Content Standard(s):
Science 13 ) Use models (e.g., diagrams, maps, globes, digital representations) to
explain how the rotation of Earth and unequal heating of its surface create
patterns of atmospheric and oceanic circulation that determine regional
climates.
a. Use experiments to investigate how energy from the sun is distributed between Earth's surface and its atmosphere by convection and radiation (e.g., warmer water in a pan rising as cooler water sinks, warming one's hands by a campfire).
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Unpacked Content
Scientific And Engineering Practices:
Developing and Using Models
Crosscutting Concepts: Systems and System Models
Disciplinary Core Idea: Earth's Systems
Evidence Of Student Attainment:
Students:
Explain by using models, how the rotation of Earth and unequal heating of its surface create patterns of atmospheric circulation that determine regional climates.
Explain by using models, how the rotation of Earth and unequal heating of its surface create patterns of oceanic circulation that determine regional climates.
Use experiments to investigate how energy from the sun is distributed between Earth's surface and its atmosphere by convection.
Use experiments to investigate how energy from the sun is distributed between Earth's surface and its atmosphere by radiation. Teacher Vocabulary:
Model
Diagram
Map
Globe
Digital representation
Rotation
Heat
Pattern
Atmosphere
Atmospheric circulation
Ocean
Oceanic circulation
Climate
Regional climate
Radiation
Sun
Solar energy
Thermal energy
Water
Land
Ice
Temperature
Matter
Conduction
Latitude
Altitude
Geography
Geographic land distribution
Precipitation
Absorption
Landform
Atmospheric flow
Mountain
Rain shadow effect
Coriolis force
Fluid
Density
Salinity
Global ocean convection cycle
Landmass
Marine
Coast
Variation
Radiation
Electromagnetic wave
Space
Convection
Current
Liquid
Gas
Equator Knowledge:
Students know:
Radiation from the sun (solar energy) introduces heat (thermal energy) into Earth's atmosphere, water, land, and ice.
Thermal energy exists in the atmosphere, water, land, and ice as represented by temperature.
Thermal energy moves from areas of high temperature to areas of lower temperature either through the movement of matter, via radiation, or via conduction of heat from warmer objects to cooler objects.
Absorbing or releasing thermal energy produces a more rapid change in temperature on land compared to in water.
Absorbing or releasing thermal energy produces a more rapid change in temperature in the atmosphere compared to either on land or in water so the atmosphere is warmed or cooled by being in contact with land or the ocean.
The rotation of Earth and unequal heating of its surface create patterns of atmospheric and oceanic circulation.
Patterns of atmospheric and oceanic circulation vary by latitude, altitude, and geographic land distribution.
Higher latitudes receive less solar energy per unit of area than do lower latitudes, resulting in temperature differences based on latitude.
A general latitudinal pattern in climate exists where higher average annual temperatures are found near the equator and lower average annual temperatures are at higher latitudes.
Latitudinal temperature differences are caused by more direct light (greater energy per unit of area) at the equator (more solar energy) and less direct light at the poles (less solar energy).
A general latitudinal pattern of drier and wetter climates caused by the shift in the amount of air moisture during precipitation from rising moisture-rich air and the sinking of dry air.
In general, areas at higher altitudes have lower average temperatures than do areas at lower altitudes. Because of the direct relationship between temperature and pressure, given the same amount of thermal energy, air at lower pressures (higher altitudes) will have lower temperatures than air at higher pressures (lower altitudes).
Features on the Earth's surface, such as the amount of solar energy reflected back into the atmosphere or the absorption of solar energy by living things, affect the amount of solar energy transferred into heat energy.
Landforms affect atmospheric flows (e.g., mountains deflect wind and/or force it to higher elevation, known as the rain shadow effect).
The geographical distribution of land limits where ocean currents can flow.
The Earth's rotation causes oceanic and atmospheric flows to curve when viewed from the rotating surface of Earth (Coriolis force).
Fluid matter (i.e., air, water) flows from areas of higher density to areas of lower density (due to temperature or salinity). The density of a fluid can vary for several different reasons (e.g., changes in salinity and temperature of water can each cause changes in density). Differences in salinity and temperature can, therefore, cause fluids to move vertically and, as a result of vertical movement, also horizontally because of density differences.
Ocean circulation is dependent upon the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents.
Because water can absorb more solar energy for every degree change in temperature compared to land, there is a greater and more rapid temperature change on land than in the ocean. At the centers of landmasses, this leads to conditions typical of continental climate patterns.
Climates near large water bodies, such as marine coasts, have comparatively smaller changes in temperature relative to the center of the landmass. Land near the oceans can exchange thermal energy through the air, resulting in smaller changes in temperature. At the edges of landmasses, this leads to marine climates.
Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents.
Radiation is the transfer of heat energy by electromagnetic wave motion. The transfer of energy from the sun across nearly empty space is accomplished primarily by radiation.
Radiation from the sun (solar energy) introduces heat (thermal energy) into Earth's atmosphere, water, land, and ice.
Convection is the transfer of heat by a current and can occur in a liquid or a gas.
When air near the ground is warmed by heat radiating from Earth's surface. The warm air is less dense, so it rises. As it rises, it cools. The cool air is dense, so it sinks to the surface. This creates a convection current.
Convection is the most important way that heat travels in the atmosphere.
Convection in the atmosphere is responsible for the redistribution of heat from the warm equatorial regions to higher latitudes and from the surface upward. Skills:
Students are able to:
Use a model of Earth and identify the relevant components of Earth's system, including inputs and outputs.
Describe the relationships between components of the model including how the rotation of Earth and unequal heating of its surface create patterns of atmospheric and oceanic circulation.
Articulate a statement that relates a given phenomenon to a scientific idea, including how the rotation of Earth and unequal heating of its surface create patterns of atmospheric and oceanic circulation.
Identify and describe the phenomenon under investigation, which includes how energy is distributed between Earth's surface and its atmosphere.
Identify and describe the purpose of the investigation, which includes providing evidence that energy from the sun is distributed between Earth's surface and its atmosphere by convection and radiation.
Collect and record data, according to the given investigation plan.
Evaluate the data to determine how energy from the sun is distributed between Earth's surface and its atmosphere by convection and radiation. Understanding:
Students understand that:
Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and organisms. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.
The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents.
Radiation from the sun (solar energy) introduces heat (thermal energy) into Earth's atmosphere, water, land, and ice and is represented by temperature. Thermal energy moves from areas of high temperature to areas of lower temperature on Earth's surface and in its atmosphere either through radiation or convection. AMSTI Resources:
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts 7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.
a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details.
b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings.
c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources.
Unpacked Content
Teacher Vocabulary:
7.
Narrative writing
Argument writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language
7a.
Narratives
Literary elements
Characters
Plot
Setting
Point of view
Conflict resolution
Dialogue
Sensory details
7b.
Informative text
Explanatory text
Organized structure
Formal style
Point of view
Clear purpose
Credible evidence
Technical word meaning
7c.
Argument
Claim
Evidence
Credible source Knowledge:
7. Students know:
A narrative is a piece of writing that tells a story.
Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.
7a.
A narrative is a piece of writing that tells a story.
Narrative writing includes text elements, like characters, setting, point of view, conflict, and resolution.
The plot is a series of events in a narrative text.
Dialogue is a conversation between two or more characters in a text.
Sensory details use descriptions of the five senses.
7b.
Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple credible research sources.
Informative or explanatory text begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion.
Informative or explanatory writing should include academic, content-specific technical word meanings.
7c.
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, and a concluding statement.
Evidence to support the argument must be collected from various credible sources. Skills:
7. Students are able to:
Produce clear, coherent narrative, argument, and informative/explanatory writings.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
Demonstrate command of the written language.
7a.
Write a narrative with a logical sequence of plot events.
Incorporate literary elements into their narrative writing, like characters, setting, point of view, conflict, and resolution.
Include dialogue and sensory details in narrative writing.
7b.
Gather credible information from multiple sources.
Write an informative or explanatory text with an organized structure and formal style that includes a focused point of view, clear purpose, credible evidence, and technical vocabulary words.
7c.
Write an argument to convince a reader to take action or adopt a position.
Include a claim, relevant evidence, and a conclusion in argumentative writing.
Gather evidence from credible sources to support the claim. Understanding:
7. Students understand that:
There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
Formal academic writing should display their command of the English language.
7a.
Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, point of view, conflict, and resolution.
Incorporating dialogue between the characters and sensory details can make their narrative writing more engaging.
7b.
Informative or explanatory writing follows a predictable text structure that includes a focused point of view, credible evidence, and ends with a conclusion.
They must gather their facts about the topic from multiple credible research sources.
Writers elaborate details included in the text by using formal academic, content-specific technical words.
7c.
To persuade a reader to take action or adopt an opinion, they must present relevant, well-organized evidence from credible sources.
