**Diana Soehl**

**Lesson Unit: Using Atmospheric Data Sets in the Classroom:
Investigating Ozone, Aerosols, and Clouds**

**November 2004**

**[SUMMARY]{.underline}**

The MY NASA DATA workshop was a wonderful, enriching experience over the
summer. I believe that many lessons could come out of using the data
sets NASA has provided online for teachers and students. As a seventh
grade physical science teacher in New York, I must be sure to correlate
learning lessons with state standards as well as a district curriculum.
Much of the data seems to require knowledge of programs, tools, and
abilities that are just beginning to be taught at the seventh grade
level.

I have decided to use the data sets in a way that will foster students'
excitement, engagement and education in topics that must be covered in
class but that are also something they must make decisions on in the
future. The fate of the environment, of the air quality they breathe,
will be a factor for them in many areas of their lives including living
locations, general elections, transportation issues, job prospects and
much more.

Focusing on physical and chemical properties of matter, I will use NASA
materials and data sets on ozone, aerosols, and clouds to create a unit
plan discussing the possible correlation between ozone, aerosols, and
trace gases in the atmosphere with increased or decreased cloud
formation in 2 distinct geographic locations. The three week unit plan
will focus on these issues and will employ various teaching methods,
assessment techniques as well as varying uses of technology. Three
specific lesson plans will be provided as well as implementation
guidelines, methods of assessment, and a list of resources used for this
unit plan.

**[Science Focus: National Education Standards]{.underline}**

Standards addressed at the National level are as follows for Physical
Science and Earth and Space Science (at the 6-8 grade level) taken from
<http://www.nap.edu/readingroom/books/nses/html/6d.html#csb58>.

### [Science as Inquiry]{.underline}

**CONTENT STANDARD A:\
As a result of activities in grades 5-8, all students should develop**

-   Abilities necessary to do scientific inquiry

-   Understandings about scientific inquiry

### [Physical Science]{.underline}

**CONTENT STANDARD B:\
As a result of their activities in grades 5-8, all students should
develop an understanding of**

-   Properties and changes of properties in matter

-   Motions and forces

-   Transfer of energy

### [Earth and Space Science]{.underline}

**CONTENT STANDARD D:\
As a result of their activities in grades 5-8, all students should
develop an understanding of**

-   Structure of the earth system

-   Earth\'s history

-   Earth in the solar system

**[Teaching Methods and Assessment]{.underline}**

There will be a variety of methods employed for teaching this unit.
Direct instruction, group learning, cooperative learning, hands-on
activities, experiments, demonstrations, Internet research, and
technology tools will be used as well as field trips and special guest
speakers to educate students on the topics of physical and chemical
properties of matter and the effects of ozone, aerosols and trace gases
on the formation of clouds.

Assessment will also be varied to include different opportunities to
determine student learning. This will include quizzes, tests, essay
questions and research reports, inquiry questions within labs, and a
technology project as well as use of various technology tools which may
include graphing calculators, Microsoft PowerPoint and Excel programs.

**[Outline of Unit and Implementation Plan]{.underline}**

I have created a general implementation plan so that many teachers will
be able to develop the lessons as their needs require. I have provided
many Internet resources that I believe will be useful in providing basic
information for ozone, air quality, graphing skills and cloud education.
Some lessons are already created and therefore did not need to be
changed. There are some rubrics within some of these sources as well as
quizzes (for clouds), as well as data for introducing graphing. I feel
that within most of these NASA resources is a wealth of information that
can be used to educate as well as enrich or extend the topics within
this unit plan.

This three-week unit plan will be implemented as follows:

**Week 1:**

-   Introduction to unit vocabulary, chemical and physical properties of
    matter using notes, demos and hands on inquiry experiments

-   Introduction to basic graphing with Microsoft Excel tutorial

-   Introduction to [MY NASA DATA](http://mynasadata.larc.nasa.gov/)
    website, data sets,
    [Live Access Server](http://mynasadata.larc.nasa.gov/data.html) and
    retrieval and importation of data to Microsoft Excel

-   Quiz on vocabulary, properties of matter

-   Group reading of book [The Air We
    Breathe](http://www.nasa.gov/audience/foreducators/k-4/features/F_Air_We_Breathe.html)
    by Irene Ladd, and discussion of the natural and manmade causes for
    air pollution. This will lead into the unit project information and
    research.

**Week 2:**

-   Discussion and notes on gases, ozone and their effects on Earth's
    climate and air quality

-   Compile data on ozone, aerosols, trace gases in the atmosphere
    through library and Internet research in groups to determine how
    they contribute to climate change.

-   Essay question on various components of atmosphere, their physical
    and chemical properties and effects on air pollution

-   Review cloud formation, cloud classification (using
    [S'COOL](http://asd-www.larc.nasa.gov/SCOOL) website, tutorials,
    PowerPoint presentation)

-   Quiz on cloud types and cloud formation

-   Initiate research through analysis of data sets as to whether
    components of atmosphere contribute to increased cloud formation for
    2 geographic locations within North America

**Week 3:**

-   Continue graphing analysis of data sets

-   Compile data into a PowerPoint Presentation or Webpage for
    "prospective homeowners" on air quality and cloud formation for the
    2 geographic locations. (Data and research may also be compiled into
    a trifold brochure)

-   Present info as a group to class

-   Wrap up of research and assessment of student learning through
    presentation, quizzes and one final test and essay on unit

> **[Lesson Plans]{.underline}**

[**Lesson 1: "Ozone: Does it Affect
Me?"**](http://mynasadata.larc.nasa.gov/docs/DianaLesson1.doc)

# [Lesson 2**:** Ozone and Aerosol Data Collection for 2 Geographic Locations in North America](http://mynasadata.larc.nasa.gov/docs/DianaLesson2.doc)

> **[Lesson 3: Cloud Coverage and Cloud Type for Metropolitan and Rural
> Geographic Areas of North
> America](http://mynasadata.larc.nasa.gov/docs/DianaLesson3.doc)**

**[Teacher's Notes]{.underline}**

This three week unit plan discusses an issue that I believe will be a
major factor in student lives in the years to come. I believe that this
unit provides a basis for students to conduct real research. It
incorporates various teaching strategies and modes of assessment. As a
problem based inquiry approach, the unit lends itself nicely to creating
a culminating project. Students begin the first week learning about
physical and chemical properties of matter. This leads to discussion of
how gases, a particular form of matter, contribute to the climate system
of Earth. After learning basic properties of ozone, aerosols, and trace
gases, students will be able to determine man made and natural causes of
these additions into the atmosphere. Students will also be introduced to
graphing using microsets and a spreadsheet graphing program such as
Microsoft Excel. Teachers may want to refer to an Excel tutorial for
themselves. Students will then go on to learn about clouds and cloud
formation. Reading "The Air We Breathe" by Irene Ladd will introduce
students to the idea that these gases are leading to climate change.

Students will then be given the parameters of the unit project. The
problem to be researched is "Do aerosols and ozone increase cloud
formation?" Students will choose 2 geographic locations within North
America; one that is metropolitan and one that is rural. This will
hopefully lead to a difference in levels and allow students to see what
phenomena are causing the ozone or aerosols to get into the atmosphere
as well as whether this is contributing to cloud formation in each area.
See sample graphs: [AOD: Blacksburg &
Arlington](http://mynasadata.larc.nasa.gov/docs/DianaAOD.xls), [TOR:
Blacksburg &
Arlington](http://mynasadata.larc.nasa.gov/docs/DianaTOR.xls), [Cloud
Coverage for Blacksburg &
Arlington](http://mynasadata.larc.nasa.gov/docs/DianaCC.xls), [Cirrus
Cloud Coverage for Blacksburg &
Arlington](http://mynasadata.larc.nasa.gov/docs/DianaCCC.xls).

Students will utilize the data from the MY NASA DATA website and graph
the results. Students will analyze the data for correlation. Students
will present their findings to the class in a presentation of their
choosing (PowerPoint, brochure format, video). There will also be a
research report that will be presented for grading as well. Students
will work in groups of up to 4 people to facilitate getting the project
done and not overwhelming one person with all of this work.

The rubric below will be used to assess the 3 components of the project:
presentation to the class, the PowerPoint or brochure itself, and the
written report of research.

Other assessments will include weekly quizzes on the topics of clouds,
ozone, atmosphere, and air pollution. Lab conclusions will assess the
hands-on learning that takes place. Assessment of graphs will determine
ability to create and interpret graphs.

*[EVALUATION RUBRIC]{.underline}*

+--------------+-------------+-------------+-------------+-------------+
| **Scale**    | **D**       | **C**       | **B**       | **A**       |
|              |             |             |             |             |
| **Criteria** |             |             |             |             |
+--------------+-------------+-------------+-------------+-------------+
|              | *           | *           | *           | **          |
|              | *65-69pts** | *70-79pts** | *80-89pts** | 90-100pts** |
+--------------+-------------+-------------+-------------+-------------+
| **Pr         | Less than 5 | 5           | 7-10        | 10          |
| esentation** | properties  | properties  | properties  | properties  |
|              | mentioned.  | are         | pointed     | of element  |
| **Criteria** | Cannot hear | referred    | out. Use of | are stated. |
|              | speech. No  | to.  Speech | data is     | Use of data |
| **Properties | evidence of | is garbled  | vague.      | is          |
| of matter**  | creativity, | and hard to | Speech and  | relevant.   |
|              | un          | hear.  No   | eye contact | Within time |
| **Speech**   | derstanding | effort to   | need work.  | limit.      |
|              | of or       | be          | Time too    | Concise,    |
| **           | cooperation | creative.   | short or    | clear use   |
| Creativity** | on project. | Use of data | long.       | of data and |
|              | Minimal     | unclear.    |             | graphs. Eye |
| **Col        | effort      | No evidence | Cooperation | contact     |
| laboration** | observed.   | of teamwork | on project  | made,       |
|              |             | or          | not         | speech      |
| **U          |             | co          | evident.    | clear and   |
| nderstanding |             | llaboration |             | audible to  |
| of climate   |             | on project. |             | class.      |
| system and   |             |             |             | Teamwork    |
| data**       |             |             |             | evident.    |
|              |             |             |             |             |
| **(20 pts    |             |             |             |             |
| each for     |             |             |             |             |
| total=100    |             |             |             |             |
| pts)**       |             |             |             |             |
+--------------+-------------+-------------+-------------+-------------+
| **PowerPoint | Too small,  | Chosen      | Big, has    | Large, easy |
| or Brochure  | Lacks       | format is   | 3-4 colors  | to see and  |
| Criteria**   | creativity, | too small.  | and         | read.       |
|              | relevance   | Has 1-2     | explains    | M           |
| **Size**     | to project. | colors,     | data        | ulticolored |
|              | Data not    | lacks       | clearly.    | with        |
| **Color**    | clear, lack | creativity. | Easy to     | pizzazz,    |
|              | of graphs.  | Few         | read in     | eye         |
| *            |             | t           | front, back | catching.   |
| *Relevance** | Minimal     | ransitions. | of class    | Transitions |
|              | effort      | Graphs are  | difficult.  | and         |
| **           | observed.   | incorrectly | Some        | background  |
| Creativity** |             | labeled.    | transitions | add to      |
|              |             | Data does   | and         | project.    |
| **(25 pts    |             | not         | background. | Findings    |
| each for     |             | correlate   | Graphs      | are         |
| total=100    |             | to          | present and | reported    |
| pts)**       |             | findings.   | labeled.    | clearly and |
|              |             |             |             | graphs are  |
|              |             |             |             | clear,      |
|              |             |             |             | labeled.    |
+--------------+-------------+-------------+-------------+-------------+
| **Written    | 5 or less   | More than   | Between 5-8 | Clear       |
| report**     | properties  | 10          | grammar,    | un          |
|              | mentioned.  | grammatical | spelling,   | derstanding |
| **Criteria** | Untyped.    | errors.     | punctuation | of data and |
|              | Less than 1 | Typed using | errors.     | graphing.   |
| **Evidence   | page. 10 or | wrong font  | Report is   | Less than 5 |
| of data      | more        | size.       | somewhat    | grammatical |
| analysis**   | grammatical | Vague       | difficult   | errors.     |
|              | errors.     | int         | to follow.  | Report is   |
| **Format     | Sentence    | erpretation | Structure   | easy to     |
| Followed**   | fragments.  | of data. 1  | missing     | read has    |
|              | No title    | page or     | conclusion  | colorful    |
| **Grammar**  | page and no | less. No    | or          | title page, |
|              | bi          | title       | in          | images      |
| **Pr         | bliography. | page/bi     | troduction. | included in |
| esentation** | Minimal     | bliography. | Less than 4 | report.     |
|              | effort      | Report not  | sources     | Transitions |
| **Works      | displayed.  | cohesive,   | cited       | used,       |
| Cited**      |             | clear.      |             | clear,      |
|              |             |             |             | coherent    |
| **(20 pts    |             |             |             | structure.  |
| each for     |             |             |             | 4+ sources  |
| total=100    |             |             |             | cited.      |
| pts)**       |             |             |             |             |
+--------------+-------------+-------------+-------------+-------------+

**[References and Resources for Implementing Unit Plan]{.underline}**

MY NASA DATA website

<http://mynasadata.larc.nasa.gov/index.html>

Windows to the Universe

<http://www.windows.ucar.edu/>

NASA Earth Explorer Series

<http://earth.nasa.gov/education/explorers/>

Latitude & longitude locator

<http://www.infoplease.com/homework/latlongfaq.html>

EPA Student website

<http://www.epa.gov/students/>

S'COOL website for clouds

<http://asd-www.larc.nasa.gov/SCOOL/>

Space Place

[http://spaceplace.jpl.nasa.gov](http://spaceplace.jpl.nasa.gov/)

Space Place- cloud quiz

<http://spaceplace.nasa.gov/en/kids/cloudsat_puz.shtml>

Aura: Atmospheric chemistry

[http://aura.gsfc.nasa.gov](http://aura.gsfc.nasa.gov/)

Ozone Curriculum

<http://www.so.wustl.edu/science_outreach/curriculum/envsci.html>

Exploring the Environment (ETE)

<http://www.cotf.edu/ete/modules/modules.html>

New York State Standards

<http://www.emsc.nysed.gov/ciai/mst.html>

National Science Standards

<http://www.nap.edu/readingroom/books/nses/html/6d.html#csb58>

Investigating the Climate System: Clouds

[NASA - Investigating the Climate System -
Clouds](http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/ICS_Clouds.html)