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How do seasonal temperature patterns vary among different regions of the world?
http://www.globe.gov/documents/356823/356868/earth_la_seaphen_s3.pdf

GLOBE Program

Students use the GLOBE Student Data Archive and visualizations to display current temperatures on a map of the world. They explore the patterns in the temperature map, looking especially for differences between different regions and hemispheres and zoom in for a closer look at a region that has a high density of student reporting stations (such as the US and Europe). Students compare and contrast the patterns in these maps, looking for seasonal patterns.

Activity takes about three 45-minute class periods.

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Learn more about Teaching Climate Literacy and Energy Awareness»

Climate Literacy
About Teaching Climate Literacy

Axial tilt of Earth governs incoming sunlight and seasonality
About Teaching Principle 1
Other materials addressing 1c
Observations are the foundation for understanding the climate system
About Teaching Principle 5
Other materials addressing 5b

Excellence in Environmental Education Guidelines

1. Questioning, Analysis and Interpretation Skills:G) Drawing conclusions and developing explanations
Other materials addressing:
G) Drawing conclusions and developing explanations.
1. Questioning, Analysis and Interpretation Skills:C) Collecting information
Other materials addressing:
C) Collecting information.
2. Knowledge of Environmental Processes and Systems:2.1 The Earth as a Physical System:A) Processes that shape the Earth
Other materials addressing:
A) Processes that shape the Earth.
2. Knowledge of Environmental Processes and Systems:2.1 The Earth as a Physical System:C) Energy
Other materials addressing:
C) Energy.

Benchmarks for Science Literacy
Learn more about the Benchmarks

Because the earth turns daily on an axis that is tilted relative to the plane of the earth's yearly orbit around the sun, sunlight falls more intensely on different parts of the earth during the year. The difference in intensity of sunlight and the resulting warming of the earth's surface produces the seasonal variations in temperature.
Explore the map of concepts related to this benchmark

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • To make students familiar with using graphs to explore seasonal changes, it is suggested to do this activity first: What Are Some Factors That Affect Seasonal Patterns?.
  • The background section doesn't stress why the understanding of seasonal variability is important to the understanding of climate change. Educators should supplement the activity with this information.
  • This activity is one of a collection of activities of the GLOBE program's Earth as a System seasons and phenology activities and is probably best used in combination with related GLOBE activities.See more information about the GLOBE Program at http://www.globe.gov.

About the Science

  • Labels on some of the sample maps (e.g. country names) could be useful to help orient students, though educators can point out where different countries etc. are located in each map.

About the Pedagogy

  • Students use an inquiry-based approach to extend their investigations.
  • Students actively use data and visualizations to display temperatures on a map and gain an understanding of how to interpret scientific data and geographic representations of data to explore local and regional seasonal variations. They will be able to: Summarize the effect of latitude, elevation, and geography on global temperature patterns; Explore local and regional seasonal variations.
  • While the material stresses the importance of engagement, it does not give teachers engaging activities for getting student involvement.

Technical Details/Ease of Use

  • As included here no direct link to GLOBE web based data system or data, where the wealth of background information and data is available http://classic.globe.gov.

Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEAN

Disciplinary Core Ideas

MS-ESS2.D1: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.

HS-ESS2.D1: The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.

Science and Engineering Practices

MS-P3.1: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.

MS-P4.2: Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.

MS-P5.1: Use digital tools (e.g., computers) to analyze very large data sets for patterns and trends.

MS-P6.3: Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

MS-P7.3: Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

MS-P8.5: Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations.

MS-P1.1: Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.

HS-P1.1: ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.

HS-P3.1: Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Consider possible confounding variables or effects and evaluate the investigation’s design to ensure variables are controlled.

HS-P4.1: Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

HS-P5.2: Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations.

HS-P6.2: Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

HS-P8.5: Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).

Cross-Cutting Concepts

MS-C5.2: Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.

MS-C1.4: Graphs, charts, and images can be used to identify patterns in data.

MS-C2.3: Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.

HS-C1.1: Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena

HS-C2.2: Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.

HS-C5.2: Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

HS-C7.1: Much of science deals with constructing explanations of how things change and how they remain stable.


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