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Description
Earth's climate system is dependent on greenhouse gases which sustain the natural balance of heat absorption and release that maintains a global temperature suitable for life. However, this process has been altered by humans, with activities like fossil fuel burning and deforestation increasing atmospheric carbon dioxide and removing nature's carbon "sinks". This lesson from a collection that educates students about climate change, teaches pupils about greenhouse gases and how they support Earth's energy budget. An inquiry approach actively engages students in the learning process as they achieve the following instructional targets:
- Identify major greenhouse gases and their sources
- Model how greenhouse gas molecules trap energy
- Experiment to investigate the relationship between carbon dioxide and temperature
- Describe Earth's energy budget by examining greenhouse gas sources and sinks
- Consider mitigation strategies for reducing carbon emissions
General Assessment
What skills does this resource explicitly teach?
- Analysis
- Problem solving
- Collecting and analyzing experimental data
- Critical thinking
Strengths
- Well organized with detailed lesson plan
- Focuses on a Sutainable Development Goal (SDG 13)
- Includes all necessary support materials
- Includes assessment strategies
- Includes bell work and homework tasks
Weaknesses
- Molecular resonance is a complicated topic and the explanation by a university professor is humorous, but appropriate for much older students
- Some of the graphs only provide information to 2003
Recommendation of how and where to use it
This resource supports Grade 5-8 Science outcomes related to greenhouse gas types, carbon sources and sinks and climate change. Students also explore molecular structure and heat storage while developing their understanding of the greenhouse effect. Fossil fuel consumption and mitigation strategies are examined from the perspective of transportation systems, infrastructure design and renewable energy sources.
Science in action could become the basis of an extended learning experience whereby students are able to discuss climate change with an actual researcher. Environment Canada offers the free "Scientists-at-Large" program where an expert can come into a classroom or engage with students virtually. Information about this program can be found here.
Relevant Curriculum Units
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
- Step 1Select a province
- Alberta
- Step 2Select a grade level
- Grade 5
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
- Matter and Energy: Understandings of the physical world are deepened through investigating matter and energy.
- Scientific Methods: Investigation of the physical world is enhanced through the use of scientific methods that attempt to remove human biases and increase objectivity
- Grade 6
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
- Matter and Energy: Understandings of the physical world are deepened by investigating matter and energy
- British Columbia
- Manitoba
- Newfoundland & Labrador
- Nova Scotia
- Nunavut
- Ontario
- Step 2Select a grade level
- Grade 5
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Earth and Space Systems: Conservation of Energy & Resources
- STEM Skills and Connections
- Grade 7
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Earth and Space Systems: Heat in the Environment
- STEM Skills and Connections
- Prince Edward Island
- Quebec
- Step 2Select a grade level
- Grade 5
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Material World
- Grade 7
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- The Material World
- Grade 8
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- The Material World
- Saskatchewan
- Yukon Territory
Themes Addressed
Air, Atmosphere & Climate (2)
- Climate Change
- Ozone Depletion
Science and Technology (1)
- Analysing Conventional Science
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Good | Students examine graphs that describe greenhouse gas emissions by country and sector which supports an awareness of the connection between wealth and carbon pollution. Developed nations typically account for a much higher rate of release of atmospheric gases like carbon dioxide and methane than poorer countries. This global carbon inequality also relates to poverty and the ability to adapt to climate change. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Good | Pupils engage in critical thinking about how natural processes were involved in past climate changes but the current warming trend is a direct result of human activities. They will understand that the environmental, social and economic issues associated with present day climate change can only be resolved through worldwide efforts to reduce emissions. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Good | By exploring carbon sources and sinks, learners will understand the anthropogenic cause of climate change is excessive carbon emissions, but the problem has been compounded by the destruction of natural areas like rainforests which impacts Earth's capacity to absorb and store carbon. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Poor/Not considered | No specific action projects are included in this learning activity but students do consider how their daily habits might affect the environment in preparation for the final lesson of the unit in which they develop and analyze a mitigation plan. |
| Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
| ||
| Values Education | Good | Students will develop a self-awareness of how individual lifestyle choices can contribute to sustainability practices that are part of the solution to climate change. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Satisfactory | Although not included with the lesson, students might consider why developed countries are responsible for a higher proprtion of greenhouse gas emissions which could lead to discussions about global inequalities. |
| Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
| Personal Affinity with Earth | Poor/Not considered | The primary focus of this lesson is on the physical processes of climate change. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Satisfactory | Investigating greenhouse gas emissions by sector provides information that students can relate to their community by identifying how local industries like forestry may be contributing to climate change. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good | Information about chlorofluorocarbons that have been banned since the 1980's but are still present in our atmosphere provides insight into how pollutants can cause long term environmental consequences. The lesson also provides a positive perspective of why global and individual action can reduce and prevent further climate change impacts. |
| Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | ||
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction | Good | Challenging tasks such as constructing molecular models, measuring molecular vibration and experimenting with the greenhouse effect empower students to take the initiative in asking and testing questions while making new discoveries.
|
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Satisfactory | Although developed as a Science teaching resource, this lesson requires students to use English Language Arts skills to read and analyze written information, develop a concept map and explore vocabulary. Mathematics content related to interpreting graphs and examining data is also included. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Good | The "Resonance Model" activity and "Greenhouse in a jar" lab engage students in an experimental process where they collect evidence to support hypotheses about the relationship between carbon dioxide and heat. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Satisfactory | There are no specific differentiation strategies identified in this resource, but the hands-on nature of experiments and building models will appeal to a diverse range of learners. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Satisfactory | Direct investigation using an experimental approach provides an authentic and meaningful learning experience. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | Students work in groups and participate in class discussions. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Good | Pupils develop a "Concept Map" that is continually expanded during the learning experience and supports formative assessment. The "Bathtub Thoughts" and "Mitigation Notes" handouts provide summative assessment tools to evaluate critical thinking and understanding of key concepts. |
| Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
| Peer Teaching | Satisfactory | Students create "Greenhouse Effect" posters to describe Earth's energy budget and these posters are shared with each other. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Satisfactory | Climate change is a serious environmental issue that affects all global communities. A teacher can particularly highlight how a warming trend is threatening Canada's Arctic region where rapidly melting ice sheets are impacting keystone species like Polar Bears, while jeopardizing the traditional livelihoods of the Inuit. Sea level rise and storm surges are also of immediate concern to coastal communities and drought conditions have recently caused damaging forest fires in many Provinces. |
| Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
| Locus of Control | Satisfactory | The balance between classroom instruction and hands-on activities provides stduents with options for self direction and exploration. |
| Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. | ||
