about earth's atmosphere - gw...18 19 the earth’s atmosphere teacher notes the atmosphere,...
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10
Intr
od
uct
ion
A
ir
Sum
mary
We
hav
e se
en t
he
imp
ort
ance
of
the
air,
th
e g
oo
d c
lean
air
we
bre
ath
e in
to
ou
r lu
ng
s. W
hen
Ran
gi
and
Pap
a w
ere
sep
arat
ed t
he
win
d a
nd
air
cam
e in
tofi
ll t
he
spac
e. T
he
un
iver
se a
nd
th
e
hea
ven
s w
ere
crea
ted
an
d t
he
lan
d
bel
ow
. Tw
hir
i-m
tea
is t
he
gu
ard
ian
of
the
win
ds
and
th
e ai
r. H
is g
ift
to
the
peo
ple
was
th
e w
ind
an
d t
he
go
od
fres
h a
ir, t
hat
giv
e li
fe t
o a
ll T
ane’
s
crea
ture
s; t
he
bir
ds,
an
d p
eop
le, a
nd
to
all
of
us
liv
ing
on
th
e H
ead
of
the
Fis
h
of
Mu
i. O
ur
task
is
to c
are
for
the
life
forc
e o
f th
e ai
r, s
o i
t is
cle
an f
ore
ver
, fo
r
the
gen
erat
ion
s co
min
g a
fter
us.
N r
eira
e h
oa
m, k
ua
kit
e t
tou
i t
e
nu
i o
tn
ei m
ea t
e h
au, t
e h
au m
ka
mo
mo
ia m
ai k
i te
po
ho
o t
e ta
ng
ata.
I
weh
ea a
Ran
gi
ru
a k
o
Pap
a, k
a u
ru m
ai k
o t
e h
au. K
a to
hai
na
ng
ran
gi
me
te w
hen
ua
i ra
ro. K
o
Tw
hir
i-m
tea
te k
aiw
hak
ahae
re m
wae
ng
anu
i. T
na
ko
ha
mai
ki
te i
wi
ko
te
hau
, ko
te
h o
ra, e
ora
ai
te t
ini
a
Tn
e, m
e te
tan
gat
a, t
ae a
tu k
i ra
u
iw
i
e n
oh
o n
ei i
te
Up
ok
o o
Te
Ika
i n
ei r
.
Kia
kah
a t
tou
ki
te m
anaa
ki
i te
mau
ri
o t
e h
au, k
ia m
to
nu
ai,
kia
m t
on
u a
i,
m n
g W
hak
atu
pu
ran
ga.
Inve
stig
ate
an
d e
xplo
reT
his
sec
tio
n f
eatu
res
exp
erim
ents
an
d a
ctiv
itie
s to
en
able
ch
ild
ren
to
gai
n a
n
un
der
stan
din
g o
f ai
r, e
arth
’s a
tmo
sph
ere,
an
d a
ir p
oll
uti
on
. It
is d
ivid
ed i
nto
th
ree
par
ts: '
abo
ut
eart
h’s
atm
osp
her
e', '
abo
ut
air
po
llu
tio
n i
n t
he
Wel
lin
gto
n r
egio
n',
and
'ab
ou
t g
lob
al p
oll
uti
on
'. T
he
acti
vit
ies
sho
uld
be
foll
ow
ed s
equ
enti
ally
so
th
at
stu
den
ts c
an b
uil
d o
n w
hat
th
ey h
ave
lear
ned
.
Act
ivit
ies
in t
his
sec
tio
n a
lso
pro
vid
e ch
ild
ren
wit
h t
he
op
po
rtu
nit
y t
o g
et o
ut
into
thei
r lo
cal
env
iro
nm
ent
and
exp
lore
air
qu
alit
y i
ssu
es. T
his
can
tak
e th
e fo
rm o
f
fi el
d t
rip
s, d
ay t
rip
s in
th
e lo
cal
com
mu
nit
y, a
nd
sh
ort
wal
ks
aro
un
d y
ou
r sc
ho
ol
gro
un
ds.
Ab
ou
t e
art
h’s
atm
osp
he
reIn
th
e fo
llo
win
g p
ages
stu
den
ts w
ill
gai
n a
n u
nd
erst
and
ing
of
air
as a
gas
, ho
w
it i
s m
ade
up
, ho
w i
t b
ehav
es a
nd
ho
w a
ll a
nim
als
nee
d i
t –
incl
ud
ing
hu
man
s.
Stu
den
ts l
earn
ho
w g
reen
pla
nts
use
ph
oto
syn
thes
is t
o c
lean
th
e ai
r, h
ow
th
e
carb
on
cy
cle
wo
rks,
an
d t
he
role
of
the
atm
osp
her
e. T
his
wil
l p
rep
are
them
fo
r th
e
con
cep
ts o
f ai
r p
oll
uti
on
an
d a
ir q
ual
ity
wh
ich
are
dis
cuss
ed i
n t
he
nex
t se
ctio
n.
About earth's atmosphere
12
13
Wh
at
do
we
kn
ow
alr
ea
dy?
Tea
che
r n
ote
sT
his
Co
RT
th
ink
ing
act
ivit
y a
ssis
ts t
he
teac
her
to
fi n
d o
ut
wh
at t
he
clas
s al
read
y
kn
ow
s ab
ou
t th
e to
pic
an
d w
hat
th
eir
area
s o
f in
tere
st a
re w
ith
in t
he
top
ic.
Co
mp
lete
th
e p
re-u
nit
qu
esti
on
s at
th
e st
art
of
the
un
it. T
he
po
st-u
nit
sec
tio
ns
are
left
op
en f
or
refl
ecti
on
at
the
end
of
the
un
it (
Wh
at I
hav
e le
arn
ed a
nd
Ho
w I
lear
ned
).
KW
L(H
) ch
art
Pre
-un
it q
uest
ion
sPo
st-u
nit
qu
est
ion
s
Wh
at
I kn
ow
ab
ou
t A
IR a
nd
AIR
PO
LLU
TIO
N
Wh
at
I w
an
t to
fi n
d
ou
t a
bo
ut
AIR
an
d
AIR
PO
LLU
TIO
N
Wh
at
I h
ave
learn
ed
ab
ou
t A
IR a
nd
AIR
PO
LLU
TIO
N
Ho
w I
le
arn
ed
ab
ou
t A
IR a
nd
AIR
PO
LLU
TIO
N
Inv
est
iga
teA
bo
ut
ea
rth
's a
tmo
sph
ere
Wh
at
do
we
kn
ow
alr
ea
dy?
Lea
rnin
g i
nte
nti
on
Est
abli
sh w
hat
stu
den
ts a
lrea
dy
kn
ow
ab
ou
t th
e co
nce
pts
of
air
and
air
po
llu
tio
n.
Rec
ord
stu
den
ts’ l
earn
ing
in
tere
sts.
Succ
ess
cri
teri
a
Fir
st t
wo
sec
tio
ns
of
the
gri
d c
om
ple
ted
.
Act
ivit
y -
KW
L(H
) ch
art
Me
tho
d
Cap
tiv
ate
stu
den
t in
tere
st i
n t
his
to
pic
by
sh
arin
g s
om
e o
f th
e st
ori
es i
n t
he
intr
od
uct
ion
to
th
is b
oo
k o
r sh
ow
ing
th
e D
VD
in
clu
ded
in
yo
ur
kit
bo
x.
Th
e te
ach
er e
xpla
ins
the
KW
L(H
) to
th
e st
ud
ents
. Th
e st
ud
ents
th
en
ind
epen
den
tly
co
mp
lete
th
e fi
rst
two
sec
tio
ns
of
the
gri
d.
Stu
den
ts d
iscu
ss w
hat
th
ey h
ave
wri
tten
in
pai
rs o
r sm
all
gro
up
s. T
hey
do
no
t
add
new
in
form
atio
n t
o t
hei
r g
rid
.
Th
e te
ach
er g
ets
feed
bac
k f
rom
th
e cl
ass
and
cre
ates
a c
lass
bra
inst
orm
ab
ou
t
wh
at t
he
stu
den
ts k
no
w (
or
thin
k t
hey
kn
ow
) ab
ou
t th
e to
pic
. Th
is a
ctiv
ity
hel
ps
the
teac
her
get
a c
lear
id
ea o
f th
e cl
ass’
s co
llec
tiv
e k
no
wle
dg
e. A
ll i
nfo
rmat
ion
is
add
ed t
o t
he
bra
inst
orm
, wh
eth
er i
t is
in
corr
ect
or
no
t.
As
the
un
it p
rog
ress
es s
om
e in
form
atio
n m
ay b
e cr
oss
ed o
ut
if i
t is
in
accu
rate
, an
d
mo
re d
etai
l m
ay b
e ad
ded
to
co
rrec
t in
form
atio
n.
Th
e te
ach
er a
sks
the
stu
den
ts f
or
thei
r q
ues
tio
ns.
Th
ese
are
wri
tten
on
a c
lass
qu
esti
on
sh
eet.
Th
is a
ctiv
ity
id
entifi
es t
he
area
s o
f st
ud
ent
inte
rest
in
th
e u
nit
an
d
may
pro
vid
e ar
eas
of
rese
arch
fo
r st
ud
ents
. Wh
en a
nsw
ers
to t
he
qu
esti
on
s ar
e
dis
cov
ered
th
ey a
re w
ritt
en o
n t
he
shee
t.
14
15
Th
ree
sta
tes
of
ma
tte
r
Tea
che
r n
ote
sT
her
e ar
e th
ree
ph
ysi
cal
stat
es o
f m
atte
r. W
ater
is
the
on
ly
sub
stan
ce t
hat
occ
urs
nat
ura
lly
in
all
th
ree
stat
es. A
ll m
atte
r
is m
ade
up
of
tin
y p
arti
cles
. Th
e ch
art
bel
ow
su
mm
aris
es t
he
mai
n f
eatu
res
of
the
var
iou
s st
ates
of
mat
ter.
State
Do
es
it
have
a
defi
nit
e
volu
me?
Do
es
it
have
a
defi
nit
e
shap
e?
Ho
w d
o t
he
part
icle
sm
ove
?
Soli
dY
ES
YE
SP
art
icle
s a
re
held
to
geth
er
clo
sely
an
d
stro
ng
ly.
Liq
uid
YE
SN
O
A liq
uid
tak
es
on
the
sh
ap
e
of
the
con
tain
er
tha
t h
old
s
it.
Pa
rtic
les
are
held
lo
ose
ly
an
d c
an
slid
e
pa
st e
ach
oth
er.
Th
is
all
ow
s li
qu
ids
to fl
ow
.
Gas
NO
A g
as
tak
es
on
th
e
volu
me
of
the
con
tain
er
tha
t h
old
s it
.
NO
A g
as
tak
es
on
the
sh
ap
e
of
the
con
tain
er
tha
t h
old
s
it.
Pa
rtic
les
can
mo
ve
qu
ick
ly i
n a
ll
dir
ect
ion
s.
Inv
est
iga
teA
bo
ut
ea
rth
's a
tmo
sph
ere
Th
ree
sta
tes
of
ma
tte
r
Lea
rnin
g i
nte
nti
on
sT
her
e ar
e th
ree
ph
ysi
cal
stat
es o
f m
atte
r –
gas
, liq
uid
an
d s
oli
d.
All
mat
ter
is m
ade
up
of
tin
y p
arti
cles
.
Tem
per
atu
re c
han
ges
wat
er f
rom
liq
uid
to
so
lid
to
vap
ou
r. T
he
atm
osp
her
e
con
tain
s w
ater
in
all
th
ree
stat
es, a
s ra
in (
liq
uid
), s
no
w a
nd
ice
(so
lid
) an
d w
ater
vap
ou
r (g
as).
Succ
ess
cri
teri
a
Stu
den
ts c
an l
abel
wh
ere
to fi
nd
th
e th
ree
stat
es o
f m
atte
r o
n a
map
of
NZ
.
Stu
den
ts c
an d
raw
a t
rian
gle
dia
gra
m t
o i
llu
stra
te u
nd
erst
and
ing
.
Act
ivit
y/e
xpe
rim
en
t
Me
tho
d
Dis
pla
y t
he
con
tain
er o
f w
ater
, a b
lock
of
ice
and
bo
il a
n e
lect
ric
jug
to
sh
ow
stea
m. A
sk s
tud
ents
– W
hat
is
hap
pen
ing
?
Wh
at c
an y
ou
see
wh
en w
ater
bo
ils
and
ice
mel
ts?
Exp
lain
th
at t
her
e ar
e th
ree
stat
es o
f m
atte
r –
liq
uid
, so
lid
an
d g
as. W
ater
is
spec
ial
bec
ause
it
can
nat
ura
lly
occ
ur
in a
ll t
hre
e st
ates
. Ref
er t
o t
he
Sta
tes
of m
atte
r p
ost
er.
In s
mal
l g
rou
ps
the
stu
den
ts b
rain
sto
rm h
ow
wat
er o
ccu
rs o
n e
arth
an
d i
n t
he
atm
osp
her
e in
all
th
ree
stat
es, f
or
exam
ple
:
•
liq
uid
(w
ater
) –
rain
, sea
, str
eam
s, l
akes
•
soli
d (
ice)
– g
laci
ers,
hai
l
•
gas
(w
ater
vap
ou
r) –
vap
ou
r, s
team
.
Th
e st
ud
ents
th
en u
se a
rro
ws
to s
ho
w h
ow
th
ese
stat
es o
f m
atte
r ca
n c
han
ge
fro
m
on
e to
an
oth
er, f
or
exam
ple
:
•
wat
er t
o i
ce –
fre
ezin
g (
bel
ow
0°)
•
wat
er t
o v
apo
ur
– ev
apo
rati
on
(h
eati
ng
)
•
ice
to w
ater
– h
eati
ng
(ab
ov
e 0°
)
•
vap
ou
r to
wat
er –
co
oli
ng
(p
reci
pit
atio
n: r
ain
).
It w
ill
bec
om
e cl
ear
to s
tud
ents
th
at i
ce c
an n
ot
bec
om
e v
apo
ur
wit
ho
ut
turn
ing
into
wat
er fi
rst
an
d v
ice
ver
sa. N
B: d
ry i
ce i
s n
ot
actu
ally
wat
er –
it
is c
om
pre
ssed
carb
on
dio
xid
e.
Gro
up
s re
po
rt b
ack
to
th
e cl
ass.
Dis
cuss
th
e w
ater
cy
cle
po
ster
wit
h t
he
stu
den
ts.
Is t
her
e a
con
nec
tio
n b
etw
een
th
eir
smal
l g
rou
p b
rain
sto
rm a
nd
th
e p
ost
er?
On
a m
ap o
f N
ew Z
eala
nd
, lab
el w
her
e y
ou
wo
uld
fi n
d w
ater
in
its
th
ree
dif
fere
nt
stat
es, i
.e. w
ater
as
a li
qu
id i
n l
akes
, riv
ers,
aq
uif
ers
etc,
wat
er a
s a
soli
d i
n
gla
cier
s, s
no
w, i
ce e
tc, w
ater
as
wat
er v
apo
ur
in c
lou
ds,
ste
am e
tc. U
se a
n a
tlas
to
chec
k y
ou
r an
swer
s.
Wate
r
Ice
Wate
r va
po
ur
Res
ou
rces
•
Ice,
wat
er i
n a
con
tain
er, j
ug
of
wat
er t
o b
oil
•
Stat
es o
f m
atte
r
po
ster
•
Wat
er c
ycl
e
po
ster
•
Sin
g C
D '
I’m
a dr
op o
f w
ater
'
–av
aila
ble
fro
m
Sch
ola
stic
16
17
Air
– i
t’s
a g
as
Tea
che
r n
ote
sA
s al
read
y d
iscu
ssed
th
ere
are
thre
e p
hy
sica
l st
ates
of
mat
ter.
Air
is
mad
e u
p o
f a
mix
ture
of
gas
es. T
he
pro
per
ties
of
a g
as a
re s
um
mar
ised
bel
ow
.
State
Do
es
it h
ave
a d
efi
nit
e
volu
me?
Do
es
it h
ave
a d
efi
nit
e
shap
e?
Ho
w d
o t
he
part
icle
sm
ove
?
Gas
NO
A g
as
tak
es
on
the v
olu
me o
f
the
co
nta
ine
r
tha
t h
old
s it
.
NO
A g
as
takes
on
the
sh
ap
e o
f th
e
con
tain
er
tha
t
ho
lds
it.
Pa
rtic
les
can
mo
ve
qu
ick
ly i
n a
ll
dir
ect
ion
s.
Th
e w
arm
er
the
y
ge
t, t
he
fa
ste
r
the
y m
ove
.
Inv
est
iga
teA
bo
ut
ea
rth
's a
tmo
sph
ere
Air
– i
t’s
a g
as
Lea
rnin
g i
nte
nti
on
sA
ir i
s a
mix
ture
of
gas
es.
Hea
ted
air
exp
and
s an
d r
ises
.
Co
ole
d a
ir s
ink
s an
d c
on
trac
ts.
Succ
ess
cri
teri
a
Stu
den
ts c
an e
xpla
in w
hat
hap
pen
ed a
nd
wh
y i
t h
app
ened
(w
rite
up
exp
erim
ent)
.
Exp
eri
me
nts
Ballo
on
s b
eau
tifu
l b
allo
on
s!
Me
tho
d
Stu
den
ts e
ach
blo
w u
p a
bal
loo
n. W
hat
is
in t
he
bal
loo
n?
An
swer
: a m
ixtu
re o
f g
ases
in
clu
din
g w
ater
vap
ou
r fr
om
yo
ur
bre
ath
.
Stu
den
ts t
hen
let
th
e ai
r o
ut
of
the
bal
loo
n. W
her
e is
th
e g
as f
rom
th
e b
allo
on
no
w?
Th
e a
mazin
g s
uck
ing
bo
ttle
Me
tho
d
War
m a
gla
ss b
ott
le b
y fi
lli
ng
it
wit
h h
ot
wat
er.
Po
ur
the
wat
er a
way
.
Stre
tch
a b
allo
on
ov
er t
he
bo
ttle
op
enin
g.
Pu
t th
e b
ott
le i
n c
old
wat
er.
Th
e b
allo
on
sh
rin
ks
and
is
suck
ed i
nsi
de
the
bo
ttle
.
Ex
pla
na
tio
n
Tem
per
atu
re h
as a
n e
ffec
t o
n t
he
gas
par
ticl
es i
nsi
de
the
bo
ttle
an
d b
allo
on
. W
hen
th
e ai
r is
hea
ted
, th
e en
erg
y o
f th
e p
arti
cles
in
crea
ses.
Th
is m
akes
th
em
race
aro
un
d a
nd
pu
sh o
n t
he
sid
es o
f th
e co
nta
iner
, cau
sin
g t
he
bal
loo
n t
o
infl
ate
and
exp
and
.
Co
oli
ng
th
e ai
r in
sid
e th
e b
ott
le c
ause
s th
e p
arti
cles
to
slo
w d
ow
n a
nd
mo
ve
tog
eth
er. T
he
spac
e th
ey o
ccu
py
bec
om
es l
ess
and
th
e b
allo
on
sh
rin
ks
and
is
pu
lled
in
to t
he
bo
ttle
. Pu
ttin
g a
fo
otb
all
into
a f
reez
er a
lso
dem
on
stra
tes
this
- i
t w
ill
shri
vel
up
as
the
air
is c
hil
led
.
Re
sou
rce
s•
B
uil
din
g S
cien
ce
Co
nce
pts
30
-
The
Air
Aro
un
d
Us
Min
istr
y o
f
Ed
uca
tio
n 2
003
•
Bal
loo
ns
•
Air
fi l
led
pla
stic
bo
ttle
•
Bo
wl
•
Ice
•
Ho
t w
ater
18
19
Th
e e
art
h’s
atm
osp
he
re
Tea
che
r n
ote
sT
he
atm
osp
her
e, m
ade
up
of
a m
ixtu
re o
f g
ases
, is
a b
lan
ket
of
air
surr
ou
nd
ing
th
e ea
rth
. Th
e at
mo
sph
ere
reac
hes
ou
t
into
sp
ace.
It
pro
tect
s th
e ea
rth
fro
m t
he
har
mfu
l ef
fect
s o
f
the
sun
du
rin
g t
he
day
an
d k
eep
s th
e h
eat
fro
m e
scap
ing
at
nig
ht.
As
we
kn
ow
, th
e ai
r in
th
e at
mo
sph
ere
is m
ade
up
of
a n
um
ber
of
gas
es. T
hes
e g
ases
pre
ss d
ow
n o
n t
he
eart
h’s
surf
ace,
exe
rtin
g a
fo
rce
that
we
call
atm
osp
her
ic p
ress
ure
or
air
pre
ssu
re.
Alt
ho
ug
h w
e ar
e u
sual
ly u
naw
are
of
this
pre
ssu
re, i
t ac
tual
ly
pre
sses
do
wn
ver
y h
ard
– r
ou
gh
ly e
qu
ival
ent
to t
he
forc
e o
f
an e
lep
han
t st
and
ing
on
a d
esk
!
We
liv
e in
th
e tr
op
osp
her
e w
hic
h c
on
tain
s 90
% o
f th
e ai
r in
ou
r at
mo
sph
ere.
Th
e tr
op
osp
her
e re
ach
es t
o a
pp
roxi
mat
ely
18k
m a
bo
ve
the
eart
h’s
su
rfac
e. O
ur
wea
ther
occ
urs
in
th
e
tro
po
sph
ere.
Ab
ov
e th
e tr
op
osp
her
e th
ere
are
dif
fere
nt
atm
osp
her
ic
lay
ers.
Th
e ex
osp
her
e is
th
e o
ute
rmo
st l
ayer
of
the
eart
h’s
atm
osp
her
e ex
ten
din
g a
bo
ut
800k
m a
bo
ve
the
eart
h’s
surf
ace.
For
an
oth
er
fun
air
pre
ssu
re e
xpe
rim
en
t ch
eck
ou
t '
Bo
ttle
s in
to R
ock
ets
' b
y R
ex
Ea
gle
, Sc
ho
ol
Jou
rna
l P
art
3 N
um
be
r 2
20
03
Inte
rest
ing
fa
ctO
ur
mo
de
rate
te
mp
era
ture
s a
re
pa
rtly
th
e r
esu
lt o
f h
avi
ng
ju
st
the
rig
ht
kin
d o
f a
tmo
sph
ere
.
Th
e a
vera
ge
su
rfa
ce t
em
pe
ratu
re
on
Ve
nu
s is
a h
ell
ish
ly h
ot
45
0c.
Ma
rs i
s a
fri
gh
ten
ing
ly f
ree
zin
g
-53
C.
Th
eir
in
sula
tin
g ‘
bla
nk
ets
’
– a
tmo
sph
ere
s -
are
ve
ry t
hic
k
(Ve
nu
s) a
nd
ve
ry t
hin
(M
ars
).
Inv
est
iga
teA
bo
ut
ea
rth
's a
tmo
sph
ere
Th
e e
art
h’s
atm
osp
he
re
Lea
rnin
g i
nte
nti
on
Un
der
stan
d h
ow
air
pre
ssu
re w
ork
s.
Un
der
stan
d t
he
lay
ers
of
the
atm
osp
her
e.
Air
has
wei
gh
t an
d t
he
pre
ssu
re i
s g
reat
er c
lose
to
th
e ea
rth
.
Succ
ess
cri
teri
a
Stu
den
ts s
elec
t o
ne
‘air
pre
ssu
re’ e
xper
imen
t an
d c
an e
xpla
in w
hat
hap
pen
ed
and
wh
y i
t h
app
ened
.
Act
ivit
ies
Atm
osp
heri
c la
yers
po
ster
Tak
e th
e st
ud
ents
ou
tsid
e to
lo
ok
at
the
sky.
Ho
w f
ar u
p d
oes
th
e ai
r g
o?
Dis
cuss
th
e d
iffe
ren
t la
yer
s in
ou
r at
mo
sph
ere
wit
h r
efer
ence
to
th
e p
ost
er.
Wh
at h
app
ens
wh
ere
in o
ur
atm
osp
her
e?
Ou
r atm
osp
here
- d
em
on
stra
tio
n
Eq
uip
me
nt
An
ap
ple
an
d k
nif
e
Me
tho
d
Sho
w s
tud
ents
an
ap
ple
an
d a
sk t
hem
to
im
agin
e it
is
the
eart
h.
Cu
t th
e ap
ple
in
hal
f.
Th
e sk
in o
f th
e ap
ple
is
lik
e th
e ea
rth
’s t
rop
osp
her
e, c
ov
erin
g t
he
app
le l
ike
a
snu
g b
lan
ket
.
Th
e w
ho
le a
tmo
sph
ere
pro
tect
s th
e ea
rth
fro
m t
he
har
mfu
l ef
fect
s o
f th
e su
n
du
rin
g t
he
day
an
d k
eep
s th
e h
eat
fro
m e
scap
ing
at
nig
ht.
Th
e sk
in o
f th
e ap
ple
sh
ow
s h
ow
th
ick
th
e tr
op
osp
her
e is
in
rel
atio
n t
o t
he
eart
h.
Re
sou
rce
s•
A
tmo
sph
eric
lay
ers
po
ster
•
Atm
osp
her
e
dem
on
stra
tio
n
•
Air
pre
ssu
re
exp
erim
ents
20
21
Fig
ure
2
Fig
ure
3
Fig
ure
4
Fig
ure
1
Inv
est
iga
teA
bo
ut
ea
rth
's a
tmo
sph
ere
Th
e a
mazin
g d
ry t
issu
e
Eq
uip
me
nt
•
Bo
wl
of
wat
er
•
Gla
ss o
r cu
p
•
Tis
sue
pap
er
Me
tho
d
Cru
mp
le a
tis
sue
and
wed
ge
it i
nto
th
e b
ott
om
of
a g
lass
. Up
turn
th
e g
lass
an
d
plu
ng
e it
in
to a
bo
wl
of
wat
er.
Qu
est
ion
s to
ask
Wh
at c
an y
ou
see
?
Wh
at i
s h
app
enin
g?
Wh
at d
o y
ou
kn
ow
ab
ou
t it
?
Wh
at i
s tr
app
ed i
n t
he
gla
ss?
Ho
w m
uch
?
Tak
e th
e g
lass
ou
t o
f th
e w
ater
an
d p
ull
ou
t th
e ti
ssu
e -
it i
s q
uit
e d
ry!
In w
hat
way
is
this
exp
erim
ent
sim
ilar
to
th
e p
rev
iou
s o
ne?
Ex
pla
na
tio
n
Th
e g
lass
is
full
of
air
so w
ater
can
’t g
et i
n. A
ir i
s li
gh
ter
than
wat
er s
o i
t ca
n’t
pu
sh t
he
wat
er o
ut
of
the
way
an
d g
et o
ut
of
the
gla
ss -
so
th
e ti
ssu
e st
ays
dry
.
Str
on
g a
ir p
ress
ure
Eq
uip
me
nt
•
Ru
lers
- 3
0cm
s an
d 1
met
re
•
Pap
er -
A3
or
larg
er
•
Des
k
Me
tho
d
Lie
a r
ule
r w
ith
its
en
d ju
st o
ver
th
e ed
ge
of
a ta
ble
. Pu
t a
shee
t o
f p
aper
ov
er t
he
rule
r (F
igu
re 1
) an
d s
har
ply
tap
th
e en
d o
f th
e ru
ler
(Fig
ure
2).
Fee
l h
ow
diffi
cult
it
is t
o l
ift
the
pap
er. Y
ou
can
fee
l ai
r p
ress
ure
pre
ssin
g d
ow
n o
n t
he
pap
er.
Qu
est
ion
s to
ask
Wh
at c
an y
ou
see
?
Wh
at i
s h
app
enin
g?
Wh
at d
o y
ou
kn
ow
ab
ou
t it
?
Ho
w m
uch
of
the
rule
r is
co
ver
ed b
y p
aper
? H
ow
lo
ng
is
the
rule
r? H
ow
big
is
the
pap
er?
Co
mp
are
resu
lts
of
the
exp
erim
ent
wh
en y
ou
alt
er t
he
len
gth
of
the
rule
r co
ver
ed
by
pap
er.
Ex
pla
na
tio
n
Th
e ai
r p
ress
ure
pu
shin
g d
ow
n o
n t
he
pap
er i
s st
ron
ger
th
an t
he
forc
e o
f th
e h
and
tap
pin
g s
har
ply
on
th
e ru
ler.
Fig
ure
1
Fig
ure
2
Exp
eri
me
nts
Air
pre
ssu
re
Yo
u c
an t
urn
a g
lass
of
wat
er u
psi
de
do
wn
wit
ho
ut
spil
lin
g a
dro
p w
ith
th
e h
elp
of
air
pre
ssu
re. D
o t
his
ov
er t
he
sin
k t
he fi
rst
tim
e!
Eq
uip
me
nt
•
Gla
ss o
r p
last
ic c
up
•
Wat
er
•
Sin
k o
r la
rge
con
tain
er t
o c
atch
an
y w
ater
sp
ill
•
Stif
f ca
rd ju
st a
lit
tle
larg
er t
han
th
e cu
p
Me
tho
d
Fil
l a
gla
ss t
o t
he
bri
m w
ith
wat
er (
Fig
ure
1).
Slid
e a
pie
ce o
f st
iff
card
ov
er t
he
top
of
the
gla
ss a
nd
ho
ld i
t in
pla
ce (
Fig
ure
2).
No
w, s
till
ho
ldin
g t
he
card
in
pla
ce, q
uic
kly
tu
rn t
he
gla
ss u
psi
de
do
wn
(Fig
ure
3).
Th
en, h
old
th
e g
lass
wit
h o
ne
han
d a
nd
let
go
of
the
card
.
Th
e w
ater
my
ster
iou
sly
sta
ys
in t
he
gla
ss (
Fig
ure
4).
Try
th
is e
xper
imen
t w
ith
lar
ger
gla
sses
or
cup
s an
d l
arg
er c
ard
, an
d s
ee i
f th
ere
is
any
dif
fere
nce
bet
wee
n t
he
size
s u
sed
.
Qu
est
ion
s to
ask
Wh
at c
an y
ou
see
? W
hat
’s h
app
enin
g?
Wh
at d
o y
ou
kn
ow
ab
ou
t it
?
Do
es w
ater
hav
e w
eig
ht?
Is
wat
er h
eav
ier
than
th
e ca
rd?
Wh
at i
s h
old
ing
th
e ca
rd i
n p
lace
?
Do
es t
he
wat
er t
emp
erat
ure
ch
ang
e th
e re
sult
?
Ex
pla
na
tio
n
Th
e st
ren
gth
of
the
air
pre
ssu
re p
ush
ing
up
on
th
e ca
rd i
s st
ron
ger
th
an t
he
forc
e
of
the
wat
er p
ush
ing
do
wn
on
it.
So
, th
e st
ron
g a
ir p
ress
ure
ou
tsid
e th
e g
lass
ho
lds
the
card
in
pla
ce. T
his
sto
ps
the
wat
er f
rom
fal
lin
g o
ut
of
the
gla
ss.
22
23
Win
d i
n y
ou
r sc
ho
ol
Tea
che
r n
ote
sW
ith
ou
t w
ind
, we
wo
uld
n’t
hav
e an
y c
han
ge
in t
he
wea
ther
. Th
at m
ean
s n
o
sno
wm
en, n
o t
ans
and
no
sin
gin
g i
n t
he
rain
. Win
d i
s ai
r m
ov
ing
ho
rizo
nta
lly.
It’
s
the
resu
lt o
f ai
r m
ov
emen
t o
ver
th
e ea
rth
. Air
mo
ves
bec
ause
of
pre
ssu
re s
yst
ems
- it
tra
vel
s fr
om
are
as o
f h
igh
pre
ssu
re t
o a
reas
of
low
pre
ssu
re. T
wo
rea
son
s fo
r
thes
e p
ress
ure
ch
ang
es a
rou
nd
th
e ea
rth
are
:
•
the
eart
h m
ov
es: a
s th
e ea
rth
mo
ves
, it
dra
gs
the
atm
osp
her
e ar
ou
nd
wit
h i
t,
wh
ich
cau
ses
the
air
to m
ix w
ith
th
e h
igh
er l
evel
atm
osp
her
e. T
his
cre
ates
turb
ule
nce
an
d p
ress
ure
sy
stem
s.
•
the
sun
's h
eat:
th
e ai
r ar
ou
nd
ear
th c
han
ges
tem
per
atu
re, d
epen
din
g o
n t
he
tim
e o
f d
ay. A
s th
e ai
r w
arm
s u
p, i
t ri
ses.
In
po
lar
reg
ion
s, w
her
e th
e su
nli
gh
t
spre
ads
ov
er a
gre
ater
are
a, t
he
resu
lt i
s le
ss w
arm
air
. Th
is m
ean
s th
e ai
r o
ver
the
po
les
is d
ense
r th
an t
he
air
ov
er t
he
equ
ato
r.
As
air
rise
s, l
ow
pre
ssu
re a
reas
are
cre
ated
bel
ow
. Air
in
hig
h p
ress
ure
are
as t
hen
rush
es t
o fi
ll
in t
he
gap
. If
ther
e’s
a b
ig d
iffe
ren
ce b
etw
een
th
e p
ress
ure
s, t
he fl
ow
of
air
bet
wee
n t
he
two
po
ints
wil
l b
e st
ron
ger
.
Fo
r m
ore
in
form
atio
n a
bo
ut
spec
ial
feat
ure
s o
f th
e w
ind
in
Wel
lin
gto
n, r
efer
to
pag
es 5
-10
of
this
bo
ok
.
Inv
est
iga
teA
bo
ut
ea
rth
's a
tmo
sph
ere
Win
d i
n y
ou
r sc
ho
ol
Lea
rnin
g i
nte
nti
on
sU
nd
erst
and
ho
w t
he
win
d (
air
mo
vin
g)
blo
ws
in y
ou
r sc
ho
ol.
Ph
ysi
cal
bar
rier
s ca
n c
han
ge
the
dir
ecti
on
of
win
d.
Succ
ess
cri
teri
a
Stu
den
ts c
an i
den
tify
an
d m
ap w
her
e w
ind
blo
ws
in t
hei
r sc
ho
ol,
exp
lain
ing
wh
y t
her
e ar
e ‘w
ind
y’ a
reas
an
d ‘c
alm
’ are
as.
Act
ivit
y –a
win
d m
ap
of
you
r sc
ho
ol
Me
tho
d
Exp
lain
to
th
e st
ud
ents
th
at t
hey
are
go
ing
to
in
ves
tig
ate
ho
w a
ir m
ov
es a
rou
nd
the
sch
oo
l b
y w
ind
map
pin
g u
sin
g b
ub
ble
s. D
o t
his
on
a d
ay w
ith
so
me
win
d.
In s
mal
l g
rou
ps
the
stu
den
ts g
o t
o d
iffe
ren
t p
arts
of
the
sch
oo
l an
d l
oca
te
them
selv
es o
n t
he
map
. Stu
den
ts b
low
bu
bb
les
and
ob
serv
e th
e d
irec
tio
n
they
tra
vel
. Stu
den
ts d
raw
arr
ow
s o
n t
he
map
to
sh
ow
th
e d
irec
tio
n. M
ake
ob
serv
atio
ns
fro
m d
iffe
ren
t p
oin
ts o
f a
bu
ild
ing
an
d d
iffe
ren
t d
ista
nce
s fr
om
th
e
bu
ild
ing
.
In c
lass
get
th
e st
ud
ents
to
rep
ort
on
th
eir fi
nd
ing
s. D
id t
hey
ob
serv
e an
y
pat
tern
s? B
y t
akin
g r
ead
ing
s fr
om
all
aro
un
d t
he
sch
oo
l th
ey w
ill
no
tice
th
at t
he
win
d d
oes
no
t al
way
s tr
avel
in
th
e sa
me
dir
ecti
on
. Wh
at h
as c
ause
d t
his
?
Try
th
is a
ctiv
ity
on
oth
er d
ays
and
co
mp
are
the
resu
lts.
Exp
lain
th
at w
ind
is
nam
ed a
cco
rdin
g t
o t
he
dir
ecti
on
it
com
es f
rom
no
t th
e
dir
ecti
on
it
is g
oin
g. D
raw
a c
om
pas
s to
ill
ust
rate
th
at w
ind
blo
win
g t
o t
he
no
rth
is c
alle
d a
so
uth
erl
y b
ecau
se i
t co
mes
fro
m t
he
so
uth
. In
New
Zea
lan
d, t
he
sou
ther
ly c
on
tain
s co
ld a
ir. A
win
d b
low
ing
to
th
e so
uth
is
call
ed a
no
rth
erl
y
bec
ause
it
com
es f
rom
th
e n
ort
h.
Ask
th
e st
ud
ents
ho
w t
hes
e o
bse
rvat
ion
s re
late
to
win
d i
n N
ew Z
eala
nd
. Wri
te a
clas
s b
rain
sto
rm. E
xpla
in t
o t
he
stu
den
ts t
hat
th
ese
idea
s w
ill
be
exp
lore
d w
hen
vie
win
g t
he
vid
eo W
icke
d W
eath
er: T
he W
ind.
Re
sou
rce
s•
The
Win
ds o
f
Tw
hiri
-mte
a
reto
ld b
y
Nu
ki
Tak
ao
Co
nn
ecte
d
Seri
es 1
200
4
•
A4
size
map
s
of
the
sch
oo
l
gro
un
ds
•
Bu
bb
les
and
blo
wer
•
Wea
ther
van
e
and
co
mp
ass
24
25
Wic
ke
d w
ea
the
r: t
he
win
d
Tea
che
r n
ote
sT
he
win
d i
s th
e m
ain
dri
vin
g f
orc
e o
f N
ew Z
eala
nd
’s w
eath
er. N
ew Z
eala
nd
is m
ade
up
of
lon
g s
kin
ny
isl
and
s su
rro
un
ded
by
oce
an. T
he
tro
pic
s li
e to
th
e
no
rth
an
d A
nta
rcti
ca t
o t
he
sou
th.
Th
e tr
op
ics
rece
ive
mo
re d
irec
t su
nsh
ine
cau
sin
g t
he
air
to w
arm
up
an
d m
ass
abo
ve
the
equ
ato
r. T
he
war
m a
ir m
ov
es a
way
fro
m t
he
equ
ato
r. I
t is
defl
ect
ed
by
th
e sp
inn
ing
of
the
eart
h (
Co
rio
lis
effe
ct)
wh
ich
cau
ses
the
pre
do
min
ant
wes
terl
y w
ind
s. I
n b
oth
hem
isp
her
es t
he
area
s w
ith
in 4
0°
to 5
0°
lati
tud
e ar
e
win
dy.
In
th
e so
uth
ern
hem
isp
her
e th
ere
are
few
lan
dm
asse
s to
slo
w t
he
win
d
do
wn
. Th
at i
s w
hy
th
e w
ind
tra
vel
s at
su
ch g
reat
sp
eed
s th
rou
gh
th
e R
oa
rin
g
Fo
rtie
s.
Wh
en t
he
win
ds
hit
New
Zea
lan
d t
hey
fi n
d a
fo
rmid
able
bar
rier
in
th
e
Sou
ther
n A
lps.
Th
e w
arm
air
, fu
ll o
f m
ois
ture
, sta
rts
to r
ise
up
to
go
ov
er t
he
Alp
s. A
s it
ris
es i
t b
eco
mes
co
ole
r. C
old
air
ho
lds
less
wat
er v
apo
ur
than
war
m
air,
so
it
con
den
ses
and
lo
ses
mo
st o
f it
s m
ois
ture
as
rain
. Th
is i
s w
hy
th
e W
est
Co
ast
has
rai
nfo
rest
. As
the
air
race
s d
ow
n t
he
east
ern
sid
e it
is
war
med
by
th
e
lan
d, c
reat
ing
a d
ry n
ort
h w
este
rly
win
d. T
his
is
kn
ow
n a
s th
e F
oh
n e
ffec
t.
Th
e w
este
rlie
s fi
nd
a g
ap b
etw
een
th
e N
ort
h a
nd
So
uth
Isl
and
in
Co
ok
Str
ait.
As
the
win
d h
its
the
Kai
ko
ura
ran
ges
it
is d
irec
ted
no
rth
war
d. A
s it
hit
s th
e
Tara
rua
ran
ges
it
is d
irec
ted
so
uth
war
ds
tow
ard
s W
elli
ng
ton
. Th
at i
s w
hy
Wel
lin
gto
n i
s su
ch a
win
dy
pla
ce.
Wel
lin
gto
n’s
av
erag
e w
ind
sp
eed
is
56k
m/
hr.
It
has
on
av
erag
e 64
day
s
per
yea
r w
ith
gu
sts
ov
er 9
6km
/h
r. I
t h
as 2
2 d
ays/
yea
r o
f g
ale
forc
e w
ind
s
com
par
ed t
o o
nly
tw
o d
ays
in A
uck
lan
d a
nd
th
ree
day
s in
Ch
rist
chu
rch
.
Ale
xan
dra
is
the
leas
t w
ind
y p
lace
in
New
Zea
lan
d. I
t is
in
lan
d, p
rote
cted
fro
m
the
wes
terl
ies
by
th
e So
uth
ern
Alp
s an
d h
as a
n a
ver
age
win
d s
pee
d o
f o
nly
6km
/h
r.
Inv
est
iga
teA
bo
ut
ea
rth
's a
tmo
sph
ere
Wic
ke
d w
ea
the
r: t
he
win
d
Lea
rnin
g i
nte
nti
on
sW
ind
is
the
mo
vem
ent
of
air
in t
he
tro
po
sph
ere.
Win
d i
s cr
eate
d b
y c
han
ges
in
tem
per
atu
re c
ause
d b
y t
he
hea
tin
g a
nd
co
oli
ng
of
the
eart
h’s
su
rfac
e, o
n l
and
an
d s
ea.
Mo
un
tain
ran
ges
ch
ang
e th
e d
irec
tio
n o
f th
e w
este
rlie
s w
hic
h t
hen
im
pac
t o
n t
he
Wel
lin
gto
n r
egio
n.
Succ
ess
cri
teri
a
Stu
den
ts c
an s
ucc
essf
ull
y c
om
ple
te t
he
vid
eo v
iew
ing
sh
eet.
Act
ivit
y
Me
tho
d:
Stu
den
ts v
iew
th
e fi
rst
two
sec
tio
ns
of
the
vid
eo W
icke
d W
eath
er: T
he W
ind
and
com
ple
te t
he
vie
win
g s
hee
t.
On
co
mp
leti
on
th
e te
ach
er d
iscu
sses
th
e v
iew
ing
sh
eet
wit
h t
he
clas
s to
ch
eck
un
der
stan
din
g. D
isp
lay
a l
arg
e cl
ass
vie
win
g s
hee
t. I
f th
ere
are
area
s n
eed
ing
clar
ifi c
atio
n, r
epla
y a
nd
dis
cuss
rel
evan
t se
ctio
ns
of
the
vid
eo.
Vie
win
g t
he
rest
of
the
vid
eo w
ill
giv
e a
gre
ater
un
der
stan
din
g o
f h
ow
th
e w
ind
affe
cts
oth
er p
arts
of
the
cou
ntr
y, b
ut
it i
s n
ot
esse
nti
al.
Ad
dit
ion
al
lan
gu
ag
e a
ctiv
itie
s•
A
s a
clas
s cr
eate
a g
loss
ary
of
term
s fr
om
th
e W
ick
ed W
eath
er v
ideo
•
Trac
k w
eath
er m
aps
in t
he
new
spap
er
•
Co
llec
t w
ind
lan
gu
age
and
use
as
a b
asis
fo
r p
oet
ry.
2.
Sho
w h
ow
win
d is
create
d o
n a
glo
bal le
vel. R
em
em
ber
to lo
cate
th
e
Ro
ari
ng
Fo
rtie
s in
bo
th h
em
isp
here
s
3.
Sho
w w
hat
hap
pen
s w
hen
th
e w
eath
er
hit
s th
e W
est
Co
ast
of
New
Zeala
nd
an
d m
ove
s acr
oss
to
th
e e
ast
co
ast
.
Vid
eo
vie
win
g s
he
et
Wic
ke
d W
ea
the
r: T
he
win
d
1. D
raw
a d
iag
ram
to
sh
ow
ho
w w
ind
is
cau
sed
by
dif
fere
nt
air
te
mp
era
ture
s.
4.
Sho
w h
ow
Wellin
gto
n’s
win
dy
weath
er
is c
au
sed
usi
ng
win
d d
irect
ion
arr
ow
s. K
ey
featu
res
to in
clu
de a
re t
he S
ou
thern
Alp
s, T
ara
ruas,
K
aik
ou
ras,
Co
ok S
trait
an
d W
ellin
gto
n.
Wic
ke
d w
ea
the
r fa
cts
1.
Wellin
gto
n’s
ave
rag
e w
ind
sp
eed
is
___
km
per
ho
ur.
2.
Wellin
gto
n h
as
win
d g
ust
s o
ver
96km
per
ho
ur
on
___
days
a y
ear.
3.
Wellin
gto
n h
as
gale
fo
rce w
ind
s __
___
days
a y
ear.
A
uck
lan
d h
as
gale
fo
rce w
ind
s _
____
days
a y
ear.
C
hri
stch
urc
h h
as
gale
fo
rce w
ind
s __
___
days
a y
ear.
4.
Th
e least
win
dy
pla
ce in
New
Zeala
nd
is
Ale
xan
dra
wit
h a
n a
vera
ge w
ind
sp
eed
of
____
km
per
ho
ur.
28
29
All
an
ima
ls n
ee
d a
ir t
o s
urv
ive
Tea
che
r n
ote
sA
ir i
s m
ade
up
of
a m
ixtu
re o
f g
ases
. Th
e m
ain
com
po
nen
ts o
f ai
r ar
e n
itro
gen
(N
2) 7
8% a
nd
oxy
gen
(O
2)
21%
. car
bo
n d
ioxi
de
(CO
2) i
s an
in
vis
ible
an
d o
do
url
ess
gas
th
at m
akes
up
les
s th
an 1
% o
f o
ur
air.
Air
is
fou
nd
ev
ery
wh
ere
incl
ud
ing
in
so
il a
nd
wat
er. A
ll
liv
ing
th
ing
s h
ave
dev
elo
ped
way
s o
f ta
kin
g o
xyg
en (
gil
ls,
lun
gs)
ou
t o
f th
eir
env
iro
nm
ent.
Lar
ger
org
anis
ms
nee
d
mo
re c
om
ple
x b
reat
hin
g s
yst
ems
to e
ffi c
ien
tly
tra
nsp
ort
oxy
gen
to
cel
ls a
nd
rem
ov
e w
aste
(C
O2)
. Mo
st l
ivin
g
org
anis
ms
use
oxy
gen
to
bu
rn s
ug
ars
to r
elea
se e
ner
gy.
On
ce t
he
liv
ing
th
ing
s h
ave
use
d t
he
oxy
gen
, lef
tov
er
carb
on
dio
xid
e an
d s
om
e o
ther
gas
es a
re t
hen
rel
ease
d
bac
k i
nto
th
e at
mo
sph
ere.
Sp
ira
cle
s: S
om
e in
ver
teb
rate
s d
on
’t h
ave
lun
gs-
th
ey u
se
spir
acle
s to
bre
ath
e. T
hes
e ar
e ti
ny
ho
les
wh
ich
co
nn
ect
to t
iny
tu
bes
(tr
ach
ea).
Th
e tu
bes
go
fro
m t
he
ou
tsid
e o
f
the
exo
skel
eto
n a
nd
co
nn
ect
to t
he
org
ans
insi
de,
car
ryin
g
oxy
gen
in
an
d c
arb
on
dio
xid
e o
ut.
Gil
ls: a
llo
w a
qu
atic
an
imal
s su
ch a
s fi
sh t
o t
ake
oxy
gen
fro
m t
he
wat
er a
nd
get
rid
of
carb
on
dio
xid
e, a
s th
ey
bre
ath
e o
ut.
Lu
ng
s fo
un
d i
n i
nv
ert
eb
rate
s: S
om
e in
ver
teb
rate
s h
ave
lun
gs
bu
t th
ese
are
no
t li
ke
ou
r lu
ng
s. T
hey
are
mu
ch m
ore
bas
ic. S
pid
ers
bre
ath
e th
rou
gh
lu
ng
s ca
lled
bo
ok
lu
ng
s.
Th
ese
hav
e la
yer
s o
f so
ft p
late
s st
ack
ed o
n t
op
of
each
oth
er, r
ath
er l
ike
pag
es i
n a
bo
ok
. Oth
er a
nim
als
lik
e sn
ails
hav
e an
op
enin
g i
n t
hei
r b
od
y w
hic
h t
akes
air
to
a s
ing
le
bas
ic l
un
g i
nsi
de
thei
r sh
ell.
Lu
ng
s fo
un
d i
n v
ert
eb
rate
s: M
amm
als,
bir
ds,
rep
tile
s
and
am
ph
ibia
ns
all
hav
e tw
o l
un
gs
of
var
yin
g c
om
ple
xity
.
Am
ph
ibia
ns
are
also
ab
le t
o ‘b
reat
he
thro
ug
h t
hei
r sk
in’
(see
bel
ow
).
Bre
ath
ing
th
rou
gh
th
e s
kin
: Wo
rms
bre
ath
e th
rou
gh
th
eir
skin
, wh
ich
is
wh
y t
hey
mu
st s
tay
mo
ist.
Th
ey d
o t
his
by
a p
roce
ss c
alle
d g
as e
xch
ang
e. O
xyg
en i
s d
isso
lved
in
th
e
mo
istu
re o
n t
he
skin
an
d p
asse
d i
nto
th
e b
od
y. C
arb
on
dio
xid
e is
pas
sed
fro
m i
nsi
de
the
bo
dy
bac
k o
ut
into
th
e
air.
Am
ph
ibia
ns
also
bre
ath
e th
rou
gh
th
eir
skin
usi
ng
th
e
sam
e p
roce
ss, t
o s
up
ple
men
t th
eir
lun
gs.
Vert
eb
rate
s
An
imals
wit
h
a b
ack
bo
ne
Wh
ere
do
mo
st
spe
cie
sli
ve?
Ho
w d
o t
hey
get
oxy
gen
fr
om
th
eir
en
viro
nm
en
t?
Fish
Wate
rG
ills
Am
ph
ibia
ns
Wate
r/
lan
d
Tad
po
les
ha
ve
gil
ls
Ad
ult
s h
ave
lun
gs
an
d
als
o b
rea
the
thro
ug
h t
heir
skin
Rep
tile
sLa
nd
Lun
gs
Bir
ds
Lan
dLu
ng
s
Mam
mals
Lan
dLu
ng
s
Inve
rte
bra
tes
An
imals
wit
ho
ut
a
back
bo
ne
Wh
ere
do
mo
st
spe
cie
sli
ve?
Ho
w d
o t
hey
ge
t o
xyg
en
fr
om
th
eir
en
viro
nm
en
t?
Mayfl
ie
sN
ymp
hs
- w
ate
r
Ad
ult
s
- la
nd
Nym
ph
s -
gil
ls
Ad
ult
s -
spir
acl
es
We
taLa
nd
Spir
acl
es
Kati
po
spid
er
Lan
dLu
ng
s
Wo
rms
In s
oil
Bre
ath
e
thro
ug
h t
heir
skin
Inv
est
iga
teA
bo
ut
ea
rth
's a
tmo
sph
ere
All
an
ima
ls n
ee
d a
ir t
o s
urv
ive
Lea
rnin
g i
nte
nti
on
sA
ir i
s es
sen
tial
fo
r li
fe.
An
imal
s h
ave
evo
lved
dif
fere
nt
way
s to
get
oxy
gen
fro
m t
he
env
iro
nm
ent.
Succ
ess
cri
teri
a
Stu
den
ts c
an i
den
tify
an
d c
ateg
ori
se h
ow
dif
fere
nt
anim
als
get
oxy
gen
fro
m t
he
env
iro
nm
ent
and
wh
y d
iffe
ren
t an
imal
s b
reat
he
in d
iffe
ren
t w
ays.
Act
ivit
y/e
xpe
rim
en
t
Me
tho
d
Ask
th
e st
ud
ents
to
tak
e a
big
bre
ath
in
an
d t
hen
let
it
ou
t. A
sk t
he
stu
den
ts
wh
at t
hey
th
ink
hap
pen
s w
hen
ever
th
ey b
reat
he
in. E
xpla
in w
hy
yo
ur
ches
t
get
s b
igg
er a
s y
ou
r lu
ng
s fi
ll w
ith
air
. Th
e o
xyg
en i
n t
he
air
trav
els
thro
ug
h y
ou
r
bo
dy
to
kee
p y
ou
ali
ve.
Ho
w d
o o
ther
an
imal
s g
et o
xyg
en?
Get
th
e st
ud
ents
to
wo
rk i
n g
rou
ps
to
com
ple
te t
he
foll
ow
ing
tab
le.
Wh
ere
do
th
ese
crea
ture
s li
ve?
Use
th
e fo
llo
win
g h
ead
ing
s o
n a
lar
ge
pie
ce o
f
pap
er t
o p
lace
th
e p
ictu
res
of
anim
als
on
th
e fo
llo
win
g p
age.
Dis
cuss
an
swer
s.
On
lan
dIn
wate
rB
oth
on
lan
dan
d in
wate
rIn
so
il
Ho
w d
o t
hes
e cr
eatu
res
bre
ath
e? S
ee t
he
teac
her
no
tes.
Use
th
e fo
llo
win
g
hea
din
gs
to c
ateg
ori
se t
he
crea
ture
s. D
iscu
ss y
ou
r an
swer
s.
Co
mp
lex
lun
gs
Gills
Skin
Sim
ple
lu
ng
sSp
iracl
es
Mak
e th
ree
stat
emen
ts a
bo
ut
wh
at y
ou
r ch
arts
tel
l y
ou
. Wh
at d
o t
he
cate
go
ries
tell
yo
u?
Re
sou
rce
s•
H
ow
do
anim
als
bre
ath
e? B
LM
30
Ho
w d
o a
nim
als
bre
ath
e?
Ba
tA
nt
Bu
tte
rfl y
Ko
ura
(cr
ayfi
sh
)D
olp
hin
Ho
use
fl y
Ele
ph
an
t
Fro
gK
iwi
Mille
pe
de
Ho
w d
o a
nim
als
bre
ath
e?
Ch
ild
ren
cu
t o
ut
the
dra
win
gs
and
so
rt t
hem
in
to t
he
gro
up
s as
dis
cuss
ed o
n t
he
pre
vio
us
pag
e.
An
swe
r sh
ee
t fo
r cl
ass
ifi c
ati
on
act
ivit
y –
Ho
w d
o
an
ima
ls b
rea
the
?
2 lu
ng
s
Hu
man
Ele
ph
ant
Shee
p
Liz
ard
Turt
le
Kiw
i
Bat
Wh
ale
Do
lph
in
Gills
Nat
ive
fres
hw
ater
fi s
h
Shar
k
Mayfl
y l
arv
ae
Tad
po
le
Ko
ura
(cr
ayfi
sh)
Th
rou
gh
th
e s
kin
Wo
rm
Fro
g (
+ s
imp
le l
un
gs)
Sim
ple
lu
ng
s
Slu
g
Gia
nt
lan
d s
nai
l
Spid
er
Fro
g (
+ t
hro
ug
h s
kin
)
Sp
iracl
es
Wet
a
Ho
usefl
y
Bu
tterfl
y
Lad
yb
ird
Mil
lip
ede
An
t
Lad
ybir
dM
ayfl
y l
arv
ae
Sha
rkSh
ee
p
Gia
nt
lan
d s
na
ilSp
ide
r
Tua
tara
Turt
le
Wo
rmW
ha
leH
um
an
We
ta
Tad
po
le
Slu
g
Na
tive
fre
sh w
ate
r fi
sh
34
35
Ph
oto
syn
the
sis
– th
e c
lea
n a
ir c
ycle
Tea
che
r n
ote
sP
eop
le a
nd
an
imal
s b
reat
he
in o
xyg
en a
nd
bre
ath
e o
ut
carb
on
dio
xid
e. S
o w
hy
has
n’t
all
th
is b
reat
hin
g o
ut fi
lled
th
e w
orl
d w
ith
car
bo
n d
ioxi
de?
Wh
ere
do
fre
sh s
up
pli
es o
f o
xyg
en c
om
e fr
om
? F
rom
pla
nts
an
d t
rees
!
Pla
nts
tak
e in
car
bo
n d
ioxi
de
and
let
ou
t o
xyg
en. I
t is
a
bal
ance
d c
ycl
e an
d i
t al
l h
app
ens
thro
ug
h a
pro
cess
cal
led
p
ho
tosy
nth
esis
.
Inte
rest
ing
fa
ctR
igh
t n
ow
yo
u a
re b
reath
ing
in
air
th
at
din
osa
urs
bre
ath
ed
ou
t.
In o
ne
min
ute
yo
u b
rea
the
in
fi v
e
litr
es
of
air
.
Inv
est
iga
teA
bo
ut
ea
rth
's a
tmo
sph
ere
Ph
oto
syn
the
sis
– th
e c
lea
n a
ir c
ycle
Lea
rnin
g i
nte
nti
on
sT
hro
ug
h t
he
pro
cess
of
ph
oto
syn
thes
is p
lan
ts m
ake
thei
r o
wn
fo
od
usi
ng
sun
lig
ht
and
car
bo
n d
ioxi
de.
Oxy
gen
is
a p
rod
uct
of
the
ph
oto
syn
thes
is p
roce
ss.
Fo
rest
s an
d o
cean
pla
nts
are
th
e ea
rth
’s l
un
gs.
Succ
ess
cri
teri
a
Stu
den
ts c
an i
den
tify
th
e lu
ng
s o
f th
e lo
cal
com
mu
nit
y a
nd
exp
lain
th
eir
imp
ort
ance
.
Stu
den
ts c
an e
xpla
in t
he
chan
ges
to
th
e le
af i
n t
he
ph
oto
syn
thes
is e
xper
imen
t.
Ph
oto
syn
the
sis
wa
lkTa
ke
the
stu
den
ts f
or
a w
alk
in
th
e p
lay
gro
un
d o
r lo
cal
bu
sh a
rea
to l
oo
k a
t
tree
s. I
f y
ou
’re
nea
r th
e co
ast
chec
k o
ut
the
oce
an. A
sk t
he
stu
den
ts t
he
foll
ow
ing
qu
esti
on
s:
Are
pla
nts
liv
ing
th
ing
s? Y
es.
Wh
y a
re p
lan
ts g
reen
? B
ecau
se t
hey
co
nta
in c
hlo
rop
hy
ll (
see
vo
cab
ula
ry, p
age
103)
.
Wh
at d
o p
lan
ts n
eed
to
mak
e th
eir
foo
d/
surv
ive?
Sun
lig
ht,
wat
er, c
arb
on
dio
xid
e, c
hlo
rop
hy
ll (
this
is
the
ph
oto
syn
thes
is p
roce
ss).
Ho
w d
o p
lan
ts a
ffec
t o
ur
atm
osp
her
e? T
hey
giv
e u
s o
xyg
en a
nd
tak
e in
car
bo
n
dio
xid
e.
Wh
y a
re p
lan
ts i
mp
ort
ant
for
hu
man
s an
d o
ther
an
imal
s? W
ith
ou
t th
em w
e
wo
uld
n’t
hav
e an
y f
oo
d o
r o
xyg
en h
ence
th
ere
wo
uld
be
no
an
imal
lif
e o
n e
arth
.
Ask
th
e st
ud
ents
if
ther
e ar
e p
lan
ts i
n t
he
sea.
Wh
at e
ffec
t d
o t
hes
e p
lan
ts h
ave
on
th
e at
mo
sph
ere
of
the
pla
net
? T
her
e ar
e ti
ny,
fre
e fl
oat
ing
, pla
nts
cal
led
ph
yto
pla
nk
ton
th
at a
lso
ph
oto
syn
thes
ise.
Ph
yto
pla
nk
ton
is
at t
he
bo
tto
m o
f th
e
foo
d c
hai
n. M
arin
e li
fe i
s d
epen
den
t o
n t
his
pla
nt.
Use
th
e p
ost
er t
o d
iscu
ss p
ho
tosy
nth
esis
in
mo
re d
etai
l an
d d
evel
op
a g
oo
d
un
der
stan
din
g o
f th
e cl
ean
air
cy
cle.
Ph
oto
syn
thesi
s exp
eri
men
t
Me
tho
d
Tak
e ti
n f
oil
an
d c
ov
er u
p h
alf
of
a le
af o
n a
liv
ing
pla
nt
blo
ckin
g s
un
lig
ht
to t
he
leaf
.
Mo
nit
or
the
leaf
dai
ly t
o o
bse
rve
chan
ges
to
its
sta
te (
colo
ur,
tex
ture
, siz
e et
c).
Wit
ho
ut
sun
lig
ht
the
leaf
is
un
able
to
car
ry o
ut
the
pro
cess
of
ph
oto
syn
thes
is
and
wil
l d
ie.
Re
sou
rce
s•
P
ho
tosy
nth
esis
po
ster
•
Hea
lth
y p
lan
t
•
Tin
foil
an
d
pap
er c
lip
36Exp
lore
th
e l
un
gs
of
you
r co
mm
un
ity
Tea
che
r n
ote
s
Pla
nn
ing
Pra
ctis
e th
e p
roce
ss o
f p
lan
nin
g y
ou
r o
uti
ng
by
usi
ng
th
e ac
tio
n p
lan
ner
co
ntr
act
op
po
site
. By
usi
ng
th
e
pla
nn
er t
o p
rep
are
and
org
anis
e th
e fi
eld
day
yo
u a
re g
ivin
g s
tud
ents
th
e o
pp
ort
un
ity
to
see
th
e p
roce
ss
in a
ctio
n b
efo
re t
hey
use
it
agai
n a
t th
e Ta
ke
Act
ion
sta
ge
of
the
pro
gra
mm
e.
Teac
her
s ca
n e
ith
er m
od
el t
he
pro
cess
to
th
e cl
ass
as a
wh
ole
or
stu
den
ts c
an o
rgan
ise
the fi
eld
tri
p
usi
ng
th
e p
lan
ner
in
sm
all
gro
up
s. S
mal
l g
rou
p r
esp
on
sib
ilit
ies
for fi
eld
tri
p p
lan
nin
g c
ou
ld i
ncl
ud
e th
e
foll
ow
ing
:
• H
ealt
h a
nd
Saf
ety
– C
om
ple
te a
Saf
ety
Act
ion
Pla
nn
er a
nd
/o
r R
AM
S fo
rm
• E
mer
gen
cy c
on
tact
sh
eet
• N
ewsl
ette
r h
om
e w
ith
in
form
atio
n
• O
rgan
ise
par
ent
hel
per
s to
mee
t 1:
8 ra
tio
• M
ap –
wh
ere
are
we
go
ing
to
wal
k?
Exp
lore
?
• C
lass
jou
rnal
ists
/p
ho
to jo
urn
alis
ts f
or
the
Exp
lore
day
. Wh
at n
eed
s to
be
reco
rded
? Sh
ared
wit
h
oth
ers?
• I
f y
ou
ch
oo
se t
o g
o f
urt
her
afi
eld
, bu
s b
oo
kin
gs,
an
d v
enu
e b
oo
kin
gs
wit
hin
reg
ion
al p
ark
s w
ith
par
k
ran
ger
s m
ay b
e n
eces
sary
.
Exp
lore
By
tak
ing
an
exp
lora
tory
wal
k t
hro
ug
h t
hei
r lo
cal
com
mu
nit
y, s
tud
ents
map
th
e cl
ean
air
fi l
ters
of
thei
r
nei
gh
bo
urh
oo
d. T
hey
id
enti
fy p
ark
s an
d b
ush
are
as w
her
e th
e tr
ees
are
giv
ing
ou
t o
xyg
en f
or
stu
den
ts
and
th
eir
fam
ilie
s to
bre
ath
e. T
hey
may
no
tice
pla
ces
wh
ere
ther
e ar
e fe
w t
rees
bu
t th
ere
is s
pac
e fo
r
them
to
be
pla
nte
d.
On
a m
ap o
f th
e ar
ea w
ith
in a
1-5
kil
om
etre
rad
ius
of
the
sch
oo
l, s
tud
ents
map
th
e lu
ng
s (b
ush
an
d
fore
st a
reas
) o
f th
e lo
cal
com
mu
nit
y, i
den
tify
ing
wh
ere
the
sou
rces
of
oxy
gen
are
fo
r al
l th
e li
vin
g
thin
gs
that
liv
e w
ith
in t
he
defi
ned
are
a. L
oo
k o
ut
for
lich
en a
s so
me
wil
l o
nly
gro
w i
n c
lean
hea
lth
y a
ir
env
iro
nm
ents
– t
hey
can
’t t
ole
rate
mo
tor
veh
icle
exh
aust
s. S
tud
ents
als
o m
ap w
her
e th
e cy
cle
way
s an
d
wal
kw
ays
are,
an
d w
her
e th
e p
ub
lic
tran
spo
rt r
ou
tes
are.
Use
a s
top
wat
ch t
o m
easu
re h
ow
far
stu
den
ts g
et w
hen
th
ey h
ave
wal
ked
fo
r fi
ve
min
ute
s, f
or
10
min
ute
s o
r 20
min
ute
s. T
his
in
form
atio
n w
ill
be
use
ful
if t
he
sch
oo
l w
ants
to
ad
op
t a
Sch
oo
l Tr
avel
Pla
n
in f
utu
re, o
r if
th
e st
ud
ents
wan
t to
use
wal
kin
g t
o s
cho
ol
as a
n o
pp
ort
un
ity
to
'pu
sh p
lay
' ev
ery
day
.
Exp
and
th
is c
on
cep
t to
lo
ok
at
the
tow
n o
r ci
ty, t
he
reg
ion
, all
of
New
Zea
lan
d, o
r th
e w
orl
d.
Use
th
e G
IS m
app
ing
to
ol
on
th
e G
reat
er W
elli
ng
ton
web
site
to
pri
nt
ou
t a
map
of
yo
ur
loca
l ar
ea.
Go
to
ou
r w
ebsi
te h
ttp
:/w
ww
.gw
.go
vt.
nz
usi
ng
yo
ur
inte
rnet
bro
wse
r an
d c
lick
on
th
e li
nk
on
lin
e
ma
ps
of
the
re
gio
n o
n t
he
ho
mep
age.
Th
ere
are
thre
e m
ain
map
ty
pes
– h
azar
ds,
en
vir
on
men
t an
d
fres
hw
ater
fi s
h. O
nce
yo
u h
ave
cho
sen
a m
ap t
yp
e y
ou
can
th
en n
avig
ate
and
zo
om
to
an
y l
oca
tio
n i
n
the
Wel
lin
gto
n r
egio
n, c
reat
e en
qu
irie
s o
n t
he
map
dat
a an
d p
rin
t o
ff y
ou
r o
wn
map
s. H
elp
pag
es g
ive
wo
rkin
g e
xam
ple
s o
f h
ow
to
use
th
e sy
stem
.
Inv
est
iga
teA
bo
ut
ea
rth
's a
tmo
sph
ere
Use
yo
ur
min
d m
ap
pin
g b
rain
sto
rm t
o h
elp
yo
u c
om
ple
te y
ou
r p
roje
ct c
on
tract
Wh
o?
Reso
urc
es
Wh
at
eq
uip
men
t is
need
ed
fo
r yo
u
to c
om
ple
te y
ou
r p
roje
ct?
Wh
o d
o y
ou
need
to
ask
perm
issi
on
fr
om
? W
ho
els
e c
an
help
?
Wh
en
?D
ead
lin
e d
ate
fo
r act
ion
pla
nn
er
con
tract
to
be c
om
ple
ted
an
d s
ign
ed
by
teach
er:
Da
y _
_________
Mo
nth
__________
Wh
at?
Wh
at
will yo
ur
pro
ject
lo
ok lik
e w
hen
it
is c
om
ple
ted
?
Nam
eyo
ur
pro
ject
.W
hat
are
you
rg
oals
/in
ten
tio
ns?
Ho
ww
illyo
ur
pro
ject
ben
efi
tth
een
viro
nm
en
t?
Da
y _
_________
Mo
nth
_________
Wh
en
will yo
ur
pro
ject
be c
om
ple
ted
?
Remember to take digital photos of your progress so that you can show others how you achieved success with your project
14 J
une
26
Jul
y
Frid
ay
- T
ree
s fi
rmly
, pr
ope
rly p
lan
ted a
nd s
taked
an
d m
ulch
ed
- A
main
ten
an
ce c
ale
ndar
wil
l te
ll u
s w
hen
to w
ate
r, w
eed a
nd t
alk
to
our
pla
nts
- iM
ovi
e o
f pr
ojec
t pr
esen
ted a
t w
ho
le
scho
ol
ass
embl
y
Wh
at?
Wh
y?
plan
tin
g n
ati
ve t
ree
s in
sch
oo
l- C
on
cen
trate
on
sch
oo
l bo
undary
alo
ng
walk
way
- t
ree
s fo
r ea
ch s
tuden
t in
our
cla
ssM
ore
oxy
gen
, en
cour
ag
e n
ati
ve b
irds,
en
cour
ag
e m
ore
tree
s to
gro
w (se
eds)
, pr
ovi
de
shade
fro
m h
ole
in o
zo
ne
layer
, pe
ace
ful,
nic
e pl
ace
to
eat
lun
ch
Tea
cher
- t
o o
kay c
on
tract
Prin
cipa
l- p
erm
issi
on
to
pla
nt
in s
cho
ol
B.O
.T- s
o t
hey
kn
ow
what’
s g
oin
g o
n
Jun
ior
class
es- t
o h
elp
us
Mrs
Hall- k
een
garden
er
Caret
aker
(m
ight
wan
t to
hel
p us
)
Spades
pl
an
ts
Ho
se f
or
wate
rin
g
dig
ital
cam
era
Buck
ets
pr
epare
site
(sp
ray?)
Stakes
fe
rtil
iser
(w
orm
wee
?)
Glo
ves
peo
ple
to h
elp
Mul
ch
Thur
sday
Wh
ere
?
Wh
ere
will yo
u fi
nd
th
e r
eso
urc
es
you
n
eed
? H
ow
mu
ch $
w
ill th
e r
eso
urc
es
that
you
need
to
b
uy
cost
?
Ho
w?
Priority ladder
What needs to happen fi rst?
Second? Third?
Wh
o in
yo
ur
gro
up
will d
o w
hat?
Task
ord
er
Job
/ re
spo
nsi
bilit
yN
am
eC
om
ple
ted
? (t
ick)
Members of group:
Teacher sign__________________
Date __________________Review date __________________
Act
ion
pla
nn
er
con
tract
Spades
- G
rea
ter
Wel
lin
gto
n R
egio
nal
Co
unci
l, T
ake
Act
ion
crew
bo
rro
wed
Plan
ts- l
eft
ove
r pl
an
ts f
rom
lo
cal
coun
cil
plan
tin
g
fr
ee
Oth
ers
fro
m n
ati
ve n
urse
ry (yel
low
pag
es, in
tern
et)
$10
0
Mul
ch- l
oca
l su
ppli
er (yel
low
pag
es)
sp
on
sored
?
Stakes
- c
aret
aker
fr
ee in
ret
urn
fo
r ru
bbis
h c
oll
ecti
on
Fert
ilis
er- w
orm
wee
fro
m H
ayden
’s g
roup
free
Glo
ves-
bo
rro
w f
rom
Take
Act
ion
crew
borr
ow
Peo
ple-
hel
pers
fr
ee- l
ots
of
than
k yo
us
Ho
se- c
aret
aker
fr
ee
Dig
ital
cam
era- b
oo
k fr
om
Mrs
sn
aps
ho
talo
t
fr
ee
Buck
ets
an
d w
hee
lbarr
ow
- c
aret
aker
free
Prep
are
site
(sp
ray)
- c
aret
aker
to
fo
llo
w u
p fo
r us
Mr
Wee
daw
ay’s
co
mpa
ny
1.
Get
per
mis
sio
n
Aro
ha t
o w
rite
let
ter
to p
rin
cipa
l
this
Fri
day
2.
Rese
arc
h w
hic
h p
lan
ts t
o u
se
Aro
ha a
nd S
uzan
ne
(to
p 5
exa
mpl
es)
th
is F
riday
3.
Con
tact
lo
cal
coun
cil
to a
sk f
or
plan
ts a
nd m
ulch
Kate
to
em
ail
Tues
day 19
Jun
e
4.
Order
oth
er p
lan
ts f
rom
nur
sery
W
iki t
o p
ho
ne
wit
h t
he
order
W
edn
esday 2
0 J
une
5.
Co
nta
ct G
W t
o a
sk t
o b
orr
ow
eq
uipm
ent
Kate
an
d J
ohn
to
em
ail
Tu
esday 19
Jun
e
6.
Mee
t w
ith c
aret
aker
to
chec
k o
ut p
lan
tin
g s
ite
who
le g
roup
Thur
sday 2
1 Jun
e
7.
Co
llec
t w
orm
wee
fro
m H
ayden
’s g
roup
Hayden
an
d W
iki
Fr
iday 2
2 J
une
8.
Dec
ide
on
pla
nti
ng
date
an
d w
et w
eath
er b
ack
up
Jo
hn
, Su
zan
ne
an
d t
each
er
Fr
iday 2
2 J
une
9.
Wri
te a
rep
ort
adve
rtis
ing
pla
nti
ng
day
fo
r sc
ho
ol
A
roha a
nd K
ate
Frid
ay 2
2 J
une
new
slet
ter
10.
Wri
te a
cal
endar
fo
r m
on
ito
rin
g p
lan
ts
Su
zan
ne
an
d J
ohn
Mo
nday 2
5 J
une
af
ter
plan
tin
g
11.
Plan
t th
e tr
ees!
Ev
eryo
ne!
Fr
iday 2
6 J
uly
Aroha, Kate, Suzanne, John and Wiki
Mrs Groovyfunky14 June
Use your mind mapping brainstorm to help you complete your project contract
Who?
ResourcesWhat equipment is needed for you to complete your project?
Who do you need to ask permission from? Who else can help?
When?Deadline date for action planner contract to be completed and signed by teacher:
Day __________ Month__________
What?What will your project look like when it is completed?
Name your project. What are your goals/ intentions?
How will your project benefit the environment?
Day __________ Month_________
When will your project be completed?
Rem
em
ber
to t
ake d
igit
al p
ho
tos
of
you
r p
rog
ress
so
th
at
you
ca
n s
ho
w o
thers
ho
w y
ou
ach
ieve
d s
ucc
ess
wit
h y
ou
r p
roje
ct
What?
Why?
Where?
Where will you fi nd the resources you need? How much $ will the resources that you need to buy cost?
How?
Pri
ori
ty lad
der
Wh
at
need
s to
hap
pen
fi r
st?
Seco
nd
? Th
ird
?
Who in your group will do what?Task order Job/ responsibility Name Completed? (tick)
Me
mb
ers
of
gro
up
:
Teach
er
sig
n__________________
Date
__________________
Revie
w d
ate
__________________
Action planner contract
40
41
Th
e c
arb
on
cyc
le
Tea
che
r n
ote
sT
he
carb
on
cy
cle
is a
nat
ura
l cy
cle
lik
e th
e w
ater
cy
cle
or
the
cycl
e o
f p
ho
tosy
nth
esis
. Th
is n
atu
ral
cycl
e k
eep
s th
e li
vin
g
wo
rld
in
bal
ance
. Mo
st o
f th
e ca
rbo
n i
n t
he
wo
rld
is
lock
ed
up
in
fo
ssil
fu
els,
gro
win
g p
lan
ts a
nd
th
e d
eep
oce
an w
her
e
it i
s d
isso
lved
in
th
e se
a w
ater
. Th
ere
is o
nly
a t
iny
am
ou
nt
mo
vin
g f
reel
y i
n o
ur
atm
osp
her
e. A
ir c
on
tain
s ap
pro
x
0.03
6% c
arb
on
dio
xid
e.
Car
bo
n i
s th
e si
xth
mo
st a
bu
nd
ant
elem
ent
in t
he
un
iver
se.
It i
s a
no
n m
etal
ele
men
t fo
un
d i
n a
ll l
ivin
g t
hin
gs
and
is
on
e o
f th
e b
uil
din
g b
lock
s o
f al
l li
fe. C
arb
on
occ
urs
in
ou
r
atm
osp
her
e as
car
bo
n d
ioxi
de.
Car
bo
n i
s re
leas
ed b
ack
in
to
th
e at
mo
sph
ere
as c
arb
on
dio
xid
e w
hen
pla
nts
are
bu
rnt
or
die
an
d r
ot
away
. It’
s o
ne
way
th
at o
ur
pla
net
reu
ses
and
rec
ycl
es.
Inv
est
iga
teA
bo
ut
ea
rth
's a
tmo
sph
ere
Th
e c
arb
on
cyc
le
Lea
rnin
g i
nte
nti
on
sT
he
carb
on
cy
cle
is a
nat
ura
l p
roce
ss.
On
ly a
sm
all
amo
un
t o
f ca
rbo
n i
s in
th
e at
mo
sph
ere.
Car
bo
n i
s st
ore
d i
n p
lan
ts d
uri
ng
th
e p
roce
ss o
f p
ho
tosy
nth
esis
.
Succ
ess
cri
teri
a
Stu
den
ts c
an a
nsw
er q
ues
tio
ns
abo
ut
the
carb
on
cy
cle
rela
tin
g t
o t
he
po
ster
.
Stu
den
ts c
an e
val
uat
e th
eir
ow
n l
earn
ing
th
rou
gh
ho
nes
tly
an
swer
ing
sel
f
eval
uat
ion
qu
esti
on
s (e
xam
ple
s ar
e p
rov
ided
at
the
bo
tto
m o
f th
e p
age)
.
Act
ivit
y
Me
tho
d
Sho
w T
he
carb
on
cy
cle
po
ster
an
d a
sk t
he
foll
ow
ing
:
Wh
at i
s a
cycl
e? A
sy
stem
or
pro
cess
th
at d
oes
n’t
hav
e a
beg
inn
ing
or
end
.
If w
e h
um
ans
wer
en’t
her
e w
ou
ld i
t st
ill
go
on
? Y
es –
th
is c
ycl
e w
ou
ld g
o o
n
even
if
we
wer
en’t
her
e. F
ires
can
be
star
ted
by
lig
htn
ing
, tre
es g
row
, th
en r
elea
se
carb
on
wh
en t
hey
die
etc
.
Ho
w i
s th
e ca
rbo
n b
ein
g r
elea
sed
? T
hro
ug
h r
ott
ing
, bre
ath
ing
an
d b
urn
ing
.
Wh
ere
is c
arb
on
sto
red
? (
carb
on
‘sin
ks’
) P
lan
ts, s
ea w
ater
, so
il e
tc.
Ho
w d
o h
um
ans
and
an
imal
s g
et r
id o
f o
ur
carb
on
? W
e ex
hal
e (b
reat
he
ou
t)
carb
on
dio
xid
e.
Ho
w d
o t
rees
get
rid
of
thei
r ca
rbo
n ?
Th
ey s
tore
mo
st o
f it
an
d s
om
e is
rel
ease
d
thro
ug
h t
ran
spir
atio
n.
Wh
at h
app
ens
wh
en t
rees
cat
ch fi
re?
Car
bo
n i
s re
leas
ed i
nto
th
e at
mo
sph
ere.
Self
ass
ess
me
nt
qu
est
ion
exa
mp
les
Wh
at m
ade
yo
u r
eall
y t
hin
k?
Wh
at d
id y
ou
fi n
d d
iffi
cult
wh
ile
yo
u w
ere
lear
nin
g a
bo
ut
the
carb
on
cy
cle?
Wh
at n
ew i
nfo
rmat
ion
hav
e y
ou
lea
rnt
abo
ut
the
carb
on
cy
cle
as a
nat
ura
l
pro
cess
?
Wh
at d
o y
ou
nee
d m
ore
hel
p w
ith
to
un
der
stan
d t
he
carb
on
cy
cle?
Wh
at h
elp
ed w
hen
yo
ur
lear
nin
g jo
urn
ey b
ecam
e d
iffi
cult
? (a
fri
end
, th
e p
ost
er,
yo
ur
ow
n t
hin
kin
g, t
he
teac
her
?).
Re
sou
rce
s•
T
he
carb
on
cycl
e p
ost
ers
42
43
Th
e w
eb
of
life
Tea
che
r n
ote
sT
he
ener
gy
in
th
e ea
rth
’s e
cosy
stem
beg
ins
wit
h t
he
sun
. Th
e su
n h
eats
up
th
e
lan
d w
hic
h w
arm
s th
e ai
r ab
ov
e. T
his
air
ris
es a
nd
co
ol
air
com
es i
n a
s w
ind
to
tak
e it
s p
lace
. Th
e su
n h
eats
up
th
e w
ater
wh
ich
is
evap
ora
ted
, th
en c
oo
ls a
nd
con
den
ses
to r
etu
rn t
o t
he
eart
h a
s ra
in. R
ain
fi l
ls t
he
stre
ams
and
riv
ers,
wh
ich
fl o
w t
o t
he
sea,
an
d s
o t
he
wat
er c
ycl
e co
nti
nu
es.
Pla
nts
use
th
e su
n’s
en
erg
y t
o m
ake
thei
r o
wn
fo
od
. Pla
nts
are
fo
od
fo
r an
imal
s
wh
ich
in
tu
rn b
eco
me
foo
d f
or
oth
er a
nim
als.
Pla
nts
are
cal
led
‘pro
du
cers
’ as
they
are
th
e o
nly
liv
ing
th
ing
s th
at c
an m
ake
foo
d d
irec
tly
fro
m t
he
sun
. Pri
mar
y
con
sum
ers
are
anim
als
that
eat
pla
nts
to
su
rviv
e. S
eco
nd
ary
co
nsu
mer
s ea
t th
e
pri
mar
y c
on
sum
ers
to s
urv
ive.
Th
is i
s ca
lled
pre
dat
ion
.
Th
e ea
rth
’s a
tmo
sph
ere
pro
tect
s th
e ea
rth
fro
m t
he
extr
eme
hea
t o
f th
e su
n d
uri
ng
the
day
an
d f
rom
co
oli
ng
do
wn
to
o m
uch
at
nig
ht.
Wit
ho
ut
the
atm
osp
her
e th
ere
wo
uld
be
no
lif
e an
d n
o w
eath
er.
No
thin
g o
n e
arth
aff
ects
th
e su
n, b
ut
som
e th
ing
s m
ay c
han
ge
the
sun
’s i
nfl
uen
ce
on
oth
er t
hin
gs
on
ear
th. F
or
exam
ple
pla
nts
pro
vid
e sh
ade
fro
m t
he
sun
fo
r
anim
als
that
liv
e in
dar
k p
lace
s, a
nd
kee
p s
trea
ms
coo
l so
th
at t
he
liv
ing
th
ing
s
in t
hem
can
su
rviv
e. T
he
atm
osp
her
e p
rote
cts
the
eart
h f
rom
th
e su
n’s
har
mfu
l
rad
iati
on
.
Inv
est
iga
teA
bo
ut
ea
rth
's a
tmo
sph
ere
I don’t
have
any
effe
ct o
n the
sun
I am
wh
ere
th
e
eva
po
rate
d w
ate
r g
oes
I ero
de the
ear
th b
y
mov
ing
arou
nd (w
ind)
I pro
vide ca
rbon
dioxid
e for p
lants
I protect animals from dangerous UV
I war
m t
he
atm
osp
her
eI w
arm
th
e w
ate
r an
d
help
it
to e
vap
ora
te
I w
arm
th
e lan
d
I shine on plants and
help them grow
I pro
vide vi
tamins
for a
nimals
Air
Sun
Th
e w
eb
of
life
Lea
rnin
g i
nte
nti
on
All
th
ing
s in
an
eco
syst
em a
re i
nte
rco
nn
ecte
d.
If o
ne
thin
g i
s al
tere
d i
t af
fect
s o
ther
th
ing
s in
th
e sy
stem
.
Succ
ess
cri
teri
a
Stu
den
ts c
an a
ctiv
ely
par
tici
pat
e in
th
e jig
saw
act
ivit
y.
Stu
den
ts c
an c
om
ple
te t
he
vis
ual
web
of
life
ch
art.
Jig
saw
act
ivit
y
Me
tho
d
Stu
den
ts s
it i
n a
cir
cle
in g
rou
ps
of
six.
Eac
h s
tud
ent
get
s a
role
car
d: S
un
(li
gh
t), A
tmo
sph
ere
(air
), W
ater
, Ear
th (
lan
d),
P
lan
ts, A
nim
als.
Gro
up
s d
isb
and
in
to n
ew c
om
po
nen
t g
rou
ps
(e.g
. all
su
ns
tog
eth
er).
In t
hei
r n
ew g
rou
ps
stu
den
ts d
iscu
ss /
bra
inst
orm
ho
w t
hey
aff
ect
the
oth
er
com
po
nen
t g
rou
ps
e.g
.:
Sun
- I
hea
t u
p t
he
wat
er c
ausi
ng
it
to e
vap
ora
te.
Atm
osp
her
e –
I p
rote
ct t
he
eart
h f
rom
th
e su
n’s
hea
t.
Pla
nts
– I
rel
ease
oxy
gen
in
to t
he
atm
osp
her
e.
Stu
den
ts t
hen
ret
urn
to
th
eir
ori
gin
al g
rou
p t
o d
iscu
ss h
ow
th
ey l
ink
to
get
her
.
Ask
th
e st
ud
ents
wh
at w
ou
ld h
app
en i
f th
ere
was
no
atm
osp
her
e ar
ou
nd
ear
th.
Wh
at w
ou
ld b
e af
fect
ed?
Wh
at l
ink
s w
ou
ld b
e b
rok
en?
Ask
th
e st
ud
ents
wh
at w
ou
ld h
app
en i
f th
ere
wer
e n
o t
rees
.
Wh
at w
ou
ld b
e th
e co
nse
qu
ence
s?
Dis
cuss
oth
er i
ssu
es t
hat
ari
se.
As
a fo
llo
w u
p a
ctiv
ity
th
e st
ud
ents
co
uld
do
th
e fo
llo
win
g:
Dra
w t
hei
r o
wn
web
usi
ng
arr
ow
s to
sh
ow
ho
w o
ne
par
t o
f th
e sy
stem
aff
ects
an
oth
er. T
her
e w
ill
be
arro
ws
go
ing
bo
th w
ays
in m
ost
cas
es. E
g: P
lan
ts r
elea
se
oxy
gen
in
to t
he
atm
osp
her
e. T
he
atm
osp
her
e p
rov
ides
car
bo
n d
ioxi
de
for
the
pla
nts
to
bre
ath
e in
.
Mak
e m
od
els
or
mo
bil
es t
o s
ho
w h
ow
par
ts o
f th
e sy
stem
are
in
terc
on
nec
ted
. T
his
co
uld
be
do
ne
focu
sin
g o
n a
par
ticu
lar
hab
itat
, e.g
. fo
rest
, san
d d
un
es,
estu
ary,
str
eam
.
Re
sou
rce
s•
Ro
le c
ard
s:
Sun
(li
gh
t)
Atm
osp
her
e
(air
)
W
ater
E
arth
(la
nd
)
P
lan
ts
A
nim
als
44
45
Exa
mp
les
of
po
ssib
le a
nsw
ers
fo
r
com
po
ne
nt
gro
up
sSu
n (
lig
ht)
I w
arm
th
e at
mo
sph
ere.
I w
arm
th
e w
ater
an
d h
elp
it
to
evap
ora
te.
I w
arm
th
e la
nd
.
I sh
ine
on
pla
nts
an
d h
elp
th
em g
row
.
I p
rov
ide
vit
amin
s fo
r an
imal
s.
Atm
osp
he
re (
air
)I
do
n’t
hav
e an
y e
ffec
t o
n t
he
sun
.
I am
wh
ere
the
evap
ora
ted
wat
er g
oes
– I
ho
ld w
ater
vap
ou
r in
th
e fo
rm o
f
clo
ud
s.
I er
od
e th
e ea
rth
by
mo
vin
g a
rou
nd
(win
d).
I p
rov
ide
carb
on
dio
xid
e fo
r p
lan
ts.
I p
rote
ct t
he
anim
als
fro
m d
ang
ero
us
UV
an
d I
ho
ld o
xyg
en.
Wa
ter
I h
ave
no
eff
ect
on
th
e su
n.
I ev
apo
rate
in
to t
he
atm
osp
her
e
cau
sin
g i
t to
so
met
imes
rai
n, s
no
w,
clo
ud
.
I m
ois
turi
se t
he
eart
h a
nd
so
met
imes
exfo
liat
e (e
rosi
on
).
I p
rov
ide
wat
er w
hic
h i
s n
eces
sary
fo
r
pla
nts
to
gro
w.
I p
rov
ide
wat
er f
or
anim
als
so t
hey
do
n’t
deh
yd
rate
(o
ther
wis
e th
ey d
ie).
Ea
rth
(la
nd
)I
hav
e n
o e
ffec
t o
n t
he
sun
.
My
hea
t ab
sorb
ed f
rom
th
e su
n h
eats
up
th
e lo
wer
tro
po
sph
ere.
I co
llec
t w
ater
in
lak
es, r
iver
s an
d
oce
an.
I g
ive
pla
nts
a p
lace
to
cal
l h
om
e.
I p
rov
ide
a h
om
e fo
r m
any
an
imal
s.
Pla
nts
I h
ave
no
eff
ect
on
th
e su
n.
I p
rov
ide
the
atm
osp
her
e w
ith
oxy
gen
.
I p
rov
ide
shad
e to
sto
p w
ater
ev
apo
rati
ng
.
I h
old
ear
th i
n p
lace
wit
h m
y r
oo
ts.
I p
rov
ide
foo
d f
or
anim
als.
An
ima
lsI
hav
e n
o e
ffec
t o
n t
he
sun
.
I ex
hal
e ca
rbo
n d
ioxi
de
into
th
e at
mo
sph
ere.
I p
oll
ute
th
e w
ater
.
I fe
rtil
ise
the
lan
d w
ith
my
was
te.
I ea
t p
lan
ts –
so
met
imes
cau
sin
g
exti
nct
ion
.
Inv
est
iga
teA
bo
ut
ea
rth
's a
tmo
sph
ere
46
47
Th
ink
er’
s k
eys
Tea
che
r N
ote
s
Lea
rnin
g i
nte
nti
on
Refl
ect
on
kn
ow
led
ge
gai
ned
th
us
far
to c
om
ple
te t
he
Th
ink
er’s
Key
s ac
tiv
ity.
Succ
ess
cri
teri
a
Stu
den
ts c
an s
ucc
essf
ull
y a
dap
t th
eir
new
kn
ow
led
ge
to c
om
ple
te T
hin
ker
’s K
eys
acti
vit
y.
Me
tho
dSt
ud
ents
to
co
mp
lete
th
e ta
sks
ou
tlin
ed i
n t
he
Th
ink
er’s
Key
s g
rid
op
po
site
.
Re
sou
rce
s•
BL
M T
hin
ker
’s
Key
s G
rid
•F
or
furt
her
info
rmat
ion
on
Th
ink
er’s
Key
s
ple
ase
refe
r to
Mic
hae
l P
oh
l’s
bo
ok
'Lea
rnin
g
to T
hin
k /
Th
ink
ing
to
Lea
rn'
Inv
est
iga
teA
bo
ut
ea
rth
's a
tmo
sph
ere
Th
e R
ev
ers
e
List
te
n t
hin
gs
you
wo
uld
neve
r se
e in
the
tro
po
sph
ere
.
Th
e W
hat
If?
Wh
at
if p
lan
et
ea
rth
did
no
t h
ave
pla
nts
?
Th
e D
isad
van
tag
e
Wh
at
are
th
e
dis
ad
van
tag
es
of
glo
bal w
arm
ing
?
Th
e C
om
bin
ati
on
List
th
e a
ttri
bu
tes
of
win
d.
Use
th
ese
id
ea
s
to im
pro
ve t
he d
esi
gn
of
the
in
ter-
isla
nd
ferr
y.
Th
e A
lph
ab
et
List
wo
rds
ass
oci
ate
d
wit
h t
he
wa
ter
cycl
e.
A-Z
Th
e B
AR
Use
BA
R t
o im
pro
ve
on
th
e d
esi
gn
of
the
Silv
er
Fern
pla
nt.
Th
e V
ari
ati
on
s
List
th
e m
an
y d
iffe
ren
t
leis
ure
act
ivit
ies
wh
ere
you
need
weath
er.
Th
e P
ictu
re
Wh
at
do
es
this
pic
ture
ha
ve t
o d
o w
ith
th
e
ea
rth
’s a
tmo
sph
ere
?
Th
e P
red
icti
on
Wh
at
wo
uld
hap
pen
if w
e c
on
tin
ue
to
cho
p d
ow
n t
he
ea
rth
’s f
ore
sts?
Th
e D
iffe
ren
t U
se
List
ma
ny
use
s fo
r a
weath
er
van
e.
Th
e R
idic
ulo
us
Just
ify
this
sta
tem
en
t…
All
hu
ma
ns
sho
uld
liv
e
un
derw
ate
r.
Th
e C
om
mo
nality
Wh
at
do
win
d a
nd
a
lap
top
co
mp
ute
r h
ave
in c
om
mo
n?
Th
e Q
uest
ion
Th
e a
nsw
er
is…
Ph
oto
syn
the
sis
Wh
at
are
fi v
e
po
ssib
le q
ue
stio
ns?
Th
e B
rain
sto
rmin
g
Bra
inst
orm
wa
ys t
o
red
uce
carb
on
dio
xid
e
in t
he a
tmo
sph
ere
.
Th
e I
nv
en
tio
ns
Inve
nt
a w
ay
of
red
uci
ng
win
d in
Well
ing
ton
.
Th
e In
terp
reta
tio
n
Giv
e s
om
e p
oss
ible
rea
son
s fo
r:
He
ad
lin
es
– C
ap
ita
l
Cit
y re
loca
tes
to
Ch
rist
chu
rch
du
e t
o
we
ath
er
cris
is.
Th
e B
rick
Wall
Co
nsi
der
alt
ern
ati
ves
to
tra
vell
ing
by
car
to
sch
oo
l.
Th
e C
on
stru
ctio
n
Co
nst
ruct
a m
od
el o
f
the
wa
ter
cycl
e.
Th
e F
orc
ed
Rela
tio
nsh
ip
Ho
w m
igh
t an
air
qu
ali
ty s
cie
nti
st u
se a
bo
ok
, e
mp
ty y
og
hu
rt
con
tain
er
an
d a
n
ora
ng
e t
o m
on
ito
r a
ir
qu
ali
ty?
Th
e A
ltern
ati
ve
List
wa
ys o
f in
cre
asi
ng
oxy
ge
n w
ith
ou
t
pla
nti
ng
tre
es.
48
49
Min
d m
ap
pin
g
Tea
che
r n
ote
sT
he
org
aniz
atio
n o
f a
min
d m
ap r
efl e
cts
the
way
yo
ur
ow
n b
rain
org
anis
es i
dea
s an
d i
nfo
rmat
ion
– n
ot
in n
ice
nea
t li
nes
wit
h d
ou
ble
lin
e sp
acin
g b
etw
een
par
agra
ph
s. M
emo
ry i
s n
atu
rall
y a
sso
ciat
ive,
no
t
lin
ear.
Min
d m
app
ing
all
ow
s as
soci
atio
ns
and
lin
ks
to b
e re
cord
ed a
nd
rei
nfo
rced
.
Usi
ng
min
d m
app
ing
as
a refl
ecti
on
or
eval
uat
ion
to
ol,
yo
u e
nab
le s
tud
ents
to
qu
ick
ly r
etri
eve
thei
r
idea
s an
d l
earn
ing
fro
m m
emo
ry t
o r
eco
rd t
hem
in
an
effi
cie
nt
org
anis
ed m
ann
er. M
ind
map
s ar
e ea
sy
to r
evie
w a
nd
wit
h r
egu
lar
rev
iew
, mem
ory
is
rein
forc
ed.
Ho
w t
o m
ind
ma
pF
or
mo
re d
etai
led
in
form
atio
n r
efer
to
How
to
Min
d M
ap b
y T
on
y B
uza
n
•
Mo
st s
tud
ents
fi n
d i
t u
sefu
l to
tu
rn t
hei
r p
age
on
th
e si
de
and
do
a m
ind
map
in
'lan
dsc
ape'
sty
le.
Wit
h t
he
mai
n i
dea
or
top
ic i
n t
he
mid
dle
of
the
pag
e th
is g
ives
th
e m
axim
um
sp
ace
for
oth
er i
dea
s
to r
adia
te o
ut
fro
m t
he
cen
tre.
•
Star
t fr
om
th
e ce
ntr
e o
f th
e p
age
and
wo
rk o
ut
(ju
st l
ike
a b
rain
sto
rm).
Mak
e th
e ce
ntr
e a
clea
r an
d
stro
ng
vis
ual
im
age
that
dep
icts
th
e g
ener
al t
hem
e o
f th
e m
ap
•
Use
key
wo
rds
and
wh
erev
er p
oss
ible
im
ages
(n
ot
sen
ten
ces)
. Co
me
up
wit
h a
n e
xplo
sio
n o
f id
eas.
Tran
slat
e th
em i
nto
wo
rds,
im
ages
(sm
all
pic
ture
s), c
od
es o
r sy
mb
ols
.
•
Pri
nt
rath
er t
han
wri
te i
n s
crip
t. I
t m
akes
map
s m
ore
rea
dab
le a
nd
mem
ora
ble
.
•
Som
e st
ud
ents
fi n
d t
hat
usi
ng
cap
ital
let
ters
en
cou
rag
es t
hem
to
get
do
wn
on
ly t
he
key
po
ints
.
Cap
ital
s ar
e al
so e
asie
r to
rea
d i
n a
dia
gra
m. Y
ou
may
, ho
wev
er, w
ish
to
wri
te d
ow
n s
om
e
exp
lan
ato
ry n
ote
s in
lo
wer
cas
e.
•
Use
co
lou
r to
dep
ict
them
es, a
sso
ciat
ion
s an
d t
o m
ake
thin
gs
stan
d o
ut.
Th
ere
are
no
bo
un
dar
ies
- T
hin
k 'o
ut-
of
the-
bo
x'. E
ver
yth
ing
is
po
ssib
le. U
se w
ild
co
lou
rs, f
at c
olo
ure
d m
ark
ers,
cra
yo
ns,
or
skin
ny
fel
t ti
pp
ed p
ens.
Yo
u h
aven
’t l
ived
un
til
yo
u’v
e m
ind
map
ped
an
id
ea w
ith
ho
t p
ink
an
d d
ay-
glo
ora
ng
e cr
ayo
ns.
•
An
yth
ing
th
at s
tan
ds
ou
t o
n t
he
pag
e w
ill
stan
d o
ut
in y
ou
r m
ind
•
Pu
t k
ey w
ord
s o
n l
ines
. Th
is r
ein
forc
es t
he
stru
ctu
re o
f n
ote
s. E
ach
wo
rd o
r im
age
mu
st b
e al
on
e an
d
sitt
ing
on
its
ow
n l
ine.
•
Th
e li
nes
mu
st b
e co
nn
ecte
d, s
tart
ing
fro
m t
he
cen
tral
im
age.
Th
e ce
ntr
al l
ines
are
th
ick
er, o
rgan
ic
andfl
ow
ing
, bec
om
ing
th
inn
er a
s th
ey r
adia
te o
ut
fro
m t
he
cen
tre.
•U
se a
rro
ws,
ico
ns
or
oth
er v
isu
al a
ids
to s
ho
w l
ink
s b
etw
een
dif
fere
nt
com
po
nen
ts. B
y p
erso
nal
isin
g
the
map
wit
h y
ou
r o
wn
sy
mb
ols
an
d d
esig
ns
yo
u w
ill
be
con
stru
ctin
g v
isu
al a
nd
mea
nin
gfu
l
rela
tio
nsh
ips
bet
wee
n i
dea
s, w
hic
h w
ill
assi
st i
n y
ou
r re
call
, an
d u
nd
erst
and
ing
.
•D
on
’t g
et s
tuck
in
on
e ar
ea. I
f y
ou
r id
eas
dry
up
in
on
e ar
ea g
o t
o a
no
ther
bra
nch
•P
ut
idea
s d
ow
n a
s th
ey o
ccu
r, w
her
ever
th
ey fi
t. D
on
’t ju
dg
e o
r h
old
bac
k
•B
reak
bo
un
dar
ies.
If
yo
u r
un
ou
t o
f sp
ace,
do
n’t
sta
rt a
new
sh
eet;
pas
te m
ore
pap
er o
nto
th
e m
ap
•B
e cr
eati
ve.
Cre
ativ
ity
aid
s m
emo
ry
•H
ave
fun
!
Min
d m
app
ing
was
dev
elo
ped
as
a le
arn
ing
an
d t
hin
kin
g t
oo
l b
y T
on
y B
uza
n a
nd
is
a re
gis
tere
d
trad
emar
k o
f th
e B
uza
n O
rgan
izat
ion
.
Inv
est
iga
teA
bo
ut
ea
rth
's a
tmo
sph
ere
Lea
rnin
g i
nte
nti
on
an
d s
ucc
ess
cri
teri
aU
sin
g t
he
too
ls o
f m
ind
map
pin
g, s
tud
ents
wil
l il
lust
rate
th
eir
curr
ent
kn
ow
led
ge
and
un
der
stan
din
g
of
the
eart
h’s
atm
osp
her
e.
WIND
CARBO
NCYCLE
PHOTOSYNTHESIS
AIR
STATESOFMATTER
BOILINGPO
INTOFWA
TER=100OPARTICLES
WHIZ
LIQUID
WATER PARTICLES
FLOW
PARTICLESTAKEON
SHAPE
OFCONTA
INER
HAIL
FREE
ZING
POIN
TOFWATE
R=0O
CHAIR
WELLING
TON
WEAT
HERHAPPEN
SIN
THETRO
POSPH
ERE
WINDINSCHOOL
NORTH
SOUTHWESTERLIES
HUMANSEXHALECO2
PLANTSSTO
RECAR
BON
BURNINGRELEASESCARBON
COMMUNITYLUNG
S(TREES)O
XYGEN
PLANTFOODSUGAR
SUNLIGHTWAT
ERCARBON
DIOXIDEWE
BREATH
EOUTC02
MIX
TURE
OF
GASES
78%NITROGEN 21%OXYGEN
ESSENTIALFORLIFE
GILLS
SKIN
SPIRACL
ESLUNG
S
ROAR
INGFO
RTIES
VAPOUR
EARTH
SATMOSPHERE
SOLID
WAT
ER
Inve
stig
ate
/ E
xplo
re-K
no
win
g t
he
bas
ic c
on
cep
ts, s
tud
ents
are
in
tro
du
ced
in
th
e fo
llo
win
g p
ages
to h
ow
air
is
po
llu
ted
an
d t
he
stat
e o
f th
e ai
r in
th
e W
elli
ng
ton
reg
ion
. Th
ey
un
der
tak
e so
me
sim
ple
air
mo
nit
ori
ng
an
d e
xplo
re t
wo
asp
ects
of
ou
r ai
r:
par
ticu
late
mat
ter
(tin
y p
arti
cles
lik
e d
ust
) an
d c
arb
on
mo
no
xid
e.
Th
e b
ehav
iou
r o
f ai
r p
oll
uta
nts
is
stro
ng
ly i
nfl
uen
ced
by
geo
gra
ph
y a
nd
th
e
wea
ther
. Air
qu
alit
y p
rob
lem
s ar
e m
ade
wo
rse
in g
eog
rap
hic
ally
co
nfi
ned
bas
ins
and
wh
en t
he
air
is v
ery
sti
ll. T
he
‘in
ver
sio
n l
ayer
’ co
nce
pt
is e
xpla
ined
an
d t
he
con
trib
uti
on
to
air
po
llu
tio
n m
ade
by
tra
nsp
ort
an
d d
om
esti
c fi
res
is e
xplo
red
.
About air pollution in the Wellington region