A New Home
by Ashley Carter
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Lesson
title: Planetary
Weather Grade
level: 6-8 Subject
area: Earth
Science Duration: Two
class periods Objectives: Students
will do the following: -
Learn about weather conditions on planets in our solar system -
Create a visual display of weather conditions on the planets TEKS: 6. 14 Science concepts. The student
knows the structures and functions of Earth systems. The student is expected
to: (C) describe components of the atmosphere, including
oxygen, nitrogen, and water vapor, and identify the role of atmospheric
movement in weather change 8.10
Science concepts. The student knows that complex interactions occur between
matter and energy. The student is expected to: (B) describe interactions among
solar, weather, and ocean systems Materials: -
Internet access -
Print resources -
Poster board -
Art supplies: markers, colored pencils, stickers, and scissors -
Optional: string, hole punch, and hangers for a mobile Procedures: 1.
Ask students what they know about weather. To spark conversation, ask the
following questions: - What is weather? - What are some examples of weather conditions or
patterns? - Where does weather take place? - How does weather occur on Earth? - What are at least two elements of weather? 2.
After the preliminary discussion, tell students that they might be surprised
to learn that
weather doesn’t just occur on Earth. They’ll find different types
of weather on every
planet in our solar system. Explain that in this lesson they’ll
research planetary weather
but that first it’s important to understand the basics of weather.
Share this background
with the class: - Weather is the state of the atmosphere at a given time
in a particular place. It is a mix of heat or cold, wetness or dryness, calm
or storm, clearness or cloudiness. - The atmosphere is the layer of air that surrounds
Earth. Earth’s atmosphere is made up of nitrogen (about 78 percent),
oxygen (about 21 percent), and miscellaneous gases (about 1 percent).
Technically speaking, weather takes place in the troposphere, or the lower
portion of the atmosphere. - The three key factors that determine our weather are
air temperature, air pressure, and humidity. Air
Temperature · Air temperature is the measure of the amount of heat in the
atmosphere. · Radiation from the sun is responsible for the constant
heating and cooling of Earth. · The variation of temperature in the troposphere creates
movement in the air, resulting in wind. · Air temperature also fluctuates from day to night and from
season to season because of variations in the amount of radiation
reaching Earth. · Altitude, or elevation, affects the amount of heat energy
reaching Earth; the temperature drops about three degrees Fahrenheit for
every thousand feet of elevation. Air
Pressure · Air pressure refers to the pressure resulting from the
weight of the atmosphere. · Air pressure decreases with increasing altitude because the
higher up you go, the less air is above you. · Temperature variations also result in changes in air
pressure. Cold air is dense, so it exerts relatively high pressure. Warm air exerts
relatively low pressure. · In general, high pressure usually brings fair weather, while
low pressure brings cloudy, stormy weather. Humidity · Humidity is the amount of water vapor or moisture in the
air. · Air that contains the maximum amount of water vapor is
referred to as saturated. · When meteorologists (scientists who study the weather) refer
to relative humidity, they are comparing the amount of water vapor actually in
the air with the amount of water present at saturation. In other words, relative
humidity is the amount of water vapor present in the air compared to the greatest
amount possible at the same temperature. · When the air is at saturation, clouds form, and there is a
good chance that it will soon rain. 3.
After you feel that students have grasped these key concepts, tell them that
they are going
to conduct research about weather on the other planets in our solar system. Divide
students into four groups. Assign the following planets to each group: Group 1: Mercury and Venus Group 2: Earth and Mars Group 3: Jupiter and Saturn Group 4: Uranus and Neptune 4.
Tell students to use the following Web sites to complete their research: All
Planets http://www.wilders.force9.co.uk/BeyondEarth/planets.htm http://www.space.com/scienceastronomy/solarsystem/solar_system_weather_010306- 1.html Mercury
and Venus http://sci.esa.int/content/doc/a0/2208_.htm http://www.rog.nmm.ac.uk/leaflets/solar_system/section3.5.html http://www.space.com/scienceastronomy/solarsystem/solar_system_weather_010306- 2.html Earth
and Mars http://dsc.discovery.com/convergence/planetstorm/report/report.html http://www.space.com/scienceastronomy/solarsystem/solar_system_weather_010306- 3.html http://explorezone.com/weather/pressure.htm http://ga.water.usgs.gov/edu/earthhowmuch.html Jupiter
and Saturn http://www.space.com/scienceastronomy/solarsystem/jupiter_weather_000209.html http://www.wilders.force9.co.uk/BeyondEarth/planets.htm http://www.hawastsoc.org/solar/eng/jupiter.htm Uranus
and Neptune http://www.wilders.force9.co.uk/BeyondEarth/planets.htm http://www.space.com/scienceastronomy/solarsystem/solar_system_weather_010306- 5.html 5.
After students have found information about weather on each of the planets, challenge
each group to develop a visual display showing the weather on each of the planets.
Students can draw the planets on one piece of poster board or create individual
renderings of each planet. (Or students can create a planet mobile using string
and coat hangers.) Students should depict the weather on each planet. For example,
students could show dust swirling on the surface of Mars because this planet has
severe dust storms. Students should write a brief caption for each planet highlighting
the following features: - Its atmosphere, temperature, air pressure, and
humidity (information for each of these elements may not be available, but students should
record as much information as possible) - Any unusual weather that occurs on that planet - Any explanations scientists have for unusual weather 6.
Have each group present its completed display. Then hang them up to create a
gallery of
weather on the planets. 7.
Review the key weather features of each planet. For your information, those
facts are listed
below: - Mercury is the second smallest planet and closest to
the sun. The planet experiences scorching temperatures on the side exposed
to the sun and freezing temperatures on the side facing away from the sun. Less
extreme temperatures exist at the planet’s poles. Observations from
radar suggest that frozen water may be underground near the poles, but at this point
scientists have little information about this phenomenon. - Venus has a thick atmosphere made up of much carbon
dioxide, which scientists think is one key reason why the planet is so hot. The
temperature on Venus is 860 degrees Fahrenheit, which is hot enough to melt lead. - Earth is the only planet with a breathable atmosphere
and water in three phases—solid, liquid and vapor. Earth’s
weather is stable enough to support a large variety of life forms. - Mars is home to intense dust storms and tornadoes that
can tower up to 5 miles high. In comparison, a tornado on Earth usually
doesn’t rise any more than 2,000 feet. Mars has seasons, too. Temperatures can vary
widely on the surface of Mars, but it is usually well below freezing. Mars has clouds,
and ice is at the poles; other traces of moisture are in the atmosphere, too. - Jupiter’s Great Red Spot is a giant,
hurricane-like storm that is 15,400 miles across at its widest point. Storms last a long time on
Jupiter—300 years or longer! One theory for this phenomenon is that Jupiter has no
solid surfaces that could stop storm activity. Jupiter receives little solar
energy. Some of the energy for Jupiter's storms comes from the planet's own internal
heat. - Saturn is so far away from Earth that scientists know
little about its weather. The planet is made up of gases, and storm centers exist on
its surface, including very strong winds. While all four gas giant planets have ring
systems, Saturn's is the most prominent--shaped by the gravity of Saturn and its
moons. - Uranus’s atmosphere contains methane, hydrogen,
and helium. Under the atmosphere may be an ocean of hot water and ammonia.
Like Saturn, Uranus has a ring system and many moons. But, unlike other planets,
the axis of Uranus is tilted so that it is almost parallel with the plane of
the solar system known as the ecliptic. - Neptune looks much like Uranus, with clouds and storm
centers in its atmosphere. One of its moons, Triton, is one of the coldest
places known in the solar system. Neptune also has volcanoes, which release
liquid and gaseous nitrogen. These substances freeze and give the landscape a
snowy look. 8.
Conclude the lesson by asking student why they think weather is so much more extreme
on other planets than it is on Earth. Help students understand that the lack
of water,
varying geological features such as mountains, proximity to the sun, and the lack
of a protective atmosphere result in extreme weather systems. Discussion
Questions: 1.
Why are scientists interested in learning about weather on other planets in
our solar system?
What can they learn about our own planet by studying the weather elsewhere? 2.
On what planet is the weather most like that on Earth? Why? 3.
How have scientists learned about weather in space? Be sure to include both
space missions
and types of tools used. Credit: Marilyn
Fenichel, a freelance writer and curriculum developer. This
lesson was developed in consultation with Mark Herzog, a science coordinator
in Harford
County, MD. DiscoverySchool.com http://www.discoveryschool.com Copyright
2002 Discovery.com. Teachers
may reproduce copies of these materials for classroom use only. |
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