14, and 15 make up a three-week cycle about air. Currently, you are in
Week A: Teacher As Researcher.
week you should refer to the resources listed under Readings & References,
and you need to complete the assignments listed under Assignments &
Rubrics. This weeks assignments focus on
- Doing an
activity with your students
Is Something Special and It is Real
and Condensation Connect People to the Hydrosphere
and Ocean Moving
reflections about what students learned from the activity.
to teammates' reflections.
criteria for effective concept-building activities.
criteria for effective concept-building activities and the learning
and teaching strategies that make them work.
The earth's atmosphere could be described as the "lungs" of
the living earth. All living organisms require and exchange atmospheric
gasses to sustain life. A large part of the basic food for life on Earth
(CO2 for photosynthesis) is obtained from the atmosphere and
the waste product is O2 that supports combustion (respiration)
that provides the energy of life. Thus, the living organisms of Earth
actually help create the composition of the atmosphere. In turn, the atmosphere
helps to regulate the earth's temperature so that it is appropriate for
The atmosphere is
directly connected to the hydrosphere through evaporation and condensation
and provides an envelope with air pressure that keeps water in a liquid
form. The atmosphere directly shapes the land through the force of wind
and has the biggest impact as a carrier of water to the land which, in
turn, shapes the land. The atmosphere produces the weather, which is often
very predictable as well as unpredictable. The important water cycle is
a requirement for a living Earth.
atmosphere presents a major challenge for K-4 students. At this age level
the ability to develop an understanding of that which the students cannot
see is very difficult. Some curriculum developers suggest that the gaseous
state of matter should not be explored until at least fourth grade or
later. Other developers feel that some explorations are appropriate and
essential. Explorations of liquids (especially water) are probably the
best model for beginning to understand gasses since both are fluids. Most
developers agree that at least some reference to gaseous matter is necessary
in order to explore ideas such as weather and evaporation.
You will work individually and in teams to address air during
this three-week cycle. When doing this week's assignments, think about
some possible answers to the essential questions below about air.
- How do you study
- How does air change?
- What causes air
- How does water
exist in air?
- How does air help
- How do you know
Use the links below
to access the assignments and rubrics.
A: Teacher As Researcher - Individual
Classroom Action Research Assignment
You will do an activity with your students, reflect on the provided
questions, reply to your teammates' reflections, and suggest criteria
for effective concept-building activities.
13 Air Activities
A: Teacher As Researcher - Team
Criteria-Building Assignment &
You and your teammates will develop and agree on criteria for effective
to Outline ]
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