TCSS Earth Systems
Unit 5 – Climate and Weather Information
Georgia Performance Standards:
SES5. Students will investigate the interaction of insolation and Earth systems to produce weather and
climate.
a. Explain how latitudinal variations in solar heating create atmospheric and ocean currents that redistribute heat
globally.
b. Explain the relationship between air masses and the surfaces over which they form.
c. Relate weather patterns to interactions among ocean currents, air masses, and topography.
d. Describe how temperature and precipitation produce the pattern of climate regions (classes) on Earth.
e. Describe the hazards associated with extreme weather events and climate change (e.g., hurricanes, tornadoes,
El Niño/La Niña, global warming).
f. Relate changes in global climate to variation in Earth/Sun relationships and to natural and anthropogenic
modification of atmospheric composition.
SES6. Students will explain how life on Earth responds to and shapes Earth systems.
a. Relate the nature and distribution of life on Earth, including humans, to the chemistry and availability of
water.
b. Relate the distribution of biomes (terrestrial, freshwater, and marine) to climate regions through time.
c. Explain how geological and ecological processes interact through time to cycle matter and energy, and how
human activity alters the rates of these processes (e.g., fossil fuel formation and combustion).
Purpose/Goal(s): Determine how humans have impacted and altered the environment.
Content Map: Unit 5 – Climate and Weather Content Map
Prerequisites: Unit 5 – Climate and Weather Middle School Standards
Unit Length: Approximately 50 days
Click on the links below for resources by Concept:
Concept 1: Atmosphere & Meteorology
Concept 5: Earth’s Resources
Concept 2: Severe Weather
Concept 6: Energy’s Resources
Concept 3: Climate
Concept 7: Human Impact on Resources
Concept 4: Earth’s Oceans
TCSS Earth Systems Climate and Weather Unit Information
Concept, Essential
Question(s), and
Vocabulary
Standard(s)
Concept 1:
Essential*
Atmosphere/Meteorology Climate Regions
Precipitation
EQ1: What effect does
Temperature
the sky have on the
weather?
Supplemental**
Conduction, Convection
EQ2: How does the air
Relative Humidity
affect the weather?
Weather
Climate
Coriolis Effect
SES5. Students will
Front
investigate the
interaction of insolation Jet Stream
Anemometer
and Earth systems to
produce weather and
*Essential vocabulary
climate.
b. Explain the
listed in the GPS
relationship between air
Standards
masses and the surfaces
over which they form.
**Supplemental
c. Relate weather patterns vocabulary listed in the
to interactions among
state frameworks and/or
ocean currents, air
other state document
masses, and topography.
d. Describe how
temperature and
precipitation produce the
pattern of climate regions
(classes) on Earth.
Resources [Back to Top]
PowerPoints and Notes:
 Atmosphere PowerPoint
 What Factors Affect Climate?
 Chapter 11 Book PowerPoint
 Atmosphere Supplemental PowerPoint
 Air Mass PowerPoint
 Chapter 12 Air Masses and Fronts (Student Notes)
 Georgia Topography / Oregon Topography
 Meteorology PowerPoint
Animations and Videos:
 Jetstream Video Clip Climatographs (time 3:47)
 Climate Zones (time 5:51)
Handouts and Activities:
 Cloud Formation Lab: Cloud in a bottle activity is a great
review/activator strategy to pull out previous knowledge.
 Exercise 48 Climatic Factors: Latitude and Temperature: This
exercise is to see how year round temperatures of a city are
related to its latitude
 Exercise 49 Climatic Factors: Altitude and Temperature: This
exercise allows you to see how year-round temperature of a
city are related to its altitude
 Exercise 51 Climatic Factors: Latitude and Rainfall in the
Tropics: This exercise is to show how the amount and
distribution of rainfall change from the Equator to 30 degrees
north latitude
 Exercise 52 Climatic Factors: Mountains and Rainfall: This
exercise is used to compare the rainfall on the windward and
leeward sides of a mountain range.
 Atmosphere Review Vocabulary Frame Game: Simple and
quick review game to be used as to help students understand
the fundamental vocabulary
Assessment
Concept 1: Sample
Assessment Items
TCSS Earth Systems Climate and Weather Unit Information
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Graphing layers of the Atmosphere: This activity is used to
discover how the atmosphere can be divided into layers based
on temperature changes at different heights, by making a
graph. Students must read the background material, plot data
points, and determine where layers begin and end form their
comprehension of the reading material.
Ice Cube Demo: This demo uses ices cubes to demonstrate the
principle of convection.
Jetstream WebQuest: WebQuest using NOAA website, among
others, to learn about Jetstreams and the affect they have on
the weather and climate of a specific location.
The Weather and its Atmosphere: This is an outdoor activity
that calls for students to observe atmospheric conditions over a
four-day period and incorporate their understanding of the
major atmospheric concepts.
Tree Ring Lab: Students will demonstrate the relationship
between precipitation types and surface temperatures. They
will use forecast maps to predict where snow or rain will fall
over the next several days.
Analyzing the Relationship between Topography and Climate:
In this lesson, students learn about the major mountain ranges,
river valleys, and other physical features of Oregon and
analyze their impact on precipitation and temperature across
the state. Students locate and identify the major physical
features and place them on a giant blank map of Oregon. When
the map is complete students will analyze climographs from
different parts of the state to see how the physical layout of
Oregon affects precipitation and temperatures. You will need
to be sure to use the Oregon and Georgia topography
PowerPoints here.
Activity 7 Precipitation Patterns: This activity will allow
students to demonstrate the relationship between precipitation
types and surface temperatures.
Worldwide Climate Zones: This activity will allow students to
identify the Earth’s climate zones by their isotherm boundaries
Activating Strategies: PowerPoint that shows the changes in
TCSS Earth Systems Climate and Weather Unit Information
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precipitation in GA over the past 100 or so years. Requires
students to answer some specific open ended questions.
Air Mass Frayer Model: Vocabulary graphic organizer helping
students to grasp the concept of air mass.
Vertically Aligned Weather Packet: Packet of activities that
can be used to help find specific activities relating to weather
patterns by grade level.
Weather and Topography Factsheet: This sheet is provided as
a supplemental tool to incorporate writing into the curriculum
Forecasting Weather MAP Worksheet (Answers): This
handout allows students to practice the idea of forecasting
weather based on the movements of fronts.
TCSS Earth Systems Climate and Weather Unit Information
Concept, Essential
Question(s), and
Standard(s)
Concept 2 : Severe
Weather
EQ1: What conditions
create extreme weather
events like hurricanes,
tornadoes, etc.?
SES5. Students will
investigate the
interaction of insolation
and Earth systems to
produce weather and
climate.
e. Describe the hazards
associated with extreme
weather events and
climate change (e.g.,
hurricanes, tornadoes, El
Niño/La Niña, global
warming).
Vocabulary
Essential*
El Niño/La Niña
Global warming
Hurricane
Tornado
Supplemental**
Thunderstorms,
Downburst
Supercell
Tornado Eye
Eyewall
Storm
Surge
Tropical Cyclone
Cold Wave
Drought
Heat Wave
Wind-chill index
*Essential vocabulary
listed in the GPS
Standards
**Supplemental
vocabulary listed in the
state frameworks and/or
other state document
Resources [Back to Top]
PowerPoints and Notes:
 Chapter 13 Nature of Science PowerPoint
 Hazards Associated with Significant Weather Events
 Gordon County Tornado Pictures
 LaGrange’s Tornado Picture
 Tornado Demo PowerPoint (answers)
 Chapter 13 Book PowerPoint
 Chapter 13 Fill in the Blank notes
 Tornado Classification Notes
Animations and Videos:
 Tornado Clip
(https://www.youtube.com/watch?v=H6jTksOABrk)
 Hurricane Wilma Video
(https://www.youtube.com/watch?v=QDFK40UMotc)
Handouts and Activities:
 Chapter 13 Project: Students will create a PowerPoint, poster,
or a written report about a type of severe weather. They will
have three days to complete this project
 El Nino and La Nina Assessment: Students will work in group
of threes and construct a diagram and an analysis of the effects
of El Nino and La Nina on at least two major American cities.
 Global Warming Propaganda Poster Activity: Students will
create a propaganda poster that tries to influence people into
believing Global Warming.
 Pop Top Demo: Students will demonstrate properties of air
when it is warmed
 Let’s Cause Some Thunder: Students will simulate thunder and
in doing so, learn why and how it happens in Earth’s
atmosphere.
 Tornado in a Bottle: Lab activity where students will get the
visual demonstration of making a tornado in a bottle. Good
Assessment
Concept 2: Sample
Assessment Items
TCSS Earth Systems Climate and Weather Unit Information

activator strategy.
Web Activity -Earth Science (activity): Students will use
technology to access the NOAA to answer questions based on
weather graphs and statistics.
TCSS Earth Systems Climate and Weather Unit Information
Concept, Essential
Question(s), and
Standard(s)
Concept 3: Climate
EQ1: What types of
damage do extreme
weather events cause?
EQ2: How does your
location affect your
biome?
SES6. Students will
explain how life on
Earth responds to and
shapes Earth systems.
b. Relate the distribution
of biomes (terrestrial,
freshwater, and marine)
to climate regions
through time.
Vocabulary
Essential*
Biome
Freshwater
Marine
Terrestrial
Supplemental**
El Nino
Ice Age
Global Warming
Greenhouse Effect
*Essential vocabulary
listed in the GPS
Standards
**Supplemental
vocabulary listed in the
state frameworks and/or
other state document
Resources [Back to Top]
PowerPoints and Notes:
 Climate Zones PowerPoint
 Koppen PowerPoint
 Natural and Man Made Climate Change
 Chapter 14 Book PowerPoint
 Chapter 14 Guided Notes that match up with book
 Global Ocean Currents
 Global Wind Patterns (Handout)
 Precipitation Charts (Average, January, July)
 Climograph Chart
Animations and Videos:
 Weather vs. Climate (time 6:24)
 Worlds Biomes: An introduction to Climate (time 5:51)
Handouts and Activities:
 Biomes of the World: This WebQuest examines the different
biomes focusing on locations around the world including their
biotic and abiotic factors.
 Factors that affect Climate: In this activity students will
examine the factors that affect the climate of region and to
identify and analyze the effects that various factors have on the
climate of a hypothetical region of the globe.
 Koppen Classification: Students will write and perform a rap
song about the main divisions of the Koppen Classification
System for climates.
 Lesson comparing the effects of El Nino and La Nina: The
students will focus on inquiry by using the Internet to collect
real satellite surface temperature and precipitation data of two
locations that share the same latitude. The student will make
predictions regarding these two locations, and then compare
the data, look for patterns, and provide explanations for the
findings.
Assessment
Concept 3: Sample
Assessment Items
TCSS Earth Systems Climate and Weather Unit Information
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Climates of the Earth Worksheet(s) (p.1-3) (Handout 2): This
is a group of handouts focusing on the basic characteristics and
fundamental vocabulary involved in the discussion of climate.
Climate Cycles (p.4-7) (Handout 2): This is a group of
handouts focusing on climate cycles and the fundamentals of
climate cycles. It involves key vocabulary, fill in the blank
questions, and short answer questions.
Recent Climate Change (p.8-10) (Handout 2): This is a group
of handouts focusing of recent climate change. Great practice
and review activities.
Zombie Apocalypse Survival Guide Booklet: Students will
create a survival guide booklet comprised of illustrations and
tips on how to survive a “zombie apocalypse” in 5 different
climate regions.
TCSS Earth Systems Climate and Weather Unit Information
Concept, Essential
Question(s), and
Standard(s)
Concept 4: Earth’s
Oceans
EQ1: How do oceans
affect temperature?
SES5. Students will
investigate the
interaction of insolation
and Earth systems to
produce weather and
climate.
a. Explain how latitudinal
variations in solar heating
create atmospheric and
ocean currents that
redistribute heat globally.
Vocabulary
Resources [Back to Top]
Essential*
Atmospheric Currents
Ocean Currents
Solar Heating
PowerPoints and Notes:
 Ocean Currents PowerPoint
 An Overview of Oceans (word document)
 Chapter 15 Oceanography Through Time Fact Sheet
Supplemental**
Surface Current
Upwelling
Density Current
Animations and Videos:
 Oceans Currents and Climate (time 2:33)
*Essential vocabulary
listed in the GPS
Standards
**Supplemental
vocabulary listed in the
state frameworks and/or
other state document
Handouts and Activities:
 Ocean Current Reading Activity: Students will read an article
about the flow of oceans and answer four short answer
questions about the article.
 Ocean Currents and Global Climate Activities Packet: A
packet of activities that demonstrate how global ocean currents
and patterns affect global climate. Contains several quick labs.
 Chapter 15 Review Handout Ocean Currents: This review
handout focuses is a good review of summative assessment
practice over ocean currents.
 Ocean Surface Currents and Coriolis Effect Reading Activity:
Students will read an article about ocean surface currents and
answer a series of questions about the article.
 Surface Currents - Coriolis Effect Internet Activity: WebQuest
activity that can be used to assess or enhance student
knowledge about the Coriolis Effect.
 Current Effects on Climate (key): Online activity where the
students will investigate latitude/longitude, prevailing current
and effect on climate of different locations in the United
States.
Assessment
Concept 4: Sample
Assessment Items
TCSS Earth Systems Climate and Weather Unit Information
Concept, Essential
Question(s), and
Standard(s)
Concept 5: Earth’s
Resources
EQ1: Why does life
always from near or
around water
SES6. Students will
explain how life on
Earth responds to and
shapes Earth systems.
a. Relate the nature and
distribution of life on
Earth, including humans,
to the chemistry and
availability of water.
SES1: Students will
investigate the
composition and
formation of Earth
systems, including the
Earth’s relationship to
the solar system.
e. Identify the
transformations and
major reservoirs that
make up the rock cycle,
hydrologic cycle, carbon
cycle, and other
biogeochemical cycles.
Vocabulary
Essential*
Life
Water
Supplemental**
Natural Resource
Renewable Resource
Nonrenewable Resource
Pollutant
Desalination
*Essential vocabulary
listed in the GPS
Standards
**Supplemental
vocabulary listed in the
state frameworks and/or
other state document
Resources [Back to Top]
PowerPoints and Notes:
 Carbon Cycle PowerPoint
 Nitrogen Cycle PowerPoint
 Oxygen Cycle PowerPoint
 Water Resources PowerPoint
 Earth System Chapter 24 Review Notes
 Where Australians Live PowerPoint
Animations and Videos:
 They Hydrologic and Carbon Cycle (time 10:04)
 The Nitrogen and Phosphorus Cycle (time 9:21)
 California Climate Change: Impacts on Water Supply (time:
3:09)
Handouts and Activities:
 Chapter 24.1 Activator: This activator introduces the concept
of Renewable Resources and Nonrenewable Resources
 Where’s the Water?
(https://serc.carleton.edu/eslabs/drought/1.html): Complete 1a
through 1c on this website as a lab on the concepts of the
importance of water to cities and civilization as a whole.
 Getting Freshwater Resources: Student handout that allows
students to practice their understanding of the importance to
water to the formations of societies and people as a whole.
 Renewable Resources: This handout focuses on the differences
between renewable and nonrenewable resources.
 Water Usage Activity: Activity where students have to figure
out how to construct buildings around the local town’s water
supply configuration.
 Biogeochemical Worksheet/Color Sheet: Coloring activity
involving the three biogeochemical cycles. Students will
answer the questions and color the cycles to gain a better
understanding of each one.
Assessment
Concept 5: Sample
Assessment Items
TCSS Earth Systems Climate and Weather Unit Information
Concept, Essential
Question(s), and
Standard(s)
Concept 6: Energy’s
Resources
EQ1: Have you altered
the cycle of energy or
matter that flows through
the ecosystem?
SES6. Students will
explain how life on
Earth responds to and
shapes Earth systems.
c. Explain how
geological and ecological
processes interact
through time to cycle
matter and energy, and
how human activity alters
the rates of these
processes (e.g., fossil fuel
formation and
combustion).
Vocabulary
Essential*
Ecological Process
Energy
Fossil Fuel Combustion
Fossil Fuel Formation
Geological Process
Human Activity
Matter
Supplemental**
Fossil Fuels
Combustion
Geothermal Energy
Sustainable Energy
*Essential vocabulary
listed in the GPS
Standards
**Supplemental
vocabulary listed in the
state frameworks and/or
other state document
Resources [Back to Top]
PowerPoints and Notes:
 Human Impact on the Carbon Cycle
 Human Impact on the Nitrogen Cycle
 Human Impact on the Oxygen Cycle
 Combustion and Fossil Fuels
 Fossil Fuel PowerPoint
 Environmental Problems Associated with Fossil Fuel Use
 Human Population Growth and Natural Resources
 Earth’s Natural Resources and Human Impacts
Animations and Videos:
 Black Carbon (time 6:07)
 300 years of fossil fuels in 300 seconds (time 5:38)
 5 Human Impact on the Environment (time 10:38)
Handouts and Activities:
 Mix and Match Ecology Sheet: Students will pick a human
activity, match it with an ecosystem, and then choose a
disturbance that could occur. Students will need to explain and
justify their choices.
 Energy Flow and Biome Project: Students will look at the
ways that energy from the Sun and from deep inside the Earth
flow through the atmosphere, oceans, land, and living things.
 Stabilization Wedge Game
(http://cmi.princeton.edu/wedges/game.php): The Stabilization
Wedges Game is a team-based exercise that teaches players
about the scale of the greenhouse gas problem, plus
technologies that already exist to dramatically reduce our
carbon emissions and get us off the path toward dramatic and
damaging climate change.
 Explaining Climate Change: Use the following website
http://www.explainingclimatechange.ca/Climate%20Change/L
essons/lessons.html and complete Lesson 2, 3, 5, and 9. These
Assessment
Concept 6: Sample
Assessment Items
TCSS Earth Systems Climate and Weather Unit Information

all deal directly with climate change and human impact.
Essentials Human Impact Packet Activities: Group of activities
that can be used to display how humans have impacted
resource use on the planet.
TCSS Earth Systems Climate and Weather Unit Information
Concept, Essential
Question(s), and
Standard(s)
Concept 7: Human
Impact on Resources
EQ1: Will humans
eventually use up all of
their resources leaving
Earth a desolate place?
SES5. Students will
investigate the
interaction of insolation
and Earth systems to
produce weather and
climate.
f. Relate changes in
global climate to
variation in Earth/Sun
relationships and to
natural and
anthropogenic
modification of
atmospheric composition.
Vocabulary
Essential*
Anthropogenic
Modification
Atmospheric
Composition
Climate
Supplemental**
Ozone Hole
Acid Precipitation
Photochemical Smog
Deforestation
*Essential vocabulary
listed in the GPS
Standards
**Supplemental
vocabulary listed in the
state frameworks and/or
other state document
Resources [Back to Top]
PowerPoints and Notes:
 The Ozone Layer
 Acid Rain PowerPoint
 Water Resource Management
Animations and Videos:
 Ozone Layer Danger (time 4:17)
 The Antarctic Ozone Hole- From Discovery to Recovery, a
Scientific Journey (time16:36)
 Acid Rain Eating Washington DC (time 2:29)
 BBC iScience Acid Rain (time 4:49)
Handouts and Activities:
 Mauna Loa in the Classroom (teacher notes and student
assignment): Using real data set for collection sites in both the
northern and southern hemispheres, students can discover
historic trends in carbon dioxide measurement. Comes with
both a teacher and student guide.
 Apes Ozone Assignment: Webquest that allows you to explore
what the ozone layer is and how it is has both positive and
negative parts.
 Apes Smog City: Students simulate the effects of smog on a
city while setting their own variables within the simulation.
 Acid Rain Experiment: Students will make and model the
effects of acid rain.
Assessment
Concept 7: Sample
Assessment Items