1. Lecture # 14 SCIENCE 1 ASSOCIATE DEGREE IN EDUCATION Earth: The habitable planet

2. 1.This week focuses on the hydrosphere and atmosphere: the water and air on and above Earth’s surface that make it habitable for life as we know it. 2.By creating models, conducting research, and designing and carrying out investigations, Student explore the key concepts addressed in this unit. Those concepts include the water cycle, the nature of the atmosphere, and the radiant energy from the Sun, which creates convection currents of wind and water that drive weather patterns and climate. 3.In their investigations, Student Teachers examine the impact of pollution and natural changes in the hydrosphere and atmosphere that occur now and in the past.

3. Activity: The Water Cycle 1.One way to introduce Student to the water cycle is by together defining the hydrosphere. 2.Then divide them into small groups and have them brainstorm all the sources of water on Earth’s surface. Have them begin with the local area and expand the scope from there. Ask them to create a concept map on which they list all the sources of water in their area. 3.Student will probably begin with the obvious rivers and lakes, but if they stop there, prompt them with the question: what happens to the raindrops that fall on the landscape? They should be able to complete the concept map with clouds, most soils, underground water, and so on.

4. Activity continue ……… Use this initial concept map as an introduction to the water cycle. If possible, provide Student Teachers with websites, readings, diagrams, and other resources. They should identify and simulate the processes by which water: 1.becomes part of the atmosphere via evaporation, sublimation, and transpiration 2.condenses or precipitates out of the atmosphere 3.flows through the geosphere via surface runoff, infiltration, and percolation.

5. Activity Session II In the second part of this session, provide Student with data on temperature and precipitation in different areas (or cities) of Pakistan. Work with the data and have them create and interpret graphs to answer these and other similar questions: 1.Where is the wettest/hottest area in Pakistan? 2.Where the driest/coldest area in Pakistan? 3.Why do you think these areas are like that?

6. Session II continue …….. Also, look at seasonal fluctuations and have Student speculate why they think the weather is different. End this session by creating averages of precipitation and temperature data over several years to decades. Then use these averages to introduce the concept of what constitutes climate data (long term). Working with temperature and precipitation data is an excellent opportunity to also discuss statistical concepts, such as averages, trends, and anomalies. Discussing these data in the context of Pakistan’s weather allows for an easy transition to explore the difference between weather and climate.

7. Session II continue …….. It’s not important for Student to explain in detail nuances of the weather/ climate across the regions in Pakistan. However, they should be able to hypothesize that the topography of the country plays an important role in the type of weather/ climate.

8. Suggested Activities Student next investigate the troposphere and what influences local weather. From their water cycle investigations, they should understand that water is present in the atmosphere in the form of water vapour and clouds. They then learn about the composition of clouds. They learn how the characteristics of clouds and their role in weather vary depending on their altitude and the amount of water they hold. They investigate the factors included in weather (e.g. air temperature and pressure, cloud cover, humidity, and precipitation) and those that cause weather to change (e.g. changes air pressure, movement of air masses). Try to find ways to tie these concepts to local examples. Use similarities and differences among different locations to illustrate, for instance: 1.how altitude influences temperatures 2.how mountain ranges can influence precipitation (in particular, the effects of prevalent wind directions).

9. Suggested Activities continue …. You may also choose to introduce Student to maps showing climate zones (and vegetation zones etc.). Perhaps introduce them to terms such as arid, semi-arid, and humid. Then show them the consequences of these climate conditions on the landscape and the impact on local agriculture. You can discuss several relevant sub-themes in greater detail, but it will be impossible to cover them all. Therefore, it is best to focus on covering the ‘big-picture concepts’ to lay a solid foundation.

10. Suggested Activities continue …. Whichever preceding suggestions you use, reserve some time to explore concepts that are traditionally the source of misconceptions. In particular, the question of what causes precipitation and what causes the seasons can reveal persistent misconceptions.