Height, Overlay, and Projection. HEIGHT is described in terms of Atmospheric Pressure (hPa). The greater the hPa, the lower the altitude. For example, 1000 hPa corresponds with an altitude of approximately 111 meters above Earth’s surface, and 10 hPa corresponds with an altitude of approximately 31,055 meters above the surface. You can see a table at Lab 3B Briefly describe • [2 minutes] Lab 3C Briefly describe • [3 minutes] Lunch Break [45 Minutes] Lab 4 Intro SHOW and describe climate zones and biomes, with a particular focus on the • Whittaker diagram. Explain that there is more than one way that scientists describe the and 4A number of climate zones and biomes. Deciding which one to use is less important than [10 Minutes] understanding that climate is a major factor in determining the type of biome, or plant and animal life in an area. Lab 4B Have participants work in pairs (but each on their own computer) as they walk through • importing the kmz file into Google Earth on their own, providing technical support as [40 Minutes] necessary. They should continue following the instructions in 4B, completing the section on their own or with a partner. Discuss the results. • Lab 5 Intro Show the NOAA video. • and 5A Show the video, Home Run on Steroids, Baseball, & Climate Change” • “A Discuss the relationship between the two videos. A warmer planet, in a parallel to • [10 Minutes] steroid-using players, can sometimes act (strike out, or hit a single) but can “normal” also fuel more extreme weather events. Mention that there are many more resources in this section than time allows us to work • through here in the workshop. Lab 5B Have participants explore the interactive, do we know the world is warming?” • “How
Height, Overlay, and Projection. HEIGHT is described in terms of Atmospheric Pressure (hPa). The greater the hPa, the lower the altitude. For example, 1000 hPa corresponds with an altitude of approximately 111 meters above Earth’s surface, and 10 hPa corresponds with an altitude of approximately 31,055 meters above the surface. You can see a table at Lab 3B [2 minutes] • Briefly describe Lab 3C [3 minutes] • Briefly describe Lunch Break [45 Minutes] Lab 4 Intro and 4A [10 Minutes] • SHOW and describe climate zones and biomes, with a particular focus on the Whittaker diagram. Explain that there is more than one way that scientists describe the number of climate zones and biomes. Deciding which one to use is less important than understanding that climate is a major factor in determining the type of biome, or plant and animal life in an area. Lab 4B [40 Minutes] • Have participants work in pairs (but each on their own computer) as they walk through importing the kmz file into Google Earth on their own, providing technical support as necessary. They should continue following the instructions in 4B, completing the section on their own or with a partner. • Discuss the results. Lab 5 Intro and 5A [10 Minutes] • Show the NOAA video. • Show the video, “A Home Run on Steroids, Baseball, & Climate Change” • Discuss the relationship between the two videos. A warmer planet, in a parallel to steroid-using players, can sometimes act “normal” (strike out, or hit a single) but can also fuel more extreme weather events. • Mention that there are many more resources in this section than time allows us to work through here in the workshop. Lab 5B • Have participants explore the interactive, “How do we know the world is warming?”
climate_biosphere_workshop_outline.docx