Why do global wind and water currents tend to move in certain directions?
• Students could examine weather folklore or sayings from a variety of cultures and identify similarities and differences in the sayings, expressions, rhymes, myths, or legends that relate to explanations of weather. Students should also look for similarities and differences in the ways that various cultures attribute control of the Sun, moon, winds, rain, snow, and other weather features to the actions of spirits and gods. Students should recognize the relationship between culture and lifestyle, exploring the influence culture can have on the views and opinions of people. (COM, PSD, CD 9.3) • Students could construct models that represent the composition and organization of the layers of the atmosphere (troposphere, stratosphere, mesosphere, thermosphere, and exosphere). Models should identify the temperature and density characteristics of each layer. • Students should conduct activities to demonstrate the three methods of energy transfer (conduction, convection, and radiation) in sol
