Key Stage 3 Science Resources

Resources for 11-14 Year Old Students

Your climate, your life

Online, interactive lessons on climate change from NGfL Cymru here and here

A short video from Teachers.tv on Degrees of Change.

Teachers TV looks at climate change timeline

An Inconvenient Truth the climate change film pack (look under essential reading and DCSF lesson resources)

Met Office climate introduction

Operation Climate Control game

Climate change and information from Ice Cores from WAIS divide.

A NASA introduction to the Earth’s Energy Budget – scroll down to “Balancing our Planet’s Energy Budget”.

Key Stage 3 Maths Resources

Resources for 11-14 Year Old Students

 

Lots of recommended links

A depression based activity using Living Graphs.

Have a look at the Barometer – a regular podcast featuring weather and climate issues from the University of Manchester.

Texas Instruments’ ‘Using Real World data’ booklet contains two projects for KS3 maths – ‘Compare the Weather’ and ‘Hurricane Force’. Although the instructions assume access to their software, the projects could easily be adapted.

An online, interactive lesson going from weather data collection through to forecasting from NGfL Cymru.

Teachers TV looks at The Great Storm of 198

Key Stage 4 Maths Resources

Resources for 14-16 Year Old Students

Investigate How big is a raindrop collect data and analyse mode, mean and median, range, interquartile range and standard deviation etc. – with thanks to Stephen Lyon at the National STEM centre. Background information in an article in Weather: A low-cost experiment for determining raindrop size distribution.

A Met Office resource using maths/ stats skills to evaluate the weather of holiday destinations: Information For Teachers, Instructions For Students, Student Spreadsheet v1, Student Spreadsheet v2 and Teacher Spreadsheet

A maths/ geography resource from the Met Office for analysing weather data.

Another resource from the Met Office looking at the correlations between behaviour and the weather: instructions and worksheet.

Other recommended resources:

A wide range of animations from the Met Office suitable for geography and science topics.

Have a look at the Barometer – a regular podcast featuring weather and climate issues from the University of Manchester.

Further useful links.

AS/ A level Resources

Key Stage 3 Resources

Key Stage 4 Science Resources

Resources for 14-16 Year Old Students

Planetary radiation budget images for the EarthVenusMars with a dust storm and Mars without a dust storm

Establishing the radiation or energy budget of the Earth has been crucial to understanding climate change, but what do the radiation budgets of other planets in our solar system look like? Read about it here:

Climate Change

Watching the Earth – artificial satellites

Catalyst article on Cloud Seeding

Science or weather clubs.

Resources to 3D print the Central England Temperature record and use the models in subsequent STEM or geography clubs or lessons.

Met Office Design and Technology resources to build your own weather station (for the Resistant Materials GCSE topic): Anemometer Project – Student version, Rain Gauge Project – Student version, Thermometer Project – Student version and Thermometer Project – Teacher Example

Other recommended resources:

A wide range of animations from the Met Office suitable for geography and science topics.

Resources looking at change of state, latent heat, data handling and the Electromagnetic Spectrum from the NCAS/ DIAMET project.

Have a look at the Barometer – a regular podcast featuring weather and climate issues from the University of Manchester.

Further useful links.

AS/ A level Resources

Key Stage 3 Resources

Climate Change Graph

 

You will need: 120 multicoloured lollipop sticks (at least 10 sticks each of 6 colours), PowerPoint, lollipop.xls, blue tack or similar

  1. Beforehand, mark on the middle of each lollipop stick. On each stick, write the year and the temperature for one of the data points in the spreadsheet (e.g. 1970 14.47), differentiating between global and CET data. Use a different coloured lollipop for each decade – so the 60s are all one colour etc.
  2. You’ll also need to print a blank graph – the spreadsheet supplied will work on A3 paper.
  3. Divide the students into two groups. Within each group, divide out the lollipop sticks.
  4. They should then work together to stick the sticks to the graphs in the right places.
  5. When they’ve finished, ask them to complete the table on the ppt.
  6. What does their graph show? What surprises them? What are the similarities and differences between the graphs?
  7. Next, they should take the sticks back off the graph and, within their groups, line the sticks up in temperature order with the coldest on the left and the warmest on the right.
  8. What does this show?

Leaves as Thermometers

Leaves as thermometers

Leaf shape changes with climate. Generally smoother leaves are found in warmer climates and more jagged leaves are found in cooler climates.

Because the shape of the leaves change with climate, fossilised leaves are used to help learn about past climates.

By studying different types of plant they can gather climate information, such as annual temperature range and water availability that corresponds to the time when the plant was living.

This graph shows the relationship between the temperature and the percentage of smooth leaves found together:

leaf graph

The main problem with this method is that lots of samples are needed to get a good picture of the past climate. 

Using the graph, work out the approximate mean annual temperature if the following leaves were found together:

 

smooth and jagged edged leaves

This resource was originally developed by the Climate Change Schools Project

How Does the Weather Affect You

Use this table through the week to record how the weather has an impact on your life:

 

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

What was the Weather Like?

 

 

 

 

 

 

 

How did the weather affect what you wore?

 

 

 

 

 

 

 

How did the weather affect what you ate?

 

 

 

 

 

 

 

How did the weather affect what you drank?

 

 

 

 

 

 

 

How did the weather affect how you travelled?

 

 

 

 

 

 

 

How did the weather affect your health or how you felt?

 

 

 

 

 

 

 

How did the weather affect your school, work or leisure activities?

 

 

 

 

 

 

 

Classroom Behaviour and the Weather

Behaviour and the weather

Overview

This project aims to extend students’ ideas and knowledge on correlation using the Weather Observations Website (WOW) website. It focuses on looking at the possible link between the weather and behaviour in schools

The project is more suited for KS4 pupils but a high ability KS3 class could probably cope with its content. It involves pupils drawing scatter graphs or using spreadsheets if they have access to computers.

The ideas here can be taught in a few lessons using these resources or they can be made into a mini project lasting longer.

Teachers can adapt the ideas to suit their needs and tasks can be extended.

For example pupils could design a survey to collect information on behaviour in their own school and gather local weather data using the WOW website. It has possible cross curricula links with maths.

Objectives

To develop knowledge and understanding on correlation between two variables.

To investigate if there is a link between behaviour in schools and the weather.

To use the WOW website to gather data on past weather observations.

To design a survey to collect information on behaviour in your school.

To gain experience in recording data in tables and spreadsheets.

To build on pupils’ ability to draw and interpret graphs.

Introduction

In this task you are going to analyse the weather data for a certain town and establish if there is a correlation between weather and behaviour. For instance, do pupils behave better or worse if it is windy?

The behaviour of the pupils was judged by their teachers over four weeks in the month of March and their behaviour was given a score by their teachers on a 1 to 8 scale.

Behaviour scale

The behaviour scale is determined by the teacher with 1 being excellent behaviour from the class and 8 being behaviour that is seen to be unacceptable from that class for that teacher.

 Behaviour no. Behaviour shown
 1 No interruptions from the class
 2 Very few interruptions to the lesson
 3 When they are completing their own work some pupils get distracted
 4 A few pupils start to distract each other and lose focus for longer periods
 5 Level of noise starts to increase and more off task behaviour is seen
 6 Pupils are distracted from their work and find it difficult to work
 7 Lots of interruptions to the lesson from a range of pupils both in their own work and when listening to the teacher
 8 Constant interruptions to the lesson, unable to work in the lesson

Worksheet exercise

Ask the students to use the worksheet to draw a graph. If time and resources permit they can gather their own data from WOW. Alternatively they can use the data from the completed worksheet.

Worksheet 1

Answers for Teachers

Extracting the weather data from WOW 

[the WOW website has changed a little since these instructions were written but it should be clear how to access the data]
 

1. Go to the WOW website address and search for station 3034 or St-Athan.

2. Click on the St-Athan weather station on the map.

3. Click on ‘View Full Observation’.

4. Click on the Graph tab.

5. Click on the ‘Show Filters’ tab and then the ‘Filter Options’ drop down box. Select ‘Air Temperature’ and ‘Wind Speed’, set the date range to the first week of observations, then click Update Graph.

5. To obtain the wind speed readings – go to the correct day and estimate the wind speed reading at 12:00. Fill this in the table of results.

The reading on 27/07/2020 at 12:00 is 9 mph. So write 9 mph for the wind speed.

6. Repeat this for each day of the week and then reset the date range for the next week. Do this by clicking the ‘Show Filters’ tab and then the ‘Filter Options’ drop down box, then ‘Update graph’.

Web page reproduced with permission from the Met Office.

Predict the Graph

For each of the situations below, can you predict what the microclimate might look like by sketching a line or curve on each of the graphs? Each graph shows one measurement, marked with a red dot. 

  • It is a sunny, calm day in the middle of summer. You are making measurements of the air temperature, 1m above the ground, near a large, deep pond, in the afternoon.
graph

Justify the shape of your sketched line: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  • It is a clear, cold, calm day in early winter. You are making measurements of the air temperature, 1m above the ground, near a large, deep pond.
graph

Justify the shape of your sketched line: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  • You are making measurements of the humidity of the air, near a large, deep pond on a calm clear day.
graph

Justify the shape of your sketched line: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  • You are making measurements of the air temperature, 1m above the ground, near a large, tarmacked car park on a sunny, calm summer’s day.
temperature graph

Justify the shape of your sketched line: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  • It is a clear, cold day in late winter. You are making measurements of the air temperature, 1m above the ground, near a large, heated building. Add an appropriate x axis as well as a temperature line or curve to this graph:
graph

Justify the shape of your sketched line: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Where would you put…?

Have a look at the National Trust page for Lyme Park – a stately home near Manchester, to get a feel for what the Park looks like.

Now go to streetmap.co.uk and search for Lyme Park (which is in Cheshire).

You can explore Lyme Park on various maps using the Zoom Control:

The 1:50 000 map is an Ordnance Survey map which shows you grid references, contours and the boundary of the National Trust land (shaded purple).

The 1: 25 000 map is also an Ordnance Survey map with more detail. The boundary of the National Trust park is now shown as a dashed pink line.

Think about the following items:

  • A wind turbine
  1. What sort of location does it need (thinking about the microclimate)?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
  2. Suggest a six-figure grid reference for somewhere in Lyme Park that would be a good place to situate a wind turbine ___________________
  • A bench
  1. What sort of location does it need (thinking about the microclimate)?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
  2. Suggest a six-figure grid reference for somewhere in Lyme Park that would be a good place to situate a bench ___________________
  • An Ice House (this was a building used to store ice through the year before freezers were invented)
  1. What sort of location does it need (thinking about the microclimate)?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
  2. Suggest a six-figure grid reference for somewhere in Lyme Park that would be a good place to situate an ice house ___________________
  • A weather station?
  1. What sort of location does it need (thinking about the microclimate)?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
  2. Suggest a six-figure grid reference for somewhere in Lyme Park that would be a good place to situate a weather station ___________________