1. Why is it so Hot in Las Vegas?

2. Clock Activity
Identify Student conceptions as to Why it is so hot in Las Vegas.

3. Is it Hot because it is a Desert or is it a Desert because it is Hot?
Conceptions
Is it Hot because it is a Desert or is it a Desert because it is Hot?
Latitude
Rainshadow
Closer to the Sun
Tourist
Population Growth
Desert

4. Deserts Activity Class Discussion
Given a Mercator world map identify locations of major desert.
Identify similarities and difference about location.
Class Discussion
Identify Characteristics of Desert
Introduce Sahara, Kalahari, and Mojave as desert for comparison

5. Inquiry Lab
Convection Currents
Coriolis Effect
Tilt

6. Convection Currents Five Labs – Short 15 minutes observational labs
Requirements:
Illustrate components for convection

7. Coriolis Demonstration – Record Player and Marble
Questions/ Discussion

8. Tilt Factor Flashlight Inquiry Vernier - Angle of Insolation Lab
Area Del Sol
Calculate the area of the distribution of light at different angles
Vernier - Angle of Insolation Lab
Collect Data for the angles in Area Del Sol using Vernier
Correlate Temperature and Area of Insolation
Identify other “Del Sol” angles as warmer or cooler.

9. How closer are we to the Sun?
Specifically address conception of “closer to the sun”

10. Relate to Climatic Factors
Teacher-Centered Closure
Pressure Cells
Wind Patterns
Ocean Currents

11. Article and Internet Model
Demonstrating Humidity, Dew Points and Temperature related to warm and cold ocean currents.

12. Explain the temperature component only55 70 85 35
113
103

13. Inquiry Challenge
Facilitate students drawing on previous knowledge to address the rain aspect.
Inquiry Challenge
Explain conclusions using scientific evidence

14. Those Darn Tourist Urban Island Labs
What temperature tells us about absorbed sunlight on different materials.
Behavior of light
How light interacts with matter

15. Urban Island & Pollution Webquest

16. Inquiry Challenge
Develop a master planned community that is designed to reduce pollution and the urban island effect.

17. Assessment
Provide students with their responses to the Clock Activity.
(Previous Knowledge/Conceptions Activity)
Self-assessment
students will reexamine their previous views in light of new evidence and make corrections where necessary
or site evidence from lab and research to support their prior conception as correct.

18. Nevada State Science Standards
P.12.C.5.
E.12.B.1
E.12.B.3
E.12.B.5
P.12.B.4
P.12.C.5
P.12.C.3
L.12.C.4
P.8.C.5
E.8.C.7
L.12.C.4
E.8.C.2
E.8.C.5
E.8.A.2
E.8.A.5
E.8.A.6
P.8.C.5
E.8.A.1
L.8.C.2
P.8.A.1