SEEd Storylines

SEEd Standard 6.3.4 asks students to construct an explanation supported by evidence for the role of the natural greenhouse effect in Earth’s energy balance and how it enables life to exist on Earth. Examples could include comparisons between Earth and other planets such as Venus and Mars.

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SEEd Standard 6.3.3 asks students to develop and use a model to show how unequal heating of the earth’s systems causes patterns of atmospheric and oceanic circulation that determine regional climates. Emphasize how warm water and air move from the equator toward the poles. Examples of models could include Utah regional weather patterns such as lake-effect snow and wintertime temperature inversions. 

 

To engage students, we will begin our storyline with students asking the question, “In our solar system, why is there only life on Earth?” Students will analyze data of different planets in our solar system. They will use data to compare planets looking for patterns that might explain why Earth is different and what allows it to sustain life. After analyzing data, students will realize that Earth is different from other planets in temperature, amount of water, and atmospheric gases and that this is what enables life to exist on Earth. This will leave students wondering why Earth doesn’t have as dramatic changes in temperature as other planets.

 

In order to explore this question, students will obtain, evaluate, and communicate information as they develop a model of why Earth’s temperature, compared to other planets, doesn’t change dramatically using the CK12 website for research. Students will construct an explanation supported by evidence for Earth’s stable temperature. Students will develop their models further by discussing Earth’s energy balance. They will argue from evidence how they know that Earth takes in energy but also releases it. After research and discussion, students will explain that the earth has an atmosphere with greenhouse gases that maintain the temperature on Earth during the night. Earth has an energy budget. Earth takes in the same amount of energy that it releases. After learning this, students will wonder why the entire earth isn’t the same temperature.

 

To answer the question of why the entire earth isn’t the same temperature, students will expand their understanding by looking at a thermal map of the earth. They will find patterns of temperature and make a list of questions of things that don’t follow the trend or that are confusing to them. Students will use their models of seasons to explain the pattern of unequal heating of the earth from energy from the sun. After analyzing the thermal map and comparing that with their models of why we experience seasons, students will recognize that because of unequal heating from the sun, the earth is warmer around the equator and colder toward the poles. 

 

To explain how the unequal heating from the sun affects Earth and its systems, students will use their understanding of reservoirs and transfers from 6.3.1 to develop a model and construct an explanation to describe how the mixture of warm air and cool air causes movement in air particles, in turn causing wind. Students will develop a model of the convection cells with high and low pressures on Earth. They will compare this to a map of the earth’s climates and find patterns. Based on the patterns that students have found and their models of convection cells, students will determine that the constant heating and cooling of air particles causes pockets of air, that are similar in temperature, and humidity and causes pressure to form. These pockets are known as air masses. Students will further determine that as these air masses move from high pressures to lower pressures, they cause wind. This will cause students to wonder how wind and its patterns affect Earth.

 

To explain how wind patterns affect Earth, students will sprinkle cork dust on a pan filled with water. They will simulate wind by blowing through a straw over the water. Students will note the patterns that they see. They will discuss in small groups whether air could push water causing currents. Students will further develop their models by comparing a world map of wind patterns to a world map of ocean currents. They will note patterns and discuss their findings in small groups. Based on patterns found and through discussion, students will determine that the unequal heating of the earth causes wind, wind causes ocean currents, and currents are contained by landforms but wind is not. Students will then wonder how wind and ocean currents affect climates.

 

To answer the question of how wind and ocean currents affect climates and to elaborate on their understanding, students will collect and analyze data in order to give evidence for causes of the different climates. Students will use their models and understanding to make sense of the patterns they see and why climates don’t always follow patterns of latitude. Students will find that there are factors that cause climates such as elevation, continental vs. coastal, and wind patterns. There are linear patterns that align latitude and climates.  

To evaluate students’ understanding, students will be assessed on their use of evidence in their constructed explanations of the phenomena of the role of the natural greenhouse effect in Earth’s energy balance and how it enables life to exist on Earth. Students will also use their models to explain how unequal heating of the earth’s systems causes patterns of atmospheric and oceanic circulation that determine regional climates.