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PBL: Can we predict a changing climate will affect our weather and water availability? 

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PBL: Can we predict a changing climate will affect our weather and water availability? 

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The University Corporation for Atmospheric Research serves as a hub for research, education, and public outreach for the atmospheric and related Earth sciences community. We provide services to and promote partnerships within a collaborative community of researchers and educators who are dedicated to understanding the atmosphere—the air around us—and the complex processes that make up the Earth system, from the ocean floor to the Sun's core.

Check Out Their Website:
https://www.youtube.com/watch?time_continue=76&v=xr5IFc6PnmY

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Weather Data Graphing as Followup to Data Visualization Activity on Temperature and Clouds

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Weather Data Graphing as Followup to Data Visualization Activity on Temperature and Clouds

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Data and Graphs from Data Activity on Temperature and Clouds

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Data and Graphs from Data Activity on Temperature and Clouds

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Atmosphere Investigation 1 Day Data Sheet

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Atmosphere Investigation 1 Day Data Sheet

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Atmosphere Investigation Site Definition Sheet

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Atmosphere Investigation Site Definition Sheet

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Answer: The image above shows curious holes in Arctic sea ice, located about 50 miles northwest of Canada's Mackenzie River Delta. Guesses from readers included everything from ice broken by marine animals to breathe, to ice that had been thawed by methane hydrates. It's a challenge to know the source of the features based on a photograph or satellite image alone, but several scientists offered their hypotheses in our April 21 Image of the Day.
Every month on Earth Matters, we offer a puzzling satellite or aerial image of Earth. The April 2018 puzzler is above. Your challenge is to use the comments section to tell us what we are looking at and why this place is interesting.

How to answer. You can use a few words or several paragraphs. You might simply tell us the location. Or you can dig deeper and explain what mission produced the image, what instrument was used to create it, or what is compelling about some obscure feature in the image. If you think something is interesting or noteworthy, tell us about it.

The prize. We can't offer prize money or a trip to Mars, but we can promise you credit and glory. Well, maybe just credit. Roughly one week after a puzzler image appears on this blog, we will post an annotated and captioned version as our Image of the Day. After we post the answer, we will acknowledge the first person to correctly identify the image at the bottom of this blog post. We also may recognize readers who offer the most interesting tidbits of information about the geological, meteorological, or human processes that have shaped the landscape. Please include your preferred name or alias with your comment. If you work for or attend an institution that you would like to recognize, please mention that as well.

Recent winners. If you've won the puzzler in the past few months or if you work in geospatial imaging, please hold your answer for at least a day to give less experienced readers a chance to play.

Releasing Comments. Savvy readers have solved some puzzlers after a few minutes. To give more people a chance to play, we may wait between 24 to 48 hours before posting comments.

Good luck!

Every month on Earth Matters, we offer a puzzling satellite image. The August 2017 puzzler is above.Your challenge is to use the comments section to tell us what we are looking at, when the image was acquired, and why the scene is interesting.

How to answer. Your answer can be a few words or several paragraphs. (Try to keep it shorter than 200 words). You might simply tell us what part of the world an image shows. Or you can dig deeper and explain what satellite and instrument produced the image, what spectral bands were used to create it, or what is compelling about some obscure speck in the far corner of an image. If you think something is interesting or noteworthy, tell us about it.

The prize. We can't offer prize money or a trip to Mars, but we can promise you credit and glory. Well, maybe just credit. Roughly one week after a puzzler image appears on this blog, we will post an annotated and captioned version as our Image of the Day. After we post the answer, we will acknowledge the person who was first to correctly ID the image at the bottom of this blog post. We may also recognize certain readers who offer the most interesting tidbits of information about the geological, meteorological, or human processes that have played a role in molding the landscape. Please include your preferred name or alias with your comment. If you work for or attend an institution that you want us to recognize, please mention that as well.

Recent winners. If you've won the puzzler in the last few months or work in geospatial imaging, please sit on your hands for at least a day to give others a chance to play.

Releasing Comments. Savvy readers have solved some of our puzzlers after only a few minutes or hours. To give more people a chance to play, we may wait between 24-48 hours before posting the answers we receive in the comment thread.

Good luck!

Answer: The image above shows the burn scar left by a palm swamp fire in Brazil along the Peruaçu River. Rather than producing big, orange flames and billowing plumes of smoke, this fire smoldered underground in dried out, carbon-rich soil and likely peat. The fire spread slowly through soil and roots, but it was able to move up the hollow trunks of palm trees in the area and burn off the canopy. Nobody guessed the location, but congratulations to Monica Craig and Lee Hurst for guessing that it was related to a fire. Read more about the image in our September 5, 2017, Image of the Day.

Every month on Earth Matters, we offer a puzzling satellite image. We usually ask you to identify the location of a scene, but that's not enough this time. For the June 2017 puzzler (above) your challenge is to tell us what the image shows and what makes it interesting.

How to answer. Your can use a few words or several paragraphs. (If possible, try to keep it shorter than 300 words). Tell us the location, but realize we want to hear more than just the location. What features in the image say something about the geological, meteorological, or historical processes that shaped the landscape? What does it teach us about physics or chemistry or biology? How do you think scientists or others might use imagery like this to solve problems and make life better here on Earth? And what do you find notable about this image from a purely visual perspective?

The prize. We can't offer prize money or a trip to Mars, but we can promise you credit and glory. Well, maybe just credit. Roughly five days after a puzzler image appears on this blog, we will post an annotated and captioned version as our Image of the Day. After we post the answer, we will also update this post and recognize readers who offered the best responses. Please include your preferred name or alias with your comment. If you work for or attend an institution that you want us to recognize, please mention that as well.

Recent winners. If you've won the puzzler in the past few months, or if you work in geospatial imaging, please sit on your hands for at least a day to give others a chance to play.

Good luck!
Editor's Note: Congratulations to Julia H. and Thomas Edwards for being the first readers to solve the puzzler on the Earth Observatory site. Carl Huffman answered first on Facebook. See a labeled version of the June puzzler here.
Every month on Earth Matters, we offer a puzzling satellite image. The April 2017 puzzler is above. The challenge this month, however, is slightly different. Use the comments section to tell us not only WHERE we are looking, but WHAT we are looking at. As usual, we welcome ideas about when the image was acquired, and why the scene is interesting.

How to answer. Your answer can be a few words or several paragraphs. (Try to keep it shorter than 200 words). You might simply tell us what part of the world an image shows. Or you can dig deeper and explain what satellite and instrument produced the image, what spectral bands were used to create it, or what is compelling about some obscure speck in the far corner of an image. If you think something is interesting or noteworthy, tell us about it.

The prize. We can't offer prize money or a trip to Mars, but we can promise you credit and glory. Well, maybe just credit. Roughly one week after a puzzler image appears on this blog, we will post an annotated and captioned version as our Image of the Day. After we post the answer, we will acknowledge the person who was first to correctly ID the image at the bottom of this blog post. We may also recognize certain readers who offer the most interesting tidbits of information about the geological, meteorological, or human processes that have played a role in molding the landscape. Please include your preferred name or alias with your comment. If you work for or attend an institution that you want us to recognize, please mention that as well.

Recent winners. If you've won the puzzler in the last few months or work in geospatial imaging, please sit on your hands for at least a day to give others a chance to play.

Releasing Comments. Savvy readers have solved some of our puzzlers after only a few minutes or hours. To give more people a chance to play, we may wait between 24-48 hours before posting the answers we receive in the comment thread.

Good luck!

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EO's Satellite Puzzler : Earth Matters : Blogs

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Answer: The image above shows curious holes in Arctic sea ice, located about 50 miles northwest of Canada's Mackenzie River Delta. Guesses from readers included everything from ice broken by marine animals to breathe, to ice that had been thawed by methane hydrates.

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Grade 3:

Std.1.PS.1: Matter exists in different states such as solids, liquids, and gases and can change from one state to another by heating and cooling

Grade 4:

Std.2.LS.3:There is interaction and interdependence between and among living and nonliving components of systems

Std.3.ESS.1:Earth is part of the solar system, which includes the Sun, Moon, and other bodies that orbit the Sun in predictable patterns that lead to observable paths of objects in the sky as seen from Earth

Connection: “orbits in predictable pattern in space influence seasons- connect seasons with discussion of weather changes/patterns

Grade 5:

Std.3.ESS.3:Weather conditions change because of the uneven heating of Earth’s surface by the Sun’s energy.  Weather changes are measured by differences in temperature, air pressure, wind and water in the atmosphere and type of precipitation

Grade 6:

Std.1.PS.4.:Distinguish among, explain, and apply the relationships among mass, weight, volume, and density

Std.2.LS.1:Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species

Grade 7:

Std.1.PS.1:Mixtures of substances can be separated based on their properties such as solubility, boiling points, magnetic properties, and densities

-could connect to talking about greenhouse gases

Std.2.LS.4: Photosynthesis and cellular respiration are important processes by which energy is acquired and utilized by organisms

Grade 8:

Std.1.PS.4: Recognize that waves such as electromagnetic, sound, seismic, and water have common characteristics and unique properties

Std.2.LS.1:Human activities can deliberately or inadvertently alter ecosystems and their resiliency

Std.3.ESS.1:Weather is a result of complex interactions of Earth's atmosphere, land and water, that are driven by energy from the sun, and can be predicted and described through complex models

Std.3.ESS.2:Earth has a variety of climates defined by average temperature, precipitation, humidity, air pressure, and wind that have changed over time in a particular location

Std.3.ESS.4: The relative positions and motions of Earth, Moon, and Sun can be used to explain observable effects such as seasons, eclipses, and Moon phases

High School:

Std.1.PS.2.Matter has definite structure that determines characteristic physical and chemical properties

Std.1.PS.5. Energy exists in many  forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined

Std.2.LS.2: The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem

Std.2.LS.9: Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment

Std.3.ESS.4: Climate is the result of energy transfer among interactions of the atmosphere, hydrosphere, geosphere, and biosphere

Std.3.ESS.6:The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes

Std.3.ESS.7: Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms

NGSS Performance Expectations:

3-ESS2-1 Earth's Systems

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Grade: 3

3-ESS2-2 Earth's Systems

Obtain and combine information to describe climates in different regions of the world.

Grade: 3

3-ESS3-1 Earth and Human Activity

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.*

Grade 3

4-PS3-2 Energy

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Grade: 4

4-ESS2-2 Earth's Systems

Analyze and interpret data from maps to describe patterns of Earth’s features.

Grade 4

5-LS1-1 From Molecules to Organisms: Structures and Processes

Support an argument that plants get the materials they need for growth chiefly from air and water.

Grade: 5

5-ESS1-2 Earth's Place in the Universe

Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Performance Expectation

Grade: 5

5-ESS2-1 Earth's Systems

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Grade:5

5-ESS2-2 Earth's Systems

Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Grade:5

MS-PS1-4 Matter and its Interactions

Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

Middle School (6-8)

MS-PS4-2 Waves and their Applications in Technologies for Information Transfer

Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

Middle School (6-8

MS-ESS2-5 Earth's Systems

Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

Middle School (6-8)

MS-ESS2-6 Earth's Systems

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.

Middle School (6-8)

MS-ESS3-2 Earth and Human Activity

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Middle School (6-8)

MS-ESS3-5 Earth and Human Activity

Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

Middle School (6-8)

HS-LS2-6 Ecosystems: Interactions, Energy, and Dynamics

Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

High School (9-12)

HS-ESS2-3 Earth's Systems

Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection:

High School (9-12)

HS-ESS2-4 Earth's Systems

Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

High School (9-12)

HS-ESS2-5 Earth's Systems

Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

High School (9-12)

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PBL: Climate change and its local impacts (fire season, water shortage and drought, tourism, beetles, 100 year events)

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Video weather v climate https://www.natureworkseverywhere.org/resources/understanding-climate-change/ (6:55, The relationship between weather and climate and the resilience of nature. Also includes lesson plans and student handouts. How does human activity impact weather events? What natural things can be utilized to mitigate climate change? What careers are possible in this field?)

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2018 Summer Institute, Day 4: Water, Weather & ClimateThursday, June 7, 2018 Survey

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Web survey powered by SurveyMonkey.com. Create your own online survey now with SurveyMonkey's expert certified FREE templates.

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Student A I would assign groups to give him opportunity to make good choices with the activity. Student B I would make sure to pre teach the weather guidelines (great activitiy). Make sure she is close with me or in a group that is supportive. Student C would like to challenge student with higher order thinking skills.

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For my student in the AN program, I would be sure to stay nearby her while visiting the Ice/Rock lab.  I would help prepare all of my students by providing some background knowledge and helping them prepare questions to ask.  Students with LEP would receive vocabulary instruction prior to the field trip in order to make connections while visiting. This trip would open the door to numerous career connections for students, and I know they would find it as fascinating as I did!

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I loved the tour this morning, and took lots of photos. I think the real world applications (and career path) connections would be engaging for all three focal students. It gave me the idea to highlight career paths that the Science and Engineering Practices are important for (i.e. data science is becoming a very lucrative career path). The afternoon activities will be helpful for all students- I like the idea of training all students then having students cycle through responsibilities for collecting data on a daily basis.

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Working with Student Z, he would love the ice lab tour. He would get excited just being a part of a group.
I can see him talking about the trip for days, he is very outgoing student, that wants to get as much info. out of a lesson that interest him. He always asking questions about science topic, he just doesn't have the home support that he need to success. He constantly working hard in class to better himself.

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All of today's activities would be great for all 3 of my focal students.  The hands on experience definitely allows for the authentic inquiry.  I am definitely going to get some ice from the ice core lab and use it to talk about weather and climate for my 3rd grade class.  The temperature tracking on the calendar is MUST DO for all of my kids next year!

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I loved the weather calendar idea where students can collect data on temperature and cloud coverage. This is something that I would love to work with an older grade and do buddy work with. I would model for all students and then differentiate for those focal students who may have a difficult time understanding the scientific language or determining which term means what (warm, cool, cold). I would help them use their senses to recognize differences between warm cool and cold. I would have all students observe clouds outside and use adjectives to describe the clouds. This will help those focal students develop language such as fluffy, thin, thick, dark, light, etc. I also like using the legos as a visual and stacking them up so that they can see a visual of how many cloudy days vs sunny days or hot vs cold days, etc.

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These concepts were well over most of these kids’ heads. However, making it part of a daily touch in/touch on towards a bigger thing makes it easier. This also helps the higher level students to mentor and peer teach. Makes a bigger connection to real world and why should I care about this.

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When I do the Cloud Data activity I will give all my students the choice on how they want to represent the data. Student B would love to create a database online using Google Sheets. This would make him very successful because he would be able to help his classmates with their data. Student G I would encourage to represent his data using the pictures. I would also work with our CLD teacher to pre-teach some of the vocabulary words using some of the same picture  graphics. 

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When I do the Cloud Data activity I will give all my students the choice on how they want to represent the data. Student B would love to create a database online using Google Sheets. This would make him very successful because he would be able to help his classmates with their data. Student G I would encourage to represent his data using the pictures. I would also work with our CLD teacher to pre-teach some of the vocabulary words using some of the same picture  graphics. 

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My focal students would benefit from having outdoor experiences like observing cloud types and cover in small groups or pairs. I think it would be challenging for my focal students to work individually outside, but working in pairs would be very beneficial to their progress.

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If I were able to take my students to the ice core lab. I believe my focal students would feel empowered and inspired. I think they would connect to the career possibilities that are options for them. There are many types of jobs associated with the research.

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Miner, rig operator, geologist, and meteorologist.

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In this book, descriptions of cloud types are combined with analogies related to cloud shapes and are acted out by the GLOBE Kids. Activities give students the opportunity to describe the shape and appearance of cumulus clouds and learn the types of weather that are associated with cumulus clouds.

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I guess our understanding is now updated :)

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Cloud Classification Key - Blog & Foldable

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Cloud Classification Key - Blog & Foldable

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Cloudy with Cloud Identification Confusion? - Community Blogs - GLOBE.gov

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Hello, GLOBE Universe, No need to be cloudy and confused with identifying clouds! There are easy questions that you can ask yourself to help identify what beautiful clouds you are seeing floating high above you. I created a Cloud Identification Guide to step you and your students through identifying clouds.

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Elementary GLOBE - Climate Book and Activities

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Elementary GLOBE - Climate Book and Activities

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This storybook follows the GLOBE Kids as they take an adventure and learn that climate change affects the whole world, from the tropics to the poles. Through learning activities, students learn how weather over a long period of time describes climate, explore how sea level rise can affect coastal communities and environments, and describe how humans are contributing to climate change and how we can take action to solve this problem.

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Data Exploration Learning Activities - GLOBE.gov

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Investigating an Alaskan Spring Mystery : Students learn about the timing of spring budburst, develop multiple working hypotheses about why timing differs year to year, and test hypotheses using environmental data collected by GLOBE students in Alaska to come to a conclusion about the factors that most impact timing of budburst on paper birch trees.

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Just a thought....if we are presenting the theory of climate change/global warming, are we going to present the opposite view? Otherwise, it may appear that we are pushing our beliefs/views onto our students.

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Glaciologist, climatologist, climate change activist, climate change protester, director of the EPA (politician)

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Guest Post by GLOBE Teacher Bonnie Banyas: The First Year with our Weather Shelter 

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Guest Post by GLOBE Teacher Bonnie Banyas: The First Year with our Weather Shelter 

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Guest Post by GLOBE Teacher Bonnie Banyas: The First Year with our Weather Shelter - Blog - GLOBE.gov

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HVAC professional

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Well my shy girl would have loved the fact that the rock librarian can also drive a forklift.  The low vocabulary reader would see some real life experience.  My advanced student would have enjoyed the field trip and possibly I could have challenged him to try to construct an ice core that could simulate the real thing.

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Accessing Monthly Data from National Weather Service

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Accessing Monthly Data from National Weather Service

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There was a lot of data exploration today. I would like to challenge my students to find multiple ways to represent the data. My focal student would be able to find something that speaks to him, and he might surprise the class with his creativity!

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Our most recent install and modifications. Full PVC pipe to protect thermometer leads and slit in middle allows removal of station during summer months of campus closure.

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These screens still allow for airflow but protect from wasps forming homes inside the box