group.

Duplicate the appropriate numberof Vocabulary, CheckingComprehension, and consumableactivity pages for your students.

You may choose to have studentstake consumable activities home,or complete them in the class-room, independently, or ingroups.

Administer the Test to assess stu-dents’ comprehension of whatthey have learned, and to providethem with practice in test-takingprocedures.

Use the Culminating Activityas a forum for students to display,summarize, extend, or sharewhat they have learned with eachother, the rest of the school, or alocal community organization.

HOW TO USE THE REAL WORLD SCIENCE: WEATHER AND CLIMATE AIMS TEACHING MODULE

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SUGGESTED ACTIVITIES

Critical Thinking

Ask students to bring in copies of a national weather map from your local or a national news-paper. Have students identify the kind of information that is included on the weather map.Discuss why this information may be important for readers to have. How would students usethis information? Ask them to offer suggestions as to what other kinds of information might behelpful to include or how this information could be presented in a visually more appealingway.

Meeting Individual Needs

Some students may need assistance and practice with the concepts and vocabulary in this pro-gram. They may benefit from creating the weather picture dictionary, and/or reviewing andrecreating some of the graphics presented in the program.

Link to the World

There has been much discussion and controversy about the condition of the Earth's protectiveshield, the ozone layer- how it is being eroded, and what can and should be done to protectit from further damage. Have students present a symposium on the ozone layer. Assign stu-dents into groups, each with a responsibility for a related topic such as: causes of its erosion,what can be done, what is being done, the long and short term effects on climate, human andplant life. Encourage students to use on-line and library resources in their research and toinclude illustrations, charts and graphs in their presentations. You may wish to have studentspresent this symposium to another class.

Cultural Awareness

The winds of the Earth have been given different names by various cultures all around theworld. Some are fairly well known such as the sirocco, a hot, dry wind in the Mediterranean;others are quite unusual, such as a brick fielder, a dry, dusty wind near Sidney, Australia.Assign students into small groups, each with a continent to research for names of winds ineach. You may wish to have students write their wind name and its country of origin on stickya note and place the note a world map or globe.

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45 Minutes

CULTURE

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30 Minutes


In the Newsroom

Working in teams, have students plan and present a weather forecast. Allow students to selectthe location and topic of their forecast. Students should include a local or national map show-ing how and where the weather is developing (air pressure systems, winds and so on), andexplain the basis for their forecast. Remind them to include high and low temperature, humid-ity, wind direction and velocity. You may wish to prepare students for their forecast by video-taping one or more local or national weather reports and help students to analyze it andidentify what data, props and so on they will need to present their own forecast.

Hands On

Have students create a picture weather dictionary. Select 5-10 vocabulary words from thevideo that can be easily illustrated. Have students define these words and then draw illustra-tions of them. For example, cumulus clouds, thermosphere and so on.

Connection to Science

Using library resources or by reviewing the program segment on the water cycle, have studentscreate their own graphic representation of the water cycle.

Connection to Science

Many weather and climate books written for students at this age and grade level offer a widevariety of simple weather experiments for students to conduct. A few examples follow; creat-ing a cloud in a bottle, making a windsock, demonstrating air pressure, condensation andevaporation. You may wish to conduct these experiments as a class, in pairs or in smallgroups.

Connection to Health

Bioclimatology is a developing scientific study of the effects of the atmosphere on humans,plants and animals. The following are examples weather and health related topics that stu-dents can explore; frostbite, lightning hit, SAD (Seasonal Affective Disorder), heat exhaustion,heat stroke, sunburn, hypothermia, and hypoxia (mountain sickness).

60 Minutes

45 Minutes

HEALTH

30 Minutes

SCIENCE

35 Minutes

45 Minutes

SCIENCE


Connection to Social Studies

The National Weather Service was established in 1870. Have students conduct library or on-line research and find out what kinds of services and information the NWS provides to gov-ernment agencies, business and the general public.

Writing

The weather can effect a person's mood and in some cases, even their health. Ask students ifthey are familiar with the phrase, "I'm a little under the weather." Discuss its meaning. Havestudents write a poem or a short essay on weather topic, or weather event and their reactionto it such as being caught in a storm, or a sunny, summer day. You may wish to display sam-ples of students' work or have them read their writing aloud to the class.

Culminating Activity

Many weather instruments can be made from common household items. Assign students intogroups each with the responsibility to create one of the following weather instruments: barom-eter, anemometer, rain gauge, and wind vane. Allow time for students to present and explainhow the instruments were made and how they are to be used. You may wish to create a class-room weather station that includes a thermometer and these instruments to monitor and pre-dict the weather in your community.

45 Minutes

SOCIAL

SCIENCE

35 Minutes

20 Minutes

Name

CHECKING VOCABULARY

Read the sentences below. Use the vocabulary words in the word bank to choose the best word tocomplete each sentence. Write the correct word in the space provided. You may use a dictionary tohelp you.

WORD BANKevaporation water vapor condensation barometer temperate zonetroposphere atmosphere meteorologist air pressure stratus clouds polar zone cirrus clouds climate cumulus clouds precipitation

1. The coldest regions in the world are in the _________________________.

2. A_________________________ is a scientist who studies the atmosphere and weather.

3. When a gas changes into a liquid, the process is called _________________________.

4. Weather patterns over a long period of time is called _________________________ .

5. _________________________ is the weight of the atmosphere pressing down on the surface of the earth.

6. _________________________ is formed by the evaporation of liquid water.

7. _________________________ look like they are piled up in heaps.

8. The _________________________ is layers of air around the Earth.

9. Rain, snow and hail are different forms of _________________________ .

10. A _________________________ measures air pressure.

11. _________________________ are thin and feathery cloud looking.

12. The _________________________ usually has warm summers and cold winters.

13. _________________________ look like thin sheets in the sky.

14. The air we breathe is located in the _________________________.

15. When a liquid changes to a gas, the process is called _________________________.



Name

CHECKING COMPREHENSION

Answer the following questions about weather and climate. You may write your answer on this page,or on a separate sheet of paper.

1. What is the biggest factor to influence the climate of a place on Earth?____________________________________________________________________________________________________

2. How do clouds form?____________________________________________________________________________________________________

____________________________________________________________________________________________________

3. What three things are needed to make weather?___________________________________________________________________________________________________

____________________________________________________________________________________________________

4. Name the three climate zones and describe the characteristics of each.____________________________________________________________________________________________________

____________________________________________________________________________________________________5. What is air pressure?___________________________________________________________________________________________________

6. Describe the characteristics of high pressure.___________________________________________________________________________________________________

7. Describe the characteristics of low pressure.___________________________________________________________________________________________________

8. Explain the water cycle. Use the following words in your description:condensation, evaporation, sun, heat, vapor, liquid, gas, droplets.___________________________________________________________________________________________________

____________________________________________________________________________________________________

9. In which of the five layers of the atmosphere does weather take place?___________________________________________________________________________________________________

10. What are the scientists called who study the weather and climate? ___________________________________________________________________________________________________

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WORLD RECORD WEATHER

Work with a partner and try to find the facts for as many of these record-setting events as you can.You will need to use on-line or library resources in your research.

Highest temperature: ___________________________________________________________________________

__________________________________________________________________________________________________

Lowest temperature: ____________________________________________________________________________

_________________________________________________________________________________________________

Strongest wind: _________________________________________________________________________________

__________________________________________________________________________________________________

Driest region: ___________________________________________________________________________________

__________________________________________________________________________________________________

Heaviest rainfall: ________________________________________________________________________________

__________________________________________________________________________________________________

Heaviest snowfall: ________________________________________________________________________________

__________________________________________________________________________________________________

Largest hailstone: ________________________________________________________________________________

__________________________________________________________________________________________________



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TEST

Read the following questions. Circle the letter of the word or phrase that correctly completesthe statement.

1.Which of the following is NOT needed to create weather?

a. heat b. water c. clouds d. air e. c and d

2. Scientists who study the weather are called

a. meteorologists b. climatologists c. weather persons d. bioclimatologistse. none of the above

3. ___________ is the comparison of how heavy something is to the space it occupies.

a. air pressure b. weight c. density d. humidity e. none of the above

4. Warm air rises and cold air sinks

a. all of the time b. some of the time c. only in the summer d. only in the wintere. none of the above

5. The process of liquid water changing into a gas or water vapor is called

a. condensation b. evaporation c. rain d. snow e. none of the above

6. Clouds that are thin, look like feathers and are made of ice are called

a. cumulus clouds b. stratus clouds c. cirrus clouds d. nimbus clouds e. none of the above

7. _____________ is when water condenses into droplets and then falls from the clouds

a. rain b. snow c. hailstones d. precipitation e. none of the above

8. When hot, moist air rises fast and cools quickly a ____________forms.

a. tornado b. hurricane c. thunderstorm d. snow storm e. none of the above

9. The atmosphere surrounding the earth is made up of how many levels?

a. five b. four c. six d. three e. none of the above

10. In the__________climate zones, the tilt of the earth does not effect the weather too much.

a. temperate b. north polar c. south polar d. tropical e. none of the above

ADDITIONAL AIMS MULTIMEDIA PROGRAMS

You and your students might also enjoy these other AIMS Multimedia programs:

2289-EN-VID-JE3: “Real World Science: Simple Machines”9777-EN-VID-JE3: “Newton’s Laws of Motion: Demonstrations of Mass, Force, and Momentum”9811-EN-VID-JE3: “Heat: Molecules in Motion”9812-EN-VID-JE3: “Mass and Density: Incvestigating Matter”



ANSWER KEY for page 18CHECKING VOCABULARY

Read the sentences below. Use the vocabulary words in the word bank to choose the best word tocomplete each sentence. Write the correct word in the space provided. You may use a dictionary tohelp you. ANSWERS APPEAR IN BOLD.

WORD BANKevaporation water vapor condensation barometer temperate zonetroposphere atmosphere meteorologist air pressure stratus clouds polar zone cirrus clouds climate cumulus clouds precipitation

1. The coldest regions in the world are in the polar zone.

2. A meteorologist is a scientist who studies the atmosphere and weather.

3. When a gas changes into a liquid, the process is called condensation.

4. Weather patterns over a long period of time is called climate.

5. Air pressure is the weight of the atmosphere pressing down on the surface of the earth.

6. Water vapor is formed by the evaporation of liquid water.

7. Cumulus clouds look like they are piled up in heaps.

8. The atmosphere is layers of air around the Earth.

9. Rain, snow and hail are different forms of precipitation .

10. A barometer measures air pressure.

11. Cirrus clouds are thin and feathery cloud looking.

12. The temperate zone usually has warm summers and cold winters.

13. Stratus clouds look like thin sheets in the sky.

14. The air we breathe is located in the troposphere.

15. When a liquid changes to a gas, the process is called evaporation.

ANSWER KEY for page 19CHECKING COMPREHENSION

Answer the following questions about weather and climate. You may write your answer on this page,or on a separate sheet of paper. ANSWERS APPEAR IN BOLD.

1. What is the biggest factor to influence the climate of a place on Earth?How close it is to the equator

2. How do clouds form?Clouds are made when water vapors condense on particles of dust and form water droplets.

3. What three things are needed to make weather?heat, water and air

4. Name the three climate zones and describe the characteristics of each.1. tropical zone: It is warm all year. The sun's rays hit the Earth directly. 2. temperate zone: It has four seasons,summer, fall, winter and spring. It is between the polar and tropical zones. 3. polar zone: It is at the north and southpoles. It cannot warm up because the sun's rays spread out. It is always cold. There are summer and winter sea-sons. The sun never sets in the summer and never rises in the winter.

5. What is air pressure?It is the amount of weight the air is pressing down on the Earth. It determines how fast or how slow the air moves.

6. Describe the characteristics of high pressure.It is cool air and the molecules in it are close together. It usually brings nice weather.

7. Describe the characteristics of low pressure.It is warm air that rises. The molecules in warm air are far apart. It usually brings clouds and precipitation.

8. Explain the water cycle. Use the following words in your description:condensation, evaporation, sun, heat, vapor, liquid, gas, droplets.Heat from the sun causes water on Earth to evaporate and turn into a gas called water vapor. The vapor settles on

particles of dust and condenses, making clouds. When the droplets get too heavy, they fall back to Earth as precip-itation.

9. In which of the five layers of the atmosphere does weather take place?Weather takes place in the layer closest to the Earth, the troposphere.

10. What are the scientists called who study the weather and climate? meteorologists



ANSWER KEY for page 20WORLD RECORD WEATHER

Work with a partner and try to find the facts for as many of these record-setting events as you can.You will need to use on-line or library resources in your research. ANSWERS APPEAR IN BOLD.

Highest temperature: In Al Aziziyah, Libya: 136 ˚F (58˚C) and in North America, Death Valley, CA.: 134˚F (57˚C)

Lowest temperature: In Vostok, Antarctica -129˚F (-89.4˚C), and in the United States, -80˚F

(-62˚C), Prospect Creek, Alaska

Strongest wind:Atop Mt. Washington, NH, 188 miles per hour (303km) for 5 minutes and a wind gust of 231 mph (372 km)

Driest region:During a 14-year period, no rain fell in Arica, Chile.

Heaviest rainfall:In Cherrapunji, India, 1,041.78 inches (2, 646 cm) of rain fell in one year.

Heaviest snowfall:At Rainer Paradise Ranger Station in Washington state, 1,122 inches (2,850 cm) of snow fell in one winter season.

Largest hailstone:In Coffeyville, Kansas, a hailstone that was 17 1/2 inches (44.5 cm) around in surface and weighting 1 2/3 poundsfell.

TEST

Read the following questions. Circle the letter of the word or phrase that correctly completes thestatement. ANSWERS APPEAR IN BOLD.

1.Which of the following is NOT needed to create weather?

a. heat b. water c. clouds d. air e. c and d

2. Scientists who study the weather are called ________ .

a. meteorologists b. climatologists c. weather persons d. bioclimatologistse. none of the above

3. ___________ is the comparison of how heavy something is to the space it occupies.

a. air pressure b. weight c. density d. humidity e. none of the above

4. Warm air rises and cold air sinks ________ .

a. all of the time b. some of the time c. only in the summer d. only in the wintere. none of the above

5. The process of liquid water changing into a gas or water vapor is called ________ .

a. condensation b. evaporation c. rain d. snow e. none of the above

6. Clouds that are thin, look like feathers and are made of ice are called ________ .

a. cumulus clouds b. stratus clouds c. cirrus clouds d. nimbus clouds e. none of the above

7. _____________ is when water condenses into droplets and then falls from the clouds

a. rain b. snow c. hailstones d. precipitation e. none of the above

8. When hot, moist air rises fast and cools quickly a ____________forms.

a. tornado b. hurricane c. thunderstorm d. snow storm e. none of the above

9. The atmosphere surrounding the earth is made up of how many levels?

a. five b. four c. six d. three e. none of the above

10. In the__________climate zones, the tilt of the earth does not effect the weather too much.

a. temperate b. north polar c. south polar d. tropical e. none of the above


ANSWER KEY for page 21

ANSWER KEY for page 22

real world science: weather and climate · 2004. 9. 1. · suggested activities the suggested...

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