Sea Breeze Exploration

Grade Level/Subject Earth-Space Science

Unit Atmospheric & Oceanic Events

Enduring Understanding Atmospheric and oceanic events occur as a result

of the Earth’s motion and position with respect to
the sun.

SOL Objectives ES.11-A: The student will investigate and

understand the origin and evolution of the
atmosphere and the interrelationship of
geologic processes, biologic processes, and
human activities on its composition and
dynamics. Key concepts include
c) atmospheric regulation mechanisms
including the effects of density
differences and energy transfer

Title When do Sea Breezes occur?

Lesson Objectives  Students will observe that water changes

temperature more slowly than land does,
resulting in a sea breeze during the day
and a land breeze during the night.

Inquiry Level Level 2

Materials Required Materials: two 12-ounce cups, two thermometers,

dark-colored soil or sand, water (at room
temperature), two identical heat lamps or one that
heats both cups equally, tape and/or string

LEVEL QUESTION METHODS SOLUTION

When does a Students will observe Applying prior knowledge,
2 sea breeze that water changes and observations during the
occur? temperature more lab, students will decide
 slowly than land. when a sea breeze occurs.
Upon completion of the lab, students should be able to understand the
following: Water changes temperature slower than land does. During the
day, land heats up quickly under the Sun, causing air to rise over the land,
lowering the temperature over the land, and allowing colder air from the
sea to move into its place. This is a sea breeze. A land breeze occurs at
night because when the Sun drops below the horizon the air over the land
cools faster than the air over the ocean—causing a reverse of the air
motion.

The amount of background knowledge students should begin with

depends on the level of the class. The following is the suggested
background knowledge before beginning the lab:

Background Knowledge:

Hot air rises, lowering the air pressure. Cold air sinks, causing air pressure to
rise. Air moves from areas of high pressure to areas of low pressure.

Land Breeze: air that moves from the land toward the sea

Sea Breeze: air that moves from the sea to the land

Time Frame: 2 block periods or 1 block and homework

Question: When do sea breezes occur?

Procedure:

1. Fill one cup with dark soil or sand and the second cup with water at
room temperature
2. Place a thermometer into each cup approximately 2 centimeters
from the surface. Tape and/or string may be required to properly
secure the thermometer in water
3. Turn on the heat lamp and begin recording the temperature of
each substance every 3 minutes for an hour.
4. Graph the data.
Report: After gathering data, students should apply the prior knowledge
discussed earlier to the data gathered during the experiment and
conclude the time of day that sea breezes occur. The written report will
include the data they gathered and the graph they chose to visually
represent the data. Students will be required to include a sketch to best
illustrate the movement of air from sea to land and will be properly
labeled and directional arrows. The reasoning that students use to draw
their conclusion is also a significant piece of their grade, and must make
the connection from “land heating faster than water” to “sea breezes
occur during the day.” Rubric is included below.

Additional Resources:

http://www.classzone.com/books/earth_science/terc/content/visualizatio
ns/es1903/es1903page01.cfm

http://www.nc-climate.ncsu.edu/edu/k12/.breezes

http://www2.vernier.com/sample_labs/ESV-25-COMP-
land_and_sea_breezes.pdf

Sources:

Kardos, T. (1997). Easy science demos & labs: Earth science. (2nd ed.).
Portland, Main: Walch Publishing.
 Excellent Adequate Present Incomplete Missing

Data table is clear and

Either the data
Data table is clear and includes all
table is missing
includes all appropriate appropriate units. The
Data units or the
units. The chosen graph chosen graph best Data Table is present but
graph is poorly MISSING
best represents the data represents the data graph is missing.
(25%) collected and is clearly collected but has a
label or the
wrong graph for
titled and labeled. bad title or is unclearly
this data.
labeled.

Sketch clearly
Sketch clearly and but incorrectly
Sketch clearly and correctly correctly illustrates the illustrates the
Sketches Sketch is incorrect and/or is
illustrates the movement of movement of air with movement of
missing labels and/or MISSING
air with directional arrows directional arrows and air with
(25%) directional arrows.
and labels. labels but is difficult to directional
understand. arrows and
labels.

In 3-5 paragraphs,
student attempted to Student
In 3-5 paragraphs, student explain reasoning attempted to
will clearly explain the behind their explain
reasoning behind their conclusion but was reasoning and Student attempted to explain
Reasoning
conclusion. Reasoning unclear at times. connected to reasoning and connected to
MISSING
should connect prior Reasoning attempted prior knowledge prior knowledge and data, but
(25%) knowledge to conclusion to connect prior and data, but was less than 3 paragraphs.
by specifically referencing knowledge to was poorly
data collected. conclusion by written and
specifically referencing unspecific.
data collected.

Conclusion
Conclusion is Conclusion is given but
Conclusion is correct. Conclusion is correct. MISSING
clearly defined. incorrect and unclear.
(25%)