{"id":214,"date":"2019-07-25T02:03:45","date_gmt":"2019-07-25T02:03:45","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/methods\/chapter\/climate\/"},"modified":"2023-05-06T12:28:39","modified_gmt":"2023-05-06T12:28:39","slug":"climate","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/methods\/chapter\/climate\/","title":{"raw":"Climate: Background Information","rendered":"Climate: Background Information"},"content":{"raw":"<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<h1 class=\"textbox__title\"><span style=\"color: #ffffff\">CLIMATE is what happens USUALLY<\/span><\/h1>\r\n<\/header><\/div>\r\n<strong>Earth's Atmosphere<\/strong>\r\n\r\nEarth's atmosphere is a layer of gases, mainly nitrogen and oxygen, between Earth's surface and space. From space, the atmosphere can be seen as a thin blue line around Earth's circumference in the image below.\r\n\r\n[caption id=\"attachment_212\" align=\"aligncenter\" width=\"300\"]<img class=\"size-medium wp-image-205\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2019\/07\/atmosphere-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\" \/> \"<a href=\"https:\/\/www.grc.nasa.gov\/www\/k-12\/airplane\/atmosphere.html\">The Atmosphere<\/a>\" by <a href=\"https:\/\/www.nasa.gov\">NASA<\/a> is public domain[\/caption]\r\n\r\nThe atmosphere is relatively thin, 60 miles wide, but it plays an important role for the planet. It lets in heat from the Sun so Earth has a livable temperature, while also acting a shield to block much of the Sun's harmful radiation. When Earth's systems are in balance, the atmosphere is a key part of regulating temperature, weather, and climate.\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\"><span style=\"color: #ffffff\">What is a greenhouse gas?<\/span><\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nCertain gases in Earth's atmosphere are called greenhouse gases. Like a greenhouse, they let sunlight through to reach the surface of Earth and then trap its heat in the atmosphere. The most abundant greenhouse gases are:\r\n<ul>\r\n \t<li><strong>Carbon dioxide (CO<sub>2)<\/sub><\/strong>-Carbon dioxide is naturally released from decaying organisms and volcanic eruptions. However, humans are the main cause of excess carbon dioxide in the atmosphere from burning fossil fuels.<\/li>\r\n \t<li><strong>Nitrous oxide (N<sub>2<\/sub>O)<\/strong>-Bacteria naturally produce nitrous oxide, but humans create more from industrial activities such as factory waste and agricultural products such as fertilizer.<\/li>\r\n \t<li><strong>Methane (CH<sub>4)<\/sub><\/strong>-Methane is naturally created in wetlands and oceans, but humans also contribute to excess methane through agriculture; cows release a significant amount of methane by burping when they digest their food.<\/li>\r\n \t<li><strong>Water Vapor (H<sub>2<\/sub>O)<\/strong>-From the effects of climate change, there is more energy in Earth's systems and the global water cycle. As the temperature increases, this causes more water to evaporate and enter the atmosphere as water vapor, a heat-trapping molecule.<\/li>\r\n \t<li><strong>Ozone (O<sub>3<\/sub>)<\/strong>-High in the atmosphere, the ozone layer (naturally occurring ozone) blocks the Sun's radiation and helps regulate Earth's temperature. Lower in the atmosphere, however, human activities such as vehicle emissions create additional ozone. This ozone is bad because it traps heat in the atmosphere and creates smog.<\/li>\r\n<\/ul>\r\n[caption id=\"attachment_207\" align=\"aligncenter\" width=\"350\"]<img class=\"size-full wp-image-206\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/label_sheet_sm.en_.jpg\" alt=\"\" width=\"350\" height=\"257\" \/> \"<a href=\"https:\/\/spaceplace.nasa.gov\/gumdrops\/en\/\">Greenhouse Gases<\/a>\" by <a href=\"https:\/\/spaceplace.nasa.gov\">NASA Space Place<\/a> is public domain[\/caption]\r\n\r\nGreenhouse gases are complex molecules made of three or more atoms bonded together. Gases move quickly and collide with other molecules in the atmosphere. This causes greenhouse gas molecules to vibrate and have an asymmetrical shape.\r\n\r\n[caption id=\"attachment_207\" align=\"aligncenter\" width=\"201\"]<img class=\"wp-image-207 size-medium\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Co2_tuningFork_analogy_1024w_med-e1571371343904-201x300.jpg\" alt=\"\" width=\"201\" height=\"300\" \/> \"<a href=\"https:\/\/skepticalscience.com\/graphics.php?g=292\">Vibrating CO<sub>2<\/sub> Molecules<\/a>\" by <a href=\"https:\/\/skepticalscience.com\">Skeptical Science<\/a> is licensed under <a href=\"http:\/\/creativecommons.org\/licenses\/by\/3.0\/\">CC BY 3.0<\/a>[\/caption]\r\n\r\nBecause of this asymmetrical shape, they can absorb infrared radiation from the Sun. Then, the radiation is released back into the atmosphere which helps keep the planet warm enough to support life. Other gases in Earth's atmosphere such as nitrogen and oxygen are more abundant, but they do not absorb infrared radiation because their molecular structure stays symmetrical.\r\n\r\n<\/div>\r\n<\/div>\r\n<strong>The Greenhouse Effect<\/strong>\r\n\r\nWatch the following video for a short explanation of carbon dioxide and the greenhouse effect.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=K9kga9c0u2I\r\n<h5>Video Credit: \"<a href=\"https:\/\/www.youtube.com\/watch?v=K9kga9c0u2I\">Earth's Gas Problem<\/a>\" by <a href=\"https:\/\/climate.nasa.gov\">NASA Global Climate Change<\/a> is public domain<\/h5>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\"><span style=\"color: #ffffff\">What is the greenhouse effect?<\/span><\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nThe greenhouse effect describes how greenhouse gases in Earth's atmosphere trap heat.\r\n\r\nWhen infrared radiation from the Sun reaches Earth:\r\n<ul>\r\n \t<li>Some radiation is reflected back into space by the atmosphere and surfaces with a high [pb_glossary id=\"292\"]albedo[\/pb_glossary] such as ice.<\/li>\r\n \t<li>Other radiation is absorbed by greenhouse gases and surfaces with a low albedo such as land and water.\r\n<ul>\r\n \t<li>Absorbed radiation is later released as heat which increases Earth's temperature.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nWatch the animation, below, to see the greenhouse effect in action.\r\n\r\n[caption id=\"attachment_208\" align=\"aligncenter\" width=\"768\"]<img class=\"wp-image-208 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/1_greenhouse_effect_rev_5-22-19.gif\" alt=\"\" width=\"768\" height=\"432\" \/> \"<a href=\"https:\/\/climate.nasa.gov\/causes\/\">The Greenhouse Effect<\/a>\" by <a href=\"https:\/\/www.nasa.gov\">NASA<\/a> is public domain[\/caption]\r\n\r\nThe greenhouse effect is a key part of Earth's natural processes. Without heat from the Sun's radiation and the atmosphere's protection, Earth's temperature would not be regulated to support life.\u00a0However, the greenhouse effect can go too far when Earth's systems are out of balance.\r\n\r\nEarth's atmosphere can be compared to a blanket that is wrapped around the planet; the planet needs this blanket to survive in outer space. But when there are too many greenhouse gases in the atmosphere (from burning [pb_glossary id=\"320\"]fossil fuels[\/pb_glossary], for example), they radiate more heat than normal. This causes Earth's blanket to get thicker and thicker and global temperature increases. Unfortunately, Earth cannot simply take the blanket off in order to cool down. Over time, this leads to our current situation: global [pb_glossary id=\"303\"]climate change[\/pb_glossary] with wide-reaching and serious consequences.\r\n\r\n<\/div>\r\n<\/div>\r\n<strong>Albedo Effect<\/strong>\r\n\r\nAlbedo is the amount of energy reflected by a surface.\u00a0Light surfaces tend to have a high albedo because they reflect more energy. Dark surfaces tend to have a low albedo\u00a0because they absorb more energy.\r\n\r\nAs seen in the image, below, the Sun's rays project solar radiation to Earth's surface. Lighter-colored surfaces such as ice reflect the radiation. Darker-colored surfaces such as land and water absorb the Sun's heat.\r\n\r\n[caption id=\"attachment_212\" align=\"aligncenter\" width=\"3000\"]<img class=\"size-full wp-image-941\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/PRINTnocam650-scaled-1.jpg\" alt=\"\" width=\"3000\" height=\"1688\" \/> \"<a href=\"https:\/\/svs.gsfc.nasa.gov\/20021\">Albedo<\/a>\" by <a href=\"https:\/\/www.nasa.gov\">NASA<\/a> is public domain[\/caption]\r\n\r\nCurrently, Earth's albedo is decreasing as a result of climate change. As ice melts at the poles and glaciers, it is replaced by land and water. Because of their darker colors, land and water have low albedo--they absorb radiation which increases Earth's temperature and leads to increased ice melt. This relationship, a [pb_glossary id=\"291\"]positive feedback loop[\/pb_glossary], is shown in the image below.\r\n\r\n[caption id=\"attachment_212\" align=\"aligncenter\" width=\"300\"]<img class=\"size-medium wp-image-161\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/fig13fdbk-1-e1563925867864-300x213.png\" alt=\"\" width=\"300\" height=\"213\" \/> \"<a href=\"https:\/\/www.e-education.psu.edu\/earth103\/node\/668\">Positive Feedback Mechanism<\/a>\" by David Bice\/<a href=\"https:\/\/www.e-education.psu.edu\">Penn State College of Earth and Mineral Sciences<\/a> is licensed under <a href=\"http:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA 4.0<\/a>[\/caption]\r\n\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Key Takeaways<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>Darker materials absorb heat--low albedo<\/li>\r\n \t<li>Lighter materials reflect heat--high albedo<\/li>\r\n<\/ul>\r\n[caption id=\"attachment_210\" align=\"aligncenter\" width=\"500\"]<img class=\"size-full wp-image-210\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/heat-islands3.jpg\" alt=\"\" width=\"500\" height=\"300\" \/> \"<a href=\"https:\/\/climatekids.nasa.gov\/heat-islands\/\">Albedo<\/a>\" by <a href=\"https:\/\/www.nasa.gov\">NASA<\/a> is public domain[\/caption]\r\n\r\n<\/div>\r\n<\/div>\r\n<strong>The Carbon Cycle<\/strong>\r\n\r\nCarbon is an abundant element that is critical for life on Earth. As seen in the image, below, carbon naturally moves between the atmosphere, land, and water in the carbon cycle. Most of Earth's carbon is stored in rocks and sediments, but also in the oceans and in the atmosphere.\r\n\r\n[caption id=\"attachment_212\" align=\"aligncenter\" width=\"1422\"]<img class=\"wp-image-211 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/carbon_cycle-e1568725385550.jpg\" alt=\"\" width=\"1422\" height=\"1062\" \/> \"<a href=\"https:\/\/www.noaa.gov\/education\/resource-collections\/climate-education-resources\/carbon-cycle\">Carbon Cycle<\/a>\" by <a href=\"https:\/\/www.noaa.gov\">NOAA<\/a> is public domain[\/caption]\r\n\r\nCarbon dioxide, a greenhouse gas, is important for life on Earth. For example, it traps heat to regulate Earth's temperature and is a key component of photosynthesis, the process by which plants create their own food. Due to human activities, however, carbon dioxide is increasing to abnormally high levels in the atmosphere and causing Earth's temperature to heat up.\r\n\r\nThe following video shows the global carbon cycle, how carbon dioxide in Earth's atmosphere fluctuates and moves around the globe over the course of a year.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=x1SgmFa0r04\r\n<h5>Video Credit: \"<a href=\"https:\/\/www.youtube.com\/watch?v=x1SgmFa0r04\">A Year in the Life of Earth's CO2<\/a>\" by <a href=\"https:\/\/www.youtube.com\/channel\/UCAY-SMFNfynqz1bdoaV8BeQ\">NASA<\/a> is public domain<\/h5>\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">What is ppm?<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nCarbon dioxide in the atmosphere is measured in parts per million (ppm).\r\n\r\nSo, if the CO<sub>2\u00a0<\/sub>concentration is 400 ppm, that means 400 molecules out of every one million gas molecules in the atmosphere are carbon dioxide.\r\n\r\n<\/div>\r\n<\/div>\r\n<strong>Ice Cores<\/strong>\r\n\r\nScientists use ice cores, samples of ice drilled from ice sheets and glaciers, to gather data about carbon dioxide levels over time. The [pb_glossary id=\"265\"]Law of Superposition[\/pb_glossary] and the [pb_glossary id=\"276\"]Law of Original Horizontality[\/pb_glossary] can be applied to ice cores as well: Older layers of ice are compacted and trapped beneath newer layers over time. Within each layer, bubbles of carbon dioxide are trapped; this provides scientists with a record of atmospheric levels of carbon dioxide going back hundreds of thousands of years. Scientists can also use this data to create climate models which help predict future climate change.\r\n\r\n[caption id=\"attachment_212\" align=\"aligncenter\" width=\"300\"]<img class=\"wp-image-212 size-medium\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/2616_p1000526-1280px-90-300x231.jpg\" alt=\"\" width=\"300\" height=\"231\" \/> \"<a href=\"https:\/\/climate.nasa.gov\/news\/2616\/core-questions-an-introduction-to-ice-cores\/\">Ice Core\"<\/a> by Ludovic Brucker\/<a href=\"https:\/\/www.nasa.gov\/goddard\">NASA Goddard Space Flight Center<\/a> is public domain[\/caption]\r\n\r\n<div class=\"textbox shaded\">\r\n\r\nThe graph, below, was created using ice core data. As shown in the graph, carbon dioxide levels on Earth have naturally fluctuated for hundreds of thousands of years. Still, CO<sub>2\u00a0<\/sub>levels were relatively stable within a certain range and never exceeded 300 [pb_glossary id=\"321\"]ppm[\/pb_glossary].\r\n\r\nAt the far right side of the graph, there is a sharp uptick in CO<sub>2<\/sub> levels, indicating the rise of fossil fuel use. By 2017, the average was 405 ppm. NASA's most recent <a href=\"https:\/\/climate.nasa.gov\/vital-signs\/carbon-dioxide\/\">data<\/a> from July 2019 measured 411 ppm of CO<sub>2\u00a0<\/sub>in the atmosphere. All of this data indicates that Earth's systems are out of balance from typical patterns that have been established over millennia.\r\n\r\n[caption id=\"attachment_213\" align=\"aligncenter\" width=\"620\"]<img class=\"wp-image-213 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/paleo_CO2_2017_620.gif\" alt=\"\" width=\"620\" height=\"266\" \/> \"<a href=\"https:\/\/www.climate.gov\/news-features\/understanding-climate\/climate-change-atmospheric-carbon-dioxide\">CO2 Graph<\/a>\" by <a href=\"https:\/\/www.climate.gov\">NOAA Climate.gov<\/a> is public domain[\/caption]\r\n\r\n<\/div>\r\n&nbsp;\r\n\r\nNGSS\r\n\r\n&nbsp;\r\n<table>\r\n<tbody>\r\n<tr>\r\n<th>K-PS3-1.<\/th>\r\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Panning and Carrying Out Investigations&lt;\/h4&gt; &lt;p&gt;Planning and carrying out investigations to answer questions or test solutions to problems in K\u20132 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.&lt;\/h4&gt; &lt;ul&gt; &lt;li&gt;Make observations (firsthand or from media) to collect data that can be used to make comparisons.&lt;\/p&gt; &lt;p&gt;\">Make observations to determine<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Cause and Effect&lt;\/h4&gt; &lt;ul&gt; &lt;li&gt;Events have causes that generate observable patterns.&lt;\/p&gt; &lt;p&gt;\">the effect of<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;PS3.B: Conservation of Energy and Energy Transfer&lt;\/h4&gt; &lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Sunlight warms Earth\u2019s surface.&lt;\/p&gt; &lt;p&gt;\">sunlight on Earth\u2019s surface.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples of Earth\u2019s surface could include sand, soil, rocks, and water.] [<em>Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer\/cooler.<\/em>]<\/span><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<th>K-PS3-2.<\/th>\r\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Constructing Explanations and Designing Solutions&lt;\/h4&gt; &lt;p&gt;Constructing explanations and designing solutions in K\u20132 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.&lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.&lt;\/p&gt; &lt;p&gt;\">Use tools and materials to design and build a structure<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Cause and Effect&lt;\/h4&gt; &lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Events have causes that generate observable patterns.&lt;\/p&gt; &lt;p&gt;\">that will reduce<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;PS3.B: Conservation of Energy and Energy Transfer&lt;\/h4&gt; &lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Sunlight warms Earth\u2019s surface.&lt;\/p&gt; &lt;p&gt;\">the warming effect of sunlight on an area.*<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.]<\/span><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<th>5-ESS2-1.<\/th>\r\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Developing and Using Models&lt;\/h4&gt; &lt;p&gt;Modeling in 3\u20135 builds on K\u20132 experiences and progresses to building and revising simple models and using models &lt;\/p&gt; &lt;p&gt;to represent events and design solutions.&lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Develop a model using an example to describe a scientific principle.&lt;\/li&gt; &lt;\/ul&gt; &lt;p&gt;\">Develop a model using an example to describe<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;ESS2.A: Earth Materials and Systems&lt;\/h4&gt; &lt;ul&gt; &lt;li&gt;Earth\u2019s major systems are the geosphere (solid and molten rock, soil, and sediments), the &lt;\/p&gt; &lt;p&gt;hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth\u2019s surface materials and processes. The &lt;\/p&gt; &lt;p&gt;ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of &lt;\/p&gt; &lt;p&gt;weather.\">ways the geosphere, biosphere, hydrosphere, and\/or atmosphere<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Systems and System Models&lt;\/h4&gt; &lt;ul&gt; &lt;li&gt;A system can be described in terms of its components and their interactions. \">interact.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [<em>Assessment Boundary: Assessment is limited to the interactions of two systems at a time.<\/em>]<\/span><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<th>MS-ESS2-5.<\/th>\r\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Planning and Carrying Out Investigations&lt;\/h4&gt; &lt;p&gt;Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions.&lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.&lt;\/li&gt; &lt;\/ul&gt; &lt;p&gt;\">Collect data to provide evidence for how<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;ESS2.C: The Roles of Water in Earth's Surface Processes&lt;\/h4&gt; &lt;ul&gt; &lt;li&gt;&lt;em&gt;The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns.&lt;\/li&gt; &lt;\/ul&gt; &lt;h4&gt;ESS2.D: Weather and Climate&lt;\/h4&gt; &lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Because these patterns are so complex, weather can only be predicted probabilistically.&lt;\/li&gt; &lt;\/ul&gt; &lt;p&gt;\">the motions and complex interactions of air masses<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Cause and Effect&lt;\/h4&gt; &lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Cause and effect relationships may be used to predict phenomena in natural or designed systems.&lt;\/li&gt; &lt;\/ul&gt; &lt;p&gt;\">result in changes<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;ESS2.C: The Roles of Water in Earth's Surface Processes&lt;\/h4&gt; &lt;ul&gt; &lt;li&gt;The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns.&lt;\/li&gt; &lt;\/ul&gt; &lt;h4&gt;ESS2.D: Weather and Climate&lt;\/h4&gt; &lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Because these patterns are so complex, weather can only be predicted probabilistically.&lt;\/li&gt; &lt;\/ul&gt; &lt;p&gt;\">in weather conditions.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).]\u00a0[<em>Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.<\/em>]<\/span><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<th>MS-ESS3-5.<\/th>\r\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Asking Questions and Defining Problems&lt;\/h4&gt; &lt;p&gt;Asking questions and defining problems in grades 6\u20138 builds on grades K\u20135 experiences and progresses to specifying relationships between variables, and clarifying arguments and models.&lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Apply scientific knowledge and evidence to explain real-world phenomena, examples, or events.&lt;\/li&gt; &lt;li&gt;Ask questions to identify and clarify evidence of an argument.&lt;\/li&gt; &lt;\/ul&gt; &lt;p&gt;\">Ask questions to clarify evidence<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;ESS3.D: Global Climate Change&lt;\/h4&gt; &lt;ul&gt; &lt;li&gt;Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth\u2019s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.&lt;\/li&gt; &lt;\/ul&gt; &lt;p&gt;\">of the factors<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Stability and Change&lt;\/h4&gt; &lt;ul&gt; &lt;li&gt;Stability might be disturbed either by sudden events or gradual changes that accumulate over time.&lt;\/li&gt; &lt;\/ul&gt; &lt;p&gt;\">that have caused the rise in<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;ESS3.D: Global Climate Change&lt;\/h4&gt; &lt;ul&gt; &lt;li&gt;Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth\u2019s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.&lt;\/li&gt; &lt;\/ul&gt; &lt;p&gt;\">global temperatures over the past century.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]<\/span><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n&nbsp;\r\n\r\nDCI\r\n\r\n&nbsp;\r\n\r\nKindergarten\r\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=124\">PS3.B: Conservation of Energy and Energy Transfer<\/a><\/h3>\r\n<ul>\r\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=124\">Sunlight warms Earth\u2019s surface. (K-PS3-1),(K-PS3-2)<\/a><\/li>\r\n<\/ul>\r\nFifth Grade\r\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=179\">ESS2.A: Earth Materials and Systems<\/a><\/h3>\r\n<ul>\r\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=179\">Earth\u2019s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth\u2019s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1)<\/a><\/li>\r\n<\/ul>\r\nmiddle school\r\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=186\">ESS2.D: Weather and Climate<\/a><\/h3>\r\n<ul>\r\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=186\">Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6)<\/a><\/li>\r\n<\/ul>\r\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=196\">ESS3.D: Global Climate Change<\/a><\/h3>\r\n<ul>\r\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=196\">Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth\u2019s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5)<\/a><\/li>\r\n<\/ul>\r\nCrossscutting\r\n\r\nmiddle school\r\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=91\">Systems and System Models<\/a><\/h3>\r\n<ul>\r\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=91\">Models can be used to represent systems and their interactions\u2014such as inputs, processes and outputs\u2014and energy, matter, and information flows within systems. (MS-ESS2-6)<\/a><\/li>\r\n<\/ul>","rendered":"<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<h1 class=\"textbox__title\"><span style=\"color: #ffffff\">CLIMATE is what happens USUALLY<\/span><\/h1>\n<\/header>\n<\/div>\n<p><strong>Earth&#8217;s Atmosphere<\/strong><\/p>\n<p>Earth&#8217;s atmosphere is a layer of gases, mainly nitrogen and oxygen, between Earth&#8217;s surface and space. From space, the atmosphere can be seen as a thin blue line around Earth&#8217;s circumference in the image below.<\/p>\n<figure id=\"attachment_212\" aria-describedby=\"caption-attachment-212\" style=\"width: 300px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-205\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2019\/07\/atmosphere-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2019\/07\/atmosphere-300x225.jpg 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2019\/07\/atmosphere-65x49.jpg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2019\/07\/atmosphere-225x169.jpg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2019\/07\/atmosphere-350x263.jpg 350w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2019\/07\/atmosphere.jpg 720w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-212\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/www.grc.nasa.gov\/www\/k-12\/airplane\/atmosphere.html\">The Atmosphere<\/a>&#8221; by <a href=\"https:\/\/www.nasa.gov\">NASA<\/a> is public domain<\/figcaption><\/figure>\n<p>The atmosphere is relatively thin, 60 miles wide, but it plays an important role for the planet. It lets in heat from the Sun so Earth has a livable temperature, while also acting a shield to block much of the Sun&#8217;s harmful radiation. When Earth&#8217;s systems are in balance, the atmosphere is a key part of regulating temperature, weather, and climate.<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\"><span style=\"color: #ffffff\">What is a greenhouse gas?<\/span><\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<p>Certain gases in Earth&#8217;s atmosphere are called greenhouse gases. Like a greenhouse, they let sunlight through to reach the surface of Earth and then trap its heat in the atmosphere. The most abundant greenhouse gases are:<\/p>\n<ul>\n<li><strong>Carbon dioxide (CO<sub>2)<\/sub><\/strong>-Carbon dioxide is naturally released from decaying organisms and volcanic eruptions. However, humans are the main cause of excess carbon dioxide in the atmosphere from burning fossil fuels.<\/li>\n<li><strong>Nitrous oxide (N<sub>2<\/sub>O)<\/strong>-Bacteria naturally produce nitrous oxide, but humans create more from industrial activities such as factory waste and agricultural products such as fertilizer.<\/li>\n<li><strong>Methane (CH<sub>4)<\/sub><\/strong>-Methane is naturally created in wetlands and oceans, but humans also contribute to excess methane through agriculture; cows release a significant amount of methane by burping when they digest their food.<\/li>\n<li><strong>Water Vapor (H<sub>2<\/sub>O)<\/strong>-From the effects of climate change, there is more energy in Earth&#8217;s systems and the global water cycle. As the temperature increases, this causes more water to evaporate and enter the atmosphere as water vapor, a heat-trapping molecule.<\/li>\n<li><strong>Ozone (O<sub>3<\/sub>)<\/strong>-High in the atmosphere, the ozone layer (naturally occurring ozone) blocks the Sun&#8217;s radiation and helps regulate Earth&#8217;s temperature. Lower in the atmosphere, however, human activities such as vehicle emissions create additional ozone. This ozone is bad because it traps heat in the atmosphere and creates smog.<\/li>\n<\/ul>\n<figure id=\"attachment_207\" aria-describedby=\"caption-attachment-207\" style=\"width: 350px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-206\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/label_sheet_sm.en_.jpg\" alt=\"\" width=\"350\" height=\"257\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/label_sheet_sm.en_.jpg 350w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/label_sheet_sm.en_-300x220.jpg 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/label_sheet_sm.en_-65x48.jpg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/label_sheet_sm.en_-225x165.jpg 225w\" sizes=\"auto, (max-width: 350px) 100vw, 350px\" \/><figcaption id=\"caption-attachment-207\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/spaceplace.nasa.gov\/gumdrops\/en\/\">Greenhouse Gases<\/a>&#8221; by <a href=\"https:\/\/spaceplace.nasa.gov\">NASA Space Place<\/a> is public domain<\/figcaption><\/figure>\n<p>Greenhouse gases are complex molecules made of three or more atoms bonded together. Gases move quickly and collide with other molecules in the atmosphere. This causes greenhouse gas molecules to vibrate and have an asymmetrical shape.<\/p>\n<figure id=\"attachment_207\" aria-describedby=\"caption-attachment-207\" style=\"width: 201px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-207 size-medium\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Co2_tuningFork_analogy_1024w_med-e1571371343904-201x300.jpg\" alt=\"\" width=\"201\" height=\"300\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Co2_tuningFork_analogy_1024w_med-e1571371343904-201x300.jpg 201w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Co2_tuningFork_analogy_1024w_med-e1571371343904-65x97.jpg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Co2_tuningFork_analogy_1024w_med-e1571371343904-225x335.jpg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Co2_tuningFork_analogy_1024w_med-e1571371343904.jpg 227w\" sizes=\"auto, (max-width: 201px) 100vw, 201px\" \/><figcaption id=\"caption-attachment-207\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/skepticalscience.com\/graphics.php?g=292\">Vibrating CO<sub>2<\/sub> Molecules<\/a>&#8221; by <a href=\"https:\/\/skepticalscience.com\">Skeptical Science<\/a> is licensed under <a href=\"http:\/\/creativecommons.org\/licenses\/by\/3.0\/\">CC BY 3.0<\/a><\/figcaption><\/figure>\n<p>Because of this asymmetrical shape, they can absorb infrared radiation from the Sun. Then, the radiation is released back into the atmosphere which helps keep the planet warm enough to support life. Other gases in Earth&#8217;s atmosphere such as nitrogen and oxygen are more abundant, but they do not absorb infrared radiation because their molecular structure stays symmetrical.<\/p>\n<\/div>\n<\/div>\n<p><strong>The Greenhouse Effect<\/strong><\/p>\n<p>Watch the following video for a short explanation of carbon dioxide and the greenhouse effect.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"NASA&#39;s Earth Minute: Gas Problem\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/K9kga9c0u2I?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h5>Video Credit: &#8220;<a href=\"https:\/\/www.youtube.com\/watch?v=K9kga9c0u2I\">Earth&#8217;s Gas Problem<\/a>&#8221; by <a href=\"https:\/\/climate.nasa.gov\">NASA Global Climate Change<\/a> is public domain<\/h5>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\"><span style=\"color: #ffffff\">What is the greenhouse effect?<\/span><\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<p>The greenhouse effect describes how greenhouse gases in Earth&#8217;s atmosphere trap heat.<\/p>\n<p>When infrared radiation from the Sun reaches Earth:<\/p>\n<ul>\n<li>Some radiation is reflected back into space by the atmosphere and surfaces with a high <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_214_292\">albedo<\/a> such as ice.<\/li>\n<li>Other radiation is absorbed by greenhouse gases and surfaces with a low albedo such as land and water.\n<ul>\n<li>Absorbed radiation is later released as heat which increases Earth&#8217;s temperature.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Watch the animation, below, to see the greenhouse effect in action.<\/p>\n<figure id=\"attachment_208\" aria-describedby=\"caption-attachment-208\" style=\"width: 768px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-208 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/1_greenhouse_effect_rev_5-22-19.gif\" alt=\"\" width=\"768\" height=\"432\" \/><figcaption id=\"caption-attachment-208\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/climate.nasa.gov\/causes\/\">The Greenhouse Effect<\/a>&#8221; by <a href=\"https:\/\/www.nasa.gov\">NASA<\/a> is public domain<\/figcaption><\/figure>\n<p>The greenhouse effect is a key part of Earth&#8217;s natural processes. Without heat from the Sun&#8217;s radiation and the atmosphere&#8217;s protection, Earth&#8217;s temperature would not be regulated to support life.\u00a0However, the greenhouse effect can go too far when Earth&#8217;s systems are out of balance.<\/p>\n<p>Earth&#8217;s atmosphere can be compared to a blanket that is wrapped around the planet; the planet needs this blanket to survive in outer space. But when there are too many greenhouse gases in the atmosphere (from burning <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_214_320\">fossil fuels<\/a>, for example), they radiate more heat than normal. This causes Earth&#8217;s blanket to get thicker and thicker and global temperature increases. Unfortunately, Earth cannot simply take the blanket off in order to cool down. Over time, this leads to our current situation: global <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_214_303\">climate change<\/a> with wide-reaching and serious consequences.<\/p>\n<\/div>\n<\/div>\n<p><strong>Albedo Effect<\/strong><\/p>\n<p>Albedo is the amount of energy reflected by a surface.\u00a0Light surfaces tend to have a high albedo because they reflect more energy. Dark surfaces tend to have a low albedo\u00a0because they absorb more energy.<\/p>\n<p>As seen in the image, below, the Sun&#8217;s rays project solar radiation to Earth&#8217;s surface. Lighter-colored surfaces such as ice reflect the radiation. Darker-colored surfaces such as land and water absorb the Sun&#8217;s heat.<\/p>\n<figure id=\"attachment_212\" aria-describedby=\"caption-attachment-212\" style=\"width: 3000px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-941\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/PRINTnocam650-scaled-1.jpg\" alt=\"\" width=\"3000\" height=\"1688\" \/><figcaption id=\"caption-attachment-212\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/svs.gsfc.nasa.gov\/20021\">Albedo<\/a>&#8221; by <a href=\"https:\/\/www.nasa.gov\">NASA<\/a> is public domain<\/figcaption><\/figure>\n<p>Currently, Earth&#8217;s albedo is decreasing as a result of climate change. As ice melts at the poles and glaciers, it is replaced by land and water. Because of their darker colors, land and water have low albedo&#8211;they absorb radiation which increases Earth&#8217;s temperature and leads to increased ice melt. This relationship, a <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_214_291\">positive feedback loop<\/a>, is shown in the image below.<\/p>\n<figure id=\"attachment_212\" aria-describedby=\"caption-attachment-212\" style=\"width: 300px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-161\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/fig13fdbk-1-e1563925867864-300x213.png\" alt=\"\" width=\"300\" height=\"213\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/fig13fdbk-1-e1563925867864-300x213.png 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/fig13fdbk-1-e1563925867864-65x46.png 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/fig13fdbk-1-e1563925867864-225x160.png 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/fig13fdbk-1-e1563925867864.png 320w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-212\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/www.e-education.psu.edu\/earth103\/node\/668\">Positive Feedback Mechanism<\/a>&#8221; by David Bice\/<a href=\"https:\/\/www.e-education.psu.edu\">Penn State College of Earth and Mineral Sciences<\/a> is licensed under <a href=\"http:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA 4.0<\/a><\/figcaption><\/figure>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaways<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>Darker materials absorb heat&#8211;low albedo<\/li>\n<li>Lighter materials reflect heat&#8211;high albedo<\/li>\n<\/ul>\n<figure id=\"attachment_210\" aria-describedby=\"caption-attachment-210\" style=\"width: 500px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-210\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/heat-islands3.jpg\" alt=\"\" width=\"500\" height=\"300\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/heat-islands3.jpg 500w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/heat-islands3-300x180.jpg 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/heat-islands3-65x39.jpg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/heat-islands3-225x135.jpg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/heat-islands3-350x210.jpg 350w\" sizes=\"auto, (max-width: 500px) 100vw, 500px\" \/><figcaption id=\"caption-attachment-210\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/climatekids.nasa.gov\/heat-islands\/\">Albedo<\/a>&#8221; by <a href=\"https:\/\/www.nasa.gov\">NASA<\/a> is public domain<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<p><strong>The Carbon Cycle<\/strong><\/p>\n<p>Carbon is an abundant element that is critical for life on Earth. As seen in the image, below, carbon naturally moves between the atmosphere, land, and water in the carbon cycle. Most of Earth&#8217;s carbon is stored in rocks and sediments, but also in the oceans and in the atmosphere.<\/p>\n<figure id=\"attachment_212\" aria-describedby=\"caption-attachment-212\" style=\"width: 1422px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-211 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/carbon_cycle-e1568725385550.jpg\" alt=\"\" width=\"1422\" height=\"1062\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/carbon_cycle-e1568725385550.jpg 1422w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/carbon_cycle-e1568725385550-300x224.jpg 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/carbon_cycle-e1568725385550-1024x765.jpg 1024w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/carbon_cycle-e1568725385550-768x574.jpg 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/carbon_cycle-e1568725385550-65x49.jpg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/carbon_cycle-e1568725385550-225x168.jpg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/carbon_cycle-e1568725385550-350x261.jpg 350w\" sizes=\"auto, (max-width: 1422px) 100vw, 1422px\" \/><figcaption id=\"caption-attachment-212\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/www.noaa.gov\/education\/resource-collections\/climate-education-resources\/carbon-cycle\">Carbon Cycle<\/a>&#8221; by <a href=\"https:\/\/www.noaa.gov\">NOAA<\/a> is public domain<\/figcaption><\/figure>\n<p>Carbon dioxide, a greenhouse gas, is important for life on Earth. For example, it traps heat to regulate Earth&#8217;s temperature and is a key component of photosynthesis, the process by which plants create their own food. Due to human activities, however, carbon dioxide is increasing to abnormally high levels in the atmosphere and causing Earth&#8217;s temperature to heat up.<\/p>\n<p>The following video shows the global carbon cycle, how carbon dioxide in Earth&#8217;s atmosphere fluctuates and moves around the globe over the course of a year.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"NASA | A Year in the Life of Earth&#39;s CO2\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/x1SgmFa0r04?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h5>Video Credit: &#8220;<a href=\"https:\/\/www.youtube.com\/watch?v=x1SgmFa0r04\">A Year in the Life of Earth&#8217;s CO2<\/a>&#8221; by <a href=\"https:\/\/www.youtube.com\/channel\/UCAY-SMFNfynqz1bdoaV8BeQ\">NASA<\/a> is public domain<\/h5>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">What is ppm?<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Carbon dioxide in the atmosphere is measured in parts per million (ppm).<\/p>\n<p>So, if the CO<sub>2\u00a0<\/sub>concentration is 400 ppm, that means 400 molecules out of every one million gas molecules in the atmosphere are carbon dioxide.<\/p>\n<\/div>\n<\/div>\n<p><strong>Ice Cores<\/strong><\/p>\n<p>Scientists use ice cores, samples of ice drilled from ice sheets and glaciers, to gather data about carbon dioxide levels over time. The <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_214_265\">Law of Superposition<\/a> and the <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_214_276\">Law of Original Horizontality<\/a> can be applied to ice cores as well: Older layers of ice are compacted and trapped beneath newer layers over time. Within each layer, bubbles of carbon dioxide are trapped; this provides scientists with a record of atmospheric levels of carbon dioxide going back hundreds of thousands of years. Scientists can also use this data to create climate models which help predict future climate change.<\/p>\n<figure id=\"attachment_212\" aria-describedby=\"caption-attachment-212\" style=\"width: 300px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-212 size-medium\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/2616_p1000526-1280px-90-300x231.jpg\" alt=\"\" width=\"300\" height=\"231\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/2616_p1000526-1280px-90-300x231.jpg 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/2616_p1000526-1280px-90-1024x789.jpg 1024w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/2616_p1000526-1280px-90-768x592.jpg 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/2616_p1000526-1280px-90-65x50.jpg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/2616_p1000526-1280px-90-225x173.jpg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/2616_p1000526-1280px-90-350x270.jpg 350w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/2616_p1000526-1280px-90.jpg 1280w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-212\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/climate.nasa.gov\/news\/2616\/core-questions-an-introduction-to-ice-cores\/\">Ice Core&#8221;<\/a> by Ludovic Brucker\/<a href=\"https:\/\/www.nasa.gov\/goddard\">NASA Goddard Space Flight Center<\/a> is public domain<\/figcaption><\/figure>\n<div class=\"textbox shaded\">\n<p>The graph, below, was created using ice core data. As shown in the graph, carbon dioxide levels on Earth have naturally fluctuated for hundreds of thousands of years. Still, CO<sub>2\u00a0<\/sub>levels were relatively stable within a certain range and never exceeded 300 <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_214_321\">ppm<\/a>.<\/p>\n<p>At the far right side of the graph, there is a sharp uptick in CO<sub>2<\/sub> levels, indicating the rise of fossil fuel use. By 2017, the average was 405 ppm. NASA&#8217;s most recent <a href=\"https:\/\/climate.nasa.gov\/vital-signs\/carbon-dioxide\/\">data<\/a> from July 2019 measured 411 ppm of CO<sub>2\u00a0<\/sub>in the atmosphere. All of this data indicates that Earth&#8217;s systems are out of balance from typical patterns that have been established over millennia.<\/p>\n<figure id=\"attachment_213\" aria-describedby=\"caption-attachment-213\" style=\"width: 620px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-213 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/paleo_CO2_2017_620.gif\" alt=\"\" width=\"620\" height=\"266\" \/><figcaption id=\"caption-attachment-213\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/www.climate.gov\/news-features\/understanding-climate\/climate-change-atmospheric-carbon-dioxide\">CO2 Graph<\/a>&#8221; by <a href=\"https:\/\/www.climate.gov\">NOAA Climate.gov<\/a> is public domain<\/figcaption><\/figure>\n<\/div>\n<p>&nbsp;<\/p>\n<p>NGSS<\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<th>K-PS3-1.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Panning and Carrying Out Investigations&lt;\/h4&gt; &lt;p&gt;Planning and carrying out investigations to answer questions or test solutions to problems in K\u20132 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.&lt;\/h4&gt; &lt;ul&gt; &lt;li&gt;Make observations (firsthand or from media) to collect data that can be used to make comparisons.&lt;\/p&gt; &lt;p&gt;\">Make observations to determine<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Cause and Effect&lt;\/h4&gt; &lt;ul&gt; &lt;li&gt;Events have causes that generate observable patterns.&lt;\/p&gt; &lt;p&gt;\">the effect of<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;PS3.B: Conservation of Energy and Energy Transfer&lt;\/h4&gt; &lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Sunlight warms Earth\u2019s surface.&lt;\/p&gt; &lt;p&gt;\">sunlight on Earth\u2019s surface.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples of Earth\u2019s surface could include sand, soil, rocks, and water.] [<em>Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer\/cooler.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>K-PS3-2.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Constructing Explanations and Designing Solutions&lt;\/h4&gt; &lt;p&gt;Constructing explanations and designing solutions in K\u20132 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.&lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.&lt;\/p&gt; &lt;p&gt;\">Use tools and materials to design and build a structure<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Cause and Effect&lt;\/h4&gt; &lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Events have causes that generate observable patterns.&lt;\/p&gt; &lt;p&gt;\">that will reduce<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;PS3.B: Conservation of Energy and Energy Transfer&lt;\/h4&gt; &lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Sunlight warms Earth\u2019s surface.&lt;\/p&gt; &lt;p&gt;\">the warming effect of sunlight on an area.*<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>5-ESS2-1.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Developing and Using Models&lt;\/h4&gt; &lt;p&gt;Modeling in 3\u20135 builds on K\u20132 experiences and progresses to building and revising simple models and using models &lt;\/p&gt; &lt;p&gt;to represent events and design solutions.&lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Develop a model using an example to describe a scientific principle.&lt;\/li&gt; &lt;\/ul&gt; &lt;p&gt;\">Develop a model using an example to describe<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;ESS2.A: Earth Materials and Systems&lt;\/h4&gt; &lt;ul&gt; &lt;li&gt;Earth\u2019s major systems are the geosphere (solid and molten rock, soil, and sediments), the &lt;\/p&gt; &lt;p&gt;hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth\u2019s surface materials and processes. The &lt;\/p&gt; &lt;p&gt;ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of &lt;\/p&gt; &lt;p&gt;weather.\">ways the geosphere, biosphere, hydrosphere, and\/or atmosphere<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Systems and System Models&lt;\/h4&gt; &lt;ul&gt; &lt;li&gt;A system can be described in terms of its components and their interactions.\">interact.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [<em>Assessment Boundary: Assessment is limited to the interactions of two systems at a time.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>MS-ESS2-5.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Planning and Carrying Out Investigations&lt;\/h4&gt; &lt;p&gt;Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions.&lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.&lt;\/li&gt; &lt;\/ul&gt; &lt;p&gt;\">Collect data to provide evidence for how<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;ESS2.C: The Roles of Water in Earth's Surface Processes&lt;\/h4&gt; &lt;ul&gt; &lt;li&gt;&lt;em&gt;The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns.&lt;\/li&gt; &lt;\/ul&gt; &lt;h4&gt;ESS2.D: Weather and Climate&lt;\/h4&gt; &lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Because these patterns are so complex, weather can only be predicted probabilistically.&lt;\/li&gt; &lt;\/ul&gt; &lt;p&gt;\">the motions and complex interactions of air masses<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Cause and Effect&lt;\/h4&gt; &lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Cause and effect relationships may be used to predict phenomena in natural or designed systems.&lt;\/li&gt; &lt;\/ul&gt; &lt;p&gt;\">result in changes<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;ESS2.C: The Roles of Water in Earth's Surface Processes&lt;\/h4&gt; &lt;ul&gt; &lt;li&gt;The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns.&lt;\/li&gt; &lt;\/ul&gt; &lt;h4&gt;ESS2.D: Weather and Climate&lt;\/h4&gt; &lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Because these patterns are so complex, weather can only be predicted probabilistically.&lt;\/li&gt; &lt;\/ul&gt; &lt;p&gt;\">in weather conditions.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).]\u00a0[<em>Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>MS-ESS3-5.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Asking Questions and Defining Problems&lt;\/h4&gt; &lt;p&gt;Asking questions and defining problems in grades 6\u20138 builds on grades K\u20135 experiences and progresses to specifying relationships between variables, and clarifying arguments and models.&lt;\/p&gt; &lt;ul&gt; &lt;li&gt;Apply scientific knowledge and evidence to explain real-world phenomena, examples, or events.&lt;\/li&gt; &lt;li&gt;Ask questions to identify and clarify evidence of an argument.&lt;\/li&gt; &lt;\/ul&gt; &lt;p&gt;\">Ask questions to clarify evidence<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;ESS3.D: Global Climate Change&lt;\/h4&gt; &lt;ul&gt; &lt;li&gt;Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth\u2019s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.&lt;\/li&gt; &lt;\/ul&gt; &lt;p&gt;\">of the factors<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;Stability and Change&lt;\/h4&gt; &lt;ul&gt; &lt;li&gt;Stability might be disturbed either by sudden events or gradual changes that accumulate over time.&lt;\/li&gt; &lt;\/ul&gt; &lt;p&gt;\">that have caused the rise in<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"&lt;\/p&gt; &lt;h4&gt;ESS3.D: Global Climate Change&lt;\/h4&gt; &lt;ul&gt; &lt;li&gt;Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth\u2019s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.&lt;\/li&gt; &lt;\/ul&gt; &lt;p&gt;\">global temperatures over the past century.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>DCI<\/p>\n<p>&nbsp;<\/p>\n<p>Kindergarten<\/p>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=124\">PS3.B: Conservation of Energy and Energy Transfer<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=124\">Sunlight warms Earth\u2019s surface. (K-PS3-1),(K-PS3-2)<\/a><\/li>\n<\/ul>\n<p>Fifth Grade<\/p>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=179\">ESS2.A: Earth Materials and Systems<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=179\">Earth\u2019s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth\u2019s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1)<\/a><\/li>\n<\/ul>\n<p>middle school<\/p>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=186\">ESS2.D: Weather and Climate<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=186\">Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=196\">ESS3.D: Global Climate Change<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=196\">Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth\u2019s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5)<\/a><\/li>\n<\/ul>\n<p>Crossscutting<\/p>\n<p>middle school<\/p>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=91\">Systems and System Models<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=91\">Models can be used to represent systems and their interactions\u2014such as inputs, processes and outputs\u2014and energy, matter, and information flows within systems. (MS-ESS2-6)<\/a><\/li>\n<\/ul>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_214_292\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_214_292\"><div tabindex=\"-1\"><p>The amount of energy reflected by a surface. Light surfaces tend to have a high albedo because they reflect more energy. Dark surfaces tend to have a low albedo because they absorb more energy.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_214_320\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_214_320\"><div tabindex=\"-1\"><p>Finite sources of energy derived from ancient remains of decomposing organisms. The main fossil fuels are coal, oil, and natural gas.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_214_303\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_214_303\"><div tabindex=\"-1\"><p>A significant change over a 30-year period from the typical or expected weather patterns of an area. Modern climate change is human-caused.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_214_291\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_214_291\"><div tabindex=\"-1\"><p>A process where one change triggers the next in a continuous cycle that encourages the initial change.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_214_265\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_214_265\"><div tabindex=\"-1\"><p>Deeper layers of rocks are older than layers closer to the surface.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_214_276\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_214_276\"><div tabindex=\"-1\"><p>Due to the pull of gravity, new rock is initially formed in flat, horizontal layers.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_214_321\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_214_321\"><div tabindex=\"-1\"><p>Parts per million; a unit of measurement for carbon dioxide and other gases in the atmosphere.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":11,"menu_order":3,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-214","chapter","type-chapter","status-publish","hentry"],"part":187,"_links":{"self":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/214","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/users\/11"}],"version-history":[{"count":4,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/214\/revisions"}],"predecessor-version":[{"id":424,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/214\/revisions\/424"}],"part":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/parts\/187"}],"metadata":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/214\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/media?parent=214"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapter-type?post=214"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/contributor?post=214"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/license?post=214"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}