5 mini activities that are fun and full of energy to demonstrate air pressure. All activities include a teacher prep page (hidden) that includes suggested questions to ask as well as an explanation page for students.IncludesPowerpoint
This includes three activities exploring ocean surface circulation: The Coriolis Effect, Effects of Wind & Tracking surface trash (Nike's).Materials needed:copies of handoutsfanfood coloring (3 different colors)stopwatchtray to hold water 18 inch or longerballoonssharpieIncluded:powerpoint (3 ac
Students will do two different labs to demonstrate the causes of deep ocean circulation.Materials needed:Cold & Hot water2 500 mL beakersClear container (shoe box sized)Salt (125 grams per group)2L bottle (empty)scaleFood coloring (red & blue)Included:powerpoint with detailed instructions
Students will create a foldable for global wind patterns. Includes notes & summary questions.materials needed:• 2 strips of paper about 1/4 inch each• Scissors• colored pens or pencilsIncludedPowerpoint
Bundle DescriptionUnit on the atmosphere. It contains 8 teaching resources as follows.IncludesGlobal Wind Patterns - Foldable PowerPoint with NotesThe Atmosphere Composition - Foldable PowerPoint with Notes + 3 mini activitiesThe layers of the Atmosphere Foldable - Foldable PowerPoint with NotesAir
5 lessons included: Air Pressure activities and global winds, Causes of Surface Circulation, Causes of Deep Circulation, Circulation Notes + foldable, Global Wind Patterns.
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Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations. Assessment does not include the dynamics of the Coriolis effect.
Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical. A quantitative understanding of the latent heats of vaporization and fusion is not assessed.