Atmosphere and Weather Lesson Plans:

 

 

Day One:

 

Title:     The Pollution Problem

Grade Level:     Middle School

Time Needed:     Two 20 minutes periods

 

General Objective:

Describe the composition and characteristics of the atmosphere (#5).

Describe health effects of polluted air (#8).

 

Lesson Objective:

1.      Students will identify various particles found in the air.

  1. Students will understand the relationship between the condition of the air and human health.

 

Motivator:

Ask the class if they have ever walked outside and smelled the air.  Once you get their attention, ask them if it smelled good or bad.  Find out what they think caused the air to smell good or bad.  Write the answers on the board.

 

Materials:

¨Vaseline

¨Glass slides

¨Microscopes

¨Magnifying lenses

 

Procedures:

  1. The teacher will have the students work in pairs at their desks.

 

  1. The teacher will first prepare the glass slides by smearing one side of the glass slide with a thin coat of Vaseline.

 

  1. The teacher will provide each pair of students with 2-4 glass slides.

 

4.   Begin a class discussion about clean air.  How does clean air become polluted?  What sources would provide you with information about air quality?  What predictions can you make about the air quality around your school?

 

  1. The students will place the glass slide outdoors in a “safe” location such as a flat window ledge, table or other flat stable surface where it will not fall and break.  The students will decide on the location and record that in their notebook.

 

6.   Next, the students will record a few descriptive sentences on the day’s weather.

 

  1. Allow the glass slides to stand overnight in their location.

 

Day Two:

 

  1. Carefully have the student’s gather their glass slides and examine the surface with the naked eye and magnifying glass. 

 

9.   Have the students look closer at the glass slide with a microscope.

 

  1. Identify as many particles as possible.  Discuss the findings and record them in the notebooks.

 

  1. The teacher will construct a class chart (located below) to display the location and type of particles found. 

 

First Assessment:

12.  The teacher will ask these questions and allow the students to answer orally to see if any steps need to be retaken. 

(What were the possible sources of these particulates?  Where did you find the most particles?  Where did you find the least?  Does the location make a difference in the type of particulates collected?  How do you think the weather impacts on the concentration of the particulates collected?)

 

Data Chart:

 

Location

Slide 1

Slide 2

Slide3

Slide 4

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Presentation Strategies:

Discussion, Demonstration, Observation, Compare/Contrast, Problem Solving, Cooperative Learning, Laboratory.

 

Vocabulary:

air:                    A colorless, odorless, gaseous mixture, mainly nitrogen (approximately 78%) and oxygen (approximately 21%).

 

molecules:         The smallest particle of a substance that retains the chemical and physical properties of the substance and is composed of two or more atoms.

 

dust:                 Fine, dry particles of matter.

pollutants:         Something that pollutes, especially a waste material that contaminates air, soil, or water.

 

particulate:        A minute separate particle, as of a granular substance or powder.

 

Learning Strategies:

Observation/Identification, Recording, Interpreting Data.

 

Assessment:

                  (Have students answer the following questions and turn in for a grade):

1.                  How does the weather factor in the concentration of air pollutants?  How would a rainfall or windy day impact on the air quality?

2.                  Compare and contrast the type of particulates and their concentrations inside and outside of the building.

3.                  Write three to five generalizing statements that describe how the concentration of particulates impacts on the human health.  Resource books may be used for assistance.

 

Extension:

1.                  Write a research paper on pollution and its effects on the environment, and how you can make a difference?

 

Resources:

Adapted from Smoking or Non-Smoking.  Science, Technology, Society.  Detroit Public Schools.  1986:  179-180.

 

http://www.dictionary.com

 

http://www.detroit.k12.mi.us/admin/

 

 

Day Three:

 

Title:     The Water Cycle

Grade Level:     Middle School

Time Needed:     Two 20 minutes periods, with one hour waiting time

 

General Objective:

Explain the water cycle and its relationship to weather patterns (#7).

 

 

 

Lesson Objective:

Students will make a model of the two main parts of the water cycle and be able to predict and infer to answer questions about the model.

 

Motivator:

Ask the class where does water come from?  Write their answers on the board.

 

Materials:

¨clear jars

¨water

¨plastic wrap

¨rubber bands

¨chalkboard

 

Procedures:

1.                  Introduce students to the water cycle by correlating the transparency on an overhead.

2.                  Describe how this cycle works by defining the words ‘evaporation’ and ‘condensation.’

Review it with the students.

 

Example of Transparency:

Picture of the water cycle

3.                  Discuss how we get rain and snow.  Ask the students for examples on what they think the movement of water is, and write these on the board.

4.                  Hand out supplies and explain that they will produce a model of the water cycle.

5.                  Instruct students to fill their jar about 1/3 full with water.  They should cover the top with plastic wrap and secure it with a rubber band.

6.                  Have students place the jars directly in sunlight.  Ask them to write their predictions about what might happen on their own paper.

7.                  One hour later, have students get their jars.  Write the following questions on the board and have students answer them on their own paper:  What processes involved in the water cycle occurred inside the jar?  What caused the water to evaporate? 

8.                  Have students go to following website: http://www.geocities.com/capecanaveral/lab/8375/cycle.html

Have them browse through the different pictures and terms of the water    cycle.  This site will help them define the vocabulary words below to turn in for a grade.

 

Presentation Strategies:

Discussion, Demonstration, Observation, Laboratory.

 

Vocabulary:

Water Cycle:    The circuit of water movement from the oceans to the atmosphere and to        the Earth and return to the atmosphere through various stages or processes.

 

Condensation:   The process of water vapor in the air turning into liquid water.

 

Evaporation:     The process of liquid water becoming water vapor.

 

Learning Strategies:

Observation/Identification, Interpreting Data, Predicting.

 

Assessment:

Student assessment will be based on them answering the questions from #7.

 

Extensions:

Have them write a paper on what our experiment detailed.

 

Resources:

http://ga.water.usgs.gov/edu/dictionaryl.html#E

 

http://ga.water.usgs.gov/edu/watercyclegraphic.html

 

http://www.lessonplanspage.com/printables/PscienceTheWaterCycle46.htm

 

USA TODAY.  Research by Chad Palmer, graphic by Chuck Rose.