strand: 6.3.3 emphasis 20 minutes 90 minutes 50-70 minutes ...20 minutes (episodes.1 & 2 can be...

Strand: 6.3.3 Emphasis: Uneven heating of the Earth’s surface (Atacama Desert)

Anticipated Time Required (assuming 50 minute class periods):

Episode 1: Why So Dry? 20 minutes Episode 2: What’s in a Desert System? 20 minutes (Episodes.1 & 2 can be taught together in one day)

Episode 3: The Convection Connection 90 minutes (2 class periods) Episode 4: It’s All About the Interactions 20 minutes Episode 5: Defining the Cause 50-70 minutes (Can be taught over 2 days as needed)

Episode 6: Now I Know Why the Atacama is SO Dry! 30 minutes Dominant CCC: Systems and Systems Models, Energy and Matter, Cause and Effect Dominant SEP: Develop and use a Model

Management Strategies to support equitable access to content:

1. Useexitticketsforquickformativefeedbacktoseewherestudentsarehavingproblems.Askquestionsthatwillrevealdepthofunderstandingandmisconceptions.

2. Studentsshouldbedoingmostoftheworkthroughoutthisstoryline.Thatmeansthattheteachermustmovearoundandlistentowhatstudentsarethinking.Adjustinstruction,pacingandgroupingofstudentsbasedonwhatyouarehearingandobserving.Allstudentscanworkingroups,butitmaytakeafewtriestofindtherightcombinationoflearners.

3. Assessstudentmodelsastheyaredevelopingthem.Youdonotneedto“grade”everytaskyourstudentsrecord,butwalkaroundwithastamporpenandacknowledgeprogress,thinkingandeffort.Thiswillkeepstudentsontask,astheywillknowthattheirworkandthinkingisimportant.Youwillbeabletogiveimmediatefeedbackandseeerrorsearlyon.

Shopping list: GlueSticksChartPaperandMarkers(groupsets)Coloredpencils(redandblue)Post-itNotesPlasticshoeboxes(onepergroup)halffullofwaterBlueandredfoodcoloringIcecubetrayRedfoodcoloringHotpot(electrickettle)oraccesstomicrowaveSmallbottlesorcontainersforhotredwater(onepergroup)C. Penrod

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StorylinePlannerTemplateAnchorPhenomenon:TheAtacamaDesertisthedriestdesertonEarthStudentPerformanceExpectation:DevelopanduseamodeltoshowhowunequalheatingoftheEarth’ssystemscausespatternsofatmosphericandoceaniccirculationthatdetermineregionalclimates.Emphasizehowwarmwaterandairmovefromtheequatortowardthepoles.ExampleofmodelscouldincludeUtahregionalweatherpatternssuchaslake-effectsnowandwintertimetemperatureinversions.

DominantDCI DominantCCC DominantSEP

AllEarthprocessesaretheresultofenergyflowingandmattercyclingwithinandamongtheplanet’ssystems.Thecomplexpatternsofthechangesandthemovementofwaterintheatmosphere,determinedbywinds,landforms,andoceantemperaturesandcurrents,aremajordeterminantsoflocalweatherpatterns.Globalmovementsofwateranditschangesinformarepropelledbysunlightandgravity.Variationsindensityduetovariationsintemperatureandsalinitydriveaglobalpatternofinterconnectedoceancurrents.

PatternsSystemsandSystemsModelsEnergyandMatter

DevelopanduseamodelAnalyzeandinterpretdata

ScienceExperiences

CCC/SEP

Whatarestudentsdoing?(ThisshouldmatchyourSEP!)

Whatspecificunderstandingsshouldstudentsgetfromthisexperience?(Whatpiecesoftheperformanceexpectationdoestheexperience

provide?)

Newquestionsstudentshavetopropelustothenextscience

experience

Assessment

1 PatternsAnalyzingand

AnalyzeandinterpretdataaboutglobalclimatesAskquestionsaboutpatternsonmapof

Therearepatternsofglobalclimates.Mostdesertsarelocatedeitheraboveorbelowtheequatorat

Whyaretherepatterns?Whatcausesthepatterns?WhyistheAtacamasodry?

ExitTicket:GroupquestionsabouttheAtacamaDesert

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InterpretingData

globalclimate aboutthesamedistance.

2 SystemsandSystemsModelsDevelopanduseModels

DefinethepartsoftheAtacamasystemtobegindevelopingamodelPartsofthesystem-readaboutdesertAskquestions

TheAtacamaDesertisasystemincludingtheatmosphere,thehydrosphere,thegeosphereandthebiosphere.Thesesystemsinteractonglobalandlocalscales.

Howdothesesystemsinteract?

SystemsModelofAtacamaDesert

3 Energyand Carryoutaninvestigationtotesta Heatcausesmattertobecomeless Howdooceancurrent ClearestPoint Matter predictiononhowenergyeffectsthe denseandrise.Thisistrueofany patternseffectthe MuddiestPoint movementofmatterintwoofEarth’s fluid-waterorair. AtacamaDesert? Systems systems-theatmosphereandinthe Saltcancausedifferencesin Howdoatmospheric hydrosphere(ocean). densitiesinfluids. circulationpatternseffect Carryoutan Differencesindensitycause theAtacamaDesert? investigation AnalyzeandInterpretdatatofind movementinfluids. Howdoesthematterflow patternsinenergyflowandmatter Therearecolderandwarmerparts andenergycyclethrough Analyzeand cyclingbetweenEarth’ssystems oftheocean. thevarioussystems Interpret (hydrosphere,atmosphere,geosphere). Therearecolderandwarmerparts aroundtheAtacama data oftheland. Desert?(systems Thereisapredictablepatternofair interactions). currentsintheatmosphereknown asGlobalcirculation.

4 Energyand Readtoobtaininformationonhow Therearemanysystem WhatistheRainShadow Exitticket: matter systemsinteracttocreatethedriest interactionsthateffecttheAtacama Effect? Relating desertintheworld Desert. Howdoestheocean’s convectioncells Obtain Convectionintheoceaneffects temperatureeffectthe toAtacama information deserts. AtacamaDesert? Desert Energyfromthesundriveschanges inEarth’ssystems.

5 Causeand Analyzeandinterpretdatatobegin Coldoceancurrentseffectthe Howdoesallthisevidence Studentnotebooks: Effect developingamodeltoshowhow AtacamaDesert. fittogethertoexplainthe reviewmodels unequalheatingoftheEarth’ssystems Elevationcausesairtorise,cool causeofthedrynessofthe givingfeedbackas causespatternsofatmosphericand andbecomelessdense. Atacamadesert. needed(modelof oceaniccirculationthatdetermine OceanTemperature regionalclimates. TheRainShadoweffectmeansthat andRainShadow

C. Penrod

onesideofamountaingetsrainandtheothersidedoesnot.ARainShadowisduetothechangesinelevationandthecondensinganddroppingofwateronthewindwardvstheleewardsideofamountain.

Effect)

6 Systemsand Developamodeltoshowhowuneven RainShadowEffect(winds Whataresomeother Student’sfinal Systems heatingoftheEarth’ssystemscauses (atmosphere)carrymoisture weatherpatternsthat model Models patternsofatmosphericandoceanic (hydrosphere-matter)toward causedifferentclimates? patternsthatdeterminedeserts mountains,thenairlosesenergy Developand (Atacamadesert) (cools)andrainsonthewindward useamodel sideofmountain;lesswatervapor inair(atmosphere)duetocooler oceantemperature(hydrosphere), andhighelevation(geosphere)of theAtacamaleadstodryair (atmosphereandhydrosphere). Bonus:Thesunheatstheoceanand theairovertheoceanwhichcauses themoisturetoriseandmoveaway fromdesertregions(convection).

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6.3.3LessonPlan1

StudentSciencePerformancesAnalyzeandinterpretdata/Askquestions

Topic:GlobalClimatesandDeserts Title:WhySoDry?

OverarchingPerformanceExpectations(Standard)fromStateStandardsorNGSS:DevelopanduseamodeltoshowhowunequalheatingoftheEarth’ssystemscausespatternsofatmosphericandoceaniccirculationthatdetermineregionalclimates.

LessonPerformanceExpectations:Analyzeandinterpretdataaboutglobalclimatesandaskquestionsaboutpatternsonmapofglobalclimate

StudentsWill...ToConstructMeaningPart1:FindPatternsonMaps

1. MakeobservationsaboutMap#1:EarthfromSpaceinsmallgroups.Studentsrecordobservationsinlabnotebook.

2. Shareoutobservationswithgroup.3. Recordquestionstheyhaveaboutdata(map).4. MakeobservationsaboutWorldClimateMap

#2.Usesameformatasabove.5. Shareobservationswithothergroupsduring

classdiscussion.6. Recordpatternsfoundboththemaps.7. Studentscomparebothmapsfindpatterns.8. Studentsgenerateandrecordquestionsinlab

notebookaboutpatternsandworldclimate.9. Studentsrecord2-3questionstheyhaveabout

worldclimatesinlabnotebook.Part2:TheAtacamaDesert

1. RecordPhenomenoninlabnotebook:TheAtacamaDesertisthedriestdesertintheworld.

2. GiveonereasonwhyyouthinktheAtacamaDesertisthedriestdesertintheworld.

3. Record2-3questionsyouhaveabouttheAtacamaDesert.

ManagementStrategies:Planformapactivitybyarrangingstudentsingroupformationatbeginningofclass.Makegroupsof2-4students. Besuretohavecolorcopiesofmapsforeachgroup.Donotpassoutbothmapsatonce.Giveoneatatimeandrequirestudentstorecordobservationsinnotebookbeforemovingontonextmap.Useatimertokeeptimeurgentandmoving.Givegroups2-3minutestomakeandrecordobservations.

TeacherWill...ToSupportStudents

Part1:FindingPatternsonMaps1. HandoutMap#1:EarthfromSpace.Have

studentsworkinsmallgroupstoanalyzeandinterpretthedataandnoteanypatterns.Instructstudentstorecordobservationsinlabnotebook.

2. Listentogroupsandcirculateasstudentsareanalyzingdata.Ensurethateachstudentisrecordingsomethinginlabnotebook.Leadclassdiscussionandclarifyideasasneeded.

3. HandoutMap#2:GlobalClimates.Havestudentsworkinsmallgroupstoanalyzeandinterpretthedataandnoteanypatterns.Instructstudentstorecordobservationsinlabnotebook.

4. Lookforpatternsonbothmapsandrecordinlabnotebook.

5. Instructstudentstofindpatternsonbothmapsandrecordinlabnotebook.

6. Instructstudentstorecordquestionstheynowhaveaboutthepatternstheyseethecauseofthepatterns.Youcannamethepatternsasthe“effect”andexplainhowtheyneedtofigureoutthe“cause.”

7. Studentsaskandrecordthatwillleadintonextepisodeandarerelevanttowhattheyneedtoknow(whatevidencetheyneedtoexplainphenomenon).

Part2:TheAtacamaDesert

1. IntroducethePhenomenon:TheAtacamaDesertisthedriestdesertintheworld.

2. ShowstudentsPictures#1and#2andMap#3.3. PointouttheAtacamaDesertisverycloseto

theAmazonRainforest.4. Havestudentsrecordquestionstheyhave

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ALSO-TheobjectiveinPart1istointerpretthe abouttheAtacamaDesert.5. Instructstudentstogiveonereasonwhythey

thinkthattheAtacamaDesertisthedriestdesertintheworld.

6. Instructstudentstorecord2-3questionstheyhaveabouttheAtacamaDesert

7. Exitticket:Asagroup(thesamegrouptheyworkedwithearlier)discussthequestionsyouhaveandwritedownthequestionsonapieceofpaper.Eachgroupwillturninalistof5-8questionsthattheyhaveabouttheAtacama.Instructthemtowriteeachquestiononlyonce,sothatnoquestionsarerepeated.Thisisaformativeassessmentforyoutoseewhatthestudentsarethinkingandwonderingandwhattheywillneedtoknowtoexplainthisphenomenon.

Materials:CopiesofMapsandPictures-Setsforeachsmallgroup.

datasetpresentedinthemapandthentoask questionsaboutthepatternsnoted.Students recordobservationsintheirscience journals.Examplesofquestionstospurstudent observationanddiscussionarebelow:Whatdoes yourmaprepresent?Whatdothecolorsrepresent onyourmap?Whatpatternsdoyouobserve?What questionsdoyouhaveaboutthepatternsyou observe?

AssessmentofStudentLearningProficient:Theexitticketisaformativeassessmentforyoutoseewhatthestudentsarethinkingandwonderingandwhattheywillneedtoknowtoexplainthisphenomenon.Sortthroughthequestionsandgroupandtallythemyourselfsothatyoucanseewhereyouwillneedtospendthemosttimeduringthisstoryline.Besuretoeliminatequestionsthatwillnotgenerateevidencethatexplainsthephenomenon:TheAtacamaDesertisthedriestdesertintheworld.

Map#1:EarthfromSpace

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Map#2:GlobalClimates

Picture#1:TheAtacamaDesert

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Picture#2:LocationofDesert

Map#3:SouthAmerica

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6.3.3LessonPlan2

StudentSciencePerformancesReadtoObtainInformation

Developandmodel

Topic:SystemoftheAtacama:Atmosphere,hydrosphere,geosphereandbiosphere.

Title:What’sinaDesertSystem?


LessonPerformanceExpectations:ReadtoobtaininformationanddevelopamodelofthepartsoftheAtacamaDesertsystem(atmosphere,hydrosphere,geosphereandbiosphere)

StudentsWill...ToConstructMeaningPart1:Reading-TheAtacamaDesert

1. ReadthearticleTheAtacamaDesertasaclass.

2. Payattentiontoandunderlinethepartsofthedesertsystem.

Part2:SystemsModel

1. Drawthe“SystemsModel”inlabnotebook.2. Labelthecenter“AtacamaDesert”and

eachofthefourpartsasinstructedbyteacher.

3. Insmallgroups(2-4),discussandrecordinformationfoundinthearticleandinthepicturesthatrelatestoeachpartofthelargerdesertsystem.

ManagementStrategy:Alwaysbethoughtfulwhenassigningareadinginthescienceclassroom.Somestudentshavereadingdifficultiesandneedscaffoldingsuchasreadingwithapartnerandfollowingalongwithahi-lighterorsummarizingattheendofthearticle.Besuretocheckforunderstanding.Youmayalsoreadasaclass,butonlyaskvolunteerstoread.


Part1:Reading-TheAtacamaDesert1. Makecopiesofthereading,AtacamaDesert,

oneeachstudent.(Cutandpastethearticlebelowontoonepage).

2. Directstudentstopayattentionto(underline)thepartsthatmakeuptheAtacamasystem.Remindthemthatmostofthesepartsarenon-living.

3. Directaclassdiscussiononwhatwasdiscoveredinthereading.

Part2:SystemsModel

1. Put/drawthe“SystemsModel”ontheboardforthestudentstoseeandinstructeachstudenttodrawthisintheirlabnotebook.

2. Youcanusethelabelsair,land,water,life,butalsorefertoatmosphere(air),geosphere(land),hydrosphere(water)andbiosphere(life).

3. Checkinwitheachgroupastheyareworking.Askprobingquestionsasneeded.

4. Check“SystemsModel”asaclasstobesureallnecessaryinformationisrecorded.

5. Tiebacktothephenomenon:TheAtacamaDesertisthedriestdesertintheworld.

Materials:CopyofAtacamaDesertforeachstudent.SlideorcopyofSystemsModel

C. Penrod

AssessmentofStudentLearning

Proficient:Studentswillincludeatleast2ofthefollowingforeachcategory:

Hydrosphere:verylittlewatertono,lessthan1mmrain/year,fewoasesAtmosphere:dryair,fewclouds,0-25degreesCelsiusaveragetemperature(32-77degreesF)Geosphere:nearPacificOcean,longpieceofland,600miles,sanddunes,mudcracks,highaltitudeBiosphere:hardforplants,animalsandhumanstolivethere,smallplants/grasses

THE ATACAMA DESERT

TheAtacamaisthedriestdesertinthe

world.Thedeserttypicallygetslessthan1mmof

rainayearandsomeplaceshaven’teverrecorded

rain.Itisextremelyhardforpeopleandplantsand

animalstolivehere.Lifeisconcentratedaround

oases(waterholes)andminingtowns.

Figure1:AnOasisintheAtacama.

Desertsareplaceswhererainisscarce,butthereisonlyoneareaonthisearth-thecentralportion

ofChile'sAtacamaDesert-whereithasnevereverrained-atleastsincehumansstartedkeepingarecord-

about400 years ago! Themost amazingpart is, that

this 600-mile stretch of land lies right alongside

Chile's coast, next to the biggest body of water on

Earth-ThePacificOcean.Thoughdrierthanallother

deserts, the temperature in the Atacama Desert is

quite cool, ranging from 0-25 degrees Celsius (32-77

degreesFahrenheit),thankstoitshighaltitude.

Figure2:Sanddunesanddryland.

C. Penrod

AtacamaFACTSSize:40,600squaremiles(105,000squarekilometers)Countries:Chile,PeruContinent:SouthAmerica

Edited from: https://wiki.kidzsearch.com/wiki/Atacama_Desert

Figure3:Mudcracksonthedesertfloor.

SystemsModel:

6.3.3LessonPlan3

StudentSciencePerformancesCarryoutaninvestigationAnalyzeandInterpretData

Topic:ConvectionCellsintheAtmosphere Title:TheConvectionConnection


LessonPerformanceExpectations:CarryoutaninvestigationtotestapredictiononhowenergyeffectsthemovementofmatterintwoofEarth’ssystems-theatmosphere(air)andinthehydrosphere(ocean).AnalyzeandInterpretdatatofindpatternsinenergyflowandmattercyclingbetweenEarth’ssystems(hydrosphere,atmosphere,geosphere).

StudentsWill...ToConstructMeaningPart1:PredictingEnergywithMaps

1. Gluetwosmallmapsofworldintolabnotebook.Titleone“Hydrosphere”andtheother“Atmosphere.”

2. Discusswithyoursmallgroupyourpredictiononwherethesurfaceoftheoceanisthewarmest(moreenergy)andwherethesurfaceoftheoceanisthecoldest(lessenergy)inthissystem.

3. Useabluepenciltorepresentcold.Usearedpenciltorepresentwarm.Drawonyour“Hydrosphere”mapwheretheseareas(warmandcold)arelocated.Usearrows,words,coloringin,etc.

4. Now,discusswithyourgroupwhereyouthinkwarmandcoldairisintheEarth’satmosphere(system).Alsothinkofhowtheairismoving-whichdirectionandwhatmightbecausingthis.

Part2:ConvectioninaFluidModel

5. Watchyourteachersetupthismodelofasystem.Itisveryimportanttofollowallinstructionspreciselyfordesiredresults.

6. Setupmodelwithsmallgroup.7. Recordyourdata(drawapicture)inyourlab

notebookusingyourredandbluepencilsofwhatyouobserve.Besuretousearrowstoshowwhichwaythewater(matter)ismovinginyourmodel.Identifywhattheenergysourceisinyourmodel.

8. Cleanupareaandreturnmaterialstoteacher.

Part3:ConnectingyourModeltoEarth’sSystems

TeacherWill...ToSupportStudentsMaterialsalert:BLUEicecubesneeded!Mustmakeadayahead!!Fill8plasticshoeboxeshalffullofwatera

dayahead.Part1:PredictingEnergywithMaps

1. Arrangestudentsintosmallgroups(2-4).2. Make3copiesoftheworldmapsforeach

student.3. Instructstudentstoglue2mapsinlab

notebookandtitleone“Hydrosphere”andtheother“Atmosphere.”

4. Tellstudentstodiscusinasmallgrouptheirpredictiononwherethesurfaceoftheoceanisthewarmest(moreenergy)andwherethesurfaceoftheoceanisthecoldest(lessenergy)inthissystem

5. Directstudentstouseabluepenciltorepresentcoldandaredpenciltorepresentwarm.Instructthemtodrawon“Hydrosphere”mapwheretheseareas(warmandcold)arelocated.Usearrows,words,coloringin,etc.

6. Walkaroundandlistentowhatstudentsaresayingandwhattheirpredictionsare.Thiswillhelptoguidethequestionsyouaskinthenextsection.

Part2:ConvectioninaFluidModel

7. Onemethodingeoscienceisusingamodelforunderstandingaprocessorevent.Yourstudentswillcreateamodeltohelpthemunderstandconvectioninfluids(liquidsandgases-ietheoceanandatmosphere).Thisisnotaninvestigationwithacontrolledvariable,butratheraninvestigationintounderstandingaprocess.Thus,youmustmodelHOWtosetthemodelup.

9. Makeatableinlabnotebooklistingthecomponentsofyoursystemsmodel(containerofwater,hotredwater,bluecoldwater).

10. Indicateinyourtablewhateachcomponentofthemodelrepresentsfortheatmosphereandthenforthehydrosphere.(Note:don’tgiveanswers!Letstudentsthinkandconnect).

11. Example:

12. Writeasentenceabouthowenergyeffectsmatterintheatmosphere.Labelthisasconvection.

13. Writeasentenceabouthowenergyeffectsmatterinthehydrosphere(ocean).Labelthisasconvection.

14. Answerthesequestions:Whatisthesourceofenergy(heat)intheatmosphere?Whatisthesourceofenergy(heat)intheocean?

Part4:RevisitingPredictions

15. Gluethelastmap(3rd)intolabnotebook.16. Followteacher’sdirectionsonwheretodraw

actualcurrentswithredandbluepencils.17. Discussmeaningofcurrentsandsourceof

energy.18. ConstructamodelofGlobalAtmospheric

Circulationinyourlabnotebook.Useredandbluecoloredpencils.

19. Discusstwoquestionswithyourgroup:Whatisthesourceofenergy(heat)intheatmosphere?Whatisthesourceofenergy(heat)intheocean?

20. Writeastatementforeachinyourlabnotebook.

21. ExitTicket-ClearestPoint,MuddiestPointassessment(describedinteachernotes).

ManagementStrategies:

1. Make3copiesoftheworldmapsforeachstudent.Copyandpastefourmapsontoonepageandthencopyandcutapartonapapercutter.Themapsdonotneedtobelarge.

2. Itisverytemptingtowanttodothe

investigationonlyasademo,butDON’T!Let

8. Watchthisvideo:https://www.youtube.com/watch?v=bN7E6FCuMbY

9. Insteadoffloatingthebottleontopofthewater,useapipettetoputthehotredwaterinthebottomcornerofthecontaineroppositetheblueicecube.Becarefultopushthewateroutofthepipetteonthebottomofthecontainer.Youmayneedtodothistwotimestogetenoughhotredwaterinplace.DONOTmovethetable.Aconvectioncellofrisinghotredwaterandsinkingcoldbluewatershoulddevelopinyourcontainer.

10. Youwillneedtodemothesetupforthestudents,butbesuretoletthemcreateaconvectionmodelwiththeirgroup.Focusonthematterandenergyinthesystemandhowtheyareinteracting.Drawthistoyourstudents’attention.

11. Monitorinvestigationbymovingaroundtoallgroupsduringlab.

12. Takenoteofwhatstudentsaredrawinginlabnotebooksanddirectthemasneededtorecordgooddata.

13. Havestudentscleanupareabeforeyoumoveon.

Part3:ConnectingyourModeltoEarth’sSystems

14. Instructstudentsmakeatableinlabnotebooklistingthecomponentsofthesystemsmodel.Seeexampletoleft.

15. Emphasizehowenergycausesmattertorise(moreenergy-heat)andsink(lessenergy-cold).ThisisaBIGideahere!Warmairrises,coolairsinks.Warmwaterrises,coolwatersinks.Thiscreatescurrentsintheair(atmosphere)andtheocean(hydrosphere).ThisisaconnectiontoStrand6.2.Thenewpiecehereistotiethistofluids-liquidsandgases-andthenlabeltheliquidhydrosphereandthegasatmosphere.

16. Givestudentsthetwoquestions:Whatisthesourceofenergy(heat)intheatmosphere?Whatisthesourceofenergy(heat)intheocean?Todiscusswiththeirgroups.

17. Besuretocheckunderstandingthatthesunisthesourceofenergythatheatsboththeatmosphereandtheocean.

18. Tiethistothephenomenon-Part4:RevisitingPredictions

19. HereissomeinformationforyoutoreadaheadoftimeaboutOceanicCirculation.

Modelweused Atmosphere HydrosphereHotredwater Hot,risingair Warm,rising

waterColdbluewater

Cold,sinkingair

Cold,sinkingwater

Containerofwater

Anairmassintheatmosphere

Waterintheocean

thestudentstryoutitoutandinvestigate.Evenifnotallgroupsgetastrong,visibleconvectioncell,someoneintheclasswillgetittoworkandeveryonecanusethatasamodel.

http://www.srh.noaa.gov/srh/jetstream/ocean/circulation.html

20. Hereisinformationaboutatmosphericcirculation:http://www.srh.noaa.gov/jetstream/global/circ.html.YourstudentsdoNOTneedtoknowthenamesofthethreecirculationcells-justthattherearelargeconvectioncellsthattransportenergyaroundtheEarth.ItISimportantforthemtoconnectthatmoreenergyfromthesunattheequatormeansthatwarm,moistairisrising.Connectthistotheconvectioncellmodel.

21. Havestudentsgluethethirdmapinlabnotebook.LabelActualOceanicCirculation.

22. Showthemapofoceaniccirculation.23. Instructstudentstodrawthecorrectarrowson

themapusingBasicOceanCurrentsasaguide.24. Discussthesourceofenergy(thesun)and

pointouthowwarmcurrentsaremovingawayfromtheequator,whilecoldcurrentsaremovingawayfromthepoles.Connecttotheconvectioncellmodel.

25. Now,showthemapofGlobalAtmosphericCirculation.

26. InstructstudentstodrawacircleontheirpapertorepresenttheEarth.ItisNOTnecessarytodrawanycontinents.LabelGlobalCirculation.

27. DOincludetheequator.ThisisaBIGdeal(mostincomingsolarradiation).

28. Instructstudentstouseredandbluepencils,again,toshowconvectioncurrentsintheatmosphere.

29. Exitticket:ClearestPointandMuddiestPoint-Putuptwobigpiecesofchartpaperordrawtoverylargesquaresontheboard.LabeloneClearestPointandtheotherMuddiestPoint.Giveeachstudent2post-itnotes.Instructthemtowritedownonethingfromtoday’slessonthatthatgotandonethingthatstillseemsunclear.Havethemplacetheirnotesastheyleave/endclass.

30. Materials:TwosmallcopiesofmapforeachstudentGluesticks(oneperstudent)ColoredpencilsPost-itnotesPlasticshoeboxes(onepergroup)halffullofwaterBluefoodcoloringIcecubetray12blueicecubesRedfoodcoloringMicrowaveorhotpot(electrickettle)

Smallbottlesorcontainersforhotredwater(onepergroup)Pipettes(1perlabgroup)

AssessmentofStudentLearning-Afterclass,groupthenotesineachcategory(ClearestandMuddiest)sothatyoucanseewhatisclearandwhat(andwho)stillneedsmoreattention.

MapofWorld

GlobalAtmosphericCirculation

BasicOceanCurrents

C. Penrod

6.3.3LessonPlan4

StudentSciencePerformancesDevelopandmodel

Topic:InteractionsofsystemsoftheAtacama:Atmosphere,hydrosphere,geosphereandbiosphere.

Title:It’sAllAbouttheInteractions


LessonPerformanceExpectations:Readtoobtaininformationonhowsystemsinteracttocreatethedriestdesertintheworld

StudentsWill...ToConstructMeaningPart1:Reading-TheAtacamaDesert

1. ReviewSystemModelfortheAtacamaDesertpreparedinpreviouslesson

2. ReadthearticleTheAtacamaDesert,Chile:TheDriestDesertonEarthasaclass.

3. Recordsysteminteractionsinlabnotebookbyaddingthemtoyourfour-boxmodelfromEpisode2.

Part2:AskingQuestions

1. Insmallgroups(2-4),discusshowthisinformationrelatestothephenomenonoftheAtacamaDesertbeingsodry.

2. Payattentiontoandwritedownquestionsyoustillhaveaboutthesystemsinteractions.Recordtheminlabnotebook.

Part3:ConnectingSystemsModelConvectionModel

3. Refertoconvectionmodelfrompreviouslesson.

4. Exitticket:HowdoestheconvectionmodelrelatetowhatyoulearnedtodayabouttheAtacamaDeserts’systems?Makeasmanyconnectionsasyoucan.

ManagementStrategy:Readthearticleaheadoftimeandfilloutyourownsystemsmodelinteraction.Someoftheseinteractionstakethinkingaboutandyouwillhave


Part1:Reading-TheAtacamaDesert1. Makecopiesofthereading,AtacamaDesert,

Chile:TheDriestDesertonEarthoneeachstudent.(Cutandpastethearticlebelowontoonepage).

2. ReviewtheSystemsModelstudentspreparedinpreviouslesson.

3. Directstudentstopayattentionto(underline)theinteractionsofthesystemsintheAtacamasystem.

4. Duringreading,stopandcheckforunderstatingbyaskingquestions.Also,stopandFigure1.InstructstudentstodrawFigure1inlabnotebooks.(Thisisanimportantpieceofevidence.)

5. Modelhowtoaddandlabelaninteractionbetweenthesystemsbydrawingarrowsontheoutsideoftheboxfromonesystemtoanotherandlabelingtheinteraction.Forexample,coldoceanwater(hydrosphere)preventsmoisturethatcouldturnintocloudsandrain(atmosphere).Thearrowgoingfromhydrospheretoatmospherecouldsay“preventsmoisturethatcouldberain”.Instructeachstudenttodrawthisintheirlabnotebook.

6. Continuereadingasaclassandaddinginformationonsystemsinteractionstothemodel.

7. Alsopointouthowenergyandmatterare

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adifficulttimedoingthisonthespotinfrontofthestudents.Youwilldiscoverweresomethingisunclearandthenwillbeabletohelpstudentsastheyreadandmakesenseoftheinformation.

interacting.8. Check“SystemsModel”asaclasstobesure

allnecessaryinformationisrecorded.9. Tiebacktothephenomenon:TheAtacama

Desertisthedriestdesertintheworld.10. Directaclassdiscussiononwhatwas

discoveredinthereading.Part2:AskingQuestions

11. InstructstudentstodiscussinsmallgroupshowthisinformationrelatestotheAtacamaDesertbeingsodry.

12. Havestudentsrecordquestionsinlabnotebooks.

13. Movearoundtheclassroomandreadthequestions.Makenoteofwhatinformationthestudentsstillneed.Thisisaformativeassessmentforyoutoknowwhattospendtimeonnext.

Part3:ConnectingSystemsModelConvectionModel

14. Havestudentsreviewconvectionmodelonown.

15. Assignexitticket:HowdoestheconvectionmodelrelatetowhatyoulearnedtodayabouttheAtacamaDeserts’systems?Makeasmanyconnectionsasyoucan.

16. Collectexitticketsandreviewfeedbacktoguidenextlesson.

Materials:CopyofAtacamaDesert,Chile:TheDriestDesertonEarthforeachstudent.SlideorcopyofSystemsModel

.AssessmentofStudentLearningProficient:ExitTicketStudentswillmaketwoormoreofthefollowingconnections:Heatenergyfromthesuncauseshotairtoriseandmovemoistureawayfromthedesert.HotaircanpreventprecipitationDuetohighelevation,mountainscauseairtorise,coolanddropmoistureAcoldoceancurrentcausesoninversionthatpreventsmoisturefromrisingthatwouldleadtorainMountainspreventrainfrommovingovertotheotherside(rainshadoweffect)

SystemsModel:

C. Penrod

THE ATACAMA DESERT, CHILE: THE DRIEST DESERT ON EARTH A desert is a hot area of land that gets very little rain, and where temperatures during the daytime

can get as high as 55°C (131°F). At night, deserts cool down, sometimes even below 0°C. Most

deserts lie between 15° and 35° north and south of the equator. The desert climate is due in part to

air that rises over the equator and comes down over the Tropic of Cancer and the Tropic of

Capricorn. All over the world, around 20% of the deserts lie in these regions.

Figure 1: Rain over the equatorial region (1) is caused by the cooling and condensing of hot, wet rising air (2). Cool, dry air moves out and sinks back toward Earth’s surface (3), resulting in a high-pressure system with no precipitation. (4).

How does this happen? (See figure 1)

C. Penrod

1. Land over the equator becomes very hot because the sun’s rays hit the equator at a direct

angle between 23°N and 23°S latitude. The hot and wet air rises and it rains a lot in these

areas.

2. The air cools down and moves north and southwards as it gets drier.

3. The cool, dry air sinks to the ground over the Tropic of Cancer in the north, and the Tropic of

Capricorn in the south, causing high pressure (“sunny weather”).

4. And then again, warm air near the surface moves back to the equator causing the air to rise.

These moving air masses are called trade winds. As the rising air cools, clouds and rain

develop. The resulting bands of cloudy and rainy weather near the equator create tropical

conditions. But… what makes the Atacama Desert in Chile drier than other deserts?

A cold ocean current flows northward along the Chilean coast (see figure 2). The

cold, humid air produced by the sea stays down along the coastline due to hot

air masses rising from the continent (an inversion layer). This reduces the

moisture in the air and, also, results in nearly 350 days of clear skies inland.

Figure 2: Cold ocean water moves along Chile’s coast.

It must also be considered that the Atacama Desert is located over high

altitudes, above 8,200 feet (2,500 meters) above sea level. This fact contributes

to low, drying temperatures and very low humidity in the air (about 10%).

Another important reason is that

two mountain ranges, the Chilean Coastal Range and the

Andes Range, run along the west and east sides of the

Atacama Desert acting as natural barriers of moisture (the rain

shadow effect). A rain shadow is a dry region of land on the

side of a mountain that is protected from the prevailing winds

(winds that occur most of the time in a particular location on

the Earth), also called the leeward or down-wind side of the

mountain.

Figure 3: Rain Shadow effect of Chilean Coastal Range and Andes Mountains.

Figure 4: Prevailing winds carry air and moisture toward Andes Mountains, which then dries out.

Prevailing winds carry air toward the mountain range. As

the air rises, it cools, and water vapor condenses to form

clouds over the windward side of the mountain. Here,

precipitation falls in the form of rain or snow. The windward

C. Penrod

side of a mountain range is moist and lush because of this precipitation. Once the air passes over the

mountain range, it moves down the other side, warms, and dries out. This dry air produces a rain shadow.

Land in a rain shadow is typically very dry and receives much less precipitation and cloud, creating desert

conditions on the leeward side of the range cover. Nowhere else on Earth do these climatic features come

together as they do in Atacama! MODIFIED FROM CARMEN ABUHADBA’S ORIGINAL ARTICLE PUBLISHED ON 9/4/2013

C. Penrod

6.3.3LessonPlan5

StudentSciencePerformancesDevelopamodel

Topic:AnnualPrecipitation,OceanTemperatures,andRainShadowEffect

Title:DefiningtheCause


LessonPerformanceExpectations:AnalyzeandinterpretdatatobegindevelopingamodeltoshowhowunequalheatingoftheEarth’ssystemscausespatternsofatmosphericandoceaniccirculationthatdetermineregionalclimates.

StudentsWill...ToConstructMeaningPart1:DevelopingAModel

1. Moveintosmallgroups(2-4people).2. LookatEvidenceCardA:SouthAmerica:

AnnualPrecipitation(1976-2009).3. Writedownthreeobservationsyoumakefrom

thepatternsonthismap.4. Asagroup,discussandrecordevidenceand

it’scausefromthismapthatwouldsupportthephenomenon.

Part2:RainShadowandOceanCurrents

5. Teacherwillassigngrouponepieceofevidence(BorC).

6. Asagroup,worktogethertodevelopamodelofeitherOceanTemperaturesortheRainShadowEffect.Drawpictures,labelpartsandwritedescriptions.Also,refertothearticleTheAtacamaDesert,Chile:TheDriestDesertonEarth.FocusonhowthisprovidesevidencethatsupportsWHYorthecauseoftheAtacamaDesertbeingsodry.

Part3:RefiningandRecordingtheModels

7. Recordthemodelyourgroupcreatedinyourlabnotebook.

8. Hangupposters.Govisitandstudytheothermodelsthatarethesametopicasyourown.Addthingstoyourmodelthatyoumayhavemissed.

9. Returntoyourseat.10. Asagroup,fixanythingyouwantonyour

model.11. Now,recordtheothermodelthatyoudonot

havethatispresentedinclassbyanother

TeacherWill...ToSupportStudentsPart1:DevelopingA

Model1. PreparegroupsetsofEvidenceA-C.Printin

color.2. Instructyourstudentsthattheywillbegin

constructingtheirmodeltoexplainthephenomenon:TheAtacamaDesertistheDriestdesertintheworld.

3. GiveeachgroupacopyoftheEvidenceCardA:SouthAmerica:AnnualPrecipitation(1976-2009).InstructstudentstorecordevidencefromthepatternsonthismapthatwouldprovideevidenceofWHYtheAtacamaissodry.

Part2:RainShadowandOceanCurrents

4. DistributeEvidenceCardB:OceanTemperaturestohalfthegroupsandEvidenceCardC:RainShadowEffecttotheotherhalf.Theobjecthereisforeachgrouptobecomeexpertsononeofthepiecesofevidenceandthensharewiththeclass.

5. Handoutapieceofchartpaperandmarkerstoeachgroup.Instructstudentsthateachgroupistomakeapostertosharethatwillexplainthispieceofevidence.Studentsmustincludepictures,labelpartsandwrittendescriptions/explanationsonthemodelandconnecttotheAtacamabeingsodry.Studentsshouldalsorefertopreviousarticle:TheAtacamaDesert,Chile:TheDriestDesertonEarth

6. Movearoundandlistentogroupswhiletheyarepreparingposters.

Part3:RefiningandRecordingtheModels

C. Penrod

group.ManagementStrategies:

1. MakecolorcopiesoftheEvidenceCardsareessentialtotoady’slessons.Studentsneedtoseethecolorstoeffectivelyanalyzethedataoneachcard.

2. ItisessentialtoclearupandcorrectanywronginformationaboutRainShadowEffectandOceanTemperaturesBEFOREitispresentedasafinalmodeltotheclass.Takethetimeyouneedtobesurepostersareaccurate.

3. Toquicklycheckallstudentnotebooks,walkaroundgivingimmediatefeedbackonneededcorrectionsandthenstampcorrectmodelswhensatisfactory.

7. Havestudentshangmodelsup.Spendafewminutesexaminingeachmodel.Havestudentstakenotesonhowtoimprovetheirmodel.Lookatandstudymodelsduringthistimesothatyoucancorrectanythingthatiswronginabyaskingprobingquestionstorefinethinking.

8. Directstudentstoreturntotablesandfixmodels.

9. Chosemostaccuratemodelforeachtopic(OceanTemperaturesandRainShadowEffect).Havestudentsfromthesegroupspresenttheirmodeltoclass.Studentsrecordmodelsinlabnotebooks.

10. TheobjectivehereisforstudentstoendupwithacorrectmodelforRainShadowEffectandOceanTemperatureintheirownnotebook.Makeuseofaclassdiscussiontoclarifyandrefineanythingthatneedsattention.

11. Checkallstudentnotebooksandreviewmodelsgivingfeedbackasneeded.Correctmodelsareessentialtothesuccessofthefinallesson(theperformanceexpectation).

Materials:GroupsetsofEvidenceCardsA-CPosterpaperMarkers

AssessmentofStudentLearningProficient:EachstudentwillhaveacorrectmodelofOceanTemperatureandRainShadowEffectandexplainthecauseforeach.ConsultEvidenceCardsBandCfordetails.

C. Penrod

C. Penrod

6.3.3LessonPlan6

StudentSciencePerformances

Topic:EvidenceforDryness Title:NowIKnowWhy…theAtacamaissoDry!


LessonPerformanceExpectations:DevelopamodeltoshowhowunevenheatingoftheEarth’ssystemscausespatternsofatmosphericandoceanicpatternsthatdeterminedeserts(AtacamaDesert)

StudentsWill...ToConstructMeaningPuttingitAllTogether

1. Inyourlabnotebook,createafinalmodelthatexplainsWHY(thecauses),usingevidencegathered,theAtacamaDesertisthedriestdesertintheworld.

2. Usealltheresourcesavailable,includingtheSystemsModelmadeearlierinthestoryline.

3. Includetext(explanations)anddrawings/illustrationsofconceptspresented,including.Itshouldidentifythepartsofthesystem(atmosphere,hydrosphere,andgeosphere)andhowmatterandenergyinteracttocreatethissystem.Focusthinkingtheoncausesandexplainingeachone.

ManagementStrategy:

1. RememberthemodelisbeingusedtoexplainWHYtheAtacamaDesertissodry.ThisisnotamodeloftheAtacamaDesert.Also,thisisaconceptualmodelsoitiscomplex.Thismaytakesometimeforyourstudentstoputalltheevidencetogether.BesuretoreferstudentsbacktotheSystemsModelandtheinteractions.Thisiswheretheanswerlies-intheinteractions!

2. DevelopyouownconceptualmodelBEFOREyougiveyoustudentsthistask.Youwillknowwherestudentsmayneedsupportandwillalsobetterunderstandthephenomenonyourself.


PuttingItAllTogether1. Makeallmapsandarticlesusedinthestoryline

availableforstudents.2. Promptstudentstocreateafinalmodelfor

explainWHY(cause)theAtacamaDesertisthedriestdesertintheworld.

3. Instructthemtousetheevidencetheyhavegatheredincreatingthemodel.

4. Also,encouragestudentstouseanyresourcestheyneed.Remindthemthattheyhaveallthepartsrecordedintheirlabnotebook,theyjustneedtopullitalltogether.

5. Themodelshouldfocusonthecausesandincludetext(explanations)anddrawings/illustrationsofconceptspresented,including:thepartsofthesystem(atmosphere,hydrosphere,andgeosphere)andhowmatterandenergyinteracttocreatethissystem.

Materials:Allmapsandarticlesusedinstoryline

AssessmentofStudentLearning

Proficient:RainShadowEffect(winds(atmosphere)carrymoisture(hydrosphere-matter)towardmountains,thenairlosesenergy(cools)andrainsonthewindwardsideofmountain;lesswatervaporinair(atmosphere)duetocooleroceantemperature(hydrosphere),andhighelevation(geosphere)oftheAtacamaleadstodryair(atmosphereandhydrosphere).Bonus:Thesunheatstheoceanandtheairovertheoceanwhichcausesthemoisturetoriseandmoveawayfromdesertregions(convection).

strand: 6.3.3 emphasis 20 minutes 90 minutes 50-70 minutes ...20 minutes (episodes.1 & 2 can be...

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