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Explain that scientists use models to describe and make predictions about real world phenomena and that they are going to create models to demonstrate their understanding of the rest of the notes page.
Model #1: Energy Takes Different Paths
I created a "model" that can be used to represent how light can take different paths as it travels to the earth. When I envisioned this, I pictured this amazing model that was a glorious representation of the earth that included different types of surfaces - surfaces that reflect light, absorb light, use light for reactions, etc. When I put it together, it ended up looking a little bit more like an elementary school student's diorama. When I introduce this to my students, I take a moment to poke a little fun at myself and we have a good laugh. I then emphasize that the purpose of the model can still be served even if the model looks "crafty".

Procedure:

1. Read the bottom section of the front of your W.1 notes page that states, "Only a small percentage..." and "Color".

2. Determine a way that you could use the flashlight and box diorama to model the different paths light may take as it travels from the sun to the Earth's surface.

At this station, students should note that light can take many different paths as it travels from the sun through earth's systems. In addition, they should recognize that the different types of surfaces on earth can cause the energy to take different paths as well.

The student above notes that, "the radiant energy could bounce back off the atmosphere and back into space". This is an important realization that many do not make. Even in the model, students can't "see" the atmosphere and therefore often forget to include it. In terms of this student's work, I would have liked her to go into more detail about how the energy could be "absorbed by different surfaces". (For example, absorbed by blacktop vs. reflected off of water.)
Model #2: The Uneven Heating of the Earth's Surface
Procedure:

1. Read the top of the back of your W.1 Notes page. Just read the section titled "The Uneven Heating of the Earth's Surface". Do not read "The Greenhouse Effect" yet.

2. Use the materials provided to create a model that shows how the energy from the sun is distributed as it hits the Earth. (Materials: Globes and Flashlights)

At this station, students note that the angle of the sun's rays can impact temperature. Students should recognize that the sun's rays hit more directly at the equator and indirectly at the poles. In addition, students should recognize that the tilt of the earth's axis causes the sun's rays to be more direct in the winter than in the summer. As you can see from the student work above, many students tend to focus on one of these examples. Emphasize to your students that they are looking for two examples!

Model #3: The Greenhouse Effect

Procedure:

1. Read the bottom section of the back of your W.1 notes sheet titled "The Greenhouse Effect".

2. Go to High Adventure Science, from the Concord Consortium.

3. The simulator on this website can serve as a model of the Greenhouse effect. Volcanic eruptions release CO₂ into the air. The green dots represent CO₂. The red dots represent heat energy. The yellow dots represent the sun's rays.

4. Press play on the simulator. Watch the graphs of the temperature and the CO₂.

5. Press the "erupt" button a few times and note the change in carbon dioxide and temperature both in the model and in the graphs.

6. Press "Follow Energy Packet" to follow the path that the energy can take. Press "Stop Following".

7. Repeat step 5 to see a different path the energy could take.

8. Repeat step 5 to see a different path the energy could take.

9. Click the "Remove CO₂" button. Watch the changes in the model and the graphs. Click the "Remove CO₂" button a few more times. Again, watch the changes in the model and graphs.

At this station, the students have to identify different paths that energy can take as it travels from the Sun to Earth.

This student identifies that the light could be reflected off the ground, absorbed by the ground, absorbed then radiated back out, or absorbed/radiated/trapped by carbon dioxide. In addition, students draw their final graphs that were created in their online models. After analyzing those graphs, the student above notes that an increase in carbon dioxide results in an increase in temperature.

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Students use models to track the Sun's energy can take as it leaves the sun and travels through Earth's systems. Students explore with different types of surfaces, globes, flashlights, and Plan your 60-minute lesson in Science or Energy (Physical Science) with helpful tips from Leigh Roehm

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The purpose of Collaborative Practice is to insure students gain information from peers that they might have missed on their own.

Once I have introduced the final project of this bundle, the students are now more motivated and in some cases worried to make sure that they have the right information from the film. No matter how often I stop the movie and explain certain parts to the students, some students are still missing a lot of information. This upcoming "speed dating" strategy gives the students a chance to work with another student in a structure conversation to beef up their notes.

In order to do this activity you want to have the desks/tables facing each other in roughly two circles, an inside one and an outside one. The students at the inside table rotate clock wise in the circle after each discussion, while the students in the outside circle stay put.

Before I start the discussion, I ask each student to get out their notes and I go over the protocol for the discussion.

1) Students place their notes together on the table.

2) The inside person gets to ask a question or make a clarification.

3) The outside person gets to ask a question or make a clarification.

Usually, I find that each round should last about 1:30 min. This pace is fast enough to keep kids on track while still being slow enough for them to have a real discussion.

At the end of the round the inside circle moves and the discussions begin again. Depending on time and interest, I might do 3 or 4 rounds. Structure and procedures are critical to success in using this strategy. I explore this topic in more depth in my reflection.

At the end of the activity, I ask the students if they learned anything about note taking. Students share out their noticings.

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History of Earth: Part 1: Direct Instruction

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The purpose of Collaborative Practice is to insure students gain information from peers that they might have missed on their own. Once I have introduced the final project of this bundle, the students are now more motivated and in some cases worried to make sure that they have the right information from the film.

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Have the students silently read the Skill W.2 Notes Page that focuses on air pressure. This notes page has many pictures, graphs, and diagrams. Emphasize to students that scientists include this visuals in their writing so that the reader can build a better understanding of the concepts being addressed. If the author chose to put in a diagram, they did so because it is important! Encourage the students to take time and focus on those pictures/diagrams/graphs as well as their captions.

After students have finished the reading, explain that scientists create models to describe and predict phenomena. Today, they will be creating models that could be used to model air pressure and wind.

Explain that you will model the protocol they will be following for the lesson they will be completing today. First, present them with a simple demonstration that allows them to see air moving from high to low pressure. In my classroom, I do what I call a "Ghost Closer" demonstration. In my classroom I have a door that leads to the outside and a door that leads into the hallway. I say to my students, "This weekend I was working in my classroom with my young daughters. We propped open the door to the outside so that they could go in and out to the courtyard. When we did that, my daughter kept saying, "There is a ghost in the hallway!" I asked her what she meant and she showed me this." I then open the door to the outside and close the door to the hallway so that it is almost closed, but not latched. Then, I let go. The door opens into the hallway even though there is no one there. I repeat this process acting as if I am my 6 year old daughter amazed that a ghost is opening the door. (Depending on the difference in pressure outside and inside - your 'ghost' may slam the door shut instead of open it.) I then say, "I'm wondering if there is really a ghost in the hallway." (But, dont let students offer explanations yet.)

I then pull a group of students to model the protocol they will be following in this lesson. We complete a "Fishbowl Activity" to model this. The students that I choose sit at a table together as if we are in a "fishbowl". The remaining students stand around our table as if they are looking into and observing what is happening inside the "fishbowl".

Provide the students in the "fishbowl" with the protocol and have the students model the discussions for Prompt 1 and Prompt 2.
Prompt 1:

1. One student presents the prompt to the group by saying, "Models can be used to represent real world phenomena. How could this model a phenomenon that occurs within Earth's weather systems?"

2. Have a student time 30 seconds of wait time as the group searches text and considers how this model relates to weather.

3. One student shares their idea.

4. Another student summarizes what the group member shared. (The "student that shared" must confirm that the "student that summarized" did summarize what they were trying to say effectively.)

5. Another student cites text that supports why the example shared could be used to represent the weather element.

6. Any students with other ideas share their input.

For Prompt 2, I have the whole class join in and follow the protocol together as a whole group.
Prompt 2:

1. One student presents the second prompt to the group by saying, "Models can be used to make predictions about real world phenomena. Look at the cartoon on the projector What predictions can you make the air pressure and temperature of the air inside and outside of the window based on what was shown in this model?"

2. Have a student time 30 seconds of wait time as the group searches text and considers how this model could be used to make a prediction.

3. One student shares their idea.

4. Another student summarizes what the group member shared. (The "student that shared" must confirm that the "student that summarized" did summarize what they were trying to say effectively.

5. Another student cites text that supports why the example shared could be used to predict the direction the wind would be blowing.

6. Any students with other ideas share their input.

I then explain to students that for the two lab stations they are about to complete, that they will be following the protocols for these same prompts.

I strongly encourage you to follow through with the Fishbowl Activity. Students benefit from watch other students model what the process should look like. The effectiveness of the conversations that will follow in the upcoming lab stations will be elevated by completing this modeling process.

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The Ghost Closer (Modeling Air Pressure and Winds)

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The students suck an egg into a jar and expand a marshmallow in a vacuum chamber in order to model how changes in air pressure can effect the weather! Plan your 60-minute lesson in Science or Weather and Atmospheric Science with helpful tips from Leigh Roehm

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I tell students today you will participate in a Socratic seminar. The goal of a socratic seminar is to help one another understand the topic for discussion. It is a discussion not a debate. You are a seeker of knowledge and understanding.

We are about to begin a unit on weather and climate. Your discussion today will help me design a better lesson for you.

I ask students, "How many of you have heard about global warming?". Everyone raises their hands.

I tell students that there are two extreme sides to global warming; some say that the climate of our planet is cyclical. There is evidence in the fossil record that shows the planet has experienced overall warming and cooling in the past. Others say that what we are experiencing now is the direct result of human activity. This global warming is not part of a natural cycle but caused directly by the use of fossil fuels. Fossil fuels are coal, oil, or natural gas. As adults, you may be faced with some decisions about what you, as citizens of this planet, need to do in order to be good stewards. I am going to share with you a few short videos highlighting some ideas about weather/climate and nature that you will be asked to discuss. First - Global Warming 101 from National Geographic.

I explain to students that next I am going to show you a short video about a new invention designed to cool our planet.

I ask students - "Have you ever heard of Nathan Myhrvold? No one has. I say that Nathan Myhrvold is probably the most famous person you have never heard of. He was the cofounder of Microsoft along with Bill Gates. You have heard of Bill Gates right? Students all nod in agreement. Nathan Myhrvold was the chief technology officier at Microsoft. Bill Gates says Nathan Myhrvold is one of the smartest men he knows. In fact he started college at age 14. Nathan founded a company called Intellectual Ventures and they have an idea to cool the planet.

I need to share a little background before I show you the invention. In 1992 Mt Pinatubo erupted in the Phillipines. The volcano spewed sulfur dioxide into the stratosphere. The sulfur dioxide caused a general cooling of our planet - as much as ½ to 1 degree depending on the location.

With that in mind here is Intellectual Ventures idea to cool the planet.

In the global warming video, the narrator mentioned that global warming may create an increase in the number of hurricanes.

Intellectual ventures as another idea to change the impact of hurricanes. In general hurricanes become powerful when they have warm ocean water as fuel. Powerful hurricanes that make landfall do a lot of damage to the increasingly populous areas near the coast.

Here is a solution proposed by Intellectual Ventures.

Intellectual Ventures is not alone in their thinking that we need to take an active role in controlling the weather and climate on our planet.

There are opposing points of view.

In the 1950s we noticed a change in the ozone layer. It was decreasing. You know the ozone layer is a shield that protects us from harmful rays from the Sun.

Here is a video update on the status of the ozone layer.

As you learned, once we stopped creating the problem, it appears that the atmosphere has begun to heal itself.

In 1980 Mt St Helens erupted. It was the largest volcanic eruption in the United States in about a century. The flora and fauna was devastated.

Scientist decided they would not take an active role in helping Mt. St. Helens recover from the eruption but would step back and observe nature.

Here are before and after aerial photos. After more than 30 years Mt. St Helens has recovered nicely without human intervention.

USGS / NASA photograph of Mt. St. Helens Recovery

So why study weather and climate?

As concerned citizens of this planet, you may have to answer the question - do we take an active role and reverse what has been done by the generations before us? Or do we stop the damage and let nature heal our planet?

Take a few minutes to reflect upon this question and the information you learned today by doing a free write. Write down any thoughts and questions that come to mind. In a few minutes you will use these notes and thoughts in our Socratic discussion.

Purpose of the Free Write

Students take a few minutes to organize their own thoughts. It is a time for metacognition - what do I know, how do I know it and how do I express what I know to others. Students also have time to become comfortable with their own thoughts. With this comfort they are not as likely to simply agree with their friends but be confident that they have a valid contribution to the discussion.

The rules for this Socratic Seminar

Talk to each other, I will not be participating.

You will use your tokens, the three paper wads to request the floor to speak. Choose your time to speak wisely.

If more than one person requests to speak at the same time - use silent signals to determine who will speak first.

You must use all of your tokens.

You may make statements or ask clarifying questions.

Please refrain from direct criticism, seek instead to better understand another point of view.

Student begin talking. At first some are looking at me when they speak. I begin writing notes from student comments and do not make eye-contact with students. The idea is that students need to be talking to each other. I am not an active participant in their group.

The conversation is rich. This is changing my plans for the weather unit! Check out the video to see where we are going next.

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I tell students today you will participate in a Socratic seminar. The goal of a socratic seminar is to help one another understand the topic for discussion. It is a discussion not a debate. You are a seeker of knowledge and understanding. We are about to begin a unit on weather and climate.

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This lesson connects to the following NGSS and Common Core Standards:

MS-ESS2-4 Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

MS-ESS2-6 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.

CCSS.ELA-LITERACY.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Science and Engineering Practices:
Analyzing and Interpreting Data

Analyze and interpret data to provide evidence for phenomena.

Crosscutting Concepts:
Patterns: Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them.

Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems.

Patterns can be used to identify cause and effect relationships.

Graphs, charts, and images can be used to identify patterns in data.

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Students analyze weather maps as they develop their own understanding of the relationships between air pressure and clouds, factors that influence climate, weather fonts and the jet stream! Plan your 60 minutes lesson in Science or weather forecasting with helpful tips from Leigh Roehm

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Each year, I contact my local water treatment plant and they lend this groundwater simulator for me to use. Reach out to your local water treatment plant; I am sure they have educational materials and resources that they would be happy to share with your as well! You can also purchase groundwater simulators at any online science education store; however, they are expensive. Reach out to any agency or business that is in your area that deals with water treatment/water quality. Maybe you will be as lucky as me to find someone that will either let you borrow or come present this model to your students! You can also purchase a " make your own", which is a bit less expensive.

While students in 7th grade often feel comfortable with the water cycle, I find that they have a difficult time picturing groundwater and its movements. This model does a fabulous job giving students insight into how water travels below the ground.

First, I model surface runoff for students and emphasize gravity's role in causing water to flow towards lower elevations.

Then, I emphasize that groundwater is always moving. That means that if one area is polluted, that pollution can travel miles down the road. In addition, I take this time to show students what groundwater actually looks like. We talk about aquifers and how water is actually stored in between particles of sand, dirt, rock, etc.

This sets the students up for seeing what happens if groundwater is polluted. I place food coloring in the groundwater so that we can see the pollution travel through the watershed.

I point out that the groundwater is moving towards lower elevations due to gravity. I introduce the idea of point source and non point source pollution. Point source pollution is pollution that goes directly into the water from specific, identifiable source. For example, an oil tanker spills in an ocean or a pipe dumping sewage into a river would be examples of this. Non point source pollution is often carried through surface runoff and can come from multiple sources. Substances are picked up by surface runoff and carried into the water.

I then begin asking students for ideas about what we could do to help clean up this pollution in the ground water. One of the first ideas that they typically share is the idea of adding more water, or diluting the water. Students quickly see that while adding more water does clean up the original area, it also causes the pollution to spread faster towards areas of lower elevation.

Next, I show students that now people that are drinking water from the wells down the road from the original source of pollution now would have the contaminants in their well water. I ask students if they have any other ideas that could help clean up the groundwater. Students often say, "Add chemicals." Then, I add bleach water to the model and the pollution does begin to disappear. As I work to rid the model of the pollution, we talk about the limitations and consequences of solving the problem in this way. Students often note how long the process takes, how much money it would cost, and how adding chemicals could impact wildlife negatively.

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Each year, I contact my local water treatment plant and they lend this groundwater simulator for me to use. Reach out to your local water treatment plant; I am sure they have educational materials and resources that they would be happy to share with your as well!

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Students then complete two lab stations dealing with dew point and cloud formation. Provide students with the Dew the Dew! Lab Sheet. Emphasize to students that they must read the procedures carefully and that they must wear goggles at the "All Bottled Up" station.
Dew the Dew!
(I used to do this lab with empty Mt. Dew cans, which led to a nice title. However, I now have condensation cups that work really well. Any metal can will work for this station.)

Procedure:

1. Fill the can about halfway with room-temperature water. Make sure the outside of the can is dry.

2. Place the thermometer in the can and record the temperature. Leave the thermometer in the can.

3. Add a few ice cubes and stir. Carefully watch the outside of the can for "sweat" drops to form. When they do, record the temperature. This is the dew point temperature.

4. Repeat steps 1-3 outside the door.

**Teacher Tip: Show students what they are looking for. Students have a hard time recognizing the first condensation. Many students spend time looking for actual droplets of water when the first sign of condensation may just be "cloudiness" that you can see in the picture above.

Your data may be different than the student's below. Students should recognize that the dew point outside is different than inside and include their reasoning for this difference. The student below explains that the dew point outside was at a higher temperature than inside because there was more water vapor in the air outside than inside the classroom.

All Bottled Up!
1. Fill the 2-liter bottle one-third of warm water and place the cap on.

2. Squeeze and release the bottle and observe what happens. If the inside of the bottle becomes covered with water droplets, just shake the bottle to get rid of them.

3. Take the cap off the bottle. Light a match (Wearing goggles of course!) and hold the match near the opening of the bottle.

4. Drop the match in the bottle and quickly put on the cap. Make sure you trap the smoke inside the bottle.

5. Slowly squeeze the bottle hard and release. Observe.

The student below explains that in order for clouds to form, water vapor has to condense and attach itself to a solid particle. He explains that when the match was placed in the bottle, smoke rose to the top. He further explains that when the bottle was squeezed and released, the water evaporated, rose, and condensed on those smoke particles, forming a cloud.

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Students collect dew point data and create clouds inside of a bottle as they explore how energy drives the cycling of water on earth! Plan your 60-minute lesson in Science or Weather and Atmospheric Science with helpful tips from Leigh Roehm

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MS-ESS2-4: Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

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MS-ESS2-6: 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.

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MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

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