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The Greenhouse Effect

Middle

Description

The resource provides a hands-on learning experience that allows students to explore their ideas for designing and building a greenhouse to solve a problem their community might face in the future.

The students are tasked with a set of 5 challenges that walk them through the process of designing, building, testing and modifying a small-scale greenhouse building. The resource includes videos to support the testing process as well as reflection questions to guide the students through the inquiry process.

The students will first determine their purpose by watching a video that introduces the learning experience and gives the students necessary background information.

In the second challenge the students will create a detailed plan for their structure by using the provided greenhouse research cards and the worksheet that details the necessary steps.

In the third challenge the students are to build their small-scale greenhouse with the provided materials such as cereal boxes, plastic bags, saran wrap, balloons, straws, tape, string, etc.

In the fourth challenge the students will test the efficacy of their build. The testing process involves:

  • using a fan on different speeds to test the greenhouse's ability to withstand wind
  • placing the greenhouse under a light with a thermometer to test its ability to retain heat
  • placing bean bags on the greenhouse to test its strength 
The final challenge has the students presenting their greenhouse to their peers.

General Assessment

What skills does this resource explicitly teach?

The resource's goal is to allow the students to explore their ideas and test them regarding building a greenhouse.  It promotes research, design, testing and presentation skills.

Strengths

  • engaging and hands-on learning experience
  • students are in control of all decisions and directions in the activities
  • an abundance of resources for the teacher and students
  • videos of testing procedures
  • introductory video to the learning experience that is interesting and sets the scene for the learning to take place

Weaknesses

  • lack of assessment materials

Recommendation of how and where to use it

The Greenhouse Effect is an inquiry resource best suited for the middle school Science classroom.  It helps to address the curriculum outcomes related to Structures and Forces in addition to discussing ideas related to the environment and climate change. 

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 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Structures and Forces
  • British Columbia
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
  • Manitoba
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Forces and Structures
        • Interactions Within Ecosystems
  • New Brunswick
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7 Earth Surface Processes: Learning and Living Sustainably
        • Science 7 Earth Surface Processes: Scientific Literacy
      • Technological Education
        • Step 4Relevant matches
        • Exploration/Design & Experimentation/Application: Design Thinking Skills
    • Grade 8
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      • Technological Education
        • Step 4Relevant matches
        • Exploration/Design & Experimentation/Application: Design Thinking Skills
  • Newfoundland & Labrador
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interaction of Ecosystems
    • Grade 8
  • Northwest Territories
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    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Science 7: Earth and its climate have changed over geological time
        • Structures and Forces
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Engineering Structures
        • Science 7: Environmental Action
      • Technological Education
        • Step 4Relevant matches
        • Technology Education 7: Innovations and Inventions
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 8: Climate Change
      • Technological Education
        • Step 4Relevant matches
        • Technology Education 8: Innovations and Inventions
  • Nunavut
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Structures and Forces
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions in Our Environment
  • Ontario
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    • Grade 7
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Earth and Space Systems: Heat in the Environment
        • Life Systems: Interactions in the Environment
        • Structures and Mechanisms: Form, Function, and Design of Structures
    • Grade 8
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Structures and Mechanisms: Systems in Action
  • Prince Edward Island
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    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
      • Technological Education
        • Step 4Relevant matches
        • Intermediate Industrial Technology Education: Technological Problem Solving
    • Grade 8
      • Step 3Select a subject
      • Technological Education
        • Step 4Relevant matches
        • Intermediate Industrial Technology Education: Technological Problem Solving
  • Quebec
  • Saskatchewan
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time

Themes Addressed

Air, Atmosphere & Climate (2)

  • Climate Change
  • Ozone Depletion

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The resource encourages the students to pursue their own ideas while considering the information presented on the pros and cons of different designs. They also make modifications once they have tested their ideas in order to improve their build. This can also occur after they have been presented with the ideas of other groups in their class.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Satisfactory

The resource effectively addresses the environmental aspect of the issue. The teacher will have to ensure that the discussions in class help to highlight the economic and social connections as well.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

By engaging and empowering the students from the beginning of the activity, the resource allows them to get a sense of the many factors that are involved in the building of a greenhouse that will satisfy the needs of the environment but also fit the purpose of their design.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

The resource has a goal of allowing the students to explore their ideas, develop them into a design, build the structure and then test it.  They develop an understanding of the needs of their build.  It does not work towards a tangible change in their lives

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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

The resource is open-ended allowing the students to consider alternative points of view and express their own ideas via their learning and subsequent model.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered

This is not a focus of this resource.

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 Satisfactory

The resource develops a concern for the natural world by allowing the students to consider their own solutions to a possible environmental problem faced by their community.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

The resource makes the learning relevant to the lives of the students by having them consider a future community problem that needs to be solved.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Satisfactory

The resource is an inquiry resource focusing on develop an understanding of the strengths of various shapes and materials. It does ask the students to consider the future and address a problem that may exist. It also shares information regarding the present state of the environment.

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 Very Good

The students are in control of the process from the beginning of the lesson.  They choose their own purpose and let it guide their build and then test their ideas and make their own modifications as needed.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory
  • Science
  • Math
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Very Good

This exploration is very much self-directed throughout.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

The resource does explain that the learning experience is not meant to be prescriptive but that the teacher can modify the length, content, etc. as they see fit to meet their level of comfort and teaching experience in addition to the needs of the students.  However, the resource does not provide any guidance nor materials for this.  

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good

The students' experience in the resource allows them to explore and test their ideas in an authentic manner.  They are provided with the information on different designs and also different methods to help them test the effectiveness of their choices.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered

There are no materials for the evaluation of learning provided.

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
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good

The students are provided with research cards that contain a great amount of information on design models and their pros and cons. These descriptions of real buildings allow for the students to consider authentic structures for their greenhouse design.

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 Very Good

The students have the opportunity to lead and make all of the choices in the activities in this lesson with minimal need for input or direction from the teacher.

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.