Microclimates with Leonardo and Friends

Microclimates with Leonardo and Friends

Your Name: Michael R. Rocha

Concepts Addressed: Ecology: Earth Science, Microclimates, Ecosystems, Topography, Urban Ecology, Environmental Issues and Temperature.

Lab Goals: Student will learn the factors that influence microclimates, their advantages and disadvantages to the environment, and affects by plants, animals and people.

Lab Objectives:

Students will

Explain the difference between climates and microclimates.
Define different factors that cause microclimates.
Identify and locate different microclimates.
Explain the influences and benefits that microclimates have on the environment.
Measure temperature.
Practice hypothesizing.

Science Benchmark(s) Addressed:

1st Grade

1.2 Interaction and Change: Living and non-living things interact.

1.3 Scientific Inquiry: Science explores the natural world using evidence from observations.

1.3S.1 Identify and use tools to make careful observations and answer questions about the natural world.

1.3S.2 Record observations with pictures, numbers, or written statements.

2nd Grade

2.1 Structure and Function: Living and non-living things vary throughout the natural world.

2.1L.1 Compare and contrast characteristics and behaviors of plants and animals and the environments where they live.

2.2 Interaction and Change: Living and non-living things change.

2.3 Scientific Inquiry: Scientific inquiry is a process used to explore the natural world using evidence from observations.

2.3S.1 Observe, measure, and record properties of objects and substances using simple tools to gather data and extend the senses.

2.3S.2 Make predictions about living and non-living things and events in the environment based on observed patterns.

2.3S.3 Make, describe, and compare observations, and organize recorded data.

3rd Grade

3.1 Structure and Function: Living and non-living things vary in their characteristics and properties.

3.2 Interaction and Change: Living and non-living things interact with energy and forces.

3.3 Scientific Inquiry: Scientific inquiry is a process used to explore the natural world using evidence from observations and investigations.

3.3S.1 Plan a simple investigation based on a testable question, match measuring tools to their uses, and collect and record data from a scientific investigation.

3.3S.2 Use the data collected from a scientific investigation to explain the results and draw conclusions.

3.3S.3 Explain why when a scientific investigation is repeated, similar results are expected.

Materials and Costs:

List the equipment and non-consumable material and estimated cost of each

Item $

PowerPoint Lecture (provided with this lesson plan) free

Activity Handouts free

Hanging or standing thermometers with C° and F° ($3.99 each x 4 minimum) 15.96

Desk lamp 20.00

Estimated total, one-time, start-up cost: $35.96

List the consumable supplies and estimated cost for presenting to a class of 30 students

Item $

none 0.00

Estimated total, one-time, start-up cost: $0.00

Time:

Preparation time:20 minutes

Instruction time: 15 minutes lecture

15 minutes activity inside

30 minutes/day for 5 days outside

30 minutes analyzing data

Clean-up time:5 minutes

Background:

This lesson introduces the basic factors and benefits of microclimates in relation to environment. The PowerPoint presentation was created to incorporate humor, storytelling and some interaction while introducing the subject of microclimates. The first part of the lecture explains the basic definitions, factors, benefits and human influence on microclimates. I created a character by the name of Leonardo da Lizard to help explain the causes of microclimates. The second portion of the lecture is an interactive exercise that incorporates the characters in the PowerPoint. The characters and animals in the lecture help engage students to think where the characters might live in different microclimates. Following the lecture, an activity is implemented that involves finding homes based on the microclimates they prefer to live in using the same characters from the lecture. Students practice reading temperatures, hypothesis and explain why these characters might live in these microclimates.

Microclimates are localized atmospheric areas that vary from the given climate. Microclimates can be large ranging from several miles to a small environment of a few square feet. The main factors that influence microclimates are areas containing water, differences in topography (landscape) and urban city areas. The variances in these localized areas include temperature, humidity, precipitation, evaporation and wind.

Water in microclimates can increases the humidity and low temperatures in the surrounding area. The landscape such as hills and mountains block wind currents and alter currents that affect the variances in the environment. Rain shadow is a good example as mountains trap moisture on one side of the terrain. As a result, valleys below mountain will usually have cooler temperatures and increased precipitation.

As a result, microclimates affect weather and water cycle. The interaction between humidity, evaporation and transpiration in these small environments affect the rate and levels of overall precipitation in the area.

Mountain and hills are also affected by the sun. The south facing slope of the mountain will be warmer than the north side because the south side is being exposed to more direct sunlight which creates microclimates.

Rock and soil erosion is also affected by microclimates. The temperature changes within these environments cause rocks to break down, amend the soil and release minerals into the environment. Microclimates help speed up or slow down the process.

Urban environments increase the temperature in that area. These microclimates occur during the day when the sun’s energy is being absorbed by city materials such a brick, stone, concrete, and asphalt. At night the energy is released increasing the city’s temperature. This phenomenon is called an urban heat island.

The benefits of an urban heat island can benefit plant and animals. Buildings provide some protection from strong winds that can dry out plants and because buildings and driveways absorb heat, they can provide warmth for small animals and plants.

Many species live and depend on microclimates. The conditions in these special places create a stable environment for many species to thrive. Soil, plants and animals all benefit from each other in these small places. We have taken advantage of using microclimates with the use of agriculture to grow food and crops. Gardens are a great example of a microclimate. Plants can be placed in warmer microclimates to help plants grow. Microclimates can also be artificial produced. A greenhouse artificially increases the temperature and humidity to make plants to grow. Indoor classrooms are also artificial microclimates and are controlled for temperature.

Procedures:

Indoor Activity

Prior to the lecture, set up different stations in the classroom that would possibly have different temperature variances.
A desk lamp left on for while can be used to create a hotter microclimate in this simulation.
A cooling vent or heating vent might also be beneficial as well.
Place a temperature gauge (thermometer) in a designated spot.
Label each station separately (A, B, C, D, etc.).
After the lecture and interactive activity, students will explore and find microclimates around the classroom.
The objective is to hypothesize where the characters on the page would prefer to live in this simulated larger microclimate.
The students identify the character with the station letter, write down the temperature and explain why they think the character would prefer that particular spot.
Students can also be creative and hypothesize other areas of the room that are not labeled.
After the activity, create a class discussion based on their results, findings and reasons for their answers.
Where there any other areas in the room that were suitable and why?
The goal for the activity is to have students think through science inquiry about the differences in microclimates, the habitants, effects and benefits.

Outdoor Activity

Like the indoor activity, find locations or microclimates around the school that could have different temperatures and conditions that affect microclimates. One side of the school will be different enough to have different microclimates, so you could select the North, South, East, and West sides of the building.
Set up thermometers before classes begin so there is time for the thermometers to adjust.
Setup temperature gauges, hide a few of them if you can and label the locations.
Have students record the temperatures in Celsius and Fahrenheit on the data collection and analysis sheet.
Students will need to document any conditions around each location that could influence the microclimate. Depending on the school area, students could also find a few more microclimates that are not labeled on their own.
Record temperature for 5 days, however, the thermometers will need to be placed in the same places every day before the class begins if you are concerned that your schoolyard is not secure overnight.
Another option is to have students can take temperatures of their own locations and monitor those same locations for a few days.

Assessment (include all assessment materials):

On the following page.

Name:______Date:______

Microclimates Quiz

What are the three main causes that create microclimates?

______

What does “micro” mean?______

How are microclimates different? Choose the answer that does not belong.
They differ in temperature.
They differ in size.
They differ in location.
They differ in taste.

Water affects a microclimate by...
heating a small area because of materials like stone, brick and concrete.
turning rocks into soil and minerals.
increasing the moisture in its surroundings.
doesn’t really affect a microclimate.

Match the following:South Slope

Provides protection from strong windsMountains

Can be found anywhereUrban Heat Island

The side of the mountain that gets more rainRain shadow

Blocks wind and changes wind currentsUrban Areas

The side of the mountain that gets more sunlightNorth Slope

Building materials that absorb heatMicroclimates

Bonus: Explain how and why plants, animals and people live in microclimates.

Name:______Date:______

Indoor Classroom Microclimate Activity

Find a microclimate in the classroom that Leonardo Da Lizard and his friends can live. Write down the places and temperatures. Describe the microclimates and explain why you picked that place.

1. Leonardo Da Lizard likes wet and cool places.

Where in the classroom can he live?

______

2. Sally the Western Tiger Swordtail prefers to live in open

grassy areas. Find a home for Sally.

______

3. Scott the Scorpion lives in a hot and dry home.

Where can Scott live?

______

4. Gary the Grackle likes open spaces with space between trees.

Where will Gary live?

______

Name:______Date:______

Outdoor Microclimate Activity

Now let’s find a home for Leonardo and his Friends outside. Find the microclimates labeled A, B, C, and D. Decide which home is best for Leonardo, Gary, Scott and Sally and describe the microclimate. Record both the Celsius (C°) and Fahrenheit ( F°) temperatures too. .Find some other homes for them and explain why you would put them there. Compare your locations and observations with other areas around the school and with other students.

Location A:Temperature:______C°, ______F°