The Atmosphere, Weather, Climate and Climate Change 1

The Atmosphere, Weather, Climate and Climate Change

The Atmosphere, Weather, Climate and Climate Change 2

Ten tips for learning success

In this module you will…

1) Look at examples of atmosphere, weather, climate and climate change and

identify the differences and relationships between them.

2) Distinguish between weather and climate.

3) See an introduction to the concept of climate change.

4) Practice a technique on how to improve your memory and have a competition

to test your memory against that of a partner.

5) Take a stance on the belief in climate change theory.

6) Debate the topic of “Is climate change real?”.

7) Clarify your understanding of the differences between climate and weather

and suppose the dangers of climate change and its denial.

8) Look at climate change and/or the influence of carbon emissions on it.

9) Plan, design and implement a survey on climate change in a group.

10) Assess and evaluate your progress, participation, recalling, and

understanding of the concepts of the weather, climate and climate change.

The Atmosphere, Weather, Climate and Climate Change 3

READING

The atmosphere

The atmosphere is the layer of gases that surrounds the Earth and makes life possible on the planet. It extends for thousands of kilometres. Its composition is mainly nitrogen and oxygen, but also argon, carbon dioxide and other gases (hydrogen, ozone, methane and water vapour). The atmosphere is divided into layers. These layers include the troposphere, stratosphere, mesosphere, thermosphere and exosphere. The temperature, thickness and composition of each layer are different.

Weather and climate

Weather is a result of atmospheric conditions at a certain place and time.

Climate is the result of average atmospheric conditions in a certain region

over a long period of time. For example, if we say it is hot or raining on a

particular day, we are talking about the weather; but if we say a particular

place always has hot summers or rainy winters, we are talking about its

climate.

Climatology is the science of climate, the study of the climatic elements and the factors that affect it. Meteorology is the study of atmospheric phenomena.

The elements of climate

We define climates according to their elements: temperature, precipitation, atmospheric pressure and wind. These elements are influenced by factors such as latitude, altitude, etc.

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Activities: Questions

A. Recalling “Atmosphere, Weather and Climate”

DIRECTIONS: Click on the link below. Watch the YouTube video explaining the difference

between “weather” and “climate”.

http://www.youtube.com/watch?v=bjwmrg__ZVw&list=PLEDBEF577E57EE176

Matching DIRECTIONS: Choose the letter of the answer that best labels the images below.

Is the image most related with:

1)______ 4)______

2)_______ 5)______

3)_______ 6)______

“A” – atmosphere

or

“W” – weather

or

“C” – climate

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Multiple Choice DIRECTIONS: Choose the letter of the correct answer. 1) Which person is talking about the weather, which person is talking about climate and which

person is talking about the atmosphere?

Choose “W” for weather, “C” for climate or “A” for atmosphere

answer:

W / C / A – “It rains a lot in spring in my village.”

W / C / A – “It’s very hot and sunny today. Let’s go to the beach.”

W / C / A – “There are many people who don’t believe there is a hole in the ozone

layer.”

2) _________ is the science of climate.

a – Weather

b – Climate

c – Climatology

d – Meteorology

3) _________ is a result of average atmospheric conditions in a certain region over a long period of

time.

a – Weather

b – Climate

c – Climatology

d – Meteorology

4)_________ is the study of atmospheric phenomena.

a – Weather

b – Climate

c – Climatology

d – Meteorology

Play “the weather game”. Click on the link:

http://www.cotf.edu/ete/modules/k4/online/Wonline1.html

Did you “earn your first bowtie”? What was your score? Compare your score with your classmates’

scores.

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B. Understanding

Understanding the relationship and differences between weather and climate and the role of the atmosphere is very important. Why? Why not? Talk with a partner or in a group. Think of 5 ways the weather affects your daily life. Write them below: Example from a girl in Kansas:

“When it snows more than a meter in a day I can’t play golf.”

1-_______________________________________________________________________

2-_______________________________________________________________________

3-_______________________________________________________________________

4-_______________________________________________________________________

5-_______________________________________________________________________

Think of 5 ways the climate affects your way of life. Write them below: Example from a boy in Utah: “It rains so much in spring that I have to cut the grass in the back yard twice a week!”

1-_______________________________________________________________________

2-_______________________________________________________________________

3-_______________________________________________________________________

4-_______________________________________________________________________

5-_______________________________________________________________________

Powerpoint presentation – “Weather and climate”

Click on the link below to view a PowerPoint presentation called “Weather and climate” by a boy named Nico. Take notes and remember the new information Nico presents on…

·Factors that influence climate

·Different types of climates

·Climate change

When you finish, compare your notes with a partner or in a group. Also, talk about any changes you would make to Nico’s presentation. Are there any problems? Would you eliminate anything? Would you add anything?

http://www.slideshare.net/docaro/weather-and-climate-nico#

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A NASA slideshow

Check out the images in the following slide show from a NASA website. What relationships between weather events and climate change can you see? Take NO NOTES. Try to remember the images and the information about the images.

To help your memory, try one of the following techniques:

Take an interest in the material and think of it in a personal way. By relating it to you and your life it will be easier to recall.

Repeat information mentally. Repetition works in the short term, but to truly remember it for a long time you need to process the information, apply it and then talk to someone about it. Try using an internal dialogue with yourself!

Make an association. When you see images and information that remind you of other things from your own life, try to identify a connection between those things. That is how the mind works! (When Jimmy goes to the supermarket to buy eggs he doesn’t think about the eggs to remember to buy them. He thinks about the omelette he’s going eat later!)

Invent a story. This is similar to “make an association”, but you can invent fun things and more details to make the ideas come alive. Be creative and use your imagination!

Chunk! “Chunking” is breaking the information into small and big pieces and trying to remember the pieces. This way you don’t need to remember so many little individual things!

Click on the link:

http://climatekids.nasa.gov/weather-and-climate-gallery/

MEMORY COMPETITION!

When you finish, speak with a partner. Have a competition…who can remember the

most images? Who can remember the most information?

Keep a tally for each point you and your partner make in order to keep track of who

remembers the most.

example: Images remembered Information remembered

Paco

Susana

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C. Applying and reflecting INSTRUCTIONS: Choose a stance/opinion, or your teacher will assign one to you: A – You believe climate change is real. Or B – You do not believe in the climate change theory. Go to the section that you have chosen (A or B) and follow the instructions there.

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A – You believe climate change is real. Read the following information supporting your position.

From http://climatekids.nasa.gov/climate-change-meaning/

What is your evidence that climate change is real? Be specific by using examples from

your real life, from the previous tasks and/or from the following video:

Video: “Climate Change Basics”

http://www.epa.gov/climatechange/kids/

Create a list of 10 to 15 specific examples of climate change evidence.

The Atmosphere, Weather, Climate and Climate Change 10

Photo quest

INSTRUCTIONS:

- Using a digital camera, mobile phone camera and/or a video

camera, take photos of 10 to 15 things in and around your school,

neighborhood or home that are potentially adding to climate

change due to their emissions.

- If using video, make oral commentary while recording explaining

what it is you are filming and why you believe it is contributing to

climate change.

- If you only take photos, you may make a separate audio recording

explaining and describing the object or person you are

photographing.

- If you do not have the means to make any audio recording of the

objects or people you photograph, then take notes describing what

it is you are looking at and why you believe it is a contributing factor

to climate change.

- For emphasis and to help you present the material you can use an

online image editor like http://pixlr.com/

- Prepare a PowerPoint presentation of your findings and present it

to another group or the class.

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B – You do not believe in the climate change theory.

Help support your position with information. Use specific examples from your real life, from

the Internet (try googling, “Climate change does not exist”), use information from the following

real tweets and/or from the links from climate change “deniers” below:

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NOTE: You do not need to read everything in the links below. If you scan one or two of the pages quickly, that

will be enough to support your position. If you want to use a dictionary, no problem, but limit your dictionary

work to 5 or 6 words maximum. Remember to focus on the ideas that are being expressed, not just the words.

Great English dictionaries: dictionary.reference.com

http://oald8.oxfordlearnersdictionaries.com/

http://www.climatedepot.com/2013/09/14/earth-gains-a-record-amount-of-sea-ice-in-2013-earth-has-gained-

19000-manhattans-of-sea-ice-since-this-date-last-year-the-largest-increase-on-record/

http://www.climatedepot.com/2009/10/27/Prominent-Russian-Scientist-We-should-fear-a-deep-temperature-

drop--not-catastrophic-global-warming/

http://www.carbonbelch.com/Post_srk/Ten_Myths_of_Global_Warming_bek/

http://www.carbonbelch.com/Global_Warming_Lies_srk/

http://www.foxnews.com/opinion/2012/02/17/global-warming-great-delusion/

http://www.americanthinker.com/blog/2013/05/growing_evidence_we_may_be_in_for_a_mini-

ice_age.html#.UaXJv3PPD6Y.twitter

http://notrickszone.com/2013/12/03/german-scientists-show-climate-driven-by-natural-cycles-global-

temperature-to-drop-to-1870-levels-by-2100/

The Atmosphere, Weather, Climate and Climate Change 13

“Sell” your idea by creating an electronic flyer

INSTRUCTIONS: -Collect your information carefully. Be sure and cite where your

information is from, who the source is, where it was said or published,

and where you found the information online.

-Order, organize and categorize the information.

-Prepare an electronic “flyer” to express yourself and your ideas at:

https://www.smore.com/

-Get images to use in your flyer at http://www.flickr.com/

-Be sure and use your creativity as much as possible when choosing

images and preparing your information. You are trying to “sell” your

ideas in order to help people because you have the “right” ideas and

they do not.

-Who would you like to send your flyer to? Make a list of possible (or

real) recipients. State why you chose them for this flyer on the list next

to their name and email address.

DISCUSS and DEBATE

DIRECTIONS: In groups of FOUR (two “A’s” and two “B’s” from the above activities) you

will discuss and debate from your respective points of view.

The topic: “Is climate change real?”

Your teacher will control time for team discussion/preparation, debate intervals and who speaks when.

The debate “winners” will be determined by group consensus.

Be sure and keep notes during the debate of points you want to make and the points you and your fellow debaters made, both good and bad.

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REVISION

DIRECTIONS: Answer the following questions:

1) Name 5 concepts related with weather:

1-_______________________________________________________________________

2-_______________________________________________________________________

3-_______________________________________________________________________

4-_______________________________________________________________________

5-_______________________________________________________________________

2) What would the typical weather patterns be in the following Climate

Regions? Match the weather pattern with the correct Climate Region:

3) Supposing that climate change is real, which of the following are potential

dangers of climate change for your generation’s future? Choose the best

answer:

a) Hotter temperatures will mean longer summers, less school and more

time to go to the beach.

b) Changing weather patterns and climate could cause animal and plant

life to change which will cause some species to become extinct.

c) Rising sea levels could erode the coast, damage property and destroy

delicate land areas.

d) a, b and c

e) b and c

Weather pattern

1) heavy rain and hot

2) hot, dry and sunny and potentially very cold at night

3) Very, very cold

4) Moderate temperatures most of the year

Climate Region

a - Subarctic

b - Mediterranean

c - Tropical

d - Desert (arid)

The Atmosphere, Weather, Climate and Climate Change 15

NOTE: the sea level

rise is expressed in

feet (ft) … 3 feet =

0.9144 meters

*(“noodle” is slang for “brain”, “mind” or “head”)

EXTENSION

Choose one of the following activities

1 - “The Climate Time Machine” DIRECTIONS: Work in groups of 2, 3, or 4 and explore the changes over the years

in sea ice, sea level, carbon emissions and average global temperature.

When exploring the sea level changes, be sure and look at all four regions:

Southeast United States

Amazon Delta Northern Europe Southeast Asia

Click on the link:

http://climatekids.nasa.gov/time-machine/

Talk about your answers to the questions at the bottom of the webpage and take notes

during the discussion with your partner(s). On your teachers mark, you will represent

your group in a conversation with students from other groups. You may use your notes in

the conversation.

2 - QUIZ YOUR *NOODLE!

Click on the link below and take the quiz to test how much you know about global

climate change. Remember your score:

http://kids.nationalgeographic.com/kids/games/puzzlesquizzes/quizyournoodle-earth-

in-the-hot-seat/

3 - Calculate how to reduce your personal impact on the planet!

Click on the link. Follow the instructions.

http://www.epa.gov/climatechange/kids/calc/index.html#calc=instructions

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COLLABORATIVE TASK: Create a survey and chart the results

“Exploring public opinion on climate change”

PROCEDURE:

Here are the four steps you will use to create a successful survey:

Step one: create the questions Step two: ask the questions Step three: tally the results Step four: show the results

Step One: Decide the focus, length and style

of questions of your survey with your partners.

(Remember: form your

questions in a way that will make them easy

to tally in the end. Use “yes”/“no” questions

and multiple choice questions.)

Write the questions as a group or delegate

responsibilities, question categories and/or

types of questions to each member.

Step Two: Decide who you will ask the questions, where,

when, and how. Will you need transport? Will

you ask together as a group or separately?

What materials will you need to conduct the

survey? Pencil and paper? A laptop, ipad or tablet?

Will you conduct the survey online?

Online survey software/apps: https://www.murvey.com/

https://www.surveymonkey.com/

http://www.kwiksurveys.com/

Some simple sample surveys can be found here:

http://bogglesworldesl.com/surveys.htm

NOTE: Surveys tend to have bias

in the questions depending on

the point of view of the author.

A person who believes in climate

change might write a survey

question in a certain way. For

example:

Does climate change worry you?

Whereas, a person who does not

believe in climate change might

write the question like this:

Why is global warming a problem

all of a sudden?

Survey question tips can be found here:

http://www.mathsisfun.com/data/survey-questionnaire.html

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Step Three: Tally the results. Decide where you will do this (i.e. on a word document,

excel, etc.)

Online survey software/apps: http://www.onlinecharttool.com/

http://www.chartgo.com/

http://infogr.am/

Step Four: Show your results to the other groups or class in a presentation,

exhibit, PowerPoint presentation, or by email, tuenti, Facebook, or

twitter.

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Assessment Rubric

The Atmosphere, Weather, Climate and Climate Change 4 3 2 1

Recalling information

You can easily remember and discuss the information in the text and the concepts of weather and climate

You can remember and discuss most of the information from the text and the concepts of weather and climate

You can remember and talk about some of the information from the text and the concepts of weather and climate

You can remember and talk very little about the text and the concepts of weather and climate

Understanding information

You can understand very well the difference between weather and climate

You can fairly well understand the difference between weather and climate

You can understand somewhat the difference between weather and climate

You find it difficult to understand the difference between weather and climate

Applying information

You can easily use and apply the information to talk about climate and climate change

You can use most of the information to talk about climate and climate change

You can use some of the information to talk about climate and climate change

You can use little of the information to talk about climate and climate change

Group work You participated in all the aspects of the unit with your group(s). You have worked extremely well and solved issues with group members

You participated in most of the aspects of the unit with your group(s). You have worked very well and solved most of the issues with group members

You participated in some of the aspects of the unit with your group(s). You have worked well and solved some issues with group members

You barely participated in the unit with your group(s). You have worked little and solved none of the issues with group members

Survey Project You participated in all the aspects of the creation of the survey

You participated in most of the aspects of the creation of the survey

You participated in some of the aspects of the creation of the survey

You barely participated in the aspects of the creation of the survey

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Assessment Rubric: Student self-evaluation

My project: Survey “Exploring public opinion on climate change”

4 3 2 1

Planning and designing of the survey

I provided extensive input in the planning and designing of the survey

I provided quite a bit of input in the planning and designing of the survey

I provided some input in the planning and designing of the survey

I provided little input in the planning and designing of the survey

Group cooperation

I participated, discussed and agreed in all the creative process of the survey project together with my group

I participated, discussed and agreed in most of the creative process of the survey project together with my group

I participated, discussed and agreed in some parts of the creative process of the survey project together with my group

I didn’t participate, discuss and agree much in the creative process of the survey project together with my group

Creativity I find my survey extremely creative and original

I find my survey very creative and original

I find my survey quite creative and original

I find my survey similar to other projects

Outcome The final survey project was a real success

The final survey project was quite successful

There were some problems with the final survey project

The final survey project didn’t work

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Checklist

___ I looked at examples of atmosphere, weather, climate and climate change and

identified the differences and relationships between them.

___ I can now distinguish between weather and climate.

___ I was introduced to the concept of climate change.

___ I practiced a technique on how to improve my memory and had a competition

to test my memory against that of a partner.

___ I took a stance on the belief in climate change theory.

___ I debated the topic of “Is climate change real?”

___ I clarified my understanding of the differences between climate and weather

and supposed the dangers of climate change and its denial.

___ I looked at climate change and/or the influence of carbon emissions on it.

___ I planned designed and implemented a survey on climate change in a group.

___ I assessed and evaluated my progress, participation, recalling, and

understanding of the concepts of the weather, climate and climate change.

Congratulations on completing the module!