Land vs. Sea Breezes

1. Click here or here to see an animation about when each occur.

2. Read the following, Land and Sea Breezes, up to the two diagrams. Use the diagrams to help you understand this process.

3. Using the animation, the reading, your knowledge of convection currents and your knowledge of how winds are formed write the following:

  • One paragraph explaining how and when sea breezes are formed near land.
  • One paragraph explaining how land breezes are formed by the sea.

4. Diagram the two scenarios – one during the day and one at night.

If you want further explanation, here is a short video:

 

Heat Transfer: Conduction, Convection, Radiation

In today’s lesson you will be learning about heat transfer: conduction, convection and radiation. This is part of our heating of the earth section of The Water Planet Unit.

You will need the following for this lesson:

  1. Computer
  2. Science Notebook
  3. Headphones – if you have them

For each section below on conduction, convection and radiation, you need to do the following in your notebook:

1. Take notes from the following readings:

2. Watch these videos and add to your notes as well as DIAGRAM what is happening at the particle level. Make sure to give examples from each video that they used to explain and add any of your own.

3. Answer the following:

  • Use the conduction video to explain: Why are metals good conductors of heat?
  • Use  the convection video to explain: Why does hot water and air rise? Use the buoyancy principle and your knowledge of density and particle theory to help you clearly explain as well as the video.
  • Describe how thermal radiation is transferred from a campfire to you.
  • Write 3 well written paragraphs explaining how conduction, convection and radiation is related to states of matter. (Think particle movement that we did in our last unit!)

Here is another website if you want to add more to your notes. There are some clear examples listed.

Water Cycle

Objectives:

  • You will better understand the key stages of the water cycle.
  • You will become familiar with the scientific vocabulary for the Water Planet unit.
  • You will be able to draw and label the key stages and processes involved in the water cycle.

Today we are going to debrief about the Water Cycle Lab and the sheet that you did in the lab and for homework. As well, you will be describing the Water Cycle through a diagram showing all of the key words and stages of the water cycle. Finally, there is a reading on the Water Cycle that will give you additional information.

1. Review of homework and lab:

In your team, discuss the answers that you have on your Water Cycle Lab sheets. Make corrections and additions as necessary (5 minutes).

2. Formative Draw and Label the Water Cycle (we will finish this in class)

  • On an A3 paper, neatly draw and label the stages and processes involved in the water cycle.
  • Use this resource provided as well as this resource for some definitions and any others that you might look up.
  • Here is an interactive site to see the different changes as well.
  • Include color
  • Include the words and basic definitions of the following vocabulary:

evaporation
condensation
precipitation
transpiration
percolation
run off
sublimation

  • You will use this diagram in tomorrow’s Water Cycle Simulation Game.
  • You need all of the words above (Highlight them on the drawing) as well, you may choose to add others to make it more detailed.

3. Homework: You will make a blog post titled “Water Cycle”.

a) Take a picture of your Hydrological Cycle that we drew in class. Insert/Upload this picture into your blog post.

b) Add text describing the process of the water cycle.

c) Make sure that you have checked the “Science” category on the far right side of your screen.