Thermal Energy in a Desert Environment Bob Arnal Karlene McCurry Greg Patton Gabi Ward.

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Presentation transcript:

Thermal Energy in a Desert Environment Bob Arnal Karlene McCurry Greg Patton Gabi Ward

State Standards E.12.A.1 Students know the sun is the major source of Earth’s energy, and provides the energy driving Earth’s weather and climate. L.12.C.4 Students know the unique geologic, hydrologic, climatic, and biological characteristics of Nevada’s bioregions.

Syllabus Objectives 1.4 The student will organize data into an appropriate format (chart, graphs, or tables). 1.5 The student will propose an appropriate conclusion from data.

Syllabus Objectives 9.2 The student will evaluate climatic factors that affect the distribution of living organisms. 9.3 The student will describe characteristics exhibited by various organisms and their adaptations to a particular habitat. 9.4 The student will diagram the biogeochemical cycles.

Activities Illustration/Diagram: Water cycle Demonstration: Radiometer Demonstration: Sunlight effects on globe Activity: Condensation Activity: Desert Flora and Fauna

Essential Vocabulary Evaporation Condensation Heat transfer Flora Fauna Activity: Graphic organizer containing book definitions, illustrations, and paraphrased definitions

Activities and Misconceptions Water Cycle Misconception: The student may believe that new water is being put into the water cycle continuously. Correction: Students trace the path of water molecule through the cycle and orally defend their illustration.

Activities and Misconceptions Radiometer Misconception: The student may believe that visible light causes or increases the rotation of the leaves. Correction: A demonstration of different light and heat sources and how they affect the radiometer.

Activities and Misconceptions Thermal Footprint Misconception: The student may believe that at different latitudes the distance from the sun determines the temperature. Correction: The light focused on the globe and the whiteboard will reveal a thermal footprint which demonstrates the distribution of energy over an area.

Activities and Misconceptions Condensation Misconception: The student may believe that condensation occurs only when it gets colder. Correction: The Saran wrap on a beaker of hot water will demonstrate that a hot system can produce condensation.

Activities and Misconceptions Flora and Fauna Misconception: The student may believe that there is very little plant and animal life in the desert. Correction: Brainstorming session listing organisms that students have observed and presentation using poster paper.

Assessment Each activity has a built in assessment – Water cycle diagram – Radiometer: Narrative summary statement – Condensation demonstration: Question & Answer – Globe with Light: KWL – Flora and Fauna: Poster presentation