Understanding Dispersion Models Using Computer Technology

Objectives: Analyze dispersion models Use computer models to predict outcomes of various scenarios 9-12 NSES Standards: Standard A: Inquiry - Abilities necessary to do scientific inquiry and Understanding about scientific inquiry Standard E: Science and Technology - Abilities of technological design and Understanding about science and technology Standard F: Science in Personal and Social Perspectives - Personal and community health, Population growth, Natural resources, Environmental quality, Natural and human-induced hazards, Science and technology in local, national, and global challenge

Weather Maps and Fronts

Objective: Students will use symbol knowledge learned from previous lessons to read and understand warm and cold fronts on a weather map. National Science Education Standards:All students should develop an understanding of:properties of earth materials and changes in earthand sky

Factories - Friends or Foes?

Objective: Students will be able to role play various points of view considering placement of a factory and its effects on air quality. National Science Education Standards: Standard E - Understandings about science and technology Standard F - Personal health Populations, resources, and environments Natural hazards Risks and benefits Science and technology in society Standard G - Science as a human endeavo

Clouds Over Your Head

Objectives: Students will become familiar with the four main types of clouds: stratus, cirrus, cumulus, and cumulonimbus and their characteristics Students will learn the weather map symbols for cloudy, clear or no clouds, and partly cloudy. National Science Standards: All students should develop an understanding of: properties of earth materials, and changes in earth and sky

Where Did the Water Go?

Objectives: •To predict what will happen to the water sprayed on the surface after setting for a short time. •To predict the effect of moving air on evaporation National Science Education Standards: As a result of activities in grades K-4, all students should develop: abilities necessary to do scientific inquiry, properties of earth materials, and changes in earth and sky

There\u27s a Whole Lotta Spillin\u27 Goin\u27 On!

Unit Learning Objectives: The learner should be able to: 1. Compare and contrast hazardous chemical spills2. Comprehend how hazardous chemicals affect the environment.3. Explain the difficulty involved in cleaning up ahazardous spill.4. Explain how the chemical travels once it is released.5. Assess how hazardous chemicals affect the human body and animal life.6. Analyze a chemical spill and its affects on itssurroundings.7. Create an emergency management system based on a real life situation Evidence of Understanding: By the end of this unit, students should be able to demonstrate a clear understanding of hazardous chemicals and how they affect the environment and animal life. This will be modeled in an emergency management plan for the clean up of a hazardous chemical. Students will be focused on the impact of chemicals on the environment and human life. Technology: Students will need access to a computer with internet access and specialprograms, such as imovie, iphoto, power point, etc. They will also need access to a camcorder and a VCR to show they products. National Science Education Standards: Content Standards • Standard A – abilities necessary to do scientificinquiry• Standard C – populations and ecosystems• Standard E – abilities of technological design.• Standard F – populations, resources and environments, natural hazards,risks and benefits.• Standard G – nature of scienc

Winds around Highs and Lows

National Science Education Standards: As a result of activities in grades 5-8, all students should develop an understanding of motions and forces, structure of the earth system, and understandings about science and technology

Carbon Dioxide in the Atmosphere

Objectives: Students learn the importance of carbon dioxide in the atmosphere. National Science Education Standards: As a result of activities in grades 9-12, all students should develop abilities necessary to do scientific inquiry and understandings about scientific inquiry. As a result of their activities in grades 9-12, all students should develop understanding of matter, energy, and organization in living systems. As a result of their activities in grades 9-12, all students should develop an understanding of energy in the earth system and geochemical cycles

How Fast Does the Wind Blow?

Objectives: • The student will construct an anemometer and calculate the wind speed. • The student will examine a weather map to determine wind speed and wind direction using the weather station model. National Science Standards: All students should develop an understanding of:abilities necessary to do scientific inquiry, properties of objects and materials, position and motion of objects, properties of earth materials, and changes in earth and sky

Mid-Latitude Cyclones

National Science Education Standards: As a result of activities in grades 5-8, all students should develop an understanding about scientific inquiry, structure of the earth system, and understandings about science and technology