Climate vs. Weather

Standard VI

Students will understand the source and distribution of energy on Earth and its effects on Earth systems.

Objective 02

Relate energy sources and transformation to the effects on Earth systems.

Indicator a

Describe the difference between climate and weather, and how technology is used to monitor changes in each.

Intended Learning Outcomes:

  1. Use Science Process and Thinking Skills
    1. Observe objects, events and patterns and record both qualitative and quantitative information.
    2. Evaluate, sort, and sequence data according to given criteria.
    3. Select and use appropriate technological instruments to collect and analyze data.
    4. Develop and use classification systems.
    5. Use mathematics as a precise method for showing relationships.
    6. Form alternative hypotheses to explain a problem.
  2. Communicate Effectively Using Science Language and Reasoning
    1. Provide relevant data to support their inferences and conclusions.
    2. Use precise scientific language in oral and written communication.
    3. Use proper English in oral and written reports.

Summary:
The teacher will give students an opportunity to investigate weather and climate data. Based on their investigation, students will write a definition of weather and climate.

Learning Objectives:

  1. Investigate weather data from the past 24 hours in your area.
  2. Investigate climate data from the past 30 years from the same area.
  3. Using the observations of weather and climate, students will be able to write a definition of both term, comparing and contrasting the two.

Materials:

  • Computer with Internet access
  • Temperature and precipitation data for past thirty years in your area.

Background:
Before beginning this activity, students should have experience using some of the various instruments used to collect weather data (i.e. psychrometer, thermometer, weather vane, anemometer, barometer). They should know what kind of things we look for in terms of atmospheric conditions that control weather and climate.

Sequence and duration of each part of lesson:
Have students work in pairs or in small groups. Tell them that they will be analyzing data that is about climate or weather. Have students peruse the following web sites from Salt Lake City, Utah. Tell them that their goal is to be able to distinguish differences between climate and weather.

Climate:
www.wrh.noaa.gov/slc/climate/slcclimate/SLC/index.php
http://www.ncdc.noaa.gov/oa/ncdc.html
Weather:
http://iwin.nws.noaa.gov/
http://www.wunderground.com/

They should begin by investigating the three sites listed. The climate websites contain several different aspects of climate, including temperature, precipitation, degree days, relative humidity, and pressure. The information is presented as data tables and graphs and should give plenty of information for students to compare to the weather data. After researching climate, they should then look through the weather sites, looking for information about Salt Lake City (or whatever city you happen to live in). Have students graphically organize their findings in terms of similarities and differences of climate and weather. You can choose a Venn diagram, concept map, data table, chart, or any other graphic organizer that you choose.

Assessment:
Have students write a definition of both climate and weather, comparing and contrasting them, using the information they have gathered from their websites. They will have helped you construct the evaluation tool from the example of a definition they inspected at the beginning of the lesson.