D Y N A M I C - Smithsonian Institution
DYE x p l o r i n gNAE a r t h ’ sMC l i m a t eEducator GuideICE n g i n e
Dynamic Earth is a 24-minute immersivefulldome documentary that explores theinner workings of Earth’s climate system.The show uses stunning visualizations based on satellite monitoringdata and advanced supercomputer simulations to explore the interlocking systems that shape our climate: the atmosphere, hydrosphere(oceans) and biosphere.This Educator Guide is designed for use with students in grades7–12 in conjunction with a viewing of the planetarium show. Itsupplements the documentary by offering classroom resourcesthat address and reinforce the topics of Earth’s climate systemsand climate change. The guide includes content overview, relatedreference guides, and four classroom activities.Dynamic Earth was designed for fulldome theaters in museums,planetariums, and science centers. It features narration by actorLiam Neeson. The show was produced by Spitz Creative Media,the Advanced Visualization Lab at the National Center for Supercomputing Applications at the University of Illinois, NASA’s ScientificVisualization Studio and Thomas Lucas Productions, Inc. inassociation with the Denver Museum of Nature and Science andNASA Earth Science. The distributor of Dynamic Earth is Spitz, Inc.(http://www.spitzinc.com).This educator guide was written by Lisa Bruck, a science educatorwith the Frederick County, Maryland, Public School District, andmembers of the Dynamic Earth Production team. The authorswere assisted by members of the NASA Earth Science Educationand Public Outreach Forum: Russanne Low, Ph.D., and TheresaSchwerin, Institute for Global Environmental Strategies (IGES), andElizabeth Burck, Wyle Information Systems, LLC.
Table of ContentsAbout this Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4National Science Education Standards (NSES). . . . . . . . . . . . . . . . . . . . . . . . . . . 4The Essential Principles of Climate Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Dynamic Earth Planetarium Show Content Overview . . . . . . . . . . . . . . . . . . . . . . 5Commonly Asked Questions about Earth’s climate. . . . . . . . . . . . . . . . . . . . . . . 5Section I—How Solar Energy Drives the ClimateActivity 1, Which way does the wind blow?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Section II—Greenhouse Effect Simulation and ActivitiesActivity 2, Explore the Earth’s Greenhouse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Section III—Observing Landscape-Scale Change from SpaceActivity 3, World of Change: How Remote Sensing Views our Dynamic Earth . . . . . 9Section IV—How is Weather different from Climate?Activity 4, Weather versus Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Appendix A—Climate Change: the Evidence in Brief. . . . . . . . . . . . . . . . . . . . . 12Appendix B—Climate Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Appendix C—Additional Resources on the Web . . . . . . . . . . . . . . . . . . . . . . . . 15Appendix D—The Essential Principles of Climate Science. . . . . . . . . . . . . . . . . 16
About this GuideThis guide addresses many of the questions that commonly arise when discussing and learning aboutEarth’s climate system and climate change, and presents several classroom activities that will helpstudents understand this important topic. The information provided in this guide includes additionalresources for educators and students to further their knowledge about climate and weather. This guideis designed for use by educators teaching students in grades 7–12.National Science Education Standards (NSES)Unifying Concepts and Processes: As a result of activities in grades K-12, all students should developunderstanding and abilities aligned with the following concepts and processes: Systems, order, and organization Form and function Evolution and equilibrium Constancy, change, and measurement Evidence, models, and explanationContent Standards: 5–8Content Standards: 9–12 Science as Inquiry Science as Inquiry Physical Science Physical ScienceAbilities necessary to do scientific inquiryUnderstandings about scientific inquiryProperties and changes of properties in matterMotions and forcesTransfer of energy Earth and Space ScienceEarth in the solar system Science and TechnologyUnderstandings about science and technology Science in Personal and Social PerspectivesScience and technology in society History and Nature of ScienceScience as a human endeavorNature of scienceHistory of scienceAbilities necessary to do scientific inquiryUnderstandings about scientific inquiryStructure and properties of matterMotions and forcesConservation of energy and increase in disorderInteractions of energy and matter Earth and Space ScienceOrigin and evolution of the universe Science and TechnologyUnderstandings about science and technology History and Nature of ScienceScience as a human endeavorNature of scientific knowledgeHistorical perspectivesThe Essential Principles of Climate ScienceU.S Climate Change Science Program 2009. Climate Literacy: The Essential Principles of Climate Science.Washington DC:“The Essential Principles of Climate Science” summarizes the most important principles and conceptsof climate science. It presents important information for individuals and communities to understand Earth’sclimate, impacts of climate change, and approaches for adapting and mitigating change. Principles inthe guide can serve as discussion starters or launching points for scientific inquiry. The guide can alsoserve educators who teach climate science as part of their science curricula.Supernova Explosion (left): A supernova explosion seeds the galaxy with heavy elementsin this visualization by the Advanced Visualization Lab at NCSA, University of Illinois.4Dynamic Earth
Each essential principle is supported by fundamental concepts comparable to those underlying theNational Science Education Standards (NSES) and the American Association for the Advancement ofScience (AAAS) Benchmarks for Science Literacy. See http://www.climatescience.gov/Library/Literacy/or http://cleanet.org/cln/climateliteracy.html.The following Essential Principles of Climate Science are described in Appendix C:1. The Sun is the primary source of energy for Earth’s climate system.2. Climate is regulated by complex interactions among components of the Earth system.3. Life on Earth depends on, is shaped by, and affects climate.4. Climate varies over space and time through both natural and man-made processes.5. Our understanding of the climate system is improved through observations, theoretical studies,and modeling.6. Human activities are impacting the climate system.7. Climate change will have consequences for the Earth system and human lives.Dynamic Earth Content OverviewDynamic Earth integrates the physical and biological sciences in exploring the impact of solar andterrestrial energy sources on the climate. Examinations of the Earth-Sun system, plate tectonics, andthe carbon cycle are presented as foundational background to the primary focus of the program: theintricate connection between Earth’s energy trails and the environmental systems that shape its climate.Stunning satellite data visualizations, supercomputing simulations, and photorealistic animations arecombined to allow the student unprecedented insights into the inner workings of Earth’s dynamicclimate system. Students will find the science captivating, the images enthralling and the narrative, byactor Liam Neeson, compelling.Commonly Asked Questions About Earth’s ClimateHow does climate differ from weather?Climate is very different from the weather. Weather is the minute-by-minute and highly variable state ofthe atmosphere on a local scale. An area’s climate amounts to its average weather conditions and theextent to which those conditions vary over longer time scales.Measurements of climate include the long-term pattern of temperature and precipitation averages andextremes at a location. That location can be local in scale, but is often applied to regional, or globalscales. Climate is also used broadly to refer to measurements over periods of time ranging from decadesand years, down to seasons, months, or specific dates of the year.How does Earth’s distance from the Sun affect the climate?The Earth’s distance from the Sun makes liquid water, and hence, life, possible on our planet. Theamount of solar energy reaching its surface helps ensure that water is neither all frozen nor all vaporized.The presence of liquid water on our planet enabled the early evolution of life billions of years ago andcontinues to support a wide diversity of living organisms.Earth orbits the Sun at a distance known as the “Life Zone” of our solar system. The planet closest tothe Sun, Mercury, is so hot that any water there would long ago have evaporated into space. Venus isanother hothouse, made worse by a runaway greenhouse effect due to the buildup of carbon dioxidein its atmosphere. Mars, on the other hand, is too far away from the Sun to maintain liquid water. Anymoisture present on the planet’s surface today is frozen solid at the polar ice caps or in the soil itself.DIATOMS (left) are one-celled organisms whose numbers explode where ocean currentscarry nutrients up from the deep.5Dynamic Earth
What is the carbon cycle?Elemental carbon exists on Earth in a variety of molecular forms. The carbon cycle describes the chemicalreactions that propel carbon-containing molecules through the different parts of the Earth system-air,water, land and life. From a climate perspective, the carbon cycle is critical, because it “sets the Earth’sthermostat” and plays a role in regulating the temperature of the planet.Plants, for instance, absorb carbon dioxide in the air and use it to grow. Animals eat the plants and usethe carbon as building blocks for their own tissues. When plants or animals die, the carbon in their bodiesis broken down into simpler forms by decomposers. In the ocean, waste and dead organisms rain downon the sea bottom, where they are incorporated into ocean sediments. Through heat and pressure, thesediments lithify and the carbon is locked up in rock. In rock, carbon can be removed from active cyclingfor millions of years. Eventually, the carbon sequestered in rock returns to the atmosphere throughphysical and chemical weathering processes, or as gases released during volcanic eruptions.How does plate tectonics affect the carbon cycle?While the Sun is responsible for the energy that powers Earth system processes taking place on thesurface of the planet, the scientific theory of plate tectonics describes our understanding of the dynamicEarth processes powered by internal Earth energy. In tectonically active zones, large slabs of thelithosphere, called plates, make contact- they slide under, push over, or slip alongside each other. Theenergy released from the interactions of the plates powers the earthquakes and volcanoes responsiblefor releasing into the atmosphere carbon that was once locked up in rock.Why did Venus, Earth’s sister planet, go wrong?With an atmosphere composed of 96% carbon dioxide, Venus provides an example of the greenhouseeffect gone wild! At a glance, Venus seems very much like the Earth, both in terms of size and composition.One of the biggest differences between the two planets, however, is Earth’s active carbon cycle. Carbondioxide in Earth’s atmosphere is continually absorbed into the oceans and the crust. On Venus, volcanoesare continually adding more carbon dioxide into the atmosphere, where they trap more and more heat.However, there are other factors that contribute to Venus’ inability to sustain life. One of the most importantis that Venus, unlike Earth, does not have a magnetic field to shield it from solar radiation that stripswater from the atmosphere.What Earth can tell us about the search for extraterrestrial life?Not all planets positioned in their star’s “life zone” are expected to support life. Given all the factors thathad to come together to support living organisms on our planet, extraterrestrial life could turn out to beexceedingly rare. Some of those factors include the presence of a magnetic field to protect against solarradiation, an abundance of liquid water, a near circular orbit. Earth is, in fact, the only data point we havein this historic search. It may turn out that life arises and flourishes only under very special circumstances.What is climate change?Climate is defined as the long-term average of conditions in the atmosphere, ocean, and ice sheetsand sea ice, including averages and extremes.Climate change is a change in these conditions persisting over periods of time ranging from decadesto millions of years. On the broadest time scales, the climate of Earth is determined by the rate at whichenergy is received from the Sun and absorbed into environmental systems such as the atmosphereor oceans. However, there are a number of factors that can lead these systems to absorb more or lesssolar energy, including variations in solar radiation, eccentricities in Earth’s orbit, tectonic activity, andchanges in the composition of Earth’s atmosphere. Of concern to scientists today is the continuingrise of atmospheric carbon dioxide due to our extensive use of fossil fuels, and the additional heat theatmosphere is now absorbing.Earth’s Magnetic Field (left) protects Earth from cosmic rays that would strip away the upperatmosphere, including the ozone layer that protects Earth from harmful ultraviolet radiation.6Dynamic Earth
Section IHow Solar EnergyDrives the ClimateWind Currents Visualization (left):Visualization by NASA’s ScientificVisualization Studio.Grade LevelGrades 7–12National StandardsScience as InquiryEarth and Space SciencePhysical ScienceScience and TechnologyHistory and Nature of ScienceScience in Personal andSocial PerspectivesMaterialsEmpty AquariumHeat Lamp or Desk LampCereal Sized Bowl of IceMatchesWax PaperActivity Time45 minutesWhich Way Does the Wind Blow?Learning Goals/ObjectivesStudents will be able to explain how different temperatures affect the way in which thewind circulates and relate that to global wind circulations.IntroductionWind is the driving force of weather around the world. The energy to fuel this forcecomes from the Sun. Wind is formed when a difference in temperature creates apressure variation. Global wind circulation is a complex phenomenon involving theinteraction of air masses with the land and ocean, and the rotation of the Earth. In thisactivity you will observe wind on a smaller scale as a convection current. Warmer airwill expand and rise and cooler air will contract and sink.Classroom Activity1. Set up the lamp at one end of the aquarium.2. Place the bowl of ice at the other end of the aquarium.3. Since air is invisible, you need to create smoke so that you can see the current.Roll up a piece of wax paper into a tube about the size of pencil. Light one end ofthe tube with a match and allow it to burn for a few seconds. When you blow it out,smoke is produced. Hold the smoking wax paper near the bowl containing ice.4. Have students explain what they are observing in the aquarium and have themrelate that to the formation of wind.5. Have students discuss how global wind patterns might be influenced by changingtemperatures due to global climate change.EDUCATOR’S NotesActivity Resources and Extensionshttp://www.nasa.gov/pdf/62325main ICS Winds.pdfInvestigating the Climate System Winds at Work- series of modules about the Earth’swind ther2.htmGlobal Climate Global Wind Flow7Dynamic Earth
Section IIGreenhouse EffectSimulation & ActivitiesVenus Volcanoes (left): Volcanoes belch C02on Earth’ sister planet, Venus. Visualizationby the Advanced Visualization Lab at NCSA,University of Illinois.Grade LevelGrades 7–12Exploring the Earth’s GreenhouseLearning Goals/Objectives: Describe the effect of greenhouse gases on photons and the temperatureNational StandardsScience as InquiryEarth and Space SciencePhysical ScienceScience and TechnologyHistory and Nature of ScienceScience in Personal andSocial PerspectivesMaterialsInternet nhouse.The simulation can alsobe downloaded onto theschool computer.Activity Time Describe the effect of clouds on photons and the temperature Compare the effect of greenhouse gases to the effect of glass panes Describe the interaction of photons with atmospheric gases. Explain why greenhousegases affect the temperature.Scientists use computer models or simulations to understand and predict a widearray of natural phenomena. This activity invites students to explore an interactivesimulation of the atmospheric “greenhouse effect.” In this simulation, students experimentwith a number of parameters, including greenhouse gas concentrations, to see howthe temperature changes in response.Extension Activities:Have students research the following:1. Research Venus’ Greenhouse Effect. How is it different from Earth’sGreenhouse Effect?2. Find out why surface temperatures on Mars are so low despite a high percentageof atmospheric carbon dioxide in its atmosphere.3. Develop a plan for countries to help decrease their amounts of greenhousegas emissions.45 minutesEDUCATOR’S Notes8Dynamic Earth
Section IIIObservingLandscape-ScaleChange from SpaceArctic Sea Ice (left): Visualization byNASA’s Scientific Visualization Studio.Grade LevelGrades 6–12World of Change: How Remote SensingViews our Dynamic EarthLearning Goals/ObjectivesNational StandardsScience as InquiryStudents will identify how remote sensing has provided information about all aspectsof the changing Earth over time: Land, Ocean, Atmosphere, Biosphere, and the Sun.Earth and Space SciencePhysical ScienceScience and TechnologyHistory and Nature of ScienceScience in Personal andSocial PerspectivesMaterialsComputers with Internet AccessActivity Time60 minutesEDUCATOR’S NotesIntroductionFor over thirty years scientists have been collecting data about our Earth through amethod called remote sensing. Remote sensing is the gathering of information aboutsomething without directly coming in contact with it. This allows scientists to see anentire picture of how the Earth has been changing due to volcanic activity, forest fires,and desolate places without putting scientists in danger. Data that would take years tocollect can take a few days and provides immediate feedback for scientists to observe.Classroom Activity1. Have students discuss how using satellites to study our Earth would be moreefficient than scientists collecting all of the data.2. Have students research the types of measurements taken by satellites, and howthose measurements could be used to learn more about Earth.3. Use the following NASA website to observe decades of changes on the s/WorldOfChange/. For each categoryhave the students click on an image for an in-depth view. Have students discusshow the effects of volcanic activity, forest fires, drought, urbanization, organisms,global temperatures and more have changed our planet over ers/teachersite/RSresources.htmNASA’s collection of remote sensing 1992 GTSHB.pdfThis legacy resource provides an excellent teacher guide to support this lesson.9Dynamic Earth
Section IVHow is WeatherDifferent from Climate?Hurricane Katrina (left): Visualization bythe Advanced Visualization Lab at NCSA,University of Illinois.Grade LevelGrades 7–12National StandardsScience as InquiryWeather vs. ClimateLearning Goals/ObjectivesStudents will be able to explain the difference between weather and climate.Students will use scient
Dynamic Earth is a 24-minute immersive fulldome documentary that explores the inner workings of Earth’s climate system. The show uses stunning visualizations based on satellite monitoring data and
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