Earth's Heating Imbalances (Student Activity)
Students will analyze a graph showing the amounts of peak energy received at local noon each day over the year changes with different latitudes.
Locate the degrees latitude on the map. Find their corresponding values on the graph.
- Analyze the graph below. Describe the energy received at the Equator. How does it change over the year? What do the blue lines (23.5 degrees N, 45 degrees N, 60 degrees N) represent? What do the green lines (23.5 degrees S, 45 degrees S, 60 degrees S) represent?
- Describe the shading of the green (23.5 degrees S, 45 degrees S, 60 degrees S) and blue lines (23.5 degrees N, 45 degrees N, 60 degrees N) and their values.
- Describe the relationship among the blue and green lines and the cause of these values/patterns.
Teachers, these mini-lessons/student activities are perfect "warm-up" tasks that can be used as a hook, bellringer, exit slip, etc.
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Supported NGSS Performance Expectations
- MS-ESS2-1: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
- MS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
- HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.