from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (pages 186-187)
Weather, which varies from day to day and seasonally throughout the year, is the condition of the atmosphere at a given place and time. Climate is longer term and location sensitive; it is the range of a region’s weather over 1 year or many years, and, because it depends on latitude and geography, it varies from place to place. Weather and climate are shaped by complex interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions can drive changes that occur over multiple time scales—from days, weeks, and months for weather to years, decades, centuries, and beyond—for climate.
The ocean exerts a major influence on weather and climate. It absorbs and stores large amounts of energy from the sun and releases it very slowly; in that way, the ocean moderates and stabilizes global climates. Energy is redistributed globally through ocean currents (e.g., the Gulf Stream) and also through atmospheric circulation (winds). Sunlight heats Earth’s surface, which in turn heats the atmosphere. The resulting temperature patterns, together with Earth’s rotation and the configuration of continents and oceans, control the large-scale patterns of atmospheric circulation. Winds gain energy and water vapor content as they cross hot ocean regions, which can lead to tropical storms.
The “greenhouse effect” keeps Earth’s surface warmer than it would be otherwise. To maintain any average temperature over time, energy inputs from the sun and from radioactive decay in Earth’s interior must be balanced by energy loss due to radiation from the upper atmosphere. However, what determines the temperature at which this balance occurs is a complex set of absorption, reflection, transmission, and redistribution processes in the atmosphere and oceans that determine how long energy stays trapped in these systems before being radiated away. Certain gases in the atmosphere (water vapor, carbon dioxide, methane, and nitrous oxides), which absorb and retain energy that radiates from Earth’s surface, essentially insulate the planet. Without this phenomenon, Earth’s surface would be too cold to be habitable. However, changes in the atmosphere, such as increases in carbon dioxide, can make regions of Earth too hot to be habitable by many species.
Climate changes, which are defined as significant and persistent changes in an area’s average or extreme weather conditions, can occur if any of Earth’s systems change (e.g., composition of the atmosphere, reflectivity of Earth’s surface). Positive feedback loops can amplify the impacts of these effects and trigger relatively abrupt changes in the climate system; negative feedback loops tend to maintain stable climate conditions.
Some climate changes in Earth’s history were rapid shifts (caused by events, such as volcanic eruptions and meteoric impacts, that suddenly put a large amount of particulate matter into the atmosphere or by abrupt changes in ocean currents); other climate changes were gradual and longer term—due, for example, to solar output variations, shifts in the tilt of Earth’s axis, or atmospheric change due to the rise of plants and other life forms that modified the atmosphere via photosynthesis. Scientists can infer these changes from geological evidence.
Natural factors that cause climate changes over human time scales (tens or hundreds of years) include variations in the sun’s energy output, ocean circulation patterns, atmospheric composition, and volcanic activity. (See ESS3.D for a detailed discussion of human activities and global climate change.) When ocean currents change their flow patterns, such as during El Niño Southern Oscillation conditions, some global regions become warmer or wetter and others become colder or drier. Cumulative increases in the atmospheric concentration of carbon dioxide and other greenhouse gases, whether arising from natural sources or human industrial activity (see ESS3.D), increase the capacity of Earth to retain energy. Changes in surface or atmospheric reflectivity change the amount of energy from the sun that enters the planetary system. Icy surfaces, clouds, aerosols, and larger particles in the atmosphere, such as from volcanic ash, reflect sunlight and thereby decrease the amount of solar energy that can enter the weather/ climate system. Conversely, dark surfaces (e.g., roads, most buildings) absorb sunlight and thus increase the energy entering the system.
from NGSS Appendix E: Disciplinary Core Idea Progressions
from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (pages 188-189)
By the end of grade 2. Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.
By the end of grade 5. Weather is the minute-by-minute to day-by-day variation of the atmosphere’s condition on a local scale. Scientists record the patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. Climate describes the ranges of an area’s typical weather conditions and the extent to which those conditions vary over years to centuries.
By the end of grade 8. 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. Because these patterns are so complex, weather can be predicted only probabilistically.
The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. Greenhouse gases in the atmosphere absorb and retain the energy radiated from land and ocean surfaces, thereby regulating Earth’s average surface temperature and keeping it habitable.
By the end of grade 12. The foundation for Earth’s global climate system is the electromagnetic radiation from the sun as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems and this energy’s reradiation into space. Climate change can occur when certain parts of Earth’s systems are altered. Geological evidence indicates that past climate changes were either sudden changes caused by alterations in the atmosphere; longer term changes (e.g., ice ages) due to variations in solar output, Earth’s orbit, or the orientation of its axis; or even more gradual atmospheric changes due to plants and other organisms that captured carbon dioxide and released oxygen. The time scales of these changes varied from a few to millions of years. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate (link to ESS3.D).
Global climate models incorporate scientists’ best knowledge of physical and chemical processes and of the interactions of relevant systems. They are tested by their ability to fit past climate variations. Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and the biosphere. Hence the outcomes depend on human behaviors (link to ESS3.D) as well as on natural factors that involve complex feedbacks among Earth’s systems (link to ESS2.A).
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (pages 186-189)