Lesson Plans
Greenhouse Effect in a Jar
Objective: Students will see the effects of a greenhouse and relate this understanding to what occurs in our atmosphere.
This activity allows students to use simple experimentation techniques like, observing and recording data and drawing conclusions from results. For this experiment, students will work in groups of four. The materials you will need are as follows:
2 small thermometers
1 jar or other see-through container
1 clock or watch
Science Journals (for record keeping)
Sunlamp or access to a sunny area
First, each group should place their thermometers a few inches apart under the sunlamp or in direct sunlight. Wait about three minutes so the thermometers will be giving accurate readings, and then have the students record the time and temperature readings on both thermometers. Then, each group should place their jar over one of their thermometers, making sure that the jar does not cast a shadow over the uncovered thermometer. If the thermometers are too large, you may stand them against an inner side of the jar. Every minute, for ten minutes, the students should record the readings of both thermometers.
Students should observe that the air over the exposed thermometer is constantly changing, and as it gets warm it is replaced by cooler air. Because the air in the jar cannot circulate, this air stays in the sunlight and gets warmer and warmer. A similar trapping of heat happens in the Earth's atmosphere. Sunlight passes through the atmosphere and warms the Earth's surface. The heat radiating from the surface is trapped by greenhouse gasses. Without an atmosphere, the Earth's temperature would average about -13°F. This warming due to heat-trapping gasses is called the "greenhouse effect." But the jar and the atmosphere allow light to enter, but then trap that energy when it is converted to heat. However, they work differently because the jar keeps in the heated air, while the greenhouse gasses absorb radiative heat.
At the end of the activity, students should reflect in their journals. Students should describe what they learned from the experiment. Students could also graph their data and present their posters to the class.
There are also two more experiments that can be done next. For the first possible experiment, use two jars, paint the bottom of one jar black and the other jar white. Students will see that the white one is more reflective so the temperature will increase less, while the black one absorbs more. For the second experiment, use two jars to simulate global warming. One jar will be filled with air and the other jar will be filled with carbon dioxide.
Calculate your Emissions
Objective: Students will learn how to calculate their household greenhouse gas emissions and discover ways to reduce their emissions.
This activity should be done as a "weekend family project." For this project, students will need to have access to a computer and the internet (if he/she does not have one at home, suggest using the computers at a local library). On the U.S. Environmental Protection Agency website, there is a calculator that computes everything for you (http://yosemite.epa.gov/OAR/globalwarming.nsf/content/ResourceCenterTools).
Students and parents will first calculate the basics, which include transportation, home energy, and waste. This will give them their total emissions and compare it to the average for a similar household. Next, students and parents will look at ways they can reduce their emissions (again focusing on transportation, home energy, and waste). Finally, they will see how much they can reduce their emissions by taking those few actions. They should print out their final calculations.
Students will then be asked to present their results to the class. Students may present this information in many ways. For example, they may wish to do a poster presentation to show their results and what they plan to do to reduce their household emissions.
Write a Letter to a Politician
Objectives: Students will practice expository writing by writing a letter to a politician. Students will discuss their concerns about the issue of global warming.
This activity relates to the fourth and fifth grade writing curriculum, in that, students will write a letter (expository writing). The only materials each student will need for this activity is a paper, pencil, and envelope. This activity should be done at the end of the unit.
After learning about global warming, students will hopefully want to take action and have their voices heard. Students will write a letter to either a local politician or the President of the U.S.A. In this letter students should discuss what they learned, why they are concerned, and what we should do to help. Students may also enclose drawings with these letters.
This activity not only gives the students an opportunity to show what they learned from this unit but it also empowers them by informing others. Students will also be learning about how to formally write a letter, from opening to closing.
Earth Day Celebration
Objective: Students will inform their fellow classmates about global warming and its consequences.
This activity gives students the opportunity to teach their fellow classmates. Students will perform in an Earth Day Celebration on April 22 nd. This will be a school-wide celebration that will be open to parents and members of the community.
There are many different ways students may present their information. This activity really gives students an opportunity to express themselves in different ways. Students may work individually or in small groups. Students may make global warming posters that will be posted throughout the school. Students may do a skit discussing the consequences of global warming. Students may also do a poem or rap about global warming.
This is a fun, final activity where students can "show what they know." Most importantly, students are spreading the word. They are telling their friends and families about climate change and what they can do to participate in the solution. Hopefully, they are informing and inspiring others to take action.
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