Thermal Energy in a Desert Environment

Bob ArnalKarlene McCurryGreg PattonGabi Ward

State Standards

E.12.A.1 Students know the sun is the major source of Earth’s energy, and provides the energy driving Earth’s weather and climate.

L.12.C.4 Students know the unique geologic, hydrologic, climatic, and biological characteristics of Nevada’s bioregions.

Syllabus Objectives

1.4 The student will organize data into an appropriate format (chart, graphs, or tables).

1.5 The student will propose an appropriate conclusion from data.

Syllabus Objectives

9.2 The student will evaluate climatic factors that affect the distribution of living organisms.

9.3 The student will describe characteristics exhibited by various organisms and their adaptations to a particular habitat.

9.4 The student will diagram the biogeochemical cycles.

Activities

Illustration/Diagram: Water cycle Demonstration: Radiometer Demonstration: Sunlight effects on globe Activity: Condensation Activity: Desert Flora and Fauna

Essential Vocabulary

Evaporation Condensation Heat transfer Flora Fauna Activity: Graphic organizer containing book

definitions, illustrations, and paraphrased definitions

Activities and Misconceptions

Water Cycle Misconception: The student may believe that

new water is being put into the water cycle continuously.

Correction: Students trace the path of water molecule through the cycle and orally defend their illustration.

Activities and Misconceptions

Radiometer Misconception: The student may believe that

visible light causes or increases the rotation of the leaves.

Correction: A demonstration of different light and heat sources and how they affect the radiometer.

Activities and Misconceptions

Thermal Footprint Misconception: The student may believe that

at different latitudes the distance from the sun determines the temperature.

Correction: The light focused on the globe and the whiteboard will reveal a thermal footprint which demonstrates the distribution of energy over an area.

Activities and Misconceptions

Condensation Misconception: The student may believe that

condensation occurs only when it gets colder.

Correction: The Saran wrap on a beaker of hot water will demonstrate that a hot system can produce condensation.

Activities and Misconceptions

Flora and Fauna Misconception: The student may believe that

there is very little plant and animal life in the desert.

Correction: Brainstorming session listing organisms that students have observed and presentation using poster paper.

Assessment

Each activity has a built in assessment– Water cycle diagram– Radiometer: Narrative summary statement– Condensation demonstration: Question & Answer– Globe with Light: KWL– Flora and Fauna: Poster presentation