Patterns in Oceanic and Atmospheric Circulation (2018)

NGSS Standard: MS-ESS2-6

 

Science and Engineering Practices: Developing and Using Models 

 

Crosscutting Concepts: Systems and System Models

 

Year Created: 2018

 

Phenomena: In an introduction lesson, students looked at plane times from NYC to LAX roundtrip. They asked questions about why the trip took longer to get to LAX than it did to get back to NYC in order to learn about global wind belts. They also looked at the yearly average temperatures for London, England and compared them to Chicago, IL in order to ask questions to understand why London has a more moderate temperature if it is at a higher latitude than Chicago. 

 

Reflection: This document is a notes page in which students add to as they learn about oceanic and atmospheric air mass circulation. There are several different activities and labs that go along with each of the fill in the blank statements below the space for the model on the first page. For example, students completed a lab comparing the rates at which soil and water heat up, and then used that information to fill in statements 1 - 3 on the second page. On the first page, students insert a picture of the Earth as their model, and add to their model after learning each day. For example, after learning about the Coriolis Effect, students drew an arrow circling the Earth, showing that the Earth is rotating, and then drew curved lines to represent the major wind belts. This document is meant to help students learn how to create and add to models as they learn. 


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