Lesson Overview (3 periods)
A hands-on inquiry activity about temperature change within a mini arctic ecosystem built in a reused plastic bottle will provide “real-life” data to demonstrate the effect of additional carbon dioxide on the greenhouse effect for grade 7 science and geography.
Connections to Environmental Education
Students will learn about the health of the Arctic ecosystem and the impact of industrial and post-industrial society on the Arctic environment. They will have an opportunity to use a range of resources, communications skills and technologies in addressing environmental questions about the greenhouse effect and climate change in the Arctic. They have an opportunity to appreciate the fragility of nature in the Arctic.
GRADE 7, SCIENCE AND TECHNOLOGY
Curriculum Expectations
Science and Technology (2007) -Understanding Life Systems: Interactions in the Environment
1. Students will assess the impacts of human activities and technologies on the environment, and evaluate ways of controlling these impacts.
1.1 Students will assess the impact of selected technologies on the environment.
2. Students will investigate interactions within the environment, and identify factors that affect the balance between different components of an ecosystem
2.3 Students will use scientific inquiry / research skills to investigate occurrences that affect the balance within a local ecosystem.
Science and Technology (2007) – Understanding Earth and Space Systems: Heat in the Environment
3. Students will demonstrate an understanding of heat as a form of energy that is associated with the movement of particles and is essential to many processes within the earth’s systems.
3.7 Students will describe the role of radiation in heating and cooling the earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere.
History and Geography (2004) – The Themes of Geographic Inquiry
Analyse current environmental issues or events from the perspective of one or more of the themes of geographic inquiry.
Learning Goals
At the end of this lesson, students will know that natural and human factors influence the greenhouse effect. Students will understand that a change in the greenhouse effect has an impact on Earth’s climate and contributes to climate change in the Arctic.
INSTRUCTIONAL COMPONENTS AND READINESS
Readiness
Understand the greenhouse effect
Understand radiation of heat
Terminology
Atmosphere, carbon dioxide, climate, climate change, environmental impact, gas, global warming, greenhouse effect, greenhouse gas, heat transfer, melting, radiation, reflection, weather
Materials
Climate Change in the Arctic Lesson Plan (Print the lesson plan you are viewing)
BLM 1 – What Do You Know about Climate Change?
BLM 2 – What Do You Know about Climate Change? – Answer Key
BLM 3 – Modelling the Greenhouse Effect
BLM 4 – Modelling the Greenhouse Effect – Teacher’s Guide and Answer Key
BLM 5 – Modelling the Greenhouse Effect – Investigation Rubric
BLM 6 – Modelling the Greenhouse Effect – checklist
“The Greenhouse Effect” diagram http://www.our-energy.com/pictures/static_content/global_warming/greenhouse_effect.png
“The Greenhouse Effect” simulation http://phet.colorado.edu/en/simulation/greenhouse
8 sheets of chart paper each with a question from BLM 1
8-16 markers for writing on chart paper
16 1L and/or 2L plastic drink bottles
16 thermometers
16+ relatively uniform ice cubes
2-2L bottles of cola or other dark carbonated beverage
Plasticine
aluminum foil
8 rulers
8 scissors
3-4 permanent markers
8 stop watches (optional)
2 scales for weighing ice cubes
MINDS ON
Individual, groups of two, and whole class. Think, pair, share. What do students know about the greenhouse effect and climate change?
Students independently complete BLM 1 – What Do You Know about Climate Change? Students share their ideas with a partner. Students use another colour of pen/pencil to add their partner’s ideas to their page. The class then works in pairs to fill in anchor charts for each of the questions from BLM 1. Place the 8 pieces of chart paper around the room with one question on each sheet. Divide student pairs among the 8 sheets of chart paper. Each pair of students is invited to write one item on each of the pieces of chart paper and then rotate to the next. Students should not duplicate something that is already written. Upon completion of the rotation to each piece of chart paper, a whole class review of each chart should be undertaken to confirm, delete and/or add information as needed. The teacher can use BLM 2 – What Do You Know about Climate Change? – Answer Key to guide the discussion. As students learn new information over the following days, it should be added to the anchor charts.
Minds On: Assessment
Assessment for learning.
Consider class responses while developing anchor charts. Assess BLM 1 responses to determine if the greenhouse effect must be retaught.
ACTION!
Groups of four. Lab investigation.
Students use BLM 3 – Modelling the Greenhouse Effect to predict the effect of increasing the amount of carbon dioxide on the greenhouse effect. They draw a diagram of the equipment set up and create a chart to record observations. They set up the equipment and follow the procedure to observe the effect of carbon dioxide on the greenhouse effect. They make conclusions based on the results of the experiment and relate increases in greenhouse gases to climate change.
Action: Assessment
Assessment of Learning.
Use BLM 4 – Modelling the Greenhouse Effect – Teacher’s Guide and Answer Key to check student answers. Use BLM 5 – Modelling the Greenhouse Effect – Investigation Rubric to evaluate experimental procedure and responses.
Action: Differentiated Instruction
Provide unlabelled diagram and/or completed chart for recording observations for students that need additional support.
CONSOLIDATION
Individual.
Students relate their experiment to a diagram of the greenhouse effect. Provide students with a diagram of “The Greenhouse Effect” http://www.our-energy.com/pictures/static_content/global_warming/greenhouse_effect.png. Project the diagram if possible or provide paper copies of the diagram. Paper copies should be collected and reused. Students draw a full page unlabelled diagram of the bottle with carbonated pop from their experiment then add labels to explain the results using information from “The Greenhouse Effect” diagram.
Consolidation: Assessment
Assessment of learning.
Use BLM6 – Modelling the Greenhouse Effect – Checklist to evaluate students understanding of the greenhouse effect as it relates to the experiment.