Breezes Worksheet - DOC

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					              The difference between sea breeze and land breeze
Lesson Plan providing an experiment which helps explain the different between sea
                             breeze and land breeze
                      By: Craig O’Connell and Jack Hord

A. State Standards Addressed
      a. Standard 6.1: The student will demonstrate an understanding of
          technological design and scientific inquiry, including process skills,
          mathematical thinking, controlled investigative design and analysis, and
          problem solving.
               i. Indicator 6-1.1: Use appropriate tools and instruments (including a
                  spring scale, beam balance, barometer, and sling psychrometer)
                  safely and accurately when conducting a controlled scientific
                  investigation
              ii. Indicator 6-1.4: Use a technological design process to plan and
                  produce a solution to a problem or a product (including identifying
                  a problem, designing a solution or a product, implementing a
                  design, and evaluating the solution or the product).
             iii. Indicator 6-1.5:      Use appropriate safety procedures when
                  conducting investigations
      b. Standard 6.4: The student will demonstrate an understanding of the
          relationship between Earth’s atmospheric properties and processes and its
          weather and climate. (Earth Science)
               i. Indicator 6-4.4: Summarize the relationship of the movement of
                  air masses, high and low pressure systems, and frontal boundaries
                  to storms (including thunderstorms, hurricanes, and tornadoes) and
                  other weather conditions.
              ii. Indicator 6-4.8: Explain how convection affects weather patterns
                  and climate

B. Objectives
     a. Students will learn characteristics about warm air and cold air
     b. Students will learn about the movement of air of different temperatures.
     c. Students will conduct an experiment demonstrating how the earth heats up
         throughout a 24 hour cycle
     d. Students will use mathematical techniques to create a graph so they can
         visualize the daily trends in the heating of the earth

C. Lesson Plan
      a. Engage. The lesson will begin with a quick PowerPoint presentation. The
         PowerPoint presentation will introduce the students to the characteristics
         of cold air and warm air, the movement of cold and warm air, and how the
         heating of the earth leads to land breezes and sea breezes. A quick video
         will be shown to demonstrate these types of breezes to reinforce the
         concept to the students.             The video can be found at:
   http://www.classzone.com/books/earth_science/terc/content/visualizations
   /es1903/es1903page01.cfm?chapter_no=visualization.

b. Explore. After the video, an experiment pertaining to the heating of the
   Earth’s surfaces will be demonstrated. It is essential for students to
   understand the difference between the heating of land versus water and
   how this translates to air movement. To demonstrate this concept the
   students will conduct the following experiment (Please see Sea Breeze and
   Land Breeze Lesson Plan Experiment). As students progress through the
   experiment, they will be recording a step by step methodology, a results
   section, and a conclusion section to help each student understand the
   process that scientists go through to conduct and complete an experiment.
   Steps of experiment:
         i. Instructor will have students pair off into two person groups
        ii. Prior to the experiment, students will be asked to hypothesize
            about the heating of Earth’s surfaces. Does land or water heat up
            faster and why?
      iii. After each group has made a hypothesis, the instructor will place
            the materials needed for the experiment on the lab tables. Students
            should be following closely by taking notes within their lab
            notebook.
       iv. Next, the instructor should guide the students through the
            experiment.
        v. Students will then record their data on the laboratory sheet (Please
            see Sea Breeze and Land Breeze Lesson Plan Experiment Data
            Sheet)
       vi. Instructor will assist students with graphing the data
      vii. Instructor will guide students to reaching conclusions by using
            their data obtained from the experiment

c. Explain and Elaborate. This experiment requires the students to take a
   big leap because they must use the data obtained from the experiment and
   the information given in the beginning of the lecture to understand why
   sea breezes and land breezes occur. What students must gain in terms of
   the experiment is that the land heats and cools much faster than the water.
   So during the day (while heat lamp is on), the land will heat up faster than
   the water. The warm air above the land rises, causing the cooler above the
   ocean to take its place. As the warm air increases in altitude, it slowly
   cools and falls back down. This is a land breeze (to fully understand this,
   students must remember that cold air is denser than warm air, warm air
   rises, and an increase in altitude will decrease the temperature of the air).
   Also, students will take measurements with the heat lamp off (this
   represents nighttime). Students will notice that once again, the land
   changes temperature the fastest and cools much faster than the water. This
   means that the warmer air above the water will rise, and the cooler air
            above the land will takes its place. As the air above the water rises, it
            cools and falls back down. This process is called the sea breeze.

        d. Evaluate. This lab will be graded by a (1) worksheet asking students to
           demonstrate/draw a land breeze and a sea breeze and a (2) test.

                        Post Lesson Notes from Teacher:
1.   This was a very exciting exercise for the students and took an entire 100 minute
     class period.

				
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