By Judi Kusnick and Rich HedmanFall Regional Meeting—Far Western SectionNational Association of Geoscience Teachers

(NAGT)10/12/14

Goals for WorkshopThree main goals:

1. To develop in you an understanding of the science content.

2. To encourage you to use an instructional approach that is

3. To encourage you to engage your students in the practices of science and engineering.

student-centered

and student idea-centered

Engaging in Argument

from Evidence

Constructing Explanations & Designing

Solutions

Using Mathematics

& Computational Thinking

Obtaining, Evaluating,

& Communicati

ng Information

Planning & Carrying out Investigation

s

Analyzing and

Interpreting Data

Asking Questions &

Defining Problems

Developing & Using

Models

The Science and

Engineering Practices

The Science and

Engineering Practices

Engaging in Argument

from Evidence

Constructing Explanations & Designing

Solutions

Using Mathematics

& Computational Thinking

Obtaining, Evaluating,

& Communicati

ng Information

Planning & Carrying out Investigation

s

Analyzing and

Interpreting Data

Asking Questions &

Defining Problems

Developing & Using

Models

Developing & Using

Models

Developing & Using ModelsThese lessons were designed to engage the

learner in developing and using models.There are many types of models—physical

representations, scale models, computer models—but to us, a model is a set of ideas about a natural process.

A scientific model can be used to explain natural phenomena, to make predictions, and to connect ideas.

These are NOT the kinds of models we are talking about:

These are physical replicas, tools, or representations

that may be useful in communicating about and

reasoning with underlying models.

Rules of EngagementBe considerate and respectful in language and

tone.Make sure everyone has a chance to express

their ideas.Try to not steal anyone’s “Aha!” moment by

“telling” them your “answers”—instead ask questions that will guide your group to these ideas. (ask, don’t tell!)

Phenomena: Cloud MotionThe phenomena we will observe is

cloud motion from satellite images.

Task 1:Study the video carefully and look

for large scale patterns in motion. Note that we can’t really see

anything > 60 degrees latitude.Summarize the patterns in cloud

motion by drawing one arrow indicating the average wind direction in each 30 degree band of latitude on the map.

If we ignore >60 degrees latitude, you should draw 4 arrows.

Phenomena: Global Cloud MotionWhat patterns do you notice?

What about 60°-90° latitude?Arctic Antarctic

Draw an arrow for these bands of latitude.

Consensus on PhenomenaIn your groups, discuss the patterns

noticed by each person and come to a consensus regarding the general wind direction in each band of latitude shown on the map.

Draw a big circle on poster paper, draw in the latitude lines, and label each band of latitude with your consensus wind directions. You will have one arrow in each band of latitude, for a total of 6 arrows.

Be prepared to post your work.

?

Driving QuestionWhat causes the patterns in earth’s

atmospheric circulation?

We will answer the question by developing explanatory models, from basic to complex.

Introducing Convection

Preassessment: Agree/Disagree about convection

Now let’s do another inquiry activityHandout: Convection InstructionsRead the opening paragraph:

What do you need to be careful with as you do the activity?

Read the procedure.Does everyone in the group understand what

you are to do?

Let’s get going.New Materials Manager gets:

Round plastic bin4 styrofoam cupsSmall paper cupEyedropper

When you are ready, have a teacher bring you water for your pan (step #3).

Then follow all the steps through #7.

What happened?Why did it happen?

Time for you to do one.Ask a question using the available materials:

More hot waterIceMore cupsTea bagsSandwich bags

Did we find out anything new?

Let’s readFind Convection ReadingUse the Summary Protocol to read and

summarize.One paragraph at a time, rotating

responsibility for leading the group with each new paragraph.

Product is a written summary.

Let’s revisit the A & DLook at each statement again. Do you want

to change your mind about any?

Engaging in Argument

from Evidence

Constructing Explanations & Designing

Solutions

Using Mathematics

& Computational Thinking

Obtaining, Evaluating,

& Communicati

ng Information

Planning & Carrying out Investigation

s

Analyzing and

Interpreting Data

Asking Questions &

Defining Problems

Developing & Using

Models

The Science and

Engineering Practices

Driving Question (Revisit)What causes the patterns in earth’s

atmospheric circulation?

We will answer the question by developing explanatory models, from basic to complex.

Consider the EarthWhere is it usually warm on earth?Where is it usually cold on earth?

How do we know?Where is it usually warm on earth?Where is it usually cold on earth? DATA!

Make a Prediction

Make a prediction:1.Where would air be rising from earth’s surface?2.Where would air be sinking toward earth’s

surface?

These ideas represented on a globe:

Basic ModelBased on your understanding of 1) air as a fluid, 2)

convection currents, and 3) the earth temperature map, predict the convection cells these ideas imply in our atmosphere.

TASK 2: Use the materials provided to make a 3-D representation of your convection cells around your globe.

Handout for Task 2: Basic ModelMaterials: beach ball globes (prepared w/ up & down arrows), transparency strips, tape, transparency pens (red, blue, black), paper towel & water (for erasing), poster paper, poster markers (red, blue, black).

Task 2: With your group:1. Use a black transparency pen to draw the surface winds on your globe predicted by your model. 2. Now use the transparency strips to make a 3-D representation of the convection cells around the globe implied by your model.

Draw arrows on the transparency strips to indicate the direction of air. Use red for warm air and blue for cold air.

Task 2: Step 1

Task 2: Representation of Basic ModelIn the end, students’ globes will look something like:

Task 2: Representation of Basic ModelIn the end, students’ drawings should look something like:

•It is important to have students continually shift from 3-D representations to 2-D flat drawings.

•Most people have difficulty thinking and visualizing in 3-D and practice helps.

Task 2: Representation of Basic ModelIn the end, students’ drawings should look something like:

Basic Model:•Earth’s air is heated differentially by the sun (warm equator, cold poles).•Temp differences produce density differences in air.•Gravity differentially effects air masses with different densities.•Warm air rises at equator; cold air sinks at poles.•The result is one large convection cell the N. and S. hemispheres.

Compare Basic Model to Phenomena

Our Basic Model

Actual PhenomenaOur basic model has a

problem! We need more data.

Data: Earth is Big!Because earth is so big, warm air rising at the equator cools well before it reaches the poles.

This air at altitude doesn’t reach the north

pole, it cools and sinks long before

it reaches the pole.

Earth is Big! (Cont.)Also, because earth is so big, cold air sinking at the poles warms well before it travels back to the equator.

This surface air doesn’t reach the

equator, it warms up and

rises well before it reaches the

equator.

Task 3: Revise the Basic ModelTask 3: With your group,1. Discuss how to best revise your model to take into account that earth is large. 2. Then use the transparency strips to make a 3-D representation of the convection cells around the globe implied by your model. Draw arrows on the transparency strips to indicate the direction of air. Use red for warm air and blue for cold air.3. Be prepared to share and explain your model.

Task 3: Revise the Basic Model (Cont.)4. On poster paper, sketch a circle for earth, and

draw in your convection cells and your predicted surface air currents. Use red for warm air and blue for cold air.

Task 3: Share & Explain Group ModelsGroups share and explain their revised basic

models.After discussion, develop a class consensus model

that fits the data we have so far.

Class Consensus ModelThe class consensus model should look something like:

Class Consensus ModelWhat we have added to our earlier model:

•Because the earth is so large, density differences produce multiple (an odd number) convection cells in the N. hemisphere and multiple (an odd number) convections cells in the S. hemisphere.

Compare Class Model to Phenomena

Our Class Model

Actual PhenomenaOur model still has a

problem! We need YET MORE

DATA

Data: Earth is Spinning!Earth’s spin is counter-clock wise (CCW) when

viewed from the North Pole.Earth’s spin is clockwise (CW) when viewed from

the South Pole.CCW

CW

Data: Earth is Spinning!

While watching MIT video, pay attention to the data patterns.

If spinning clockwise, the ball is deflected?If spinning counter-clockwise, the ball is deflected?

Spinning Data PatternSummarize the data patterns you noticed on the

board:If spinning clockwise, the thrown ball is always

deflected ___________________?If spinning counter clockwise, the thrown ball is

always deflected ___________________?

Task 4: Final ModelHow would this affect the wind

directions on your model? Draw in the deflections you predict will

occur on your poster.

Task 4: Final ModelHave a group or two share their final model.

Now let’s look at the scientific consensus of the wind patterns…

Representation of Final Model

Representation of Final Model

What we added to our model:•Earth’s spin deflects poleward wind west and equatorward wind east.

Representation of Final Model of Surface Winds

Final Model

N. Hemisphere winds deflected to the right of original path.

S. Hemisphere winds deflected to the left of original path.

Final Model

In both hemispheres,

poleward wind is deflected to the EAST,

and

equatorward wind is deflected to the WEST.

Alternatively:

Representation of Final Model of Surface Winds

Compare Final Model to Phenomena

Final Model Actual PhenomenaOur final model predicts the

actual wind patterns!

Simple Version of Final ModelOur simple model which explains earth’s atmospheric

circulation:

Uneven heating of earth + earth’s large size + earth’s spin rate

=> observed global wind patterns.

We can describe the causal relationships within this model in much more detail . . . (next slide)

Detailed Model (teacher only!)

Assessing Student UnderstandingOne option:Use our final model of atmospheric circulation to

explain earth’s surface wind directions in each band of latitude.

Assessing Student UnderstandingAnother option:Use our final model of atmospheric circulation to

explain the high pressure at the poles and 30˚ latitude lines and low pressure along the equator and 60˚ latitude lines:

Extensions or AssessmentEven with the simple model:Uneven heating of earth + earth’s large size +

earth’s spin rate => observed global wind patterns

We can ask a lot of interesting questions:What happens if we vary the planet’s spin rate?What happens if we change the spin direction?What happens if we have a small planet?What happens if we have a giant planet?What happens if the temperature differential is

greater?What happens if the temperature differential is less?

Extension Example: Jupiter Winds

Extension Example: Other Planets

Linked to Earth Sci Stds 5 & 6:5. Heating of Earth’s surface and atmosphere by the sun drives convection within the

atmosphere and oceans, producing winds and ocean currents. As a basis for understanding this concept:

a. Students know how differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat.

b. Students know the relationship between the rotation of Earth and the circular motions of ocean currents and air in pressure centers.

c. Students know the origin and effects of temperature inversions. d. Students know properties of ocean water, such as temperature and salinity, can be used to

explain the layered structure of the oceans, the generation of horizontal and vertical ocean currents, and the geographic distribution of marine organisms.

e. Students know rain forests and deserts on Earth are distributed in bands at specific latitudes. f.* Students know the interaction of wind patterns, ocean currents, and mountain ranges results

in the global pattern of latitudinal bands of rain forests and deserts. g.* Students know features of the ENSO (El Niño southern oscillation) cycle in terms of sea-surface and air temperature variations across the Pacific and some climatic results of this

cycle. 6. Climate is the long-term average of a region’s weather and depends on many factors. As a

basis for understanding this concept: a. Students know weather (in the short run) and climate (in the long run) involve the transfer of

energy into and out of the atmosphere. b. Students know the effects on climate of latitude, elevation, topography, and proximity to large

bodies of water and cold or warm ocean currents. c. Students know how Earth’s climate has changed over time, corresponding to changes in

Earth’s geography, atmospheric composition, and other factors, such as solar radiation and plate movement.

d.* Students know how computer models are used to predict the effects of the increase in greenhouse gases on climate for the planet as a whole and for specific regions.

Also new NGSS Performance Expectation:

The End!Contact information:

Rich Hedman hedmanrd@csus.eduJudi Kusnick

kusnickj@saclink.csus.edu

To download all of the files used in this presentation, go to:

http://www.csus.edu/indiv/k/kusnickj/ Then follow the link to this presentation.