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Library Lesson-Under Pressure
Library Lesson-Under Pressure
ISTC 667
Lisa-Dai Keen Venker
Under Pressure
UNDER PRESSURE
Teacher Background
In this investigation, students will identify factors that affect air pressure, and the relationship
between air pressure and weather.
Class Make-Up
Grade 8 Science
First unit of the year.
Class Make-up (25 students)
1 Autistic same as above, time out when needed, quiet place in room, extra large space
to work , preferential seating to needs
61% FARMS
Objectives
Maryland Voluntary State Curriculum for science.
Content Standard 3.0 Life Science: The students will use scientific skills and
processes to explain the chemical and physical interactions (i.e. natural forces and
cycles, transfer of energy) of the environment, Earth, and the universe that occur over
time.
E. Interactions of Hydrosphere and Atmosphere #3: Identify and describe the
atmospheric and hydrospheric conditions related to weather systems.
Objectives a. Identify and describe weather patterns associated with high and low
pressure systems and frontal systems.
AASL
Information Seeking Strategy
AASL Standards
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and
appropriateness for needs, importance, and social and cultural context.
National Educational Technology Standards
3c evaluate and select information sources and digital tools based on the appropriateness for
specific tasks.
Use of Information
AASL Standards
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions,
main and supporting ideas, conflicting information, and point of view or bias.
2.1.1 Apply critical-thinking skills (analysis, synthesis, evaluation, organization) to information
and knowledge.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
National Educational Technology Standards
4c collect and analyze data to identify solutions and/or make informed decisions.
5a advocate and practice safe, legal, and responsible use of information and technology.
Synthesis
AASL Standards
2.1.4 Use technology and other information tools to analyze and organize information.
3.1.4 Use technology and other information tools to organize and display knowledge and
understanding in ways that others can view, use, and assess.
National Educational Technology Standards
2a interact, collaborate, and publish with peers, experts or others employing a variety of digital
environments and media.
2b communicate information and ideas effectively to multiple audiences using a variety of media
and formats.
Baltimore County Public Schools Unifying Unit Scenario
The indicators and objectives have been integrated into one unifying unit that is focused around
the scenario provided. Students should be presented with the scenario at the beginning of the
unit. In addition, students will maintain a journal, Forecasters Forum, for the unit in order to
collect and organize information that will be needed to complete the project presented in the
scenario. A rubric has been provided and should be shared with students after introducing the
scenario.
Prior Knowledge
Prior to this lesson, students have been taught and have learned about climate, the air in the
atmosphere, heating and cooling of molecules, conduction, convection and radiation of earth.
Also, information on the moons cycles, seasons on Earth, Earths tides, Earths wind, and the
water cycle.
Pebble:
Upon request, students will define air pressure and identify the three factors that affect air
pressure (temperature, water vapor, elevation).
Lesson Objective:
Student will
a. define air pressure.
b. identify the three factors that affect air pressure.
Technology Integration
Interactive webpage
Promethean Planet
Materials Needed
Computer
Projection system
Audio system
Internet Access
Students handout
Day 1
Drill
Students will be asked in the drill to define pressure. Whether or not their initial definition is
correct students should be able to correctly identify how pressure is created or formed and how it
can be used.
Anticipatory Set:
The anticipatory set will take place after the drill and objectives have been established. This
includes a demonstration where an aluminum can is crushed due to a change in air pressure
between the inside warm (high) pressure and the outside cool (low) pressure.
Additional video of a large drum will be shown so students can see that this demonstration can
take place under other conditions. This shows that even on large scales changes in pressure do
affect objects.
http://www.webct.com/service/ViewContent?
contentID=1249567&communityID=858&categoryID=1249537&sIndex=0
http://jchemed.chem.wisc.edu/JCESoft/CCA/samples/cca8collapse.html
Following the demo I will use a promethean flip chart to question my students about what caused
a change in the can. (Because I have logged in I am not sure others will be able to link to it. If
not log in to Prometheanplanet.com, then look under resources and the key word can crusher)
http://www.prometheanplanet.com/server.php?show=ConResource.11617
Pre-assessment: Students should then predict what caused the can to collapse.
Later in the lesson I will have students revisit their answer to correctly answer why the can
collapsed.
Assessment: Students will be given an exit ticket that has them identify the 3 factors that affect
air pressure and explained how each is affected by an increase or decrease in that factor. This
exit ticket will allow me to quickly visually identify whether or not students clearly understand
these factors and if I need to take more time and review the previous objective before I complete
the next portion of the lesson
Provide Closure:
I will now have students provide answers why the can collapsed. I will also remind them that
pressure can affect many things including weather. I will not let them know if they are correct
until the completion of tomorrows assignments.
Day 2
Objective: Students will identify the factors that affect air pressure in order to explain how air
pressure will affect weather.
http://www.classzone.com/books/earth_science/terc/content/visualizations/es1902/es1902page01
.cfm?chapter_no=visualization
Model/Check for Understanding Students will then answer a question asking about what
happened in the collapsing can. A word bank will be generated using vocabulary offered by
students and teacher to help given to aid students with additional needs
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to complete the last column/city on their own. As students work to complete the last column, I
will monitor their answers by walking around the room. Together we will go over the correct
answers.
Provide Closure:
Post assessment: Students will read a weather report from Whirlin Wally and determine what
type of pressure is most likely responsible for that weather and what factors may affect that
pressure. Prior to answering the question students and I will identify possible words that could
be used to answer the question and will list them in the word bank. Together students and I will
discuss their answers.
Students will then be required to complete Forecaster Forum number nine, which is part of a
journaling activity that students complete through out the unit.
Forecaster Forum #9: Consider the climate of the city your group is researching. How do the
factors described above influence the climate of your city?
Assessments
Final Assessments:
Weather Watchers Take One-students will create a multi day forecast for their final their assigned
city and Baltimore. In their assigned city groups students will create a report that will be video
taped. All information required of assignment and rubric is attached to this document.
Final Test-Students will also complete a final benchmark for this unit which includes 25 multiple
choice and two, three-point brief constructed response questions.
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UNDER PRESSURE
Page _____________
Drill:
1. Skim the reading in this packet and list any vocabulary word you see that might be
important to weather.
2. Describe Pressure.
From: StorminStan@teentv.com
Subject: Ready for More?
To: Weatherwatcherwannabes@school.net
Morning my little TV stars! I hope you finished researching the atmosphere, because times a
wastin! Heres your next topic air pressure! Sure youve felt it before your ears popping
while driving up and over mountains, or during take-off and landing in an airplane. Boy, my ears
feel it every time!
Im sure youre wondering what my ears have got to do with weather. Well,
nothing really. But, air pressure has quite a bit to do with weather. Ive sent along
a really cool demonstration and an article from my files on pressure that might help
you. So, get your head out of the clouds, and get some more work done!
And as always, this is Stormin Stan the Weather Man asking, Do you have what it takes to be a
star?
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Be
for
e
during
Aft
er
Activity 2: Finding Out More. Read the following passage and fill in the
information about pressure as you go.
_____________________________________________________________________
2. More DENSE air exerts _________________ pressure.
3. Less DENSE air exerts _________________ pressure.
Scientists measure pressure with a device called a barometer. A
barometer works by registering slight changes in the pressure of the air pushing against it. When
the air pressure increases, it exerts more force on the barometer causing the meter on the
device to increase.
The opposite is true when the air pressure decreases. Most weather reports for the
general public use inches of mercury when reporting air pressure. The National Weather
Service indicates air pressure in millibars.
4. How do we measure air pressure? _________________________
As you have already learned, less dense air exerts less pressure than more dense air. But,
what causes the density of air to change? Three things: temperature, water vapor, and
elevation.
Lets start with temperature. When a substance is heated, the molecules begin
to move more rapidly and spread further apart. When this happens, the
substance becomes less dense. In this way, locations with high temperatures
usually register lower pressure than areas with cooler
temperatures.
a. high
b. medium
c. low
water vapor at a given pressure moist air is less dense than dry air. This is because a
water molecule has less mass than either a nitrogen or an oxygen molecule. If there is a lot of
water vapor in the air, the air tends to be less dense. Therefore, the more water vapor in the air,
the lower the air pressure in the area.
8. Moist air is _______________dense than dry air.
9. Why is moist air less dense than dry air? __________________________________
_____________________________________________________________________
10. When there is a lot of water vapor the air is
a. More
b. medium
c. less
The third factor is elevation, or altitude. As elevation increases, the air particles begin to
spread further apart. In this way, the air becomes thinner, and less dense. And, just like weve
said over and over, less dense air exerts less pressure.
Adapted from Prentice Hall Science: Exploring Earths Weather
11. In the mountains you would find ________dense air which exerts _______ pressure.
CLASS DISCUSSION:
Complete the graphic organizer. Include arrows to explain the direction that the air will move.
AIR PRESSURE
Warm Air
Cool Air
Barometer
Pressure
Pressure
Elevation (mtns)
Dense
Pressure
Barometer
12. Now that you know about pressure identify and describe the factor
that caused the can to be crushed during the teacher
demonstration. Hint What exactly happened with the pressure in
the can and out of the can? Use information from the investigation
support your response.
________________________________________________________
______________________________________________________
______________________________________________________
________________________________________________________
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Word Bank
to
Exit Ticket: Name 3 factors that affect air pressure and how each are affected pressure.
Factor
Pressure does this
Exit Ticket: Name 3 factors that affect air pressure and how each are affected pressure.
Factor
Pressure does this
Exit Ticket: Name 3 factors that affect air pressure and how each are affected pressure.
Factor
Pressure does this
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Objective: Students will identify the factors that affect air pressure in order to explain how air
pressure will affect weather.
13. Review the information you gathered on Day One. Complete Chart 1, Factors Affecting Air
Pressure, by adding arrows to show how pressure will change based on a change in each
factor. An up arrow indicates increasing, and a down arrow indicates decreasing.
Chart 1: Factors Affecting Air Pressure
Factor
Increase or Decrease?
Temperature
Water Vapor
Elevation
Activity 4
Hmmm, you think to yourself. So, these factors affect air pressure; but, what does that have
to do with weather? Why didnt he send me information about that?
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As large masses of air move, they will frequently come together in the upper atmosphere.
When this happens, the air pressure may become relatively high. These air masses press down on
the layers of air below. This pressure usually prevents warm, moist air from rising into the
atmosphere. As a result, clouds do not form. And, no clouds generally mean no precipitation. So,
high pressure usually means fair weather.
Topic
Air Masses Come
Together
Notes
Relatively ________________
_________
PRESSURE
No _____________ = No _________________
Notes
Relatively ___________________
________
PRESSURE
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Bismarck
San
Francisco
Springfield
Charleston
Houston
Monterey
16. Observe the weather map outlining the weather across the continental United States.
15. Complete Chart 2, Weather Forecasts, to identify the type of weather that would be
expected in each of the cities listed. Support your response in the space provided.
City
Bismarck, ND
San Francisco, A
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Bismarck
San
Francisco
Springfield
Charleston
Houston
Monterey
CLASS DISCUSSION: Explain how characteristics such as elevation, proximity to water, and
distance from the equator may affect the type of pressure and weather expected in cities
such as:
Charleston, South
Carolina
Springfield, Missouri
Elevation
Proximity to
water
Distance from
equator
How is pressure
affected by
the three
characterist
ics?
Analysis
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Monterey, Mexico
Use the information from the weather report for Houston, Texas, to complete question 1.
1. Identify and describe the type of pressure most likely responsible for the
weather described in the weather report. In your response be sure to include
the
following:
- A statement supporting the type of pressure responsible for the weather
- Factors that may affect the type of pressure in the area.
Word Bank
______________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Forecasters Forum # 9
You will need to collect maps of air
pressure systems to do this.
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2. Weather Broadcast
Each group must present a brief weather (3 -5 minute) broadcast for their given city and
Baltimore. The broadcast should include:
forecast for tomorrows weather in the given city
five-day projected weather forecast for the given city
rationale for weather forecast based on understanding of
weather
patterns in United States.
The following Rubric will be used to score your Weather Broadcast and
Weather Report.
Written
USE OF ACCURATE
SCIENTIFIC
TERMINOLOGY
USE OF SUPPORTING
DETAILS
SYNTHESIS OF
INFORMATION
N/A
N/A
LEVEL OF
UNDERSTANDING
N/A
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