Lesson 1: Discuss what living things need in order to survive by creating a list. Then watch the video https://www.generationgenius.com/videolessons/structure-and-function-video-for-kids/ (You can search for the video with the title Structure of Living Things on the Internet). If you sign up for an account or free trial you will be able to watch the entire video on Structures of Living Things. There are plenty of other videos and or books you can find that introduce this topic. At this point, students should have a clear understanding of the words internal structure, external structure and how structures and function help living things do different things like grow, survive, reproduce and behave.
Lesson 2: What is Climate Change? Although living things need ecosystem structure and function to survive and thrive, there are challenges living things are facing. This video, https://www.youtube.com/watch?v=WkvPdUtYhX8 (You can search for the video with the title Climate Change For Kids- A Fun Engaging Introduction to Climate Change on the Internet), will discuss the causes of climate change like the greenhouse effect, fossil fuel burning, farming, and deforestation. Students can hold discussions as to what they notice in their community changing because of climate change.
Lesson 3: Students will play a game called The Climate Time Machine using their electronic device by going to https://climatekids.nasa.gov/time-machine/ (You can search for the website with the title NASA Climate Change For Kids on the Internet). This would be great to do with a partner so the students can discuss what they notice happening in the game and reflect on how it connects to them and other living things. Some questions to consider are: How much Arctic sea ice has melted just since satellites started observing around 30 years ago? What parts of the world will be under water as sea level rises, inch by inch, foot by foot? How much has the greenhouse gas carbon dioxide increased in the air just in the last few years? How much has temperature risen around the world in just a little over 100 years?
Lesson 4: Read the book, Polar Bear, Why Is Your World Melting, by Robert Wells to build background knowledge on the greenhouse effect. Students will learn more about the greenhouse effect by measuring temperature. Global warming is the key component of climate change. It is caused in part by the greenhouse effect. As a class or in small groups one might have students place two thermometers side by side in a sunny spot inside or outside of the classroom. Put one of the thermometers inside a jar covering the top with plastic wrap. Leave the other thermometer outside the jar, but right next to it. Have students hypothesize what will happen and why. Have students record temperatures every 10 minutes on a recording sheet. Overall, the goal of this lesson is to understand how solar energy (light) goes inside the vase and is changed into thermal energy (heat). This heat cannot escape the vase. It’s trapped, and the air inside of the vase gets warmer and warmer as more light (solar energy) enters the vase. This is very similar to the greenhouse effect. The second thermometer is exposed to air. Even though it doesn’t seem like much is happening in the air, a lot of factors are at work that allow the warmer air to mix with the cooler air in a constant interactive dance.
Lesson 5: Students will investigate the effects of melting ice and its contact with water. Climate change is causing warmer temperatures, which is causing glaciers to melt faster than they can accrue new ice. These warmer temperatures also mean that some places are getting more rainfall than snow. Students can connect the fewer amount of snow days and snowfall they have seen these last few years. Since there is less snow falling, glaciers melt and have more contact with water. This in turn causes the ice to melt quicker. Ice melts more quickly in water than air because water is denser – has a greater concentration of molecules – than air. When ice is in water, more molecules bump against it and transfer more heat energy.
Instructions:
- Place an equal number of ice cubes in each container. You can use either regular ice cubes or ice cubes made with colored water. (Coloring makes no difference to melting. It simply makes it easier to see the ice as it melts)
- Add a small amount of water to one of the containers.
- Set the timer or stopwatch. Visit the containers every few minutes to see what is happening.
Students can check out this videos while they are waiting https://www.youtube.com/watch?v=hC3VTgIPoGU (You can search for the video with the title Chasing Ice- Captures largest glacier calving ever filmed)
Lesson 6: Sea level rise and Connecticut. Students will learn how the saltmarsh sparrow is being impacted from sea level rise. This is a great time to call the Outer Island Research and Education Program (use this link to fill out http://outerisland.org/index.php?id=contact-us&lang=eg You can search for the application with the title Outer Island Contact Us on the Internet). If you are unable to go visit the Outer Island, this link is a great virtual option that will explain how the saltmarsh sparrows are being affected by sea level rise and how they are helping the species from extinction. https://fb.watch/6vyqd9rkNw/ (You can search for the video with the title Live From the Marsh with saltmarsh Sparrow on the Internet)
Lesson 7: Students will research other animals and species in Connecticut or New England that are also being affected by sea level rise and climate change. You can scaffold this by giving students the species to research or having various informational poster around the room and having students note the similarities and differences among the species. By the end of this lesson, students should have a clear understanding that different species are being affected and if there is no change, then these species will become extremely threaten or extinct during their lifetime.
Lesson 8: Taking Action. Students will create a campaign to inform the community how they can help some of the endangered species here in Connecticut. Students can choose a way they want to promote change by creating a poster, website, PowerPoint, flyer, etc.. that will grab the attention of the community and demand change. Take it a step further by getting the school, family and even the news involved in this movement.