Global Change Unit
by Dawn McGuffin
Target Grade: 6th grade
Subject: Earth Science
Lesson Overview:
This unit will give students a brief overview of four areas of global change: climate change,
Invasive species, Atmospheric changes/Greenhouse gases, and land use. I teach a unit on
weather in the spring. This unit will be inserted near the end of the weather unit just before
Earth Day (April 21). For a culminating project at the end of the unit each student will create
a 1-2 minute presentation complete with visual aid to teach their classmates about some
aspect of Global Change.
Objectives
At the end of this unit, students will be able to:
● Identify patterns and draw conclusions from a collection of given data.
● Describe ways in which humans alter the environment.
● Describe the composition of the atmosphere, how it is changing and the effect these
changes have on their lives.
● Teach the cause(s) and effect(s) of an area of global change.
Michigan Benchmarks
● Explain the impact of human activities on the atmosphere and explain ways that
individuals in society can reduce pollution (SCI.V.3.HS.4).
● Explain how humans modify the environment and describe some of the possible
consequences of those modifications (SS.II.2MS.4).
● Describe the composition and characteristics of the atmosphere (SCI.V.3.MS.2).
● Describe health effects of polluted air (SCI.V.3.HS.4).
● Develop an awareness of and sensitivity to the natural world (SCI. II.I.MS.5).
● Construct an answer to the question posed and support their answer with
evidence(SSV.2.MS.3).
Lesson 1
Introduction (45 minutes)
Materials
Pretest
Bulletin board paper, overhead projector or chalk board
Give students the pretest and collect.
Put the words “Global Change” on the board, an overhead or a piece of bulletin board paper.
Have the students write these words down in the center of a sheet of paper and tell them to
discuss it in groups and write down what they think is related to concepts. After discussing
the students ideas write the four areas; Climate change, Invasive species, Atmospheric
changes/Greenhouse gases, and land use to your concept map. Have the students write
these down on the back of their paper. Discuss and explain what each of these areas are
about have students write the definitions of each term.
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1. Climate change is the departure from the expected average weather or climate.
(temperature and precipitation) Make sure they understand that this would not be a
single event like a storm but rather weather over a long period of time.
2. Invasive species are plants or animals that are not native to the ecosystem and likely
to cause economic or environmental harm.
3. Atmospheric changes/Greenhouse gases are the gases that we are putting into the
atmosphere that causing a build up of ozone near the Earth's surface and changing the
composition of Earth's Atmosphere.
4. Land Use is the ways that humans use land such as farming and cities.
Have students put this paper in a safe place for reference later.
Lesson 2
Materials
Globe Earth as a system Poster- available on website mentioned below
Globe map student activity page
computer lab with Internet access
Direct students to the “Globe Earth as a system poster” explain the basics of the maps such
as color coding, lines of latitude and the months. Let students know you will be taking them
to the computer lab where they will be working in groups looking for patterns first in the set of
maps in one data set that they have been assigned and then between that set of maps and
another set of maps.
When you get to the lab you may want to guide the class as a group through the steps to
enter the site.
When you feel all of your class has had sufficient time to complete their activity page return to
the classroom to share and discuss observations. Students can come up and present their
observations to the class using the classroom poster.
Lesson 3
Materials
reference maps of the world and United States
“Climate change, Wildlife and Wildlands toolkit” which is created and distributed by the EPA.
The kit includes a video, trailcards, and a cd. It is possible to complete part of the activity
without ordering the kit. The trailcards have been pasted into this of this unit or they may be
downloaded from following website.
http://yosemite.epa.gov/oar/globalwarming.nsf/content/ResourceCenterPublicationsOutreachMaterialORWKit.ht
ml#trailcards
If you want everything you should order the complete Climate Change, Wildlife and Wildlands
toolkit. It's free. For more information, email Alan Cohn: [email protected] or call
202.343.9814. To order the kit, call the National Service Center for Environmental
Publications (800-490-9198)
Start the day by showing the “Climate Change, Wildlife and Wildlands video” (11 min).
Have students take notes while watching the video naming areas that will change and the
effects of these changes. This will be the basis to begin discussion of the video.
Possible questions for discussion:
♦ Will climate change in all areas of the Earth?
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♦ What will be affected by sea level rising?
♦ What does climate change have to do with forest fires and droughts?
♦ How long will it be before we see some of these effects?
Pass out trail cards one per pair of students. Have them read the card together and record
the information on their activity sheet. When each pair has had enough time to complete the
front side of their trail card information sheet have each pair report out to the class. While
each pair is sharing, each student should be recording the information on the back side of the
activity sheet.
Lesson 4
The focus of this activity is learning about invasive plant species. Students will read about
invasive plants and answer questions on the “Invasive species” response sheet.
Once students have read and completed their response sheets allow 5-10 minutes for them
to discuss the reading and their questions in small groups before having a whole class
discussion.
Materials:
Plants Out of Place brochure available at: http://www.glifwc.org/invasives/education.html
Student activity sheet: “Invasive Plants”
Lesson 5
This lesson is intended to introduce the causes and effects of bad ozone.
To begin we will review the layers of the the atmophere which were taught earlier in the
weather unit.
Point out to the students the layer with the ozone. Discuss the importance of the is layer and
then explain to the students that we are creating another layer of ozone closer to the Earth.
The naturally occurring layer of ozone is referred to as “Good Ozone” the man made layer of
ozone closer to the Earth is referred to as “Bad Ozone”.
Explain to the class that they will be going to the computer lab where they will be visiting the
Airnow sight. On this sight they will be reading information about ozone and then using maps
to look at the presence of “bad” ozone in Michigan
Lesson 6
This lesson is the last of the unit. We will briefly discuss the final concept of land use . have
a wrap discussion were we will review all we have learned and introduce the final project.
To introduce the final concept give each student a blank sheet of paper and tell them to draw
different ways that we use land.
Have students share what they have drawn.
Ask them how they think each different use of the land may effect the environment.
To wrap up the unit have a classroom discussion of the following questions. Use the think,
pair, share technique during this class discussion. Encourage students to write their ideas
down during this class discussion.
♦ Do we have an effect on Global change?
♦ What can we do to lessen our effects on Global change?
♦ Are we affected by global change? How?
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End of Unit Assessment
Final Project:
Create a 1-2 minute presentation about one aspect of Global Change to be presented to your
peers on Earth day. Your presentation must include:
● 10 points- poster with a minimum of 5 visual aids(pictures, charts or maps). May be
related photos with captions or a flow chart
● 5 points- How humans impact and/or are impacted by the change
● 5 points- What actions can be taken to help lessen the effect of this change
● 2 points- Presentation is a minimum of one minute and no more then two minutes
● 5 points- Presentations is well rehearsed using only the aid of pictures or diagram(no
reading information)
● 3 points- Poster is be neat and creative.
Total of 30 points
Post-test = 24 points
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Name__________________
date_______ hour_____
Global Change pre-test & post-test
true or false
1. __________ Climate and weather are the same thing.
2. __________ It is not possible to have global warming if one part of the Earth is
becoming colder then usual.
3. __________ All ozone is good.
4. __________ Ozone is damaging to living things.
5. __________ Temperature is a measure of energy.
6. __________ Certain chemicals react with sunlight to create ozone.
7. __________ Land absorbs more light energy then snow and ice.
8. __________ Global climate change will not have any effect of the Earth for at lease
100 years.
9. __________ Global warming will create more intense storms and droughts.
10. __________ Global changes include changes in plant and animal diversity as well as
climate changes.
Name and explain three human activities that are causing global changes.
1.
2.
3.
Explain how global change affects humans.
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Name_________________
date______ hour_____
Globe Site Student activity page
Directions to Website
1. Enter the Internet
2. type “globe” into the search window
3. Click on the heading that says “Globe: Global Learning and Observations to Benefit
the Environment”
4. Click on “Enter the Globe site”
5. In the left column under “Education and Science” click on “Educators Corner”
6. Under resources click on “Using Globe data activities”
7. Click on “Earth as a system poster activity”
Name of Data set your are investigating. ______________________
First go to “Globe interactive system poster” once all of your group is there find your data set
of maps. Using names of continents, lines of latitude and month of the year to discuss and
describe any patterns your group observes about your data set.
Observations:
Now go back to the previous page and click on “Globe system poster movies” and view the
movie for your data set. If you see any additional patterns add them to the observations from
above.
As a group decide on another data set to observe and look for connections to your first data
set.
First data set__________________ compared to second data set _______________. What
similarities and or connections can you make between these two Earth system data sets?
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Name_________________
Date________ hour______
Species Affected by Climate Changes
Name of Species effected_________________________
Put a star on the map to identify were in the world your species is located.
How is the species affected by climate change?
1. Species_________________
Location(s) ____________________________________________________
Climate changes effect ________________________________________________________
_________________________________________________________________________
2. Species_________________
Location(s) ____________________________________________________
Climate changes effect
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_______________________________________________________________________________
_____________________________________________________________________
___________________________________
3. Species_________________
Location(s) ____________________________________________________
Climate changes effect ________________________________________________________
_________________________________________________________________________
4. Species_________________
Location(s) ____________________________________________________
Climate changes effect ________________________________________________________
_________________________________________________________________________
5. Species_________________
Location(s) ____________________________________________________
Climate changes effect ________________________________________________________
_________________________________________________________________________
6. Species_________________
Location(s) ____________________________________________________
Climate changes effect ________________________________________________________
_________________________________________________________________________
7. Species_________________
Location(s) ____________________________________________________
Climate changes effect ________________________________________________________
_________________________________________________________________________
8. Species_________________
Location(s) ____________________________________________________
Climate changes effect ________________________________________________________
_________________________________________________________________________
9. Species_________________
Location(s) ____________________________________________________
Climate changes effect ________________________________________________________
_________________________________________________________________________
10. Species_________________
Location(s) ____________________________________________________
Climate changes effect ________________________________________________________
_________________________________________________________________________
11. Species_________________
Location(s) ____________________________________________________
Climate changes effect ________________________________________________________
_________________________________________________________________________
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9
10
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Name__________________
Date________ hour______
Invasive Plants
What is an invasive plant?
Why should we care about invasive plants?
Name 3 invasive species and the problems they cause.
1.
2.
3.
What are 2 ways invasive plants are introduced into a new area?
1.
2.
What are two things you can do to help prevent the spread of invasive species.
1.
2.
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Teacher Note: Make transparencies of atmosphere and ozone information
http://csep10.phys.utk.edu/astr161/lect/earth/atmosphere.html
Ozone
Ozone is a gas composed of three atoms of oxygen. Ozone occurs both in the Earth's upper
atmosphere and at ground level. Ozone can be good or bad, depending on where it is found:
•
Good Ozone. Ozone occurs naturally in the Earth's upper atmosphere-6 to 30 miles
above the Earth's surface-where it forms a protective layer that shields us from the
sun's harmful ultraviolet rays. This beneficial ozone is gradually being destroyed by
man made chemicals. An area where the protective "ozone layer" has been
significantly depleted-for example, over the North or South pole-is sometimes called
"the ozone hole."
•
Bad Ozone. In the Earth's lower atmosphere, near ground level, ozone is formed when
pollutants emitted by cars, power plants, industrial boilers, refineries, chemical plants,
and other sources react chemically in the presence of sunlight. Ozone at ground level
is a harmful air pollutant.
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http://www.airnow.gov/index.cfm?action=jump.jump_ozone
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Name__________________
date_________ hour______
Ozone Response sheet
Internet directions
1. On the address bar of your computer type in: www.airnow.gov
2. Under “air quality” click on “ozone”
3. This page will look like the overhead from the classroom, scroll down to the bottom of
the page and click on “Ozone: Good up high, bad Near By”
4. Click on “What is Ozone”
5. Read the information given and answer the following questions.
Unless there is a short line to answer the question your answers are expected to be in
COMPLETE SENTENCES!
What is the difference between “Good” ozone and “Bad” ozone?
What is happening to the “good” ozone and how is it happening?
How does the changes to the “good” ozone affect humans?
What is another name for “bad” ozone? ____________________________
What three things are needed to create “bad” ozone?
1. ___________________, the biggest contributor of this is_____________
2. ____________________, the biggest contributor of this is_____________
3. _____________________
What part of the body is most effected by bad ozone? ____________________
What other things are effected by “bad” ozone?
How can you help prevent the build up of “bad” ozone?
Prediction
Do you think there is “bad” ozone in the area you live in Michigan?___________
Explain why you answered the way you did.
6. Click on the back arrow at the top of the page to return to the previous web page.
7. Click on “Air quality index”
8. Scroll down to the the bottom of the page. Read through the table titled “Air quality
colors” and the paragraph above the table to answer the following questions.
What color represents the lowest concentrations of ozone? ___________
What color indicate that conditions are unhealthy for everyone? __________
9. Go back up to the top of the page. Under “publications” click on “Air quality
indexa guide to air quality and your health”.
10. Click on “What are health effects and who is most at risk?” read the information and
answer the following questions.
Why are active children at high risk?
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Why does physical activity put everyone at risk?
What is one reason people with asthma have attacks when ozone is high?
What can happen if you are exposed to high levels of ozone for a long period of time?
9. Click on “ozone now” in the left column of this page.
10. To the right of the map click where it says, “map archives”
Click on the state of Michigan
11. In the drop down menus to the right of the map select: Month June, Region Michigan
and year 2006, then click on “see map archives”
12. Click on the images for the 16th and watch the map as it changes
What colors appear on the map through out the day and what does each color mean?
At what time of day is the ozone the most concentrated? Why do you think that is?
What time of day is the ozone the least concentrated? Why do you think that is?
How could any of the information you learned about ozone today be helpful in your life?
Is bad ozone in our area? _________
What your prediction at the beginning of this activity correct? Explain
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Extension Activity
Make a jeopardy board on the chalk/dry erase board and write the categories and amounts to
keep track of the questions that have been used.
Air Jeopardy! Answers and Questions
Category: Air Potpourri
Point Value: 100
Answer: This moves the ozone from cities where it is formed out to the surrounding areas.
Question: What is the wind?
Point Value: 200
Answer: The time of day when ozone levels are the highest.
Question: What is mid to late afternoon?
Point Value: 300
Answer: The time of day when ozone chemistry usually stops.
Question: What is sunset or after the sun goes down?
Point Value: 400
Answer: This type of car runs on gas and electricity and is cleaner than regular cars.
Question: What is a hybrid car?
Point Value: 500
Answer: Painting your house with solvent based paints contributes to this ozone precursor.
Question: What are VOC's?
Category: Chemistry
Point Value: 100
Answer: This element makes up 21 percent of the air we breathe.
Question: What is oxygen?
Point Value: 100
Answer: Three atoms of this make up an ozone molecule.
Question: What is oxygen?
Point Value: 200
Answer: This "bakes" the NOx and VOC's to make ozone.
Question: What is sunlight, or heat?
Point Value: 200
Answer: This chemical, 03, is good and bad depending on where it is found in the
atmosphere.
Question: What is Ozone?
Point Value: 300
Answer: NOx is the general formula for this ozone precursor.
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Question: What are nitrogen oxides?
Point Value: 300
Answer: This element makes up the majority of the air we breathe.
Question: What is nitrogen?
Point Value: 400
Answer: An abbreviation for precursors of ozone that are emitted by trees as well as man
made sources.
Question: What are VOC's?
Point Value: 400
Answer: The season during which ground-level ozone is the highest.
Question: What is summer?
Point Value: 500
Answer: Ozone is measured in these units that are abbreviation as ppm.
Question: What are parts per million?
Point Value: 500
Answer: These compounds have been linked to the destruction of the protective
atmospheric layer found in the earth's atmosphere because of their long life.
Question: What are CFC's (or What are chlorofluorocarbons)?
Category: Health Effects
Point Value: 100
Answer: Too much of this can cause "sunburn" inside the lungs.
Question: What is ozone?
Point Value: 200
Answer: Kids who have trouble breathing have this disease and air pollution makes it worse.
Question: What is asthma?
Point Value: 300
Answer: To minimize your exposure to high ozone, you should do this in the afternoon of an
air quality action day.
Question: What is limit your activity outdoors?
Point Value: 400
Answer: Some studies show that ozone damages this organ in animals and people.
Question: What is lungs or eyes?
Point Value: 400
Answer: Staying inside does not provide as much protection from this air pollutant.
Question: What are particulates or particle pollution?
Point Value: 500
Answer: People with heart ailments are at risk from this air pollutant.
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Question: What are particulates or particle pollution?
Category: Mobile Sources
Point Value: 100
Answer: Three ways of getting around without using a car.
Question: What is walking, riding a bus, riding a train, etc.?
Point Value: 200
Answer: A simple maintenance step that makes a car more fuel efficient and lengthens the
life of your tires.
Question: What is properly inflating your tires?
Point Value: 300
Answer: This feature in a car can save gas by maintaining a steady speed.
Question: What is cruise control?
Point Value: 400
Answer: This is one of the biggest frains on energy in your vehicle today.
Question: What is air the conditioner?
Point Value: 500
Answer: The time during the operation of a vehicle when emissions are the highest.
Question: When you start your vehicle?
Category: Sources
Point Value: 100
Answer: This colorless, odorless, poisonous gas is a byproduct burning of fuels, such as
gasoline and wood.
Question: What is carbon monoxide?
Point Value: 200
Answer: This large air pollution source is the reason we need to conserve electricity.
Question: What are coal-fired power plants?
Point Value: 300
Answer: This is the largest source of NOX in North Carolina cities.
Question: What are on-road vehicles (e.g. cars, trucks, etc.)?
Point Value: 400
Answer: These have wheels and pollute but we don't drive them on our highways.
Question: What are off-road vehicles (construction equipment, lawn care equipment, trains,
airplanes, and boats)?
Point Value: 500
Answer: Volcanic eruptions and evaporation of sea water are natural contributors of the
ozone decreasing element, which is also added to water to make it safe to drink.
Question: What is chlorine?
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Category: Tips for Reducing Air Pollution
Point Value: 100
Answer: Setting your thermostat to the highest comfortable level (78 degrees or higher) or
turning off lights and appliances when not in use.
Question: What is conserving electricity?
Point Value: 200
Answer: This musical-sounding service to your car will improve your engines's fuel economy
and help to cause less pollution.
Question: What is a tune up?
Point Value: 300
Answer: A substitute for gasoline powered lawn equipment.
Question: What is electric or hand-powered lawn equipment?
Point Value: 400
Answer: More than one person in a car going to work, school, home, etc.
Question: What is carpooling?
Point Value: 500
Answer: Even if you drive to work or school alone on an air quality action day, you can still
reduce your driving by doing this.
Question: What is take your lunch, walk to lunch, or don't drive during the day?
Point Value: 500
Answer: This is the best time to fill up your car.
Question: What is after 6pm?
Category: Weather
Point Value: 100
Answer: Fahrenheit is the English temperature scale, this is the metric temperature scale.
Question: What is Celsius?
Point Value: 200
Answer: Air that moves.
Question: What is wind?
Point Value: 300
Answer: Abnormal lack of rain for a particular region.
Question: What is drought?
Point Value: 400
Answer: Water in the air can exist in these three forms.
Question: What are solid, liquid, and gas (or vapor)?
Point Value: 500
Answer: A low pressure center moving into your area will generally bring this.
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Question: What is rain (or precipitation)?
Category: Weather Instruments
Point Value: 100
Answer: This instrument measures temperature.
Question: What is a thermometer?
Point Value: 200
Answer: This instrument measures the amount of precipitation.
Question: What is a rain guage?
Point Value: 300
Answer: This instrument measures wind direction.
Question: What is a wind vane?
Point Value: 400
Answer: This instrument measures air pressure.
Question: What is a barometer?
Point Value: 500
Answer: This tracks weather storms by sending out signals through a rotating antennae.
Question: What is radar?
Category: What is Air?
Point Value: 100
Answer: This type of ozone is harmful.
Question: What is ground-level or tropospheric?
Point Value: 200
Answer: These rays from the sun can cause sun burn and skin cancer.
Question: What is ultraviolet light?
Point Value: 300
Answer: Animals take in oxygen and breathe out this gas.
Question: What is carbon dioxide?
Point Value: 400
Answer: The air quality color code representing "unhealthy".
Question: What is red?
Point Value: 500
Answer: This layer of the atmosphere is about 12-24 miles above the earth's surface.
Question: What is the stratosphere?
Air Double Jeopardy! Answers and Questions
Category: Air Potpourri
Point Value: 200
Answer: An unwanted chemical or other material found in the air is called this.
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Question: What is air pollution?
Point Value: 400
Answer: This form of precipitation helps "wash" pollution out of the air.
Question: What is rain?
Point Value: 600
Answer: This type of ozone is decreasing.
Question: What is stratospheric ozone?
Point Value: 800
Answer: Air that surrounds the earth like a blanket is called this.
Question: What is the atmosphere?
Point Value: 1000
Answer: This telephone hotline provides information on ground-level ozone in North
Carolina.
Question: What is 1-888-RU4NCAIR?
Category: Health Effects
Point Value: 200
Answer: The two groups of people who can suffer the most during poor air quality.
Question: Who are the very young and the elderly?
Point Value: 400
Answer: When air quality is bad, children with asthma and the elderly should do this.
Question: What is stay indoors?
Point Value: 600
Answer: Even healthy people shouldn't do this outside during peak ozone hours when the
air pollution is bad.
Question: What is exercise, run, etc.?
Point Value: 800
Answer: Air pollution can damage these sensitive tiny hairs that line the bronchiole tubes.
Question: What are cilia?
Point Value: 800
Answer: Ozone not only affects people and animals but this group also.
Question: What are plants, crops?
Point Value: 1000
Answer: Plants "breathe" through these and lose them when ozone levels are high.
Question: What are leaves?
Category: Mobile Sources
Point Value: 200
Answer: Fumes from your car.
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Question: What is exhaust?
Point Value: 400
Answer: This happens when too many cars are on the road at the same time.
Question: What is congestion or traffic jams?
Point Value: 600
Answer: A lot of buses and heavy trucks use this fuel, instead of gasoline, that sometimes
causes black smoke.
Question: What is diesel?
Point Value: 600
Answer: According to EPA, for every one mile per hour that you drive above 55mph, a car
loses about 1 percent of this.
Question: What is fuel economy, fuel efficiency, or gas mileage.
Point Value: 800
Answer: When the car is turned on but not moving.
Question: What is idling?
Point Value: 1000
Answer: Doing this at the gas pump will make air pollution worse and waste money.
Question: What is topping off your tank?
Category: Protecting the Air
Point Value: 200
Answer: This law helps protect the air we breathe.
Question: What is the Clean Air Act?
Point Value: 400
Answer: This federal agency is responsible for the Clean Air Act.
Question: What is the Environmental Protection Agency?
Point Value: 600
Answer: This voluntary control program was started in North Carolina in the summer of
1997.
Question: What is the N.C. Air Awareness Program?
Point Value: 800
Answer: The Clean Air Act was changed, giving the EPA more permitting and enforcement
power, in this year.
Question: What is 1990?
Point Value: 1000
Answer: This international agreement between 27 countries, signed in 1987, limits the
CFC's that damage the protective ozone layer.
Question: What is the Montreal Protocol?
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Category: Sources
Point Value: 200
Answer: An example of a non-road mobile source.
Question: What is lawn equipment, recreational vehicles, construction equipment, etc.?
Point Value: 400
Answer: In North Carolina cities this source contributes more than half of the total NOx
emissions.
Question: What are motor vehicles?
Point Value: 600
Answer: An example of a clean alternative to gasoline.
Question: What is ethanol, methanol, natural gas, biodiesel, etc.?
Point Value: 800
Answer: Trees are the major contributor of these pollutants that react with NOx to form
ozone.
Question: What are VOC's?
Point Value: 1000
Answer: This is the largest source of methane in the U.S.
Question: What are cows?
Category: The "Zone"
Point Value: 200
Answer: Norbert's last name.
Question: What is Ferguson?
Point Value: 400
Answer: Norbert's job.
Question: What is a real estate agent (realtor)?
Point Value: 600
Answer: The countries the aliens say they are from.
Question: What is France and Germany?
Point Value: 800
Answer: Norbert lost them in the junkyard.
Question: What are his keys?
Point Value: 1000
Answer: Number of years until the aliens return and Norbert saves the world.
Question: What are 5 years?
Category: Tips for Reducing Air Pollution
Point Value: 200
Answer: This reduces the number of vehicles on the road during the daylight hours.
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Question: What is car pooling of taking your lunch?
Point Value: 400
Answer: One way of reducing ozone emissions while driving.
Question: What is using cruise control, avoiding sudden starts and stops, avoiding idling,
and staying within the speed limit?
Point Value: 400
Answer: Select products that come in pump sprays instead of these.
Question: What are aerosol or spray cans?
Point Value: 600
Answer: An alternative to charcoal grills.
Question: What are natural gas or propane grills?
Point Value: 600
Answer: One way to avoid traffic jams and learn of alternative routes when stuck in
congested areas is to tune to these.
Question: What are radio traffic reports?
Point Value: 800
Answer: An alternative to oil-based paints.
Question: What are water-based or latex paints?
Point Value: 1000
Answer: Combining several stops on one trip.
Question: What is trip linking?
Point Value: 1000
Answer: Leaving the car windows down while driving above 55 mph increases drag, thereby
reducing this.
Question: What is fuel efficiency?
Category: Weather
Point Value: 200
Answer: The 2 basic cloud types.
Question: What are cumulus and stratus?
Point Value: 200
Answer: The earth's atmosphere cools faster on nights that are _____.
Question: What is clear or not cloudy?
Point Value: 400
Answer: Clouds reflect 75% of this back into space.
Question: What is sunlight?
Point Value: 400
Answer: These are instruments sent into space to send weather data back to earth.
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Question: What are satellites?
Point Value: 600
Answer: Air is heated when it comes in contact with this.
Question: What is the warm earth?
Point Value: 600
Answer: Weather changes are caused by changes in this.
Question: What is temperature?
Point Value: 800
Answer: When air masses collide these are called weather ______.
Question: What are fronts?
Point Value: 800
Answer: When there is a lot of water vapor in the air, this increases and makes hot days feel
even hotter.
Question: What is humidity?
Point Value: 1000
Answer: Seasons are caused by this.
Question: What is the tilting of the earth on its axis toward or away from the sun?
Point Value: 1000
Answer: The elements of weather are heat, pressure, wind, and _____.
Question: What is moisture (rain, water, etc.)?
Category: What is Air?
Point Value: 200
Answer: The earth's air is primarily made up of these two gases.
Question: What are nitrogen and oxygen?
Point Value: 400
Answer: Troposphere, stratosphere, mesosphere, thermosphere, and exosphere.
Question: What are the layers of the atmosphere?
Point Value: 600
Answer: A combination of the words "smoke" and "fog" that describes dirty air.
Question: What is smog?
Point Value: 800
Answer: Plants take in carbon dioxide and give off this gas.
Question: What is oxygen?
Point Value: 1000
Answer: The surroundings in which all plants and animals live.
Question: What is the environment?
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Air Final Jeopardy! Answers and Questions
Answer: This book by Dr. Seuss is about the Once-ler that chopped down all the Truffula
trees causing all sorts of pollution.
Question: What is "The Lorax"
Answer: This device, usually associated with cars, reduces pollution from wood stoves and
saves wood too.
Question: What is a catalytic converter
Website:
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Last Modified: Thu Dec 16 12:59:22 2004
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North Carolina Division of Air Quality - 1641 Mail Service Center - Raleigh, NC 27699-1641 (919) 733-3340
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